Educational Research Methodology PDF

research methodology III Educational Research meaning Educational research refers to a systematic attempt to gain a better understanding of the educational process, generally with a view in improving its efficiency. It is an application of scientific method to the study o...

research methodology III Educational Research meaning Educational research refers to a systematic attempt to gain a better understanding of the educational process, generally with a view in improving its efficiency. It is an application of scientific method to the study of educational problems. definitions 1. Good: “Educational research is the study and investigation in the field of education.” 2. Munroe: “The final purpose of educational research is to ascertain principles and develop procedures for use in the field of education.” 3. Mulay: “Any systematic study designed to promote the development of education as a science can be considered educational research.” 4. Crawford: “Educational research is a systematic and refined technique of thinking, using special tools in order to obtain a mere adequate solution of a problem.” 5. J. W. Best: “Educational research is that activity which is directed towards development of a science of behaviour in educational situations. The ultimate aim of such a science is to provide knowledge that will permit the educator to achieve his goals by the most effective methods.” 6. W. M. Traverse: “Educational research is that activity which is directed towards the development of science of behaviour in educational situations.” Characteristics. 1. Educational research is directed towards the solution of a problem in the field of education. It may attempt to answer a question or to determine the relation between two or more variables. 2. It emphasizes the development of generalizations, principles or theories that will be helpful in predicting future occurrences. 3. Educational research, usually goes beyond the specific objects, groups or situations investigated and infers characteristics of a target population from the sample observed. 4. Educational research involves getting new data from primary or first hand sources or using existing data for a new purpose. 5. Educational research accepts only what can be verified by observation. Certain interesting questions do not tend themselves to research procedures. 6. Although research activity may at times be somewhat random and unsystematic, it is more often characterized by carefully designed procedures, always applying rigorous analysis. Although trial and error are often involved, research is rarely a blind, shotgun investigation trying something to see what happens. 7. Research strives to be objective and logical, applying every possible test to validate the procedures employed, the data collected and the conclusions reached. The researcher attempts to eliminate personal bias. 8. Research requires expertise. The researcher knows what is already known about the problem and how others have investigated. 9. Educational research involves the quest for answers to unsolved problems. Pushing back the frontiers of ignorance is its goal and originality is frequently the quality of a good research project. 10. Educational research is based on insight and imagination. It needs the service of man who looks beyond the present. 11. Educational research requires interdisciplinary approach. It is related to the study of complex relations about facts. 12. Educational research is not so exact a research as physical science. In the latter we can control the events but in educational research it is not possible. 13. Educational research has a great field. Educational psychology, educational philosophy, methodology, class organization and management, child development and other subjects are the fields of research in education. Need and importance. Research in education as in the other fields is essential for providing useful and dependable knowledge through which the process of education can be made more effective. There are various considerations which emphasize need for research in education. 1. Education has strong roots in the field like philosophy, history, economics, psychology and sociology. It is through an intensive process of scientific inquiry about the philosophical, historical, economics, psychological and sociological impact on various aspects of education that sound theories can be established. 2. Education is considered as much a science as an art. As a science, it has a corpus of knowledge. Since education depends on a corpus of knowledge, there is need to add scientific knowledge to it for enrichment and improvement. As an art, education seeks to impart knowledge effectively. For example, ‘How can the teacher play an effective role in the classroom and outside?’ is a vital question before educationists. It needs careful research efforts to enhance teacher’s effectiveness. MARCILLO ZAMBRANO GENESIS  research methodology III 3. The slogan of democratization of education resulted in the expansion of education. It has given rise to numerous problems like the problem of individual differences, expansion, buildings, discipline and so on. Solutions of such problems by trial and error or by experience from tradition and authority often yielded erroneous result. We need solutions based on research so that the coming generation is not left to the mercy of errors of outright sins of tradition, ignorance and prejudice. 4. There is a need for educational research because of the changing concept of education. The International Commission on the Development of Education, in its report “Learning To Be” (UNESCO 1972, p. 143) emphasizes: ‘Education from now-on can no longer be defined in relation to a fixed content which has to be assimilated, but must be conceived of as a process in the human beings, who thereby learns to express himself, to communicate and to question the world, through his various experiences and increasingly – all the time – to fulfill himself. It has strong roots, not only in economics and sociology but also in the findings from psychological research which indicate that man is an unfinished being and can only fulfill himself through constant learning. If this is so, then education takes place at all ages of life, in all situations and circumstances of existence. It returns to its true nature, which is to ne total and life long, and transcends the limits of institutions, programmes and methods imposed on it down the centuries.’ In the context of above nature of education, the limits of educational research have to be extended from the formal and conventional modes of education to the non-formal and innovative systems based on ecological and cybernetic models. 5. During the last two decades, great changes have taken place as a result of the rapid scientific and technological developments. Education has to play an important role so that we can accept the change in a smooth way. It can do so by bringing improvements in the existing curriculum, textbooks, methods of teaching and evaluation. LEVELS OF EDUCATIONAL RESEARCH Basic or Fundamental Research According to Travers (1948, p.4), basic research is designed to add to an organized body of scientific knowledge and does not necessarily produce results of immediate practical value. Basic research is primarily concerned with the formulation of a theory or a contribution to the existing body of knowledge. Its major aim is to obtain and use empirical data to formulate, expand or evaluate theory. Some have termed this research as pure or fundamental. This research draws its pattern and spirit from the physical sciences. It represents a rigorous and structured type of analysis. It employs careful sampling procedures in order to extend the findings beyond the group or situation and thus develops theories by discovering proved generalizations or principles. The main aim of basic research is the discovery of knowledge solely for the sake of knowledge. It has little concern for the application of the findings or social usefulness of the findings. Applied Research. Applied research is directed towards the solution of immediate, specific and practical problems. It is performed in relation to actual problems and under the conditions in which they are found in practice. The goal of applied research in terms of adding to scientific knowledge acquires only a secondary position. It places importance on a problem here and now. The applied research also uses the scientific method of inquiry. It has most of the characteristics of basic research. Its methodology, however, is not as rigorous as that of basic research. Moreover, its findings are to be evaluated in terms of local applicability and not in terms of universal validity. Applied research is mainly intended to improve school practices and add to greater teacher effectiveness in a practical manner. Most of the problems faced by teachers, policy planners, and administrators are solved through applied researchers Action Research. Action research is focussed on immediate application, not on the development of theory or on general application. It has placed its emphasis on problem here and now in a local setting. Its findings are to be evaluated in terms of local applicability, not universal validity. Its purpose is to improve school practices and, at the same time, to improve those who try to improve the practices: to combine the research processes, habits of thinking, ability to work harmoniously with others and professional spirit. STEPS IN EDUCATIONAL RESEARCH Since the educational research is the application of scientific method to the study of educational problems. The steps in educational research, therefore, are more or less identical to those of scientific method. Following are the steps generally found in educational research. MARCILLO ZAMBRANO GENESIS 1. The research problem. research methodology III Educational research starts with the selection of a problem. Following are the fields in which one may look for problems for research: a. The classroom, school, home, community and other agencies are the obvious sources. b. Social developments and technological changes are constantly bringing forth new opportunities for research. c. Records of previous research should also be consulted. This includes encyclopaedia of educational research, dissertations, and similar publications. d. Classroom discussions, seminars and exchange of ideas with the faculty members and fellow scholars and students will suggest many stimulating problems to be solved. e. Consultation with an expert, researcher supervisor, researcher guide or a senior scholar will also be helpful. 2. Formulation of hypothesis. Educational research should make the use of carefully formulated hypothesis. This may be formally stated or implied. Hypothesis: Hypothesis is the pre-assumptive statement of a proposition or a reasonable guess based upon the available evidences, which the researcher seeks to prove through his study. 3. Methods to be used. The selection of research method to be used is of utmost importance in the research process. It refers to the general strategy followed in collecting and analyzing the data necessary for solving the problem. The research methods are generally classified in 3 categories: (1) Historical, (2) Descriptive, and (3) experimental. The methods used in the study are decided by the nature of the problem and the type of data required for answering the questions relating to the problem. 4. Data collection. Whereas the research method describes the overall approach to the problem, this step is concerned with the procedures and techniques to be adopted for data collection. It refers to the nature of the sample to be chosen for study, and selection and development of data gathering devices such as tests, questionnaires, rating scales, interviews, observations, checklists and the like. 5. Analysis and interpretation of data. Good research is characterized by the care taken in the analysis and interpretation of data. It includes the selection of appropriate quantitative and quantitative techniques to be used for processing the data collected for the study. 6. Reporting the results. This is the last and important step of the research process. It is characterized by carefully formulated inferences, conclusions or generalizations. The researcher must be able report his procedures, findings and conclusions with utmost objectivity to others who may be interested in his study and its results. STEPS IN EDUCATIONAL RESEARCH Educational research is generally divided into three categories: macro, meso, and micro levels. Each of these levels addresses different dimensions of the educational phenomenon, ranging from large-scale analysis to the study of specific and detailed aspects. MARCILLO ZAMBRANO GENESIS 1. The research problem. research methodology III Educational research starts with the selection of a problem. Following are the fields in which one may look for problems for research: MARCILLO ZAMBRANO GENESIS  research methodology III The Research Problem A research problem is a specific issue, or concern that a researcher aims to investigate and address through the research process. It serves as the foundation and starting point for any research study. The research problem defines the scope and boundaries of the research, guiding the researcher in formulating research questions, objectives, and hypotheses. Key characteristics of a research problem include: 1. Clarity: A well-defined research problem should be clear and concise, avoiding ambiguity or vague statements. It should precisely state what the researcher intends to study. 2. Relevance: The research problem should be relevant to the field of study or the subject area under investi gation. It should address an important and meaningful issue within that domain. 3. Feasibility: The problem should be feasible to investigate within the constraints of available time, resources, and data. 4. Novelty: While the problem may be based on existing knowledge, it should contribute to the field's understanding by offering new insights, perspectives, or solutions. 5. Specificity: The problem should be specific enough to guide the research process effectively. It should lead to research questions that can be answered empirically. These examples illustrate how each characteristic contributes to the quality and effectiveness. A well-defined research problem should exhibit clarity, relevance, feasibility, novelty, specificity, significance, and researchability to guide the research process effectively. In summary, a research problem is the fundamental issue that motivates a research study. It sets the direction for the research, helping researchers define their research objectives, design appropriate methodologies, and collect and analyze data to generate meaningful findings. Causes Research problems can have various causes, but they often stem from gaps in knowledge, observations, practical challenges, theoretical perspectives, and the need to address real-world issues. Identifying a clear research problem is a crucial first step in the research process, as it guides the entire study's direction and objectives MARCILLO ZAMBRANO GENESIS  research methodology III Variables A variable in research simply refers to a characteristic, attribute or factor that can take on different values and can be measured, observed or manipulated. Variables allow researchers to examine, analyze, and understand relationships, effects, and patterns. In research, variables can take on different values, such as height, age, species, or exam score, language, nationality. In scientific research, we often want to study the effect of one variable on another. For example, you might want to test whether students who spend more time studying getbetter exam scores. The variables in a study of a cause-and-effect relationship are called the independent and dependent variables. The independent variable is the variable that the researcher manipulates or controls to observe its effect on other variables. It also known as the cause of the research study. The dependent variable is what the researcher measures or observes to assess the effects of changes in the independent variable. Independent Variable causes an effect on the dependent variable. MARCILLO ZAMBRANO GENESIS  research methodology III Problem Problem statement, also known as problem formulation or problem definition, is a crucial step in the research methodology. It involves the process of clearly defining and articulating the research problem that the study aims to address. statement Problem formulation is essential because it sets the stage for the entire research process and guides researchers in designing and conducting their studies effectively. Key components of problem formulation include: 1) Identification of the Research Problem: Researchers begin by identifying a specific issue, question, or concern within their field of study that requires investigation. This step involves reviewing existing literature, observations, and discussions to pinpoint a gap or area where research is needed. 2) Defining the Scope: Once the problem is identified, researchers must define the scope or boundaries of the problem. This involves specifying what aspects of the problem will be addressed and what will be excluded from the study. It helps in focusing the research effort. 3) Stating the Problem: The research problem is then stated clearly and concisely. It should be a well-crafted statement that describes the issue, its relevance, and the specific focus of the study. The problem statement typically begins with phrases like "The research problem is..." or "This study aims to investigate..." The conflict situation is….. Another options is to state or formulate a key delimited question. Example: What is the influence/impact of immersion method in the development of speaking in the first year baccalaureate students of Unidad Educativa Fiscal Ecuador Amazónico in the 2021-2022 school year? Example: How does the immersion method impact/influence/affect the development of speaking skills in first-year baccalaureate students at Unidad Educativa Fiscal Ecuador Amazónico during the 2021-2022 school year? Research Questions The research question is one of the most important parts of your research project, thesisor dissertation. It’s important to spend some time assessing and refining your question before you get started. The exact form of your question will depend on the length of your project, the type ofresearch, the topic, and the research problem. But all research questions should be focused, specific, appropriately complex, and relevant to a social or scholarly issue. Once you’ve read our guide on how to write a research question, use these examples towork out if your question is strong enough. MARCILLO ZAMBRANO GENESIS  research methodology III Research Research objectives, also known as study objectives or research goals, are specific statements that outline the desired outcomes and purposes of a research project. They help clarify the scope, focus, and intentions of the Objectives research. Research objectives provide a clear direction for the study, guiding the research process and helping researchers stay on track. Here are some key characteristics and purposes of research objectives: General Objective It provides the overall purpose or aim of the research without going into specific details or measures. The general research objective is often stated at the beginning of a research proposal or project to give a sense of the study's purpose. When formulating a general objective, the action verb you choose should reflect the overall aim or purpose of your research without going into specific details or measures. General objectives typically use broader action verbs that provide a sense of direction. Here is a list of action verbs recommended for general research objectives: MARCILLO ZAMBRANO GENESIS  research methodology III Specific Objective A specific research objective, on the other hand, is a detailed and focused statement that outlines a particular aspect of the research that the researcher aims to accomplish. These specific research objectives break down the general research aim into actionable and measurable components. They focus on different aspects of speaking skill improvement through the shadowing technique, including pronunciation, fluency, and the role of various variables. When stating objectives in a research work, it's important to use action verbs that convey specific, measurable, and achievable actions or outcomes. Action verbs provide clarity and help define the tasks or goals of the research. Here's a list of action verbs commonly used when formulating research objectives: MARCILLO ZAMBRANO GENESIS  research methodology III In an educational research problem, Chapter I typically refers to the Research introduction of the research project. In this introduction, the research background is where you provide context and information about the topic you're investigating. The research background sets the stage for the background research problem and helps the reader understand why the study is important and relevant. The research background can encompass various levels of analysis, including macro, meso, and micro levels: Macro Level: At the macro level, you would discuss broader societal or global trends and issues related to the educational problem. This might involve providing information about national or international educational policies, trends in education, or major social and economic factors that impact the educational context. For example, you might discuss the challenges in education due to globalization or advancements in technology. Meso Level: The meso level focuses on the intermediate or institutional level. This could involve discussing the characteristics of specific educational institutions, school districts, or regional variations in education. You might explore how the problem is manifesting within certain schools, districts, or communities and how these contexts differ from one another. Micro Level: The micro level pertains to the individual or classroom level. Here, you would delve into the specific experiences of teachers, students, or other stakeholders affected by the educational problem. This may include personal stories, case studies, and individual experiences that illustrate the impact of the problem on a small scale. By addressing these different levels, you create a comprehensive research background that helps readers understand the multi-faceted nature of the educational problem. It demonstrates that the issue is not isolated but is influenced by various factors at different scales, making it a complex and relevant area for research. MARCILLO ZAMBRANO GENESIS  research methodology III Justification The justification in an educational project serves as a critical component that explains why the research or project is necessary and why it should be undertaken. It provides a rationale for the project, demonstrating its importance and relevance. The justification typically includes several key elements: 1. Convenience (Research Purpose) 2. Social Relevance (Impact on Society and Beneficiaries) 3. Practical Implications (Problem Solving) 4. Theoretical Value (Contribution to Knowledge) 5. Methodological Utility (Instrument Development) "The Use of Shadowing to Improve Speaking Skills" that covers convenience, social relevance, practical implications, theoretical value, and methodological utility: Convenience (Research Purpose): The research on "The Use of Shadowing to Improve Speaking Skills" serves a fundamental purpose in the field of language education. Language proficiency is a core skill that enables effective communication, both in academic and real-world settings. The research aims to explore the effectiveness of shadowing as a language learning technique, addressing the pressing need to enhance speaking skills. It is a timely investigation as educational institutions seek innovative and practical methods to bridge the gap between language learners and their speaking proficiency goals. Social Relevance (Impact on Society and Beneficiaries): Effective communication in foreign languages is no longer merely an academic pursuit; it is a crucial life skill in an increasingly interconnected and diverse society. The outcomes of this research could have a positive impact on society by producing individuals who are not only proficient in speaking but also culturally sensitive and able to engage in global conversations. Beneficiaries include students, who can gain a valuable skill for personal and professional growth, as well as educators and language institutions, who can enhance their teaching methods Practical Implications (Problem Solving): Many language learners encounter difficulties in developing speaking skills, often due to a lack of exposure to authentic spoken language. The study on shadowing offers a potential solution to this problem. If found effective, it can provide a practical, accessible, and cost-effective method for improving speaking skills. This can not only benefit current language learners but also future students by integrating an innovative approach into language education. Theoretical Value (Contribution to Knowledge): By investigating the effectiveness of shadowing, it can offer insights into the cognitive processes and mechanisms involved in improving speaking skills. This information can enrich the broader field of applied linguistics and educational theory, potentially leading to the development of new theoretical models for language learning. Methodological Utility (Instrument Development): This work may involve the creation of assessment tools and guidelines for measuring the impact of shadowing on speaking skills. These methodological insights can be valuable to educators, researchers, and institutions seeking to replicate or adapt this approach in their own language programs. Additionally, it can enhance the methodological toolbox for researchers in the field of language education and assessment. MARCILLO ZAMBRANO GENESIS  research methodology III Operationalization of variables To operationalize a variable is important to clearly define the way in which each characteristic of the study will be observed and measured. Concept/Definition Preferably nominal and descriptive definitions of the variable. Dimensions Process in which the Variable is transformed, from abstract concepts to concrete, observable and measurable terms. It is defined as the subdivided characteristics of the variable. Indicators Indicators are units of measurement that allow you to assess performance A conceptual definition tells you what the concept means, while the indicator only tells you how to measure it. MARCILLO ZAMBRANO GENESIS  research methodology III Theoretical Framework A theoretical framework is the end result of bringing together a number of related concepts to explain and give a broader understanding of the phenomenon under research. Theoretical framework represents the organization of central ideas and central concepts from theories, key findings from research, policy statements, and other professional wisdom that guide the research project. The theoretical framework organizes the key concepts in the study in order to define the focus and direction for the study. The key concepts are derived from reviewing the related topics and phrases existing in literature, and from the findings of the literature theories. Thomas (2012) revealed that a conceptual/theoretical framework emerges from a wide and intensive reading of relevant literature, and links research projects to ongoing conversations in the researcher’s field by establishing the following parameters: Firstly, it reminds the researcher what is the focus and what is not the focus of. Secondly, it provides direction for the formulation research questions, the research design and the further search for the literature to review. The theoretical/conceptual framework helps researchers to: a) tell the theoretical components of their research; b) model relationships between theories and variables; c) reduce theoretical data into statements or models for easy comprehension; d) provide theoretical basis for research design, analysis and interpretations; e) assist researchers to visualise and explain what they intends to investigate. TYPES A conceptual framework can either be presented narratively or schematically. Narrative presentation of the theoretical/conceptual framework implies describing the relationships between variables, theories, and key phrases in words as plain text. Schematic presentation implies describing relationships between variables, theories, and key phrases through the use of figures and illustrations. example: A schematic conceptual framework for a study that reviewed literature sources and theories related to teacher motivation and learner performance would look like the one depicted by the figure below: MARCILLO ZAMBRANO GENESIS  research methodology III Figure 1. above shows a conceptual framework, revealing that teacher motivation is influenced by factors relating to the work itself, the reward systems in place, the working environment and the profession attributes. It required a comprehensive review of relevant topics and theories to be able to get hold of these main factors raised in literature. Without a holistic consideration and review of the related literature accounts, it would have been impossible to; firstly, trace the factors essential for teacher motivation; and secondly, construct such a framework. In terms of interpretation, the conceptual framework shows that when teachers’ desired needs attached to these factors are met, teachers become motivated, both with the context in which they execute their work, and with the content of the work they do. In this regard, the conceptual framework reveals that teacher motivation is a function of the followings: a) A work that is meaningful, where teachers derive challenging tasks and job satisfaction; b) A reward system that recognise teachers’ efforts and provide commensurate compensations; c) A working environment that is conducive and well-resourced, and; d) Sufficient opportunities for career growth and professional development. How to Create a Theoretical Framework 1. Identify Key Concepts: Determine the main ideas or variables in your study. For instance, "sleep" and "memory." 2. Review Literature: Read existing research to find theories related to your concepts. Look for theories that explain how these concepts interact. 3. Define Relationships: Clearly state how you believe these concepts are connected. For example, "Increased sleep improves memory retention.” 4. Build the Framework: Organize your concepts and theories into a coherent structure. This structure will guide your research design and methodology. Legal Framework The researcher has to consider different legal bodies as laws, bylaws, codes or rules related to the topic. For example: ▶ 1. The Constitution of the Republic ▶ 2. Orgánic Law of Intercultural Education. ▶ 3. Bylaws of the University of Guayaquil MARCILLO ZAMBRANO GENESIS