Modules

Module One    Introduction to Educational Research
Objectives

  Based on the text and notes, and given the terms (e.g., empirical, subject, participant, independent variable, dependent variable, extraneous variable, experimental group, control group. population, sample, generalizability, transferability, statistically significant) the student will create a definition for each term.  
  
  Given an ontological, epistemological, or methodological characteristic, identify the major research paradigm. 

  Based on personal experience, prior knowledge and the text, identify which of the three philosophies most closely matches your world view. Discuss how you acquired your beliefs (inherited or adopted). 

  Based on personal experience, prior knowledge and the text, create a diagram of the research process. 

In this course, you will be assigned to a group. Each group will be responsible for outlining one or more chapters from the book. I am doing the first chapter as a model of what I expect.  

I suggest that you do the following: 
 

First, read the chapter all the way through. 
Second, read the outline all the way through. 
Third, look for the match between the outline and the chapter.

I. Educational Research: Scientific and Disciplined Inquiry 

A. Research Defined: Educational research is the application of scientific and disciplined inquiry to the study of educational problems. Knowledge of educational research methods is important because educators must be able to access, understand, and evaluate the findings of research and the claims of researchers.

B. Goal  and Role of Research: The primary goal of educational research is to identify, and then explain or help understand educational issues, questions, and processes. In comparison to other means of knowing (tradition, expert advice, experience) the scientific and disciplined inquiry approach provides the most unbiased and verifiable understandings.

C. Process of systematic inquiry (educational research) is made up of four main steps:

1. Identify the question or problem to be studied

2. Describe and execute procedures to collect information about the problem or issue being studied

3. Analyze the collected information

4. State results or implications based on the analysis

II. Research Topics: Defining Purpose and Methods

Educational research includes many types of topics, procedures, methods of collecting and analyzing data, and formats for reporting findings, conclusions, and implications.

III. Basic and Applied Research

Basic research is done to develop theory. Applied research is done to solve current practical problems.

At the end of the applied research continuum, evaluation research is done primarily to help decision-making about educational programs and practices.

IV. Quantitative and Qualitative Research

The purpose of quantitative research is to generalize about phenomena through systematic control and measurement of variables. In contrast, the point of qualitative research is to provide in-depth descriptions of settings, people, and/or phenomena.

Because quantitative and qualitative researchers differ in their world view, they tend to use different research methods to gain knowledge.

Generally, quantitative methods involve collecting and analyzing numerical data from tests, questionnaires, checklists, and surveys. Key features include hypotheses that predict the results of the research before the study begins, control of contextual (extraneous) factors that might influence the outcome of the study, gathering data from samples of participants, and using numerical/statistical approaches to analyze collected data.

Generally, qualitative methods involve collecting and analyzing nonnumerical data from observation, interviews, tape recording, documents, etc. Key features include defining the problem, but not necessarily at the start of the study; studying contextual factors in participants' settings; gathering data from a small number of purposely selected participants, and using nonnumerical, interpretive analysis of the data gathered to provide narrative descriptions of the participants and their surroundings. 

1. Quantitative Approaches

a. Survey Research

b. Correlational Research

c. Causal-Comparative Research

d. Experimental Research

2. Qualitative Approaches

a.  Action Research

b. Historical Research

c. Ethnography

d. Grounded Theory

V. Guidelines for Classification

Method follows question. That is, the type of research method needed for a given study depends on the question to be answered or problem to be studied. Knowing the type of research applied helps to identify important aspects to examine in evaluating the appropriateness and quality of the research.

VI. Limitations of the Scientific and Disciplined Inquiry Approach 

Four main factors place limits on the scientific and disciplined inquiry approach in educational research:

1. inability to answer "should" questions

2. inability to capture the full richness/complexity of participants and of the research site

3. limitations of measuring instruments

4. need to address participants' ethical needs and responsibilities

VII. Terminology 

1. Participant -- the individual being studied 

2. Construct -- a psychological trait that can not be directly observed or measured (ex: intelligence, anxiety, happiness, fear)

3. Variable -- a trait belonging to an individual (note that not all types of research have independent or dependent variables, but all have underlying questions)

 
1. independent variable -- usually the treatment administered

2. dependent variable -- the trait the researcher is attempting to influence

3. extraneous variable -- trait(s) which may not be of primary interest to the researcher but that potentially influence or impact the other variables being studied

 
4. Groups -- research may divide participants into two or more groups, those receiving treatment (experimental) and those not receiving treatment (control)

5. Population -- the group to whom the researcher intends to generalize the results of the study

6. Sample -- the group of participants; these were selected from the population

7. Generalizability --  the ability to generalize the results of the study from the sample to the population; this will be studied later in relationship to threats to the validity of the study

8. Transferability -- the ability of the consumer of research to make judgments as to the applicability of the results of the study to their own situation 

9. Statistical significance -- the probability that the results of the study are due to chance

V. Major Paradigms 
 
A. Definitions 
 
1. A paradigm is a philosophical perspective. Three are listed below. There are as many philosophies as philosophers; so you likely will come across others as you become more involved in conducting and consuming research studies

2. Ontology is the science or study of being; relating to the nature of being; existence; what is truth

3. Epistemology is the study of the theory of knowledge; study of the method and grounds of knowledge; how is truth acquired

4. Methodology is the study of methods; a body of methods, procedures, rules, postulates, and working concepts employed by a science, art, or discipline; a branch of logic that analyzes the procedures or principles that should guide inquiry into a particular field

 
B. Philosophical perspectives in Educational Research
 
1. Post-Positivism 
 
a. Ontology -- there exists an apprehensible, objective reality

b. Epistemology -- knowing is done in separate foci for the researcher and the participant

c. Methodology -- clearly defined variables; replicable
 

2. Interpretive / Constructivism
 
a. Ontology -- multiple realities that are all equally valid; truth does not equal fact

b. Epistemology -- researcher and participant are inseparable

c. Methodology -- unlimited, undefined variables
 

3. Emancipatory
 
a. Ontology -- multiple realities that are all equally valid and inextricably entwined with historical events / situations

b. Epistemology -- researcher and participant interact with each other and within historical, social, economic, gender, race, cultural influences

c. Methodology -- unlimited, undefined variables, use of participants in the identification of the problem and the design of the study

 
You will have noticed that I have incorporated information from other sources. You will not be required to do so; but if you would like to, please feel free to do so. Upon request, I am willing to assist any group in identifying appropriate additional resources. 

Activities 

Readings

Read Chapter 1 (Introduction to Educational Research, including example articles of quantitative and qualitative research at end of the chapter)

  Philosophizing, eh? 

1. Based on personal experience, prior knowledge, the text, and the article in your course packet, Quantoids vs The Smooches by A. Hatch,  identify which of the three philosophies listed in part V of the outline above most closely matches your world view. 

2. Then, discuss how you acquired your beliefs (inherited or adopted). 

NOTE: Inherited beliefs are those you acquire from family, friends, and others you admire and respect. Adopted beliefs are those you assimilate into your value system after careful examination of a variety of philosophies. 

 

Each student is required to write a paragraph or two and email their work to Dr. McConney or to Dr. Abalos See Syllabus for date due. (Individual Assignment)  
 

  Visualize the Research Process! 

1. For this activity, make sure that you have your assigned grouping. If you don't know your group, first click here to check. Then, if you are not on the list, please call or email Dr. McConney as soon as possible.

2. Based on personal experience, prior knowledge and the text, your group should create a diagram of the research process.

Click here to see examples. 

3. To complete this assignment, each group should discuss their perceptions of the research process and translate these perceptions into a visual representation, a picture of the research process.
 

  Submit your group work by emailing it to Dr. McConney or to Dr. Abalos See Syllabus for date due.

Special Assignment for Group 1 ONLY

Group 1: Outline Chapter 2 (Selecting and Defining a Research Topic)
Post your outline to the appropriate conference on the course WebBoard.

Please note: this WebBoard link is for Dr. McConney's section only.

Dr. Abalos' students please open another window in your browser, and log on to http://onyx.fgcu.edu/~134

 

Modules