Lecture 1 Intro to Edu Research

8/10/2019 Lecture 1 Intro to Edu Research

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Action Research 1 - TESL(TSL3133)

Introduction to Educational Research

Dr Azleena Mohamad


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Signpost An overview of the scientific method andeducational research

The classification of types of research bypurposeThe classification of types of research bymethodExamples of types of research


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Ways of KnowingPersonal experience

Relying on ones knowledge of priorexperiencesLimitations

How one is affected by an event depends onwho one isOne frequently needs to know something thatcannot by learned through experience


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The Scientific MethodThe goal of the scientific method is toexplain, predict, and/or control phenomena

This involves the acquisition of knowledgeand the development and testing of theoryThe use of the scientific method is moreefficient and reliable than any other source ofknowledge


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The Scientific MethodFive steps in the scientific method

Recognition and definition of the problemFormulation of hypothesesCollection of data

Analysis of data

Stating conclusions(Kerlinger, 1972; Leedy & Ormrod, 2001)


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The Scientific MethodLimitations of the scientific method

Inability to answer value-based questionsinvolving should Inability to capture the full richness andcomplexities of the participants

Limitations of our measurementinstrumentsEthical and legal responsibilities


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What is Research?Creative work undertaken systematicallyto increase the stock of knowledge (ofhumanity, culture and society), and theuse of this knowledge to devise newapplications (OECD)


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What is research?activity classified as research is characterisedby originality

investigation is a primary aim results are sufficiently general for humanity'sstock of knowledge (theoretical and/orpractical) to be recognisably increasedincludes empirical and non-empirical work


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Educational ResearchPair work

Why read educational research?Why do educational research?

Prepare to share 2 or more reasons


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Why read educational research?Notions of evidence-based practiceStay abreast of current and emerging in the field

of education (Bull, 2014) Add to our knowledge (Creswell, 2014)Improves practice (Creswell, 2014)Informs policy debates (Creswell, 2014)


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Why do educational research? Add to the stock of knowledge in the discipline(BERA, 2013)

Vital contribution to practice and policy ineducation and to wider society (BERA, 2013)Need for continued research (Boykin, 1972)Research for the future (Boykin, 1972)


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Educational ResearchThe application of the scientific method

to study educational problemsThe goal is to explain, predict, and/orcontrol educational phenomena


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Educational ResearchSteps for conducting educational research(Creswell, 2014)

Identifying a research problemReviewing the literatureSpecifying a purpose for researchCollecting data

Analysing and interpreting the dataReporting and evaluating research

Parallels the steps in the scientific method


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Educational ResearchDifficulties conducting educational research

Involves human beings and the complexitiesassociated with themDifficulties generalizing from specific studiesProblems when imposing sufficient controls toconduct research in educational settingsComplications when observing in educationalsettingsIndirect measurement of the variables beingstudied


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Ethics of educational researchinformed consentgaining access to and acceptance in the researchsettingthe nature of ethics in social research generallysources of tension in the ethical debate, includingnon- malecence, benecence and human dignity,absolutist and relativist ethicsproblems and dilemmas confronting the researcher,including matters of privacy, anonymity,condentiality, betrayal and deception


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The Purposes of ResearchFive categories

Basic AppliedEvaluationResearch and development (R & D)

Action


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The Purposes of ResearchBasic research

Collection and analysis of data to developor enhance theoryExamples related to learning theory

Piaget

ConstructivismMastery learningGardners multiple intelligences


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The Purposes of Research Applied research

Collection and analysis of data to examine theusefulness of theory in solving practicaleducational problemsExamples

Developing a seventh grade social studies curriculumaround a problem-solving approach to learningExamining the effectiveness of a computer-based algebraprogram developed around a mastery learning approach

Accommodating varied learning styles when teachinglessons in modern literature


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The Purposes of ResearchThe interaction of basic and appliedresearch

Basic research provides the theory thatproduces the concepts for solvingeducational problems

Applied research provides the data to helpsupport, guide, and revise thedevelopment theory


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The Purposes of ResearchEvaluation research

The collection and analysis of data to makedecisions related to the merit or worth of aspecific program

Merit relates to a program accomplishing whatit was supposed to accomplishWorth relates to the value attached to aprogram by those using it


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Types of evaluationFormative evaluation is designed to inform andimprove a program while it is being developedor implementedSummative evaluation is designed to make

decisions regarding the overall quality of theprogram being evaluated


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Examples

The computerized algebra program being usedin Williams Middle School has been installedproperly, is being used properly, and studentachievement is increasing as a result of its useThe computerized algebra program being usedin Williams Middle School is perceived to be anefficient and effective expenditure of districtfunds


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The Purposes of Research Action research

The collection and analysis of data to provide a

solution to the practical, valued problems ofeducators within their own school or organizationExamples

How can our college move to a performance basedmodel for undergraduate teacher preparation programs?How can disciplinary policies be enforced consistently inour school?


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Positivist Approach

(Cohen, Manion, Morrison 2007)Strives for :

objectivity,measurability,predictability,controllability,patterning,the construction of laws and rules of behaviour, andthe ascription of casuality

Observed phenomena is important


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Interpretative Approach

(Cohen, Manion, Morrison 2007)Strive to understand and interpret theworld in terms of its actorsMeanings and interpretations areparamount


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Flow of the Research Process

(Quantitative & Qualitative)


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Quantitative ApproachGeneral purpose

Collect and analyze data to explain, predict, orcontrol phenomena of interest

Describe current conditionsInvestigate relationshipsStudy causes and effects

Assumptions of the researcherWe live in a stable, uniform, and coherent worldWe can measure, understand, and generalizeabout our worldGenerally regarded as a positivistic perspective


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Quantitative ApproachCharacteristics

Numerical data

Use of formally stated hypotheses and proceduresUse of controls to minimize the effects of factorsthat could interfere with the outcome of theresearch

Large numbers of participating subjects An objective, detached researcherUse of pencil and paper tests, questionnaires, etc.


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Quantitative ApproachFour basic designs

Experimental

Quasi-experimentalCorrelationalSurvey


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Quantitative DesignsExperimental

Purpose to establish cause and effectrelationships between variablesExamples

What is the effect of teaching with (1) a co-operativegroups strategy or (2) a traditional lecture approach onstudents achievement? What is the effect of teaching with manipulatives vs. atraditional algorithm approach on students test scores?

The important characteristics are that theresearcher manipulates the independent variableand controls extraneous variables


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Quantitative DesignsQuasi-experimental

Similar to the experimental design, but lacks the keyingredient, random assignment

Easily and more frequently implementedExtensively used in the social sciences

A useful method for measuring social variablesTwo classic quasi-experimental designs

The Nonequivalent Groups DesignThe Regression-Discontinuity Design


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Weaknesses of Quasi-Experimental DesignWithout proper randomization, statistical tests can bemeaningless

Do not explain any pre-existing factors andinfluences outside of the experiment

The researcher needs to control additionalfactors that may have affected the resultsSome form of pre-testing or random selectionmay be necessary to explain statistical resultsthoroughly


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Example of Quasi-Experimental Design in

GeographyBaker and White (2003)

The Effects of GIS on Students Attitudes, Self -efficacy, and Achievement in Middle School Science ClassroomsConducted the Nonequivalent quasi-experimental design

Two eighth grade teachers, across ten classroomsTotal 192 eighth grade students participatedTreatment group: used a Web-based GIS applicationControl group: used paper maps

TreatmentGroup

ControlGroup

Instructor 1 51 36

Instructor 2 42 63


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Example of Quasi-Experimental Design in

GeographyImpossible to randomly assign each studentto a GIS or paper mapping conditions

Randomly assigned whole classes to twoconditionsDifferent instructors affected the resultsdifferently

Instructor effect played a substantial rolein student attitudes and self-efficacy


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Quantitative DesignsCorrelational

Purpose to ascertain the extent to which two or

more variables are statistically relatedExamplesWhat is the relationship between ACT scores and freshmangrades?Is a teachers sense of efficacy related to his/her effectiveness?

Do significant relationships exist between the types of activitiesused in math classrooms and student achievement?

This design does NOT imply causation


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Quantitative DesignsSurvey

Purpose to describe the current status of avariable of interest to the researcherExamples

How many students drop out of school in Louisiana?What are the attitudes of parents, students, and teachersconcerning an extended school year?What kinds of activities typically occur in sixth-grade artclasses, and how frequently does each occur?To what extent are elementary teachers using mathmanipulatives?


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Qualitative MethodsCharacteristics

There are no hypotheses guiding the researcher, rather ageneral issue known as the foreshadowed problem suggests

the general issues of concernProblems and methods tend to evolve over the course of thestudy as understanding of the research context andparticipants deepensPhenomena are examined as they exist in a natural context,and they are viewed from the participants perspectives There are few participants involved in the studyData analysis is interpretative in natureThe researcher interacts extensively with the participants


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Qualitative MethodsThree basic designs

NarrativeEthnographyCase study


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Qualitative DesignsEthnographyPurpose to obtain an understanding of theshared beliefs and practices of a particular groupor cultureExamples

What is the nature of the problems teachers encounterwhen they begin using a constructivist approach to

instruction after having taught using a very traditionalapproach for ten years?Why does a sense of failure permeate everything aboutthis particular high school?


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Qualitative DesignsCase Study

The essence of a case study, the central

tendency among all types of case study is thatit tries to illuminate a decision or set ofdecisions: why they were taken, how theywere implemented, and with what result.

Yin, Robert (1994) "Ch 1: Designing Case Studies," Case Study Research: Design & Methods , 2nd edition, ThousandOaks, CA: Sage Publications


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Usefulness of Case StudiesCase studies can be:ExploratoryExplanatoryDescriptive (Yin, 1994)

Case studies can be used to:Provide description

Test theoryGenerate theory (Eisenhardt, 1989).

Yin, Robert (1994) "Ch 1: Designing Case Studies," Case Study Research: Design & Methods , 2nd edition, Thousand Oaks, CA: SagePublicationsEisenhardt, Kathleen M., (1989) "Building Theories From Case Study Research," Academy Of Management Review , 14(4) 532-550.


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Combined Research DesignsMixed Method Research

Data collection quantitative data and

qualitative dataThe combination of both forms of dataprovides a better understanding of aresearch problem than either quantitativeor qualitative data by itself (Creswell,2014)


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Combined Research Designs

(Creswell, 2014)Mixed method designsProcedures for collecting, analysing and mixingboth quantitative and qualitative data in a singlestudy or in a multiphase series of studiesIn this process need to decide on the emphasisgiven to each form of data (priority), which tocollect first (concurrent/ sequential), how data willbe mixed (integrating/connecting), and whethertheory will be used to guide the study (e.gadvocacy/ social science theory)


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Combined Research Designs Action Research DesignsOften utilise both quantitative and qualitative dataBut focus more on procedures useful in addressing

practical problems in schools and the classroomsSystematic procedures used by teachers to gatherquantitative and qualitative data to addressimprovements in their educational settings, their

teaching and the learning of their studentsSome seek to address and solve local, practicalproblems, e.g a classroom-discipline issue for a teacheror the objective is to empower, transform and

emancipate individuals in educational settings


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SummaryNo

1 QuantitativeResearchDesign

Experimental/ Quasi-experimental Research

Explaining whether an interventioninfluences an outcome for one group asopposed to another group

Correlational Research Associating or relating variables in apredictable pattern for one group ofindividuals

Survey Research Describing trends for a population of people

2 QualitativeResearchDesign

Ethnographic Research Exploring the shared culture of a group ofpeople

Narrative Research Exploring individual stories to describe thelives of people

3 CombinedResearchDesigns

Mixed Method Research Combining quantitative and qualitative datato best understand and explain a researchproblem

Action Research Using quantitative and qualitative data forindividuals to study education problems thatthey face in their settings


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Quantitative and QualitativeMethods

Complementary nature of quantitative andqualitative approaches

Different purposes of researchExplanatoryExploratory

Consideration of the strengths and weaknesses ofdifferent approaches for specific purposes

Quantitative versus Qualitative Research
http://ed.uno.edu/faculty/joescher/EDFR6700/resources/r2/ph.app2.htmlhttp://ed.uno.edu/faculty/joescher/EDFR6700/resources/r2/ph.app2.html


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Quantitative and QualitativeMethods

The ultimate goal when choosing a design isto produce a credible answer to the researchquestion

The research question drives the choice of aresearch designThe characteristics of specific designs suggestthey will produce more credible answers to

specific types of research questions than otherdesignsSpecific purposesSpecific procedures and analyses for each design

Lecture 1 Intro to Edu Research

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