Research Course 1: The Nature Of Research
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The nature of research TCPB 124 Week 1 Dr. Osama Al-Mahdi Textbook: Fraenkel, J. and Wallen, N. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
Questions and concerns
Give some examples of questions or concerns which emerged through your participation in the school attachment period
Ways of knowing 1) Sensory experience 2) Agreement with others 3) Expert opinion 4) Logic 5) The scientific method
The scientific method 1) Identifying a problem or a question 2) Clarifying the problem 3) Determining the information needed and how to obtain it 4)Organizing the information 5) Interpreting the results
Why research is of value?
The scientific method provides us with with a way of obtaining information that is as accurate and reliable as we can get. There are other ways of knowing but they are not always reliable or complete
What is research?
The systematic investigation into the study of materials, sources etc. in order to establish facts and reach new conclusions (Oxford Dictionary) An endeavour to discover new or collate old facts etc. by the scientific study of a subject or by a course of critical investigation (Oxford Dictionary)
What is research?
Research is a systematic process of enquiry which has a certain amount of rigour and is governed by certain guidelines. This process seeks to make known something about a field of practice or activity which is currently unknown to the researcher (Brown & Dowling, 1998; Hitchcock & Hughes,1989). This inquiry can also inform decisions in order to improve action (Bassey, 1999).
What is methodology?
Research methodology aims to establish what are the justifiable methods and procedures appropriate for the generation and testing of valid knowledge (Clough & Nutbrown, 2002). The methodology provide basic plans for the research activity which is closely related with aspects such as the type of research problem, the formulation of research questions, the methodological concerns, the type of data gathered, and the method of data analysis (Cohen et al., 2000).
Types of research
Experimental research: the researcher establishes different treatments and then studies their effects (e.g. effect of method of instruction on test scores). Correlational research: to determine the relationships among two or more variables (e.g. between gender and achievement in mathematics). It does not involve any intervention on the part of the researcher.
Types of research
Causal-comparative research: is intended to determine the cause of or consequences of differences between groups of people (e.g. to determine whether students from single parents families do more poorly in a course than students from two-parents family). Survey research: is intended to obtain data to determine specific characteristics of a group. (e.g. using survey to measure students' attitudes toward a new university programme)
Types of research
Ethnographic research: the emphasis is on documenting or portraying the everyday experiences of individuals by observing and interviewing them and relevant others. Historical research: some aspects of the past is studied either by perusing documents of the period or interviewing individuals who lived during the time. Action research: focuses on getting information that will enable the practitioners to change conditions in a particular situation in which they are personally involved.
Two main research paradigms
The positivist and interpretive paradigms are two broad philosophical positions which have critical implications on the research design.
The positivist paradigm
The positivist paradigm views human behaviour as essentially rule governed; and human behaviour should be investigated by the methods of natural sciences. Studies based on this approach are often carried out in a controlled environment, rely on statistical data and aim to answer questions which look at, for example, issues of cause and effect
The interpretive paradigm
The interpretive paradigm rejects the positivists’ view of the regulation of human behaviour because it overlooks the complexity of social interactions. The interpretive paradigm tries to look to the multifaceted dimension of human behaviour and tries to seek explanations of social actions through understanding the individuals’ perspectives that are part of these ongoing actions and the situations and contexts that are holding them (Cohen et al., 2000)
Quantitative / qualitative
The methodology of the positivist paradigm is often described as ‘quantitative’ while the methodology of the interpretive paradigm is called ‘qualitative’. Homework (2): Read p. 15-16 and compare the quantitative and qualitative methodologies on the following aspects: assumptions, purpose, methods, kinds of studies undertaken, researcher's role, and the degree of possible generalization.
Research plan
Statement of the research problem Formulation of research questions or hypothesis
Definitions
Literature review
Sample
Instruments
Procedures
Data analysis
Reporting and publishing
Questions and concerns
Give some examples of questions or concerns which emerged through your participation in the school attachment period
Ways of knowing 1) Sensory experience 2) Agreement with others 3) Expert opinion 4) Logic 5) The scientific method
The scientific method 1) Identifying a problem or a question 2) Clarifying the problem 3) Determining the information needed and how to obtain it 4)Organizing the information 5) Interpreting the results
Why research is of value?
The scientific method provides us with with a way of obtaining information that is as accurate and reliable as we can get. There are other ways of knowing but they are not always reliable or complete
What is research?
The systematic investigation into the study of materials, sources etc. in order to establish facts and reach new conclusions (Oxford Dictionary) An endeavour to discover new or collate old facts etc. by the scientific study of a subject or by a course of critical investigation (Oxford Dictionary)
What is research?
Research is a systematic process of enquiry which has a certain amount of rigour and is governed by certain guidelines. This process seeks to make known something about a field of practice or activity which is currently unknown to the researcher (Brown & Dowling, 1998; Hitchcock & Hughes,1989). This inquiry can also inform decisions in order to improve action (Bassey, 1999).
What is methodology?
Research methodology aims to establish what are the justifiable methods and procedures appropriate for the generation and testing of valid knowledge (Clough & Nutbrown, 2002). The methodology provide basic plans for the research activity which is closely related with aspects such as the type of research problem, the formulation of research questions, the methodological concerns, the type of data gathered, and the method of data analysis (Cohen et al., 2000).
Types of research
Experimental research: the researcher establishes different treatments and then studies their effects (e.g. effect of method of instruction on test scores). Correlational research: to determine the relationships among two or more variables (e.g. between gender and achievement in mathematics). It does not involve any intervention on the part of the researcher.
Types of research
Causal-comparative research: is intended to determine the cause of or consequences of differences between groups of people (e.g. to determine whether students from single parents families do more poorly in a course than students from two-parents family). Survey research: is intended to obtain data to determine specific characteristics of a group. (e.g. using survey to measure students' attitudes toward a new university programme)
Types of research
Ethnographic research: the emphasis is on documenting or portraying the everyday experiences of individuals by observing and interviewing them and relevant others. Historical research: some aspects of the past is studied either by perusing documents of the period or interviewing individuals who lived during the time. Action research: focuses on getting information that will enable the practitioners to change conditions in a particular situation in which they are personally involved.
Two main research paradigms
The positivist and interpretive paradigms are two broad philosophical positions which have critical implications on the research design.
The positivist paradigm
The positivist paradigm views human behaviour as essentially rule governed; and human behaviour should be investigated by the methods of natural sciences. Studies based on this approach are often carried out in a controlled environment, rely on statistical data and aim to answer questions which look at, for example, issues of cause and effect
The interpretive paradigm
The interpretive paradigm rejects the positivists’ view of the regulation of human behaviour because it overlooks the complexity of social interactions. The interpretive paradigm tries to look to the multifaceted dimension of human behaviour and tries to seek explanations of social actions through understanding the individuals’ perspectives that are part of these ongoing actions and the situations and contexts that are holding them (Cohen et al., 2000)
Quantitative / qualitative
The methodology of the positivist paradigm is often described as ‘quantitative’ while the methodology of the interpretive paradigm is called ‘qualitative’. Homework (2): Read p. 15-16 and compare the quantitative and qualitative methodologies on the following aspects: assumptions, purpose, methods, kinds of studies undertaken, researcher's role, and the degree of possible generalization.
Research plan
Statement of the research problem Formulation of research questions or hypothesis
Definitions
Literature review
Sample
Instruments
Procedures
Data analysis
Reporting and publishing
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