Post on 28-Mar-2015
EDUCATIONAL RESEARCH
•It is a systematic enquiry made public (Stenhouse, 1975)
• It is the process of arriving at dependable solutions to problems through the planned and systematic collection, analysis and interpretation of data. (Mouly, 1978)
• It is conducted to solve problems and to expand knowledge…It is a systematic way of asking questions and a systematic way of enquiry. (Drew, 1980)
• It involves seeking through methodical processes to add to one’s own body of knowledge, and hopefully to that of others, by the discovery of non-trivial facts and insights. (Howard & Sharpe, 1983)
EDUCATIONAL RESEARCH
• It should be systematic, credible, verifiable, justifiable, useful, valuable and trustworthy (Lincoln & Guba, 1985)
• It must contribute to knowledge; the relevant policy arenas should find usefulness and meaning in the study; and the study should be useful for practitioners (Marshall & Rossman, 1989)
• It is a systematic, critical and self-critical enquiry, which aims to contribute to the advancement of knowledge. (Bassey, 1990)
FOUR PHASES OF RESEARCH
INVENTION• Denotes a phase of preparation or research design• And produces a plan of action
DISCOVERY• Refers to a phase of observation and measurement or data
collection • And produces information
INTERPRETATION• Points to a phase of evaluation or analysis• And produces understanding
EXPLANATION• Indicates a phase of communication or packaging• And produces a message
ONTOLOGY
• What is the nature of being? What constitutes reality?
• People’s views, experiences, understandings – use interviewing
• People’s actions, interactions and behaviours – use observation
EPISTEMOLOGY
• What are the methods or grounds of knowledge?
• Interact, listen, talk to people – gather data through interviewing
• Watch, and/or participate in real life settings – gather data through
observation
PARADIGMS & METHODOLOGIES
POSITIVIST PARADIGM:
Quantitative Methodology
• Numerical data • Statistical analysis• Large samples• Achieves breadth • Claims objectivity • Claims generalisability
PARADIGMS & METHODOLOGIES
INTERPRETIVIST PARADIGM:
Qualitative methodology
• Textual data• Non-statistical analysis• Small samples• Achieves depth• Accepts subjectivity• Non-generalisable
APPROACHES TO EDUCATIONAL RESEARCH
• Action Research
• Case Study
• Ethnography
• Experimental Design
• Life History / Narrative
• Survey
ISSUES TO CONSIDER
• EthicsWhether ethical considerations have been taken into account
• SamplingMethods of choosing the sample and sample size
• ValidityDoes a particular instrument measure what it claims to measure
• ReliabilityWill similar results be found if the research is conducted on a similar group in a similar context