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RESEARCH METHODS IN EDUCATION
Dr. James L. PaglinawanMicrosoft Philippines TechMentor
Graduate Studies Secretary/ Registrar College of Education
Central Mindanao UniversityUniversity Town, Musuan, Bukidnon
Definitions
Types of
Research
Sources of Knowledge
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Characteristics of
Research and
Researcher
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DEFINITIONS OF
RESEARCH
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RESEARCH Systematic and objective analysis and recording of controlled observations that may lead to the development of generalizations, principles, or theories, resulting in prediction and possibly ultimate control of events.
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RESEARCH
Systematic, controlled and empirical inquiry about a subject/topic through problem-solving process using a method application of the scientific method to the study of a problem.
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Purposive, systematic and scientific process of gathering, analyzing, classifying, organizing, presenting, and interpreting data for the solution of a problem, for prediction, for intervention, for the discovery of truth, or for the expansion or verification of existing knowledge, all for the preservation and improvement of the quality of human life.
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Systematic inquiry- inquiry that is characterized bythe certain amount of rigor and governed by sets of principles and guidelines for procedures.
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According to Collinds in Newman (1997)
“Modern philosophy of science does not destroy sociological science; it does say that science is impossible, but it gives us a more flexible picture of what science is.”
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The approaches help link abstract issues in philosophy to concrete research techniques.
They prescribe what good social research in values, justify why research is done, relate values to research, and guide ethical behavior.
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Figure 1. Relationship between the sets of assumption as basis for the difference in the approaches/models of social research
Ontological Assumptioms
Epistomological Assumptions
Methodological Implications
Techniques of Data Collection
Will give rise to
Which have
The choice for the particular
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TYPESOF
RESEARCH
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Figure 2. The Positivistic Analytic Research Tradition Empirical
Inquiry
Purpose: To promote the authority of
scientific knowledge
Positivistic Analytic Research Tradition
Meta-Analys
is
Control Treatment Experiment
Correlation
StudiesSurvey
Naturalistic
descriptive
Requirements
Empirical Objective Value free Scientific
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Figure 3. The Symbolic, Interpretative Research Tradition
Interpretative InquirySymbolic,
Interpretative Research Tradition
Purpose: To understand the
human experiences
(cognitive and perceptions)
Folklore of Education
Ethnomethodology of
Classroom
Ethnography of
schools
Anthropological
linguistic tools
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Figure 4. The Neo-Maxist Revisionist Research Tradition
Critical Inquiry
Neo-Marxist Revisionist Research
Tradition
EducationalPoliticalSocialHuma
n
PhenomenaReject the idea of value free research, focus on relevant
historical-idealogical elements and their influence
Purpose: To demystify education institutions and practices. A marriage
between theory and practice
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Figure 5. Comparison of Opposing Traditions for Doing Social Research
SCIENTIFIC MODEL THE INTERPRETATIVE MODELPOSITIVISM INTERPRETATIVISM
Natural Science Based Humanities Base LineObjectivity SubjectivityCausality Interpretation
quantification Language and MeaningFalsification Development of Grounded
TheoryNomothetic Ideographic
Generalization Praticular CasesResearch Techniques includes: Statistical
Procedures, Experiment, Socio Survey
Research Techniques includes: Participant
Observation, Ethnography, Life History, Instructional
InterviewTends to be MACRO and
QUANTITATIVETends to be MICRO and
QUALITATIVE
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Figure 6. A Positivistic Scientific Research Design
Identification of a topicReview of Previous Literature on
the TopicTheories Formulated or Hypothesis
to be TestedResearch Design, Techniques
ChoosenData
AnalysisData
CollectionDo results support existing theory or
hypothesis?
GENERAL
Report Findings
Look for alternative explanations
Begin process again PARTICULAR
NO YES
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Figure 7. An Interpretative, Ethnographic Model
Identification of a topicReview of Previous Literature on
the Topic
PARTICULAR
Research Design, Techniques Choosen
Data Collected via:
ObservationParticipationInteraction
Documentation
Simultaneous Anaysis &
Initial Theory
FormulationDo results support existing theory or
hypothesis?Report Published
Research PaperComplete
EthnographyGENERAL
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Trochim (2001) presents five terms that could help describe some key aspects of contemporary social research as follows:
1) Social research is theoritical;2) Social research is empirical;3) Social research is nomothetic;4) Social research is probabilistic;
and5) Social research is interested in
causal relationships.
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Sources of KnowledgeSOURCES OF KNOWLEDGE
Experience
Deductive Reasonin
g
Scientific Method
Inductive Reasonin
g
AuthorityA person is considered
intelligent when he is able to learn to from his and
other’s experiences
A thinking process where one stars from the general
and proceeds to the specific
Experts statements are a matter of opinion and less
of fact
Make conclusions on the basis of facts gathered
through direct observation
A process in which an investigator moves inductively from his observations to hypotheses and deductively to their logical
implications
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Characteristics of Research
systematic
controlled
critical
reductiveReplicable and transmittable
cyclical
analytical
empirical
logical
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Characteristics of a ResearcherR
ESEARCHER
Research-orientedEfficientScientificEffective
Resourceful Creative Honest EconomicalReligious
Active
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Ethics of Research
Ethics in
Research
Voluntary Participation
Informed Consent
No Risk of harm
PrivacyEquality
of Service
No Deception
Knowledge of Outcome Ethics
in Resear
ch
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General Types of Research
Historical Research
What was?(Past)
Primary Sources Secondary Sources
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Primary Source- are original documents or remains, an eyewitness to the event, with no interpretation coming between the original event and the user of the material.
Secondary Source- are reports of those who relate what happened as gathered from primary sources.
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Research Questions
Feasible
ClearSignifica
ntEthical
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Types of ResearchDescriptive Research• Questions are addressed when a study is
designed to describe what is going on or what exists.Relational Questions
• When a study is designed to look at the relationships between two or more variables.Causal Questions
• When a study is designed to determine whether one or more variables cause or effect one or more outcome variables.
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Approaches to Research
Experimental Research
Single-Subject Research
Correlational Research
Causal-ComparativeResearch
Survey Research
Quantitative ResearchHOME PAGE
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Qualitative Research• Tells the story of the special event
in the Life of a single individualBiography
• Tries to discover an individual’s experiences from the subject’s
Phenomenology
• Forms a theory inductively from the data collected as a part of the study
Grounded Theory
• A detailed study of one or (at most) a few individuals or other social units, such as a classroom, a school or a neighborhood
Case Studies
• Ethonographic research focuces on the study of culture
• Historical research concentrates exclusively on the past
Ethnographic and Historical
Research
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Mixed-Method Designs• The researcher simultaneously
collects both quantitative and qualitative data, compares results, and then uses those findings to see whether they validate each other.
Triangulation Design
• The researcher first collects and analyzes quantitative data, and then obtains qualitative data to follow up and refine the quantitative findings.
Explanatory Design
• The researcher first collects qualitative data and then uses the findings to give direction to quantitative data collection
• This data thneu used to validate or extend the qualitative findings
Exploratory Designs
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Figure 8. The Hourglass Structure of Research
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Figure 9. The New Research Paradigm RESEARCH MATERIALS
Are systematically described
For IMMEDIATE GOALS
- People- Things- Concepts- Symbols- Phenomena- Events- Situations
- New information/relationships
- Expansion/correction verification of existing knowledge
To the IMMEDIATE GOALS
For theULTIMATE GOALS
GOOD LIFE WITH OTHERS
- new/ revised/ alternative theory of knowledge
- new/ revised/ alternative principle for art/ profession
SYSTEMATIC EXAMINATION
RESEARCH PROCESS
SUSTAINABLE
DEVELOPMENT
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Progress as, we know it today, is impossible without research.
Research is responsible for new products, new knowledge, new ways of undertaking projects.
Government agencies and private firms spend huge sums of money on various research programs in health, economics, agriculture, etc.
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All significant research contributes to development that leads to progress in the various fields of human endeavor.
To sustain this progress, the challenge to prepare quality proposals must be addressed. end
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References Cooper, D. R. And Emory, C.W. 1995. Business
Research Methods. London: The McGraw-Hill Companies.
Hitchcock, g. And Hughes, d. 1989. Research and the Teacher. London Rontlege, Chapman and Hall, Inc.
Kubiszyn, A. And Borich, G. 2000. Educational Testing and Measuring. New York: John Wiley & Sons, Inc.
Nathanielsz, R. A. 1999. CHED Priorities for CHED funding. A paper delivered during the Seminar-Workshop on the Preparation of Research, Development and Extension Agenda at CMU on October 4-5, 1999.
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Navarro, R. L. 1998. The National Higher Education Research Agenda (1998-2007): Zonal Response. A paper presented at the Annual conference of the Philippines Society for Educational Research and Evaluation (PSERE) on May 15-16, 1998 at Centro Escolar University, Mendiola, Manila.
Navarro, R. L. 2003. The Changing Research Scenario. A paper delivered during the PAGE National convention at Bacolod convention Center, Bacolod City on February 26-28, 2003.
Prado, N. I.; Penaso, A.M; Cimene, F.T., Aves, L, & Simbulan, S. G. 2011. Methods of Research. Instructional Development Center, Central Mindanao University.
Trochim, W.M. K. Research Methods Knowledge Base. http://trochim.human.cornell.edu/kb/contents.htm.
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