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MTE 3113 ACTION RESEARCH 1
(PRIMARY MATHEMATICS) METHODOLOGY
TOPIC 2TYPES OF
EDUCATIONAL RESEARCH(2 hours)
Types of educational research Various types of educational
research design
Types of educational research Basic research Applied research Action research Evaluation research
Basic research orPure research, or
Fundamental research
Basic research (theory testing) is intended to extent knowledge
Research with primary purpose of generating new knowledge in order to refine or expand existing theories (Moore, 1983)
Applied Research Applied research is intended to
solve a problem Research with primary purpose of
testing theoretical concepts in actual situations in order to develop generalizable applications (Moore, 1983)
Action Research Research with primary purpose of
solving a specific, intermediate, concrete problem in a local setting.
Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research. (Watts, 1985, p. 118)
Evaluation Research
Evaluation with the primary purpose of assessing of the effectiveness of a product, process, or program in terms of specific goals and objectives.
Evaluation research seeks to provide objective assessments of past, present, or proposed programs of action.
Evaluation Research
Research in which the researcher attempts to make judgments about the merit, value or worth of educational program, projects materials and techniques. (Borg and Gall, 1989)
Various Types of Educational Research Design
Experimental Quasi-
experimental Survey Correlation
Ethnography Case study Historical
QUANTITATIVERESEARCH
QUALITATIVERESEARCH
Various Types of Educational Research Design
Experimental Quasi-
experimental Survey Correlation
Ethnography Case study Historical
QUANTITATIVERESEARCH
QUALITATIVERESEARCH
QUANTITATIVE RESEARCH 1. Experimental
Experimental research (ER) is used when the problem calls for the investigation of a cause-and-effect relationship between two or more variables
“Experiment provides the most rigorous test of causal hypotheses available to researcher” (Borg & Gall, 1989)
QUANTITATIVE RESEARCH 1. Experimental
The experiment is a situation in which a researcher objectively observes phenomena which are made to occur in a strictly controlled situation where one or more variables are varied and the others are kept constant.
Research in which the researcher manipulate a variable in order to determine what happens as result of such manipulation. (Cook, 1965)
The researcher establishes different treatments and then study their effects. (Fraenken & Wallen, 1990)
QUANTITATIVE RESEARCH 1. Experimental
The research in which (1) the experimenter has manipulative control over the independent variable, (2) the subjects are randomly assigned to level od independent variables or to different treatment (Moore, 1983)
The research in which at least one variable is deliberately manipulated in order to enable the researcher to determine the effect of that variation.(Wiersma, 1980)
Try something and systematically observe what happens.
Formal experiment consist of two basic conditions:
First, at least two (but often more) conditions or methods are compared to assess the effect (s) of particular conditions or “treatment” (the independent variable)….
1. Experimental Research(Essential characteristics)
Second, the independent variable is directly manipulated by the researcher.
Change is planned for and deliberately manipulated in order to study its effects on one or more outcomes (dependent variable)
Frankel & Wallen (1993, p242-244)
1. Experimental Research(Essential characteristics)
1. Experimental Research(Examples)
A researcher wants to examine the effect of computer aided instruction has on the Mathematics achievement of Form Four students
Frankel & Wallen (1993, p242-243)
1. Experimental Research(Essential characteristics)
Experimental group
Control group
Receives a treatment(independent variable)
manipulate
Receives NO treatment
Outcome(dependent
variable)
Outcome(dependent
variable)
Cause Effectand
Frankel & Wallen (1993, p242-243)
1. Experimental Research(Essential characteristics)
Experimental group
Single variable experiment
Receives a treatment(ONE independent variable) Outcome
(dependentvariable)Factorial experiment
Receives more than one treatment
(MORE THAN ONE independent variable)
Pre-experimental research designs or “weak” research designs
True experimental research designs Quasi-experimental research designs
Campbell & Stanley (1963)
Experimental ResearchDesigns
One shot case study (X O or X O)
One group pretest-posttest research design (O X O or O1 X O1)
Static group comparison
Pre-experimental(3 designs)
X O O
X1 OX2 O
or X O1 O2
X1 O2X2 O2-
True experimental research designs
The pretest-posttest control group research design
The Solomon four group research design
Posttest-only control group research design
R O X OR O O
M O X OM O O
R O X OR X O
R O OR O
R X OR O
Various Types of Educational Research Design
Experimental Quasi-
experimental Survey Correlation
Ethnography Case study Historical
QUANTITATIVERESEARCH
QUALITATIVERESEARCH
Quasi-experimental
The research in which (1) the experimenter has manipulative control over the independent variable, (2) the subjects are NOT randomly assigned to level od independent variables or to different treatment (Moore, 1983)
How and When to use Quasi-experimental research
Used when you have control over the “when and the whom of measurement”, but lack control over the “when and to whom of exposure.”
Common in educational research.
Quasi-experimental (4 research designs)
The non-randomized pretest-post test control group research design
The time series one group only research design
O X OO O
O O O O X O O O O
Quasi-experimental (4 research designs)
The time series control group only research design
Equivalent Time sample research design
O O O O X O O O O
O O O O O O O O
[ X1 O1] [ X0 O2] [ X1 O3] [ X0 O4]
Various Types of Educational Research Design
Experimental Quasi-
experimental Survey Correlation
Ethnography Case study Historical
QUANTITATIVERESEARCH
QUALITATIVERESEARCH
Survey Research (SR) The researcher uses survey research in order
to describe existing characteristics of a large group of person
The validity of SR is highly dependent upon two crucial factors – (1) quality of instrument and (2) sample is representative of the population
4 basic methods of collecting data – direct administration, mail surveys, telephone surveys, and personal interviews
Survey Research (SR) The data collection tools are used in
survey to obtain stadardized information from all subjects in the sample – requires (1) same instrument, (2) the conditions of administration be as similar as possible to each person in the sample
The instrument – reliable and valid Generalization of the findings is central
Correlation Research To find if the data has an observable
relationship that can be further specified in terms of magnitude and/or an increase or decrease.
Correlation indicates the strength and direction of a linear relationship between variables.
Various Types of Educational Research Design
Experimental Quasi-
experimental Survey Correlation
Ethnography Case study Historical
QUANTITATIVERESEARCH
QUALITATIVERESEARCH
QUALITATIVE RESEARCH(ETHNOGRAPHIC)
Ethnography can be defined as an in-depth analytical description of and intact cultural scene.
Anthropologist used participant observation method to obtain insider viewpoints- continuous observation – video and audio
QUALITATIVE RESEARCH(ETHNOGRAPHIC)
For classroom interaction, educational researcher uses non-participant observation – make lengthy hand written notes
Qualitative researcher in education collect data over a much shorter period of time than is customary in anthropological field studies.
QUALITATIVE RESEARCH(ETHNOGRAPHIC – value system)
Phenomenology – adopt the insider viewpoint Holism – attempt to perceive big picture
rather than focusing on a few elements Nonjudgmental orientation – the emphasis is
on recording the total situation in qualitative terms with superimposeing one’s own value system.
Contextualization – all data must be considered in the context of the enviroment.
Various Types of Educational Research Design
Experimental Quasi-
experimental Survey Correlation
Ethnography Case study Historical
QUANTITATIVERESEARCH
QUALITATIVERESEARCH
QUALITATIVE RESEARCH(Case Study)
Involves the researcher who makes a detailed examination of single subject or group or phenomenon.
Employs a variety of data collection method- in-depth observation
There is also a multiple case study
QUALITATIVE RESEARCH(Case Study – 5 types)
Historical case study of organization Observational case study Oral histories – interviewing a single
person Situational analysis- e.g. vandalism-
interview many parties Clinical case study – a child with
specific learning disabilities
Various Types of Educational Research Design
Experimental Quasi-
experimental Survey Correlation
Ethnography Case study Historical
QUANTITATIVERESEARCH
QUALITATIVERESEARCH
QUALITATIVE RESEARCH(Historical)
The researcher systematically examines documents and other sources in order to achieve a better understanding of present institutions, practices and problems- to answer why?
Enable the researcher to learn the past dicoveries and mistakes; to identify need of education reform; predict future trends.
Not writing “a history”
QUALITATIVE RESEARCH(Historical-quality)
The quality of the data gathered- are words, witness, newspaper account – original correspondence, diaries - artifacts
The nature of interpretation made by the researcher
QUALITATIVE RESEARCH(Historical – validity of data)
External validity or external criticism– is it genuine?-techniques – using carbon dating, writing analysis, paper analysis, vocabulary
Internal validity or internal criticism– what do the words mean?
QUALITATIVE RESEARCH(Historical – time and space)
History is dimensional Time – chronology Space – help to explain relationship
Tutorial 2(1 Hour)
Constrast purposes, strength and weaknesses of each of the research design using a table
THANK YOU