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Dr. Shah Jahan Assanarkutty

shah2435@yahoo.com

013-5812495

Pernyataan Masalah

mailto:shah2435@yahoo.commailto:shah2435@yahoo.com

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Research begins with a question in the mind of theresearcher

Research requires a plan. Research demands a clear statement of the problem

Research deals with the main problem through subproblems

Research seeks direction through appropriate researchquestions and hypotheses

Research deals with facts and their meaning

RESEARCH DEFINED

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What is educational research? Generally,educational research is defined as researchthat investigates the behaviour of students,

teachers, administrators, parents and othermembers of the community who interactwith educational institutions. The wordbehaviour is taken broadly to mean such

phenomena as learning, attitudes, aptitudes,abilities, interests, practices, processes,

emotions and so forth.

CHARACTERISTICS OF RESEARCH

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What is the purpose of educational research?

Since education is fundamentally the

development of individuals then the central

purpose of educational research is to find

ways to improve student learning. It has been

argued that educational research that does

not have this as its ultimate motivation andobjective is not educational research. Anyone

who is engaged in a systematic search of ways

to improve student learning is doing

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activity

(a) Do you agree with statement the central

purpose of educational research is to find ways

improve student learning ?

(b) Give some examples of findings from

educational research in your area of interest.

(c) A graduate student is conducting a research onthe effects of ISO implementation on the work

performance of the Education Department staff. Is

he conducting an educational research? Discuss.

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Research Process

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Three Criteria of Good Problem Statements

he problem should express a relation between two or more

variables

Is A related to B?

How are A and B related?

How is A related to B under condition C?

Is there a difference between A and B in terms of C?

he problem should be stated clearly and unambiguously preferably

in question form. Instead of saying, "The problem is ....", or The

purpose of this "study is....", ask a question. Questions have theadvantage of posing problems directly. The purpose of a study is not

necessarily the same as the problem of the study.

he problem should be such as to imply possibilities of empirical

testing. A problem that does not contain implications for testing its

relationship or relations is not a scientific problem.

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Is the problem ofcurrent interest?

Will the problem continue in the future?

Will gathering more information about the

problem have practical application? Will gathering more information about the

problem have theoretical importance?

How big and influential is the population

affected by the problem?

Would the research into the problem

substantially revise or extend existing

knowledge?

guide to assess the importance of your problem:

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Research questions and hypotheses are closelyrelated statements in quantitative research. For

example, you may begin a study with a researchquestion:

What is the role of preschool childrens perceptionof themselves in the process of learning to read?

Your hypothesis might read :

There is a positive relationship between preschoolchildrens perception of themselves and theirreading achievement.

Develop Research Questions Or

Hypotheses

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If you were to convert the problem into ahypothesis, which of the following would be

the best hypothesis? Explain your answer.

(a) Some people beat traffic lights more

frequently than others.

(b) People who beat traffic lights are a danger to

themselves and other road users.

(c) Beating traffic lights is common in crowded

cities.

(d) Road users are more likely to beat traffic lights

when traffic is li ht than if traffic is heav .

Collect Data

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DIFFERENCES BETWEEN QUANTITATIVE AND QUALITATIVE

RESEARCH IN EDUCATION

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