Epistemology and

Educational Research
Ouda Teda Ena
Epistemology

Epistemology is the study of knowledge:

what we know,
how we know it,
how we know we know it,
and how to keep track of it
Traditional Approaches to Knowledge 1

the method of tenacity

 people hold to the truth merely because they believe it
to be true.
 They have always known it to be true and so even
contrary evidence is dismissed out of hand.
 This method is nothing more than blind stubbornness, but
it is responsible for many prevalent beliefs, some true,
others erroneous.
Traditional Approaches to Knowledge 2

based on authority
 People rely on experts to gain understanding and
guide their behavior.
 The only utility of this approach to the researcher is
that it sometimes poses questions which bear
researching: Does vitamin C really cure colds?
Traditional Approaches to Knowledge 3

The rationalist approach

 adds thinking and deduction which, in some instances,
can lead to useful generalizations or predictions.
 It is based on the notion of logic which links truths and
enables us to predict situations which may not have
been directly observed.
 If A causes B and B causes C, then A probably also
causes C.
Traditional Approaches to Knowledge 4

insightful observation
 Insightful observation is used by intelligent people who
are capable of gathering information from their
experience then drawing useful generalizations and
conclusions from these observations.
 Unlike the former method, this incorporates some
observational basis, albeit unsystematic.
Traditional Approaches to Knowledge 5

the scientific method

 It incorporates observations and data which are systematically
collected and analyzed in order to obtain understanding of
phenomena based on controlled observation and analysis.
 It is this final form which represents research and the research
method in its most widely understood meaning. Unlike the other
methods, the scientific method builds in self-correction.
 New evidence is constantly brought to bear and existing
generalizations are constantly modified and corrected to
accommodate this additional evidence.
What is Educational Research?

 Research in education is a disciplined attempt to

address questions or solve problems through the
collection and analysis of primary data for the purpose
of description, explanation, generalization and
prediction.
 Research is fundamentally a problem-solving activity
which addresses a problem, tests an hypothesis or
explains phenomena.
research paradigms: positivist

 two dominant research paradigms: the positivist paradigm and the post-
positive paradigm.
 logical positivism: It asserts that things are only meaningful if they are
observable and verifiable.
 The so-called scientific method formulates a hypothesis from theory and
then collects data about the observable consequences of the hypothesis
to test its validity in the real world.
 This method originated in the physical sciences and then was adopted by
educational psychologists who dominated the field of educational
research for most of this century.
 The approach is inherently quantitative, emphasizing measurement of
behavior and prediction of future measurements.
positivist criticism

 However, there have been criticisms of the positivist

paradigm.
 observation is not value-free, as the positivists assert.
 Indeed, what one observes, not to mention how we
observe it, implies a set of values in the observer.
 some of the most important things in human behavior
are things that cannot be directly observed, such as
intentions and feelings.
research paradigms: post positivist

 This paradigm accepts values and perspective as important considerations

in the search for knowledge.
 The post-positivists are inclined to working in naturalistic settings rather than
under experimental conditions.
 The approach is holistic rather than controlling and it relies on the
researcher rather than precise measurement instruments as the major
means of gathering data.
 It emphasizes qualitative rather than quantitative measurement where the
approach emerges according to opportunity, and those being studied are
assumed to have something to say about the interpretation of data.
TEN CHARACTERISTICS OF
EDUCATIONAL RESEARCH
 Educational research attempts to solve a problem.
 Research involves gathering new data from primary or first-hand
sources or using existing data for a new purpose.
 Research is based upon observable experience or empirical
evidence.
 Research demands accurate observation and description.
 Research generally employs carefully designed procedures and
rigorous analysis.
TEN CHARACTERISTICS OF
EDUCATIONAL RESEARCH 2
 Research emphasizes the development of generalizations,
principles or theories that will help in understanding, prediction
and/or control.
 Research requires expertise—familiarity with the field; competence
in methodology; technical skill in collecting and analyzing the data.
 Research attempts to find an objective, unbiased solution to the
problem and takes great pains to validate the procedures
employed.
 Research is a deliberate and unhurried activity which is directional
but often refines the problem or questions as the research
progresses.
 Research is carefully recorded and reported to other persons
interested in the problem.
 Level of ER

 There are essentially four levels at which educational research takes place:
descriptive, explanatory, generalization and basic or theoretical

Level I II III IV
Research Descriptive Explanatory Generalization Basic
Type (Internal (External (Theoretical)
Validity) Validity)
Major What is What is Will the Is there
Questions happening? causing it to same thing some
What happened happen? happen underlying
in the past? Why did it under principle at
happen? different work?
circumstances?
Methods/
Approaches
Level I II III IV
Research Descriptive Explanatory Generalization Basic
Type (Internal Validity) (External (Theoretical)
Validity)
Methods/ Case study Case study Casualcomparative ABAB designs
Approach Content analysis Comparative Experimental Experimental
es Ethnography Correlational Meta analysis Meta analysis
Historiography Ethnography Multiple case Study Policy research
Needs assessment Ex-post facto Predictive Time-series analysis
Observation Historiography Quasiexperimental
Policy research Observation
Polling Sociometry
Program evaluation Time-series analysis
Sociometry Tracer studies
Survey research
Tracer studies
Research Ethics

 The responsibility for ethical research has moved from

the sole domain of the individual researcher to the
collective domain of regulatory boards, councils and
committees who control both ethical and professional
standards.
 When developing a research proposal, consider the
implications of the topic, the methodology you intend to
employ and its relationship to the various principles
articulated here.
 The ultimate responsibility for ethical research lies with
you, the researcher.
Research Ethics 2

 The specific considerations and acceptable standards for ethical

research are as follows:
 • that risks to participants are minimized by research procedures
that do not unnecessarily expose them to risks;
 • that the risks to participants are outweighed by the anticipated
benefits of the research;
 • that the rights and welfare of participants are adequately
protected;
 • that the research will be periodically reviewed; and
 • that informed consent has been obtained and appropriately
documented.
Plan a project

Write a rough draft of a research

Share your idea(s) with your classmates