8/20/2019 Concept, Nature, And Significance of Research
1/12
.
pL?o,
wo^
Coneept,
iH*ture
and
Significftnce
of
Research
Ite-ssarch
is a
malter
ol'raising
*
questicln
and
then tr;'ing
to
find
an
answer.
ln
olher
words,
research
nl*ans
a
srut
ot'investigation
rtescribiig
the
facr rhar
some
piouLnr
is
ueiug
inv*rtisrii";i;
ffi-il;;*rii*,6".
l'hercfora'
resesrch
is
the
activity
ofs
8/20/2019 Concept, Nature, And Significance of Research
2/12
eoneeSrt,
Nuturs
nnd
Signifirancr
of
RrseR,re
h
ts
lNle
ceses
rvith
concepts
or
symbols.
Ressar$,h,
thus,
involves
manipulrfian
of
thi,ngs
or
concepts
or
symhols.
2'
once
the
nranipulatitn
of
theory.is
done,
the
purpose
being
to
arriv+
to
arrive
i*
$tafeme'ts
'f
'eire'tulitits'
ln
otherwords'
the
cont'clled
rhings rvauld
rcsuit
in
propoJi*onr*-i"on.rurians
rr,[rich rnn],
va,-,--
in their dsgret ot'generutilies.
Ceneraliry
is
onc
of
rhe
basic
objective
of
research.
-i'
('ieternli?:rt'ions,
thur,
have
8/20/2019 Concept, Nature, And Significance of Research
3/12
lfr
Fersp**tivcs
an
Rnse*rcJr
M*thodolugy
Logic
*nd
DlrJoctivr
The
purpose
of
any research
is to tind out
fscts
for
which
drarving
inferenccs
or
gcneralizatiorrs
is a
lirHsit.
Drawing
itrferencs$ or
getiefalizations
milst
be logic rvhich
means
a
method
thar
is uied
in
lbr
pe
ching
tltc
abave.
Strppo*e,
all tlle
vegetarian
ueducated city
pcople
hav* long
life
and
all
the
vegetrrian
ecluaatrd
roilla$e pettple
h.nvc
$trsdl
lo*g
life, Vegetarianism
is,lhus,
fhc
cau.se
of
longevitl,.
Olrservingtrue
picture
ofn
phe,nomenofi
wilhoutb€ing
al'fbcted
by
otrserve.r's
orvn
opinion
is terrne6
as
'ob.jective.'
ln other
r.vord*,
obiectivity
msans knorving reality. Objectivity
is
firndaryentalta
all
sciEns*s
ol'
rtrseitrch
nnd
is
eruciaf
fbr
verificttion.
The criteria
of
objectivig is
that
sll resc,arclrcr"s
shou ld
ur5i'l,e
sNt
the
sitms
conclusion
about
tlle
phenoi:nenoil
on
which
they are
pursrring
research. For
exarrtple,
coal
is
blaeh,
Thrr
1:roposition
that
coal is
btrnck because
it appears
black
to
all.
lf
say that
coal
i.s
the
mos1 usef'ql
mineral, this
nril;,'
ttllt putoly
objcetive
beeause
all
people
may
not agrec
to this
statenrent.
Coprpet,it,ivc
ald
co{lective
en
terprise rvouId
.serve
th
c objectivity.
llcrrlinbility
and
Vnlidity
'l'ruth is
the
basic
,nnnon
of
rescarch.
This
can
be
establisheel
on
the basis
of
evidenca
to
rvhich
strlllcicrrt
data
rcliable
and valuable
is essential.
The enor
of
bias or sampting
may
be
avoidccl
f-or
ensuring
rhe
ainr
ofrelirlriNity
as
r.vell
m valietity.
Verifiability
"lhc
conchmions
drarvn
through
fileans
ofreseardh
is
rubject to
thc clualiry
of
verificntion.
$o, verifinbiliry
Presuppo$cs
ths
pheirCImttnotl
of,research
rvhich
being
qbserved
tnd
rRersurcd.
Tlris
point
is
illustrared
by
the
lerv
trl'Cuefficient
of
l-.inear
S,xpunsion.
The
matfer rvill
tre
expanded
by heating
bur
the rxpansion
is
diflerent
for
dlftbr:ent
matters-gas
expands
more. snd
water
expands
less,
An*thei
example
fiorn
social
sciences
is that
the
illiteraey
is
tlrc
cause
of
criiuinality
amoug
the
piople-
Titri*
proposition
rvglld
be
regarded
as
scisntilic
fsct when
veri$
tlrc ob-strvation
that
the
ratio
of
crirninalsamong
liierates
is
less
amoRg
iilitraes.
fVilkinson
and tshandarkar
viewed
that
"invalidation
is
no
last thsn
verifiearion."
ln
brief.
criticisniis
very
life
trlood
af science
rvhich
helps
in
verifibation
of facrs,
"lmuracy
Tht
flceillsey
i* sstlsirive
point
to
tnssf
ft6
purpose
in
pragrnatic
manner.
of
the
study
fur
whish
it
is
trnderinften-
Th*
invesiigator
most
exprtise
befsraun*efiakinigthi
irwcrtigation
rvi6r
r*gn
* t*
Ure
pmrisioa
{}f
iuformation'
[n ather
wsrds,
the
dnta
*re
gattrred,
rscond;d
n'nd
nnaly*ed
with
as conrp]erc
n**u**y
*s
passible
by
using
srflndardizcd
tools.
Impnrtinhility
I'hc
problern
of
importirbilily
is a
part
ofrhe
problem
ofobjectivity.
Knowing
resliry invrrlve*
considenalion
01'the
coffect
melhod
dealing
rvith
logic.
Bias
leads
to
wrongi
information
wtritr
*tfr*tr
*"
"l.i*tiru
nf ,n*
stutly.
':
Scisntifie.
I
ntcgrity
Modern
ctlltxre
is
ov*r-ridden
rryifh
*cientific
attltud*
end
**ientifie
rnefhod
of
up
ro*eh. With
th*
last
deveX+praent
of seienrcs,
the **icnct
0f
regsltrch
has
be-csrn*
r
rcliablp
instrcmpal
fur
the
adveore$$nr
of
J*nowledgc
ns wellas
lnsrsrisl
gsin$.
Ree*rrling
*nd
Rcporting
fr,vrry
tenn
.is
earufi:lltrrdrfined.eveqy
proredure
is
de*crlhed
h d*t*il*
svrly
limiting
ftctor,is
recognt*ed,
8/20/2019 Concept, Nature, And Significance of Research
4/12
Concept,
f{ature
acd
Signifie*nrc
of
R.rserreh
17
ev*t-Y
ferl'er€trce
is cerefh'll-v
dssutncnteri
and
every-
rc,rult
is obieclively
reca,rded"
All
Eonclu:sions
and
gen+rnlisilions
nre cautiortslv
sriverl
at
rvith
the
due
considentioi
for
ail
uf
rn*
li.mitatisns
of
nrerhcriofogy,
ilara
ctrllecled.
ctc.
By
re
c.rrtlirtg
it
becornes
r source
of
invcstigation
for
further
research,
l'ikc
the
qualities
of
researclt-
3 rcss;treher
nlust
have posse.r$
some
qualiries
to
carry
put
tle
ilrvesligati'rr
succrsstull.v'.
"l"lre
qurrlities
ol'a
researcher
ilre
given
belorv:
l.
Sci*ntific
attitude rt'ith
reflecrive
thinking
?.
lnragin*tion
and
inslght
.j. l)erservance
lt.
Chrrity
olthinking
5.
Kno:r*ledge
ol'the
sturly
6.
Knorvledge
of'
tcchniquc
ol.
rescarch
7,
tlnbiased sttilude
tl.
llersonrl
t*stc
in
the
srudy"
{}bjectir.c
of
Rcserrch
'l'lris
ntijeetives
ol
nn1'
researeh
trre
trtl;odl.v
sturiied
under
two
headilgs
nanely
{a}
Acadcnric
and
1tr1[.]rilirarinn.
Ivlnnipnlnti'on
th€'thiilgs,
tindings
Itcw
proposi{ions
oreonerpts
r€$t}lting
to
ge1reralizttions
and
dircovery
rrf
truth
rintl
irrtimate
knorvle
8/20/2019 Concept, Nature, And Significance of Research
5/12
lfi
I'mupeetirr*
*rn
llesear*b
ililethorlolugy
l'
Re'seurch
ltas
an important
rolc
in guiding
social
planning.
Knou,lcdge
of'rhe
society
and
the
ctrttural
lrthnvitrur
of
people
rcqulre
proFer
plnnning
lbr the
ir
we
il
developrnrnt
becatrse
botll
thc
knowledge
sn4
thc
cttlturirl
belraviour
of
htrmsn
bslng *rc
inrcrnJeperrdent.
A reliable
ns
rvell
as
thcrual
knorvledge
nr*y*b*
uuno*,
nceded
to
tnke
*lecision
for planning"Ilris
is
possible
by
menns
ot're$earch.
Social
research
is
generaliy
*or,.rh
trtttclt more than tl}e
fost illctlffed
ovet'it,
h
is
an
as
importanr
as
physical
research
6f
the
area
since
the
i'\r'rccess
oIthe
fcnrler
depelrds
ultinlcttrll'
on
people's
acceprance
and
pa*icipation,
$o" any plan
tbr
succe.$s
nl't:urcconomic
denelopnrenl'
ileeds
lo
be taken
re.search,
A studl,cf
mndemiration
rrhich
nrny
be
ennsidered
u
unique
i]lilgile{ic
field
nf
socici
forees
Frrlling
in
opposite
direetionlighrly
otrservea
is
ro
be
quitc
re'calirrg
anct
enlighthg
berlfules its
feed,baek
theary.
3,
Knorvl*clge
i*aki*elofp*:rve.rr'vlilr
n'hich
one
can
tbrcsee
rhe
inrplications
of
a
pflrticularphenon:srir.
It
also
dispetls
the
'thrusr'
of
odd"seilings.
superstitions,
ctc.
and
light
is
throrvn
on
thelx
fcr
ryetfare
d*veloprrlent"l?Il'ls.
social
research
may havethe
sffec{
olipronroling
bctter
undcrstanding
and
sociai
eohcsion.
3' Itsssarth
is
rharyed
with
ruspsnsibility
ftrrefibctiie
fu:nctioning
of
facts.
Thus, it
affords
n
considerably
souud
basis
lbr prediction.
ofherwise
it leil{ls
to
faihire-bounrt
progr*r**
r,-hic,h
,rray
have
o,rri","lnrp*.,
ott
sttcicty'
l;or
example'
Chernobyl
Nuclcar
Plunt
disnstcr.
Another
is
Bhopal go,
oirosr"r.
ilr--.
prrjil;;
s*rv:es
be$er
s$lltrol
sver
the
phettomena
and
helps
is
successful
plan.
rhis
tel*s
torvards
cherisired
goals.
l;or
cxutrpl*"
vigor*trr
innovativs
rne*silred
tn
*grieutture
for
higicr.
productiviry
resrrlti'g
a
ftrs*
of
150
tnilli$n
tonnss
of
faodgralnspraduction
has
achieve,l.
"llre
impleminratiou
af
familyplannin
rvith[r"a;ction
i"s
nnsthcr
examplt.
ln
otfter
rvor'ds,
sfforts'
sre
taksfi
to c-urb
populalion
explosion,
on
sne
side
and
on
rh .
other.
tneasures
ia
raisc
agricultural
production
4' lt
is
role
of
the rtsearcher
to
etTect
constant
inrprovenrent
in
techniques
of
his
trade,
i.u.
rese.areh.
Ile
i*
irr
spttitl'tenlporal
contexts.
each
challenging
his
aitack
is
facrd rvitli
the
neetl
to
improve
up'n
1is
techniques'
ln
other
word$"
the
technique
of
rueirch
has
to
becarnc,
gre-i*r
p*ir**,inn,
$o
big
contentnrenr
irr
re*enrch
and
*o
big
revolutionary
in
technological
changc.
sxanrples
are
elec$ronics.
indusrrialiuarlon.
NiN.tur*
of
Rescnrch
Thc
gocl
af
res+*rch
ls
to
ir,nprov* the
levelr:f
living
in
roeiety.
The
rvord
rssearch
cani*s
an
aura
*i,
r€rp€ct'
'[he
ptestiga
of
nrush
is greai
and
is
equally
emphlashed
o"
i],"
,*u.rr*h*,
to
chrliengc
the
problenr
tlr*t
nesds
tc
he
solved
evcn
though
the
s'ituation
iira.
*y
d
the
scope
ef
rrsear€h.
$cme
people
think
rhc
I
esearch
is a
qnaste
af
fims,
efrort
nfig
montyi
*nd
furrher
tt
i*k
rh*t*o**
gur*
,i*irch
i*
nceded
for
prncricnl
vtrlues'
rersoclalopinion
gtrided
by
prejudicra
*rdognratisrn
nray
b,*ccnccded
in
nilture
of
problem
but
cm
e
solv*d
orrly
orr
$rc
fuasis
qf
rnse*rcfi
tlvidence,
nlirsear,;ti*.
hu*
t*
i*rpl;il;
mor*
elfecrivsly
6is
vsl
ue
iudgmenr
fnr
the
besefh
sf
nr*eh
m
ghe
sseict)r.
Th,en,
the
queelion
artxee
wh*t
is
ttlc
benefit
ofreseflr$h
to thc
excarchs?onecan
pcr,htpr
sty
lhat
*
research
*qicyrlrc
int*llect$nl
&cedom
una
i*o*p*nden*linking,
*d
an
h*ve
u rcw*rding
experiunces.
And
ftrrfisr
n**.
lt
x
it",{rese*r*her}
as
.aui*e,
has
ro
1uke
rtrre
sociery
orvsfih,
right
paffr
sf
devElopnnent.
Rescsrch
ic
the prwess
of
ardving
nt
dependable
sCIlutions^
ro
problen:*
thmugh
the planued
and
yttBnrati€
eolle+tio*,
nrulysi*,
*tld
inttrprttation
of
data.
trt
is
a,rnost
innpri,tant
toot
r*r
aavan*ing,knowledga
t$r
prynotinq.ryogTe'sst
fg
relqring
mnn er*etyeildir
;;"lr-nme,nr
and
Ec
rexolire,fii*
eonflietsr
, . .
,.
Research
is
dcvarcd
ro
rhe
discovery
ar
thi
conditions
;.;;;
;;;;
**;;
ffiffiH
*rurr.
t'esecrth
is
CIrientqd
to-rvard
ths
discovs-ry
of
ftrnctisreal
relntiqr*ehfps
ffiat
nn*Ii
u*oog
phcnomena.
The
rirnary
purpo*n'of
re*efifch
is
tsditcov*r.priueiples
*utl*u*g
uoiversaN
applicetiufls.
Re*ef,reh
i*
thefornral.
y.stematic'
ttfld
intfi?$ive
procast
af c*rrying
ori
a
*uiextific
rn*thod
*ru**fv*l*
'
*Kesc*tth
ttta;y
be
de'fined
'a$
thu
systrinarie
and
objeetive
*rxrly**s
an*
ffis;i*ing
rorrtrolled
obscrrrlrjsrls
thet
rnny
leadrc
su
developm*'rlt
uf
se#rnlirltions,
prife.ipteorthcories,
rwulring1n
prodtrcrion
and
pos*ibtry
u
lt
i*nfiffi
f.CInrol
nf
evrnlr';
{$s$
snJ
Kdrn
I
$,fiS},
8/20/2019 Concept, Nature, And Significance of Research
6/12
Cnnc*pt,
Nsfqre
s,nd
S*Fniifir*nte
of
Rese,*rch
lg
"t'ssearch--"
ref'ers
to
llre
sctivity
ofcollecting
information
in
an
orderly
and
systemutic
fashion,'{Comell"
t.).56).
Resesrch
is a
sy-stentatic
attcnrpt
to
provide
answeffi
to
quest,ions.
ln
the
case
of
ir:*i*
ee.rer'ci
these
elns\ilBrs
rn*y
b{: abstract
or
generaln
rvhereils
in
denntxtatipn
w
ttppliedr.e.rc.dru/i
ttu
*n*"r,,nrv
Ua
Itighly ctlnfrele
and
spccific,
In
borh
types
of research,
{he invcsrigarors
uncover
fac6
and
thcn
lormularc
a
gen+ralization
based
on tltc
interprctation
of
thore
lacts.
Basic
resEarch
iscsncemrdrvitlr
the
r*lationship
hretlveert
two
CIl more variables
bul
it
rloes
nol
ollen
provicie
intrnediately
usrrbl*
infurination
for
altering
gle
environment..lts
purpose
rather
is
to
de velop
a
nrcrdeln
or theory,
tlrat:idintifies
utt
tt
o
.*t;;*wJ;;i*i
ln
,
particularenvironment
and
hypothesizes
their
retationship,
By
uiing
the
lindings
of
b4sic
re.cearch
in
Education
it is
possible
to
develop
a
product
i.c-
a
given
curriculum,
a
panicular
teacher-Laining
progri,n*],
*-rl*t
or
un
audiovisuol
aid.
To lest
the
product
is the province
of
applied
research,
ofren
called
demonstration.
ln
efTect.
applied
research
is
a tes
or tryout
that
inclutJes
systematic
evaluation,
""1'hus.
rcsearch
is
an
ab.iective,
inrpartial.
enrpirical,
and
logicalanolysis
arird
resording
ol'controlled
ob'servat'itln*
{hat may
lead
to
the
de
velopmsnt
ol'gcneralizationslprinciples
ol. tlreor:ies,
,*r-uiriog ,o
ronr*
cxtenl'
in
predietion
nnd
conlrol
of
cvents
thal
may
be
consequeneas
or
causes
ot'speeil'ic
phcnoireir,r."
Ch:rrnctcristics
of
Research
-
Ile'rc*'z.rcf
ff
-r}-*tem
arfu;
ll
is
a
structurerd pr:occss.
Il
ha*
carefully
rJesigned
procedures.
Rcsear*h
is
rnrely
a
blind,
shorgun
irrveslig.aticn.
*-
Rexearch
is
logical
attd
ohiealves,
applying
every
possible
test
to
validate
tlre
procedures
enrployed,
th*
dara
collected,
and
the
cortclusion
rcaclled,
ihe
emphasis
of
th*
o**uorrh*,
is
on
resrin
radrs,
fhsn
on
proving
rhe
hypothesis.
**
fre're*t'e.A
i-T
empirical"
l't is
the
collettion
of
data
that
ideulifies
research
as
aR
empirical
process.
Reses' 'ch
ie
bnscd
upon
obsen'ed
cxperiencc
or
empirienl
evid*nce.
Research
rejects
revelaiion
and
riogrna as
methods
of
establishr:s,l
knolvledgc.
It
rcccpts
only
whar'can bc
verifie
8/20/2019 Concept, Nature, And Significance of Research
7/12
20 lrerspectites
on liesearch
lf.lrathctlolo,gy
rransitory
in
nalurc
than
are products
of
other
problem-solving
processes.
**
llesearr.A
is
c*rrrcrc
t*rized
by
patie'nl
anel
utihllrried
actitilli,lt
is
rare ly $pesmcrllar"
-^* Researsh samelinw.r
requires
tourage
tofaee
lhle
oppasltian'
'['hus"
the
know]edgc
gained
by
reseorch
ir of the highesr
ordcr.
ll
is not
bassd
on
assumptions,
beliefs
and
unlessEd
generalizations.
"To
seek
$rch
knowledge a
rcsearsher
must
develop
scholarship,
accurnte
r.rbservation"
integritl',
willingncss
to sflend long
hours
to ccllecl
nnd
rtudy all forms
of evidence
belbre
nrrivin-q at
conclusions*
and
the ability
to re{ogrize
cau$al
relarionships. and originally
and
objectivity
in
th
inkirrg."
'[''he
term
"re
geflrch"
is
uset]
tollre
more
s-vstematic
arrd
fbm,al
search
fbr
ordsrliness amongphefiolrtel]n.
lr.lany.
(
l9?0)
detiled
research
"ds
lhe systematic,
objective,
an accurate
searcb
for
ttre solufiEln
to,n
rvell-
de
f inetj problern."
Research
is the
fifth
step o,fthc
se
ientiltc
melhod-f.s,,
to
the
testing of
thc hypothesis"
tsnt
it
is
irrst
in
the narrow
sense.
'l'hc
Conditions
for
Researclt
(
l),,\
unified
progrurnrne
of
rcseurch
qhoulclbe
haserl
on a csrnmo$ $ysrcfil cllconstrlrcts,ancl
are
fly:ipg
rhcory.
Such
conceptual
sysrem
cannot
be developed
hr
short
order. They
requir,€
fln
extended
period
ol'
cleveloFinerlt,
Il
fequires nruch
qltpsricnce
rvith
the field, ond such
experienee
eomes
c:rly through
close
cuntact
rvith
the
ptanning and
execulion
of
rescnrctr-
(3i
A
progra*rm* of r"rearch
develops
out of a serics of
oflen loosely
connected investigation$,
each
of
rvhieh
is
tlesigned to explore
one of
several
possible
directlons
nlong
rvhlch
the
prograurrne
ruight der.elop.
"fhe
exploralion msy
tle
a
precursor
of systematic
and
programmatie
research,
t3)
Rssearclr-by-fonnula
ncglee*
the weative
aspect
to
rssearch
which
is
essential for
genuiue
discovery,
tlle
heart ot'every
signil'iearrt
research enterprise.
{4)
Thrr mnturity of
.iudgurneilt
decide*
rvhat
is and
rvhat
is not invesrigatory.
It
depends
on
rvide
exprriencc
in
the field. A
successful
independcnt
rcsesrch
may requirc
a
life
time
preparation
'Ilnsic
llcse.nreh, .A.pplied Research
and
Action Researclr
{l}
fiasfu
Re$eerch
ar
Fanclansntal
Rese$rch
or Pure Eese.ur,cl;:
The te,rm basic
and
applied
refer
ts th€
uxtent fo
which
the research
is directed torvards
rhe
sotution
of
the
problem.
"Basic
,*uoi"j,
i:s
derigned to
add
to an organized
bndy
of
sci*ntifir
knowledge
and does
not
nees$mrily
produce
rssillt$
of
irnmedi*tc
practicalvrlue.
Applied
rc*earch is undertaken
tosolve
an
imrnediat*pr*ctieal
problcrna*d
the
goal
of
adding
to *sicnlifie
know{edge isseeondary"
(Trawrs,
1958}.
Eusic ruteersh
is
concsrne
L\fith
the
fbrrnulatiou
of
theory
sr a co$tribu:ior to
the
sxifting
body of
knowle.dge.
It obtains and
u$es
the
cmpiri*al d,atn ts fonnulntq
+xpsnd on syaluatc theory. Thar is why
it
is
atlso
terrusd
a$
*pure'
or
*f*lrducneital'
rese&rch.
lthas
"druwn
ib
p,f,t €nr
and
spiritfrom
th*
phyrical
wicnet.
It reepires
*
rigo'rous
a:nd
structured
analysis. lt
nmploys carcfirl snmpli*g
prccedure
to
dcveNop
theorfas
by
rl
iscovering
proved
guneral
ization r
or principles.
"Themain
aim
ofbssicresearch isthediscoveryof knorvledgesolelyforthe
sakeofknowledge.lthas
,
lir.tle
cence{t
for
the *ppli*atior,r uf,tlrr:tinding*
o* rn*iul usafulaele,o,ftlt;
tindinsF."
'i '
Fundamenlal
research
is usually
carried
in
a
laboratory situation, in
psychology
often
rvith
animals as
subj*cts.
This
typo
of
rcs€*reh
has
Een
prhuarily
the artivity
of
p*yebologists
reth€r
than
educatcrs.
tlJ
Apptied Researalx The purposer
of npplied
rs*ear*h is irnproving
a
prad:u*t
sr *
Frocs$s-t{sting
theoretical
cCIncepts in
achral
preblem
situations.
It
hss
slso ruesr oftfre sluractEristiss
of fundsffisttal
re*esrctu
including the use ofsalxpling tectuliqurs
nnd the
subs*qaent
infercnc.cs &houl the
inrget
pcpulntion"
.
Appli+d rsscarch is
dlrceted tsrvst{ls
t}e
s*lstion
n,f
immcdinte,
specifie nud
pr+xieal prablems.
Ir has
8/20/2019 Concept, Nature, And Significance of Research
8/12
(io*ccpl*
l*Eturc
anil
tiignifrcitnce
of
Resuarch
?'l
Ititi$n:,|i:'1;:::-#::;hT;]*xuiscorr1-̂ i"i-]'^:,oo-*impc*tnceona
;[:ilJ1{:ipil'l';l;,i,liliffi
ffi
}
ii*
nouii',es
,*
to
t
*,
evaluated
irt
te
rnts
*I
local
toXliffilllt-";;;fiffiffiX
tffil;::l;;
I
l''c'resunt
d;
;;;;"i'
:l:.ff
1,;ll,H:f
ur*rvrh
,r,rhc
,,*ri
r,.,,
rhc
enrpiric{f*:Ul"iTH:iliil;;'"*,
*or',inf
reurnrrrg
processes
und
ied,-,-,,.r..to,itun..,,pt,iiJ.*:*l-xliT;*rhedcvelop*-*;;;;'tin brthcoricstr[
ili*:f:*+*l#fTlff;',':
,*o;--"
sc*roor
p*etiees
and
ndd
ro
Ersa*r
teacrtct
;
i
--"*l*l,::Til:l.:l':.'' ",}:l".-:;;';.usedonimlrrediateioo1"?::"l;Hllil[-il"# ffi:'..*
''''*'
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ttotr
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'-'loi*r,r-;;;;
*" $:li'Jrill1;::iil
l;;;;;;
;
,,J
i*p..*,
J;llili
,r,.u,v.,,
:''l:::flffii.j}'il*T
illilJ;i"ir,
"4
-",Xilf;l'$ll';i.Ti,l';search
processcs,
r
ilH*15;lJilii:ti;,*":ffi
t1f;
i*i::T,ffi
1,":.*,ffi"'$',ff"t..ffi
ffi
;'lstc)v""r"'
l;;;*il;-;rir-u,n'*uo,*rrarn'toniouslil';;;;"r.-,,"r:T*,:i::**l*,:"*ll',iil:lxJ'illia.ti,:n
:,;';;;-,'
be
nrutrc
trrJL:ff1:Til,-*;;-
actiotr
':':ffrh*H;f'*t::Jffi
i''*"0-,
i.111-nrecticll
Surne
Peol
,*u*n*i,i,o;,-i:;;;;"r-,":l'+*T;;UUt'ml,*':{$fi-,::i?ip-ilit,.ffi:lT*.-
;;;1.'*'"rlt:t'J,'.li:'T:::Y"l1i,Hru;br-{i:ti:::T?::#ll'li,llli;;'prii.aor,feclli3,noriented
'u.tion
reseirtrh
waslhe
tt::it::lr.l:";;;;;isril
"Action
research
ts
{t:t-ti::;:i''i",*t
*r.'"
rtill
ntake
srrd
,r,..
u,,,
i
n
ii;
ffi
;il
;,u
J-il:
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m;[:il
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J*,ii
i
"
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w
h
o
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i
I
I
lil:T',l,i#Jl:l'lH*'o*-:*:H;;';;;,--rrerd
orsociar.psvch*ffJ,il'il-"1i,ll;l**1"il:
i\ction
researclt
staned
t-
'Ot,',i;r;;1"**"*t
of
both
reseurch
tpltinliro*
setting'
Collicr
f
igaS)
ttsctl
rlris
nlovcrn€nr
has
had
ns
its
goal
irdr,*ation*l
problemsin
particulnr
ttttttttur
r*rerrch
nrusr
be
carriecl
into
jnt*;*Hil:*;:JlJ::nilt*rtr*:*:"-:l*xll:ruff
.Fffi
'illFJ;**-':*h:11*i*is$a'lor
c
f
l'cc
t
by
t
t'*
ao
nr'i''i'It-lt1
-ttc
11|avnr
on'
an
d
be
en
ttcts
rrrr:
rayrnun
musr
rheinserues
pni.tiffi'il-*i**,y
i*,ff;ffi;'ilp*iru**u
tiilit;t"
their
own
areas
of
neetr"
.*n**;nrar
recearch
and
actiontasear;:-[,$l*-J;1lJl"ffil#]'l:
'fo
difTerentiate
bet$:e::
*J;S1ill11iiii'ffii
fenentizntll'*n,,*
action
'*"*'*f
i'-o'ne
r.
fi
[.,,H:i$;::l'**1'.i:llf
,-ffi;t1."1-:l;T3'ffi
,T:-:'ffi
#ilffi
nntryb;rie*ha'[the
p*npr.=filit1*ffi"[**il*X**tff;r
r,"il;;i'e
*oy3J**r
p'*i'.-ill','JLllsenr{:r':
tlisscnriDtrltoll
oI
lcrEe':':
-^;*-.
qr+
rriff€
apt
to
learn
ny
llll rr
v*rr
-"t
-
represe$rs
,,;
,_,iriir,ri,**rr*,1llffi;,
,r,
*
r--r
uv
ii'-i;;.;
experirnenrarion
and
€vntu
I
fi
rI
uen$un
srl
l{c*e'*t
r*h
r,,ru*n*ionu'Reseurctr":l;:Xtl:5;:lilf-,*';:l
;;jq'-nil :"H:il:*.;'tri,fii'"#*lH"'l;
;;:1i;"1*nX1ilfil"*-,Tll'J-A,6;i,11,,:il;;j5';;}:-ilJ:T:[[f-iln*kili-";ill['nl
iTT-'lhlfffiinl'lJl-'ilI,'lJl;lil,:''Y'fi:ft#or*,*,*r*ro*re{yiunortexrbooksandutherreamirrs
,.
*ffiT*G;,-r#::f;;i|,ll*W**il"rno*anse
on*l*oo*-i**r'i*
in
his
t-oreeas'u
err
:titis'
tCI
the
ti*sigl't
$f
eln*ur$$t:
8/20/2019 Concept, Nature, And Significance of Research
9/12
,,,
1l
Perspeclivc*
on
Rcsc*rch
*,futhodotngy
rvhat
he
coutd
antJ
eoulql flot
are,6tnpllsh;
arrd
to
provide
the.principal
with
a sound
ba-ris
for
orgalrizing
rhe
lacultv
and
can
guide
him
in
providing
conditions
thaipenuiis
rhe ieach*rs
ro
u.uJop
tr,rr,
rr,r"p",i^rialiry
irs
prerfessional
persons
and
so
on.
'lltus"
educational
research
refss
tc
e:s1'slcrnali*
utiempt
togain
a
better
understanding of rhe
educational
Froccssi
with
a
view
to irnprove
its
efficieney.
lt
is
*n*pplicatisrr
oiscientific
rnerhod
to
the
siuay
oreducational
pr0hlenrs'
ln
the
fiekl of
education.
x'e
ielentify
r*c,ear**
wittr
a
betrer
understanding
of the
inci"iouri
a,,c
a
lret{er
understanding
ef
txr* teaching'ls*rningpr*eecs
*nd
the
crndifions
untler
rvhich
it
is most
successfully
cnrriEd
on.''lhus'.
educational
research
is
nn-*pplication
oflhe
nrain
principles
of
scfenrific
res€arch
rD
the
solutiun
of
edrre ntional
problem*.
sincc
edttcation
is
an
applied
sclence
so"research
in
educational
is nrostly
applied
research.
.. .
Thl
primary
tune
tit:*
oireseercf,t
$n
eduqation
*s
irr
medieine
is
to find
improvenenls
fbr
cdueatio^
or
nredicine
bsrh
to
be
urtdersiood
as
fields
ol-human
actions,
notas
field
of
knorvlcdge,,{Eric
Hylla
lgi6).
"llul-
edueational
ffi$€sf€:h
mry
b*
basic
tos.
Ir i*
b,asic
or
l'undamental
rvherr
it
is
not
concerncd
s.
rrtilcrh
rvitlt
day
to
day
mefters
arrd
spee{tic
phenomena
and
problem,s
u*
tuirt
tl:e
solution
of
lndanrental
problenrs'
snd
rvhen it
fssuhs
.in
broail
generalizatinn$
or
prin'ciples
and
tlreories
ol'educarion.
Discovery
o{-
sueh
useful
conrcep'ts
as
those
of
nlotivition,
reinforc*n
*0,,
coficept
fomration
anri
social
environrnent
ir:
lcarning
are
a result
of fundantental
educational
rcsearch."
(Suklliaa'd
Mehrorrr
;;6J:-'E'
vr'rrvrrrrr'
ln
the
field
nf
nction
msearch
a
teaeher
eeineiuets
*ctisn
rsse.arch
to
irirprove
his
orvn
teaching"
A
sclool
ndlninistratnrconducts
a*ion
res*archto
improv*his*dr*ihi*rrativ
u"t
noiJur.
in
**ti"n,.""arch.
rhe
teaclrer
is
delib$arcly
nrore
scientific
and
carefitl
in
iiiagnosirlg
fhs pr;bkm,
in
collectl"g
fo"tu"
in
designing
hypotlieses
itt
cxpcriments
witlr
tentativo pracrices
and
acrions,
a-n,J
in
evaluating
resuhs
Jtrt.r.
actio's
rakcn.
He
trics
t'
e*p expertmental
approach
torvards
prol.blem
solving
in
close
tcuetr
wirh
reality.
ihe
adiorr.reseilrch
may
be
irrdivi:dual
or ec*oper'ative.
tsur
it
is
fountt
that
ulrilnaiety
utilitarian
consioeraiions
irrt'ilrrate
inro
rhc
high
lsve
irrvesf
igirtiou*
and
pellute
the
spirit
of
pure
research.
Educational
Research
may
be lopked
at
in
two
ways,
vie.,
aeeording
to the
osyecr.r
thsr are
invcsrigat*d
nnd
ascording
t'*
cur
orrn"r.
"fltere
arc
t'ltto
impor:tant
classes
of
ofijeetr
sludicd
by
educational
re"senrchers.
{
I
}
lndividuals'
e"g',
pupils,
teachers,
resenrchers.
adlninistrators
etc.
(2)
organizario's,
€"g.,
classrocm,
$chorll.
r**O;;;;;;;.
-'"
-"-
'ltere
are
lwo
imporant
*ims
of ressarsh
involved
in
studying
these
objecrs:
tII
irnprrvingsrrviccs
t?)
lncreasingknowledge.
?hus'
Educattannl
R'Esearchm*y
rdnult,{n
improvrm*nt
in
tcaching
adm:inispaticn
or
human
rclaricns,
or
an
iRtrenss
in
compnmfive,
dovetoprnenHl,
h$soric*l
kn*rvl*dt;
ffi
it-
prtii**p*rlcal,
s$cinlogienl
or
sychological
faundaticns.
'"Edueational
research
would
be
grattly
acceleruted
in
its
usefulne*s
if
th*
researeher
u,ere
more
o
llcn
eltsitivc
to
the
centml
ethical
and
moral
problrrnr
of
educafion*
{Tnavers.
lgsg).
:
Educational
research rvorker
should
ancntrt
io
*iuuririlfi,i"ffirtiriiionrr..ips
among
evenrs
aRd
nor
mere
ly
stalisticatr
retuti*nst,ipr.
"-
Ths
researeh'
works
i*
etlucnlion
*ry*l{
sttenrpt
tsarld
ro
the
existing
brdy
cf
kn*rvledge
in rhe
lield
a*d
n+r
rner*ly
to
eo*triburs
isolrt*d
jten
slf inforffistion,
-*-
Fducati*rrul
ms*areh
represents
*n
*criviry
directsd
townrdthc
*levelopmefit
rlf
sfl
organiscd
l*rrly
r}f
scicfitifrc-knorvledge
about
tlm
evanl*
w{tb
whleh
edueerors
*r*
***[**cd,
It
*hcul.d
ennbh
the
*tlncerorto
det*nnin*iust
wh$t
reaehingand
o*her
lecmingeonul*.*t*pr..ii-
;ffiu*;
*.ii*r**
esircd
erpesm
of
lesmed
belrsviqrr
mn,lng
plrpil*,
8/20/2019 Concept, Nature, And Significance of Research
10/12
culrc*11r.
i\ature
nnrt
signifirancr
of
Rcsenrch
?-l
*-
sinee
the
ccntral
fucus
oft
educ;ationai
rcscarch
is
_rhe
de
velopmcnr
of
rhe
pupil
devel'prnental
stlrdiss
eonsfitutea
majorarea
ofs'ducationa
research.
Developnruntri
,tu,ti*s
explore
the
inguence
of
specified
Eondilions
on
lr,unran
leaming
and
b*haviour
rni
rr,o
nrir.r'oja;;;;;;;;in*
u.noul
errr*ironment.
*-
Hrjusational
research
mny
bc carried
out
al
a numbcrof'difl'ere
nr
levels
olconrplexity,
w6ich
ranges
tiurn
*fie
solving
cf
lccal
problents
by
uellknou'n
rechniques
to ressarch
that
resulrs
in
nerv
tlreorrtical
devetroprrerfs
of
rvide
significance.
'
'-*
F;ducational
research
proviries-uselirl
arrcl
depcndable
krrorvtcdge
rhnrugh
ry6ich
thc
process
.f
ducaticn
ean
be
marh
more etfcctive.
"*
liorrnd
tlreor:ies
in
educatiort
can
be
csnbli.shed
througl:
an
intensivc
cnquiry
nlrnur
the
philosophical.
histarical.
u€onotnic.
psychologicalancl
sociological
irnpact,r,
uurinrrs
aspccrs
of.eilucalion.
-'*
HeJtlcatio[nl
ltesesl'ch.reprcsents
morc
tltan
the
rnere
application
of'tlrc
m*lcds
ancl
tlcorics
oi
tlrrr
related
sosial
sciencesto
educarional
probterns.
Rcsearch
in
cducation
n:ust
dev*lop
irs
orvn
body
ol
ollcsPfs'
tltesries
anel
principles
uniqucll,adtptcd
ro
rhe
orelcring
anJ prerlicrion
ul.evcrlrs
*,irlrin
tlre
eilucational
sphere
Limi&rtions
of
Educntiunll
Rtsearch
"ln
spite
of'the
cpplication
of
scientific
merhod
anel
refinement
of
research
tcchniques.
tools
and
esignr
education
a$
other
social
ilnd
b "havioural
*.ien*.s
has
not
urrainetl
the
perfection
and
scientific
tRtus
of
physical
scien'ces." (Koul,
l9s4)"
our
de
ficiEn"i",
,r"o, primarily
from
(
l)
s
lack
of
appreciarion
ol.
esearch
a$
tlie
vehicle
for
scientific
grorvilr,
ond
(?)
a
paraltel
lack
of
a
iheoretical
f,rarnervork
on rvhich
t*
,rr$cture
empiricut
fiirdings
to orient
the
efforts
of
the
perfection.
Hducalionat
REseareh
has
not
bren
able
to
establish
generaliations
cquivalsDt
tCI
the physical
scicnces.
\gain
there.is
luck
of
unaninrityamong
researchers
in
rhe
freld
nlfacts
and
explan*rio's.
lr
is
because
ot
rhese
im
itation*
thar
Ary
er
rrl
(l
rzi)
poinrJrr
out
rhat
erlucational
like
oiher
social
*ciences
r+nulcl
neysr rcalizs rhe
bj+ctives
of
science^as
conrpletely
as
the physical
scienccs,
$omc
.f
tlre
limirations
crf
$e
*ducariorral
eseurrh
ore
&$
lbllowing:
(llcawpl*uity
af
su,biert-ffiatter:
Educational
ressrch
de,als
r+irh
the
complex
natrlre
ofhunran
subjecrs-
t
has
unlirnittrd
nurnber
of,varriabl€s
acting
inelepenceniiyil
in
intemetion.
riiuin,ional
research
has
ro
deal
vith
nll
the
individual
r*iff-erene*s
of
its
subjects
una
inq
irnpner
o-f
group
on
the
individual
$,ith
at
its
iversitic.s,
{?}
Dfficutrrer
in
observarfon:
observation
of
humsn
lrehavisur
ix
mo,re
subje.ctivc
a'd
t*us
mnre
li
lcttlt
thirn
tht
obssn*atiotl
uf
phytical
ot
niorogi**l'filrro**ur.
Thus-
ir
has
r
clirec'
impn*
on
rhe
fiterpiarttion
rnd
csn*lusion
of
fte
sructy,
{3}
Di#crrflles
in
Repli*tttrern:
If
is
dirficutt
tn
mske
educatislna}
rcse*rc,h
i".'
ebjectiv*
os
;t
is
i'
,ee
rhysicat
seience,
Similsrly
ir
hrek*
prueision
and
repiid;;;;
orphyhc*
*ui*,***.
i,lue*tionrt
ptre:roryena
nre
ingrrlnr
svent$ thus
r'eplicatios
nni:objectivity
becorn*s
difficult
irr
educarisnal
r*sEsrc'es.
141
lnteraciinn
qf
oftsewer
and
subieeri:
llern
both
the
observ*r
*na
r"ni**,s
are
fiving
org*nisrn
s*
he
natttrtl't'ehavlours
of
thE subi'ects
*t
aifrirotr'rn
tlJp**u"*e
sf
ilr*
uuuu**..
The
observer,s
presencc
nns*
change
the
siruatisr,
,r.d.,
rhc
ngtur*l
hehaviour
af
truman
subj*ct.
{5)
o#cvfiier
a{r*rt#of:
Thc'igitl1on11ol
"#p-;ilenr$i
cenditions
ns
ir
is
tbund
in
rhe
physirur
cienee
is
nat
pnvsible
$n
education
reeeareh.
ltrere
the
fue*
er
hns
to
oed
o;iti
humar,r
s*bjects
wirrr
rrl
lre$r
moods'
phantastts,
i'rrdividunl
variaticns,and
**ny**iiul**u
ul**iiun*u*iy""
{6}
;j"*e*s*ra
*ew pr*hler'ns:
ltr"hs
tsols
ussd
zu
*ru*ur*ent
i*
+du*ation*i
u*s*arcrrcs
ars
r}st
so
vnri+r
nd
reliatrle
e$
fhos€
u.*ed
in
rhysie*l
sciences"
-**
Tlru
relntive
lack
of
orienmtion
of
sducnrors
tcrvard
res*arch
is
refleeterJ
in
the
eor,respnnclingl3i,
8/20/2019 Concept, Nature, And Significance of Research
11/12
::=:s:1rF*{}',,:.t*ir:].rf1::::r=:::.:i
?'f
FtrsJrtctivus on
tlescnrrh
Nlethodology
iiradequute
status
of research.
l-here
is
dirrr.rharlage
trf
quolified
ressftrchefi$.
-"
Bel'ore
any
significat:t
inrprovenent
can
be expercred
in the
educationalenferpr:ise.
rhere
is
need
,-or
il nerv
disciplinc
oltrducation
tolirlly conlmitted
to re$r'arch
as
the
basis
fqrnctlucational
and
social
pro grc
s
s.
-*
Thelecruitnentol'cducationalrcsearchtraincesmustbehighlyselcctiveandrhcirtrainingparticularly
rigorous.
A greater
re
search
sophistiration
ou
tlrc
prrut
sf
all teachers
is
also
rssential.
'*'- There
is need
lirr
tlte
elkctive
disst;mirtati$tl
of
resttnrch
tindlngs.'l'lrer"e
is
il
Barallel
neecj
for
an
insightful
syntllcsis
of r-rrrJrirical
structure
.
'l'5'gres
ol'
Educationnl
Rcseirrch
"l-here
ilre so manY s\rsterns
to
classily
the
typcs
of crlucational
rescarctr.
Br.rr
it
should
bc
notcd
tlat
the
sY-stem
ol"r:lassificatiort
is
not important
in
itself
but
onty
has value
in
nurking
the
analvsis
of
research
pror"^9ssc$
morr3
conlprehcnsilrle,
So
a
simple
three-point-observation.
tlcscription
and
dnalysis*
ctassification
m0y lrc used
tr;
catcgorise
edtcational
rr.*earch.
Practically
all
studies
ftrll
urtrlgr
on€
er.
corrtbiriation.
of
these
lvpe-\.
(
I
)
l/rstorrc
ul Rc.scur
8/20/2019 Concept, Nature, And Significance of Research
12/12
Concept,
fllflturc
nod
$igni{inn*ce
of
R*s*srch
tf
ribserved
eft'ects'
conlrol'
lnanipulation.
observolion,
and
repli*ction
a:re
fte
four
*sscntial
ehameteristics
trf
;s
pcrIlnelttal
rcsearch.
Step
in
Resenrch
process
As the
tducational
rescarch
is
thc
application
of
scicntific
method
to
tlre
study
of
*dusiltional
problenrs,
tlre
sleps
in
educntiortal
rescarch,
rheretbic,
are
nroxe
o,
l.u^*ld*ntical
to
tbose
or;ci*ntific
rne*l,J.
raltolving
s
* listing
snrl
br:ief
description
r:f
the steps
in
tt*
rur*i.it"process
each
of rvhich
rvillbe
discurssed
jn
detsil
rr
srrtrsequent
chapters
(l)
Ilentify:ing
u
prablene:
lds,'rrtifying
a
problcnr
is
rlre
most
difl*reulr
s$p
irr
the
ressrrch
pmeess.
Thc
tudent
lnust
discove
r
and
define
not
onir-.o ptontoo
r*"-i",
also
o
specific
probteln
rvithin
thatareathat
tre
hooscs
lo
stutly,
flron'r
the
field
of'his
interesr.
The problcrn
should
be
suclr
*u*
r*n
be
clearly
and
precisely
starr.d.
Thc
statcnrenr
of
the
probtem
must
be.o,npi*a*.
(2)
f'ormulution
of'a
llypothesis-a
huRch,
an
assumption
or
an
intelligent
guess:
o,nce
a
prnblern
has
recn
identificd'
tlte
rese*rcherolie
n
crnploys
rlre
iogicalpro'.**r
*r*guou*io.iiana
to
ilt*luctisn
ro
f;orm*rate
all I'xpcctali.n
of"lhe
outconte
of'lhe
study.
In
ither'rvords
he
coniectu**lo"
hypathesizes
about
rhe
:elirtion.rlti;]
be*r'e*n
rhe
conceprs
ittentified,ln
*e proor*,nl-:
'tY
vvrrrvrvrL'
r''
rtJrFulrrsslzqs
au{
T'hcre
shor'rld
tie
c$rcful
fr:nnulation
of
hyporhesi,
i'1"
fbr*urating
hypotheses,
the
res+archer
slroLritl
eep
in
rnind
lhal
the
hyporh€$es
nre
terrtative
generaliaations
sbout-t#;;*
of
tlre
difficutrty
*rrder
:onsiderntion,
calling
altenrjon
to
firndarnental
rei'trtionships
ur
possibl*
solutiors.,,
(li)
/r/e'?ryj'1"fig
anc
Lahe{ling
k'nriahle*:
After
ron*lil*ting
alrypothesir;
ttre reseflrcher
must
identify
rttd
labe
I
the
variables
both
in
the
hvpothqsis
and
elsst'h-r-
iiil.t-
ii[;;. ffi;;
*r*y
be
difTerenr
rypes
af
ariable*
such
as
independent'
depeiient,
n'roderator.
cgntrCIt
arrd
inrervening.
{4}
c#r:'rtrrlrrtfig
apetailaial
Definilions.'
The
ou*t**,
or
conceptilal
fbrms
el,
varinblcs
are
tc
be
c$erecl
irrt*
operational
fon*s.
llere
the
variables
are
stated
in
ohrer?able
nnd lneas$rable
tbn*s,
they
are
ndr
:avul
lab
h for
m
anipu
rati'n.
eo*tror
and
exam
inarron.'
-
{5} $danrp'lating
and
cant'ratling
tta r{t*s:it;;},
rhe
relafionship
behveen
variaSlcs,
rl*
researeher
tndenakes
brNh
r*aniputatian
and
coitrrrl,
Thc
.nn*up.liinternal
and
extem*l
validity
ars
btrsic
to
thjs
undcrtaking
(6)
cbrrsrnrcting
a
Rese*rch
Desff-
A
rescarch
design
is
a
specifiJdrion
ofoperations
for
the
testing
iltJJIIif
;ff,lfiJ*ffi:n
set
orconiitio"u.
'rhe
,esearctrhas
rl
uecioc
i"r,J,yp,
orresearch
dcsign
he
{7}
ldafifltiug
't
contlt',,rcting
Devicet.for
ohserc,,rion
and
lu{eqsureraenri
once
the
renearaher
has
perntionally
d*fined
the
varitbles
in'a
st*dy
ano
ct osen
,hu
a*rigo"
he
mnst
adopt
of
ssns.,"oist
deviccs
f,or
ir
easuring
sc
lecred
vrrinb
les.
{s)
?he
I'fetl'*d
m*e
r+rrr*
The
researcher
has
to
scteqtthc
rsssarch
methads
ar*
g*ncralry
classified
in
hree
categeries:
{i)
f
istoflal
{ii}
Descriptivc
{iii)
d.e-rm--*al.
flrc
method
io
n*
ouu.r
is
tlc{ennined.by
rhel{rlurc
of
the
probr*rn
and the
type
of
daia
requircd
rirfire
e*rBo"'v
"'Lr'rv*
rv
w '
.-
t91
D*to
c*lt'ertion;
Tris
sre-p
is
concernod
witrr
rhEprssedurEs
and
terhniques
to
be
adoptcd
fur data
ollectinn'
It
dnpends
on
the
nature
sf
the
samplr
ehosen
roi
ttr*
rtouy-
Ifreferr
m
selecr*on
$nd
develnp*rent
l{'ttqla
galhering
drvircs.such
as
tests,
q,,urrii*ui6;*r;**les,
interviews*
ob*eru&fion"
checktrist$
and
fi{t
liks'
$i*rce
rdany
sttl{iits
i*r
edusa*'p*
and
in
alliei
t;rd
rery
on
quffitlspn'ircs
*,ud
interyiewc
rs
rheir
'rrtiR
s"rreE
of datn
it
inel*dm
the
terfuriques
fbr...d;;;irg
nnd
using
these
rfleas$rumenr
devices.
{l$}
'4tro{u
i'x
and
ltrrwprerat*n
,$:
fr*:tf"r
gu
*ir
*p
ii*
e*r*
;s
fi
uc
analys*d
ana
inrerprerrd
vnry
ur*tully
keepi*g
in
vicw
the
objectivcs
olfhe
study.-ri
rrrr*
purposc
npprcpriate
srati:iric.ar
sntJ
uthcr
cchniques
&rE
to,b*
apptied
fsr
the proces-sing
of
the
d$ta.
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