Post on 04-Jun-2018
8/13/2019 Introduction to Educational Research Pismp Ed Hiha
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Dr Kim Teng SiangJabatan R & I
IPG Kampus Tuanku BAinun
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A scientific and systematic process of gatheringinformation in order to answer the question(s) or thehypothesis posted objectively (example: the relationship
between phenomena like motivation & academicachievement)
Educational research
- a scientific and systematicprocess of gatheringinformation about the hypothesized relations betweenphenomena in the field of education with the aim ofimprovingstudent learning.
What is Research?
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Research is scientificbecause the knowledge acquiredis based on empirical evidence through the scientificprocess of gathering information/knowledge as follows:
(1) Formulate a hypothesis about the relationshipbetween certain constructs
(2) Test the hypothesis by designing an empirical
study(3) Collect data
(4) Make decision to accept or reject thehypothesis
Information/Knowledge acquisition is NOT based on
AUTHORITY, TRADITION, COMMONSENSE, MEDIA
MYTHS, PERSONAL EXPERIENCE but EVIDENCE
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Research is systematicin the sense that it followsseveral definite sequential steps. These steps make
up the Research Process.
(1) Generating research ideas
(2) Formulating the research problem
(3) Developing hypotheses/research questions
(4) Designing a study to test hypotheses/answerresearch questions
(5) Collecting data
(6) Analysing and interpreting data
(7) Communicating results
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Characteristics of Research
Research begins with a problem
Research requires a plan
Research demands a clear problem statement Research deals with the main problem through
subproblems operationalised as researchquestions/hypotheses
Research seeks direction through researchquestions/hypotheses
Research deals with facts and their meaning
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RESEARCH
QUANTITATIVE(Positivist Approach)
QUALITATIVE
(Phenomenological Approach)
STATUS
STUDY
INTERVENTION
STUDY
STATUS STUDY
Survey
Experimental
Case
Study
Ethnography
Action
Research
Generic Qualitative method
INTERVENTION
STUDY
Correlational
Causal-comparative
Quasi-
Experimental
RESEARCH METHODOLOGY:
An overview
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Preliminary Understanding of Quantitative &
Qualitative Research
Examine the two research studies on Reasons fordiscipline problems in schooland decide which isquantitative and which is qualitative. Justify your answers.
Researcher A identifiesfactors that influence/
affect discipline, develop a
questionnaire and
administer it to a sample
of problem students. Hethen analyses the data and
identify significant factors
or rank the factorsin order
of dominance.
Researcher B interviews asample of problem students
individually or as a small group.
He interacts with them and
observes their behaviours. He
also examines counsellors
reports and school report cards.
He records all the information
obtained and analyses it for
patterns that emerge.
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Quantitative Research Qualitative Research
Philosophy Positivism:
Knowledge can only come from positiveaffirmation of theories through strict
scientific method
Phenomenology
Knowledge is discovered through an open,unbiased description of experience
Purpose/
Goal
To study relationship, cause and effect
To test hypotheses & to make predictions
To study social phenomena or things as theyappear in our experience.
To explain, interpret and describe phenomena
Focus Quantity (Variables - How much & Howmany)
Quality (Features- What)
Design Structured, predetermined(Developed prior to study)
Flexible, emerging(Evolves during study)
Method Experiment, quasi-experimental, survey, etc Ethnography, case study, etc
Sample Large, random, representation Small, purposeful
Data
Collection
Tests, questionnaires, controlled
intervention
Interviews, observation, documents, artifacts
Analysis Deductive (by statistical methods) Inductive (narrative and interpretation byresearcher)
Findings Specific, precise & numerical Holistic, detailed & descriptive
Researcher Detached Immersed
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DEDUCTIVE APPROACH IN
QUANTITATIVE RESEARCH
4. Confirm or revisetheory based on the
hypotheses tested
3. Conduct the study to
collect data
2. Design an empirical study
to test hypotheses
1. Formulate hypotheses based
on available theory/theories
INDUCTIVE APPROACH INQUALITATIVE RESEARCH
4. Formulate and generatetheory based on richdescriptive data
3. Formulate tentative
hypotheses & gather furtherinformation
2. Look for patterns in the formsof themes, categories thatemerge
1. Conduct observation(Participant/non-participant)
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Research Design
The outline, plan or strategy specifying theprocedure to be used in seeking an answer to theresearch question (or to do the research)
The design indicates:
how to collect and analyse the data (esp. the typeof analysis needed to answer the res. questions)
how extraneous variables are controlled orincluded in the study
how conclusions can be drawn
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Research
Design
Weak
Design
True
Design
Experimental
Quasi-
ExperimentalNon-Equivalent Control-Group Design
One-Shot Design
One-group Pretest-
Posttest DesignNon-equivalent
Posttest-only Design
After-only Research
Design (Posttest-
only Control Group
Design)
FactorialDesign
Before-After Research Design
(Pretest-Posttest Control Group
Design)
TYPES OF
RESEARCH
DESIGNS
Interrupted Time Series Design
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Ethics in Research
Respect human values & protect human rights
Determine the degree of risks involved
Principal researcher undertakes full responsibility of thestudy
Inform the subject before or after, the nature of theexperiment
Respect individuals freedom to decline participation
All information collected & subjects involved should be
kept confidential. Report group performance, notindividual performance.
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RESEARCH PROCESS: BASIC 5
STEPS
IDENTIFYING THE PROBLEM /FOCUS
PLANNING TO ANSWER QUESTIONS ABOUT THEPROBLEM
IMPLEMENTING THE PLAN
COLLECTING DATA TO ANSWER THE QUESTIONS
CONCLUSION
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Can be more elaborate steps like:
(1) Generating research ideas(2) Formulating the research problem
(3) Developing hypotheses/research questions
(4) Designing a study to test hypotheses/answerresearch questions
(5) Collecting data
(6) Analysing and interpreting data
(7) Communicating results
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IMPORTANT OF LITERATUREREVIEW IN IDENTIFYING
RESEARCH PROBLEM
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To understandin depth about the problem to be studied
To knowwhat has been done about this problem
To gain insights into the theories, approaches andmethodologies adopted by different researchers. (This willprovide sound theoretical and methodological frameworksfor the intended study.)
To identify gapsin the literature so that the intended study
can focus on a research area that is significant and that hasnot been explored adequately. This will ensure that theresearch done will contribute towards knowledge and/ortheory development.
PURPOSE OF LITERATURE REVIEW
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To help researchers to delimitthe research problem(narrow the scope) and define it clearly so that it has theright focus.
To ensure that research to be done is on the right track inline with the current trends. (Such information can beobtained from the Recommendations for further researchsection of every research study. These recommendations
are useful because they represent the insights of theresearcher after he/she has studied the phenomenon.)
To provide the intellectual context for the research to bedone, enabling the researcher to position his/her work
relative to other work. This is possible because the reviewwill show what has been done in the field and how the newstudy relates to earlier research.
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Theory & Review of Literature
Theory
a statement or set of statements that explain andpredict phenomena.
a statement that indicates the relationship between two ormore events
Ausubels Meaningful Learning Theory
Meaningful Learning takes place when a learner integrate newinformation with old information
What does Ausubels Theory predict?
What variables does the theory try to relate?
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THE ROLE OF THEORY IN EDUCATIONAL
RESEARCH Theory provides an important guide or focus for the
direction of research by pointing to areas in whichmeaningful relationships of events (variables) are likely to
be found.
Theory provides a rational basis for explaining orinterpreting the results of the research.
Theory enables the researcher to make predictions about awide range of situations
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Review of Literature
Give an in-depth account of key works and informationavailable on a research topic
Aspects normally covered:
specific areas investigatedtheories & approaches used
samples involved
variables examined
analyses used
findings obtained
Sources:
research articles (e.g. Journals)
& academic writings (e.g. books)
How are the studies related to
your research?
What has been researched &
what needs further research?
What insights have you
obtained about the area to bestudied (e.g. approaches,
methodologies. analyses and
interpretation of findings) and
the trends that have emerged?
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Sources of Literature Review
Secondary Sources (Sumber Sekunder)
Materials written based on the works of others (e.g. referencebooks, text books, published academic writings, etc)
Primary Sources (Sumber Asli)
Materials written by someone who actually conducted theinvestigation1sthand information. (e.g. research articles
published in journals.)
Note: Research articles also contain information from secondarysources when the writers quote the works of other people
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Common weaknesses in Lit. Review
Mere presentation of research information without relatingit to the intended study
Mere presentation of research information without anycritical evaluation
Mere listing of past studies in isolation without making anyconnection among themdifferences & similarities
Heavy reliance on secondary sources and/or outdatedstudies
Poor citations (Refer to APA)
Plagiarism