Educational Research Chapter 1: Introduction

Front 1

Chapter 1: Introduction to Educational Research
List and briefly describe the major steps involved in conducting a research study

Back 1

Five steps in the scientific method
1. Recognition and definition of the problem
2. Formulation of hypotheses
3. Collection of data
4. Analysis of data
5. Stating conclusions

Front 2

Chapter 1: Introduction to Educational Research
1.1 State the goal of the scientific method.

Back 2

The goal of all scientific endeavors is to
a) explain
b) predict
c) control phenomena

Front 3

Chapter 1: Introduction to Educational Research
1.2 Identify five methods of knowing and explain the limitations of each.

Back 3

1) Personal experience: How one is affected by an event depends on who one is; One frequently needs to know something that cannot be learned through experience; 2) Tradition:Traditions are often based on an idealized past. Traditions can be distant from current realities and the complexities associated with them. 3) Experts and authorities: Experts can be wrong; experts can disagree among themselves, as in a “second opinion.” 4) Logic:a) Inductive: In order to be certain of a conclusion one must observe all examples. All examples can be observed only in very limited situations where there are few members of the group. b) Deductive: You must begin with true premises in order to arrive at true conclusions. Deductive reasoning only organizes what is already known. 5) The scientific method

Front 4

Chapter 1: Introduction to Educational Research
1.3 Identify four limitations of the scientific method.

Back 4

Four main factors put limitations on the use of a scientific and disciplined inquiry approach:
1. Inability to answer 'Should' questions
2. Inability to capture the full richness of the research site and participants' complexity,
3. Limitations of measuring instruments
4. The need to address participants' ethical needs and responsibilities.

Front 5

Chapter 1: Introduction to Educational Research
1.4 Explain why the scientific method is preferred over other ways of knowing.

Back 5

This involves the acquisition of knowledge and the development and testing of theory
-The use of the scientific method is more efficient and reliable than any other source of knowledge.
-The scientific method is an orderly process that entails recognition and definition of a problem, formulation of hypotheses, collection of data, and statement of conclusions regarding confirmation or disconfirmation of the hypotheses

Front 6

Chapter 1: Introduction to Educational Research
1.5 Define educational research.

Back 6

Educational research is the formal, systemic application of the scientific method to the study of educational problems.

Front 7

Chapter 1: Introduction to Educational Research
1.6 Identify the general goal of educational research.

Back 7

The goal is to explain, predict, and/or control educational phenomena

Front 8

Chapter 1: Introduction to Educational Research
1.7 Describe the four steps for conducting educational research.

Back 8

Steps for conducting educational research
1. Selection of a problem
2. Use of specific research procedures to design and collect data
3. Analysis of data
4. Statement of conclusions based on the results of the data analyses

Front 9

Chapter 1: Introduction to Educational Research
1.8 Identify the difficulties associated with conducting educational research.

Back 9

-Involves human beings and the complexities associated with them
-Difficulties generalizing from specific studies
-Problems when imposing sufficient controls to conduct research in educational settings
-Complications when observing in educational settings
-Indirect measurement of the variables being studied

Front 10

Chapter 1: Introduction to Educational Research
2.1 Differentiate between quantitative and qualitative research methods in terms of underlying assumptions of the researchers.

Back 10

The quantitiative approach views the world as releatively stable, uniform, and coherent.
The underlying assumptions of qualitative research is that the world is neither stable, coherent, nor uniform, and therefore, there are may "truths"

Front 11

Chapter 1: Introduction to Educational Research
2.1.1 Differentiate between quantitative and qualitative research methods in terms of general purpose.

Back 11

General Purpose:
-Quantitave research is the collection and analysis of numerical data in order to explain, predict and or control phenomena.
-Qualitative research is the collection, analysis, and interprettion of comprehensive narrative and visual (nonnumerical) data in order to gain insights into a particular phenomenon of interest.

Front 12

Chapter 1: Introduction to Educational Research
2.1.2 Differentiate between quantitative and qualitative research methods in terms of specific characteristics.

Back 12

Key features of quantitaitve research are hypotheses that predict the results of the rearch before the study begins; control of contextual factors that might influence the study; collection of data from sufficient samples of participants; and use of numerical, statistical approaches to analyze the collected data.
-Key features of qualitiative research include defining the problem, but not necessarily at the start of the study, studying contextual factors in the participants' settings; collecting data from a small number of purposely selected participants, and using nonnumerical, interpretive approaches to provide narrative descriptions of the participants and their contexts.

Front 13

Chapter 1: Introduction to Educational Research
3.1 Identify the two major approaches by which research can be classified.

Back 13

Research studies can be classified in a nunber of ways. Two major approaches are to:
1. classify by purpose
2. classify by method.

Front 14

Chapter 1: Introduction to Educational Research
3.2 Describe what is meant by purpose as a way to classify research studies.

Back 14

Purpose: The degree of direct applicability of research to educational practices and settings

Front 15

Chapter 1: Introduction to Educational Research
3.3 Identify the five categories discussed by the authors with respect to the purpose of the research.

Back 15

Five categories:
1. Basic
2. Applied
3. Evaluation
4. Research and development (R & D)
5. Action

Front 16

Chapter 1: Introduction to Educational Research
3.4.1 Describe the unique purpose of basic research.

Back 16

Basic:research conducted solely for the purpose of developing or refining a theroy. Collection and analysis of data to develop or enhance theory. Examples related to learning theory Piaget, Constructivism, Mastery learning, Gardner’s multiple intelligences

Front 17

Chapter 1: Introduction to Educational Research
3.4.2 Describe the unique purpose of applied research

Back 17

Applied research is conducted for the purpose of applying, or testing, a theory to determine its usefulness in sovling practical problems.
Examples:
- Developing a seventh grade social studies curriculum around a problem-solving approach to learning.
- Examining the effectiveness of a computer-based algebra program developed around a mastery learning approach.
- Accommodating varied learning styles when teaching lessons in modern literature.

Front 18

Chapter 1: Introduction to Educational Research
3.4.3 Describe the unique purpose of Evaluation research

Back 18

The systemic collection and analysis of data about the quality, effectiveness, merit, or value of programs, products, or practices, to make decisions related to the merit or worth of a specific program.
- Merit relates to a program accomplishing what it was supposed to accomplish.
- Worth relates to the value attached to a program by those using it.

Front 19

Chapter 1: Introduction to Educational Research
3.4.4 Describe the unique purpose of Research and Development research

Back 19

The development of effective products for use in schools.
Examples:
- The development of the software to create a computerized algebra program that incorporates an individualized mastery learning approach to teaching basic algebraic concepts.
- The development of a Smart Board to enhance a teacher’s use of technology in the classroom

Front 20

Chapter 1: Introduction to Educational Research
3.4.5 Describe the unique purpose of Action research

Back 20

The collection and analysis of data to provide a solution to the practical, valued problems of educators within their own school or organization
Examples:
- How can our college move to a performance based model for undergraduate teacher preparation programs?
- How can disciplinary policies be enforced consistently in our school?

Front 21

Chapter 1: Introduction to Educational Research
3.5 Describe what is meant by method as a way to classify research studies.

Back 21

The overall strategies followed to collect and analyze data. Two general categories of methods currently being used in educational research
1. Quantitative
2. Qualitative

Front 22

Chapter 1: Introduction to Educational Research
3.6 Describe the general purpose of quantitative research, identify six characteristics of it, and discuss the underlying assumptions of a quantitative researcher.

Back 22

General purpose: Collect and analyze data to explain, predict, or control phenomena of interest. Describe current conditions, investigate relationships, study causes and effects.
Six Characteristics: 1. Numerical data 2.Use of formally stated hypotheses and procedures 3. Use of controls to minimize the effects of factors that could interfere with the outcome of the research. 4.Large numbers of participating subjects. 5. An objective, detached researcher. 6. Use of pencil and paper tests, questionnaires, etc.

Assumptions of the researcher
We live in a stable, uniform, and coherent world; we can measure, understand, and generalize about our world; generally regarded as a positivistic perspective

Front 23

Chapter 1: Introduction to Educational Research
3.7 List five types of quantitative research designs in terms of the unique purpose and characteristics of each.

Back 23

Five basic designs
1. Descriptive
2. Correlational
3. Causal-comparative
4. Experimental
5. Single subject

Front 24

Chapter 1: Introduction to Educational Research
3.7.1 Describe the unique purpose and characteristics of descriptive research design.

Back 24

Purpose – to describe the current status of a variable of interest to the researcher
Examples:
- How many students drop out of school in Louisiana?
- What are the attitudes of parents, students, and teachers concerning an extended school year?
- What kinds of activities typically occur in sixth-grade art classes, and how frequently does each occur?
- To what extent are elementary teachers using math manipulatives?

Front 25

Chapter 1: Introduction to Educational Research
3.7.2 Describe the unique purpose and characteristics of Correlational research design.

Back 25

Correlational
Purpose – to ascertain the extent to which two or more variables are statistically related

Examples
- What is the relationship between ACT scores and freshman grades?
- Is a teacher’s sense of efficacy related to his/her effectiveness?
- Do significant relationships exist between the types of activities used in math classrooms and student achievement?

This design does NOT imply causation

Front 26

Chapter 1: Introduction to Educational Research
3.7.3 Describe the unique purpose and characteristics of Causal-comparative research design.

Back 26

Purpose – to explore relationships among variables that cannot be actively manipulated or controlled by the researcher

Examples:
- What is the effect of part-time employment on the achievement of high school students?
- What characteristics differentiate students who drop out from those who do not?
- What is the effect of attending a magnet school on student attitude?

An important characteristic is that the independent variable has already been manipulated

Front 27

Chapter 1: Introduction to Educational Research
3.7.4 Describe the unique purpose and characteristics of Experimental research design

Back 27

Experimental
Purpose – to establish cause and effect relationships between variables

Examples:
- What is the effect of teaching with (1) a co-operative groups strategy or (2) a traditional lecture approach on students’ achievement?
- What is the effect of teaching with manipulatives vs. a traditional algorithm approach on students’ test scores?

The important characteristics are that the researcher manipulates the independent variable and controls extraneous variables

Front 28

Chapter 1: Introduction to Educational Research
3.7.5 Describe the unique purpose and characteristics of Single subject research design.

Back 28

Single subject
Purpose – to investigate cause and effect relationships with samples of one (1)

Examples
- What is the effect of a behavior modification program on John’s conduct in class?
- What is the effect of a behavioral training program on Joan’s ability to complete her performance tasks?

The important characteristic is the use of specific interventions to cause behavioral changes in low incidence populations (e.g., special education)

Front 29

Chapter 1: Introduction to Educational Research
3.8 Describe the general purpose of qualitative research, and discuss the underlying assumptions of a qualitative researcher.

Back 29

General purpose
To probe deeply into the research setting to obtain in-depth understandings about the way things are, why they are like that, and how participants perceive them
The need to create a sustained, in-depth, in context study that allows the researcher to uncover subtle, less overt personal understandings

Assumptions of the researcher
All meaning is situated in a particular perspective or context
Different people and groups often have different perspectives and contexts, so there are many different meanings in the world
Generally regarded as a post-positivistic perspective

Front 30

Chapter 1: Introduction to Educational Research
3.8.1 Identify six characteristics of qualitative research.

Back 30

1. There are no hypotheses guiding the researcher, rather a general issue known as the foreshadowed problem suggests the general issues of concern
2. Problems and methods tend to evolve over the course of the study as understanding of the research context and participants deepens
3. Phenomena are examined as they exist in a natural context, and they are viewed from the participants’ perspectives
4. There are few participants involved in the study
5. Data analysis is interpretative in nature
6. The researcher interacts extensively with the participants

Front 31

Chapter 1: Introduction to Educational Research
3.9 Describe two types of qualitative research designs in terms of the unique purpose of each.

Back 31

Narrative
Purpose – focus on studying a single person and gathering data through the collection of stories that are used to construct a narrative about the individual’s experience and the meanings he/she attributes to them. Examples: What are the experiences of a veteran teacher who has been moved into an administrative position in her school? What does “inclusion” mean to a special needs child who is placed in a regular education classroom?
Ethnography
Purpose – to obtain an understanding of the shared beliefs and practices of a particular group or culture. Examples: What is the nature of the problems teachers encounter when they begin using a constructivist approach to instruction after having taught using a very traditional approach for ten years? Why does a sense of failure permeate everything about this particular high school?

Front 32

Chapter 1: Introduction to Educational Research
3.10 Explain why it is important to identify the type of research method in a study.

Back 32

The type of research method needed for a given study depends on the problem to be studied. The same general problem can be investigated using many types of research. Knowing the type of research applied helps one identify the important aspects to examine in evaluating the study.

Front 33

Chapter 1: Introduction to Educational Research
3.11 Describe the complementary nature of quantitative and qualitative approaches.

Back 33

Complementary nature of quantitative and qualitative approaches
Different purposes of research: Explanatory, Exploratory
Consideration of the strengths and weaknesses of different approaches for specific purposes