Scribd Logo
Upload

Welcome to Scribd!

  • 120 views

    Topic 1 Introduction To Educational Research

    Uploaded by

    Selvi Siva
    This document provides an introduction to educational research methods. It discusses why research is important for expanding knowledge in any discipline. Educational research aims to improve the learning process by providing systematically obtained information to teachers and learners. Research involves studying educational problems in order to find solutions and gain new insights and knowledge. Reasons for conducting educational research include both intrinsic motives, like improving the learning environment, and extrinsic pressures like academic obligations. The document outlines key characteristics of good educational research as being minimally biased, transparent, and able to explain methods and results. It also discusses the differences between quantitative and qualitative research approaches and paradigms. Finally, it emphasizes the importance of research ethics in protecting participants' rights and being honest in reporting findings.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Topic 1 Introduction To Educational Research

    Uploaded by

    Selvi Siva
    120 views25 pages
    This document provides an introduction to educational research methods. It discusses why research is important for expanding knowledge in any discipline. Educational research aims to improve the learning process by providing systematically obtained information to teachers and learners. Research involves studying educational problems in order to find solutions and gain new insights and knowledge. Reasons for conducting educational research include both intrinsic motives, like improving the learning environment, and extrinsic pressures like academic obligations. The document outlines key characteristics of good educational research as being minimally biased, transparent, and able to explain methods and results. It also discusses the differences between quantitative and qualitative research approaches and paradigms. Finally, it emphasizes the importance of research ethics in protecting participants' rights and being honest in reporting findings.

    Original Description:

    topic 1

    Original Title

    Topic 1 Introduction to Educational Research

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document provides an introduction to educational research methods. It discusses why research is important for expanding knowledge in any discipline. Educational research aims to improve the learning process by providing systematically obtained information to teachers and learners. Research involves studying educational problems in order to find solutions and gain new insights and knowledge. Reasons for conducting educational research include both intrinsic motives, like improving the learning environment, and extrinsic pressures like academic obligations. The document outlines key characteristics of good educational research as being minimally biased, transparent, and able to explain methods and results. It also discusses the differences between quantitative and qualitative research approaches and paradigms. Finally, it emphasizes the importance of research ethics in protecting participants' rights and being honest in reporting findings.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    120 views25 pages

    Topic 1 Introduction To Educational Research

    Uploaded by

    Selvi Siva
    This document provides an introduction to educational research methods. It discusses why research is important for expanding knowledge in any discipline. Educational research aims to improve the learning process by providing systematically obtained information to teachers and learners. Research involves studying educational problems in order to find solutions and gain new insights and knowledge. Reasons for conducting educational research include both intrinsic motives, like improving the learning environment, and extrinsic pressures like academic obligations. The document outlines key characteristics of good educational research as being minimally biased, transparent, and able to explain methods and results. It also discusses the differences between quantitative and qualitative research approaches and paradigms. Finally, it emphasizes the importance of research ethics in protecting participants' rights and being honest in reporting findings.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 25

    Introduction to Research Methods

    in Education
    TOPIC 1

    Discuss the following with your


    partner:
    What do I already know about educational
    research?

    What do I want to know/find out about


    educational research?

    Can you list (write down) the main reasons


    why you might want to do research?

    TSL3113 (YY- 2016)

    Every discipline relies on research in order to


    expand its knowledge base as it provides an
    architectural

    blueprint

    that

    helps

    its

    participants plan, assemble and organize


    their

    discoveries

    and

    results

    in

    systematic, understandable and productive


    way.

    (Cohen, Manion & Morrison 2007). Merriam (1988: 6)

    TSL3113 (YY- 2016)

    Educational Research is...


    The application of the scientific method
    to study educational problems
    The goal is to explain, predict, and/or
    control educational phenomena
    Research is a process, not a product

    Obj. 1.5 & 1.6


    TSL3113 (YY- 2016)

    Aims of Educational Research


    To provide teachers, clinicians, managers
    and learners with systematically obtained
    information that helps to improve the
    quality of the learning process.
    the immediate effects of the intervention are
    seen and assessed on the educators or
    their students.
    Therefore, wherever possible, we should
    think about how to measure the effects
    of an education intervention on the
    student.
    TSL3113 (YY- 2016)

    Aims of Educational Research


    Educational problems are studied by
    the teacher so that a solution or
    some useful insight or new
    knowledge, may be found so that
    the teacher-researcher can improve
    his/her own performance at the
    workplace, as well as the
    performance of his/her learners.

    TSL3113 (YY- 2016)

    List down reasons that stimulate people to


    write educational (academic) research.

    TSL3113 (YY- 2016)

    Reasons of Educational ResearchParsell and Bligh (1999)


    Intrinsic reasons
    To share knowledge
    For career
    advancement
    To increase status
    For collegial approval
    For pleasure
    To meet a challenge
    To improve the
    learning environment
    for teacher and
    students

    Extrinsic reasons
    Academic pressures
    To demonstrate a
    commitment to best
    pedagogy
    To improve practice
    To reflect advances in
    educational technology
    To monitor or evaluate
    changes in educational
    delivery
    Multi-professional teambased practice
    (professional learning
    community PLC)
    Obligations

    TSL3113 (YY- 2016)

    The Characteristics of
    Educational Research
    Minimally-Biased
    Transparent
    Allows for independent
    verification through
    replication
    In other words,trust but
    verify

    Defensible
    Should be able to explain
    the use of methods and
    interpretation of results

    TSL3113 (YY- 2016)

    Tutorial Task 1:
    What is the relationship
    between teachers and
    research in the educational
    context?
    Why should teachers conduct
    any sort of scholarly research?
    In what ways might research
    help the teacher-researcher
    review, evaluate and improve
    his or her professional
    practice?
    TSL3113 (YY- 2016)

    10

    Educational Research
    Steps for conducting educational
    research
    Selection of a problem
    Use of specific research
    procedures
    to design and collect data
    Analysis of data
    Statement of conclusions
    based on the results of
    the data analyses
    TSL3113 (YY- 2016)

    11

    Approaches in Educational
    Research
    Quantitative/Positivist
    Qualitative/Interpretive

    TSL3113 (YY- 2016)

    12

    Quantitative vs. Qualitative Research


    Quantitative

    Qualitative

    Purpose

    To study relationships,
    cause and effect

    To understand social
    phenomenon

    Design

    Developed prior to
    study

    Evolves during study

    Approach

    Deductive; tests theory

    Uses face-to-face
    interaction

    Tools

    Uses standardised
    instruments

    Uses face-to-face
    interaction

    Sample

    Uses large samples

    Uses small samples

    Analysis

    Statistical analysis of
    numeric data

    Narrative description
    and interpretation

    Source: Ary, Jacobs & Razavieh, 2002. 2002. Introduction to Research in Education.
    6th ed. Belmont CA: Wadsworth
    TSL3113 (YY- 2016)

    13

    Research
    paradigms
    Positivism

    Research
    approach
    Quantitative

    Interpretive Qualitative

    Research
    methods

    Examples

    Surveys:
    longitudinal,
    cross-sectional,
    correlational;
    experimental, and
    quasi-experimental
    and
    ex-post facto research

    - Attitude of distance
    learners towards online
    based education
    - Relationship between
    students motivation and
    their academic
    achievement.
    - Effect of intelligence on
    the academic
    performances of primary
    school learners

    Biographical;
    Phenomenological;
    Ethnographical;
    case study

    - A study of autobiography
    of a great statesman.
    - A study of dropout
    among the female
    students
    - A case study of an open
    distance learning
    Institution in a country.

    Source: Selection of research paradigms and research methods (Dash, 2005)


    TSL3113 (YY- 2016)

    14

    When Should I Use Quantitative?


    When the research problem is a
    description of trends or an
    explanation of the relationship
    among variables.

    When Should I Use Qualitative?


    When the research problem is an
    exploration and understanding of a
    central phenomenon.

    TSL3113 (YY- 2016)

    15

    Tutorial Task 2:
    Research
    There are Type
    several types of Strength
    educational research that Weakness
    have
    different purposes. Work with a partner and fill in
    3rd Person
    the chart
    below:
    Positivist
    Quantitative

    2nd Person Interpretive


    Qualitative Research

    1st Person
    Action Research

    TSL3113 (YY- 2016)

    16

    Research Ethics
    Norms guiding our
    choices, behaviour and/or
    relationships with others.
    Appropriateness of
    researchers behaviour in
    relation to the rights of
    those who may be directly
    or indirectly affected by
    the research.

    TSL3113 (YY- 2016)

    17

    Ethical Problems (Cohen et al. 2000)


    The nature of the research
    project itself
    The context for the research
    The procedures to be adopted
    Methods of data collection
    The nature of the participants
    The type of data collected
    The practical use of collected
    data

    TSL3113 (YY- 2016)

    18

    Key Ethical Issues Include:


    The privacy of actual and potential
    participants
    The voluntary nature of participation and the
    right to withdraw partially or completely from
    the process
    Consent and possible deception on the part
    of the participants
    Maintenance of the confidentiality of data
    provided by individuals or identifiable
    participants, as well as their anonymity
    The participants reaction to the way the
    researcher uses, analyses and report his or
    her findings
    The behaviour and objectivity of the
    researcher
    TSL3113 (YY- 2016)

    19

    Ethics of Educational
    Research
    Educational researchers have a
    duty to ensure that knowledge
    production is created in
    conjunction with a moral
    responsibility toward
    participants rights during the
    research study. These rights
    include the right to informed
    consent, trust, a right to
    withdraw and confidentiality
    (Ryen, 2010).

    TSL3113 (YY- 2016)

    20

    Ethics of Educational Research


    Respecting Participants' Rights
    Participants have the right to be briefed
    about the study.
    They need to know the purpose, aims, the
    use of the results, and the likely social
    consequences the study will have on their
    lives.
    The right to refuse or withdraw from the
    study at any time (McNiff & Whitehead, 2010
    )
    Their anonymity must be protected at all
    times.
    Right to gain something from the study
    Researchers need to find a way to give
    back to the participants who freely
    give off their time.
    TSL3113 (YY- 2016)

    21

    Ethics of Educational Research


    Honoring Research Sites
    Get permission first
    Dont overly disturb operation
    Remember you may be a guest
    Reporting Research Fully & Honestly
    Make sure your reporting is
    accurate.
    Report what you find even if it
    does not support your
    hypothesis.
    Respect your own position as
    researcher (personal bias)

    TSL3113 (YY- 2016)

    22

    Tutorial Task 3:
    What is the rational for inclusion of
    ethics in educational research?

    What is researcher bias and why do


    we need to be aware of it?
    What challenges do you anticipate
    when creating an informed consent
    mechanism?
    Suggest ethical obligations of
    educational researchers and
    institutional decision-makers
    TSL3113 (YY- 2016)

    23

    Tutorial Task 4:
    Read the two articles on:
    - Action research for professional
    development (Concise advice for new
    action researchers)
    - Ethics in Research
    Create a graphic organiser for each of
    the articles. Present.

    TSL3113 (YY- 2016)

    24

    References:
    Cohen, Louis; Lawrence, Manion and Morrison, Keith (2000).
    Research Methods in Education (5 th Ed.). London .
    Dash, N.K. (1993). Research Paradigms in Education: Towards a
    Resolution. Journal of Indian Education 19(2), pp1-6.
    Habermas, J. (1970). Knowledge and Human Interests (J.
    Shapiro.Trans.). London : Heinemann.
    Keat, R. (1981). The Politics of Social Theory. Oxford : Basil
    Blackwell.
    Kuhn, T.S. (1962) The Structure of Scientific Revolution.
    Chicago : University of Chicago Press.
    Lakomski, G. (1999). Critical theory. In J. P. Keeves and G.
    Lakomoki (Eds.). Issues in Educational Research. Oxford:
    Elsevier Science Ltd., 174-82.
    http
    ://www.faculty.londondeanery.ac.uk/e-learning/introduction-to-edu
    cational-research/getting-started
    TSL3113 (YY- 2016)
    25

    You might also like