2.types & designs of ed rsrch
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BASIC RESEARCHAPPLIED RESEARCH
ACTION RESEARCHEVALUATIONRESEARCH
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Conducted to develop, test, or refinetheory
Examples related to learning theoryPiaget
Constructivism
Mastery learningGardners multiple intelligences
BASIC RESEARCH
http://www.funderstanding.com/theories.cfmhttp://www.funderstanding.com/theories.cfm -
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Conducted to examine the usefulness of theoryin solving practical educational problems
research conducted in a field of commonpractice and concerned with the application anddevelopment of research based knowledge
ExamplesDeveloping seventh grade social studies
curriculum around a problem-solvingapproach to learning
Accommodating varied learning styles whenteaching lessons in modern literature
APPLIED RESEARCH
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research designed to solve a specificclassroom or school problem, improvepractice, understand issues or make a
decision in their own school or organization Emphasis on teachers, counselors, and
administrators
Brings together characteristics of systematicinquiry / investigation and practice
ACTION RESEARCH
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Conducted to assess the merit or worth of a specificpractice in terms of the values operating at a specificsite
Meritis exemplified by a program accomplishing
what is was supposed to accomplishWorthis exemplified by the value attached to a
program by those using it Example
The computerized language program being used inSK Ayer Puteh has been installed properly, is beingused properly, and student achievement isincreasing as a result of its use
EVALUATION RESEARCH
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Quantitativeresearch
Qualitativeresearch
ExperimentalQuasi-experimentalSurveyCorrelational
EthnographyCase studyHistorical
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Purpose random assignment of subjects to groups to establish cause and
effect relationships between variablesExamples Examine the effect of teaching with a 1) co-operative groups strategy
or 2) traditional lecture approach on students achievement Mnemonic versus non-mnemonic vocabulary-learning strategies for
childrenCharacteristics Stringent procedures for selecting subjects and assigning them to
groups comparison of groups Manipulation of the causal variable teaching method, materials,
etc Control of extraneous variables - gender, ethnicity, age Statistical analysis of numerical data
Potential problems Inability of researcher to adequately control extraneous variables Use of complicated research designs Complex statistical analyses of data
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Purpose
to determine causal effects (sometimes referred to as non -randomizedexperiments or observational studies ).
Examples
Studying a new language programme may require existing Year 4classes and designating one as the control group and the other,experimental. Random assigning of sts will disrupt c/room learning
Characteristics
non-random assignment of subjects to groups
non-equivalent control group design,Potential Problems
pose threats to internal validity
results might be affected by the difference between groups
researchers bias
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Purpose to collect information from a group of people in order to describe some aspects/
conditions/ situations/ characteristics of the population of which that group is apart.
Examples: What are the attitudes of parents, students, and teachers to an extended school
year? What kinds of activities typically occur in sixth-grade art classes, and how
frequently does each occur?Characteristics Use of large samples Use of tests, questionnaires, and surveys Focused on information related to preferences, attitudes, practices, concerns, or
interests Statistical analysis of numerical dataPotential problems Instrument development Low response rates Honest responses from subjects
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Purpose to ascertain the extent to which two or more variables are
statistically related/ establish a relationship between variablesExamples
What is the relationship between ACT scores and freshmengrades?
Is a teachers sense of efficacy related to their effectiveness? Do significant relationships exist between the types of activities
used in math classrooms and student achievement?Characteristics
Measurement with a correlation coefficient One group of subjects measured on two variables Use of instruments to measure variables Focused on the direction and nature of the relationship
Potential problems Instrument development
Inferring cause and effect relationship
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Purpose
to obtain an understanding/ description of the shared beliefs and practices of a particularsocial group or system
Examples
What is the nature of the problems a teacher encounters when he begins using a constructivistapproach to instruction after having taught for ten years using a very traditional approach?
This study examines the beliefs and practices of second grade teachers experiencing a commonphenomena related to their approach to teaching
Characteristics
The study is conducted in the natural setting for a lengthy period of time
Emerging research design
Participants are observed in naturally occurring activities
Researchers develops trust with participants Cyclical nature of data collection and analysis
Observation and interviews are the dominating data collection strategies Inductive nature of the data analysis
Potential problems Insufficient time spent in the field Poor data collection efforts or insufficient data collected
Poor data analysis and researcher bias
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An examination of a specific instance of a phenomena inits natural context viewed from the perspective of theparticipants This study explored the meaning of inclusion for three disabled
students who had been placed in a regular education setting. This study examines in-depth a phenomena of interest to the researcher
(i.e., the meaning of inclusion) in a natural context viewing it from theparticipants perspectives
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Purpose the systematic collection and criticism of documents to gain insight into past
events or issues to better understand the current situationExample The difficulties being experienced while implementing a standards based
curriculum can be understood more completely if one recognizes the historicaltop-down control of curriculum imposed on teachers by the State Department of
EducationCharacteristics Focus on specific individuals, social issues, events, or policies Documents and artifacts are the primary sources of data Data is already available and is complied, presented, and interpreted Data is examined carefully for authenticity and truthfulness
Potential problems Authenticity
Truthfulness
Reliance on secondary sources
Values of researcher can affect interpretation
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The use of quantitative and qualitative designs andmethods within a single study
Allows the researcher to better match the approach togathering and analyzing data to the research questions
Relative emphasis given to any particular methodvaries widely
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Purpose Examples
Qualitative
To provide rich narrative descriptions with wordsof phenomena that enhance understanding.
Observations of school renewal teams tounderstand the role of parents.
Quantitative To describe phenomena numerically to answer
specific questions or hypotheses.
The relationship between amount of homework and
student achievement.
Basic To increase knowledge and understanding of
phenomena.
Understand how feedback affects motivation or
leraning styles of adolescents.
Applied To solve practical educational problems. Determine best approach to train teachers to use
portfolios for assessment.
Evaluation To make a decision about a program or activity. Decide whether to keep or phase out a
prekindergarten program.
Action To improve practice in a school or classroom. Determine which grouping procedure results in the
highest achievement for all students.
Non-Experimental To describe and predict phenomena without
manipulating factors that influence the phenomena.
Determine the relationship between socioeconomic
status and attitudes.
Experimental To determine the causal relationship between two
or more phenomena by direct manipulation of
factors that influence student performance or
behavior.
Determine which of two approaches to teaching
science results in the highest student achievement.
http://jerrygalloway.com/pro/types-research.htm
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Gay, L.R. and Airasian, P. Educational Research:Competencies for Analysis and Application (6thEd)
McMillan, J. H. (1996).Educational research:Fundamentals for the consumer, second edition.NY:Harper Collins College Publishers.
http://people.uncw.edu/caropresoe/EDN523/523_Spring
_08_Spring_09/McM_Ch1.ppt
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Aminah has a problem with her Year 5 students. Herstudents are not able to write simple sentences. She iscurious to know the causes of this problem. Suggest atype of educational research that would be suitable for
her situation. Explain the probable procedure to beadopted by her in this research.