2.Types & Designs of Ed Rsrch

7/26/2019 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.

2.Types & Designs of Ed Rsrch

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