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TSL3113

2015

TSL3113
TOPIC 1 INTRODUCTION TO RESEARCH
METHODS IN EDUCATION
AIMS OF EDUCATIONAL RESEARCH
To explain, predict & control
educational phenomena
A disciplined attempt to address
questions/solve problems for
description, explanation,
generalization & prediction

CHARACTERISTICS OF EDUCATIONAL
RESEARCH
Solve problem
Gathering data
Observable/empirical evidence
Accurate observation & description
Designed procedures & rigorous
analysis
Emphasise the development of
generalisations, principles/theories
Have expertise-familiarity with the field,
competence in methodology,
technical skills
Attempts in finding objective, unbiased
solution
Deliberate & unhurried
Carefully recorded & reported

APPROACHES IN EDUCATIONAL RESEARCH


1. The Positivist Approach (Quantitative)
What?

Researcher decides
what to study, asks
specific, narrow
questions, collects
numeric data, analyse
numbers using statistics,
unbiased, objective
manner

Identifying
problem

Trends/explanation of
relationship among
variables

Literature review

Major role
Justify research
problem & provides
direction for study
Specific & narrow
Measurable,
observable data on
variables

Specify purpose &


research
questions/hypoth
eses

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Data collection

Data analysis

Data
interpretation
Report

Designs

Large number of
individuals
Uses instruments
Numeric data
Statistical
Trends description,
comparing
groups/relating
variables
Comparison of resultspredictions
Standard, fixed
structures & evaluation
criteria
Objective & unbiased
approach
Experimental
Quasi-experimental
Survey
Correlational

2. The Interpretive Approach (Qualitative)


What?

Researcher relies on
view of participants,
asks broad, general
questions, collects data
consisting of text,
describes & analyse
words for themes,
subjective, biased
manner

Identifying
problem

Requires exploration in
which little is known
about the problem
Detailed understanding
of central phenomenon
Minor role
Justifies research
problem
General & broad
Seek to understand
participants
experiences
General, emerging
questions to generate
responses
Gathering text/image
Small group
Text analysis
Thematic development
Stating larger meaning
of findings
Uses flexible, emerging
structure & evaluation
criteria
Reflexive/biased
approach
Ethnography
Case study
Historical

Literature review

Specify purpose &


research
questions/hypoth
eses
Data collection

Data analysis
Data
interpretation
Report

Designs

TSL3113
ETHICS OF EDUCATIONAL RESEARCH
The Important Aspects of Research Ethics
Ethical standards guide
behaviour of researchers & offer
security & protection to
participants
Professional standards research
topic, research procedure,
sponsor, free & informed consent,
obtaining more than you asked,
conflict of interest
Ethical Codes
Respecting participant rights
Honouring research sites
Reporting research fully & honestly
Informed consent
Use volunteers

2|CapriMaXoXo

2015