Core Course Paper 1: Methodology of Educational Research Saurashtra University: M.Ed.(2011-12) Semester 1
Core Course Paper – 1: Methodology of Education Research
Chapter 1: Concept of Educational Research
1.1: Concept of Educational Research: Meaning, Characteristics and contribution to knowledge
What is Educational Research?
Generally, educational research is defined as research that investigates the behaviour of students, teachers,
administrators, parents and other members of the community who interact with educational institutions. The
word behaviour is taken broadly to mean such phenomena as learning, attitudes, aptitudes, abilities,
interests, practices, processes, emotions and so forth.
An area that has been the focus of educational research for decades is "learning". Since education is
fundamentally concerned with the development of individuals, the central purpose educational research is to
find ways to improve student learning. For example, a classroom teacher experimenting with alternative
ways of explaining laws of physics and a full-time researcher comparing the effectiveness of different
reading methods in early literacy programmes are both engaged in a search for ways to improve student
learning, and, in this sense, are both engaged in educational research.
Definition
Educational research is a careful, systematic investigation into any aspect of education. From the French
word "recherche" which means to travel through or survey.
The nature of educational research is analogous with the nature of research itself, which is systematic,
reliable and valid to find the “truth”, investigates knowledge, and solves problems (William Wiersma,
1991). Moreover, educational research process involves steps to collect the information in order to
investigate problems and knowledge. However, the educational research is more complex because it can use
various approaches and strategies to solve problems in educational setting. It also can involve many
disciplines such as anthropology, sociology, behaviour, and history. In addition, educational research is
important because of contributing knowledge development, practical improvement, and policy information
(John W.Creswell, 2005). Therefore, educators can use those research findings to improve their
competences and teaching and learning process.
Furthermore, the characteristics of educational research are a part of its nature. According to Gary
Anderson (1998), there are ten characteristics of educational research. I tried to classify those into three
categories, which are the purpose of research, the procedures of research, and the role of researcher. The
purposes of research are to solve the problems, investigate knowledge, and establish the principles in
educational phenomena. In short, it focuses on solving the problems and developing knowledge.
Furthermore, procedure is an important characteristic of educational research, which involves collecting data
with accurate observation, objective interpretation, and verification. Finally, researchers need to be experts
and familiar with their field of study, using the data to develop solutions and increase knowledge. The
researchers also need to be patient and careful to use every step of research’s procedures to achieve the
purpose of research.
Purposes for Studying Educational Research
1. To orient students to the nature of educational research: its purposes, forms, and importance.
2. To provide information which helps students become more intelligent consumers of educational
research: where to locate it, how to understand it and critique it.
3. To provide information on the fundamentals of doing educational research such as selecting a
problem, using available tools, organizing a project, etc.
Prepared by: Vishal S. Varia Roll No: 38 Dept. of Education (Sau. Uni. Campus) Page 1 of 49
,Core Course Paper 1: Methodology of Educational Research Saurashtra University: M.Ed.(2011-12) Semester 1
Characteristics of Educational Research:
Research is a way of thinking and to qualify as a research it needs to have certain characteristics such as
follows (adaptation of Leedy, 1993, Borg & Borg, 1983)
Research begins with a question in the mind of the researcher.
You need only to look around and everywhere you see phenomena which will arouse your curiosity. For
example, why are children in this school unable to read? Why are girls performing better than boys? These
are situations in which the meaning of which you do not comprehend. By asking relevant questions we
create an inquisitive environment which is the prerequisite for research. Research arises from a question that
is intelligently asked with regards to a phenomenon that the researcher observes and is puzzling him or her.
Research requires a plan.
One does not discover the truth or explanations about a phenomenon without serious and meticulous
planning. Research is not just by looking-up something in the hope of coming across the solution to your
problem. Rather it entails a definite plan, direction and design.
Research demands a clear statement of the problem.
Successful research begins with a clear, simple statement of the problem. The statement of the problem
should be stated precisely and grammatically complete, must set forth what it seeks to discover and enables
one to see what one is attempting to research
Research deals with the main problem through subproblems.
Divide the main problem into appropriate subproblems, all of which when resolved will result in the solution
of the main research problem.
Research seeks direction through appropriate hypotheses
Having stated the problem and the related subproblems, the subproblems are then each viewed through
logical constructs called hypotheses. A hypothesis is a logical supposition, a reasonable guess, an educated
conjecture which may give direction to thinking with respect to the problem, and thus, aid in solving it.
Research deals with facts and their meaning.
Having defined the problem, the subproblems and hypothesis, the next step is to collect whatever facts
pertinent to the problem. Organise the data collected into a form that is potentially meaningful.
1.2: Types of Educational Research
There is not general agreement on the types of educational research which exist. The types that will be
presented in this primer are as follows:
Ethnographic - attempts to describe group behavior and interactions in social settings. It relies on
qualitative techniques especially observation and careful recording of events and social interactions.
Historical - attempts to describe and explain conditions of the past. It generally relies on qualitative
data such as written documents and oral histories.
Descriptive - attempts to describe and explain conditions of the present. It relies on qualitative and
quantitative data gathered from written documents, personal interviews, test results, surveys, etc.
Correlational - attempts to explore relationships or make predictions. It relies on quantitative data
such as test scores, grade point averages, attitudinal instruments, etc. which can be correlated and
shown that some relationship exists between or among them.
Action and Evaluation Research - attempts to determine the value of a product, procedure, or
program in a particular (e.g., school, district) setting with the goal of improving same. Action and
evaluation research does not attempt to generalize results for a broader population.
Prepared by: Vishal S. Varia Roll No: 38 Dept. of Education (Sau. Uni. Campus) Page 2 of 49
, Causal Comparative - attempts to explore cause and effect relationships where causes already exist
Core Course Paper 1: Methodology of Educational Research Saurashtra University: M.Ed.(2011-12) Semester 1
and cannot be manipulated. It relies on both qualitative and quantitative data such as written
documents, interviews, test scores, etc.
Experimental - attempts to explore cause and effect relationships where causes can be manipulated
to produce different kinds of effects. It relies mostly on quantitative data such as test scores and
measures of performance.
Purpose Examples
Qualitative To provide rich narrative descriptions with Observations of school renewal
words of phenomena that enhance teams to understand the role of
understanding. parents.
Quantitative To describe phenomena numerically to answer The relationship between amount
specific questions or hypotheses. of homework and student
achievement.
Basic To increase knowledge and understanding of Understand how feedback affects
phenomena. motivation or leraning styles of
adolescents.
Applied To solve practical educational problems. Determine best approach to train
teachers to use portfolios for
assessment.
Evaluation To make a decision about a program or activity. Decide whether to keep or phase
out a prekindergarten program.
Action To improve practice in a school or classroom. Determine which grouping
procedure results in the highest
achievement for all students.
Non-Experimental To describe and predict phenomena without Determine the relationship
manipulating factors that influence the between socioeconomic status
phenomena. and attitudes.
Experimental To determine the causal relationship between Determine which of two
two or more phenomena by direct manipulation approaches to teaching science
of factors that influence student performance or results in the highest student
behavior. achievement.
1.3: Areas of Educational Research: to be taken from external sources
1.4: Steps of Research Problems:
No unique style, format is declared and no rigidity is found to determine the steps of educational research.
However, there are some common character found almost on each research process and those could be
considered as the steps of educational research.
1. Topic selection 7. Proposal writing 13. Data analysis with
2. Literature review 8. Considering ethical points appropriate techniques
3. Identification of 9. Tools development 14. Writing the individual
limitations in previous 10. Data collection findings and then compare
research 11. Validity and reliability of 15. Recommendation
4. Rationale data 16. Suggestion for further
5. Objective of the study 12. Data collecting and studies
6. Appropriate methodology finalizing
Prepared by: Vishal S. Varia Roll No: 38 Dept. of Education (Sau. Uni. Campus) Page 3 of 49
, Core Course Paper 1: Methodology of Educational Research Saurashtra University: M.Ed.(2011-12) Semester 1
Chapter 2: RESROURCES FOR RESEARCH
2.1 Purpose of literature review:
A literature review is an evaluative report of studies found in the literature related to your selected
area. The review should describe, summarize, evaluate and clarify this literature. It should give a theoretical
basis for the research and help you determine the nature of your own research. Select a limited number of
works that are central to your area rather than trying to collect a large number of works that are not as
closely connected to your topic area.
A literature review goes beyond the search for information and includes the identification and
articulation of relationships between the literature and your field of research. While the form of the literature
review may vary with different types of studies, the basic purposes remain constant:
Provide a context for the research
Justify the research
Ensure the research hasn't been done before (or that it is not just a "replication study")
Show where the research fits into the existing body of knowledge
Enable the researcher to learn from previous theory on the subject
Illustrate how the subject has been studied previously
Highlight flaws in previous research
Outline gaps in previous research
Show that the work is adding to the understanding and knowledge of the field
Help refine, refocus or even change the topic
2.2 Major steps in literature Review:
Prepared by: Vishal S. Varia Roll No: 38 Dept. of Education (Sau. Uni. Campus) Page 4 of 49
Core Course Paper – 1: Methodology of Education Research
Chapter 1: Concept of Educational Research
1.1: Concept of Educational Research: Meaning, Characteristics and contribution to knowledge
What is Educational Research?
Generally, educational research is defined as research that investigates the behaviour of students, teachers,
administrators, parents and other members of the community who interact with educational institutions. The
word behaviour is taken broadly to mean such phenomena as learning, attitudes, aptitudes, abilities,
interests, practices, processes, emotions and so forth.
An area that has been the focus of educational research for decades is "learning". Since education is
fundamentally concerned with the development of individuals, the central purpose educational research is to
find ways to improve student learning. For example, a classroom teacher experimenting with alternative
ways of explaining laws of physics and a full-time researcher comparing the effectiveness of different
reading methods in early literacy programmes are both engaged in a search for ways to improve student
learning, and, in this sense, are both engaged in educational research.
Definition
Educational research is a careful, systematic investigation into any aspect of education. From the French
word "recherche" which means to travel through or survey.
The nature of educational research is analogous with the nature of research itself, which is systematic,
reliable and valid to find the “truth”, investigates knowledge, and solves problems (William Wiersma,
1991). Moreover, educational research process involves steps to collect the information in order to
investigate problems and knowledge. However, the educational research is more complex because it can use
various approaches and strategies to solve problems in educational setting. It also can involve many
disciplines such as anthropology, sociology, behaviour, and history. In addition, educational research is
important because of contributing knowledge development, practical improvement, and policy information
(John W.Creswell, 2005). Therefore, educators can use those research findings to improve their
competences and teaching and learning process.
Furthermore, the characteristics of educational research are a part of its nature. According to Gary
Anderson (1998), there are ten characteristics of educational research. I tried to classify those into three
categories, which are the purpose of research, the procedures of research, and the role of researcher. The
purposes of research are to solve the problems, investigate knowledge, and establish the principles in
educational phenomena. In short, it focuses on solving the problems and developing knowledge.
Furthermore, procedure is an important characteristic of educational research, which involves collecting data
with accurate observation, objective interpretation, and verification. Finally, researchers need to be experts
and familiar with their field of study, using the data to develop solutions and increase knowledge. The
researchers also need to be patient and careful to use every step of research’s procedures to achieve the
purpose of research.
Purposes for Studying Educational Research
1. To orient students to the nature of educational research: its purposes, forms, and importance.
2. To provide information which helps students become more intelligent consumers of educational
research: where to locate it, how to understand it and critique it.
3. To provide information on the fundamentals of doing educational research such as selecting a
problem, using available tools, organizing a project, etc.
Prepared by: Vishal S. Varia Roll No: 38 Dept. of Education (Sau. Uni. Campus) Page 1 of 49
,Core Course Paper 1: Methodology of Educational Research Saurashtra University: M.Ed.(2011-12) Semester 1
Characteristics of Educational Research:
Research is a way of thinking and to qualify as a research it needs to have certain characteristics such as
follows (adaptation of Leedy, 1993, Borg & Borg, 1983)
Research begins with a question in the mind of the researcher.
You need only to look around and everywhere you see phenomena which will arouse your curiosity. For
example, why are children in this school unable to read? Why are girls performing better than boys? These
are situations in which the meaning of which you do not comprehend. By asking relevant questions we
create an inquisitive environment which is the prerequisite for research. Research arises from a question that
is intelligently asked with regards to a phenomenon that the researcher observes and is puzzling him or her.
Research requires a plan.
One does not discover the truth or explanations about a phenomenon without serious and meticulous
planning. Research is not just by looking-up something in the hope of coming across the solution to your
problem. Rather it entails a definite plan, direction and design.
Research demands a clear statement of the problem.
Successful research begins with a clear, simple statement of the problem. The statement of the problem
should be stated precisely and grammatically complete, must set forth what it seeks to discover and enables
one to see what one is attempting to research
Research deals with the main problem through subproblems.
Divide the main problem into appropriate subproblems, all of which when resolved will result in the solution
of the main research problem.
Research seeks direction through appropriate hypotheses
Having stated the problem and the related subproblems, the subproblems are then each viewed through
logical constructs called hypotheses. A hypothesis is a logical supposition, a reasonable guess, an educated
conjecture which may give direction to thinking with respect to the problem, and thus, aid in solving it.
Research deals with facts and their meaning.
Having defined the problem, the subproblems and hypothesis, the next step is to collect whatever facts
pertinent to the problem. Organise the data collected into a form that is potentially meaningful.
1.2: Types of Educational Research
There is not general agreement on the types of educational research which exist. The types that will be
presented in this primer are as follows:
Ethnographic - attempts to describe group behavior and interactions in social settings. It relies on
qualitative techniques especially observation and careful recording of events and social interactions.
Historical - attempts to describe and explain conditions of the past. It generally relies on qualitative
data such as written documents and oral histories.
Descriptive - attempts to describe and explain conditions of the present. It relies on qualitative and
quantitative data gathered from written documents, personal interviews, test results, surveys, etc.
Correlational - attempts to explore relationships or make predictions. It relies on quantitative data
such as test scores, grade point averages, attitudinal instruments, etc. which can be correlated and
shown that some relationship exists between or among them.
Action and Evaluation Research - attempts to determine the value of a product, procedure, or
program in a particular (e.g., school, district) setting with the goal of improving same. Action and
evaluation research does not attempt to generalize results for a broader population.
Prepared by: Vishal S. Varia Roll No: 38 Dept. of Education (Sau. Uni. Campus) Page 2 of 49
, Causal Comparative - attempts to explore cause and effect relationships where causes already exist
Core Course Paper 1: Methodology of Educational Research Saurashtra University: M.Ed.(2011-12) Semester 1
and cannot be manipulated. It relies on both qualitative and quantitative data such as written
documents, interviews, test scores, etc.
Experimental - attempts to explore cause and effect relationships where causes can be manipulated
to produce different kinds of effects. It relies mostly on quantitative data such as test scores and
measures of performance.
Purpose Examples
Qualitative To provide rich narrative descriptions with Observations of school renewal
words of phenomena that enhance teams to understand the role of
understanding. parents.
Quantitative To describe phenomena numerically to answer The relationship between amount
specific questions or hypotheses. of homework and student
achievement.
Basic To increase knowledge and understanding of Understand how feedback affects
phenomena. motivation or leraning styles of
adolescents.
Applied To solve practical educational problems. Determine best approach to train
teachers to use portfolios for
assessment.
Evaluation To make a decision about a program or activity. Decide whether to keep or phase
out a prekindergarten program.
Action To improve practice in a school or classroom. Determine which grouping
procedure results in the highest
achievement for all students.
Non-Experimental To describe and predict phenomena without Determine the relationship
manipulating factors that influence the between socioeconomic status
phenomena. and attitudes.
Experimental To determine the causal relationship between Determine which of two
two or more phenomena by direct manipulation approaches to teaching science
of factors that influence student performance or results in the highest student
behavior. achievement.
1.3: Areas of Educational Research: to be taken from external sources
1.4: Steps of Research Problems:
No unique style, format is declared and no rigidity is found to determine the steps of educational research.
However, there are some common character found almost on each research process and those could be
considered as the steps of educational research.
1. Topic selection 7. Proposal writing 13. Data analysis with
2. Literature review 8. Considering ethical points appropriate techniques
3. Identification of 9. Tools development 14. Writing the individual
limitations in previous 10. Data collection findings and then compare
research 11. Validity and reliability of 15. Recommendation
4. Rationale data 16. Suggestion for further
5. Objective of the study 12. Data collecting and studies
6. Appropriate methodology finalizing
Prepared by: Vishal S. Varia Roll No: 38 Dept. of Education (Sau. Uni. Campus) Page 3 of 49
, Core Course Paper 1: Methodology of Educational Research Saurashtra University: M.Ed.(2011-12) Semester 1
Chapter 2: RESROURCES FOR RESEARCH
2.1 Purpose of literature review:
A literature review is an evaluative report of studies found in the literature related to your selected
area. The review should describe, summarize, evaluate and clarify this literature. It should give a theoretical
basis for the research and help you determine the nature of your own research. Select a limited number of
works that are central to your area rather than trying to collect a large number of works that are not as
closely connected to your topic area.
A literature review goes beyond the search for information and includes the identification and
articulation of relationships between the literature and your field of research. While the form of the literature
review may vary with different types of studies, the basic purposes remain constant:
Provide a context for the research
Justify the research
Ensure the research hasn't been done before (or that it is not just a "replication study")
Show where the research fits into the existing body of knowledge
Enable the researcher to learn from previous theory on the subject
Illustrate how the subject has been studied previously
Highlight flaws in previous research
Outline gaps in previous research
Show that the work is adding to the understanding and knowledge of the field
Help refine, refocus or even change the topic
2.2 Major steps in literature Review:
Prepared by: Vishal S. Varia Roll No: 38 Dept. of Education (Sau. Uni. Campus) Page 4 of 49
