EDUCATIONAL
RESEARCH
GRADUATE SCHOOL
ALDERSGATE COLLEGE
EDUCATIONAL RESEARCH
The Nature of Research
There can be no progress without research in almost if not all
human endeavors. In government, in education, and in all types and
kinds of industries, research is essential. Research is a key to
progress.
Teachers, counselors, administrators, parents and students
continually need information to do their jobs.
Teachers need to know what kind of materials , strategies, and
activities that best help students to learn. They try out new methods
of teaching, new materials, new textbooks, and evaluate school and
classroom activities.
Counselors need to know what problems hinder or prevent
students from learning and how to help them with these problems.
Administrators need to know how to provide an
environment for a happy and productive learning. They
gauge how faculty members feel about various issues
in school.
Parents need to know how to help their children
succeed in school.
Students need to know how to study, to learn as
much as they can.
A knowledge of a scientific methodology that
provides a way of obtaining information, that can be
accurate and reliable is of value.
The Meaning of Research
Research means any sort of “careful, systematic some field
of knowledge , patient study and investigation in some field of
knowledge undertaken to discover or establish facts and
principles. (Fraenkel & Wallen, 2008)
It is a systematic, refined, careful, crucial and disciplined
inquiry varying in method directed to the the clarification of
resolution of a problem. (Calderon, 1993)
It is a systematic and objective analysis and recording of
controlled observations that nay lead to the development of
generalizations, principles, and theories resulting in prediction
and possibly control of events. (Best, 1981)
It is a systematic controlled empirical and critical
investigation of hypothetical propositions about the presumed
relations among natural phenomena. (Kerlinger 1973)
In the light of the definitions cited, research is a systematic process of
investigating through careful collection, analysis, and interpretation of data
using specialized statistical tools and instruments for the purpose of
finding solution to a problem.
The purpose of research is to serve man.
The goal of research is good life.
Purposes and Goals of Research
1.To discover new facts about known phenomena.
2.To find answers to problems which are only solved by existing methods
and information.
3.Improve existing techniques and develop new instruments or products.
4.To provide basis for decision making in business, industry, education,
government and in other undertakings.
5.To improve educational practices in raising the quality of school products.
6.To expand or verify existing knowledge.
Characteristics of Research According to Best
1. Research is directed toward a solution of a problem through careful
investigation, collection, analysis, and interpretation of data, using
valid and reliable instruments and statistical tools.
2. Research emphasizes the development of generalizations ,
principles, or theories that will be helpful in predicting future
occurrences.
3. Research is based upon observable experiences or empirical
evidence.
4. Research demands Accurate Observations and Descriptions.
5. Research involves gathering new data from primary or firsthand
sources or using existing data for new purpose.
6. Research requires expertise and technical skill necessary to
understand and analyze the data gathered.
7. Research strives to be logical and objective, applying every possible
test to validate the procedures employed, the data collected and the
conclusions reached.
8. Research involves the quest for answers to unsolved problems using
identical or similar procedures with different subjects, different settings,
and at a different time.
9. Research is characterized by patient and unhurried activity exerting
painstaking effort, suspending judgment to permit the data and logic to
lead to a sound conclusion.
10. Research is carefully recorded and reported. Each important term is
defined, limiting factors are recognized, procedures are described in
detail, references are carefully recorded , results are objectively recorded
and conclusions are presented scholarly.
Other Characteristics of Research
1. Research is systematic.
2. Research is controlled.
3. Research is empirical.
4. Research is analytical.
5. Research is objective, unbiased and logical.
6. Research employs hypothesis.
7. Research employs quantitative statistical
methods.
8. Research is an original work. Research requires
effort.
Types of Research According to Fraenkel and Wallen
. Basic Research
1
This research is concerned with clarifying underlying processes, with the hypothesis
usually expressed as a theory. It is not particularly interested in examining the
effectiveness of a specific educational practice. But attempts to refine one or more
stages of psychological theory of development.
2. Applied Research
This research is interested in examining the effectiveness of particular educational
practices.
An example is an attempt to find out whether a particular theory of how children learn to
read can be applied to first graders who are non-readers.
3. Experimental Research
This research involves the control or manipulation of conditions for the purpose of
studying the relative effects of various treatments .that lead to clear-cut interpretations.
4. Correlational Research
This research seeks to investigate the extent to which one or more
relationships of some type exist. This is undertaken to look for and
describe relationships that may exist among naturally occurring
phenomena, without trying in any way to alter these phenomena.
5. Survey Research
This research obtains data to determine specific characteristics of
group using a variety of techniques such as an interview or in the form
of a written questionnaire.
The difficulties involved in a survey research are ensuring that the
questions are clear and not misleading, getting respondents to answer
thoughtfully and honestly and getting a sufficient number of the
questionnaires completed and returned to enable making meaningful
analysis.
The advantage of survey research is that it has the potential to
provide a lot of information from a large sample of individuals.
6. Ethnographic Research
The emphasis of this research is on documenting or portraying the
everyday experiences of individuals by observing and interviewing
them and relevant others. In a study on what goes in a class the data
could include prose descriptions by students of classroom activities
audiotapes of teacher-student conferences, videotapes of classroom
discussions examples of teacher lesson plans and student works.
7. Historical Research
In this research aspect of the past is studied either by perusing
documents of the period, or by interviewing individuals who lived
during the time . The researcher then attempts to reconstruct as
accurately as possible what happened during that time and to explain
why it did.
8. Action Research
This research focuses on getting information that will enable
the researcher to change conditions in a particular situation in which he is
involved. The attention is paid to the active involvement of the subject of
the study.
9. Descriptive Research
Descriptive research describes what is. It involves the description
recording, analysis, and interpretation of conditions that exist. The purpose
of this design is to describe the status of events, people, or subjects as
they exist. It usually makes some type of comparison, contrast, and
attempts to discover relationships existing between non-manipulable
variables. According to Travers as cited by Sevilla (1972) the principal aim
in employing this method are to describe the nature of a situation as it
exists at the time of the study and to explore the causes of a particular
phenomena.
Characteristics
According to Calderon and Gonzales (1998), the following are the
characteristics of descriptive research:
1. They are non-experimental, for they deal with the relationship
between non-manipulative variables in natural, rather than artificial;
setting. Since the event or conditions have already occurred or exist, the
researcher selects the relevant variables for an analysis of their
relationships.
2. They involve hypothesis formulation and testing.
3. They use the logical methods of inductive-deductive reasoning to
arrive at generalizations.
4. They often employ methods of randomization so that error may be
estimated when inferring population characteristics from observations of
samples.
5. The variables and procedures are described as accurately and
completely as possible so that the study can be replicated by the
researchers.
Ways of Obtaining Descriptive Information
In order to obtain descriptive information that will answer the specific
questions or problems posted in the study Sevilla (1992) suggested the
following ways:
1. The most common and widely used method in gathering data
regarding the variables under study is to ask the respondents to provide
you the important information through the use of questionnaire or
opinionnaire. This is achieved by either personal interview of by mail
survey.
2. The second direct means of acquiring descriptive information is by
observation. One salient feature in this method is the communication
between the researcher and the participants chosen for investigation.
Observation has been categorized into three as to purpose of your study.
They are as follows:
2.1 Observation that centers on the actual behavior of participants is
classified as activity analysis.
2.2 Observation which concentrated on the product of the
participants’ behavior may be termed as product analysis.
2.3 There are cases wherein the primary objective of observation is
to determine the sets of conditions in which the behavior of participants
occurs and this method of investigation is referred to as situation
analysis.
3. The third way by which one can obtain descriptive information is
by the use of devices or descriptive survey instrument to conduct
measurements from the identified participants. Any study which
establishes standards of what is prevalent is termed as normative
survey. However, in instances where the study requires a combination
of several cross-sectional studies or in cases where it necessitates the
application of longitudinal approach, the outcome is called a
developmental study.
Types of Descriptive Research
` 1. Case Studies
2. Surveys
3. Developmental studies
4. Follow-up Studies
5. Documentary Analysis
6. Trend Analysis
7. Job or Activity Analysis
8. Ethnographic studies
9. Assessment Research
10. Correlational Studies
Phases of the Research Process
In order to conduct a research study and come up with valid and
reliable results, the following should be undertaken:
1. Identification of the Research Problem. Formulating the
research problem is the first and most important phase in the research
process. A research problem identifies the destination of the
researcher. A student taking up research subject faces a problem in
finding the RESEARCH PROBLEM itself. This is a topic in which the
student will write on but the problem is where to find for this topic. The
student should be guided by the fact that a research problem has some
significance which may be of direct contributory significance to a group
of people or it may be significant in the sense that it will open avenues
for improvement of processes in any institution or establishment. The
following may serve as guides in identifying the research problem.
1.1 Motivation. This refers to the need or desire that causes the
student to act in order to solve an existing problem. The researcher
should be able to answer the question “What motivated you to conduct
the study?”
1.2 Interest. The researcher should be able to identify a research
problem which is along his interest or specialization. Likewise, the study
at hand should be related to the degree being pursued by the
researcher.
1.3 Goals and Objectives of the Study. The researcher should have
a clear view of his ,goals and objectives in conducting the research
study. The objectives provided proper direction for the identification of
variables, instruments to be utilized, data-gathering procedure, and
statistical treatment of data to be collected.
1.4 Initial Review of Literature on Conceptual and Theoretical
Frameworks. This will enable the researcher to read about the topic he
has chosen to write on to determine what other authorities say about it
in terms of its conceptual and theoretical frameworks.
1. 5 Initial Assumptions. An assumption according to Gay as
cited by Sevilla, et.al. (1992) is any important fact presumed to be true
but not actually verified. This pertains to event or situation that seem so
true and taken for granted in a study. Am assumption is never tested. It
is then the duty of the researcher to identify assumptions that could
help in the improvement of procedures to be undertaken.
1.6 Defining the Specific Research Problem. At this point, the
researcher should define the major problem to be answered in the
study. Likewise, the specific questions should also be formulated to
ensure proper direction in the research undertaking.
1.7 Second Review of Related Literature. This phase in the
research process is done in order to collect information about previous
findings of related studiers. Ideas on data-gathering procedures could
also be sought at this point in time. This will guide the researcher on
the proper conduct of the study.
1.8 Selecting the Research Approach/Design. The design of the
study should be determined as early as possible. This guides the
researcher on the appropriate sample size, the sampling procedure to
be utilized, the research instrument, the data-gathering procedure, and
statistical analysis for the data to be collected. In short, the research
design refers to the overall plan and scheme for conducting the study.
1.9 Scope, Limitation, and Importance of the Study. The scope
of the study indicates the extent of applicability of the results of the
research study. On the other hand, the limitation of the study gives
information about the shortcomings of the study, if any. As regards
importance of the study, the researcher should be able to identify the
beneficiaries of the study, and describe how they will benefit from the
said study.
2. Identifying, Labeling, Manipulating and Controlling
Variables. It is important that the variables included in the study be
identified and labeled into independent and dependent variables.
Likewise, variables considered affecting the result of an investigation or
experiment should be controlled. Independent variables in
experimental studies should be manipulated by involving control and
experimental groups.
3. Formulation of a Hypothesis or Hypotheses. The basis for
the formulation of hypothesis in a research study is the questions
posted in the study. Only inferential questions require hypothesis or
hypotheses. The importance of hypothesis according the Kumar
(1996) lies in its ability to bring direction, specificity and focus to a
research study,. They tell a researcher what specific information or date
to be collected, and thereby provide greater focus for the entire
investigation.
4. Constructing Operational Definitions. These should include
the definition or description of how variables were used in the conduct
of the study. Operational definition or terms is required in any research
study. It should be noted that the only key words or terms are clearly
defined in terms of how these terms are used in the study, how these
are classified or measured, and the instruments used to measure these
variables.
5. Developing and Selecting Research Instruments. One of the
functions of a researcher is to select and develop appropriate
instruments that will be used to measure the identified variables. The
researcher is responsible in ensuring the validity and reliability of the
instruments through the use of different strategies in order to come up
with valid and reliable findings. At this point, if the instrument is adopted
from a study, it is but proper for the researcher to acknowledge the
original author of the research instrument.
6. Collecting Data. After the formulation of the research problem,
development of research design, construction of research instruments,
and identification of samples and sampling procedure, the researcher
is now ready to collect the needed data in order to answer the
problems posted in the study.
At this point, the researcher should be able to select the data-
gathering method or technique to be utilized. Likewise, the level of
measurement of the variables involved in the study should be known
to the researcher for him to be able to identify later the appropriate
statistical tools to be used in treating the data collecting.
The researcher should ne very careful in utilizing any of the
methods in collecting data. If questionnaires, rating scales, or
opinionnaire are utilized, make sure that all items in the instruments
are properly filled and no items are left blank.
7. The Analysis or Classification and Tabulation of Data. Once
data needed in the study have been collected, analysis,
classification and tabulation of data can be done. The basis for
tabulation should be the questions posted in the study.
Data analysis according to Calmorin and Calmorin (1995) may
be defined as an examination of data or facts in terms of quantity,
quality, attribute, trait, pattern, trend, relationship among others so
as to answer research questions which involve statistical techniques
and procedures.
The different levels of ,measurement of the data collected will
determine the appropriate statistical tools to be utilzed in answering
the questions posted in the study.
8. Interpretation of Data and Formulation of Generalizations or
Principles that may Accept or Reject the Hypothesis or
Hypotheses. A set of raw data find its meaning only when properly
interpreted. Calmorin and Calmorin (1995) opined that generally
speaking, analyzing and interpreting of raw data should go hand in
hand in order to give meaningful results. Interpretation is important to
have a clearer meaning of the research findings.
9. Writing the Research Report. This is the last phase and
probably the most difficult. This phase requires accuracy and clarity in
the presentation and discussions of the findings of the investigation.
This report inform everyone what the researcher have done, what were
discovered, what conclusions were drawn and what recommendations
could be offered. The researcher at this phase should be familiar with
the different styles and mechanics in writing a research report.
