UNI

TONE
TheFundame
ntal
sofEduc
ati
onal
Res
ear
ch

1.
1Meani
ngandPur
poseofEducat
ional
Resear
ch

1.
1.1 Meani
ng

Resear
ch i
s an i
ntel
l
ect
ualact
ivi
ty and r
esponsi
blef
orbr
ingi
ng l
i
ghtt
o cr
eat
e
knowl
edge,cor
rect
ingt
hepr
esentmi
stakes,r
emov
ingexi
sti
ngmi
sconcept
ionsand
addi
ngnewl
ear
ningt
otheex
ist
ingknowl
edge.I
tisal
soconsi
der
edascombi
nat
ionof
t
hoseact
ivi
ti
eswhi
char
eremov
edf
rom dayt
odayl
i
feandi
spur
suedbyt
hoseper
sons
whoar
egi
ft
edi
nint
ell
ectandsi
ncer
eincommi
tmentofpur
sui
tofknowl
edge;
alt
hough
i
tisnott
ruet
osayt
hatr
esear
chi
srest
ri
ctedt
osucht
ypeofper
sons.Ont
heot
herhand,
i
tist
ruet
osayt
hatmaj
orcont
ri
but
ionofr
esear
chcomesf
rom hi
ghl
ygi
ft
edand
commi
tt
ed wor
ker
s.Mor
eov
err
esear
ch i
s al
so consi
der
ed as t
he appl
i
cat
ion of
sci
ent
if
icmet
hodi
nsol
vi
ngt
hepr
obl
ems.I
tisasy
stemat
ic,f
ormalandi
ntensi
ve
pr
ocessofcar
ryi
ngont
hesci
ent
if
icmet
hodofanal
ysi
s.Resear
chi
sanat
temptt
o
di
scov
er,
dev
elopandv
eri
fyknowl
edge.I
tisani
ntel
l
ect
ual
processt
hatdev
elopedov
er
hundr
edsofy
ear
sev
erchangi
ngi
npur
pose,f
orm andal
way
sresear
chi
ngoft
rut
h.
Resear
chi
sal
sodef
inedasanhonest
,exhaust
ive,i
ntel
l
igentsear
chi
ngf
orf
act
sand
t
hei
rmeani
ngsori
mpl
i
cat
ionswi
thr
efer
encet
oagi
venpr
obl
em.I
namor
egener
alway
,
r
esear
chcanbedef
inedasasy
stemat
icandr
efi
nedt
echni
queoft
hinki
ng,empl
oyi
ng
speci
ali
zedt
ool
s,i
nst
rument
sandpr
ocedur
esi
nor
dert
oobt
ainamor
eadequat
e
sol
uti
onofapr
obl
em t
hatwoul
dbepossi
bleunderor
dinar
ymeans.I
tst
art
swi
tha
pr
obl
em,col
l
ect
sdat
aorf
act
s,anal
ysi
scr
it
ical
l
yandsear
chesdeci
sionsbasedont
he
act
ual
evi
dence.

Educat
ionalr
esear
chi
sast
udyandani
nvest
igat
ioni
nthef
iel
dofeducat
ionorbear
ing
uponeducat
ionalpr
obl
ems(
Good,1966)
.Int
hesameway
,resear
chi
neducat
ional
pl
anni
ngandmanagementi
sthatact
ivi
tywhi
chi
sdi
rect
edt
owar
dst
hedev
elopmentof
pol
i
cies,manager
ialf
unct
ions,andski
l
lsneededi
nthef
iel
dofar
ea,et
c.wi
thspeci
al
f
ocusonpedagogi
calandeconomi
caspect
s.Theul
ti
mat
eai
m ofsuchast
udyi
sto
pr
ovi
deknowl
edget
hatwi
l
lper
mitt
heeducat
ionalpl
annerandmanagert
oachi
eve
t
hei
rgoal
sbyt
hemostef
fect
ivesci
ent
if
icmet
hod.I
tist
hesy
stemat
icandschol
arl
y
appl
i
cat
ionoft
hesci
ent
if
icmet
hod,i
nter
pret
edi
nit
sbr
oadersense,t
othesol
uti
onof
pr
obl
emsi
ntheexi
sti
ngeducat
ionsy
stem.

1|
Page
I
ngener
al,onecani
nfert
hateducat
ionalr
esear
chi
sacar
eful
,cr
it
icali
nqui
ryor
exami
nat
ioni
nseeki
ngf
act
sorpr
inci
plest
hroughi
nvest
igat
iont
ofi
ndoutsol
uti
onsf
or
pr
obl
emsi
nandar
oundeducat
ionsy
stems.

1.
1.2 ThePur
poseofResear
chi
nEducat
ion

Themai
npur
posesofr
esear
chi
neducat
ion:

 Topr
ofi
tfr
om t
heexper
ienceoft
hepastsot
hati
twi
l
lbet
hesol
uti
onoft
hecur
rent
educat
ional
probl
ems;

 Todev
elopt
hebehav
ior
alsci
encei
neducat
ional
sit
uat
ions;

 Topr
ovi
deef
fect
iveknowl
edget
hatcanhel
ptheeducat
orst
oachi
eveeducat
ional
goal
sandobj
ect
ives;

 To hel
pthe cl
assr
ooms t
eacher t
o est
abl
i
sh f
aci
l
itat
ive condi
ti
ons i
nthe
cl
assr
oomsi
nor
dert
oachi
eveappr
opr
iat
eresul
tsandt
ouser
esour
cesopt
imal
l
y;

 Todev
elopsoundeducat
ionalt
heor
iesf
oll
owi
ngani
ntensi
vepr
ocessofsci
ent
if
ic
enqui
ryaboutphi
l
osophi
cal
,hi
stor
ical
,economi
calpsy
chol
ogi
cal
,soci
ologi
calet
c.
i
mpactonv
ari
ousaspect
sofeducat
ion;

 To f
ind sol
uti
ons f
oreducat
ionalpr
obl
ems sci
ent
if
ical
l
y so t
hatt
he comi
ng
gener
ati
oni
smadef
reef
rom t
radi
ti
onal
ignor
anceandpr
ejudi
ce;

 Todescr
ibeandanal
ysest
heexi
sti
ngsi
tuat
ioni
nor
dert
osear
chst
rat
egi
est
hat
wor
tht
heeducat
ionsy
stem;
and

 Topr
ovi
deunder
standi
ngofcont
empor
aryeducat
ional
probl
ems.

1.2Maj
orChar
act
eri
sti
csofEducat
ional
Resear
ch.

Educat
ionalr
esear
chi
sthenamef
orat
ypeofpr
ocedur
eempl
oyedi
nanswer
ing
r
efl
ect
ion quest
ions abouteducat
ion t
hati
s quest
ions f
orwhi
ch answer
s must
gener
atebyr
efl
ect
ivet
hinki
ng.Ref
lect
ivet
hinki
ngi
srequi
redi
nthedi
scov
eryofnew
pr
ocedur
es,r
ulesandpr
inci
plest
hathel
peducat
ionalmanagerandsuper
visor
sto
i
mpr
ovet
hesy
stem.Asr
esear
chmaybedef
inedast
heappl
i
cat
ionoft
hesci
ent
if
ic
met
hodi
nthest
udyofpr
obl
ems,i
tisusef
ult
oret
hinkt
hechar
act
eri
sti
csofsci
ent
ist

2|
Page
suchasani
nst
abl
edesi
ret
oknowt
het
rut
handanabsol
utehonest
yinr
epor
ti
ngwhat
he/
shef
inds(
Good,
2006)
.Ifsomebodyi
nvol
vesi
neducat
ionalr
esear
chhemusthav
e
t
hechar
act
eri
sti
csofsci
ent
ist
sment
ionedabov
e.

Accor
ding t
o Best& Kahn (
1992)
,the maj
orchar
act
eri
sti
cs ofr
esear
ch can be
descr
ibedasf
oll
ows:

 Resear
chi
sdi
rect
edt
owar
dst
hesol
uti
onofpr
obl
ems.

 Resear
chemphasi
zest
hedev
elopmentofor
gani
zat
ions,pr
inci
plesort
heor
iest
hat
wi
l
lbehel
pful
inpr
edi
cti
ngf
utur
eoccur
rences.

 Resear
chi
sbasedonobser
vabl
eexper
ienceorempi
ri
cal
evi
dence.

 Resear
chdemandsaccur
ateobser
vat
iondescr
ipt
ionanal
ysi
sandi
nter
pret
ati
on
pr
ocess.

 Resear
chst
ri
vest
oel
i
minat
efeel
i
ng,
emot
ion,
prej
udi
ce,
fav
orandpr
efer
ence

 Resear
chr
equi
resex
per
ti
se sy
stemat
icalappr
oachandaccur
acyofi
nvest
igat
ion
par
ti
cul
arpr
obl
ems

 Resear
chi
snotapur
elymechani
cal
appr
oach

 Resear
chmet
hodsar
einadequat
efort
hesol
uti
onofmanyofpr
obl
emswef
ace.

 Resear
chi
srel
ati
vel
ypr
osai
c,r
epet
it
iveandl
acki
ngi
nimpact
.

Basedont
heabov
echar
act
eri
sti
csofar
esear
chi
neducat
ion,i
tisev
identt
hatt
he
knowl
edgegai
nedbyt
her
esear
cheri
sofhi
ghestor
der
;because,
resul
tisnotbasedon
assumpt
ions,bel
i
efsandunt
est
edgener
ali
zat
ions.Fai
rl
yhe/
sheappl
i
est
hesci
ent
if
ic
met
hodofi
nvest
igat
ionwi
tht
ruechar
act
eri
sti
csofsci
ent
ist
.Howev
er,
resear
cher
sar
e
humanbei
ngs;i
tisdi
ff
icul
tfort
hem t
oreal
i
zeal
lst
atedchar
act
eri
sti
csofeducat
ional
r
esear
chcompl
etel
y.

1.
3TheNat
ureofResear
chi
nSpeci
alNeedsEducat
ion

I
nit
ial
l
yther
esear
ch met
hodsempl
oyed i
nthef
iel
dthatwast
o becomespeci
al
educat
ionr
esear
chwer
eder
ivedf
rom medi
cine.Manyoft
heear
lypi
oneer
sinser
vice
f
ori
ndi
vi
dual
s wi
th di
sabi
l
iti
es (
not
ethatI
tar
d,Segui
n,Mont
essor
i,Fer
nal
d,and
Gol
dst
ein)wer
ephy
sici
ans.Si
mil
arl
y,ear
lyser
vicesf
ori
ndi
vi
dual
swi
thdi
sabi
l
iti
es
occur
redi
nresi
dent
ialf
aci
l
iti
esandt
rai
ningschool
s,whi
chwer
ebasedont
hemedi
cal
t
radi
ti
onofcar
e(Medi
cal
Model
).
3|
Page
As Psy
chol
ogy
,Soci
ology
,and Ant
hropol
ogy become academi
c di
sci
pli
nes,t
hey
pr
ovi
dedmet
hodol
ogi
calt
ool
sforr
esear
chi
nSpeci
aleducat
ion.Asi
ndi
cat
edabov
e,
muchofSpeci
alEducat
ionr
esear
chder
ivedf
rom adef
ici
tper
spect
ive-t
hatl
ocat
edt
he
pr
obl
em i
nani
ndi
vi
dualandf
ocusedonhi
s/herdi
sabi
l
ityast
her
easont
hathe/
she
coul
d notper
for
m cer
tai
nfunct
ionsoract
ivi
ti
es.Mor
erecent
ly,speci
aleducat
ion
r
esear
cher
shav
eshi
ft
edt
oasoci
o-cul
tur
alper
spect
ive-t
hatf
ocusesont
hedy
nami
c
i
nter
act
ionbet
weent
hei
ndi
vi
dualandt
heenv
ironmentov
ert
hel
i
fespan.Mor
ethan
oner
esear
chmet
hodol
ogyi
simpor
tanti
nSpeci
alEducat
ionr
esear
ch.Ther
ati
onal
efor
mul
ti
ple sci
ent
if
icr
esear
ch met
hodol
ogi
esi
sbased on t
he compl
exi
tyofspeci
al
educat
ionasaf
iel
d&Educat
ional
Cont
ext
.

Compl
exi
tyofSpeci
alEducat
ionasaf
iel
d

Speci
alEducat
ionr
esear
ch,becauseofi
tscompl
exi
ty,maybet
hehar
destoft
he
har
destt
odosci
ence.

1.Var
iabi
l
ityofPar
ti
cipant
s

(
IDEA) i
dent
if
ies mor
ethan 12 el
i
gibi
l
ity
/di
sabi
l
ity cat
egor
ies and wi
thi
nthese
cat
egor
iesar
esev
eral
dif
fer
enti
dent
if
iabl
econdi
ti
ons.

2.Educat
ional
Cont
ext

Speci
alEducat
ionext
endsbey
ondt
het
radi
ti
onalconcept
ual
i
zat
ionof“
School
i
ng”f
or
t
ypi
calst
udent
s.Cur
rent
lymanyst
udent
swi
thdi
sabi
l
iti
esat
tendgener
aleducat
ion
cl
asses.Howev
er,
thecont
inuum ofspeci
aleducat
ioncont
ext
sisbr
oadert
hangener
al
educat
ion.Gi
veni
nav
ari
etyofset
ti
ngsot
hert
hanr
egul
arcl
assesHomeSpeci
al
educat
ioncl
assesoracombi
nat
ionofspeci
alcl
assesandgener
aleducat
ioncl
asses
andi
ncommuni
tyl
i
vingorv
ocat
ionalset
ti
ngs.Anewpar
adi
gm t
hatshi
ft
sthel
ocat
ion
oft
hepr
obl
em f
rom wi
thi
nthei
ndi
vi
dualt
otheenv
ironment
alr
esponset
othedi
sabi
l
ity
andway
stomodi
fyt
heenv
ironmentt
oremov
ebar
ri
ersandi
ncr
easet
hepr
obabi
l
ityof
access.Thi
svi
ewgui
deanddi
rectt
hinki
ng,
resear
ch,
theor
yandpr
act
icei
nthef
iel
dof
speci
alneedseducat
ion.Thehet
erogenei
tyofpar
ti
cipantchar
act
eri
sti
csposesa
si
gni
fi
cantchal
l
enget
oresear
chdesi
gns.Fur
ther
mor
e,l
i
keot
hersoci
alsci
encest
he
f
oll
owi
ngf
act
orsmayal
soaf
fectr
esear
chi
nspeci
alneedseducat
ion.Thesear
e:-

Subj
ect
ivi
ty:-aswest
udyhumanbehav
ior
,obser
vingandst
udy
ingbehav
iori
nnat
ural
cont
ext
.

Di
ff
icul
ti
esi
nrepl
i
cat
ionofbehav
ior
:-behav
ior
smaynotbeobser
vedaccur
atel
yto
r
epl
i
cat
einanot
herset
ti
ng.
4|
Page
Measur
ementPr
obl
em:-t
het
ool
sthatweusei
nsoci
alsci
encesar
elessaccur
atet
han
phy
sicalsci
ences.Ther
efor
e,mor
ethanoner
esear
chmet
hodol
ogyi
simpor
tanti
n
speci
alneedseducat
ionr
esear
ch.

1.
4Met
hodsofAcqui
ri
ngKnowl
edge

Koul(
1984)cat
egor
izet
hemet
hodsbywhi
chmanf
rom t
heear
li
ert
imessought
answer
stohi
spr
obl
emsasf
oll
ows:
Appeal
toaut
hor
it
y,t
radi
ti
on,
exper
ience,
deduct
ive
r
easoni
ng,
induct
iver
easoni
ng,
andsci
ent
if
icmet
hod.

Kahn(
2004)al
socat
egor
izedmet
hodst
oobt
ainknowl
edgei
nthebook“
Educat
ional
Resear
ch”t
hati
ncl
udecommonsense,appealt
oaut
hor
it
y,i
ntui
ti
on,r
evel
ati
onand
r
ati
onal
i
sm.Mostofar
esi
mil
art
othef
ormercl
assi
fi
cat
ionofKoul(
1984)
.Int
uit
ive
bel
i
efsar
e“hunches”or“
insi
ght
s”i
ntot
her
elat
ionshi
psbet
ween v
ari
abl
eswhi
ch
suggestcour
seofact
ionandwhi
char
eder
ivedf
rom one’
spastexper
ienceswi
th
si
mil
arphenomena.I
fthesear
etest
ed empi
ri
cal
l
ytheymaybef
ound cor
rector
i
ncor
rect
.Ift
heyar
efoundi
ncor
rectaf
terempi
ri
calt
est
,theymaynotbeaccept
edas
knowl
edge.Howev
er,r
evel
ati
onsmaybeconsi
der
edast
rue;t
hesour
ceasout
side
humanexper
ienceandt
hesecannotbeputt
oempi
ri
cal
test
.

The conceptof“
rat
ional
i
sm “
can be consi
der
ed as r
easonabl
e way ofder
ivi
ng
knowl
edge(
Deduct
iver
easoni
ng)
.Ther
efor
e,t
hemet
hodsofacqui
ri
ng knowl
edge
cat
egor
izedbyKoul
(1984)ar
emuchpr
efer
abl
etobedescr
ibednext
.

1.
4.1Aut
hor
it
y(Appeal
toaut
hor
it
y)

Theaut
hor
it
iescanbedef
inedasper
sonswho hav
ehadl
ongexper
iencewi
tha
pr
obl
em andwhohav
est
udi
edandt
houghtmuchaboutapar
ti
cul
arpr
obl
em.I
ngener
al,
i
fanyv
iew i
spr
esent
edbysomeoneaboutanyi
ssueandi
fiti
ssuppor
tedbysome
knownaut
hor
it
yineducat
ion(
C.VGood,M.
W.Tr
aver
s…)i
tisaccept
ed.Thef
oll
owi
ng
cr
it
eri
aar
eimpor
tantt
odeci
dewhet
hert
heper
sonmaybeconsi
der
edanaut
hor
it
yor
not
.Thesear
e:

I
.Thei
ndi
vi
dual
whoi
sbei
ngj
udgedasanaut
hor
it
yshoul
dbei
dent
if
iabl
e.

I
I.Theper
soni
srecogni
zedasanaut
hor
it
ybyt
hemember
soft
hepr
ofessi
onal
concer
ned.

I
II
.Theper
sonshoul
dbel
i
vingorhi
spoi
ntofv
iewshoul
dnothav
ebeenr
eject
edaf
ter
deat
h.

5|
Page
I
V.Theper
sonshoul
dnotbepr
ejudi
cedorbi
ased.

1.
4.2 Tr
adi
ti
on

Humanbei
ngssol
vemanyoft
hei
rpr
obl
emsusi
ngt
radi
ti
onalappr
oach.Theymay
acceptmanyt
radi
ti
onsoff
oref
ather
sorcul
tur
esunquest
ioni
ngl
y.I
nschool
s,t
eacher
s
of
tenr
elyont
radi
ti
onorexper
iencesasadependabl
egui
de.Al
thoughaccept
anceof
t
radi
ti
oni
sof
tennecessar
y,oneshoul
dnotal
way
sassumet
hatev
ery
thi
ngt
hathas
cust
omar
il
ybeendonei
sri
ghtandv
ali
d.

1.
4.3 Exper
ience

Per
sonalexper
ienceort
hatofot
her
sist
hemostpr
imi
ti
veandy
ett
hemostf
ami
l
iar
it
y
andf
undament
alsour
cesofknowl
edge.Anci
entpeopl
e(nomadsandv
ari
oust
ri
bes)
f
rom t
hei
rper
sonalexper
iencepr
obabl
yremember
edt
hatcer
tai
nwi
l
dfr
uit
sal
way
s
madet
hem i
l
l,t
hatgr
ainsmat
uredatpar
ti
cul
art
imesoft
hey
ear
,andt
hatsudden
f
loodsi
nther
iver
sdur
ingt
her
aini
ngseasonwer
eduet
othef
actt
hatwat
erdoesnot
gener
all
yst
ayonhi
l
ls.Whenmoder
nmanconf
ront
edwi
thapr
obl
em heof
tent
ri
est
o
seeki
tsanswer
sfr
om hi
sownper
sonalexper
ienceorf
rom ot
her
swhoar
efami
l
iar
wi
tht
hepr
obl
em.Pupi
l
sof
ten consul
tthei
rteacher
s,par
ent
sorev
en t
hei
rel
der
si
bli
ngst
oder
iveanswer
stot
hei
rquest
ions.Howev
er,per
sonalexper
ienceort
hatof
ot
her
sisausef
ulmet
hodt
oobt
ainknowl
edge;si
ncei
tisuncr
it
icalwemayl
eadt
o
i
ncor
rectconcl
usi
ons.

VanDal
en(
1973)i
nKoul(
1984)r
emar
kedf
ivepoi
ntshowaper
sonmaymakeer
ror
s
whenobser
vingorwhenr
epor
ti
ngwhathehasseenordone.Thesear
e;hemay
:

1.Omi
tev
idencet
hatdoesnotagr
eewi
thhi
sopi
nion.

2.Usemeasur
ingi
nst
rument
sthatr
equi
ressubj
ect
iveest
imat
es.

3.Est
abl
i
shabel
i
efoni
nsuf
fi
cientev
idence.

4.Fai
ltoobser
vesi
gni
fi
cantf
act
orsr
elat
ingt
oaspeci
fi
csi
tuat
ionor

5.Dr
aw i
mpr
operconcl
usi
onsori
nfer
encesowi
ngt
oper
sonalpr
ejudi
ces.Basedon
t
hement
ionedr
emar
ksoneshoul
dcaut
iousl
yandcr
it
ical
l
yuseexper
ienceasan
oppor
tuni
tyf
orobt
aini
ngr
eli
abl
eknowl
edge.

1.
4.4Deduct
iveReasoni
ng

TheGr
eekphi
l
osopherl
i
keAr
ist
otl
eandhi
sfol
l
ower
swer
eknownasasi
gni
fi
cant

6|
Page
cont
ri
but
ort
owar
dst
hedev
elopmentofasy
stemat
icmet
hodf
orobt
aini
ngr
eli
abl
e
knowl
edge.Ar
ist
otl
edev
elopedt
hesy
ll
ogi
sm,whi
chcanbedescr
ibedasat
hinki
ng
pr
ocessi
nwhi
chonepr
oceedsf
rom gener
alt
o speci
fi
cst
atement
sbydeduct
ive
r
easoni
ng.I
tpr
ovi
desameansoft
est
ingt
hev
ali
dit
yofanygi
venconcl
usi
onori
deaby
pr
oceedi
ngf
rom t
heknownt
otheunknown.Thesy
ll
ogi
sti
creasoni
ngconsi
stsof
:

 A maj
orpr
emi
sebasedonasel
f-
evi
dentt
rut
horpr
evi
ousl
yest
abl
i
shedf
actor
r
elat
ionshi
p.

 Ami
norpr
emi
seconcer
ningapar
ti
cul
arcaset
owhi
cht
het
rut
hfactorr
elat
ionshi
p
appl
i
esand

 A concl
usi
ons;i
famaj
orandmi
norpr
emi
sescanbeshownt
obet
ruei
fthe
concl
usi
on

 Ar
ri
vedati
snecessar
il
ytr
ue.

Exampl
e:

1.Al
lani
mal
sar
emor
tal
.

2.Li
oni
sanani
mal
.

3.Ther
efor
e,l
i
onwi
l
ldi
e.

Nev
ert
hel
esst
hemet
hodofsy
ll
ogi
sm ordeduct
ioni
susef
ul,i
thast
hef
oll
owi
ng
l
i
mit
ati
on

 Theconcl
usi
onsofasy
ll
ogi
sm ar
eal
way
sder
ivedf
rom t
hecont
entofpr
emi
ses.
Ther
efor
e,i
fthe

 Pr
emi
sesar
eunr
elat
edori
foneoft
hepr
emi
sesi
ser
roneoust
heconcl
usi
onar
ri
ved
atwi
l
lnotbev
ali
d.

 Thedependenceofdeduct
iver
easoni
nguponv
erbal
symbol
i
sm.

 Deduct
iver
easoni
ngcansy
stemat
izewhati
sal
readyknownandcani
dent
if
ynew
r
elat
ionshi
psasonepr
oceedsf
rom knownt
ounknown,buti
tcan’
tber
eli
edupon
asasel
f-
suf
fi
ci
entmet
hodf
orsecur
ingr
eli
abl
eknowl
edge.

1.
4.5I
nduct
iveReasoni
ng

The concl
usi
ons der
ived f
rom gener
ali
ti
es and f
rom st
atement
s of pr
esumed
aut
hor
it
iesbydeduct
iver
easoni
ngar
etr
ueonl
yift
heyar
ebasedupont
ruepr
emi
ses.
7|
Page
To det
ermi
newhet
hert
hepr
emi
sesar
etr
ue,t
her
eisaneed f
orbi
asi
ng gener
al
concl
usi
onsuponspeci
fi
cfact
sgat
her
edt
hroughdi
rectobser
vat
ionswhi
chi
sknown
as i
nduct
iver
easoni
ng.I
tis a goi
ng f
rom t
he par
ti
cul
arobser
vat
ions t
othe
gener
ali
zat
ion.

1.
4.6TheSci
ent
if
icMet
hod

Thesci
ent
if
icmet
hodi
samet
hodt
hati
susedt
oacqui
readv
ancedhumanknowl
edge
by t
he combi
ned ef
fect
s ofi
nduct
ive-
deduct
ive met
hod.I
tis a back and f
ort
h
mov
ementoft
houghti
nwhi
chmanf
ir
stoper
atesi
nduct
ivel
yfr
om pr
act
ical
l
yknownor
somet
imes conf
used i
nfor
mat
ion l
ear
ned f
rom exper
ience,pr
evi
ous knowl
edge,
r
efl
ect
ivet
hinki
ng,obser
vat
ionandsoon,t
owar
dsameani
ngf
ulwhol
eorhy
pot
hesi
s
andt
hendeduct
ivel
yfr
om suggest
edwhol
eorhy
pot
hesi
stot
hepar
ti
cul
arpar
tsi
n
or
dert
o connectt
hese wi
th one anot
heri
n a meani
ngf
ulpat
ter
ntof
ind v
ali
d
r
elat
ionshi
ps.I
ntheot
herway
,sci
ent
if
icmet
hodwor
ksi
nduct
ivel
yfr
om obser
vat
ions
t
ohy
pot
hesesandt
hendeduct
ivel
yfr
om t
hehy
pot
hesest
othel
ogi
cali
mpl
i
cat
ionsof
t
hehy
pot
hesesi
nrel
ati
ont
owhati
sal
readyknown.

St
epsi
nSci
ent
if
icMet
hod
St
epsi
nsci
ent
if
icmet
hodconsi
stoff
iveel
ement
s:

1.
Ident
if
icat
ionanddef
ini
ti
onoft
hepr
obl
em.
2.
For
mul
ati
onofahy
pot
hesi
s.
3.
Impl
i
cat
ionofhy
pot
hesi
sthr
oughdeduct
iver
easoni
ng.
4.
Col
l
ect
ionandanal
ysi
sofev
idence.
5.
Ver
if
icat
ion,
rej
ect
ionormodi
fi
cat
ionofhy
pot
hesi
s.

1.
5Cl
assi
fi
cat
ionofResear
ch

I
ndeal
i
ngwi
thr
esear
chdesi
gnandpl
anni
ngpr
ocess,t
her
esear
cherhast
odeci
de
aboutr
esear
chmet
hodt
hatshe/
hecoul
dusei
nsol
vi
nghi
s/her
sresear
chpr
obl
em.
Resear
chmet
hodsar
eofut
mosti
mpor
tanti
nar
esear
chpr
ocess.Theydescr
ibet
he
v
ari
ousst
epsoft
hepl
anofat
tackt
obeadopt
edi
nsol
vi
ngr
esear
chpr
obl
em suchas
t
hemanneri
nwhi
cht
hepr
obl
emsar
efor
mul
ated,
thedef
ini
ti
onoft
erms,t
hechoi
ceof
subj
ect
sfori
nvest
igat
ion,
thev
ali
dat
ionofdat
agat
her
ingt
ool
s,t
hecol
l
ect
ion,
anal
ysi
s
andi
nter
pret
ati
onofdat
aandt
hepr
ocessofi
nfer
encesandgener
ali
zat
ions.

[
Accor
dingt
oGood,Bar
randscat
es(
1941)i
nKoul(
1984)
,resear
chmet
hodmaybe
cl
assi
fi
edf
rom t
hef
oll
owi
ngpoi
ntsofv
ieworont
hebasi
sof
:

1.Thef
iel
dtowhi
chi
tappl
i
es:
Educat
ion,
hist
ory
,phi
l
osophy
,psy
chol
ogy
,bi
ology
,et
c.

8|
Page
2.Pur
pose:
descr
ipt
ion,
predi
cti
on,
det
ermi
nat
ionofcauses,
det
ermi
nat
ionofst
atus,
et
c.
3.Appl
i
cat
ion:
pur
eresear
ch,
appl
i
edr
esear
choract
ionr
esear
ch.
4.Pl
acewher
eiti
sconduct
ed:
Resear
chi
nthef
iel
d,i
nthel
abor
ator
y.
5.Dat
agat
her
ingdev
icesempl
oyed:
test
s,r
ati
ngscal
es,
quest
ionnai
reset
c.
6.Nat
ureoft
hedat
acol
l
ect
ed:
obj
ect
ive,
subj
ect
ive,
quant
it
ati
ve,
qual
i
tat
ive,
etc.
7.Sy
mbol
sempl
oyedi
nreadi
ng,
descr
ibi
ng,
ort
reat
ingr
esul
ts:
mat
hemat
ical
symbol
s
orl
anguagesy
mbol
s,
8.For
msoft
hinki
ng:
deduct
ive,
induct
ive,
etc
9.Cont
rol
off
act
ors:
cont
rol
l
edanduncont
rol
l
edexper
iment
ati
on
10. Met
hodsempl
oyedi
nest
abl
i
shi
ngcasual
rel
ati
onshi
ps:
agr
eement
,di
ff
erence,
r
esi
duesandconcomi
tantv
ari
ati
on.Cl
assi
fi
cat
ionsoft
her
esear
chmet
hodsi
nthe
abov
emannergi
ver
iset
ocompr
ehensi
vel
i
stwi
thmuchofov
erl
appi
ngamongt
he
di
ff
erentmet
hods.Yetdespi
tet
hisl
ackofcl
earcutdi
sti
nct
ionamongt
hemet
hods,
mostaut
hor
sagr
eeont
hreebasi
ccat
egor
iessuchashi
stor
ical
,descr
ipt
ive,
and
exper
iment
almet
hod.

9|
Page
1.
6.1Cl
assi
fi
cat
ionofResear
chbyMet
hods
I
.Hi
stor
ical
Met
hod
Hi
stor
icalmet
hodi
sconcer
nedwi
tht
hepastandi
tat
tempt
sar
emadet
ofi
nd
outt
hepasti
ntheper
spect
iveoft
hepr
esent
.It
spr
ocessi
nvol
vesi
nvest
igat
ing,
r
ecor
ding,anal
yzi
ngandi
nter
pret
ingt
heev
ent
soft
hepastf
ordi
scov
eri
ng
gener
ali
zat
ion.Thehi
stor
icalr
esear
chmet
hodcanbest
udi
edunderhi
stor
ical
,
l
ogi
cal
anddocument
arycat
egor
ies.

I
I.Descr
ipt
iveSur
veyMet
hod

Descr
ipt
ivesur
veymet
hodi
sconcer
nedwi
tht
hepr
esentandi
nitat
tempt
sar
e
made t
ofi
nd outt
he pr
esentposi
ti
on oft
he phenomena whi
ch i
s bei
ng
i
nvest
igat
ed. I
ts pr
ocess i
nvol
ves descr
ipt
ion,r
ecor
ding,anal
yzi
ng and
i
nter
pret
ing condi
ti
ons t
hatnow exi
st.I
tof
ten i
nvol
ves some t
ypes of
compar
ison orcont
rast
sand mayat
temptt
o di
scov
eracauseand ef
fect
r
elat
ionshi
p.Thedescr
ipt
ivesur
veymet
hodscanbest
udi
edunderdescr
ipt
ive,
anal
yti
cal
,school
andgenet
icsur
vey
.

I
II
.Exper
iment
alMet
hod

Ex
per
iment
almet
hodi
sor
ient
edt dswhatwi
owar l
lbewhenat
tempt
sar
emade
t
ofi
ndoutcauseandef
fectr
elat
ionshi
p.Theexper
iment
almet
hodcanbe
st
udi
edunderpr
eexper
iment
aldesi
gns,t
rueexper
iment
aldesi
gns,f
act
ori
al
desi
gns,
quasi
-exper
iment
aldesi
gnsandt
imeser
iesdesi
gns.

1.
6.2Resear
chCl
assi
fi
cat
ionbyPur
posesorObj
ect
ives

The cl
assi
fi
cat
ion ofr
esear
ch based on t
he obj
ect
ives orpur
poses i
n whi
ch t
he
r
esear
cheri
ntendst
oaccompl
i
shar
ebasi
corf
undament
alr
esear
ch,appl
i
edr
esear
ch
andact
ionr
esear
ch.

I
.Basi
corFundament
alResear
ch
Accor
dingt
oTr
ver
s(1948)i
nKoul(
1984)
,basi
cresear
chi
sdesi
gnedt
oaddt
oan
or
gani
zedbodyofsci
ent
if
icknowl
edgeanddoesnotnecessar
il
ypr
oducer
esul
tsof
i
mmedi
atepr
act
icalv
alue.BestandKahn(
2003)def
inet
hef
undament
alr
esear
chas
t
hef
ormalandsy
stemat
icpr
ocessofdeduct
ive-
induct
iveanal
ysi
sandl
eadi
ngt
othe
dev
elopmentoft
heor
ies.Thi
sty
pe ofr
esear
ch i
s pr
imar
il
y concer
ned wi
tht
he
f
ormul
ati
onofat
heor
yoracont
ri
but
iont
otheexi
sti
ngbodyofknowl
edge.Themai
n
ai
m off
undament
alorbasi
cresear
chi
sto obt
ainand uset
heempi
ri
caldat
ato
f
ormul
ate,ex
pandorev
aluat
etheor
y.I
tisusedt
othedi
scov
eryofknowl
edgeandhas
10|
Page
l
i
ttl
econcer
noft
heappl
i
cat
ionoft
hef
indi
ngsorsoci
alusef
ulnessoft
hef
indi
ngs.
[
[

I
I.Appl
i
edResear
ch
Appl
i
edr
esear
chi
sunder
takent
osol
veani
mmedi
atepr
act
ical
probl
em andt
hegoal
of
addi
ngt
osci
ent
if
icknowl
edgei
ssecondar
y.I
tisdi
rect
edt
owar
dst
hesol
uti
onof
i
mmedi
ate,speci
fi
c and pr
act
icalpr
obl
ems.I
tis per
for
med i
nrel
ati
on t
o act
ual
pr
obl
emsandundert
hecondi
ti
onsi
nwhi
cht
heyar
efoundi
npr
act
ice.Appl
i
edr
esear
ch
hasmostt
hechar
act
eri
sti
csoff
undament
alr
esear
chi
ncl
udi
ngt
heuseofsampl
i
ng
t
echni
quesandt
hesubsequenti
nfer
encesaboutt
het
argetpopul
ati
on.Howev
er,i
ts
pur
posei
simpr
ovi
ngapr
oductorapr
ocesst
est
ingt
heor
eti
calconcept
sinact
ual
pr
obl
em si
tuat
ions(
Best& Kahn,2003)
.Appl
i
edr
esear
chi
sbasi
cal
l
yint
endedt
o
i
mpr
oveschoolpr
act
icesand t
o add gr
eat
ert
eacheref
fect
ivenessi
n apar
ti
cul
ar
manner
.Mostoft
hepr
obl
emsf
acedbyt
eacher
s,super
visor
s,pol
i
cymaker
s,pr
inci
pal
s,
and educat
ionalpl
anner
s and manager
s ar
e sol
ved t
hrough appl
i
ed r
esear
ch i
n
educat
ions.

I
II
.Act
ionResear
ch

Act
ionr
esear
chi
sat
ypeofappl
i
edordeci
sionor
ient
edr
esear
chbutwi
tht
he
st
ipul
ati
ont
hatt
her
esear
cheri
sthesameper
sonast
hepr
act
it
ionerwhowi
l
lmake
andl
i
vewi
tht
hedeci
si
on.Thi
sty
peofr
esear
chmost
lyconduct
edbyt
het
eacher
s,
super
visor
sandpr
inci
pal
sfordeal
i
ngwi
thcl
assr
oom pr
obl
emsandi
mpr
ovi
ng
cl
assr
oom pr
act
ices.Act
ionr
esear
chf
ocusesoni
mmedi
ateappl
i
cat
ion,
notont
he
dev
elopmentoft
heor
yorongener
ali
zat
ionofappl
i
cat
ions.I
tismost
lyemphasi
s
onpr
obl
emsi
nlocalset
ti
ngs.I
tsf
indi
ngsar
etobeev
aluat
edi
nter
msofl
ocal
appl
i
cabi
l
itynotuni
ver
salv
ali
dit
y.Thepur
poseofact
ionr
esear
chi
stoi
mpr
ove
schoolpr
act
icesandatt
hesamet
imet
oimpr
ovet
hosewhot
ryt
oimpr
ovet
he
pr
act
icessuchast
ocombi
net
her
esear
chpr
ocesses,habi
tsoft
hinki
ng,abi
l
ityt
o
wor
khar
moni
ousl
ywi
thot
her
sandpr
ofessi
onal
spi
ri
t(Best&Kahn,
2003).

Accor
dingt
oZei
chaerandNof
fkei
nGal
l
,etal(
2003)t
hepur
posesofact
ionr
esear
ch
hasbeenl
ookedbyt
hreedi
mensi
ons.Thesear
eper
sonal
,pr
ofessi
onal
,andpol
i
tical
pur
poses.

I
.Per
sonal
Pur
posesf
orAct
ionResear
ch:
Act
ionr
esear
chdonef
orper
sonal
pur
poses

i
sint
endedt
opr
omot
egr
eat
ersel
f-
knowl
edgef
ulf
il
lmentandpr
ofessi
onal
awar
eness

11|
Page
amongpr
act
it
ioner
s.

I
I.Pr
ofessi
onal
Pur
posesf
orAct
ionResear
ch:
Act
ionr
esear
chunder
takenf
or

pr
ofessi
onal
:

Purposes t
ypicall
yi nvolvet eachers’ef fort
st o extend theirresearch bey ond the
cl
assroom.Thi st ypeofact i
onr esearchcont r
ibutest obridget hegapt hatexists
between educationalt heory and educat i
onalpr acti
ce butwi thoutf undament all
y
al
teri
ngtherel
ationshipbet weent her esearchandpr act
icecommuni t
ies.

I
I
I.Pol
i
tical
Pur
posesf
orAct
ionResear
ch:Act
ionr
esear
chcanexpl
i
cit
lyaddr
ess
pol
i
tical
Pur
posesby
:

 Seeki
ngt
omakeone’
sownt
eachi
ngpr
act
icesmor
ehumanandj
ust
;
 Pr
ovi
dingf
ull
par
ti
ci
pat
ioni
nther
esear
chpr
ocessofal
lthosewhoar
eaf
fect
edbyi
t;
 Embr
aci
nganov
ertagendaofsoci
alchangewi
thacommi
tmentt
opr
omot
e
economi
c
andsoci
alj
ust
icet
hroughcol
l
abor
ati
veef
for
tst
oincr
easeeducat
ionaloppor
tuni
ti
es
andout
comesf
oral
lconst
it
uent
s.

I
ngener
al,t
heschoolsuper
visor
sandpr
inci
pal
smayconsi
dert
het
hreement
ioned
pur
posesofact
ion r
esear
ch (
per
sonal
,pr
ofessi
onaland pol
i
tical
)to car
ryoutt
he
r
esear
chpr
ojectt
osol
vel
ocalschoolpr
obl
ems.Theact
ionr
esear
cher
smayal
sogai
n
gr
eat
erknowl
edgeandr
esear
chex
per
iences.Someoft
hem maynar
rowt
hei
rpur
poses
whi
l
eot
her
smaybr
oadent
hei
rfocust
oaddr
essv
ari
edpur
poses.Deart
rai
nee,i
fyou
pl
ant
ocar
ryoutanact
ionr
esear
chpr
oposal
,wesuggestt
haty
oushoul
dref
lecton
y
ourownpur
posesear
lyi
nyourpl
anni
ng.Fur
ther
,thedet
ail
sofact
ionr
esear
chwi
l
lbe
caughtupi
nthecour
se“
Act
ionResear
chf
orEducat
ional
Manager
s”(
EdPM -212)

1.
6.3.Cl
assi
fi
cat
ionofResear
chbyTy
pesofDat
a

I
namor egeneralf
orm,resear
chdatacanbecl
assif
iedi
ntoqual
i
tati
veandquanti
tat
ive.
Thesetwotypesofdat
aar eusef
ult
oclassi
fyr
esearchi
ntot
wobroadcategor
ies.
Theseare:

I
. Quant
it
ati
ver
esear
ch
I
I.Qual
i
tat
iver
esear
ch
1.
6.3.
1.Quant
it
ati
veResear
ch
12|
Page
Quant
it
ati
ver
esear
chconsi
stsofr
esear
chi
nwhi
cht
hedat
acanbeanal
yzedi
nter
msof
number
s. A numer
ical met
hod of descr
ibi
ng obser
vat
ions of mat
eri
als or
char
act
eri
sti
csi
sknownasquant
if
icat
ion.Whenadef
inedpor
ti
onoft
hemat
eri
alor
char
act
eri
sti
cisusedasast
andar
dformeasur
inganysampl
e,av
ali
dandpr
eci
se
met
hodofdat
adescr
ipt
ioni
spr
ovi
ded.Ther
ear
efourl
evel
sofmeasur
ementscal
es.
Thesear
enomi
nal
scal
e,or
dinal
scal
e,i
nter
val
scal
eandr
ati
onscal
e.

1.A nomi
nalscal
e:i
sthe l
eastpr
eci
se met
hod ofquant
if
icat
ion and descr
ibes
di
ff
erencesbet
weent
hingsbyassi
gni
ngt
hem t
ocat
egor
ies.Nomi
naldat
aar
ecount
ed
dat
a.I
nthi
sscal
ecount
ingt
heonl
yfeasi
blemet
hodofquant
if
icat
ionandmaypr
ovi
de
an accept
abl
e basi
sforst
ati
sti
calanal
ysi
s.I
tis a non–or
der
abl
e quant
if
icat
ion.
Ex
ampl
e:Numberoff
emal
est
udent
sint
hecl
assr
oom,numberoff
ami
l
iesv
isi
tedt
he
school
,numberofr
esponsesi
nthecat
egor
yofy
es/
no,
li
ke/
disl
i
ke…

2.An or
dinalscal
e:a measur
ein whi
ch a numberr
epr
esenta r
ankor
der
ing of
i
ndi
vi
dual
sor
obj
ect
sonsomev
ari
abl
e.Thi
sscal
ehasnoabsol
utev
aluesandt
her
ealdi
ff
erences
bet
ween
adj
acentr
anksmaynotbeequal
.Exampl
e:1st, 3rd,
2nd, …

3.Ani
nter
valscal
e:ameasur
ethatl
acksat
ruezer
opoi
ntandf
orwhi
cht
hedi
stance
bet
ween any t
wo adj
acent poi
ntsi
sthe same.Exampl
e:t
her
momet
er scal
e,
psy
chol
ogi
calt
estandi
nvent
ori
esar
eint
erv
alscal
esandhav
ethi
sli
mit
ati
onal
though
t
heycanbeadded,
subt
ract
ed,
mul
ti
pli
edanddi
vi
ded.

4.A r
ati
oscal
e:ameasur
ethathasat
ruezer
opoi
ntandf
orwhi
cht
hedi
stance
bet
weenanyt
woadj
acentpoi
ntsi
sthesame.Exampl
e:Thezer
opoi
ntonacent
imet
er
scal
eindi
cat
est
hecompl
eteabsenceofl
engt
horhei
ght
.

I
nquant
it
ati
ver
esear
ch,
thesescal
espr
ovi
der
elev
anti
nfor
mat
iont
otestort
oinf
ert
he
hy
pot
hesesst
ati
sti
cal
l
y.I
ngener
al,quant
it
ati
ver
esear
chi
sani
nqui
ryt
hati
sgr
ounded
ont
heassumpt
iont
hatf
eat
uresoft
hesoci
alenv
ironmentconst
it
uteanobj
ect
ive
r
eal
i
tyt
hati
srel
ati
vel
yconst
antacr
osst
imeandset
ti
ngs.Thedomi
nantmet
hodol
ogy
i
stodescr
ibeandexpl
ainf
eat
uresoft
hisr
eal
i
tybycol
l
ect
ingnumer
icaldat
aon
obser
vabl
ebehav
ior
sofsampl
esandbysubj
ect
ingt
hesedat
atost
ati
sti
cal
anal
ysi
s.

Ther
ear
etwot
ypesofdat
aint
heappl
i
cat
ionofst
ati
sti
cal
treat
ment
.Thesear
e:

.Par
1 amet
ri
cdat
a:Thi
sty
peofdat
aisameasur
eddat
a,andpar
amet
ri
cst
ati
sti
cal
13|
Page
t
est
sassumet
hatt
hedat
aar
enor
mal
l
y,ornear
lynor
mal
l
y,di
str
ibut
ed.Par
amet
ri
c
t
est
sar
eappl
i
edt
obot
hint
erv
al-
andr
ati
o-scal
eddat
a.

2.Non-
par
amet
ri
cdat
a:Theset
ypesofdat
aar
eei
thercount
ed(
nomi
nal
)orr
anked
(
ordi
nal
).Nonpar
amet
ri
ctest
s,somet
imesknownasdi
str
ibut
ion-f
reet
est
s,donotr
est
ont
hemor
eri
gor
ousassumpt
ionofnor
mal
l
ydi
str
ibut
edpopul
ati
ons.

1.
6.3.
2Qual
i
tat
iveResear
ch

Qual
i
tat
iver
esear
chi
sar
esear
chappr
oachi
nsoci
alsci
enceandhumani
ti
est
hat
emphasi
zescol
l
ect
ingdescr
ipt
ivedat
ainnat
uralset
ti
ngs,usesi
nduct
ivet
hinki
ngand
emphasi
zesunder
standi
ngt
hesubj
ect
s’poi
ntsofv
iew.Accor
dingt
oPat
ton(
1990)i
n
Best& Kahn (
2003)qual
i
tat
iver
esear
ch met
hods consi
stoft
hree ki
nds ofdat
a
col
l
ect
ion.Thesear
ein-
dept
hopenendedi
nter
views,di
rectobser
vat
ionandwr
it
ten
document
s.

The dat
afr
om i
nter
view consi
stofdi
rectquot
ati
ons f
rom peopl
e aboutt
hei
r
exper
iences,
opi
nions,
feel
i
ngsandknowl
edge.Thedat
afr
om obser
vat
ionsconsi
stsof
det
ail
eddescr
ipt
ionsofpeopl
e’
sact
ivi
ti
es,act
ionsandt
hef
ullr
angeofi
nter
per
sonal
i
nter
act
ions and or
gani
zat
ionalpr
ocesses t
hat ar
e par
t of obser
vabl
e human
exper
ience.Documentanal
ysi
sinqual
i
tat
ivei
nqui
ryy
iel
dsexcer
ptquot
ati
onsorent
ir
e
passagesf
rom or
gani
zat
ional
,cl
i
nicalorpr
ogr
am r
ecor
ds,
repor
ts,
per
sonaldi
ari
esand
openendedwr
it
tenr
esponsest
oquest
ionnai
resandsur
vey
s.Qual
i
tat
ivest
udi
esuse
t
heabov
ement
ioneddat
acol
l
ect
ingt
echni
quesi
nisol
ati
onori
ncombi
nat
ion.

Fi
nall
y,i
tisadv
isabl
etot
rai
neest
ofocusont
hef
oll
owi
ngqual
i
tat
iver
esear
ch
assumpti
ons:

 i
tisdescr
ipt
ive

 i
tinv
olv
esf
iel
dwor
k;
 i
tisconcer
nedpr
imar
il
ywi
thpr
ocessr
athert
hanout
comesorpr
oduct
s;
 i
tisi
nduct
ivei
nthe r
esear
cher
s bui
l
d abst
ract
ions,concept
s,t
heor
ies and
hy
pot
hesesf
rom det
ail
s;
 t
her
esear
cheri
sthepr
imar
yinst
rumentf
ordat
acol
l
ect
ionandanal
ysi
sand
 i
tis pr
imar
il
yint
erest
ed i
n meani
ng how peopl
e make sense oft
hei
rli
ves
exper
iencesandt
hei
rst
ruct
uresoft
hewor
ld.

14|
Page
1.
7Resear
chPr
ocess
I
nthepr
evi
oussect
ionsoft
hisuni
twehav
eseent
hef
undament
alconcept
sofr
esear
ch
gener
all
yineducat
ionandpar
ti
cul
arl
yineducat
ionalpl
anni
ngandmanagement
.Nextt
he
“
Resear
chpr
ocess”wi
l
lbedeal
twi
tht
hef
oll
owi
ngsequent
ial
steps:
I
.Pr
obl
em i
dent
if
icat
ion
I
I.Obj
ect
iveoft
her
esear
ch
I
II
.Resear
chdesi
gn
I
V.Dat
acol
l
ect
ion
V.Dat
aanal
ysi
s
VI
.Int
erpr
etat
ionofr
esul
ts
VI
I.Repor
ti
ngt
her
esul
ts
1.
7.1Pr
obl
em I
dent
if
icat
ion
Ar
esear
chpr
obl
em mustbei
dent
if
iedanddef
inedwi
thoutanyambi
gui
ty.Pr
oduct
ivi
tyi
s
t
hecor
eobj
ect
iveofanyeducat
ionalor
gani
zat
ioni
ncl
udi
ngschool
s.Thi
sisbecauseofi
ts
sur
viv
ali
nthe pr
evai
l
ing compet
it
ive env
ironment
.So,each educat
ionalorschool
or
gani
zat
ionshoul
dat
temptt
oinv
olv
eini
mpr
ovi
ngi
tspr
oduct(
lear
nedst
udent
s)t
hrough
cont
inuousr
esear
chi
neachf
unct
ionalar
eaofeducat
ionalpl
anni
ngandmanagement
.In
anyschoolor
gani
zat
ion,
thebudgetal
l
ocat
ionf
orr
esear
chact
ivi
ti
esi
sli
mit
edornotatal
l
.
Thi
sfor
cet
her
esear
cht
eam t
osel
ectt
hebestcombi
nat
ionofr
esear
chpr
oject
soutof
t
hecompet
ingal
ter
nat
ivesi
ndi
ff
erentf
unct
ionalar
eas.Sot
her
esear
cht
eam shoul
d
i
dent
if
yresear
chpr
oject
swhi
chwi
l
lhav
emor
eval
ueaddi
ti
ont
otheor
gani
zat
ion.Al
so
eachsel
ect
edr
esear
chpr
ojectmustbecl
ear
lydef
ined.
Ther
emaybeasi
tuat
ioni
nwhi
cht
her
esear
cheri
sful
l
yawar
eoft
hesy
mpt
omsr
elat
ingt
o
cer
tai
ndef
ici
encyi
nachi
evi
nganor
gani
zat
ionalgoal
.Howev
er,she/
hemaynotbei
na
posi
ti
ont
ocl
ear
lyspel
loutt
hepr
obl
em whi
chi
scausi
ngsuchdef
ici
ency
.Unl
essi
tis
cl
ear
lyi
dent
if
ied,i
twi
l
lnotbepossi
blet
opr
oceedf
urt
hert
ocar
ryoutt
hepr
oject
.Ifa
r
esear
cherpr
oceeds wi
thi
l
l-def
ined pr
obl
ems she/
he may end up wi
th mi
sleadi
ng
concl
usi
onorabor
ti
ngt
her
esear
chpr
ojecti
nthemi
ddl
eduet
opoorpay
-of
fident
if
ied
t
hroughi
nter
im ev
aluat
ionoft
her
esear
ch.Hencet
her
esear
chpr
obl
em shoul
dbecl
ear
ly
def
ined.

15|
Page
1.
7.2.Obj
ect
iveoft
heResear
ch
Theobj
ect
iveoft
her
esear
chmustbei
dent
if
iedbyt
aki
ngt
hesy
stem r
equi
rement
sint
o
account
.Int
hepr
ocessofi
dent
if
yingt
heobj
ect
ivesoft
her
esear
ch,t
her
esear
chermust
f
inal
i
zet
hef
oll
owi
ngst
eps:
1.Resear
chquest
ionswhi
char
enotr
esol
vedt
il
lthen.
2.Hy
pot
heseswhi
char
eanassumpt
ionaboutapopul
ati
onoft
hest
udy
.
3.Boundar
yoft
hest
udyshoul
dbecl
ear
lydef
ined.
Obj
ect
ivesoft
hest
udymaybecl
assi
fi
edi
ntoquant
it
ati
veandqual
i
tat
ive.Quant
it
ati
ve
obj
ect
ivesai
mtoopt
imi
zecer
tai
nmeasur
eofper
for
manceoft
hesy
stem oft
hest
udy
.
1.
7.3.Resear
chDesi
gn
Thi
spar
toft
her
esear
chpr
ocesspr
ovi
descompl
etegui
del
i
nesf
orcol
l
ect
ingdat
a.The
essencesofr
esear
chdesi
gnar
easf
oll
owsbel
ow:
I
. Sel
ect
ionofr
esear
chappr
oach
I
I. Desi
gnofsampl
i
ngpl
an
I
II
. Desi
gnofexper
imenti
fnecessar
y
I
V. Desi
gnofi
nst
rument
1.
7.3.
1.Sel
ect
ionofResear
chAppr
oach
I
nthi
spar
toft
her
esear
chdesi
gn,t
her
esear
chershoul
ddeci
det
het
ypeofst
udyt
obe
conduct
edbasedont
her
equi
rement
soft
hest
udy
.Al
thoughmosteducat
ionalr
esear
cher
used t
o descr
ipt
iver
esear
ch appr
oach,t
het
esthi
stor
icaland exper
iment
alr
esear
ch
met
hodsar
eal
sousedwher
etheyar
enecessar
y.Ther
efor
e,dependi
ngont
het
ypeoft
he
r
eal
i
ty,
thef
it
testr
esear
chappr
oachshoul
dbesel
ect
edbyt
her
esear
cher
.
1.
7.3.
2.Desi
gnofSampl
i
ngPl
an
ASampl
i
ngpl
ani
samechani
sm bywhi
cht
hesampl
i
nguni
tsofast
udyar
esel
ect
edf
rom
t
hesampl
i
ngf
rameoft
hepopul
ati
on.I
neducat
ionalr
esear
ch,t
hesel
ect
ionf
rom t
he
sampl
i
ngpl
anaf
fect
sthecostt
imeandener
gyt
oconductt
hest
udyandt
her
eli
abi
l
ityof
i
nfer
encesoft
he st
udy
.Consequent
ly,i
tshoul
d be sel
ect
ed wi
th ut
mostcar
e.The
sampl
i
ng pl
an can be cl
assi
fi
ed i
nto pr
obabi
l
ity sampl
i
ng pl
an and non-
probabi
l
ity
sampl
i
ngpl
an.
Pr
obabi
l
itysampl
i
ngpl
ani
ncl
udessi
mpl
erandom sampl
i
ng,sy
stemat
icsampl
i
ng,and
st
rat
if
iedr
andom sampl
i
ng,cl
ust
ersampl
i
ng,andmul
ti
-st
agesampl
i
ng.I
ntheot
herway
,

16|
Page
non-
probabi
l
itysampl
i
ngpl
ani
ncl
udesconv
eni
encesampl
i
ng,j
udgmentsampl
i
ng,quot
a
sampl
i
ngandsnowbal
lsampl
i
ng.Dependi
ngont
hepopul
ati
onsi
zer
equi
redpr
eci
sionand
av
ail
abl
eti
met
ocar
ryoutt
her
esear
chpr
oject
,asui
tabl
esampl
i
ngpl
ani
stobesel
ect
ed
byt
her
esear
cherorr
esear
cht
eam.
1.
7.3.
3.Desi
gnofexper
iment
Ast
udyi
nvol
vesdi
ff
erentr
esponsev
ari
abl
es.Eachr
esponsev
ari
abl
emaybeaf
fect
edby
sev
eralf
act
ors.To t
estt
heef
fectoft
hesef
act
orson r
esponsev
ari
abl
ea sui
tabl
e
exper
imenti
stobedesi
gnedsot
hatt
henecessar
ydat
afort
est
ingt
hesi
gni
fi
cancesof
t
heef
fect
sont
her
esponsev
ari
abl
ear
ecol
l
ect
edandt
hei
nfer
encesoft
het
estar
ehi
ghl
y
r
eli
abl
e.
Ther
ear
etwomai
nst
epsofdesi
gni
ngt
heexper
iment
I
. I
dent
if
yther
esponsev
ari
abl
esoft
hest
udy
I
I. Foreachr
esponsev
ari
abl
erepeatt
hef
oll
owi
ngst
eps:
a) I
dent
if
ythef
act
orsaf
fect
ingt
her
esponse.
b) Deci
deont
het
ypeofeachf
act
or(
afact
ormaybeei
therf
ixedorr
andom f
act
or)
.
c) Fi
xthenumberofl
evel
s(t
reat
ment
s)ofeachf
act
or.
d) For
mtheskel
etonoft
heexper
iment
.
e) Wr
it
ethemodel
oft
heexper
imentanddef
inei
tscomponent
s.
1.
7.3.
4Desi
gnofTool
s
Thesour
ceofdat
acanbecl
assi
fi
edi
ntot
wo:
1.Pr
imar
ysour
ceofdat
aand
2.Secondar
ysour
ceofdat
a
Pr
imar
ysour
ceofdat
aisadocumentorawr
it
tenwor
kbyani
ndi
vi
dualwhoact
ual
l
y
conduct
edt
her
esear
chst
udy
,dev
elopedt
het
heor
y,wi
tnessedt
heev
ent
sorf
ormul
ated
t
heopi
nionsdescr
ibedi
nthedocument
.Whi
l
esecondar
ysour
ceofdat
aisadocumentat
t
hedi
sposalofani
ndi
vi
dualwhodi
dnotact
ual
l
ydot
her
esear
ch,dev
elopt
heor
ies,
wi
tnesst
heev
ent
sorf
ormul
atet
heopi
nionsdescr
ibedi
nthedocument
.
Ther
ear
edi
ff
erentmet
hodsofcol
l
ect
ingpr
imar
ydat
a.Thesear
eobser
vat
ion,per
sonal
i
nter
view,t
elephonei
nter
view,mai
lsur
veyet
c.Thesuccessofsur
veymet
hodofr
esear
ch
t
hatmost
lyusedi
nbehav
ior
alandeducat
ionalr
esear
chdependsont
hest
rengt
hoft
he
quest
ionnai
re(
inst
rument
)used.Thei
nst
rumentusedmustcont
ainpr
ovi
sionst
ocol
l
ect
al
lthedat
ait
emswhi
char
erequi
redf
ort
est
ingdi
ff
erenthy
pot
hesesoft
heexper
imentas
wel
lasf
ort
est
ingt
hehy
pot
hesesofot
hert
est
srel
ati
ngt
ovar
iousr
esear
chi
ssues.
1.
7.4.Dat
aCol
l
ect
ion

17|
Page
Dat
aar
ethebasi
cinputt
oanydeci
sionmaki
ngpr
ocessi
neducat
ionalpl
anni
ngand
management
.Aswedi
scussi
nther
esear
chdesi
gncomponentt
hedat
acanbecol
l
ect
ed
f
rom pr
imar
ysour
ceandsecondar
ysour
ceofdat
a.Pr
imar
ydat
acol
l
ect
ionmet
hodsar
e:
1.Obser
vat
ionmet
hodi
nwhi
chdat
acanbecol
l
ect
edbyi
nvest
igat
ort
hroughper
sonal
obser
vat
ions.
2.Per
sonal
int
erv
iewi
ssur
veymet
hodofdat
acol
l
ect
ionwhi
chempl
oysaquest
ionnai
re.
3.Per
sonal
int
erv
iewcanbecl
assi
fi
edi
ntodoor-t
o–doori
nter
view,
execut
ivei
nter
view,
sel
f-
admi
nist
eredquest
ionnai
re,
etc.
4.Tel
ephonei
nter
viewi
sconsi
der
edt
obeacostef
fect
iveanddomi
nantdat
acol
l
ect
ion
met
hod.But
,thesecondar
ysour
ceofdat
acanbeobt
ainedf
rom i
nter
nalandext
ernal
sour
ceofdat
aused.
1.
7.5.Dat
aAnal
ysi
s
Af
tercol
l
ect
ing appr
opr
iat
e dat
a,pr
opert
ool
s and t
echni
ques shoul
d be used f
or
cl
assi
fi
cat
ionandanal
ysi
sofdat
a.Thet
ool
stocl
assi
fydat
aar
efr
equencydi
str
ibut
ion,
cumul
ati
vef
requencydi
str
ibut
ion,r
elat
ivef
requencydi
str
ibut
ionandchar
ts.Char
tsar
e
gr
aphi
calr
epr
esent
ati
onofdat
a.Di
ff
erentt
ypesofchar
tsar
epi
echar
t,barchar
t,st
acked
barchar
t,hi
stogr
am,
frequencypol
ygonandogi
vecur
ves.Thesecl
assi
fi
cat
iont
ool
sser
ve
asdat
apr
esent
ati
ont
echni
quesf
orcl
eari
nter
pret
ati
ons.Thedat
aanal
ysi
stechni
ques
i
nvol
veoneormor
eoft
hef
oll
owi
ngt
asks:
1.Comput
ati
onofst
ati
sti
cssuchasmean,medi
an,mode,st
andar
ddev
iat
ioncoef
fi
cient
of
2.v
ari
ati
on,
coef
fi
ci
entofskewer
s,et
c
3.Desi
gni
ngr
egr
essi
onequat
ionf
orest
imat
ingr
esponsev
ari
abl
easaf
unct
ionofsetof
i
ndependentv
ari
abl
es.
4.Per
for
mancecor
rel
ati
onanal
ysi
s.
5.Test
ingdi
ff
erenthy
pot
hesesr
elat
ingt
ovar
iousi
ssuesoft
her
esear
ch.
6.Fact
oranal
ysi
s.
7.Di
scr
imi
nat
eananal
ysi
s.
8.Conj
ointanal
ysi
s.
Bot
hthedat
apr
esent
ati
onandanal
ysi
stechni
queswi
l
lbet
reat
edl
ateri
nuni
tsi
xand
mor
especi
fi
cal
l
yint
hecour
se“
Int
roduct
iont
oSt
ati
sti
cal
Met
hodi
nEducat
ion(
EPsy
-211)
”.
1.
7.6I
nter
pret
ati
onofResul
ts
Af
tert
her
esear
chdat
ahasbeencol
l
ect
edandt
heanal
ysi
shasbeenmade,
ther
esear
cher
canpr
oceedt
othest
ageofi
nter
pret
ingt
her
esul
ts.I
nter
pret
ati
oncal
l
sforl
ogi
caland

18|
Page
cr
it
ical
exami
nat
ionsoft
her
esul
tsobt
ainedaf
teranal
ysi
s,keepi
ngi
nvi
ewt
hel
i
mit
ati
onof
t
hesampl
echosen,t
het
ool
ssel
ect
edandusedi
nthi
sst
udy
.Ini
nter
pret
ingt
her
esul
tin
educat
ional
resear
ch,
Koul
(1984)suggest
edt
hef
oll
owi
ngf
act
orst
obev
iewed:
1.I
gnor
ingunst
udi
edf
act
ors.
2.I
nter
pret
ingt
heexpect
edr
esul
ts.
3.I
nter
pret
ingnegat
iver
esul
ts.
4.I
nter
pret
ingr
esul
tswhent
henul
lhy
pot
hesi
sisr
etai
ned.
5.I
nter
pret
ingr
esul
tswhennul
lhy
pot
hesi
sisr
eject
ed.
6.I
nter
pret
ingnon-hy
pot
hesi
zedr
elat
ionshi
ps.
1.
7.7Repor
ti
ngt
heResul
ts
Thi
sist
hel
astandi
mpor
tantst
epoft
her
esear
chpr
ocess.I
tischar
act
eri
zedbycar
eful
l
y
f
ormul
atedi
nfer
ences,concl
usi
ons,orgener
ali
zat
ions.Ther
esear
chermustbeabl
eto
r
epor
ther
s/hi
spr
ocedur
es,f
indi
ngs,andconcl
usi
onswi
thut
mostobj
ect
ivi
tyt
oot
her
s
whomaybei
nter
est
edi
nther
esear
cher
’sst
udyandi
tsr
esul
ts.

19|
Page
 UNI
TTWO
Dev
elopmentofResear
chPr
oposal
2.Pr
epar
ati
onofResear
chPr
oposal
Themai
npur
poseofpr
epar
ingr
esear
chpr
oposali
stodescr
ibet
hepr
obl
em y
ouwi
sht
o
st
udyandhowt
opl
ant
ost
udyi
t.Thi
spr
ocesscompel
syout
othi
nkt
hroughandr
ecor
d
onpapery
ourr
esear
chdesi
gnandpr
ocedur
est
haty
ouwi
l
luset
osel
ectasampl
e,col
l
ect
dat
aandanal
ysi
sthedat
a.Ther
esear
chpr
oposalshoul
dbeappr
ovedbef
orecol
l
ect
ing
dat
a.I
ngener
al,acar
eful
l
ypl
annedandwel
l
-desi
gnedr
esear
chpr
oposalshoul
dincl
ude
t
hef
oll
owi
ngcat
egor
iesofi
nfor
mat
ion:
1.Thet
it
leoft
her
esear
chpr
oposal
Thef
ir
stcomponentofanyi
ntr
oduct
orypar
toft
her
esear
chpr
oposali
sit
sti
tl
e.Thi
s
componentshoul
dbewor
dedi
nthati
tsuggest
sthet
hemeoft
hest
udy
.Goodt
it
leshoul
d
cl
ear
lyi
dent
if
yther
esear
chpr
oposal
andmustcl
ear
lyst
ateaboutt
hef
oll
owi
ng:
1. Thev
ari
abl
esi
ncl
udedi
nther
esear
chpr
oposal
’
sti
tl
e;
2. Ther
elat
ionshi
pbet
weent
hev
ari
abl
es;
3. Thepopul
ati
ont
owhi
cht
her
esul
tst
obegener
ali
zed.
I
nexper
iment
alr
esear
ch,
thev
ari
abl
esst
atedi
nther
esear
chpr
oposalt
it
lear
edependent
andi
ndependentv
ari
abl
eswher
easi
nnon-
exper
iment
alr
esear
chst
udi
est
heyar
evar
iant
s
andcr
it
eri
onv
ari
abl
es.I
nthi
sty
peofst
udy
,thet
it
leoft
her
esear
chpr
oposali
ssost
ated
t
hati
tshowt
heef
fect
sofi
ndependentv
ari
abl
eupondependentv
ari
abl
e.Thi
sty
peoft
it
le
i
ndi
cat
eswhi
chv
ari
abl
ewi
l
lbemani
pul
atedbyt
her
esear
chanduponwhi
chv
ari
abl
eit
s
ef
fectwi
l
lbeobser
ved.I
nnon-
exper
iment
alst
udyt
het
it
leshoul
dindi
cat
ether
elat
ionshi
p

20|
Page
bet
weent
hev
ari
antandt
hecr
it
eri
onv
ari
abl
e.I
nnon-
exper
iment
alst
udyt
hev
ari
abl
esar
e
notmani
pul
atedr
atheronl
yrel
ati
onshi
pbet
weent
hev
ari
antandcr
it
eri
onv
ari
abl
eis
st
ated.
Anot
herr
equi
rementf
oragoodr
esear
cht
it
lei
sthati
tshoul
dnotbet
ool
engt
hy.I
tshoul
d
bespeci
fi
ctot
hear
eaofst
udy
.Anadequat
eti
tl
efort
hest
udyi
sonewhi
chr
epr
esent
sa
r
easonabl
erest
ri
cti
on and i
mpl
i
esan obj
ect
iveappr
oach.I
tmustbenot
ed t
hatt
he
pr
oposedst
udycannotbecompl
etel
ypr
esent
edi
nthet
it
lebuti
tshoul
dbesowor
dedt
hat
i
twoul
dgi
vesuf
fi
ci
enti
nfor
mat
ionaboutt
henat
ureoft
hest
udy
.Inwr
it
ingpr
oposalt
it
le
f
if
teent
otwent
ywor
dsar
ethemaxi
mum t
obei
ncl
uded.

2.I
ntr
oduct
ionoft
heSt
udy
2.
1Backgr
oundoft
hest
udy
I
tist
hepar
toft
hepr
oposalt
hatpr
ovi
desr
eader
swi
tht
hebackgr
oundi
nfor
mat
ionf
ort
he
r
esear
chpr
oposal
.Thei
ntr
oduct
ionshoul
dci
tet
hosewhohadt
hei
deaf
ir
standshoul
d
al
soci
tet
hemostr
ecentandr
elev
antwor
k.Thenexpl
ainwhymor
ewor
kisr
equi
red.
Mor
especi
fi
cal
l
yitshoul
dincl
ude:
-
 Backgr
oundi
nfor
mat
ion
 Shoul
dident
if
yvar
iabl
esoft
her
esear
chpr
obl
em anddi
scusst
hem.
 St
ati
sti
csorcont
ext
ual
inf
ormat
iont
hatmayappl
ytot
het
opi
c
 Br
iefi
ntegr
atedsummer
yoft
hef
indi
ngsofpastr
esear
ch.
 Abr
iefr
ati
onal
forwhyt
hepr
oposedr
esear
chi
sneeded
 I
tmayal
soi
ncl
udea“
ver
bal
roadmap”–gui
dingt
her
eadert
owhatl
i
esahead.
3.St
atement
soft
hepr
obl
em
Thesecondpar
tofanyr
esear
chpr
oposali
sther
esear
chpr
obl
em.I
thasadef
ini
tepl
ace
i
nthei
ntr
oduct
orypar
toft
her
esear
chpr
oposal
andi
sanat
temptt
ofocusonacl
eargoal
.
St
atement
soft
hepr
obl
em shoul
dpr
imar
il
ybeanexpansi
ont
othet
it
le.I
tshoul
dbeei
ther
i
nquest
ionf
orm orasadecl
arat
ivest
atement
.
St
atement
soft
hepr
obl
em shoul
ddef
ineanddel
i
mitt
hespeci
fi
car
eaoft
hepr
oposed
r
esear
ch.I
tshoul
dbegi
nwi
tht
hegener
albackgr
oundoft
hepr
obl
em andwi
thaspeci
fi
c
st
atementoft
hepr
obl
em.Ther
esear
chpr
obl
em shoul
dbesost
ruct
uredt
hati
tshoul
d
begi
nwi
thabr
oadbaseofgener
alpr
obl
emsandexpl
anat
ions,f
oll
owedbyasur
veyof