Research purifies human life. It improves its quality. It is search for knowledge.

If shows how to
Solve any problem scientifically. It is a careful enquiry through search for any kind of
Knowledge. It is a journey from known to unknown. It is a systematic effort to gain new
knowledge in any kind of discipline. When it seeks a solution of any educational problem it leads
to educational research. Curiosity, inquisitiveness are natural gifts secured by man. They inspire
him to quest, increase his thirst for knowledge and truth. After trial and error, he works
systematically in the direction of the desired goal. His adjustment and coping with situations
makes him successful in his task. Thereby he learns something, becomes wise and prepares his
own scientific procedure while performing the same task for once again. Best and Kahn (1997
Opine that research is the voyage of discovery. It is the quest for answers to unsolved problems.
Research is required in any field to come up with new theories or modify, accept, or nullify the
existing theory. From time immemorial, so many discoveries and inventions have taken place
through research and the world has got so many new theories which help the human being to
solve his problems. Renowned researchers such as Graham Bell, Thomas Edison, JC Bose, John
Dewey, Skinner, Piaget and many more have laid down so many theories which have paved way
for progress in educational research (Creswell, 2002).

According to Keeves (1988), Educational Research is the systematic application of scientific

method for solving educational problems. Denzine and Lincoln (1994) assert that Educational
Research is the activity for developing science of behavior in educational situations. It allows the
educator to achieve his goals effectively. According to Husen and Postlethwaite (1994),
Educational Research aims at finding out solution of educational problems by using scientific
philosophical method. Thus, Educational Research is to solve educational problems in a
systematic and scientific manner. It is a tool that seeks to understand, explain, predict and control
human behaviour.

Educational Research is highly purposeful. It deals with educational problems regarding students
and teachers as well. It is precise, objective, scientific and systematic process of investigation. It
attempts to organize data quantitatively and qualitatively to arrive at statistical inferences. It
discovers new facts in new perspective. It generates new knowledge and it is based on some
philosophic theory. It depends on the researchers ability, ingenuity and experience for its
interpretation and conclusions. It needs interdisciplinary approach for solving educational

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problems. It demands subjective interpretation and deductive reasoning in some cases. It uses
classrooms, schools, colleges, universities and departments of education as the laboratory for
conducting researches (Dillon and Goldstein, 1984).

Educational research is a more formal, focused and an intensive process of carrying

out a scientific method of analysis. The main purpose of educational research is focused upon
scientific investigation and provide solutions to the problems in the field of education.
Research in education represents an activity, directed towards the development of an
organized body of scientific knowledge about the events with which educators are concerned.
Educational research is the part of behavioural sciences, in which, emphasis has been put
upon understanding, explaining, predicting and to some degree controlling human behaviour.
Research in education is use of the methods of scientific analysis to produce information,
needed to make improvements in educational planning, decision making, teaching and
learning, curriculum development, understanding of children and youth, use of instructional
media, school organization and education management (Boykin, 1972).
Research in education has enabled substantial progress to be made in curriculum
development and reform, educating slow learners, understanding the psychological traits of
the physically challenged individuals and in adapting methods of instructions to the needs of
individual learners. Research in education has rendered an imperative contribution in
acquiring information regarding different cultures, norms and values. The individuals have
made substantial contributions through research to their knowledge and generation of
awareness, understanding administrative leadership and behaviour, group procedures
Educational research is a more formal, focused and an intensive process of carrying
out a scientific method of analysis. The main purpose of educational research is focused upon
scientific investigation and provide solutions to the problems in the field of education.
Research in education represents an activity, directed towards the development of an
organized body of scientific knowledge about the events with which educators are concerned.
Educational research is the part of behavioural sciences, in which, emphasis has been put
upon understanding, explaining, predicting and to some degree controlling human behaviour.
Research in education is use of the methods of scientific analysis to produce information,
needed to make improvements in educational planning, decision making, teaching and
learning, curriculum development, understanding of children and youth, use of instructional
media, school organization and education management (Boykin, 1972).
Research in education has enabled substantial progress to be made in curriculum
development and reform, educating slow learners, understanding the psychological traits of
the physically challenged individuals and in adapting methods of instructions to the needs of
individual learners. Research in education has rendered an imperative contribution in
acquiring information regarding different cultures, norms and values. The individuals have
made substantial contributions through research to their knowledge and generation of
awareness, understanding administrative leadership and behaviour, group procedures
Educational research is a more formal, focused and an intensive process of carrying out a
scientific method of analysis. Gay and Airasian (2003) affirm that the main purpose of
educational research is focused upon scientific investigation and provide solutions to the
problems in the field of education. Research in education represents an activity, directed towards

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the development of an organized body of scientific knowledge about the events with which
educators are concerned. Educational research is the part of behavioural sciences, in which,
emphasis has been put upon understanding, explaining, predicting and to some degree
controlling human behaviour. Research in education is the use of the methods of scientific
analysis to produce information, needed to make improvements in educational planning, decision
making, teaching and learning, curriculum development, understanding of children and youth,
use of instructional media, school organization and education management (Borg, 2004).

The researcher opines that there are many benefits for college students to engage in scholarly
research. For example, the research process itself develops students into becoming more self-
sufficient. In other words, students enhance their ability to ferret out information regarding a
specific topic with a more functional deep dive into the subject matter under investigation. The
educational journey of conducting research allows students to see the current
conversations taking place regarding a specific topic. One can parse out the congruity and
incongruity among scholars about a particular topic. Developing one’s fundamental library
skills is a tremendous upside in becoming self-sufficient. And yet another benefit of conducting
scholarly research is reviewing other writing styles, which often enhances one’s reading and
writing skills. Conducting an annotated bibliography is often a critical first step in conducting
scholarly research. Reviewing, evaluating, and synthesizing information from several sources
further develops a student’s critical thinking skills (Diener, and Crandall, 1978). 

Furthermore, in becoming immersed in the literature, students can recognize associated

gaps, problems, or opportunities for additional research.  From a doctoral perspective,  McMillan
and Schumacher, (2005) underscore the importance of conducting a literature review as the
foundation for sound research and acquiring the skills and knowledge in analyzing and
synthesizing information.  

The research integrates the known with the unknown. Research becomes the path to progress and
prosperity for every student. Knowledge gathered through previous research serves as the
foundation to attaining new knowledge. Only through research is the attainment of new
knowledge possible. New knowledge, formed through new research, is contributed back to the
knowledge community. In the absence of research, the continuum of knowledge is
severed. Reminiscent of the continuum of knowledge, the desire and understanding to conduct

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research must transcend into the next generation. This magnifies the relevance to convey the
techniques and the desire to seek new knowledge to the younger generations. It is argued that
education possibly serves to facilitate the importance of research. The synergy between research
and education perpetuates the continuum of knowledge. Through education, the younger
generations are instilled with the inspiration to address the challenges of tomorrow (Best and
Kahn, 1997). 

Educational Research, whether qualitative or quantitative, is grounded in scientific methods.

Instructing students in the fundamentals of empirically-based research effectively plants the
seeds for scientific inquiry into the next generation. The application and pursuit of research
catalyze critical thinking. Rather than guiding students to apply pre-existing answers to
yesterday’s challenges, research inspires students to examine phenomena through new and
intriguing lenses. The globalized and highly competitive world of today effectively demands the
students to think critically and creatively to respond to the new challenges of the
future. Consequently, through research and education, the younger generations
are inspired and prepared to find new knowledge that advances our community. Ultimately, the
synergy between research and education benefits society for generations to come (Diener and
Crandall, 1978). 

Educational research improves the learning curve. Research, the researcher believes, is a
fundamental part of education, be it by the student or the teacher. When one researches a topic,
he will not just learn and read about stuff related to the topic but also branch out and learn new
and different things. This improves the learning curve, and he delves deeper into topics, develop
interest and increase his knowledge. Academically and personally, he can grow every day and
attain the confidence that the abundance of information brings to him. Educational research also
builds up understanding and perspective. Research can help a student build up understanding and
perspective regarding the niche of choice, help him evaluate and analyze it with sound theories
and a factual basis rather than just learning just for the sake of it. Educationally, it can help him
form informed opinions and sound logic that can be beneficial in school and routinely. Not only
this, when a student does proper research on any educational topic and learns about the facts and
figures, chances are he will score better than his classmates who only have textbook

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knowledge. Thus, the research will give the student an edge over other peers and help him
perform better in exams and classroom discussions (Mortimore, 2000).

In the long run, educational research will provide exceptional benefits to the researcher as a
teacher. Educational research Research provides educators with valuable information about how
students learn best so they can be more effective teachers. It also helps teachers develop new
methods and techniques for teaching and allows educators to explore different topics and ideas in
more detail. Teachers are one of the most important elements in the education system, and their
responsibilities in schools extend beyond simply implementing and delivering the curriculum:
they also need to know how to recognise and solve problems that may arise within the classroom
when they deliver the curriculum (Davies, 1995). Besides this, a qualified teacher should be
aware of, and be able to respond to, the direction of new developments in teaching (Lewis and
Munn, 1997). In other words, in the modern world, effective teaching requires that teachers
engage in educational research in order to improve the standard of their teaching. At the present
time, and especially in developed countries, teachers are expected to follow and implement
educational research findings in order to increase the quality of their teaching, and to solve
problems that come up in their schools (Brown and Sharp, 2003).

Through Educational Research, teacher-researchers can scrutinise their teaching environments

and respond to teaching problems in a scientific way. This situation provides them with many
advantages. First, teachers become aware of the problems in their schools, and can easily identify
these problems themselves. Second, teachers do not suffer anxiety if their colleagues monitor
their teaching as a part of a research project. Third, teachers will readily collaborate with their
colleagues as part of an ongoing research project (Watts, 1985). Teachers ought to know about
educational research, because high quality new ideas to enhance teaching and learning come
from disciplined educational research. Besides this, it can be said that learning is an individual
issue, and each student has his or her own particular learning style. For this reason, as teachers
are expected to implement the same curriculum programme in all classrooms, they may
encounter problems that arise because of the different learning styles of their students, and
teachers should know how to recognise and solve them through educational research.
Additionally, teachers who know the latest educational research can understand and implement
the results of such research, which will have been determined by professional researchers. In

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sum, teachers who are competent in educational research can easily recognise teaching problems
that arise in their classrooms, can solve these problems once they have detected them, and can
successfully implement the results of educational research carried out by professional
researchers.

This is why research is embedded into initial teacher education. As educational research becomes
embedded in the teaching practice, the teacher can gain a range of benefits. It help him find
solutions to particular problems arising in your classroom or school as well as underpin
professional learning of knowledge, skills and understanding. It can also connect him with
sources of information and networks of professional support. It can clarify purposes, processes
and priorities when introducing change, for example, to curriculum, pedagogy or assessment. It
can help improve understanding of his professional and policy context, organisationally,
locally and nationally, enabling him to teach and lead more strategically and effectively. Lastly,
it can develop his agency, influence, self-efficacy and voice within his own school and more
widely within the profession (Cohen and Manion, 1994).

Research in the field of education plays a pivotal role in developing evidence-based practices in
teaching and improving the quality of education. Teachers, thus, are equipped with the ability to
apply evidence-based teaching in the classroom. Indeed, objectivity, precision, reproducibility,
adoption of the most parsimonious explanation, empiricism, logical reasoning, and evidence
based conclusions are all qualities that place scientific studies in educational research in a vital
position (McMillan & Schumacher, 2010). This is why information gained from scientific
studies is invaluable. To provide future teachers with empirically supported evidence-based
teaching and the appropriate skills to use that evidence, they must acquire the necessary skills.
And those skills can only be attained through educational research by teachers. (Diery, Vogel,
Knogler, & Seidel, 2020). Teachers are often criticized for not adopting the research-based
practice in classrooms (McIntyre, 2005). However, utilizing and benefitting from scientific
research in both science education and teaching is vital for the career development of teachers.

For the teacher, educational research helps improve teaching and learning methods. Educational
research helps to evaluate existing teaching methods, and find new ways of teaching and
learning. It helps in curriculum design. Curriculum design is a process that involves choosing the
content to teach, determining its organization, planning its delivery, and evaluating its

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effectiveness. The process is greatly enhanced by educational research because it provides
information about what people need to learn, what they know already etc. It improves the quality
of education too. Educational research provides educators with data about learning processes and
outcomes so that they can improve the quality of their practice as well as other aspects of
education.

Conclusively, the importance of research in education is very vital because it gives a systematic
analysis of the topic, assists in leading to greater observations, come up with valid predictions,
theories, and great results through the observations, hypothesis and research queries. The main
purpose of educational research is focused upon scientific investigation and provides solutions to
the problems in the field of education. Educational research also helps restore and protect
memory and enhances scientific and problem-solving skills. Therefore, it prepares the mind for a
better understanding of concepts and theories. For both student and teacher, educational research
improves practices, develops new understanding related to the learning and teaching process,
helps in decision making and brings consistency in the work.

Reference List

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Brown, J. H. and Sharp, C. (2003). The use of research to improve professional practice: a
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Bryman, A. (1988) Quantity and Quality in Social Science Research. London: Routledge.

Charles, C.M. and Merton, C.A. (2002). Introduction to Educational Research. Boston: Allyn
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