Fundamentals of Research in Education course content

1. Lecturer: Yee Bee Choo
IPGKTHO
Topic 1b

2. Research???
‘Re’ means again and again and ‘Search’ means to find out something.

3. Types of Research
Criteria Types
On the basis of
Objectives
Basic/
Fundamental
Research
Applied
Research
Action Research Evaluation
Research
On the Basis of
Nature of Data
Quantitative Research Qualitative research
On the basis of
Nature of
Findings
Explanatory
Research
Exploratory
Research
Descriptive Research
On the basis
Experimental
manipulations
Experimental Research Non-Experimental Research
On the basis of
approach
involved
Longitudinal Research Cross Sectional Research

4. Types of Educational Research
Basic
Research
Applied
Research
Action
Research
Evaluation
Research

5. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
BASIC RESEARCH
Basic (aka fundamental or pure or experiment ) research is
driven by a scientist's curiosity or interest in a scientific
question. The main objective is to expand man's knowledge,
not to create or invent something. The questions are not easily
answered. There is no obvious commercial value to the
discoveries that result from basic research.
It is the process of collecting and analysing information to
develop or enhance a theory.
For example, basic science investigations probe for answers to
questions such as:
• How did the universe begin?
• What are protons, neutrons, and electrons composed of?
• What motivates an offender to change?
• Why do some young people join gangs while others do not –
and why do some of those who join leave while others stay?

6. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
BASIC RESEARCH
Salient Features:
• Based on the belief ‘Knowledge for the knowledge’s
sake’.
• Collection and analysis of data to develop or enhance
theory
• Advancement of knowledge.
• Understanding of theoretical relationship between
variables
Examples of Learning Theories:
• Pavlov’s (1902) Classical Conditioning theory
(Behaviourism)
• Piaget’s (1958) Theory of Cognitive Development
• Bruner’s (1960) Constructivist Theory
• Vygotsky’s (1978) Theory of Sociocultural
• Gardner’s (1983; 1999) Multiple Intelligences

12. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
APPLIED RESEARCH
Applied research refers to scientific study and research that
seeks to solve practical problems. Applied research is used to
find solutions to everyday problems, cure illness, and develop
innovative technologies, rather than to acquire knowledge for
knowledge's sake.
It is conducted for the purpose of applying or testing theory
and evaluating its usefulness for solving problems.
As such, applied research establishes connections among
goals and objectives, actions taken and results obtained:
• How can we improve agricultural crop production?
• How to improve the energy efficiency of homes, offices?
• What criminal justice policies will help us reduce crime in
our area and improve public safety?
• How much money can we save by implementing a jail
diversion program?

13. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
APPLIED RESEARCH
Salient Features:
• Solve specific, practical questions
• Can be exploratory, but usually descriptive
• Involves precise measurement of the characteristics
and describes relationships between variables of a
studied phenomenon
• Collection and analysis of data to examine the
usefulness of theory in solving practical educational
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

14. • Basic / Fundamental Research – type of
research that may have limited direct
application but in which the researcher has
careful control of the conditions
• Applied research – type of research that has
direct value to practitioners but in which the
researcher has limited control over the
research setting
BASIC VS APPLIED RESEARCH

15. • The interaction of basic and applied research
– Basic research provides the theory that
produces the concepts for solving educational
problems
– Applied research provides the data to help
support, guide, and revise the development
theory
– Doing basic research ensures that applied
researchers do not need to reinvent the wheel
every time they start on a new project, because
the groundwork has been done.
BASIC VS APPLIED RESEARCH

16. BASIC VS APPLIED RESEARCH
Basic Research Applied Research
Domain- driven - intended to
lead theoretical development
Demand-driven – intended to
solve specific problems
Justified in terms of gaining
knowledge for its sake – they
focus on making things better
and creating a more humane
society
Designed to solve practical
problems of the modern
world
The main motivation is to
expand man's knowledge
Can take the research basic
research further based on the
results, where applicable

17. Basic Research Applied Research
Done for the intellectual
pleasure of learning
Done to test theories in the
field to achieve better validity.
Mainly concerned with
generalisations and with the
formulation of a theory
Aims at finding a solution for
an immediate problem facing
a society
Directed towards finding
information that has broad
base of applications
The central aim is to discover
a solution for some pressing
practical problem
BASIC VS APPLIED RESEARCH

18. Basic Research Applied Research
No commercial value
attached to the discoveries
that result from basic
research.
There is commercial value,
e.g. research to improve
agricultural crop production
Analytic Synthetic
Involves a search for enduring
or general truths
Entails a search for
pragmatics solutions to
particular problems
Exploration Entirely a pursuit of social
concerns
BASIC VS APPLIED RESEARCH

19. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
ACTION RESEARCH
Action Research focuses more on procedures useful in
addressing practical problems in schools and the classrooms.
It is used by teachers (or other individuals in an educational
setting) to gather data to address improvements in their
educational setting, their teaching and the learning of their
students.
“The basic cycle of activities is identifying a general idea,
reconnaissance, general planning, developing the first action
step, implementing the first action step, evaluation, revising
the general plan” (Kurt Lewin Model: Spiral of Cycles).
For example, educators may seek to:
• address and solve local, practical problems, such as a
classroom-discipline issue.
• empower, transform, and emancipate individuals in
educational settings.

20. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
ACTION RESEARCH
Action research is any systematic inquiry done by teacher
researchers, principals, school counselors, or other
stakeholders in the teaching/learning environment to gather
information about how their particular schools operate, how
they teach, and how well their students learn (Mills, 2014).
‘Action research is simply a form of self-reflective enquiry
undertaken by participants in social situations in order to
improve the rationality and justice of their own practices, their
understanding of these practices, and the situations in which
the practices are carried out’ (Carr and Kemmis 1986).

21. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
ACTION RESEARCH
• It is a process for studying practical problems of social
studies.
• It is a scientific procedure for finding out a practical solution
of current problem.
• The practitioner can only study his problem.
• It is a personal research for clinical research work.
• The focus is to improve and modify the current practices.
• The individual and group problems studied by action
research.
• It does not contribute to the fund of knowledge.

22. TYPES OF RESEARCH
BASIC RESEARCH
APPLIED RESEARCH
ACTION RESEARCH
EVALUATION RESEARCH
EVALUATION RESEARCH
Evaluation research sometimes is referred to as assessment or
appraisal research, and even as social accounting. It provides
an evaluation on an on-going programme.
Evaluation is concerned with answering questions about issues
that arise in everyday practice. It is concerned with making
decisions about the quality, effectiveness, or value of
programmes, products, processes, practices, systems,
organisations, personnel, and policies.
Evaluation therefore answers questions like:
• Does it work?
• Does it do what we want it to?
• How well does it work?
• Does it work for the reasons we think it does?
• How much does it cost per benefit gained?
• Does it have side effects?

23. Basic Research Applied Research Evaluation
Research
Nature of
the
problem
New knowledge of a
phenomenon is being
sought so as to
establish general
principles with which
it can be explained.
Application of
scientific knowledge
to understand
phenomenon and
developing remedial
strategies.
Assessing
outcome of
intervention, or
the outcome of
current practice.
Goal of
research
To produce new
knowledge or
discover relationships
and the capacity to
predict outcome
under various
conditions.
To secure the
information that can
be immediately
applicable.
To provide
cost/benefit
accounting of an
intervention,
programme or
policy.
FOCUS OF RESEARCH DESIGN

24. Basic Research Applied Research Evaluation Research
Guiding
theory
Hypothesis testing to
provide
reinforcement for a
theory under
investigation.
Selection of
theory or intuitive
hunches to
explore the
phenomenon.
Selection of a theory
to fit the problem
under investigation.
At times findings may
be related to a new
theory or an
established one.
Appropriate
technique
Theory formulation,
hypothesis testing,
sampling, data
collection, statistical
treatment of data,
validation of
rejection of
hypothesis.
Experiment or
non-experimental
techniques for
data collection,
analysis of data,
and drawing
inferences.
Use of conventional
technique as
appropriate to the
problem.
FOCUS OF RESEARCH DESIGN

25. Research
Applied
Research
Action Research
Fundamental/
Basic
Research
Evaluation
Research

26. The research continuum…
pure
research
evaluation
research
BASIC APPLIED
theory
development
current
problems
why it works what works
produces concepts provides data
laboratory field

27. 27
Research generates knowledge in
order to:
action change
within a
system
pave the
way for
change
build
broader
understanding
Basic
or pure
research
Action researchApplied /
evaluative
research
participatory/
emancipatory
technical/
practical
emancipate
through
action

28. TUTORIAL 1b
Task 1
• In groups, discuss on a topic you can work for one of
the following types of research:
1. Basic research
2. Applied research
3. Action research
4. Evaluation research
• Explain why you want to carry out the research
according to the topic you have selected.

29. TUTORIAL 1b
Task 2
• Individually, use any of the learning theories you have
learnt and apply it in your proposed topic for your
research.
• Write a paragraph explaining how you will apply the
learning theory/theories in your proposed topic.

30. • Carr, W., & Kemmis, S. (1986). Becoming critical: Education,
knowledge and action research. London: Falmer Press.
• Gardner, H. (1983) Frames of mind: The theory of multiple
intelligences. New York: Basic Books.
• Lewin, K. (1946). Action research and minority problems. Journal of
Social Studies, 2(4), 34-46.
• Mills, G.E. (2014). Action research: A guide for the teacher
researcher. (5th ed.). Boston: Pearson.
• Pavlov, I. P. (1897/1902). The work of the digestive glands. London:
Griffin.
• Piaget, J. (1958). The growth of logical thinking from childhood to
adolescence. AMC, 10, 12.
• Vygotsky, L. S. (1978). Mind in society: The development of higher
psychological processes. Cambridge, MA: Harvard University Press.
References