Significance of Research in Education

Dr. Radhika Kapur

March, 2018
University of Delhi, India
Abstract
Research is an imperative area in not just the field of education but in other fields as
well. It purifies the workings and the lives of the individuals. It primarily focuses upon
improving quality and is a search for knowledge. It shows how to make provision of solutions
to problems in a scientific and methodical manner. It is a systematic effort to acquire new
knowledge in all disciplines. The main purpose of this research paper is to understand the
significance of research in education. Educational research is termed as providing solutions to
any educational problem. The main areas that have been taken into account in this research
paper include, types of research, significance of statistics in research, meaning and features of
educational research, steps of research in education, types of educational research, benefits of
research in education, challenges of research in education, implementation of research in
education and ethical considerations of research.

Keywords: Education, Information, Projects, Research, Researcher, Statistics

Introduction
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,
classroom atmosphere, interaction analysis, self-concept, levels of aspiration, deprivation and
racism, educational inequality and the deprived, marginalized and socio-economically
backward sections of the society. The need for research activities becomes imperative, which
will support education to achieve its goals and objectives, rebuild confidence in public
schools, adapt to cultural diversity, educate for self-identity and individual realization, re-
establish faith in human, moral and democratic values, bring about changes in racial attitudes,
achieve the goals of quality and relevance, and meet the challenges of the future world of
accelerating scientific and technological change (Boykin, 1972).

Types of Research

The various types of research have been stated as follows:

Fundamental Research - It is basic approach, which is for the sake of knowledge.

Fundamental research is usually carried out in a laboratory or other sterilized environment,
and sometimes even with animals. This type of research does not have any immediate or
planned application, may later result in further research of an applied nature. Basic researches
comprise the development of theory. It is not concerned with practical applicability and most
closely bear a resemblance to the laboratory conditions and controls are generally associated
with scientific research. It is concerned with instituting the principles of learning. For
example, much basic research has been conducted with animals to determine principles of
strengthening and their effect on learning. Like the experiment of Skinner on cats gave the
principle of conditioning and strengthening. Its essential aim is to expand the boundaries of
knowledge without regards to practical application. The findings may ultimately apply to
practical problems that have social value (Educational Research, n.d.).

Applied Research - The second type of research which aims to solve an immediate
practical problem, is referred to as applied research. According to Travers, applied research is
carried out to provide solutions to a direct practical problem and the objective of making
additions to scientific knowledge is secondary. It is the research performed in relation to
concrete problems and under the conditions in which they are found. Through applied
research, educationists are often able to provide solutions to their problems at the appropriate
level of complication, this is, within the classroom teaching-learning processes. The applied
research may also be employed at a university or research institute or may be found in private
industry or working for a government agency. In the field of education, such a person might
be employed by a curriculum publishing company, a state department of education, or a
college of education at a university (Educational Research, n.d.).
Applied researches are also found within the settings, in which the application or the
role of the practitioner is primary. This is where the teachers, clinical psychologists, school
psychologists, social workers physicians, civil engineers, managers, advertising specialists
and so forth are found. Most of the individuals receive training regarding the implementation
of research, and they use this knowledge for two purposes. First, to help practitioners
understand, evaluate, and use the research, produced by basic and applied researches in their
own fields. Second, to develop a methodical way of addressing the practical problems and
questions that take place as they are engaged in their professions (Educational Research,
n.d.).
Action Research - Research designed to reveal operative ways of dealing with
problems in the real world can be referred to as action research. This kind of research is not
confined to a particular methodology or paradigm. The purpose of action research is to
provide solutions to the problems that occur within the classroom setting, through the
application of scientific methods. It is concerned with a local problem and is conducted
within a local setting. It is not concerned with whether the results are generalizable to any
other setting and is not characterized by the same kind of control evidence in other categories
of research. The primary purpose of action research is providing solution to the given
problem, and not contribution to science. Whether the research is conducted within one
classroom or many classrooms, the teacher renders an integral contribution towards the
processes. The more research trainings the teacher involved have had, the more likely it is
that the research will produce valid, if not generalizable outcomes (Educational Research,
n.d.).
The value of action research is limited principally to those, who are conducting it.
Despite its weaknesses, it does represents a scientific approach to problem solving that is
noticeably recovering than changed based on the supposed efficiency of inexperienced
procedures, and substantially better than no changes at all. It is a means by which concerned
school personnel can make efforts to improve the educational process, at least within their
environment. The true value of action research to true scientific progress is limited. True
progress requires the development of sound theories having insinuations for many
classrooms, and not just one or two. One sound theory that includes ten principles of learning
may eliminate the needs of hundreds of would-be action research studies. Given the current
status of educational theory, however, action research provides direct answers to problems
that immediately require theoretical solutions (Educational Research, n.d.).
Quantitative Research - Quantitative researchers need to design measures of
constructs like apprehension, astuteness or contentment in order to provide precise and
relevant statistical results. This could mean designing context sensitive mechanisms for
research within a particular place, region or setting, or it could mean designing mechanisms
that can generate significant and comparable results over many different frameworks. The
meaning of these results and the comparisons between them are placed on the quality of the
measures used and the extent to which the test designers flourished in the formulation of
questions, which were pertinent to students in different cultural frameworks. This results in
education system in order to understand the statistical results and plan programs for
improvement (Pramodini & Sophia, 2012).

Qualitative Research – Qualitative research involves non-numerical information and

primarily takes place through interviews. The confirmation of truth claims involves logic and
methods, which may not be strongly appropriate, but the values underlying such claims, and
the motivation for researching certain questions, do spring from framework. In terms of
conducting research, one in the field needs carefulness, uprightness, morality, precision, time
and perseverance, with the methods of data collection and analysis, one’s interpretations and
language. These things apply correspondingly, though with different details, to radical post-
modernist feminist researchers and to positivist statisticians. These are needed to realize
one’s individual endeavouring for meaning through contributing to and connecting with
diverse communities of researchers, teachers and learners, and with the marginalized. The
quest for meaning is like a lamp, illuminating the passages and turning points as the
researchers make their way through multifaceted and diverse settings, questions, methods and
knowledge (Pramodini & Sophia, 2012).
Significance of Statistics in Research
Statistics is a body of mathematical techniques or processes for gathering, organizing,
analysing, and interpreting numerical data. Because most research yields such quantitative
data, statistics is a basic tool of measurement, evaluation, and research. The word statistics is
sometimes used to describe the numerical data gathered. Statistical data describe group
behaviour or group characteristics abstracted from a number of individual observations that
are combined to make possible generalizations. The researcher, who makes use of statistics is
more than concerned with the manipulation of data. The utilization of statistical methods
serves the fundamental purposes of description and analysis (Best, & Kahn, 1998).
Appropriate application of the use of statistical methods involves providing answers to the
following questions: (Best, & Kahn, 1998).
What are the facts that need to be gathered to provide the necessary information to
answer the research questions or to test the hypothesis?
How is the data to be collected, gathered, organized, and analysed?
What assumptions are to be employed that underlie the statistical methodology?
What conclusions can be validly drawn from the analysis of the data?
Research consists of methodical observation and description of the characteristics or
properties of objects or events for the purpose of ascertaining relationships between variables.
The ultimate purpose is to develop generalizations that may be used to elucidate phenomena
and to predict future occurrences. To conduct research, one must create principles so that the
observation and description have a regularly understood meaning. Measurement is the most
accurate and commonly accepted process of description, assigning quantitative values to the
properties of objects and events (Best, & Kahn, 1998).
Meaning and Features of Educational Research

Educational research means the purification of the educational processes. It is a

systematic application of scientific methods to provide solutions to educational problems. It
is the activity of the development of science of behaviour in educational institutions. It allows
the educationists to work towards the achievement of goals and objectives in an adequate
manner. It aims at finding out solutions to educational problems by scientific philosophical
methods. Educational research is primarily conducted to provide solutions to the problems
that take place within the field of education in a systematic and methodical manner. It is used
to understand, predict, explain and control human behaviour (Educational Research, n.d.).
The features of educational research have been stated as follows: (Educational Research,
n.d.).

The educational research is purposeful to a great extent. When research is conducted

in the field of education, it has a purpose. The purpose may be to acquire understanding of
particular area, region or state concerning some matter or an issue. Therefore, data is
collected and appropriate methods are utilized to conduct an analysis. The analysis of the data
is an imperative process to generate the findings.

It deals with educational problems, regarding students and teachers as well. Within
the classroom setting and within the school environment, there are various issues and
concerns that are experienced by the teachers and the students. These may be concerned with
the teaching-learning methods, instructional strategies, infrastructure, understanding
academic concepts, performance evaluation techniques and so forth. Therefore, educational
research is concerned with conducting an analysis of these areas, finding the flaws and
inconsistencies and implementing measures to improve them.

It is precise, objective, scientific and a systematic process of conducting

investigations. Educational research not just involves viewing areas and conducting
investigations, but it involves conducting analysis and investigations in a specific, accurate,
methodical and an organized manner. The individuals conducting research are required to
possess relevant information regarding the methods used in research. Educational research
can be used to provide assistance to the educators to observe that the impact of particular
types of teaching and learning processes depends upon the subject matter to be learned in
relation to the skills, knowledge and attitudes that learners bring into the learning
environment and the purpose of learning and the assessments used to measure that learning
relative to those objectives (Bransford, Vye, Stipek, Gomez, & Lam, n.d.).

It attempts to organize data in a quantitative and qualitative manner to arrive at

statistical inferences. Quantitative and qualitative are the two forms of research. Quantitative
involves the use of numerical information, whereas qualitative involves the use of non-
numerical information. It is vital for the researcher to make adequate selections of these
methods on the basis of the areas of research and the regions in which it is being conducted.

It discovers new facts in new perspectives, i.e. it generates new knowledge. There are
primarily three ways of conducting research. First, it can be conducted through the use of
books, articles, documents, and internet. Through these sources, one can read, and analyse the
information obtained in an appropriate manner. Second, it can be conducted through
interviewing techniques, one can communicate verbally with others to obtain information.
Person from whom information is obtained can be within or outside the educational
institutions, from whom information is obtained. Third is termed as field research, in this
case, information is obtained from various sources within the field. The sources may include,
individuals or by taking notes from the field by observing things. Interviews and surveys are
the primary areas that are made use of to obtain information.

It is based on some philosophic theory. In most cases, research in education are based
on some philosophic theories. The theories that are included in this research may be logical,
rational, ethical, moral and theoretical. Education is a comprehensive field, hence, there may
be variations in the areas and regions regarding various aspects. Hence, the philosophic
theories are based upon these aspects.

It depends upon the ability, resourcefulness, creativity and experience of the

researchers for its interpretations and conclusions. In higher educational institutions, when
the individuals are working on projects, they are required to conduct research and analysis.
When implementing this task, it is vital for the individuals to possess the competencies and
skilfulness to carry out the job in an appropriate manner. Lack of skills and expertise would
not generate the desired outcome.

It needs interdisciplinary approach in providing solutions to educational problems.

There are various kinds of problems and challenges that exist in conducting research in
education. For instance, problems in obtaining the needed information from books and
articles, negative responses from the individuals in the field, refusals on their part in filling
out the survey questionnaires and showing reluctance in communicating in an adequate
manner with the researchers. Therefore, it is vital to make use of interdisciplinary approach in
providing solutions to various kinds of problems.

It demands subjective interpretation and deductive reasoning in some cases. When

data is collected through utilization of appropriate research methods, it is obtained in an
unorganized form. Hence, it is vital to organize it in an appropriate manner and interpret it. In
quantitative data, the software called Statistical Package for Social Sciences (SPSS) is mainly
used to conduct an analysis, hence, it is essential to ensure that the information obtained is
suitable for analysis.

In education, research is primarily conducted within classrooms, schools, colleges,

universities, department of education and so forth. It may be conducted on an individual
basis, but in most cases, two or more persons are involved in research. In pursuance of
doctoral programs, the research project is a joint collaboration of the researcher and the
supervisor. For instance, when a person is working on a research project regarding societal
problems, then he would have to do field visits in particular regions to find out what kinds of
problems exist within the society.

Experienced teachers, who return to universities to attain graduate degrees, quite often
regret that their new role as a researcher puts emphasis upon the value of abstract, intellectual
activities, often in seclusion from the more human component, they came across while
teaching. The differences between the scholar’s view of education and the practitioner’s view
of education often lead to hindrance, in which the doctoral students would encounter the
whole research enterprise (Bulterman-Bos, 2008).
Steps of Research in Education

The various steps involved in research in education have been stated as follows:
(Educational Research, n.d.).

Identifying the Gap in Knowledge – The researcher is conducting research upon the
academic performance of the students within the classroom environment and observes that
majority of the students are not performing up to the class standards. Then the question that
comes to the mind of the researchers is, the factors that are associated with the academic
performance of the students and what are the causes of their poor academic performance. The
researcher would collect information regarding various teaching-learning methods, classroom
environment, learning abilities of the students and so forth. In this manner, they are able to
identify the gap in their knowledge.

Identifying the Causes – On the basis of experience, observation and review of the
related literature, the researchers are able to acquire relevant information regarding the poor
academic performance of the students. The various causes include, anxiety, vulnerability,
apprehensiveness, stress, inability to understand academic concepts, lack of adequate
preparation for the exams, and inability to remember the concepts. Internet, books, articles
and field visits in schools are some of the factors that provide information to the researchers
regarding poor academic performance on the part of the students.

Stating the Goals – The effective implementation of research studies always have
some goals and objectives, which need to be adequately fulfilled. There are certain objectives
behind conducting research in particular areas. The main goals of the study are, first, to
ascertain the relationship of anxiety and other causes with the academic performance of the
students. Second is to ascertain the gender differences in the anxiety and other causes and the
academic performance of the students, and third, to ascertain the gender differences in the
relationship of anxiety and other causes with the academic performance of the students.

Formulating Hypothesis – In research projects, in most cases, hypothesis are

formulated. On the other hand, when formulation of hypothesis does not take place, then the
researcher may create research questions. When research questions are created or hypothesis
is formulated, then data is collected and analysed to obtain answers to those. In the
formulation of hypothesis, it is taken into account, first, there is a significant relationship
between anxiety and academic performance of the students, second, there is a significant
gender difference in the anxiety and academic performance of the students and third, there is
a significant gender difference in the relationship of anxiety with the academic performance
of the students.

Collecting Relevant Information – The researcher makes use of tools and techniques
to measure anxiety and other causes and the academic performance of the students. There are
various methods of collecting information regarding the academic performance of the
students and the causes. These methods include, books, articles, journals, internet or field
visits. In the case of field visits, samples of students are selected and data is collected from
them. The data can be collected through interviews or survey questionnaires. A questionnaire
is drafted by the researcher, on his own or by obtaining help from the supervisor or other
members of the institution. It would consist of questions regarding the causes that lead to low
academic performance of the students.

Testing the Hypothesis – To test the hypothesis, researchers utilize the software called
Statistical Package for Social Sciences (SPSS). In this software, there are various tests,
ANOVA, Independent Sample t, correlations, descriptive analysis, frequencies and so forth.
The use of the test depends upon the data collected and the hypothesis formulated. In the case
of research questions, it is vital for the researcher to conduct an analysis through frequencies.
The questions in the survey are categorized in accordance to the research questions and then
the analysis is conducted and findings are reported.

Interpreting the Findings – After the analysis of the data and the testing of hypothesis,
the researchers are required to interpret the findings. The findings are generated on the basis
of data collected. The findings in this case are interpreted in terms of whether the relationship
between anxiety and academic performance is positive or negative, linear or curvilinear.
Curvilinear relationship exists, when the student’s anxiety is either high or low. When the
anxiety of the students is either very high or very low, their academic performance is found to
be low. When the student’s anxiety is moderate, his or her academic performance is found to
be high.

Comparing the Findings with those of the Prior Researcher - At this step, the
researcher tries to find out whether his or her conclusions match those of the prior researches
or not. If not, then the researcher’s endeavours to find out the reasons behind, why the
conclusions do not match with other researches by further conducting an analysis of the prior
studies. The differences in the conclusions helps the researchers to identify the limitations
and make improvements by conducting analysis.

Modifying Theory - On the basis of steps seven and eight, the researcher anticipates
that anxiety alone cannot influence the academic performance of students. There could be a
third factor which influences the relationship between anxiety and academic performance of
the students. This third factor could be the ways of preparation for the students. For instance,
students, who have low level of anxiety might not have paid attention to their studies
throughout the year, hence, their academic performance is poor. On the other hand, students,
who have high level of anxiety may not be able to remember what they have learnt or cannot
focus on studies due to pressure or due to health problems, may not be able to concentrate
upon studies. Hence, their academic performance is not up to the class standard. However,
students with a moderate level of anxiety are motivated enough to study regularly and
methodically, throughout the year and hence their academic performance is high. Thus, the
theory on student’s academic performance needs to integrate one more variable, namely,
study habits of students. In other words, it needs to be modified.

Asking New Questions – Whether there is an interaction between study habits and the
anxiety level of the students and have an impact upon their academic performance. This is a
question related to conducting an analysis of the data. Apart from this, there are other
questions too, regarding which the researchers have to obtain answers. These include, what is
the aim of educational research, the method that is primarily applicable in educational
research, which approach is adopted in educational research, identifying the places that can
act as laboratories for educational research and generating knowledge about the statistical
techniques, so that testing of hypothesis and analysis of data is conducted in an appropriate
manner.

Types of Educational Research

 The types of educational research have been stated as follows: (Pramodini & Sophia,
2012).

Historical research generates explanations, and in some cases attempted elucidations,

of circumstances, situations, environments and events that have occurred in the past. For
example, a study that documents the evolution of teacher training programs, since the turn of
the century, with the aim of elucidating the historical origins of the content and processes of
present programs.
Descriptive research provides information about the circumstances, situations, and
procedures that occur in the present. For example, a survey of the physical condition of
school buildings to create a descriptive profile of the facilities that are present within the
school environment.
Co-relational research involves the search for relationships between variables through
the utilization of various measures of statistical association. For example, an exploration of
the relationship between teachers’ satisfaction with their job and various factors defining the
establishment and eminence of teacher accommodation, pay and reimbursements, leave
entitlements, and the availability of classroom supplies.
Causal research aims to recommend causal connections between variables by
observing existing phenomena and then searching back through available data in order to try
to recognize plausible causal relationships. For example, the study of factors that increase the
rate of drop out amongst the students from secondary school, make use of the data obtained
from school records over the past decade.
Experimental research is used within situations, where variables defining one or more
causes can be operated in a methodical manner to distinguish the effects on other variables.
For example, an analysis of the effectiveness of two new textbooks using random assignment
of teachers and students to three groups or two groups for each of the new textbooks, and one
group as a control group to use the existing textbook.
Case study research normally refers to two distinct research approaches. The first,
comprises of an in-depth study of a particular student, classroom, or school with the aim of
producing a nuanced description of the encompassing cultural setting that affects education,
and an account of the communications.
Benefits of Research in Education
The benefits of research in education have been stated as follows: (Pramodini &
Sophia, 2012).
 Research provides assistance to the individuals to acquire an understanding of any
subject and its principals in much better and manageable way, which will encounter new
questions and search for answers to those questions. These will enable the researchers to
learn theories in any subject.
Research means trying something out of the box. When it is done, such things it will
separate one from other students, which will certainly acquire the attention of the tutors as
well, which in turn benefit great need of assistance from someone, who is more
knowledgeable than the other.
Research is not always given utmost significance by the practitioners, managers and
policy makers. On frequent basis, it is observed as an academic activity, conducted by others
to the profession, and not with the profession. Research is primarily an integral part of any
task or function, particularly in higher educational institutions.
Research education professionals are always learning, finding out things, analysing
information, adapting their behaviour in accordance to the information received, looking to
improve and familiarizing with modern demands.
Practitioners have to observe policies and rules, when they are conducting research.
The use of research methods can be adapted by the teachers in accordance to the needs and
requirements of the individuals and the field of study.
As teachers are responsible, the public must have faith in the profession. In India,
individuals belonging to different categories and backgrounds have recognized the
significance of education and aspire to attain education, in order to make their living efficient.
The acquisition of education primarily depends upon the financial position of the individuals.
If they can afford, they can even send their children to reputed higher educational institutions,
on the other hand, when they cannot afford, they are not able to provide even for the
transportation costs to help their children commute to schools. The attitudes of the individuals
towards acquisition of education vary across most of the social groups, so the performance of
the teachers can be confirmed through the publication of research findings.
Teachers plan their own personality upon learning experiences. Sometimes this is
instinctive and these decisions can either be efficacious or fail. Research methodologies
provide tools and machinery to the teachers to conduct an analysis and make informed
decisions regarding their practice.
Research helps in creating co-ordination and mutual understanding between the
individuals. The individuals are able to share their ideas and viewpoints with each other and
work together as a team. Individuals can conduct research personally, but in most cases, two
or more individuals are involved together in conducting research. Quite often research looks
backwards and there are lessons that need to be learned.
Challenges of Research in Education
The challenges of research in education have been stated as follows: (Pramodini &
Sophia, 2012).

The learning and teaching experience needs to be based upon research and evidence,
but it is at the risk of being any one of theory, thought, philosophy, suitability and prejudice.
The main purpose of research in education should be to liberate, and encourage
equality, egalitarianism and equality of opportunity.
Ideology can be hazardous and precarious. Besides making provision of academic
skills and contributing towards skills development and growth and progression of the
students. Students are the future citizens of the country, youth can render an effective
contribution towards the progression and development of the community and the nation, if
they are adequately trained and development of skills takes place in an appropriate manner.
Teachers have a social responsibility to develop dynamic citizens by providing them efficient
knowledge and information. It is an imperative role of the teacher to generate awareness
among the individuals. Following a philosophical route limits choice, which is the opposite to
the real purpose of education.
What is been taught in an age gone by new theories and technological advances have
occurred, and are taking place. Basing one’s practice solely on own learning experiences,
without reflection, mean education runs the risk of being out-of-date, invalid and not being
progressive.
Any single theory cannot function in seclusion. Learners and learning are complicated
and success is influenced by a multitude of factors, social backgrounds, family backgrounds,
personality, age, gender, location and so forth. Theories needs to be shared, tested and
challenged to permit researchers to familiarize to suit local and personal environments.
Suitability and manageability are important. Teachers in schools and higher
educational institutions are required to control the attitudes, behavioural traits and workings
of the individuals. They are required to ensure that students have adequately mastered the
research strategies that have been provided by them. Learning new things and new ways of
behaving can be uncomfortable, especially in the initial stage, therefore, it is vital to
implement effective teaching-learning processes and ensure students have acquired efficient
understanding. It is not enough to create a base of teaching and learning around convenience.
 Research have been assisting to the individuals to understand what kind of strategy
would be applicable in what kinds of situations, what are the short and long term inferences,
provide an explanation and validation for decisions and actions, help to build a repertoire to
help deal with the unanticipated, recognize problems, possess adequate knowledge, make
improvements and so forth.
Implementation of Research in Education
The ways to implement research in education have been stated as follows: (Pramodini
& Sophia, 2012).

The various forms of research should be suitable and acceptable to the policy makers,
planners and implementers of policy.
There have been studies conducted on a large scale into pupil performance that can
assist to recognize tendencies and enable educational outcomes to be related to the social and
economic requirements.
Policy makers want to see the large picture. On the other hand, practitioners are
mainly interested in finding out the reasons that some techniques work and the others do not.
All professionals need to be able to have faith in the source of information and
research ethics make provision of that declaration.
The profession as a whole is required to access to the range of data and evidence
types. The individuals, who are conducting research need to possess efficient knowledge and
information regarding various aspects involved. These include, collection of data, organizing
the data, analysing it and obtaining the research findings.
Teaching does not involve creative thinking and experimentation. Within the teaching
processes, it is vital to make use of the methods and strategies that are required to make the
teaching-learning processes effective. The teachers and the educationists need to be aware of
what works and why. The strategies should always be made use of that generates productive
outcomes.
Research is primarily made use of in higher educational institutions, particularly when
the individuals are working on Masters or Doctoral thesis. There are various types of
research, including fundamental, applied, action, qualitative and quantitative. Qualitative
research is more interactive and it gets carried out through interviews and does not involve
any calculations or numerical data. On the other hand, quantitative research involves
numerical data and in this case, information is collected mainly through surveys. The
individuals are required to possess adequate information and knowledge regarding these
types of research techniques. Whether a teacher’s action leads to an enhanced pupil
performance, increased motivation, commitment, better behaviour or not, but it will
confidently reflect that research is more formal.
Ethical Considerations of Research
While conducting research, it is vital to take into account the ethical considerations.
The researchers are required to adhere to the ethical code of conduct. The ethical
considerations have been stated as follows: (Educational Research, n.d.).

While a researcher may have some requirements to his or her client in case of
sponsored research, where the sponsoring agency has provided him or her, financial
assistance for conducting research. The researcher has commitments to the users, the larger
society, subjects, including sample and respondents and professional colleagues. The data
should not be discarded that can lead to adverse conclusions and interpretations for the
sponsoring organization.
The researcher should maintain stringent confidentiality about the information
obtained from the respondents. No information about the personal details of the respondents
should be exposed in any of the records, reports or to other individuals, without the
respondent’s consent.
The researcher should not make use of hidden cameras, microphones, tape-recorders
or observers without the respondent’s permission. In the same way, private correspondence
should not be used without the consent of the respondents.
In an experimental study, when volunteers are used as subjects, the researcher should
explain them the procedures completely, e.g. the experiment will go on for six months, along
with the jeopardies involved and the demands that researchers would make upon the
participants of the study, such as the subjects will be required to stay back for one hour after
school hours and so forth. If possible, the subjects should be informed about the purpose of
the experiment or research. While dealing with school children, who are minors or in the case
of mentally challenged students, the consent should be obtained from the parents or
guardians. This phenomenon is known as informed consent.
The researcher should accept the fact that the subjects have the freedom to decline to
contribute or to withdraw from the experiment. In field visits, refusals and negative responses
are common, hence the researchers are required to be adequately prepared for the negative
responses.
 In order to ensure the inclusion of the subjects and continuance in the experiment, the
researcher should never try to make unnecessary efforts giving encouraging treatment after
the data has been collected. These efforts may include, additional marks in the school
subjects, finances and so forth.
In an experimental research, which may have a temporary or permanent effect on the
subjects, the researcher must take all precautions to protect the subjects from mental and
physical harm, hazard, risks, stress, anxiety and pressure.
The researcher should make the data available to peers for examination. In some
cases, the respondents may question the researchers behind the causes of collecting data from
them. They may ask the purpose of the research study. The researchers should provide the
respondents adequate reasons regarding the purpose of study and collecting data from them.
This is required for the experimental procedures as well as the findings of the study, if they so
demand.
The researcher should give due credit to all those, who have been the sources of
support and assistance within the research study, tool construction, data collection, data
analysis or preparation of the research report. These individuals should be acknowledged and
researchers need to pay them gratitude, especially the supervisors, under whom the research
project has been implemented.
The researchers are required to assure the respondents that their responses will be kept
in strict confidence. Only aggregate data will be made public and other personal information
regarding them would not get disclosed. Due to disclosure of personal information,
sometimes the respondents feel hesitant in expressing their responses. In most cases, they
require a letter from the institution or the department, with which the researcher is associated.
When the respondents acquire familiarity regarding the background of the researchers, and
the purpose of the study, then they usually agree to provide information.
Conclusion
Research is an imperative aspect that is primarily implemented in higher educational
institutions. When individuals are working on Masters or Doctoral thesis, they conduct
research regarding various areas. It involves systematic steps and procedures and individuals
are required to possess adequate knowledge regarding these, in order to carry out their
research in a productive manner. In the field of education, research involves number of areas,
these include, teaching-learning processes, instructional strategies, classroom environment,
academic subjects, academic performance of the students, aptitude and proficiency on the
part of the teachers, performance evaluation methods, extra-curricular activities, creative
activities, socialization, anxiety and pressure concerning examinations and so forth. The types
of research include, fundamental research, applied research, action research, quantitative
research and qualitative research.
The main procedures that are required to be taken into consideration in research
includes, formulating the research problem, setting objectives, collecting data, testing the
hypothesis, conducting an analysis of the data, and interpreting the findings. In order to carry
out these steps, it is vital to possess proficient knowledge, especially of SPSS to conduct the
tests. Research is carried out by the teachers and educationists at all levels of education and
not just higher educational institutions. It is conducted by making use of books, articles,
journals, and internet. It helps in improving knowledge and information among the
individuals. Field research involves collecting data from field visits. Researchers in this case,
makes visits to various places or regions that may include schools, training centres and so
forth to collect data on the basis of their research study.
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