Research Methods in Primary Education

COURSE INFORMATION

Course Outcomes

Upon completion of EDU 542 a student will be able to:

State what research is
Identify the pertinent elements of a research including ethics and access.
Describe the different approaches and methods used for academic
research, in particular when researching primary education
Make a clear statement of a research issue and pose appropriate research
questions
Select and justify a research approach appropriate for a specific research
issue
Select and justify an appropriate methodology and data collection
techniques for a specific research issue
Identify the major sources of literature relevant to a given research issue
Be able to prepare a research proposal that addresses an appropriate
research problem with proper background, assumptions, delimitations,
literature review and methodology

ASSESSMENT

Section 1: Introduction to
Educational Research

Student Learning Outcomes

At the end of this section, you will be able to:
1. State what research is
2. Distinguish between non-scientific searching and
scientific problem solving (research).
3. Describe the characteristics of an educational research
4. Describe the basic processes of research
5. Identify the five parts of a traditional study (thesis)
6. Describe the five criteria for choosing a problem
(workability, critical mass, interest, theoretical value,
practical value)
7. Identify differences between, and examples of, inductive
and deductive kinds of reasoning

What is research?
What is research?
I want to buy a new mobile phone. I do a research by
looking at pamphlets, asking friends, and visiting mobile
phone outlets.
I am also a university lecturer. I attend a Research Methods
course. I then conduct research on student engagement in
online learning. I investigate students view on how
lecturers responses keep them engaged on their learning
tasks.
Q. In what ways is the word "research" as used in a course
entitled "Research Methods" different from the kind of research
done when looking for the best mobile phone to buy?
How is my research on student engagement different from the
one I did when buying a new mobile phone?

Definition of research
1. The systematic investigation into and study of materials and
sources in order to establish facts and reach new conclusions
(Merriam Webster)
2. As an organized and systematic way of finding answers to
questions. (Brigham Young University)
3. The creation of new knowledge and/or the use of existing
knowledge in a new and creative way so as to generate new
concepts, methodologies and understandings (Australian Higher
Education)
4. Any extracurricular activity of an intellectual or professional nature
which extends knowledge, understanding, and appreciation, or
facilitates the extension of knowledge, or contributes something of
scholarly value, or contributes something of practical value to the
university or the community (Open University Malaysia)

Educational Research
A systematic, and organized effort to
investigate and provide trustworthy
information about educational
problems, issues and topics

Scientific approach in research

1)
2)
3)
4)
5)
6)
7)

Purpose of experiment
Apparatus
Theory
Procedures
Data/ Results
Analysis
Conclusion and discussion

Characteristics of research
1. Systematic
research begins with research question, the
identification and labeling of variables followed by
the design of research that is required to answer
the research questions. Data are collected and
related to variables to permit evaluation of the
problem.
Identification and labeling of variables /constructs
Design of research
Collection of data
Analysis of data
Evaluation of the problem

2. Logical
as you can see the procedures follow a
logical pattern that permits the results to
be evaluated.
3. Empirical
observable evidence /data (in some form
e.g. numbers, statements, scores, etc.)
are collected on which to base decisions.
Your decisions are not based on
guesswork or intuition but on solid
evidence.

4. Reductive
scientific research takes many individual events (in the
form of data) and uses them to establish more general
relationships.
Lots of data is "reduced" to specific conclusions.
For example, if everytime you enter your statistic class,
your palms become sweaty, your head starts pounding,
your pulse and heart rate increases, your blood pressure
goes up, we can say these findings might be "reduced" to
the conclusion that you are experiencing Stats anxiety!
When we collect data from many subjects we also reduce
it to drawn common conclusions about the group as a
whole.
Do you know the difference between deductive and
inductive?

INDUCTIV
E
REDUCTI
VE

DEDUCTI
VE

Inductive and Deductive

Inductive : You induce. You dont
know much, you collect data to see
the pattern, you have enough data,
you establish a theory
Deductive : You deduce. You know a
theory about something, you
hypothesize, you collect data to test
your hypothesis and confirm your
theory

5. Replicable
if you've followed the preceding steps and
if you have recorded what you've done it
should be possible for another person to
replicate your study. Replication of studies
is often performed to test the findings of
original research especially if the findings
are construed as controversial.
a. Knowledge can be tested over and over
again

6. Published/reported and all claims are

open to questions

Inductive and deductive reasoning

Example Inductive Research

One fascinating recent study in which the researchers took an inductive
approach was Katherine Allen, Christine Kaestle, and Abbie Goldbergs
study (2011)Allen, K. R., Kaestle, C. E., & Goldberg, A. E. (2011).
More than just a punctuation mark: How boys and young men learn about
menstruation. Journal of Family Issues, 32, 129156. of how boys and
young men learn about menstruation.
To understand this process, Allen and her colleagues analyzed the written
narratives of 23 young men in which the men described how they learned
about menstruation, what they thought of it when they first learned about
it, and what they think of it now. By looking for patterns across all 23
mens narratives, the researchers were able to develop a general theory of
how boys and young men learn about this aspect of girls and womens
biology. They conclude that sisters play an important role in boys early
understanding of menstruation, that menstruation makes boys feel
somewhat separated from girls, and that as they enter young adulthood
and form romantic relationships, young men develop more mature
attitudes about menstruation.

Example Deductive
Research
In another recent deductive study, Melissa Milkie and Catharine
Warner (2011)Milkie, M. A., & Warner, C. H. (2011). Classroom
learning environments and the mental health of first grade
children. Journal of Health and Social Behavior, 52, 422. studied
the effects of different classroom environments on first graders
mental health.
Based on prior research and theory, Milkie and Warner
hypothesized that negative classroom features, such as a lack of
basic supplies and even heat, would be associated with
emotional and behavioral problems in children.
The researchers found support for their hypothesis,
demonstrating that policymakers should probably be paying
more attention to the mental health outcomes of childrens
school experiences, just as they track academic outcomes
(American Sociological Association, 2011).

Why do we conduct research?

As a teacher, what may lead you to do research?

Reason 1: Research adds knowledge and understanding of educational
issues
Addresses gaps in knowledge
Expands knowledge
Adds voices of individuals to knowledge

Reason 2: Research helps improve practice and solve problems

Educators gain new ideas
Educators gain new insight into methods
Educators gain new insight into students

Reason 3: Research informs policy debates

Research helps people weigh different perspectives on issues
Research helps people make informed decisions regarding policy
Now, refer to your research idea will it inform policy? Solve a
practical problem? Enhance understanding on an issue?

EXERCISE
Decide on a topic for research

Example of Topics for Action Research

Desk Arrangement and Student Behavior
Inquiry Strategies versus Lecture Strategies for 9th Grade Physical Science
Curricula
The Effects of Departmentalization on Low Performing 4th and 5th Grade Students
The Effectiveness of Full Inclusion on Learning Disabled Children; A Case Study
Parent Participation can be as Sweet as Apple Pie
Improving English Language Learners Writing Skills: Book Publishing
Intrinsic versus Extrinsic Motivation: What Motivates Students with Special Needs?
Student Involvement in the Assessment Process And Its Effects on Achievement
Read Alouds and Student Comprehension
Use of Technology to Enhance Kindergarten Readiness Skills
Improving Math Fluency Through Drill and Practice Homework Assignments
The Relationship Between Students Perceptions of Teachers and Teacher Attire
Phonological Awareness Intervention for Students At-Risk of Reading Failure
Class Size and the Affects on Instruction
English as a Second Language Teaching Strategies and their Effectiveness in the
Adult ESL Classroom

HOMEWORK:
Journal entry 1

Problems I encountered in school

My research interest
Stuff I read
Reflection

HOMEWORK:
PROPOSAL : CHAPTER 1

Chapter 1 Criteria
Research problem clearly identified
and explained with examples from
current teaching situation or previous
research findings or findings from
interviews with relevant
authorities/teachers to prove that the
research problem really exists
(imaginary problems are not
acceptable for a research thesis)

Background of Study
With increasing workload, it is rarely possible for an ESL teacher to have enough time to
fulfill the needs of its students. What is being delivered is only a portion of what their
students actually need (Ramos & Mohd Ali, 2005) and the results can usually be seen in
the ever lowering number of students achievement. Teachers usually have to come up
with a lot of reparation activities in order to overcome their shortcomings in the
classroom. One way to overcome this is by having teacher work collaboratively with their
teaching assignment. Collaboration is widely recognized as the best way for teachers to
cope with the ever increasing challenges in dealing with teaching preparation, writing
documentation, handling students co curricular activities and going of on compulsory
professional self development courses. This thesis will report the findings of a thorough
study to establish the effects of collaborative teachings on students ESL achievement.
The researcher contend that teacher can overcome shortcomings in their teaching if they
conduct collaborative teaching for their class. However, good leadership and cooperation
among membership plays a bigger role in achieving a common goal. Having and working
towards a common goal, under dedicated, dynamic and faithful leadership with an active
and energetic membership plays a great role in the success of a collaboration.

Statement of the Problem

There is now ample research on the benefits of teacher
collaboration mainly
in developed countries (Kaul 2001, Riley 2006, Wright 2006,
Bennett 2007,
Foulonneau etal. 2007, Williams 2008, Feather, Bracken & Diaz
2008, Butler
1998, Domatob, 1998). In Africa, a lot of research has been
devoted toward
the need for collaboration (Musoke 2008, Paulos 2008,
Kinengyere 2007,
Ibeun & Obasuyi 2007, Amaeshi (Ed.) 2003, Kaul 2001,
Rosenberg 2001, Ade
Ajayi, Goma & Johnson 1996) and a few registered successes
(Musoke 2008,
Paulos 2008, Rosenberg 2001, Kinengyere 2007, Ibeun &
Obasuyi 2007,

Other ETC Must Knows

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