Research aims to discover answers to questions that remain unexplored or unanswered. It generally explores the answer to those problems for which the answer can be given on the basis of available data.
Thus, research is a process to arrive at dependable solutions of the problems through a well-planned method i.e., scientific method. This method of research is continuously advancing knowledge for promoting progress of the nation in all spheres of life.
Meaning of Research
The term research comes from the combination of two words: “Re”, which means again, and “Search”, which means to seek or find out something new. Infact research is a process which unravelling the facts underlying a phenomenon. Thus it is the simple process to look at phenomenon again and again from different dimensions. Research is oriented towards the discovery of relationship that exists among different phenomena of the world. Research is based on the fundamental assumption that invariant relationships exist between certain antecedents and certain consequents so that under a specific set of conditions certain consequents can be expected to follow the introduction of given antecedent.
Definitions of Research
The Educational researchers have defined the term research in different ways as following.
According to George G. Mouly
Educational research is the systematic and scholarly application of the scientific method interpreted in its broader sense to the solution of educational problems; conversely, any systematic study designed to promote the development of education as a science can be considerd as educational research.
According to Clifford Woody
Research is not merely a search for truth, but a prolonged, intensive,
purposeful search. In the last analysis, research constitutes a method for the discovery of truth which is really a method of critical thinking. It comprises defining and redefining problems; formulating hypo-thesis or suggested solutions; collecting, organising and evaluating data; making deductions and reaching conclusions; and last carefully testing the conclusions to determine whether they fit the formulating hypothesis.
According to John W. Best
Research is consi-dered to be more formal, systematic, intensive process of carrying on the scientific methods of analysis. It involves a more systematic structure of investigation, usually resulting in some sort of formal record of procedure and a report of results or conclusions.
According to W. S. Munroe
Research may be defined as a method of studying problem whose solutions are to be derived partly or wholly from facts. The facts dealt within research may be statements of opinion, historical facts, those contained in records and reports. the result of tests, answers to questionnaires, experimental data of any sort, and so forth.
Characteristics of Research
- Gathers new knowledge
- Emphasizes discovery of new principles
- Employs reliable data gathering devices
- Logical and objective
- Hypotheses-oriented
- Organises data in quantitative form
- Patient and persistent activity
- Leads to careful generalisations and conclusions
Objectives of Research
The objectives of research are as following:
- Theoretical Objectives
- Factual Objectives
- Establishment of TRUTH as Objective
- Practical Objectives
Classification of Researches
1.From the point of view of Contribution
Fundamental Research
- Experimental Research
- Historical Research
- Philosophical Research
Action Research
Applied Research
2. From the point of view of Research
Longitudinal Approach
Cross-section Approach
Definitions of Educational Research
According to John W. Best
‘Educational research is that activity which is directed towards development of a science of behaviour in educational situations. The ultimate aim of such a science is to provide knowledge that will permit the educator to achieve his goals by the most effective methods.
According to W. S. Munroe and Englehart
Educational Research is the name for a type of procedure employed in answering questions, about education; that is question for which answers must be manufactured by reflective thinking. The procedure is one in which the best data obtainable are used and the thinking is critical.
According to Traverse
Educational research is that activity which is directed towards the development of science of behaviour in educational situation.
According to F. L. Whitney
Educational research aims to make contribution towards the solutions of problems in the field of education by the use of the scientific and philosophical method, the method of critical reflective thinking. On the level of science, it operates in terms of specific experience which are organized and evaluated and which result in hypothesis and theories each successively subjected to deductive thinking. The philosophical method is used to arrive at longer and longer generalization constantly approaching truth in the field studied.
Level of Difficulty
- Level – l Data Collection
- Level – II Internal Validity
- Level – III External Validity
- Level – IV Theoretical Research
Fig.: Levels of Educational Research
Characteristics of Educational Researches
1. Based on sound philosophy of education
2. Based on insight and imagination
3. Requires an inter-disciplinary approach
4. Employs deductive reasoning process
5. Having the desire of betterment
6. Not equivalent with pure sciences
Fundamental Research
The researches which are adding new knowledge in the already existing body of knowledge are called fundamental research. The fundamental research can be further categorised in the following classes:
(i) Experimental Research
The researches which are propounding the fundamental principles and laws through experimentation are called experimental research.
(ii) Historical Research
The researches which are exploring the new facts in order to study the past in a scientific way, are called historical researches. It is not only an investigation in the past but to study the present events in its background.
(iii) Philosophical Research
These researches formulates new values and theories. All the theoretical researches are based upon philosophical researches.
Action Research
According to Stephen M. Corey-The process by which practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decision and action is called action research. Actually Action research is a process for studying problems by practitioners scientifically to take decision for improving their current practices.
Differences Between Fundamental Research and Action Research
| S.N. | Points of Difference | Fundamental Research | Action Research |
|---|---|---|---|
| 1 | Aims | Discovery of new facts, theories, and laws. | To bring immediate change in any system or organization. |
| 2 | Nature of Problem | Original and comprehensive problem; theoretical in nature. | Regional, local, narrow, personal, and practical in nature. |
| 3 | Hypothesis | Based on research already conducted in the field. | Based on collected evidence and called Action-hypothesis. |
| 4 | Sample | Complicated procedures of sampling may be followed; adequate sample selected from population. | No problem of sampling; the phenomenon selected inherently contains the sample. |
| 5 | Data Collection | Data collected through precise, reliable, and standardized tools. | Researcher often uses self-prepared questionnaires if required. |
| 6 | Generalization | Carried out in light of new theories; aims for generalization. | Usually no generalization; aims to solve a practical problem. |
| 7 | Evaluation | Work or thesis evaluated by external experts; may lead to award of a degree. | Researcher performs self-evaluation to judge the implementation and value of the action. |
1. The Single Individual or, One-Group Design
The Single individual or One-group Design is the most basic and simple in nature. It compares the growth of a single group under two different sets of condition. It means the group is exposed successively to an experi-mental or a control factor. The basic procedure followed under this design is as follows:
(i) Test the group; introduce method A-Test the group again and note the gains.
(ii) Allow for a period of transition.
(iii) Test the group again: Introduce method B; Test the group once again and take the notes.
(iv) Compare the gains (i) and (iii).
Advantages of One-Group Design
1. Highly in vogue in simple experimental condition in the field of education.
2. Planning, monitoring and excecution is simple and easy.
3. Equality or matching is not required.
4. It is practical in nature.
5. It works as a stimulus for teaching.
Disadvantages of One-Group Design
1. Effect of growth and maturity.
2. Effect of transfer of training.
3. Effect of experiment and knowledge.
4. Effect of skills and their practice.
5. Effect of attitude.
6. Effect of learning.
7. Effect of individual differences.
2. The Parallel or Equivalent Group Design
A more adequate and precise experiemental design is the parallel or equivalent group technique in which the relative effects of two treatments are compared on the basis of two or more groups which are equated in all relevant aspects. It is essentially the implementation of Mill’s Cannon of Difference.
In Education Experimental Researches the groups being compared generally are equated on chronological age, I.Q., motivation, sex, general scholarship. backgroud etc.
The basic design of parallel group experimentation might be represented as follows:
Experimental Group
- Pre-test
- Experimental Factor
- Final Test
- Comparison of gains
Control Group
- Pre-test
- Control Factor
- Final Test
Here, the control factors usually considered are-
1. Chronological Age
2. Race
3. Sex
4. Physical condition
5.I.Q.
6. Previous Achievement
7. Study-habits
8. Personality traits
The following techniques are generally used for equating the group for experimental purposes:
(i) Chance on random selection
(ii) Equating on the basis of M’s and SD’s.
(iii) Equating by matched pairs
(iv) Equating by co-twin method
Advantages of Parallel Group Design
1. It is free from the weaknesses of the one-group method.
2. Simultaneous application of experimental and control group in order to minimize the effect of practice and maturation.
Limitations of Parallel Group Design
1. The method suffers from the difficulties of equating groups and controlling significant variables.
2. The sampling errors cannot be minimized by this procedure.
3. Rotational Group Design
Rotational Experiment is designed with a single group or with equated two groups. These Experimental and control groups are rotated in different cycles to different treatements. The procedure of rotation elimi-nates the sampling error because the same subjects are kept in controlled and experimental variables. Therefore, this technique is an improvement over the earlier two procedures.
1. Single Group Rotation Design
In this procedure the same group is kept in controlled and experimental situtations successively in the first cycle. In the second cycle the same group is assigned in experimental and controlled situtations given on next page.
| Cycle | Experimental Situation | Controlled Situation |
|---|---|---|
| I Cycle
II Cycle |
Group A1 Group A2 |
Group A2 Group A1 |
| Mean Score | M Exp. Group | M Control Group |
2. Parallel or Equated Two Group Rotation Design
Under this procedure two groups are equated on some criterion. There are two groups A and B. ‘A’ is kept under experimental factor and Group ‘B’ is controlled in I cycle. In the II Cycle, Group B is kept in Experimental factor and Group A is controlled factor.
| Cycle | Experimental Factor | Controlled Situation |
|---|---|---|
| I Cycle
II Cycle |
Group A Group AB |
Group B Group A |
| Mean Score | M Exp. Group | M Control Group |
Experimental Method in the Field of Education
The Experimental method in the field of Education is widely employed in teaching method, evaluation and instructional material etc. The main fields of its educational application are as under :
1. To find out the efficiency of different methods of teaching.
2. To measure the effectiveness of different type of instructional material.
3. To conduct school-Plan Experiments.
4. To compare circular effectiveness.
5. To evaluate administrative problems.
