1.9 Concept of Research in Education
It
According to J.W. Best (1992) research is an “intellectual activity which brings to light
new knowledge or corrects previous error-and misconceptions and adds in an orderly way
to the existing corpus of knowledge.”
The term 'research and scientific method' are often used synonymously and 'research is
considered to be more formal' systematic intensive process of carrying on the scientific
method of analysis. There are seven elements of scientific process namely: -
i. Purposeful Observation;
ii. Analysis – Synthesis;
iii. Selective Recall;
iv. Hypothesis;
v. Verification by Inference and Experimentation;
vi. Reasoning by: (a) Method of Agreement, (b) Method of Disagreement, (c) Method
of Concomitant Variation, (d) Method of Residues, and (e) Joint Method of
Agreement and Disagreement;
vii. Judgment.
It might be helpful to highlight some of the accepted connotations of research. These
includes:
1. Research is simply a systematic and refined technique of thinking, employing
specialized tools, instruments, and procedures in order to obtain a more adequate
solution of a problem than would be possible under ordinary means. It starts with a
problem than would be possible facts, analyses these critically, and reaches
decisions based on the actual evidence. It evolves original work instead of mere
exercise of personal opinion. It evolves from a genuine desire to know rather than a
desire to prove something. It is quantitative, seeking to know not only 'what' but
'how much', and measurement is therefore, a central feature of it.
2. Research 'per se' constitutes a method for the discovery of truth which is really a
method of critical thinking. It comprises defining and redefining problems;
formulating hypothesis or suggested solution; 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.
3. The systematic and scholarly application of the scientific method, interpreted in its
broader sense, to the solution of educational problems; conversely, any systematic
study designed to promote the development of education as a science can be
considered educational research. Best (1992) thinks, “Research is considered to be
the more formal, systematic, intensive process of carrying on the scientific method of
analysis. It involves a more systematic structure of investigation, usually resulting in
some sort of formal record of procedures and a report of result or conclusions.”
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Characteristics of Research
An older description of research may be explained with the five characterizations spelling
out the word MOVIE
M–stands for Mathematical Precision and Accuracy.
O–stands for Objectivity.
V–stands for Verifiability.
I–stands for Impartiality.
E–stands for Expertness.
Tuckman B.W. (1978) has mentioned the following characteristics of research:
1. Research is systematic.
2. Research is logical.
3. Research is empirical.
4. Research is reductive.
5. Research is replicable and transmittable.
Main Characteristics of Scientific Research
Educational research shares some of the main characteristics of scientific research which
may be analysed as under:
1. Research is purposive. It is concerned with problems to be solved.
2. Research is objective. Stress is- always on testing.
3. Research endeavours to organize data in quantitative terms.
4. Research is systematic and accurate investigation.
5. Research usually involves a hypothesis or a set of hypotheses concerning the
explanation of a phenomenon or the solution of a problem.
6. Research collects facts.
7. Research places emphasis on the discovery of scientific generalizations which can
be applied to the solution of a wide range of problems.
8. Research expresses results without being influenced by any extraneous consideration.
An examination of the above characteristics of scientific research reveals that educational
research cannot always be viewed as strictly scientific i.e. empirical, inductive and exact.
It is recognized that in educational research it may not be possible to phrase or report
many historical, descriptive surveys and case-clinical studies in mathematical terms.
Similarly, in many cases the criteria of objectivity and verifiability may be only partially
satisfied in educational researches. Knowledge gained through scientific method seeks to
describe phenomena of nature in a series of condensed and compactly expressed
generalizations. Research also does not describe facts alone but seeks to describe their
relationship and generality in time and space. The method of research involves the
process of complete act of reflective thinking. The verifiability of conclusion is tested in
the light of the hypothesis.
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4. Moreover, research is a point of view, an attitude of inquiry or a frame of mind.
asks questions which have not been asked, it seeks to answer them by following a
fairly definite procedure, is not a mere theorizing, rather it is an attempt to elicit
facts and to face them once they have assembled.
5. Research is also called a kind of human behaviour. However, one general definition
of research would be that which refers to the 'activity' of collecting information in
an orderly and systematic fashion. Research is literally speaking a kind of human
behaviour, and 'activity' in which people engage. In education, teachers,
administrators, scholars, or others engage in educational research when they
systematically assemble information about schools, school children, the social
matrix in which a school system is determined, the characteristics of the learner or
the interaction between the school and pupils.
6. Educational research is normally considered as scientific research. The educational
research is meant here 4ie whole of the efforts carried out by public or private
bodies in order to improve educational methods and educational activity in general
whether involving scientific research and a. high level or more modest experiments
concerning the school system and educational methods.
7. The Webster's International Dictionary proposes a very inclusive definition of
research as “careful inquiry or examination in seeking facts or 'principles; diligent
investigation in order to ascertain something.”
8. D. Slesinger and M. Stephenson in the Encyclopedia of Social Sciences define
research as “The manipulation of things, concepts or symbols for the purpose of
generalizing to extend, correct or verify knowledge, whether the knowledge aids in
construction of theory or in the practice of an art.”
9. While discussing the nature and significance of educational research some
scholar say, “Educational research is that activity which is directed towards
development of science of behaviour in educational situations. The ultimate aim of
such a science is to provide knowledge that will permit the educator to achieve his
goals by the most effective methods”.
10. Some scholars considered research as a process of developing process.
According to them “Research may be defined as a method of studying problems
whose solutions are to be derived partly or wholly from facts. The facts dealt with in
research may be statements of opinion, historical facts, those contained in records
and reports, the results of tests, answers to questions, experimental data of any sort,
and so forth. The final purpose of educational research is to ascertain principles and
develop procedures for use in the field of education; therefore, it should conclude by
formulating principles or procedures. The mere collection and tabulation of facts is
not research, though it may be preliminary to it on even a part of thereof”.
Specific Characteristics of Educational Research
1. Educational research must be related to the study of complex relationships of
various facts. It requires an inter-disciplinary approach.
2. Educational research usually employs methods of description, explanation,
interpretation, sympathetic of intuitive understanding methods which are mainly
speculative and deductive in character and which rarely furnish results that can be
subjected to measurement of mathematical procedures.
3. Educational research should come out of a desire to do things better. It should help
them to narrow down the proverbial gap between theory and practice in education.
4. Educational research is not as exact as research in physical science. No human
beings have ever been found to be alike. No scientific investigations of human
behaviour - even those of so called – “identical twins” have resulted in the findings
of individuals completely similar in structure or behaviour. This fact stands in the
way of making educational research an exact science.
5. Educational research should be concerned directly with the problems of school. It can
properly concern itself with such matters as child development, class organization,
teacher-pupil relationships interaction with the community, curriculum matters,
teaching techniques, and many others.
6. Educational research can be undertaken by any teacher with common sense,
intelligence and insight. In the beginning such workers may require some guidance
and training but this can be made easily available to them at the hands of experts.
7. Educational research stands in need of men and women of imaginative insight, who
look beyond the present and behold the vision splendid.
8. Educational research generally requires inexpensive material. In many educational
research studies we simply need subjects i.e. children, their educational tools of
daily use, paper and pencil and a few tests.
9. Educational research is based on the subjectivity and intangibility of social
phenomena.
10. Educational research generally does not admit quantitative statement. We can talk
of urbanization, cultural, assimilation etc, but we cannot measure quantitatively.
11. Educational research is based on interdependence of causes and effects
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