introduction to educational research pismp ed hiha

8/13/2019 Introduction to Educational Research Pismp Ed Hiha

1/22

Dr Kim Teng SiangJabatan R & I

IPG Kampus Tuanku BAinun


2/22

A scientific and systematic process of gatheringinformation in order to answer the question(s) or thehypothesis posted objectively (example: the relationship

between phenomena like motivation & academicachievement)

Educational research

- a scientific and systematicprocess of gatheringinformation about the hypothesized relations betweenphenomena in the field of education with the aim ofimprovingstudent learning.

What is Research?


3/22

Research is scientificbecause the knowledge acquiredis based on empirical evidence through the scientificprocess of gathering information/knowledge as follows:

(1) Formulate a hypothesis about the relationshipbetween certain constructs

(2) Test the hypothesis by designing an empirical

study(3) Collect data

(4) Make decision to accept or reject thehypothesis

Information/Knowledge acquisition is NOT based on

AUTHORITY, TRADITION, COMMONSENSE, MEDIA

MYTHS, PERSONAL EXPERIENCE but EVIDENCE


4/22

Research is systematicin the sense that it followsseveral definite sequential steps. These steps make

up the Research Process.

(1) Generating research ideas

(2) Formulating the research problem

(3) Developing hypotheses/research questions

(4) Designing a study to test hypotheses/answerresearch questions

(5) Collecting data

(6) Analysing and interpreting data

(7) Communicating results


5/22

Characteristics of Research

Research begins with a problem

Research requires a plan

Research demands a clear problem statement Research deals with the main problem through

subproblems operationalised as researchquestions/hypotheses

Research seeks direction through researchquestions/hypotheses

Research deals with facts and their meaning


6/22

RESEARCH

QUANTITATIVE(Positivist Approach)

QUALITATIVE

(Phenomenological Approach)

STATUS

STUDY

INTERVENTION

STUDY

STATUS STUDY

Survey

Experimental

Case

Study

Ethnography

Action

Research

Generic Qualitative method

INTERVENTION

STUDY

Correlational

Causal-comparative

Quasi-

Experimental

RESEARCH METHODOLOGY:

An overview


7/22

Preliminary Understanding of Quantitative &

Qualitative Research

Examine the two research studies on Reasons fordiscipline problems in schooland decide which isquantitative and which is qualitative. Justify your answers.

Researcher A identifiesfactors that influence/

affect discipline, develop a

questionnaire and

administer it to a sample

of problem students. Hethen analyses the data and

identify significant factors

or rank the factorsin order

of dominance.

Researcher B interviews asample of problem students

individually or as a small group.

He interacts with them and

observes their behaviours. He

also examines counsellors

reports and school report cards.

He records all the information

obtained and analyses it for

patterns that emerge.


8/22

Quantitative Research Qualitative Research

Philosophy Positivism:

Knowledge can only come from positiveaffirmation of theories through strict

scientific method

Phenomenology

Knowledge is discovered through an open,unbiased description of experience

Purpose/

Goal

To study relationship, cause and effect

To test hypotheses & to make predictions

To study social phenomena or things as theyappear in our experience.

To explain, interpret and describe phenomena

Focus Quantity (Variables - How much & Howmany)

Quality (Features- What)

Design Structured, predetermined(Developed prior to study)

Flexible, emerging(Evolves during study)

Method Experiment, quasi-experimental, survey, etc Ethnography, case study, etc

Sample Large, random, representation Small, purposeful

Data

Collection

Tests, questionnaires, controlled

intervention

Interviews, observation, documents, artifacts

Analysis Deductive (by statistical methods) Inductive (narrative and interpretation byresearcher)

Findings Specific, precise & numerical Holistic, detailed & descriptive

Researcher Detached Immersed


9/22

DEDUCTIVE APPROACH IN

QUANTITATIVE RESEARCH

4. Confirm or revisetheory based on the

hypotheses tested

3. Conduct the study to

collect data

2. Design an empirical study

to test hypotheses

1. Formulate hypotheses based

on available theory/theories

INDUCTIVE APPROACH INQUALITATIVE RESEARCH

4. Formulate and generatetheory based on richdescriptive data

3. Formulate tentative

hypotheses & gather furtherinformation

2. Look for patterns in the formsof themes, categories thatemerge

1. Conduct observation(Participant/non-participant)


10/22

Research Design

The outline, plan or strategy specifying theprocedure to be used in seeking an answer to theresearch question (or to do the research)

The design indicates:

how to collect and analyse the data (esp. the typeof analysis needed to answer the res. questions)

how extraneous variables are controlled orincluded in the study

how conclusions can be drawn


11/22

Research

Design

Weak

Design

True

Design

Experimental

Quasi-

ExperimentalNon-Equivalent Control-Group Design

One-Shot Design

One-group Pretest-

Posttest DesignNon-equivalent

Posttest-only Design

After-only Research

Design (Posttest-

only Control Group

Design)

FactorialDesign

Before-After Research Design

(Pretest-Posttest Control Group

Design)

TYPES OF

RESEARCH

DESIGNS

Interrupted Time Series Design


12/22

Ethics in Research

Respect human values & protect human rights

Determine the degree of risks involved

Principal researcher undertakes full responsibility of thestudy

Inform the subject before or after, the nature of theexperiment

Respect individuals freedom to decline participation

All information collected & subjects involved should be

kept confidential. Report group performance, notindividual performance.


13/22

RESEARCH PROCESS: BASIC 5

STEPS

IDENTIFYING THE PROBLEM /FOCUS

PLANNING TO ANSWER QUESTIONS ABOUT THEPROBLEM

IMPLEMENTING THE PLAN

COLLECTING DATA TO ANSWER THE QUESTIONS

CONCLUSION


14/22

Can be more elaborate steps like:

(1) Generating research ideas(2) Formulating the research problem

(3) Developing hypotheses/research questions

(4) Designing a study to test hypotheses/answerresearch questions

(5) Collecting data

(6) Analysing and interpreting data

(7) Communicating results


15/22

IMPORTANT OF LITERATUREREVIEW IN IDENTIFYING

RESEARCH PROBLEM


16/22

To understandin depth about the problem to be studied

To knowwhat has been done about this problem

To gain insights into the theories, approaches andmethodologies adopted by different researchers. (This willprovide sound theoretical and methodological frameworksfor the intended study.)

To identify gapsin the literature so that the intended study

can focus on a research area that is significant and that hasnot been explored adequately. This will ensure that theresearch done will contribute towards knowledge and/ortheory development.

PURPOSE OF LITERATURE REVIEW


17/22

To help researchers to delimitthe research problem(narrow the scope) and define it clearly so that it has theright focus.

To ensure that research to be done is on the right track inline with the current trends. (Such information can beobtained from the Recommendations for further researchsection of every research study. These recommendations

are useful because they represent the insights of theresearcher after he/she has studied the phenomenon.)

To provide the intellectual context for the research to bedone, enabling the researcher to position his/her work

relative to other work. This is possible because the reviewwill show what has been done in the field and how the newstudy relates to earlier research.


18/22

Theory & Review of Literature

Theory

a statement or set of statements that explain andpredict phenomena.

a statement that indicates the relationship between two ormore events

Ausubels Meaningful Learning Theory

Meaningful Learning takes place when a learner integrate newinformation with old information

What does Ausubels Theory predict?

What variables does the theory try to relate?


19/22

THE ROLE OF THEORY IN EDUCATIONAL

RESEARCH Theory provides an important guide or focus for the

direction of research by pointing to areas in whichmeaningful relationships of events (variables) are likely to

be found.

Theory provides a rational basis for explaining orinterpreting the results of the research.

Theory enables the researcher to make predictions about awide range of situations


20/22

Review of Literature

Give an in-depth account of key works and informationavailable on a research topic

Aspects normally covered:

specific areas investigatedtheories & approaches used

samples involved

variables examined

analyses used

findings obtained

Sources:

research articles (e.g. Journals)

& academic writings (e.g. books)

How are the studies related to

your research?

What has been researched &

what needs further research?

What insights have you

obtained about the area to bestudied (e.g. approaches,

methodologies. analyses and

interpretation of findings) and

the trends that have emerged?


21/22

Sources of Literature Review

Secondary Sources (Sumber Sekunder)

Materials written based on the works of others (e.g. referencebooks, text books, published academic writings, etc)

Primary Sources (Sumber Asli)

Materials written by someone who actually conducted theinvestigation1sthand information. (e.g. research articles

published in journals.)

Note: Research articles also contain information from secondarysources when the writers quote the works of other people


22/22

Common weaknesses in Lit. Review

Mere presentation of research information without relatingit to the intended study

Mere presentation of research information without anycritical evaluation

Mere listing of past studies in isolation without making anyconnection among themdifferences & similarities

Heavy reliance on secondary sources and/or outdatedstudies

Poor citations (Refer to APA)

Plagiarism

introduction to educational research pismp ed hiha

Documents