MTE 3113

ACTION RESEARCH 1
(PRIMARY MATHEMATICS)
METHODOLOGY
TOPIC 2
TYPES OF
EDUCATIONAL RESEARCH
(2 hours)
Types of educational research
Various types of educational
research design
Types of educational research
Basic research
Applied research
Action research
Evaluation research
Basic research or
Pure research, or
Fundamental research
Basic research (theory testing) is
intended to extent knowledge
Research with primary purpose of
generating new knowledge in
order to refine or expand existing
theories (Moore, 1983)
Applied Research
Applied research is intended to
solve a problem
Research with primary purpose of
testing theoretical concepts in
actual situations in order to
develop generalizable applications
(Moore, 1983)
Action Research
Research with primary purpose of
solving a specific, intermediate,
concrete problem in a local setting.
Action research is a process in
which participants examine their own
educational practice systematically
and carefully, using the techniques of
research. (Watts, 1985, p. 118)
Evaluation Research

Evaluation with the primary purpose
of assessing of the effectiveness
of a product, process, or program in
terms of specific goals and objectives.
Evaluation research seeks to
provide objective assessments of
past, present, or proposed programs
of action.
Evaluation Research

Research in which the researcher
attempts to make judgments about
the merit, value or worth of
educational program, projects
materials and techniques. (Borg and
Gall, 1989)
Various Types of
Educational Research Design
Experimental
Quasi-
experimental
Survey
Correlation
Ethnography
Case study
Historical
QUANTITATIVE
RESEARCH
QUALITATIVE
RESEARCH
Various Types of
Educational Research Design
Experimental
Quasi-
experimental
Survey
Correlation
Ethnography
Case study
Historical
QUANTITATIVE
RESEARCH
QUALITATIVE
RESEARCH
QUANTITATIVE RESEARCH
1. Experimental
Experimental research (ER) is used
when the problem calls for the
investigation of a cause-and-effect
relationship between two or more
variables
Experiment provides the most
rigorous test of causal hypotheses
available to researcher (Borg & Gall,
1989)
QUANTITATIVE RESEARCH
1. Experimental
The experiment is a situation in which a
researcher objectively observes phenomena
which are made to occur in a strictly
controlled situation where one or more
variables are varied and the others are kept
constant.
Research in which the researcher manipulate
a variable in order to determine what
happens as result of such manipulation.
(Cook, 1965)
The researcher establishes different
treatments and then study their effects.
(Fraenken & Wallen, 1990)
QUANTITATIVE RESEARCH
1. Experimental
The research in which (1) the experimenter
has manipulative control over the
independent variable, (2) the subjects are
randomly assigned to level od independent
variables or to different treatment (Moore,
1983)
The research in which at least one variable is
deliberately manipulated in order to enable
the researcher to determine the effect of
that variation.(Wiersma, 1980)
Try something and systematically
observe what happens.
Formal experiment consist of two basic
conditions:
First, at least two (but often more)
conditions or methods are compared to
assess the effect (s) of particular
conditions or treatment (the
independent variable).

1. Experimental Research
(Essential characteristics)
Second, the independent variable is
directly manipulated by the researcher.
Change is planned for and deliberately
manipulated in order to study its
effects on one or more outcomes
(dependent variable)

Frankel & Wallen (1993, p242-244)
1. Experimental Research
(Essential characteristics)
1. Experimental Research
(Examples)
A researcher wants to examine the
effect of computer aided instruction
has on the Mathematics achievement
of Form Four students


Frankel & Wallen (1993, p242-243)
1. Experimental Research
(Essential characteristics)
Experimental
group
Control
group
Receives a treatment
(independent variable)
manipulate
Receives NO treatment
Outcome
(dependent
variable)
Outcome
(dependent
variable)
Cause Effect and


Frankel & Wallen (1993, p242-243)
1. Experimental Research
(Essential characteristics)
Experimental
group
Single variable
experiment
Receives a treatment
(ONE independent variable)
Outcome
(dependent
variable)
Factorial experiment
Receives more than one
treatment
(MORE THAN ONE
independent variable)
Pre-experimental research designs or
weak research designs
True experimental research designs
Quasi-experimental research designs

Campbell & Stanley (1963)
Experimental Research
Designs
One shot case study (X O or X O)

One group pretest-posttest research
design (O X O or O1 X O1)

Static group comparison


Pre-experimental
(3 designs)
X O
O
X1 O
X2 O
or
X O1
O2
X1 O2
X2 O2 -
True experimental
research designs
The pretest-posttest control group
research design

The Solomon four group research
design

Posttest-only control group research
design
R O X O
R O O
M O X O
M O O
R O X O
R X O
R O O
R O
R X O
R O
Various Types of
Educational Research Design
Experimental
Quasi-
experimental
Survey
Correlation
Ethnography
Case study
Historical
QUANTITATIVE
RESEARCH
QUALITATIVE
RESEARCH
Quasi-experimental

The research in which (1) the
experimenter has manipulative control
over the independent variable, (2) the
subjects are NOT randomly assigned
to level od independent variables or to
different treatment (Moore, 1983)
How and When to use Quasi-
experimental research
Used when you have control over the
when and the whom of
measurement, but lack control over
the when and to whom of exposure.
Common in educational research.
Quasi-experimental
(4 research designs)
The non-randomized pretest-post test
control group research design


The time series one group only
research design
O X O
O O
O O O O X O O O O
Quasi-experimental
(4 research designs)
The time series control group only
research design



Equivalent Time sample research
design

O O O O X O O O O
O O O O O O O O
[ X1 O1] [ X0 O2] [ X1 O3] [ X0 O4]
Various Types of
Educational Research Design
Experimental
Quasi-
experimental
Survey
Correlation
Ethnography
Case study
Historical
QUANTITATIVE
RESEARCH
QUALITATIVE
RESEARCH
Survey Research (SR)
The researcher uses survey research in order
to describe existing characteristics of a large
group of person
The validity of SR is highly dependent upon
two crucial factors (1) quality of
instrument and (2) sample is representative
of the population
4 basic methods of collecting data direct
administration, mail surveys, telephone
surveys, and personal interviews
Survey Research (SR)
The data collection tools are used in
survey to obtain stadardized
information from all subjects in the
sample requires (1) same
instrument, (2) the conditions of
administration be as similar as possible
to each person in the sample
The instrument reliable and valid
Generalization of the findings is central
Correlation Research
To find if the data has an observable
relationship that can be further
specified in terms of magnitude and/or
an increase or decrease.
Correlation indicates the strength and
direction of a linear relationship
between variables.

Various Types of
Educational Research Design
Experimental
Quasi-
experimental
Survey
Correlation
Ethnography
Case study
Historical
QUANTITATIVE
RESEARCH
QUALITATIVE
RESEARCH
QUALITATIVE RESEARCH
(ETHNOGRAPHIC)
Ethnography can be defined as an in-
depth analytical description of and
intact cultural scene.

Anthropologist used participant
observation method to obtain insider
viewpoints- continuous observation
video and audio
QUALITATIVE RESEARCH
(ETHNOGRAPHIC)
For classroom interaction, educational
researcher uses non-participant
observation make lengthy hand
written notes

Qualitative researcher in education
collect data over a much shorter period
of time than is customary in
anthropological field studies.
QUALITATIVE RESEARCH
(ETHNOGRAPHIC value system)
Phenomenology adopt the insider
viewpoint
Holism attempt to perceive big picture
rather than focusing on a few elements
Nonjudgmental orientation the emphasis is
on recording the total situation in qualitative
terms with superimposeing ones own value
system.
Contextualization all data must be
considered in the context of the enviroment.
Various Types of
Educational Research Design
Experimental
Quasi-
experimental
Survey
Correlation
Ethnography
Case study
Historical
QUANTITATIVE
RESEARCH
QUALITATIVE
RESEARCH
QUALITATIVE RESEARCH
(Case Study)
Involves the researcher who makes a
detailed examination of single subject
or group or phenomenon.

Employs a variety of data collection
method- in-depth observation

There is also a multiple case study
QUALITATIVE RESEARCH
(Case Study 5 types)
Historical case study of organization
Observational case study
Oral histories interviewing a single
person
Situational analysis- e.g. vandalism-
interview many parties
Clinical case study a child with
specific learning disabilities
Various Types of
Educational Research Design
Experimental
Quasi-
experimental
Survey
Correlation
Ethnography
Case study
Historical
QUANTITATIVE
RESEARCH
QUALITATIVE
RESEARCH
QUALITATIVE RESEARCH
(Historical)
The researcher systematically examines
documents and other sources in order to
achieve a better understanding of present
institutions, practices and problems- to
answer why?
Enable the researcher to learn the past
dicoveries and mistakes; to identify need of
education reform; predict future trends.
Not writing a history
QUALITATIVE RESEARCH
(Historical-quality)
The quality of the data gathered- are
words, witness, newspaper account
original correspondence, diaries -
artifacts

The nature of interpretation made by
the researcher
QUALITATIVE RESEARCH
(Historical validity of data)
External validity or external criticism
is it genuine?-techniques using
carbon dating, writing analysis, paper
analysis, vocabulary
Internal validity or internal criticism
what do the words mean?
QUALITATIVE RESEARCH
(Historical time and space)
History is dimensional
Time chronology
Space help to explain relationship
Tutorial 2
(1 Hour)

Constrast purposes, strength and
weaknesses of each of the research
design using a table
THANK YOU