METHODOLOGY OF EDUCATIONAL RESEARCH

Meaning and Nature of Research:

• Research is the systematic process of collecting and analyzing information to increase our
understanding of the phenomenon under study. It is the function of research to contribute
to the understanding of the phenomenon and to communicate that understanding to others.
• Paul Leedy defines; research as the manner in which we solve knotty problems in our
attempt to push back the frontiers of human ignorance.
• McGrath says, “Research is a process (tool) which has utility only to the extent that the
class of inquiry employed as the research activity vehicle is capable of adding knowledge
of stimulating progress and of helping society and man relate more efficiently and
effectively to the problems that society and man perpetuate and create.
• Etymologically, the word, research itself is derived from the French word “Recherchle”,
which means that, “to travel through” or “to survey”.
• Kerlinger (1999), reluctantly “attempts” a definition of scientific research as “systematic,
controlled, empirical, and critical investigation of hypothetical propositions about the
presumed relations among natural phenomena”.
• In summary then, an operationally useful (though not rationally perfect) definition of
research can be given: Research is the activity of solving problems which leads to new
knowledge using methods of inquiry which are currently accepted as adequate by scholars
in the field.
• Research is structured inquiry that (1) utilizes acceptable scientific methodology to solve
problems, and (2) creates new generally applicable knowledge.
• “Educational research is the systematic application of scientific method for solving
educational problem”. –Mouly, 1971.
• According to Whitney, Educational research aims at finding out solution of educational
problems by using scientific philosophical method.
• Traver’s (1973) thinks, “Educational research is the activity for developing science of
behaviour in educational situations. It allows the educator to achieve his goal effectively.
 • Barr (1960) points out that: Educational research methods can be categorized on the basic
of end result (or goal), data-gathering technique, method of data-processing, degree of
control and a number of other considerations”.

Characteristics of Research:

The methodology of research can be overviewed by the following list of research

characteristics:

1. Research activity points to the solution of problems. Research is an outgrowth of the age-
old desire of humans to explain the universe as completely as possible, through inquiry.
2. Research is conducted only after all other sources of answers have been exhaustively
examined. There is no need to engage in it if the proposed question has been answered to
the satisfaction of the questioner, and is currently available in present knowledge.
3. The research process is directed to problems based on a “need to know”. The research role
does not include problems based in formative or summative evaluation or problems based
on development of tools, programmes and procedures.
4. Research deals with the main problem through suitable sub-problems.
5. Research process study presumed relations among natural phenomena. Studies are
designed to either (1) establish relationships and /or (2) study observed relationships for
the cause-effect direction between or among variables.
6. Research is used to test hypotheses – The more important of which are tied to a general
theory. The hypothesis is use to bridge the gap between the generalizations proposed by
inductive investigation and the testing of the generalization by the deductive process.
7. Research is an orderly investigation that provides outcomes that withstand criticism of
persons in the field. Findings should be free of legitimate attack by knowledgeable
colleagues. The procedures are reported in detail so that the findings are subject to the
reactions as a check against the investigator consciously or unconsciously committing
human errors. All parts of the research activities connected to the inquiry are open to
scrutiny by experts.
8. Research can be thought of as a chain or reasoning, starting at problem formulation through
investigation to finding. The total process from problem isolation to the addition of new
knowledge is a logically structured inquiry into some well-defined problem.
 9. Research is circular. Research always gives rise to further unexplored questions. As Leedy
states, “Every researcher soon learns that creates more problems than he resolves”.

Criteria for Good Research:

1. The purpose of the research, or the problem involved, should be clearly defined and sharply
delineated in terms as unambiguous as possible.
2. The research procedures used should be described in sufficient detail to permit another
research to repeat the research.
3. The procedural design of the research should be carefully planned to yield results that are
as objective as possible.
4. The researcher should report, with complete frankness, flaws in procedural design examine
their effect upon the findings.
5. Analysis of the data should be adequate to reveal its significance, and the methods of
analysis used should be appropriate.
6. Conclusions should be confined to those justified by the data of the research and limited to
those for which the data provides and adequate basis.
7. Greater confidence in the research is warranted if the researcher is experienced, has a good
reputation in research, and is a person of integrity.

Qualities of a Researcher:

➢ A researcher should have an open mind without bias and prejudices.

➢ He/she should be a keen observer.
➢ He/she is capable of analyzing the phenomena critically.
➢ He/she should possess a high degree of intellectual honesty.
➢ He/she should have the courage to present inconvenient truths.
➢ He/she should have good interpersonal skills.
➢ He/she should possess knowledge of research methods and data analysis, and
➢ He/she should have good reference skills.

Representations of the Research Process:

 There are a wide variety of views as to what research consists of, and great differences in
actual practices as to what people research and how. A number of representations of the research
process have been presented for study.
Research Sampling Data Data Result
A.
Design Collection Analysis

Rough research idea

B.
Research statement or Hypothesis

Research outline

Decisions about information gathering techniques

Decisions about sources of information

Research Design

Getting the Information

Recording the Data

Analyzing the Data

Writing the Paper

The Research Spiral:

The nature of cycle varies between research designs. For example, in most quantitative
research, decisions about analysis have to be taken before any field work or data collection is
undertaken. This is because the types of statistical techniques that are possible vary with the types
of data collected. Thus research from this viewpoint is a spiral. The key features of the research
process in this case are:

• Research is cyclical.
• Research can be entered at almost any point.
• Research is never ending process.
• Research will lead to reflective thinking.
• Research will return you to a different starting place.

The Need for Better Research:

The current is running towards more sophisticated research applications in the entire field of
education; but the developments to date are mixed. No amount of quantification or speed of data
processing can overcome fundamental deficiencies of conceptualization and inference.
Educational research will improve when both administrators and teachers learn.

• To recognize that inquiry is a major part of decision –making and is too often neglected or
undertaken poorly.
• To understand and conform to the requirements of the scientific method in applied
research.
• To understand and use the methods and techniques of research which are most appropriate
to the posed problem.

Purpose of Educational Research:

The purpose of educational research may be following way.

1. Search of truth or knowledge generation.

2. Problem solving.
3. Research and Training.
4. Scientific inquiry and Theory development.
The purpose of educational research may be follows for researchers.

1. To know the nature of educational research.

2. The researches will be, locate, understand and critique of research problem.
3. To know the fundamental of educational research.
4. To originate new theory.
5. To check or confirm existing theories.
6. To approve or disapprove them.

Scope of Educational Research:

The scope of educational research is very vast. It can be classified in two broad ways:

1. Area wise classification 2. Methodology wise classification.

• The area wise classification can be:
1. Primary Education 8. Population Education
2. Secondary Education 9. Educational Planning
3. Higher Education 10. curriculum
4. Science Education 11. Evaluation
5. Mathematics Education 12. Educational Technology
6. Language Education 13. Educational Psychology etc.
7. Environmental Education
• Methodology wise classification will be:
1. Experimental 2. Survey 3. Descriptive 4. Action Research

5. Quantitative, Qualitative and Mixed Research 6. Historical Research

The Scientific Method

• According to M.C. Guigan: “The scientific method is a serial process by which all the
science obtain their answers to their questions.
• According to Lundberg, “Scientific method consists of systematic observation,
classification and interpretations of data”.
• Scientific method is not a simple method but is an amalgamation of reflective thinking,
reasoning, skills, attitudes etc.
Steps Involving in Scientific Method:

The following steps are involved in scientific method:

1. Identification of the problem.

2. Defining the problem.
3. Analyzing the problem.
4. Collecting the data.
5. Interpretation of data.
6. Formulation of hypothesis.
7. Testing of hypothesis.
8. Drawing the conclusions and making generalizations.
9. Application of generalizations in new situations.