TYPES OF EDUCATIONAL RESEARCH

BASIC RESEARCH

APPLIED RESEARCH

ACTION RESEARCH

EVALUATION RESEARCH

BASIC RESEARCH
-

Conducted to develop, test, or refine theory

Examples related to learning theory

Piaget

Constructivism

Mastery learning

Gardners multiple intelligences

APPLIED RESEARCH
-

Conducted to examine the usefulness of theory in solving practical educational problems

research conducted in a field of common practice and concerned with the application and
development of research based knowledge
Examples
Developing seventh grade social studies curriculum around a problem-solving approach
to learning

Accommodating varied learning styles when teaching lessons in modern literature

ACTION RESEARCH
-

research designed to solve a specific classroom or school problem, improve practice,

understand issues or make a decision in their own school or organization

Emphasis on teachers, counselors, and administrators

Brings together characteristics of systematic inquiry / investigation and practice

EVALUATION RESEARCH
-

Conducted to assess the merit or worth of a specific practice in terms of the values
operating at a specific site

Merit is exemplified by a program accomplishing what is was supposed to

accomplish

Worth is exemplified by the value attached to a program by those using it

Example

The computerized language program being used in SK Ayer Puteh has been
installed properly, is being used properly, and student achievement is increasing as
a result of its use

EDUCATIONAL RESEARCH DESIGN

EXPERIMENTAL
1. Purpose

random assignment of subjects to groups to establish cause and effect

relationships between variables

2. Examples

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 children

3. Characteristics

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

4. Potential problems

Inability of researcher to adequately control extraneous variables

Use of complicated research designs

Complex statistical analyses of data

QUASI-EXPERIMENTAL
1. Purpose

to determine causal effects (sometimes referred to as non -randomized experiments or

observational studies ).

2. Examples

Studying a new language programme may require existing Year 4 classes and
designating one as the control group and the other, experimental. Random assigning of
sts will disrupt c/room learning

3. Characteristics

non-random assignment of subjects to groups

non-equivalent control group design

4. Potential Problems

pose threats to internal validity

results might be affected by the difference between groups

researchers bias

DESCRIPTIVE/SURVEY
1. 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 a part.

2. 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?

3. 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 data

4. Potential problems

Instrument development

Low response rates

Honest responses from subjects

CORRELATIONAL
1. Purpose

to ascertain the extent to which two or more variables are statistically related/ establish a
relationship between variables

2. Examples

What is the relationship between ACT scores and freshmen grades?

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?

3. 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

4. Potential problems

Instrument development

Inferring cause and effect relationship

ETHNOGRAPHY
1. Purpose

to obtain an understanding/ description of the shared beliefs and practices of a particular

social group or system

2. Examples

What is the nature of the problems a teacher encounters when he begins using a
constructivist approach 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
common phenomena related to their approach to teaching

3. 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

4. Potential problems

Insufficient time spent in the field

Poor data collection efforts or insufficient data collected

Poor data analysis and researcher bias

CASE STUDY

An examination of a specific instance of a phenomena in its natural context viewed from

the perspective of the participants

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 the participants perspectives

HISTORICAL
1. Purpose
-

the systematic collection and criticism of documents to gain insight into past events or
issues to better understand the current situation

2. Example
-

The difficulties being experienced while implementing a standards based curriculum can
be understood more completely if one recognizes the historical top-down control of
curriculum imposed on teachers by the State Department of Education

3. Characteristics
-

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

4. Potential problems

Authenticity

Truthfulness

Reliance on secondary sources

Values of researcher can affect interpretation

MIXED METHOD

The use of quantitative and qualitative designs and methods within a single study

Allows the researcher to better match the approach to gathering and analyzing data to
the research questions

Relative emphasis given to any particular method varies widely

CONCLUSION

REFERENCES
1. Gay, L.R. and Airasian, P. Educational Research: Competencies for Analysis and
Application (6th Ed)
2. McMillan, J. H. (1996). Educational research: Fundamentals for the consumer, second
edition. NY: Harper Collins College Publishers.
3. http://people.uncw.edu/caropresoe/EDN523/523_Spring_08_Spring_09/McM_Ch1.ppt

EXTENDED TUTORIAL TASK

Aminah has a problem with her Year 5 students. Her students are not able to write simple
sentences. She is curious to know the causes of this problem. Suggest a type of educational
research that would be suitable for her situation. Explain the probable procedure to be adopted
by her in this research.