Topic 2 Types of Research and Introduction to Action Research Design_KCK_editlaw
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Transcript of Topic 2 Types of Research and Introduction to Action Research Design_KCK_editlaw
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2.1 Synopsis
This course offers an introduction to action research design, which consists of quantitative
researches such as experimental research, quasi-experimental research, surveys, correlation
studies, while qualitative researches include ethnographic studies, case studies and
background studies.
2.2 Learning Outcomes
a. To explain the concept of basic research, applied research, action and evaluation
b. To review the various types of quantitative and qualitative research design
2.3 Concept Model
2.4 Types of Research
2.4. !asic "esearch
!asic research is also known as pure research. This research could improve understanding of
the basic principles of the new knowledge, regardless of its long term benefits. #t is conducted
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TOPIC 2TYPES OF RESEARCH AND INTRODUCTION TO ACTION
RESEARCH DESIGN
Types of Research
$ualitative "esearch
ntroduction to !ction
Research "esign
!asic "esearch
$uantitative "esearch %pplied "esearch
%ction "esearch
"esearch &valuation
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when there is a curiosity about an issue. #n basic research, theory is applied as a basis to
generate concepts that can be used in solving problems in education.
2.4.2 %pplied "esearch
%pplied research is done by a community of researchers through accessing a set of theories,
knowledge, methods and techniques, with the aim of reviewing its effectiveness in solving
practical problems. %pplied research provides a re-creation of a theory. 'or example, the study
of adaptation of various learning styles in the teaching of moral education.
2.4.( %ction "esearch
%ction research is a reflective process that combines action and research to solve a problem
about specific questions, issues or phenomena. #t is carried out progressively by individuals or
groups of researchers with the assistance of a professional researcher.
2.4.4 "esearch &valuation
"esearch evaluation is conducted to measure the effectiveness or performance of a pro)ect,
programme, campaign or concept. #t is performed to determine the pro)ect or programme in
accordance with the steps and set ob)ectives.
!cti#ity 1 $ "iscussion
* #dentify the types of research and briefly discuss one of them.
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2.% ntroduction to "ifferent Types of Research "esign
This section aims to give exposure to the types of research design that can be carried out to
allow researchers to answer research questions. There are different types of research design.
2.+. $uantitative "esearch
$uantitative research is ob)ective and formal and uses statistical methods. $uantitative
research is characterised by the use of large samples, standard measurements, deductive
approach and a structured interview to collect data for testing hypotheses arlow, (/.
2.+.. The experimental study
The experimental study is an experimental design study that is used to gather information,
either with or without full control over the variables. #t is characterised by its direct manipulation
or control of the variable the cause/ so that the effects can be seen on other variables
consequences/ of this causal relationship which is important from the perspective of problem
solving. #ts importance is described by 0an 1alen (/. %s a rule of thumb, a causal
relationship must be submitted to allow science to achieve the goal of explaining, predicting and
controlling behaviour, incidents and events or otherwise.
a. &xperimental ethod
&xperimental method is about using and adapting the methods of scientific research. This
method is the most accurate but rather complicated to be executed. 3ome of the features of this
method include
i. 5sing the notion that if there are two identical situations in which only one is given a
treatment, then the difference is obtained if any/ due to the treatment given. Thus, the
experimental method involves controlling all factors except the variable that needs to be studied.
ii. This method is suitable to be used in the classroom where some conditions can be
controlled.
iii. %s the sub)ect in the experiment is human, therefore, not all the characteristics can be
controlled. The characteristics such as interest, mental and emotional abilities are difficult todetermine, thus the result of the experiment in educational research is not as accurate as a
scientific experiment.
iv. #n classrooms, the researchers have to control factors such as age, achievement,
intelligence, ability to read, social status, race, and so forth. These factors will modify the
characteristics of the sub)ects in the group and the experimental group.
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b. 3teps in "esearch
i. 6lan the experiment
a/ "eview the reason for carrying out the experiment and state the problem to be studied
b/ "ead the literature and the findings of previous studies concerning the problem to be studied
c/ 1etermine the factors involved in the experiment
d/ 1etermine the experimental method to be used
e/ 6lan the place, time, and instrument to carry out the experiment
f/ 7arry out an initial trial
g/ 3elect sub)ects required
ii. 7onduct the experiment
a/ 7ontrol factors that are not included in the experiment
b/ "ecord the steps taken
c/ "ecord the results
d/ 7lassify, analyse and interpret the experimental results
e/ ake a decision
iii. 8riting the report
c. Types of &xperiments
9ne method that is commonly used to classify the types of experiments are in accordance with
the accumulation of sub)ects. There are three types of experiments that can be performed
based on the accumulation of the sub)ects.
* 9ne :roup &xperiment
#n this type of experiment, the treatment effect to be studied is given to one group of sub)ects
through which the result is determined. 3teps to carry out the one group experiment are
a/ %dminister a pre-test b/ 7ontrol all factors except treatment independent variables/
c/ #mplement treatment for a specific period
d/ %dminister a post-test to determine the effect of treatment on the independent variables
e/ 1iscuss the impact of other factors on the dependent variable
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The one group experiment is illustrated below
% ; The sub)ect
" ; pre-test results
"2 ; post-test results
< ; Treatment
" - "2 ; "esults of treatment
3imilarly, if we use other factors
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!riefly, the steps for carrying out parallel experiment group are as follows
% ; 7ontrol group
! ; &xperimental group
< " ? " ; Treatment outcome <
" ; 6ost test ? 6re test 7ontrol group/
"; 6ost test ? 6re test &xperimental :roup/
8hen more than two parallel groups are used and more than one treatment
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two or three groups/
* &'perimental (roup Rotation
This method uses experimental and control factors on a rotational basis.
@et < be the experiment factor, and A, the control factor. The following figure illustrates how to
conduct a group rotation experiment.
"ound # % < "
! A "
"ound ## % A "2
! < "(
" B "( ; Treatment outcome <
" B "2 ; Treatment outcome A
" B "(/ ? "# B "2/ ; difference of treatment < with A
This method is able to reduce problems arising from differences in time of implementation and
from groups which are not equivalent.
2.4..2 $uasi-experimental study
8hat is a quasi-experimental studyC This study is commonly used to evaluate the effectiveness
of a programme when the respondent cannot be randomly assigned. Two groups are selected
with the following criteriaD not balanced and dissimilar in their characteristics.
The quasi-experimental design is used to replace the pure experimental design when in the
process of selecting respondents, a random distribution cannot be carried out by the
researchers 7hua, 2EEF/. This study is conducted on individuals who are vulnerable to external
variables such as gender, age, background, past experiences, existing knowledge, environment
and so forth. %ll of these factors can affect the results of the experiment.
#n other words, researchers are uncertain whether a change in the treatment group respondents
at the end of the experiment was due to the treatment given to them or the external factors. This
study is commonly used by researchers in psychology, sociology and education Geuman,
2EEE/. 'or example, a researcher has conducted a study on the effectiveness of counseling
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programmes for students with discipline problems in a school. This study uses the method of
selecting specific respondents for its purposive sampling.
This sampling uses behavioural characteristics of discipline problems. The treatment group
comprises students with discipline problems while the control group is a group of students
without discipline problems. 1ifferences between the two groups with regards to gender, race,
age, #$ level, education level, their attitudes and beliefs can be identified. %s such, this study
cannot be conducted as a pure experimental study but researchers may choose to conduct a
quasi-experimental study instead.
$uasi-experimental study uses accidental or convenience sampling and purposive sampling. #n
convenience sampling, the researchers select any respondents whom they either met
accidentally or the most convenient to them. This kind of accidental sampling can cause
unexpected errors due to their accidental involvement rather than through random sampling
7hua, 2EEF/.
6urposive sampling in this study is used to get the group of respondents who have certain
characteristics required by the researchers. 'or example, students with discipline problems.
This sample is not a random sample. There are many different designs of quasi-experimental
studies, but only three designs are well defined and commonly used among researchers in the
field of education. %ccording to 7hua 2EEF/, three quasi-experimental studies design that are
commonly used are
* non-equivalent groups pre-post test design
* regression-discontinuity design
* time series design
The non-equivalent pre-post test groups is the most popular design used in evaluating the
effectiveness of education. This design has two groups of respondents, the treatment and thecontrol groups. !oth groups have rather similar characteristics.
#n this study design, test and %G90% analysis are used to determine the difference between the
two groups of respondents. Gon-connected regression design is commonly used in studies
which involve special groups such as evaluating the effectiveness of rehabilitation programmes
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and testing the effectiveness of counselling programmes on the attitudes of students with
discipline problems.
Tests using regression analysis
Time series design is a long-term study that requires a lot of time and energy. This design does
not have a control group. "esearchers were unable to compare whether a given treatment will
or will not produce the desired change ohd. a)id, 2EEE/.
6ost-test will be repeated throughout the treatment. 'or example, a study assessing the
development of H!3" studentsI academic achievement.
2.4..( 3urvey
3urvey is the process of observing human behaviour while doing routine activities in their
natural environment in a particular context. The main instrument used is video recording.
"esearchers can collect as much information recorded depending on the researchersI needs.
3everal researchers will work systematically to analyse and interpret the data collected.
2.4..4. 7orrelational study
7orrelational study involves determining the relationship between different variables that exist
in one phenomenon. "esearchers will look at different aspects that have been in existence and
determine the relationship between two quantitative variables and how these variables relate to
each other.
There are two types of correlation - positive and negative correlation. #n a positive correlation
context, if the value of one variable increases then the second variable also increases. #n a
negative correlation, if the value of one variable increases then the second variable decreases,
and if the value of one variable decreases the value of the second variable increases.
2.+.2 $ualitative "esearch$ualitative research is a comprehensive study on a particular situation and individual. 1ata are
collected via observations, interviews, writing a diary and document analysis. $ualitative
research is a study to answer the why and how questions. "esearchers will be directly involved
in the research. $ualitative research approach includes case study, ethnography and grounded
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%round the +Es, ethnographic study was still new and according to >ammersly K/, in the
FEs, studies using anthropological and sociological approach have reduced in numbers but
studies using ethnographic approach grew. %lthough its use was still limited, it continued to grow
in the KEs. #n the early KEs, ethnographers identified and focussed only on group culture,
administered monitoring, data analysis and writing reports on studies carried out 7reswell,
2EE+/.
%n ethnographic study describes and analyses something or part of the culture and the
community to identify and describe the beliefs and practices of the respondents. &thnographic
studies also need to examine two groups of respondents and where they interact
simultaneously. Topics in ethnographic research is not specifically stated in the beginning of the
study. 3tudies are usually conducted on a small scale with a limited number of respondents and
in the context of a small study. &thnographic researchers must conduct research in the natural
environment of the respondents during a specific time period when collecting data. 3anders
2EE4/, states that ethnography should show a true representation of the groupIs culture that is
being studied.
3ocial researchers use ethnographic methods to further understand the cultural and social
relationship through accurate and practical interpretation. &ffectiveness of ethnographic studies
is not dependent on the researcherMs perspective, but to actual findings of the data.
&thnography was originally used in the anthropological discipline by spending time with the
locals to make observations on their life and practices. 5sually, traditional ethnographic studies
are done individually and are time consuming which can take from several months to years to
complete. &thnographic application research method takes the user to view the design and
development of new products and services to enhance production. &thnographic application by
a small group is usually carried out in a very short time, such as in a few days to several
months. arican 2EE+/.
2.+.2.2 7ase 3tudy7ase study is a study that includes research in descriptive methods. #ntensive and detailed
study by researchers is carried out on a small social unit such as an individual, a family, a class,
an institution, that is a branch of the #nstitute of Teacher &ducation or a society. 'or example,
studies on the reaction of lecturers and students of the class of electronic learning e-learning/.
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% detailed case study also is carried out on a programme, an event, an activity, and one group
at a time.
2.+.2.( :lobal >istory
>istorical study is obtained by researchers through information, data, and knowledge by
examining issues or events that have occurred. Through data analysis and detailed historical
information, researchers can determine to a certain extent the cause-effect relationships.
"esearchers can also help teachers to manage and use the findings from research in order to
avoid making the same mistakes repeatedly.
!cti#ity 2 $ "iscussion
8hat is the most appropriate research design to be used in order to compare two methods of
teaching grammarC
OLL )uestion
7reate a table to show the steps of conducting a research.
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