CHAPTER 1 EDUCATIONAL RESEARCH: METHOD, PURPOSE, AND ETHICS

CHAPTER 1 EDUCATIONAL RESEARCH: METHOD, PURPOSE, AND ETHICS

1. The Scientific Method

   • The experience, authority, and inductive and deductive reasoning are very effective when you use them together as integral components of the scientific method.
     • Limitations of the Scientific Method
       • First, the scientific method cannot answer all questions. Second, application of the scientific method can never capture the full richness of the individuals and the environments under study.
     • Application of the Scientific Method in Education
       • To describe, explain, predict, or control phenomena in this case, educational phenomena. Describing behaviors, based on observing people.

2. Different approaches to educational research

   • All educational inquiry necessitates that data of some kind be collected, that the data be analyzed in some way, and that the researcher come to some conclusion or interpretation.
     • The Continuum of Research Philosophies
       • Given the evolution of qualitative and quantitative research, there is no longer any need to justify one set of philosophical assumptions over another set of assumptions.
     • Quantitative Research
       • It is the collection and analysis of numerical data to describe, explain, predict, or control phenomena of interest.
     • Qualitative Research
       • It is the collection, analysis, and interpretation of comprehensive narrative and visual data into a particular phenomenon of interest.
     • Mixed Methods Research
       • Including both quantitative and qualitative data in a single study. The purpose is to build on the synergy and strength that exists between both research approaches.
       • Characteristics of Quantitative and Qualitative
         • Identifying a research topic-Reviewing the literature-Selecting participants- Collecting data-Analyzing and interpreting data- Reporting and evaluating the research.

3. Classification of research by design

   • We can make in classifying research by design is the distinction between quantitative and qualitative approaches.
     • Quantitative Approaches
       • To describe current conditions, investigate relations, and study cause–effect phenomena.
         • Survey Research
           • Correlational Research
             • Causal–Comparative Research
               • Experimental Research
                 • Single-Subject Research
         • CLASSIFICATION
     • Qualitative Approaches
       • It uses a variety of common qualitative research designs. Overall, a collective, generic name for these qualitative approaches is interpretive research.
         • Narrative research
           • Ethnographic Research
             • Case Study Research
               • Conducting research on a unit of study or bounded system.
             • It is the study of the cultural patterns and perspectives of participants in their natural settings.
           • It is the study of how different humans experience the world around them.
         • CLASSIFICATION

4. Classification of research by Purpose

   • Basic and Applied Research
     • Basic Research is developing or refining a theory.
     • Applied Research its usefulness in solving practical problems.
   • Evaluation Research
     • Collecting and analyzing data about the quality, effectiveness, merit, or value of programs, products, or practices.
   • Research and Development
     • Researching consumer needs and then developing products to fulfill those needs.
   • Action Research
     • Solving everyday problems in their own settings.

5. The ethics of educational research

   • The American Educational Research Association approved a code of ethics in February 2011.
   • Informed Consent and Protection from Harm
     • Research participants not be harmed in any way and that they participate only if they freely agree to do so.
   • Deception
     • When it occurs, participants cannot truly give informed consent.
   • Ethical issues unique to Qualitative Research
     • To ensure the ability to judge for themselves whether risks are worth taking for the purpose of furthering scientific knowledge.
   • Gaining Entry to the Research site
     • To give the potential complexity of obtaining permission to conduct the research at the chosen sites,