EDUCATIONAL RESEARCH: AN INTRODUCTION.ppt

An aide to the presentation of Education Research and Development

1. Educational Research
Chapter 1
Introduction to Educational
Research
by Gay and Airasian

2. Educational Research
 Six sections of the presentation

An overview of educational research

Scientific and disciplined inquiry

Functions of educational research

Specific approaches

Quantitative designs

Qualitative designs

Guidelines for determining the
appropriateness of an approach

Limitations of scientific and disciplined inquiry

3. Educational Research

Formal definition

The application of a scientific and
disciplined inquiry approach to the study
of educational problems

Goal

To explain or help understand
educational issues, questions, or
problems

4. Educational Research

Secondary purposes

Help others understand research results

Use results to improve teaching and
learning

Raise new topics for study

Educational research as an evolving,
ongoing process

5. Educational Research

Six ways we can know something

Tradition

Expert opinion

Personal experience

Intuition
Logic

Inductive

Deductive

Research

6. Educational Research
Tradition

Doing things as they have always been done

Limitations

Often based on an idealized past

Can be distant from current realities and the complexities
associated with them
Experts or authorities

Relying on the expertise or authority of others

Limitations

Experts can be wrong

Experts can disagree among themselves as in a “second
opinion”

7. Educational Research
Personal experience

Relying on one’s knowledge of their prior
experiences

Limitations

How one is affected by an event depends on who one is

One frequently needs to know something that cannot
be learned through experience
Intuition

Relying on your “gut” feeling

Limitations

Difficulty verifying results

8. Educational Research

Inductive reasoning

Reasoning from the specific to the
general

Limitations

In order to be certain of a conclusion one
must observe all examples

All examples can be observed only in very
limited situations where there are few
members of the group

9. Educational Research

Deductive reasoning

Reasoning from the general to the
specific

Limitations

You must begin with true premises in order
to arrive at true conclusions

Only organizes what is already known

10. Educational Research

Research

Systematically studying problems using
a scientific and disciplined inquiry
approach

Limitations

Difficulty removing errors related to the
complexity of human behavior in varying
contexts

Difficulty controlling researcher bias

11. Educational Research
Research provides the most unbiased and
verifiable understanding
Some decisions require such evidence,
others do not

Class size and retention policies need to be
based on evidence from research given the
importance of such policies

Basing these policies on tradition, experts,
personal experience, intuition, or logic subject
them to criticism related to the limitations of
each source of knowledge

12. Educational Research

What are some questions related to
your professional work, and what
sources of information would you
rely on to reflect on these questions?

Why are some sources of information
appropriate and others not?

13. Scientific and Disciplined
Inquiry

A systematic approach to examining issues
and questions that combines features of
inductive and deductive reasoning with
other characteristics to produce a reliable
approach to understanding

Characteristics

Systematic nature

Detailed descriptions of procedures

14. Scientific and Disciplined
Inquiry

Four general steps

Identify a topic

Collect data

Analyze data

Report the results and implications

Flexibility of these steps to incorporate
a range of purposes and methods

15. Functions of Research

Basic research

Conducted to develop, test, or refine
theory
Examples related to learning theory

Piaget

Constructivism

Mastery learning

Gardner’s multiple intelligences

16. Functions of Research

Applied research

Conducted to examine the usefulness of theory
in solving practical educational problems

Examples

Developing seventh grade social studies curriculum
around a problem-solving approach to learning

Examining the effectiveness of a computer-based
algebra program developed around a mastery
learning approach

Accommodating varied learning styles when teaching
lessons in modern literature

17. Functions of Research
Evaluation research

Conducted to assess the merit or worth
of a specific practice in terms of the
values operating at a specific site

Merit is exemplified by a program
accomplishing what is was supposed to
accomplish

Worth is exemplified by the value attached
to a program by those using it

18. Functions of Research
Evaluation (continued)

Examples

The computerized algebra program being
used in Williams Middle School has been
installed properly, is being used properly,
and student achievement is increasing as a
result of its use

The computerized algebra program being
used in Williams Middle School is perceived
to be an efficient and effective expenditure of
district funds

19. Specific Approaches to
Research

Lack of a single, appropriate method
to study education

Family of research methods

Quantitative

Qualitative

20. Specific Approaches

Differentiating characteristics
Underlying assumptions of the
researcher

Purpose of the research

Research questions

Research designs

21. Specific Approaches

Differentiating characteristics

Interaction between the researcher and
subjects

Variables

Data collection and analysis

Reports

22. Specific Approaches

Complementary nature of quantitative and
qualitative approaches

Different purposes of research

Explanatory

Exploratory

Consideration of the strengths and weaknesses
of different approaches for specific purposes
Qualitative versus Quantitative Research

23. Quantitative Designs

Purposes

Describe current conditions

Investigate relationships

Study causes and effects

Four major designs

Descriptive/survey

Correlational

Causal comparative

Experimental

24. Quantitative Designs
Descriptive/survey

Purpose – to describe current conditions

Examples

How many students drop out of school in Louisiana?

What are the attitudes of parents, students, and
teachers to an extended school year?

What kinds of activities typically occur in sixth-grade art
classes, and how frequently does each occur?

What have been the reactions of school administrators
to innovations in teaching physical science?

To what extent are elementary teachers using math
manipulatives?

25. Quantitative Designs
Descriptive/survey (continued)

Characteristics

Use of large samples

Use of tests, questionnaires, and surveys

Focused on information related to preferences,
attitudes, practices, concerns, or interests

Statistical analysis of numerical data

Potential problems

Instrument development

Low response rates

Honest responses from subjects

26. Quantitative Designs

Correlational

Purpose – to ascertain the extent to which two
or more variables are statistically related

Examples

What is the relationship between ACT scores and freshmen
grades?

Is a teacher’s sense of efficacy related to their
effectiveness?

Do significant relationships exist between the types of
activities used in math classrooms and student
achievement?

27. Quantitative Designs

Correlational (continued)

Characteristics

Measurement with a correlation coefficient

One group of subjects measured on two
variables

Use of instruments to measure variables

Focused on the direction and nature of the
relationship

28. Quantitative Designs

Correlational (continued)

Potential problems

Instrument development

Inferring cause and effect relationships

29. Quantitative Designs

Causal-comparative

Purpose – to explore relationships among
variables that cannot be actively manipulated
or controlled by the researcher

Examples

What is the effect of part-time employment on the
achievement of high school students?

What characteristics differentiate students who dropout
from those who do not?

What is the effect of attending a “magnet” school on
student attitude?

30. 
Causal comparative (continued)

Characteristics

Selection of subjects from at least two groups
in which the cause (i.e., the independent
variable) has already occurred

Statistical comparisons of the effect (i.e., the
dependent variable) using at least two groups

Potential problems

Inferring cause and effect relationships
Quantitative Designs

31. Quantitative Designs
Experimental

Purpose – to establish cause and effect
relationships between variables

Examples

Examine the effect of teaching with a 1) co-
operative groups strategy or 2) traditional
lecture approach on student’s achievement

Examine the effect of teaching with
manipulatives or a traditional algorithm
approach on the test scores of algebra students

32. Quantitative Designs

Characteristics

Stringent procedures for selecting
subjects and assigning them to groups

Manipulation of the causal variable

Control of extraneous variables

Statistical analysis of numerical data

33. Quantitative Designs

Potential problems

Inability of researcher to adequately
control extraneous variables

Use of complicated research designs

Complex statistical analyses of data

34. Qualitative Designs

Purpose – provide field focused,
interpretative, detailed descriptions and
interpretations of participants and their
settings

Four designs

Action research

Historical research

Ethnography

Grounded theory

35. Qualitative Designs

Action research

Purposes

To provide a solution to an educator’s problem in
their own school or organization

To improve practice or understand issues

Examples

How can our college move to a performance based
model for undergraduate teacher preparation
programs?

How can disciplinary policies be enforced consistently
in our school?

36. Qualitative Designs

Action research (continued)

Characteristics

Cyclical nature of data collection and analysis

Four basic steps – identify a problem, collect data,
analyze data, and take action to resolve the problem

Typically the educator “owns” the problem in that
they carry out the research themselves

Potential problem

Insular nature of the process can affect the rigor of
the study

37. Qualitative Designs
Historical research

Purpose – to gain insight into past events, issues, of
personalities to better understand the current
situation

Examples

The difficulties being experienced while implementing a
standards based curriculum can be understood more
completely if one recognizes the historical top-down control
of curriculum imposed on teachers by the State Department
of Education

Current parochial school policies can be better understood
with knowledge of the role these schools have played in the
education of students in the community for the last fifty
years

38. Qualitative Designs
Historical research (continued)

Characteristics

Focus on specific individuals, social issues,
events, or policies

Documents and artifacts are the primary
sources of data

Data is already available and is complied,
presented, and interpreted

Data is examined carefully for authenticity
and truthfulness

39. Qualitative Designs

Historical research (continued)

Potential problems

Authenticity

Truthfulness

Reliance on secondary sources

Values of researcher can affect
interpretation

40. Qualitative Designs

Ethnography

Purpose – to obtain an understanding of the
shared beliefs and practices of a particular
group or culture

Examples

What is the nature of the problems a teacher
encounters when he begins using a constructivist
approach to instruction after having taught for ten
years using a very traditional approach?

What does “inclusion” mean to a special needs child
who is placed in an inclusionary classroom?

41. Qualitative Designs

Ethnography (continued)

Characteristics

The study is conducted in the natural setting
for a lengthy period of time

Emerging research design

Participants are observed in naturally
occurring activities

Researchers develops trust with participants

Cyclical nature of data collection and analysis

42. Qualitative Designs

Ethnography (continued)

Characteristics (continued)

Observation and interviews are the dominate data
collection strategies

Inductive nature of the data analysis

Potential problems

Insufficient time spent in the field

Poor data collection efforts or insufficient data collected

Poor data analysis

Researcher bias

43. Qualitative Designs

Grounded theory

Purpose – to derive theory from the analysis of
identified patterns, themes, and categories
emerging from data

Examples

What theories underlie the school change efforts of
teachers in a parochial elementary school?

What underlying theory explains teacher’s changing
from traditional assessment beliefs and practices to
alternative, performance-based assessment beliefs
and practices?

44. Qualitative Designs

Grounded theory (continued)

Characteristics

Respect for participant’s beliefs and views

Qualitative data collection using analytic
strategies

Inductively reasoned synthesis of data
through the use of constant comparison
analysis

Conceptual nature of the process

45. Qualitative Designs

Grounded theory (continued)

Potential problems

Researcher bias

Poor data collection strategies

Difficulty analyzing data

46. Guidelines for Choosing A
Design

Problems dictate methods

Each design has particular
characteristics that coincide with
different types of problems

47. Limitations of Scientific and
Disciplined Inquiry
Approaches
Four limitations

Value-based, philosophical, or ethical problems or
questions cannot be solved

These approaches provide a potentially overly
simplified views of reality

Methodological concerns

Access to subjects

Data collection strategies

Data analysis

Limitations of research designs

Legal and ethical responsibilities of the researcher