TSL 3113: ACTION RESEARCH 1- TESL (Methodology) TOPIC 1 What i !e ea!

"h# Research is systematic inquiry, disciplined inquiry, and the aim is to: (1) extend knowledge, and/or (2) solve a pro lem!

"hus, educational research is systematic inquiry that is intended to: (1) extend knowledge with regard to some aspect o# education, and/or (2) solve an educational pro lem!

Research that is intended to extend knowledge is called $ asic research% or $theory testing research!% Research that is intended to solve a pro lem is called $applied research% or $action research!% Re ea!"h $ay %e &ie'ed a a y te$ati" (!o"e 1! &denti#ying the pro lem! 2! Reviewing related in#ormation! '! (ollecting relevant data! )! *naly+ing those data! ,! -rawing conclusions! .! /aking generali+ations! that "o) i t o* i+ te( :

TSL 3113: ACTION RESEARCH 1- TESL (Methodology) Re ea!"h $ethodology ha di ti)"t "ha!a"te!i ti" : 1! Research originates with a pro lem0a pro lem that is restated as a research question! 2! Research demands a clear articulation o# a goal0a purpose! '! Research is guided y a research question or questions and o#ten y constructs called hypotheses0untested assumptions, reasona le guesses! )! Research requires an explicit plan o# procedure1 those procedures are logical and orderly1 they are intended to reduce error and increase validity! ,! Research will consider only hard, measura le data in attempting to resolve the pro lem initiated y the research1 research is ased upon o serva le #acts called data1 research accepts or does not accept the reasona le guess0the hypothesis0on the asis o# the data! .! Research arrives at a conclusion on the asis o# the analysis o# the data! 2! Research ends with a conclusion0a resolution o# the pro lem and answer to the question! 3! Research is, y its nature, circular or, more exactly, it is helical1 it o#ten generates new questions!

TSL 3113: ACTION RESEARCH 1- TESL (Methodology)

"a le 2!1: -i##erences etween 4uantitative and 4ualitative Research 5adaptation #rom /erriam, 16661 7irestone, 1632 1 8otter, 166.9

TSL 3113: ACTION RESEARCH 1- TESL (Methodology)

TSL 3113: ACTION RESEARCH 1- TESL (Methodology)

"&:* ;*<-*= &>;?&R& -*@*/ 8<>A<@&-&;*> "erdapat pel agai kaedah inkuiri yang mem im ing pengkaBi ke arah menyelesaikan masalah dan persoalan dalam penyelidikan! ;aedahCkaedah terse ut ialah: 1! ;aedah positivis 2! ;aedah interpreti# '! ;aedah kritikal ;aedah 8ositivis ;aedah positivis menekankan ketepatan ukti penyelidikan dengan menggunakan analisis numerikal! 8enyelidikan eksperimental dan tinBauan adalah antara kaedahkaedah yang anyak digunakan dalam aliran positivis! 8engkaBi positivis melakukan kaBian untuk memahami corak aktiviti manusia dan mem uat ramalan melalui kaedah mengenal pasti, mengukur, dan menyatakan hu ungan antara pem oleh u ah dalam #enomena di awah kaBian dengan kiraan yang /elalui hipotesis yang di ina, pengkaBi menguBi perhu ungan terse ut dengan memiiih sekumpulan su Bek (satu sampel) secara rawak daripada populasi! ;eputusan kaBian yang diperoleh daripada sampel kaBian seterusnya digeneralisasikan kepada semua su Bek dalam populasi terse ut! De agai contoh, pengkaBi erminat untuk mengenal pasti #aktorC#aktor

TSL 3113: ACTION RESEARCH 1- TESL (Methodology) keciciran para pelaBar lelaki di institusi pengaBian tinggi! 8engkaBi mem uat penyelidikan ke atas satu sampel yang dip##lh secara rawak daripada populasi dan #aktorC#aktor yang dikenal pasti dapat digeneralisasi kepada semua pelaBar populasi terse ut! -alam kes ml, pengkaBi mementingkan kuantiti dataCdatanya, seperti #rekuensi dan peratusan pelaBar lelaki yang terddr dan nilaiCnilai kuantiti seperti mm, sisthan piawai yang mewakili #aktorC#aktor yang menye a kan kedciran terse ut! ;aedah &nterpreti# ;aedah interpreti# menghuraikan suatu #enomena dengan menggunakan data deskripti# ver al, ia le ih menekankan analisis secara ver al daripada analisis numerikal! *ntara penyelidikan yang sering digunakan ialah kaBian lapangan yang menggunakan pemerhatian dan temu ual se agal kaedah pemungutan data kaBian! ;aBianCkaBian mi iasanya menghuraikan ciriCciri seBumlah keel su Bek kaBian secara teliti dan mendalam! De agai contoh, pengkaBi melakukan kaBian ke atas se ilangan kecil pelaBar luar andar memperoleh keputusan yang cemerlang dalam peperiksaan D8/! -alam kes ml, pengkaBi mementingkan kualiti data yang dipungutnya! 8enyelidikan kaedah kritikal memihak kepada penyelidlkan kualitatil! ;aedah ;ritikal ;aedah kritikal digunakan oleh golongan penyelidik tertentu untuk mem aiki keadaan sosial dan kemanusiaan mereka! ;aedah mi diBalankan untuk memahami hu ungan antara golonganC golongan dalam masyarakat dan agaimana peru ahan diwuBudkan, oleh in pengkaBi menggunakan sum erCsum er seBarah, dan dataCdata sekunder yang sedia ada dalam kaBianCkaBian per andingan! =asil kaBian dalam kaedah mi dikatakan sah Bika ia dapat diaplikasikan untuk mem aiki keadaan 8enyelidikan kaedah kritikal le ih memihak kepada penyelidikan kuantitati#! 5;etiatia kaedah dl atas merupakan asas kepada penyelidikan kualitati# dan kuantitati#!

TSL 3113: ACTION RESEARCH 1- TESL (Methodology) ETHICAL PRINCIPLES "he *merican 8sychological *ssociation recently pu lished 1E ethical principles #or the conduct o# research activities with human participants! &n planning a research proBect, you should study these principles care#ully: 1! &n planning a study, the investigator has the responsi ility to make a care#ul evaluation o# its ethical accepta ility! "o the extent that the weighing o# scienti#ic and human values suggests a compromise o# any principle, the investigator incurs a correspondingly serious o ligation to seek ethical advice and to o serve stringent sa#eguards to protect the rights o# human participants! 2! (onsidering whether a participant in a planned study will e a $su Bect at risk% or a $su Bect at minimal risk,% according to recogni+ed standards, is o# primary ethical concern to the investigator! '! "he investigator always retains the responsi ility #or ensuring ethical practice in research! "he investigator is also responsi le #or the ethical treatment o# research participants y colla orators, assistants, students, and employees, all o# whom, however, incur similar o ligations! )! <xcept in minimalCrisk research, the investigator esta lishes a clear and #air agreement with research participants, prior to their participation, that clari#ies the o ligations and responsi ilities o# each! "he investigator has the o ligation to honor all promises and commitments included in that agreement! "he investigator in#orms the participants o# all aspects o# the research that might reasona ly e expected to in#luence willingness to participate and explains all other aspects o# the research a out which the participants inquire! 7ailure to make #ull disclosure prior to o taining in#ormed consent requires additional sa#eguards to protect the wel#are and dignity o# the research participants! Research with children or with participants who have impairments that would limit understanding and/or communication requires special sa#eguarding procedures! ,! /ethodological requirements o# a study may make the use o# concealment or deception necessary! Fe#ore conducting such a study, the investigator has a special responsi ility to (i) determine whether the use o# such techniques is Busti#ied y the studyGs prospective scienti#ic, educational, or applied value1 (ii) determine whether alternative procedures are availa le that do not use concealment or deception1 and (iii) ensure that the participants are provided with su##icient explanation as soon as possi le! .! "he investigator respects the individualGs #reedom to decline to participate in or to withdraw #rom the research at any time! "he o ligation to protect this #reedom requires care#ul thought and consideration when the investigator is in a position o# authority or in#luence over the participant! Duch positions o# authority include, ut are not limited to, situations in which research participation is required as part o# employment or in which the participant is a student, client, or employee o# the investigator! 2! "he investigator protects the participant #rom physical and mental discom#ort, harm, and danger that may arise #rom research procedures! &# risks o# such consequences exist, the investigator in#orms the participant o# that #act! Research procedures likely to cause serious or

TSL 3113: ACTION RESEARCH 1- TESL (Methodology) lasting harm to a participant are not used unless the #ailure to use these procedures might expose the participant to risk o# greater harm, or unless the research has great potential ene#it and #ully in#ormed and voluntary consent is o tained #rom each participant! "he participant should e in#ormed o# procedures #or contacting the investigator within a reasona le time period #ollowing participation should stress, potential harm, or related questions or concerns arise! 3! *#ter the data are collected, the investigator provides the participant with in#ormation a out the nature o# the study and attempts to remove any misconceptions that may have arisen! Hhere scienti#ic or human values Busti#y delaying or withholding this in#ormation, the investigator incurs a special responsi ility to monitor the research and to ensure that there are no damaging consequences #or the participant! 6! Hhere research procedures result in undesira le consequences #or the individual participant, the investigator has the responsi ility to detect and remove or correct these consequences, including longCterm e##ects! 1E! &n#ormation o tained a out a research participant during the course o# an investigation is con#idential unless otherwise agreed upon in advance! Hhen the possi ility exists that others may o tain access to such in#ormation, this possi ility, together with the plans #or protecting con#identiality, is explained to the participant as part o# the procedure #or o taining in#ormed consent! ETHICAL AN, H-MAN RELATIONS MISTA.ES SOMETIMES MA,E /0 E,-CATIONAL RESEARCHERS 1! "he researcher #ails to #ollow proper channels in setting up a study in the pu lic schools! 2! =as not prepared answers #or questions likely to e asked y school administrators a out the research proBect! '! Heakens the research design y making changes #or the administrative convenience o# the schools #rom which su Bects are to e drawn! )! <sta lishes good rapport and then loses it y #ailing to maintain communication! ,! ?ses measures that cannot e de#ended to critics o# the research! .! -oes not #ollow correct procedures #or o taining in#ormed consent #rom parents or su Bects! 2! 7ails to set up adequate sa#eguards to ensure the con#identiality o# research data! 3! -oes not carry out e##ective de rie#ing o# research su Bects!

TSL 3113: ACTION RESEARCH 1- TESL (Methodology)

TSL 3113: ACTION RESEARCH 1- TESL (Methodology)

T0PES O1 COMMON RESEARCH Ca2 al-Co$(a!ati&e Re ea!"h Research in which the researcher attempts to discover possi le causes #or the phenomenon eing studied y comparing su Bects in whom a characteristic is present with similar su Bects in whom it is a sent or present to a lesser degree! Co!!elatio)al Re ea!"h Research in which the researcher attempts to discover or clari#y relationships etween varia les through the use o# correlation coe##icients! E+(e!i$e)tal Re ea!"h Research in which the researcher manipulates a treatment varia le in order to esta lish causeC andCe##ect relationships etween two or more varia les0to test theories concerning causal relationships! Hi to!i"al Re ea!"h Research in which the researcher systematically examines documents and other sources in order to achieve etter understanding o# present institutions, practices, and pro lems! O% e!&atio)al Re ea!"h Research in which the researcher uses naturalistic o servations in order to descri e speci#ied phenomena! S2!&ey Re ea!"h Research in which the researcher uses survey methods in order to descri e existing characteristics o# a large group o# persons!