Principles of Educational Research (1).pptx

Principles of Educational Research

1. PRINCIPLES OF EDUCATIONAL RESEARCH By Alyza Marie Aldamero and Andrea Mae Detaro College of Education Graduate Program MA 202-RESEARCH IN EDUCATION

2. THERE ARE SIX (6) PRINCIPLES THAT CAN BE USED TO JUDGE THE QUALITY AND CONTRIBUTION OF EDUCATIONAL RESEARCH: Pose Significant Questions that Can Be Investigated Empirically Link Research to Relevant Theory Use Methods That Permit Direct Investigation of the Question Provide a Coherent, Explicit, and Evidence-Based Chain of Reasoning Replicate and Generalize Across Studies Disclose Research to Encourage Professional Scrutiny, Critique, and Peer Review

3. POSE SIGNIFICANT QUESTIONS THAT CAN BE INVESTIGATED EMPIRICALLY This principle emphasizes two elements: (1) the need to identify important research questions that will have significant benefits for practice or the knowledge base once answered; and (2) the need for an "empirical" approach. An empirical study is one that gathers evidence (data) that is based on observation, measurement, or experience that can be replicated by others. It is based on concrete evidence-What is seen, heard, or touched, using direct contact with what is being studied.

4. LINK RESEARCH TO RELEVANT THEORY A theoretical research must have background. A theory can be defined as a set of propositions that explain the relationships among observed phenomena. Such general explanations of behavior can be used in many contexts and have more utility for a large number of people.

5. USE METHODS THAT PERMIT DIRECT INVESTIGATION OF THE QUESTION An important principle in conducting empirical educational research is that the method used in the study should be the best one for the research question. No single method always provides the best answers. Rather, start with the question and then match the method to the question. Method is also influenced by the situation in which the research is conducted and by access to information. Scientific claims are strengthened when multiple methods are used.

6. PROVIDE A COHERENT, EXPLICIT, AND EVIDENCE-BASED CHAIN OF REASONING Making scientific inferences, explanations, and conclusions requires a logical chain of reasoning that is coherent and persuasive. This occurs when there is a clear alignment between all aspects of the research, from the research question and pertinent literature to methods, findings, and conclusions. Reasoning is strengthened when researchers identify limitations, uncertainty, possible bias, and errors. Debates can be an excellent way to practice chains of reasoning. A speaker might use a chain of reasoning to connect evidence to a conclusion.

7. REPLICATE AND GENERALIZE ACROSS STUDIES Findings from a study must be checked and validated, and subsequent studies must determine whether results generalize to a broader population and to other contexts.

8. REPLICATE AND GENERALIZE ACROSS STUDIES Studies not only closely reproduce an existing version of a study setup and analysis, but in addition test its generalizability to different versions (e.g., of a task) or new contexts (e.g., real-life interventions for lab-based studies) have a tremendous potential to deepen our understanding of what past results mean.

9. DISCLOSE RESEARCH TO ENCOURAGE PROFESSIONAL SCRUTINY, CRITIQUE, AND PEER REVIEW A hallmark of scientific inquiry is that studies are widely disseminated and subjected to review by peers. This public, professional critique is needed for the overall credibility of the findings to be validated.

10. DISCLOSE RESEARCH TO ENCOURAGE PROFESSIONAL SCRUTINY, CRITIQUE, AND PEER REVIEW Reading is important, because it helps direct research purposefully, providing others’ work to build on, indicating which avenues to avoid, showing where contributions are needed. We If we don’t know what others have done, we stand a good chance of wasting our time by “re-inventing the wheel”, unknowingly re-creating work that makes no contribution to knowledge.

11. THANK YOU