The nature of research

TCPB 124
Week 1

Dr. Osama Al-Mahdi

Textbook: Fraenkel, J. and Wallen, N. (2006). How to design and evaluate research in
education. New York: McGraw-Hill.
 Questions and concerns

Give some examples of questions or concerns

which emerged through your participation in the
school attachment period
 Ways of knowing

1) Sensory experience
2) Agreement with others
3) Expert opinion
4) Logic
5) The scientific method
 The scientific method

1) Identifying a problem or a question

2) Clarifying the problem
3) Determining the information needed and how
to obtain it
4)Organizing the information
5) Interpreting the results
 Why research is of value?

The scientific method provides us with with a way

of obtaining information that is as accurate and
reliable as we can get.

There are other ways of knowing but they are not

always reliable or complete
 What is research?

The systematic investigation into the study of
materials, sources etc. in order to establish
facts and reach new conclusions (Oxford
Dictionary)

An endeavour to discover new or collate old
facts etc. by the scientific study of a subject or
by a course of critical investigation (Oxford
Dictionary)
 What is research?

Research is a systematic process of enquiry
which has a certain amount of rigour and is
governed by certain guidelines. This process
seeks to make known something about a field
of practice or activity which is currently
unknown to the researcher (Brown & Dowling,
1998; Hitchcock & Hughes,1989). This inquiry
can also inform decisions in order to improve
action (Bassey, 1999).
 What is methodology?

Research methodology aims to establish what
are the justifiable methods and procedures
appropriate for the generation and testing of
valid knowledge (Clough & Nutbrown, 2002).

The methodology provide basic plans for the
research activity which is closely related with
aspects such as the type of research problem,
the formulation of research questions, the
methodological concerns, the type of data
gathered, and the method of data analysis
(Cohen et al., 2000).
 Types of research

Experimental research: the researcher
establishes different treatments and then
studies their effects (e.g. effect of method of
instruction on test scores).

Correlational research: to determine the
relationships among two or more variables (e.g.
between gender and achievement in
mathematics). It does not involve any
intervention on the part of the researcher.
 Types of research

Causal-comparative research: is intended to
determine the cause of or consequences of
differences between groups of people (e.g. to
determine whether students from single parents
families do more poorly in a course than
students from two-parents family).

Survey research: is intended to obtain data to
determine specific characteristics of a group.
(e.g. using survey to measure students'
attitudes toward a new university programme)
 Types of research

Ethnographic research: the emphasis is on
documenting or portraying the everyday
experiences of individuals by observing and
interviewing them and relevant others.

Historical research: some aspects of the past is
studied either by perusing documents of the
period or interviewing individuals who lived
during the time.

Action research: focuses on getting information
that will enable the practitioners to change
conditions in a particular situation in which they
are personally involved.
 Two main research paradigms

The positivist and interpretive paradigms are
two broad philosophical positions which have
critical implications on the research design.
 The positivist paradigm

The positivist paradigm views human behaviour
as essentially rule governed; and human
behaviour should be investigated by the
methods of natural sciences. Studies based on
this approach are often carried out in a
controlled environment, rely on statistical data
and aim to answer questions which look at, for
example, issues of cause and effect
 The interpretive paradigm

The interpretive paradigm rejects the positivists’
view of the regulation of human behaviour
because it overlooks the complexity of social
interactions. The interpretive paradigm tries to
look to the multifaceted dimension of human
behaviour and tries to seek explanations of
social actions through understanding the
individuals’ perspectives that are part of these
ongoing actions and the situations and contexts
that are holding them (Cohen et al., 2000)
 Quantitative / qualitative

The methodology of the positivist paradigm is
often described as ‘quantitative’ while the
methodology of the interpretive paradigm is
called ‘qualitative’.


Homework (2): Read p. 15-16 and compare the
quantitative and qualitative methodologies on
the following aspects: assumptions, purpose,
methods, kinds of studies undertaken,
researcher's role, and the degree of possible
generalization.
 Research plan

Statement of the research problem

Formulation of research questions or
hypothesis

Definitions

Literature review

Sample

Instruments

Procedures

Data analysis

Reporting and publishing