MODULE 1 – RESEARCH METHODS IN EDUCATION

LILIAN BREVA – MaEd Student

1. What is the meaning of research?

Meaning and definition of Research:

Searching it again and again means Re-search. Research is defined as human

activity based on intellectual application in the investigation of matter. The primary
purpose for applied research is discovering, interpreting, and the development of
methods and systems for the advancement of human knowledge on a wide variety of
scientific matters of our world and the universe. Research can use the scientific method,
but need not do so.
Research is an art of scientific investigation. It is regarded as a systematic efforts
to gain new knowledge. The dictionary meaning of research is “a careful investigation or
enquiry especially through search for new facts in any branch of knowledge”. Definition
of Research comprises defining and redefining problems, formulating hypothesis or
suggested solutions; collecting, organizing and evaluating data; making deductions and
reaching conclusions; and at last carefully testing the conclusions to determine whether
they fit the formulating hypothesis.
M Stephenson and D Slesinger defined research in the Encyclopedia of Social
Sciences as “The manipulation of things, concepts or symbols for the purpose of
generalizing to extend, correct or verify knowledge, whether that knowledge aids in
construction of theory or in the practice of an art.”
“Research is an organized and systematic way of finding answers to questions”
Systematic because there is a definite set of procedures and steps which you will follow.
There are certain things in the research process which are always done in order to get
the most accurate results.
Both quantitative and qualitative researchers would agree that not all quantitative
research is well planned and well executed and it is observed that many questionnaires
are hastily and poorly written; Some surveys have a 2% response rate; and some
researchers use convenience rather than random samples. One approach to the
problem of poor quantitative research is to use qualitative research. The qualitative
researcher’s solution is to use qualitative methods, such as in-depth interviews of
individual’s or even reporting the researcher’s own conscious experience. Some
qualitative researchers use quantitative methods, some quantitative researchers use
qualitative methods. Most quantitative researchers use qualitative methods as
exploratory tools. For example, when 101 trying to get a hypothesis for a study, the
quantitative researcher probably will search the literature. Some researchers conduct a
pilot study prior to the full length research. Such study may involve having one’s friends
participate in the study and asking them about their impressions of the study. The pilot
study may even involve having the researcher take the role of a participant.
There are substantial differences between the two methods. The differences
stem primarily from the fact that qualitative methods are not objective. Consequently,
the non-objective evidence that qualitative researchers consider “data” (themes that the
investigator senses, the investigator’s subjective impressions, etc.) is not what
quantitative researchers consider “data.” Given the strong tradition of objective methods
in psychology and the success of quantitative methods in psychology, it is unlikely that
qualitative methods will replace quantitative methods.
MODULE 1 – RESEARCH METHODS IN EDUCATION
LILIAN BREVA – MaEd Student
Wilkinson T S had rightly pointed out in his book Methods and techniques of
social research. He says The researcher is constantly concerned with researching the
accepted conclusions of his field, i.e. the theories with differing levels for generality and
degrees of confirmation existing at a given point of time. He does this researching by
probing for facts of the empirical world that confirm one or several predictions generated
by his accepted conclusions, his acceptance, a consequence of his assumptions about
the correctness of the existing theories.”

The research process involves the following steps. Though the step order may
vary depending on the subject matter and researcher, the following steps are usually
part of most formal research, both basic and applied:

· Formation of the topic

· Hypothesis
· Conceptual definitions
· Operational definitions
· Gathering of data
· Analysis of data
· Test, revising of hypothesis
· Conclusion, literation if necessary

2. What is its role in human development and progress?

Research is important when conducted correctly because it helps us to

understand and possibly even solve existing or possible problems. This could be
anything from social issues to medical or scientific breakthroughs. Governments,
organizations, institutions or individuals carry out research all of the time in order to
come to conclusions about policies and strategies. Without this research and
knowledge, it would be difficult to make a change. Research will aim to answer such
questions so that informed decisions can be made about what strategies will help.

Research has helped mankind in many ways. It has helped to cure various
diseases. It has helped to build new technologies in areas of construction, education;
medical research etc.. research also gives us an idea of why a particular situation took
place. It also gives us a chance to get a sneak peak of the future and how we can
change it for the better good. Pharmaceuticals are a booming arena with the help of the
research facilities. Various testing and experiments are undertaken in clinics to find out
what’s wrong with the patient. Even this small scale testing comes under research. The
research arena is very challenging. Hard work and dexterity is just the initial skills you
need. Every breakthrough is celebrated in a global scale. Even the tiniest revelation
brings a huge impact on the mankind. Research findings are implemented to either
produce a new genesis or to upgrade the existing situation. It helps to create and
destruct at the same time. Researches have helped doctors, policy makers, designers
MODULE 1 – RESEARCH METHODS IN EDUCATION
LILIAN BREVA – MaEd Student
and even the farmers. Community leaders also seem to benefit from all sorts of
research.
Research is indeed a boon to mankind. They have supported the very living of
man. With every new idea born there exist an untold world. We can conclude that
importance of research has indeed a positive impact for the nation.

It is a one way ticket for the humanity to build a better future.

3. What is a research problem?

Answer:

A research problem is defined as an area of concern that requires a meaningful

understanding of a specific topic, a condition, a contradiction, or a difficulty. So what is
research problem? A research problem means finding answers to questions or
strengthening existing findings to bridge the knowledge gap to solve problems.

A problem statement in research seeks to achieve the following:

 Introduce the importance of the topic in the research proposal.

 Position the problem in an appropriate context.
 Provide a framework to analyze and report results.

Characteristics of a research problem

Covers the essential needs or issues: The researcher must have a specific
problem statement in research. Unless you don’t address the crucial issues, the
research will not carry much weightage. The research project may end up wasting time
and money if these issues are not of high importance. Ensure you do not miss out on
the more critical needs and concerns to get your marketing strategies right.

The problem is stated logically and clearly: If you can’t state the problem logically
or clearly in the research proposal, the problem likely is a weak one or probably a non-
problem. To test this, consolidate the specific problem into a paragraph and ensure it
makes sense and covers all the crucial points. Share the problem with others and if this
is not understood by even s few, consider a more logical approach to specify the issue
or problem.

The research is based on actual facts and evidence (non-hypothetical): There is

a difference between beliefs and facts. Keep fiction out of this. Research must be based
on actual facts and not beliefs. Hypothetical events will not do the research any good.
You can’t consider the findings of the research true or accurate if you don’t base it on
facts and evidence. It must suggest a meaningful and testable hypothesis.

The research problem generates and encourages research questions: The

research must create multiple questions. These questions should be more specific to
MODULE 1 – RESEARCH METHODS IN EDUCATION
LILIAN BREVA – MaEd Student
the research that highlights different components or aspects of the problem. These
questions must assist in addressing the issue better, providing a robust framework for
the research. Formulating such questions is the challenge that needs to be addressed
correctly.
It fits the budget and time frame: Ensure that the research activity is doable within the
budget and time frame. Consider the logistical factors to ensure successful research.
Losing out on the research due to the lack of money and manpower to complete it within
a specified timeframe will be a colossal waste of time. Pursue only the problems that
are feasible.

Sufficient data can be obtained: Research is based on facts and findings and
there must be multiple cases or findings to prove the research. A research that is based
on limited data will do no good to test a theory or satisfy it. If data is unavailable to do
research, it does not make sense to go ahead with the research.

The problem has an unsatisfactory answer or is a new problem: Ensure that

there exists very little or no research on the topic. If the problem already has an existing
answer to the problem, and this answer is tried and tested, it’s probably best to move on
and not waste time finding what has already been found extensively.

4. How is Research Problem Conceptualized?

 Observe and identify

Research today have so much data that it can be difficult to know which
questions to address first. Researchers also have stakeholders who come to them with
problems they would like to have explored. A researcher’s job is to sift through these
inputs and discover the higher-level trends that are worth the investment of resources.

This often means asking questions and doing some initial investigation to decide
which avenues are worth pursuing further. That could mean talking to cross-functional
teams across your research, or going outside your organization for additional expertise
and contextual information from the wide perspectives.

Sometimes, a small-scale preliminary study might be worth doing to help get a

better understanding of the research context and needs, and to make sure your
research question addresses the most critical problems. This could take the form of a
few in-depth interviews, an environmental scan, or a literature review.

 Review the key factors involved

As a researcher, you must work closely with your team of researchers to define
and test the influencing factors and the wider context involved in your study. These
might include demographic and trends or environment affecting the question at hand.
MODULE 1 – RESEARCH METHODS IN EDUCATION
LILIAN BREVA – MaEd Student
To do this you have to identify the factors that will affect the research project and
begin formulating different methods to control for them.

You also need to consider the relationships between factors and the degree of
control you have over them.

Doing this will help you determine whether the findings of your project will
produce enough information to be worth the cost.

You need to determine:

a. which factors affect the solution to the research problem.

b. which ones can be controlled and used for the purposes of the company, and to what
extent.

c. the functional relationships between the factors

d. which ones are critical to the solution of the research problem.

 Prioritize

Once you have a few observations with promise, prioritize them based on their
impact and importance. It may be that you can answer more than one question with a
single study, but don’t do it at the risk of losing focus on your overarching research
question.

Questions to ask:

 Who? Who are the people with the problem? Are they end-users,
stakeholders, teams within your research? Have you validated the information
to see what the scale of the problem is?
 What? What is its nature and what is the supporting evidence?
 Why? What is the case for solving the problem? How will it help?
 Where? How does the problem manifest and where is it observed?
 To help you understand all dimensions, you might want to consider focus
groups or preliminary interviews with external and internal parties to provide
what is sometimes much-needed insight into a particular set of questions or
problems.

 Align

Get feedback from the key other researcher make sure everyone is aligned and
has the same understanding of the research question and the actions you hope to take
based on the results. Different groups may have different goals and perspectives on the
issue. This step is vital for getting the necessary buy-in and pushing the project forward.
MODULE 1 – RESEARCH METHODS IN EDUCATION
LILIAN BREVA – MaEd Student

5. What are the Characteristics of a good research problem for a study

 The Problem Can Be Stated Clearly and Concisely

Unless the problem can be stated clearly and concisely it is probably a poor
problem or a non-problem. The best way to test the problem statement is to write it into
a concise sentence or paragraph and to share it with others. If the problem cannot be
stated in a clear paragraph it has difficulties and will not endure as a suitable problem.
Of course, it is not easy to express complex issues in simplistic terms and it may take
many weeks and countless drafts before the statement is satisfactory. Good critics are
essential. If your spouse or mother cannot understand it, it is probably flaky.

 The Problem Generates Research Questions

The problem should generate a number of more specific research questions.

These turn the problem into a question format and represent various aspects or
components of the problem. The research questions make the more general statement
easier to address and provide a framework for the research. Formulating these
questions can be a challenge, particularly specifying them at the right level of
abstraction.

 It Is Grounded in Theory

Good problems have theoretical and/or conceptual frameworks for their analysis.
They relate the specifics of what is being investigated to a more general background of
theory which helps interpret the results and link it to the field.

 It Relates to One or More Academic Fields of Study

Good problems relate to academic fields which have adherents and boundaries.
They typically have journals to which adherents relate. Research problems which do not
have clear links to one or two such fields of study are generally in trouble. Without such
a field it becomes impossible to determine where, in the universe of knowledge, the
problem lies.

 It Has a Base in the Research Literature

Related to the former points, a well-stated problem will relate to a research

literature. Tight problems often relate to a well-defined body of literature, written by a
select group of researchers and published in a small number of journals. With some
problems, it might at first be difficult to establish the connections and literature base, but
there should be a base somewhere.

 It Has Potential Significance/importance

MODULE 1 – RESEARCH METHODS IN EDUCATION
LILIAN BREVA – MaEd Student
This is the important ‘so what’ question: Who cares once you solve the problem?
Assume that you have solved the problem and answered the questions and then ask
yourself if you are any further ahead. At the very least, the problem must have
importance to the researcher, but ideally it should also be of consequence to others.
 It Is Doable Within the Time Frame, Budget

There are logistic factors in terms of your ability actually to carry out the
research. There is no point pursuing a problem which is not feasible to research. Do not
do a study of education in India unless you have the means to go there and collect data ̶
which may require years to collect. This factor helps explain why few theses relate to
longitudinal data. The only exceptions come from research shops where there is a long
history of collecting and studying data on a defined population. Terman’s study of
genius (1954) in which a defined sample was traced over 30 years, is a good example.

 Sufficient Data Are Available or Can Be Obtained

In some cases, there are insufficient data to address the problem. Historical
persons may have died, archival materials may be lost, or there may be restrictions on
access to certain environments. As noted, it is difficult to conduct research on a distant
country unless you can go there and collect local data. One under-used approach is to
use an existing database. Some data banks have been developed over many years and
contain many opportunities for exploration of new questions and issues.

6. As an application formulate your planned research problem.

Technology Based Education for Senior Teachers in Public Schools in the City Schools
Division of Tabaco: An Assessment.

1. Determine the Technology Based System Utilized by the City Schools Division.
2. Assess the Level of Competency of Senior Teachers in Using Technology Based
Education System along with:

a. Using Microsoft Office Applications;

b. Using Electronic Mail System; and,
c. Internet Browsing.

3. Identify the Challenges Experienced in Using the Above Mentioned Computer

Software and Application.

4. Formulate an Intervention Plan to Adopted by the Policy Makers to Address the

Problem.
MODULE 1 – RESEARCH METHODS IN EDUCATION
LILIAN BREVA – MaEd Student