INTRODUCTION TO

EDUCATIONAL RESEARCH

Research – meaning, objectives of Research-

Characteristics, Scope and Need for research,
Ethics in doing Research – Plagiarism and its
consequences – Research Proposal
MEANING OF RESEARCH
 search for knowledge
 an art of scientific investigation
 endless quest for knowledge
 unending search for truth
 a movement from the known to the unknown
 voyage of discovery

The Advanced Learner’s Dictionary of Current

English - “A careful investigation or inquiry
through search for new facts in any branch of
knowledge.”
DEFINITION OF RESEARCH
 Research is an honest, exhaustive, intelligent
searching of facts and their meanings or implications
with reference to a problem. – P.M. Cook

 Researchis a systematized effort to gain new

knowledge – Redman and Mory

 Research is the scientific investigation into and study

of material, sources etc. in order to establish facts and
the reach new conclusions – The new Oxford English
Dictionary
NATURE AND CHARACTERISTICS OF
RESEARCH

 Research
is a systematic and critical investigation into a
phenomenon.
 It is not mere compilation of facts.
 It adopts scientific method.
 It is objective & Logical
 It is based on empirical evidence.
 Research is directed towards finding answers to
questions.
 Itemphasis the generalization of theories and
principles.
OBJECTIVES OF RESEARCH

 To gain familiarity with a phenomenon or to

achieve new insights into it

 Toportray accurately the characteristics of a

particular individual, situation or a group

 To determine the frequency with which something

occurs or with which it is associated with something
else

 To test a hypothesis of a causal relationship between

variables
CHARACTERISTICS OF RESEARCH

1. Empirical – Research is based on observations and experimentation

2. Systematic – Research follows an orderly and sequential procedure.
3. Controlled – Research controls all variables involved in the research
process
4. Employs hypothesis – Research uses hypotheses to ensure its
findings.
5. Analytical – Research utilizes proven analytical procedures in
gathering the data
6. Objective, Unbiased, & Logical – All findings of research are logically
based on empirical data.
7. Replicability – The research design and procedures are replicated to
arrive at valid and conclusive results.
SIGNIFICANCE OF RESEARCH
 to find out the truth which is hidden and which has not been discovered
as yet.

 to discover answers to questions through the application of scientific

procedures.

 help us identify the range and applications of them.

 fountain of knowledge and provides guide-lines for solving problems.

 Provides basis for many government policies.

 for higher gain and productivity and to improve the quality of products.

 Mathematical and logical research optimizes production and solves

problems to increase output.

 It leads to the identification and characterization of new materials, new

living things, new stars, etc.
 EDUCATIONAL RESEARCH

 investigates the behaviour of students, teachers,

administrators, parents and other members of the
community who interact with educational institutions.

 careful,systematic investigation into any aspect of

education.

 application of the principles and methods of scientific

research for the solution of problems in the field of
education.

 main function of research in education is to find

improvement in teaching and learning.
 DEFINITION ON EDUCATIONAL RESEARCH

 According to Mouly, ‘Educational Research is the

systematic application of scientific method for solving
educational problems’.

 According to Travers, ‘Educational Research is an

application of scientific method to the study of
educational problems’.

 According to Whitney, ― Educational Research aims at

finding out solution of educational problems by using
scientific philosophical method.
NATURE OF EDUCATIONAL RESEARCH

 It is highly purposive.
 It gathers knowledge of new data.
A sound philosophy of education forms the basis of
educational research.
 It
needs imagination and insight and scientific attitude of
mind.
 Any teacher with reasonable common sense and
intelligence can undertake educational research.
 It usually employs deductive reasoning.
NATURE OF EDUCATIONAL RESEARCH

 Itrequires an interdisciplinary approach. An educational

problem can require the characteristics of several
disciplines like philosophy, psychology, sociology
anthropology, history and political science.
 It generally needs inexpensive material.
 It is based on interdependence of cause and effect.
 Educational research cannot be a mechanical process.
 Better education, better schools and better results of
education are the chief purpose of educational research.
NEED AND IMPORTANCE OF
EDUCATIONAL RESEARCH

 Lead man towards progress

 Improve educational practices
 Realize the meanings of specific concepts
 Design and develop curriculum
 Prevent wastage and stagnation
 Enhance Teaching and Learning competence
NEED AND IMPORTANCE OF
EDUCATIONAL RESEARCH
 Individualizing Instruction
 Develop and Standardize Tests
 Improve and foster creativity among educators and
learners.
 Research is needed in special subjects particularly in
reading, handwriting, spelling, arithmetic etc.
 Educational research is needed to find out ways and
means to help special children.
 Research in education is needed to identify the gifted
and slow learners and to cater them.
SCOPE OF EDUCATIONAL RESEARCH

 Educational Psychology
 Philosophy of Education
 Sociology of Education
 Economics of Education
 Educational Administration
 Comparative Education
 Educational Evaluation
 Educational Technology
 Teacher Education and Teaching Behaviour
 Curriculum Construction and text books
 Guidance and Counseling
SCOPE OF EDUCATIONAL RESEARCH
 Educational Psychology
 Intelligence  Philosophy of Education
 Aptitude  Need for philosophy or education
 Attitudes  Special features of Indian philosophy
 Interest  Indian philosophy and Indian Education
 Motivation  Regrouping of Indian Philosophic Thoughts
 Personality traits  The abiding elements in Indian philosophy
 Needs and adjustments of pupils of education

 Creativity
 Education of the exceptional Children
 Achievement Motivation
 Learning difficulties in children
 Problem of socially handicapped or the
Juvenile delinquents
 SCOPE OF EDUCATIONAL RESEARCH
 Sociology of Education
 Economics of Education
 Impact of population explosion on education
 Construction of efficiency indicators for
 Problems of tribal cultures school units
 Social determinates of educability of children  Cost behaviour of educational institutions
 Organizational climate  Cost benefit analysis with respect to
 Leadership behaviour in educational institutions different levels of education

 Role of education in family planning  Economic evaluation of various

educational programmes like agricultural
 Education of weaker sections education, vocational education, worker’s
education, adult education and extension
education, undertaken by state and
central governments

 Educational Administration
 Job analysis of headmasters, principals, D.E.O’s
 Job satisfaction of teachers and non-teaching staff
 Job involvement of teachers
 Institutional planning
 Use of systems approach
 SCOPE OF EDUCATIONAL RESEARCH
 Comparative Education  Educational Evaluation
 Education and national development,  Grade system of marking

 Curriculum reorganizations,  Semester system of examination

 Educational control,  Orientation of paper-setters/workshop for

preparing test items
 The role of universities
 Development of question bank in each subject
 Social education
 Supplementing essay type tests with objective
type tests
 Supplementing external examinations with
 Educational Technology continuous internal assessment
 Preparation and validation of programmed  Using aptitude tests (entrance examinations) for
learning materials the admission of students to various
courses/programmes
 Development of ‘self learning packages’
 Preparation of multimedia presentations
through computer
 Use of systems approach in evaluating
educational technology
 SCOPE OF EDUCATIONAL RESEARCH
 Teacher Education and Teaching Behaviour
 Guidance and Counseling
 Developing classroom interaction analysis
systems and using them to study the teaching  Development of tools and tests to
behaviour of teachers assess abilities and talents, diagnose
difficulties etc.
 Skills development through micro-teaching
 Examination stress and its
 Teaching aptitude management
 Personality profiles of different categories of  Mental health of school children
teachers
 Social maturity of higher secondary
 Developing/evaluating different models of school students
teaching
 Efficiency of team-teaching

 Curriculum Construction and text books

 Critical appraisal of curricular structure and content
 Development of ‘Modules’ for learning, in different content areas
ETHICS IN DOING RESEARCH

 ethics ‘refers to moral principles of guiding conduct, which

are held by a group or even by a professional’.

 The Oxford Dictionary defines ethics as: ‘moral principles that

govern a person’s behaviour or the conducting of an activity.

 American Educational Research Association (AERA)

 sets forth the principles and ethical standards that underlie
education researchers’ professional responsibilities and conduct.
PRINCIPLES OF ETHICAL CONDUCT

 Principle A: Professional Competence

 Principle B: Integrity

 Principle C: Professional, Scientific, and Scholarly

 Principle D: Respect for People’s Rights, Dignity, and Diversity

 Principle E: Social Responsibility

ETHICAL STANDARDS
 Scientific, Scholarly and Professional Standards

 Fabrication, Falsification, and Plagiarism

 Avoiding Harm

 Nondiscrimination

 Confidentiality

 Informed Consent

 Authorship Credit

 Objectivity

 Public Communication

 Harassment
PLAGIARISM AND ITS CONSEQUENCES

Meaning of Plagiarism
 According to the Merriam-Webster Online Dictionary, to “plagiarize”
means
 to steal and pass off (the ideas or words of another) as one's own

 to use (another's production) without crediting the source

 to commit literary theft

 to present as new and original an idea or product derived from an

existing source.

 The Oxford English Dictionary defines plagiarism as “the action or

practice of plagiarizing; the wrongful appropriation or stealing, and
publication as one’s own, of the ideas, or the expression of the ideas
(literary, artistic, musical, mechanical, etc.) of another”.
CONSEQUENCES OF PLAGIARISM
 Destroyed Student Reputation

 Destroyed Professional Reputation

 Destroyed Academic Reputation

 Legal Repercussions

 Monetary Repercussions

 Plagiarized Research
AVOIDING PLAGIARISM
 To incorporate and use other’s ideas in one’s own work, one may
choose one of the following methods:
 1. Quoting: Quotation marks are used directly around the words and
source is cited. This is used when an important information (such as a
definition) is to be used.

 2. Paraphrasing: Paraphrasing is to state the source’s central idea in one’s

own words. It may include change in structure, voice or parts of speech in
the sentence.

 3. Summarizing: It includes the source’s identity and a summary of the

whole idea of the source. The information is passed on neutrally (as
source’s perspective) without one’s own biases.
RESEARCH PROPOSAL

 The research proposal is an important step in developing a research

project.

 It helps the researcher to further define the research question and

enables the researcher to demonstrate how he/she intend to go about
answering the research question.

 It is able to give an overview of the research project so that other

people understand the scope of the research, the significance of the
research, as well as your proposed methodology and chosen research
method.
NEED FOR RESEARCH PROPOSAL

 It is just like the blue print, which an architect prepares before the
construction of building starts.
 it helps the researcher to think about the research project and predict the
difficulties that might arise in carrying out the research project.

 can be a space to explore options and helps the researcher to easily

compare and evaluate the scope of different projects.

 effective starting places to discuss projects with the research guide or

research supervisors.

 help the researcher to remain on track throughout the research process.

 help the researcher to refocus in an effective manner.

TYPES OF RESEARCH PROPOSAL

 The most common proposal is of the type that is prepared by those

who wish to undertake research for their master’s or doctoral degree
in education.

 The second type of research proposal is one that is submitted by a

researcher to a private or government agency for financial assistance.

 Finally the third category is the research proposal that is submitted by

a university or a college teacher to some research organization such
as UGC, NCERT, ICSSR etc.,
PREPARATION OF RESEARCH PROPOSAL

 Introduction  Procedures for Collecting Data

 Title  Sampling:

 Statement of the problem:  Tools

 Review of related literature  Procedures for Treating Data

 Hypothesis  Bibliography
 Significance of the study:
 Time Schedule
 Definition of Terms and Concepts:
 Budget Schedule
 Delimitations of the study:

 Basic Assumptions