CHAPTER III

DESIGN OF THE STUDY

75
3.1. RESEARCH

Meaning of research:

According to John W.Best research is the ―systematic and objective analysis and
recording of controlled observations that may lead to the development of
generalizations, principles or theories resulting in prediction and possibly ultimate
control of events‖ 95.

Looking closely at this definition itself it is realized that there are two major
activities involved in any research; one is to analyze the data systematically and
objectively and two to record the observations. However this can be clarified
further if we take the various elements into consideration. Research first and
foremost is a process. Any process involves a series of logical steps in a
predetermined manner. This makes the activity systematic. These are again
directed towards a certain purpose and an outcome is expected. Research is
therefore a purposeful activity with the aim of arriving at some conclusions.
These conclusions may or may not be used thereafter to formulate a principle or
generalization.

To understand further this explanation can be broken up into a series of bare

statements as follows:
Research is a taxing, intellectually challenging and scholarly activity.
Its ultimate aim is to discover truth.
It seeks an answer to a certain unsolved problem.
95
Best, John W. Research in Education, Prentice Hall of India Pvt. Ltd., New Delhi, 1982, p.18.

76
 This answer is discovered by using quantitative and/or qualitative techniques.
By using these tools data are observed collected, recorded, refined, organized,
analyzed and reported which makes it scientific.
Hence research is based on empirical evidence.

In short research therefore can be described as an inquiry or an investigation into

a certain problem carried out in a systematic manner using deductive-inductive
methods to arrive at some generalizations and ultimately to discover truth.
Generally speaking research is a search for knowledge for which man is always
thirsty.

Educational research:

Education is a behavioural science. In simple language educational research

therefore can be described as any research that is carried out in the area of
education with the aim of understanding, explaining and perhaps predicting and
controlling human behaviour. However the definition given by Lokesh Koul
quoting Travers, is more elaborate and conveys the meaning more effectively:
―Educational research … represents an activity directed towards the development
of an organized body of scientific knowledge about events with which educators
are concerned‖ 96.

If one analyses this definition it will be seen that there are two parts to this
definition. Research is an activity and it is directed towards education. Hence it
would be proper and timely to define education itself. There is any number of

96
Koul, Lokesh. Methodology of Educational Research, Vario Educational Books, 1984, New Delhi, p.5.

77
definitions of education, as we know however for our purpose at this moment we
could take the one by Hildreth Hoke McAshan, which is as follows:
―Education refers to the aggregate of all deliberate attempts to bring about
development or change of positive value in rational human behaviour‖ 97.

From the definition of education we can then proceed and try to infer the
definition of educational research. That is what McAshan does in his glossary of
terms. Here he describes educational research as ―careful, critical and exhaustive
investigation in the field of education to discover new facts that will test a
hypothesis, revise accepted conclusions or contribute positive values to society in
general‖98.

Hence simply put research – we are already familiar with - that pertains to the
field of education is known as educational research. Basically there is not much
difference between fundamental or pure research and educational research.
However in educational research according to S.P.Sukhia, P.V.Mehrotra and
R.N.Mehrotra a few additional characteristics may be present. They are:

 A sound philosophy of education must form the basis of evaluating any

principles and activities of educational research.
 The educational research needs imagination and insight as much as a
scientific attitude of mind.
 The educational arena is interdisciplinary.
 Much of educational research involves a good deal of subjective
interpretation and deductive reasoning.
97
McAshan, Hildreth Hoke. Elements of Educational Research, McGraw Hill Book Company, Inc.,New York,
1963, p.3.
98
Ibid, p.15.

78
  Almost all problems of education are sociological which present
difficulties in manipulating and controlling the variables.
 Most educational experiments are less costly than others 99.

Combining the above with the characteristics of fundamental research one can
then arrive at the following definition of educational research as stated by Sukhia
et al:
―Educational research involves an application of the main principles of scientific
research to the solution of educational problems‖ 100.

Hence educational research too is a systematic inquiry following all the steps of
collecting, organizing, interpreting, recording etc the required data pertaining to a
problem however restricted to the field of education only. It may be either basic
or applied, studies either individuals or organizations with the aim of either
improving the services or just increasing knowledge.

However educational research too shares the same characteristics of scientific

research as follows:
 Educational research is highly purposive and deals with problems to be
solved.
 Data are gathered, recorded and analyzed with as much accuracy as
possible.
 It has a hypothesis.
 It collects facts from first hand sources.

99
Sukhia, S.P., Mehrotra, P.V., Mehrotra, R.N. Elements of Educational Research, Allied Publishers Pvt. Ltd,
Bombay, 1966, p.8.
100
Ibid, pp.3 & 4.

79
  It is logical and objective
 It is carefully recorded and reported.
 Places emphasis on the discovery of general principles 101.

Historical method:

Since research is an investigation carried out in a systematic manner, which

means it, is methodical it would be right on our part to know the various methods
used in carrying out research. According to Bhawna Misra there are four major
categories of research. They are the Historical method, the Normative- Survey
method, the Experimental method and the other methods 102. On the other hand
John W.Best does not talk about methods but states that ―all studies fall under one
or combination of the following types: Historical research, Descriptive research
and Experimental research103.

Whether it is called a method or whether it a type of research is not that important

as the use of this approach in our study. Historical research is no different from
any other type of research as it follows the same systematic pattern of ―delimiting
a problem, formulating a hypothesis, gathering and recording data, analyzing it
and arriving at some conclusions or generalizations based on inductive-deductive
reasoning‖104. It is therefore as scientific as any other research.

This does not mean that there are no differences. Historical research does differ in
some respects from the other types of research. In historical research the
101
Sukhia, S.P., Mehrotra, P.V., Mehrotra, R.N. Elements of Educational Research, Allied Publishers Pvt. Ltd,
Bombay, 1966, p.7.
102
Misra, Bhawna. General Methods of Educational Research, Sumit Enterprises, New Delhi, pp.21& 22.
103
Best, John W. Research in Education, Prentice Hall of India Pvt. Ltd., New Delhi, 1982, p.25.
104
Koul, Lokesh. Methodology of Educational Research, Vario Educational Books, 1984, New Delhi, p.380.

80
researcher attempts to discover data that already exists in some form or the other.
This data is then used to understand or explain what went on at that point in time
in that society and perhaps to predict the future.

Part of the meaning of Historical research is implicit in the definition of history

itself. History is not merely a chronological arrangement of past events but an
account of the various forces that operated to produce that event and the
consequences thereof. The same holds good for Historical research in education.
It is employed not only to arrive at an accurate account of the past but also to gain
clearer picture of the present and may even help in partially if not wholly in
predicting the past. However the primary task of the historical method as
G.R.Elton puts it is to ―extract from what the past has left the true facts and
events of that past and so far as possible their time, meaning and interrelation 105‖.

Educational History may be divided into five generic types: ―biographies,

institutional histories, history of movements, social issues in education, history of
ideas or events and revisionist history‖106. However Sukhia et al divide
educational research into just two categories, ―the documentary type which
includes biographies, history of institutions and organizations, history of ideas,
history of sources and influences and legal History and Bibliography &
summarizing studies‖107.

105
Elton, G.R. The Practice of History, Collins Fontana, London, 1967, p.86.
106
Koul, Lokesh, op.cit. p.379.
107
Sukhia, S.P., Mehrotra, P.V., Mehrotra, R.N. Elements of Educational Research, Allied Publishers Pvt. Ltd,
Bombay, 1966, p.175.

81
Here it must be noted that one of the major divisions or generic types is the
institutional history or the history of institutions. The topic of my study is
―Teacher education in Portuguese Goa‖ focusing on the Normal school where
such education for the preparation of teachers was imparted.

Detractors of this method however point out the differences between the
experimental research and historical research. They say that the observations on
which the reports are based cannot be replicated. That may be true but that does
not take away the merit of this type of research. Sukhia et al (p.167) quoting
Good, Barr and Scates list down a number of merits of this type of research in
education as follows:
 Knowledge of the history of schools and other educational agencies is an
important part of the professional training of teachers or the school
administrators.
 Much of the work of the school is traditional. The nature of the work of the
teacher and the school administrator is restrictive and tends to foster
prejudices in favour of familiar methods. History of education is the
―sovereign solvent‖ of educational prejudices.
 The history of education enables the educational worker to detect fads and
frills in whatever form they may appear and it serves as a necessary
preliminary to educational reform.
 In light of their origin and growth can the numerous educational problems
of the present be viewed sympathetically and without bias by the teacher,
the school administrator or by the public.
 The history of education shows how the functions of social institutions
shift and how the support and control of education have changed from very

82
 simple local arrangements to those that are now somewhat centralized and
complex.
 The history of education is an ally in the scientific study of education rather
than a competitor. It serves to present the educational ideals and standards
of other times and it enables social workers to avoid mistakes of the past.
 It ―inspires‖ respect for sound scholarship and reverence for great
institutions108.

John W.Best too has stated more or less the same merits. He has also listed the
demerits as such but very few can deny the importance and value of History and
Educational History.

The purpose of the educational historian may be either to produce a faithful

record or account of the unique events that took place in the past or to suggest
through the survey of these events fruitful generalizations from the past
experiences that may act as controls for behaviour in the present or the future. It
is definitely not an exercise in futility as has been proved by so many before us.
Just knowing even what happened in the past enriches us as it gives insights into
the various facets of life then.

How does one make use of the Historical method in the conducting of research?
Bhawna Misra lists down three major steps calling them major processes of the
historical method as follows:
 Collection of data from Primary and Secondary sources.
 Criticism of the data – internal and external criticism.
108
Sukhia, S.P., Mehrotra, P.V., Mehrotra, R.N. Elements of Educational Research, Allied Publishers Pvt. Ltd,
Bombay, 1966, p.167.

83
  Interpretation of the data and presentation of the findings in an organized
manner109.
On the other hand writers like Lokesh Koul propose a five-step procedure as
follows:
 Selecting the problem.
 Formulation of the hypothesis.
 Collecting the data.
 Criticism of the data.
 Interpretation and reporting of the findings 110.

Probably Misra took it for granted that selection of the problem and formulation
of the hypothesis was a part of any research methodology. Thus it is seen that the
same steps used in scientific method are also followed here. The first set of
operations that the researcher carries out like ―collection, scrutiny, sifting, and
testing the validity of the data are called analytical‖ and the operations of
―joining, grouping, arranging, explaining and interpreting data are called
synthetic operations 111‖ in the words of B. Sheikh Ali.

Thus it is seen that Historical Method can be defined as a ―systematic body of

principles and rules designed to aid effectively in gathering source materials of
history, appraising them criticallyand presenting a synthesis‖ 112.

109
Misra, Bhawna. General Methods of Educational Research, Sumit Enterprises, New Delhi, p.32.
110
Koul, Lokesh. Methodology of Educational Research, Vario Educational Books, 1984, New Delhi, p.382.
111
Ali, B.Sheikh. History: its Theory and Method, Macmillan India Ltd, Madras, 1978, p.112.
112
Garragher, Gilbert J & Delanglez, Jean. A Guide to Historical Method, Fordham University Press, 1946, p.33.

84
However taking Koul‘s steps as the basis for the design of my study the problem
has been stated as follows:
What was the standard of teacher education in Portuguese Goa?

Based on this statement the following would be the hypothesis for this study:
There were some excellent features in the teacher education system in Portuguese
Goa.

Sources of data:

Sources of historical data are usually divided into two categories; Primary and
Secondary though writers like Bhawna Misra categorize them into three namely
consciously transmitted information (chronicles, biographies, diaries, etc),
unconscious testimony or relics (language, institutions, implements, literature
etc), and inscriptions, monuments and public documents of certain types 113.

Later on these get reduced to only two when it comes to historical research in
education where he classifies data into just two categories documents and relics.
On the other hand John W. Best had classified data into the usual two categories,
Primary and Secondary. Primary sources would mean accounts reported by actual
observer, or an active participant in an event. These in educational research may
be official records and other documentary materials, oral testimonies and relics.
On the other hand Secondary sources are those reports, which are written by third
parties meaning those who were actually not on the scene 114.

113
Misra, Bhawna. General Methods of Educational Research, Sumit Enterprises, New Delhi,2003, p.37
114
Best, John W. Research in Education, Prentice Hall of India Pvt. Ltd., New Delhi, 1982, p.141.

85
The Primary sources referred to in this study consist of the unpublished official
records of the school like the ―Livro do Lancamento de Notas de Frequencia e
Aproveitamento dos Alunos‖ which shows not only the attendance of the students
but also their class performance and both these would be taken into account while
admitting them for the final examination. The ―Livro das notas dos examinations‖
was used to record the details of Examination of each student, which was
handwritten and signed by each of the members of the jury. Such a record was
maintained of both the oral and the written examination. Since the girl students
had a few exclusive subjects a separate Examination register for each year, the
―Livro do registo dos resultados de examinations do Ensino elementar do sexo
feminine‖ was maintained for them. Thereafter another register the ―Livro de
Matriculas dos Alunos‖ would be used to record the names and the scores or
grades obtained by each of the students who had been promoted or who had
passed duly signed by the members of the jury and the head of the institution.

The Administration of the school was in the hands of the School Committee
which was ordained to meet regularly to stock of the situation and the members
were always exhorted to come up with suggestions to improve the running of the
institution. The minutes of these meetings are found recorded in the book ―Livro
das actas das sessoes do Conselho‖.

In order to keep track of the content covered by each of the ―Professors‖ in their
respective subjects and also to exercise some sort of the control over their
attendance a log book ―Livro do Assentimento do ponto dos Professores‖ was
maintained in every class that had to be signed at the end of each period showing
therein briefly the sub-unit dealt with in that subject during that period by the
respective ―Professor‖.

86
These records are incomplete in two senses of the word. Some of these books are
missing and registers regarding admissions, fees, and other administrative matters
are not to be found as they have been either destroyed or misplaced. Even in
those, which are to be found, the records are incomplete.

However there are some published Primary sources that can aid us in our search
for the truth but only to some extent. The ―Boletim Oficial” faithfully and
regularly published by the Government makes available to us all the Regulations,
Legislations, Decrees, Orders, Notices and the like regarding not only teacher
education but also education in general. These legislations et al alongwith the
regulations of other non-governmental institutions and organizations are to be
found in the work of Felipe Nery Thome Caetano do Rosario e Souza titled
Noticia Historico e Legislacao da Instrucca Publica-Primaria, Secundaria e
Superior na India Portugueza. But these are only up to a limited period that is
pertaining to the 19th century only and offers no personal comment.

On the other hand Jose Benedito Gomes‘ first ―Anuario‖ titled ―Escola Normal
de Nova Goa” paints a clear picture of teacher training in Portuguese Goa but
again it is only upto 1913. His second ―Anuario‖ one was hoping would deal with
the remaining years but the second issue is used more to clarify certain
problematic issues like the surplus teachers, the introduction of ―trabalhos
manuais‖ and certain service matters. Again his ―Anuario‖ covers the years up to
1931. A peep into the early existence and functioning of ―Escola Normal‖ when it
was a part of Lyceum is given by Alberto Feliciano Marques Pereira in the very
first ―Anuario do Lyceu Nacional de Nova Goa, da Escola Normal e das Aulas
Annexas‖ brought out in 1900.

87
There are a number of Primary and Secondary sources available in the various
libraries in Goa like the Goa University library which holds two large
collections of books on Goa one known as the Pissurlenkar collection and the
other called the Nuno Gomes collection. The Historical Archives of Goa located
in the capital city, Panaji, and the well-known Central Library hold a lot of
invaluable records like the Legislacao do Estado da India and the Boletim Oficial,
Boletim do Governo, the Annuarios, and many others. The Athaide Municipal
Library located in the town of Mapuca about 12 kilometers to the North of the
capital city is another rich source of reference. The Library of Xavier Centre
for Historical Research a leading archival centre today in Goa holds some
precious and priceless age-old material from personal and private collections of
books, periodicals, and documents.

My visits also took me to the libraries of Teacher education colleges like the
Nirmala Institute of Education which had its beginnings before the liberation of
Goa, to the library of the State Institute of Education and the the library of the
Directorate of Education which was during the Portuguese time ―Reparticao do
Educacao‖ and to that of District Institute of Education and Training which
has evolved from the erstwhile ―Escola Normal‖ and where the unpublished
Primary sources were located.

Besides I have accessed other libraries like the Gomant Vidya Niketan Library
in Margao, the Municipal Library in Margao a town to the South of Goa about
35 kilometers from the capital city, the new library privately run called
―Goenkaranchem Daiz‖ (Goan Heritage). Not far from Margao is located the
major Seminary at Rachol which in the 18th century and the early 19th century

88
was a government run institution for higher education. It has a well-stocked
library which I had the opportunity to access and followed up with a visit to the
Minor Seminary at Saligao. I also got a chance to browse through the history
section in the NCERT library in New Delhi. My personal contacts helped me to
garner a lot of data from the personal collections of individuals. In many upper
class families one can still find a lot of material of the Portuguese era stacked in
cupboards and bookshelves.

From these archives and libraries both unpublished and published materials were
read, collected and referred to. These sources were in different languages like
English, Portuguese, Konkani, Marathi and even Modi.

Tools used:

The study of documentary evidence and relics has been carried out and subjected
to both external as well as internal criticism. Oral testimonies as well have been
collected from some of those who are still living. Others are either not in good
shape physically or mentally or have passed away from this world.

Rationale:

The first and foremost task of any historical research is to throw light on
unknown or little known facts and figures as Sukhia et al put it ― to discover,
explain and record accurately past events and the status of past phenomena 115‖.
My study too aims doing the same showing the origin and the gradual evolution
115
Sukhia, S.P., Mehrotra, P.V., Mehrotra, R.N. Elements of Educational Research, Allied Publishers Pvt. Ltd,
Bombay, 1966, p.167.

89
of both the institution ―Escola Normal‖ and the teacher education programme
conducted in that institution.

This can be made possible by showing the various events that took place
connected with teacher education from time to time, which led to the growth and
development of teacher education in Portuguese Goa.

Teacher education has its own components or aspects. It will be the endeavour of
this study to show the structure, the content and the methodology used as teacher
education progressed with the elapse of time.

Certain aspects then need to be highlighted. Of particular interest is the

development of the curriculum and the syllabus along with its various methods of
study and the reasons for the introduction of various subjects.

Similarly there is a need to explain and highlight the peculiar Examination system
that was followed in teacher education by the Portuguese along with the system of
―concursos‖.

The third aspect that would be of interest to any student of education would be the
kind of administration that was in place. It is the endeavour of this study to point
out some of the measures that were taken to see that teacher education was
administered and controlled systematically.

This study is aimed at showing particularly the salient features of the Portuguese
teacher education system that merit our consideration because these seem to have

90