Unit 2:

Types of
Research

Course: Research methods in Education

Programme: B.Ed. Secondary 1.5 years

Instructor: Miss Kinza Naeem

Introduction

– Educational research is classified into Basic research, Applied research and

Action research. The basic and applied researches are differentiated by
their purposes. The primary purpose of basic research is the extension of
knowledge whereas the purpose of applied research is the solution of an
immediate, practical problem.
– However, some misconceptions have developed with the use of the terms
basic and applied research. One such misconception is that basic research
is complex and applied research is simple in its methodology. A related
misconception is that-applied research is often sloppy and haphazard but
of great practical value, whereas basic research is precise and exacting but
of no use in a real situation.
Objectives

After studying the unit, it is hoped that the students will be able to:
– 1. explain the nature and concept of basic research.
– 2. describe the characteristics of basic research.
– 3. discuss the nature a scope of applied research.
– 4. differentiate applied research from basic research.
– 5. explain the nature, need and scope of action research.
– 6. specify different aspects of the process of action research.
– 7. identify the limitations of action research.
Basic Research

– This type of research is also regarded as fundamental/pure research.

It builds up broad generalizations, principles and theories of
education. It results in the discovery of useful concepts such as those
of motivation, reinforcement, concept formation etc. It is not
concerned with day to day problems.
– The basic research has the following characteristics.
– 1. It aims at developing educational theories and principles that will
be applicable to a broad population.
– 2. It requires expert training.
Cont…

– 3. It makes use of a wide range of methods to locate the

research problem.
– 4. Highly specific hypothesis are developed.
– 5. It involves careful attention so that error is reduced to
the minimum.
– 6. It calls for a complex analysis of data.
– 7. The generalizations usually remain confined to books
and research reports.
– William Wiersma (1986, P.13) has very rightly stated that a sound
theory increases the fruitfulness of research by providing
significant leads for inquiry, by relating seemingly discrete findings
by means of similar underlying processes and by providing an
explanation of observed relationship.
– However, this research is done by the outstanding experts with the
help of desired facilities. It demands higher level of problems,
procedures, tools controls, analysis etc. It is expected to be more
expert as it has far reaching consequences.
Applied Research

– This type of research is also called functional research. Education like

Medicine is an applied science. Walter R. Borg (1987,P.11) has stated,
“The primary function of research in education as in medicine--is to find
improvements for education or medicine both to be understood as fields
of human actions, not as fields of knowledge.”
– Applied research does not aims at solving the practical problems which
are faced by the teachers, educational planners, administrators,
curriculum specialists etc. Applied research deals with problems of
practical value. Applied research is less rigorous than the basic research.
– Applied research involves both the classroom teacher and the research
specialist. The comparison of applied versus basic research is discussed as
under:
– It is argued that in a country having limited resources, research should be given
a practical orientation. Researches that do not shave apparent relevance to the
solution of practical problems are considered an unnecessary luxury.
– The contrary point of view asserts that in the absence of sound analytical
concepts there are obvious limitations to the extent to which applied research
is possible. Not only will the lack of conceptual refinement improvise analysis
and limit methodological sophistication, it will also result in a constricted
perception of cause and effect relationships.
Cont...

– Thus, the difference between basic and applied research is not as sharp as that
between the applied and theoretical social scientist. To illustrate, survey research can
be taken as an example of 'pure' applied research.
– However, a few survey researches do not lend themselves to generalizations germane
to theory building. Whether such attempts are actually made depends upon the
training and professional orientation of the researcher. In such areas of organizational
performance, intergroup conflicts or the administration of and response to social
change, the opportunities for testing hypothesis and for theory building are enormous.
– Perhaps the seriousness with which the distinction between theoretical and applied
research is made will be lost as more and more Pakistanis social scientists acquire
components in quantitative research methodology. Both basic and applied research
have an important part in the development of the social sciences and must be
supported.
 Action Research

– The process by which practitioners attempt to study their problems scientifically in

order to guide, correct and evaluate their decisions and actions is called action
research. There is no doubt that research work done by professional students of
educational research is seldom noticed by the workers in the actual field of action.
Now it is increasingly being realized that the practitioners of education must be
involved in research work.
– Action research is a step ahead of common sense approach. A good teacher does not
merely depend upon tradition, or experience of others or recommendations of
expert bodies. In action research he is deliberately more systematic and scientific in
dealing with the problem.
– A useful definition of 'Action Research' is the research a person
conducts in order to enable him to achieve his purposes more
effectively. A teacher conducts action research to improve his own
teaching. A school administrator conducts action research to
improve his administrative behaviour.
Cont...

There are eight aspects of the process of action research. These include the following:
– 1. Self-dissatisfaction. The teacher feels dissatisfied with the situation.
– 2. Identification of the problem. The teacher pinpoints the problem.
– 3. Defining the problem. After identifying the problem, the teacher defines the
problem.
– 4. Problem analysis. The teacher then locates the causes of the weakness.
– 5. Action hypothesis. Action hypothesis is formed.
– 6. Use of tools. The teacher decides about the research tools to be used.
– 7. Action programme. The teacher works out the experiment.
– 8. Evaluation. The teacher finds out the difference in the result.
Advantages of Action Research

– Moreover, the Action Research has the following advantages.

– 1. The person must improve if the problem is to be solved is active in, the changed
– process from the beginning.
– 2 . Facts and evidences are stressed which keep the changed process anchored
more
– continuously to reality. The approach is experimental and tentative rather than
– dogmatic.
– 4. An integral part of action research is the experiment which actually is changed
evaluated.
– 5. Action research emphasizes a desirable decentralization of decision making and
– action.
Functions of Action Research

– The main functions of action research in the field of education are:

– 1. Action research will powerfully and rapidly develop the
technique of teaching.
– 2. Action research assists in vitalizing and dignifying the work of
the teacher.
– 3. Action research assists in developing professional experiences,
open-eyed and open-minded scientific spirit enquiry.
– 4. Action research assists in creating new interest and new
confidence in the ability of the individual teacher.
Sources of problems for Action Research are
given below:

– The first important source for locating and electing problems for an experiment
or project or research is the classroom itself. For example a teacher who finds
that the performance of the students in mathematics in his class is poor. He
may think that perhaps it is because of his method of teaching which is not
helpful in developing mathematical abilities or it is because the students are not
making use of the instructional material or it is because the students 'of the
class lack speed of calculations.
– The second source for identifying problems for an experiment or research is the
staff meeting of the school.
– The third source is the chairman of department or regional director who can
suggest students problems for enhancing the classroom efficiency.
Types of research by methods

– Research in every field and more so in the field of education is demand

of day. Progress in any field is directly linked with research in that field.
Our problems and difficulties in the field of education further necessitate
a purposeful and 3ined research effort.
– Such research efforts are distinguished on the basis of their different
purposes and approaches and that is what may technically be called
difference in methods. Likewise, research studies, adopting different
methods, however, do not as a rule, differ significantly in their
procedures, selection, formulation, collection, analysis and
interpretation of new data and reporting of the work done are common
steps to all types of methods of research.
Historical Research

– The use of historical sources and techniques in the field of educational research is
known as historical research method. Historical research justifies itself when used to
find out the solutions of the present day problems on the basis of the experiences of
the past. However, the value of historical research in education is given as under:
– 1. It inspires respect for sound scholarship and reverence for great teachers.
– 2. The history of education enables the educational worker to date fads and frills.
– 3. The history of education enables the educational worker to present educational
problems in the light of their origin and growth.
– 4. Past educational experiences may serve as a basis for tentative generalizations in
analyzing current educational issues and problem
Characteristics

Historical research has certain characteristics which are given below:

– 1. It is based on reports of observations which cannot be repeated.
– 2. It is liable to be subjective.
– 3. In history, rational process of analysis and inference is
verbalized.
– 4. Science predicts the future course of events, and history uses
preserve evidence to retrodict the past.
Steps

– There are three main-steps involved in historical

research. These include:
– 1. The collection of data through primary and secondary
sources;
– 2. It involves internal and external criticism of the data
collected;
– 3. Presentation of facts which involves problems of
organization composition, exposition and interpretation.
Guidelines

However, the following guidelines should be observed in historical research.

– 1. The primary sources should be used as extensively as possible.
– 2. Personal bias should not be allowed to influence research procedure.
– 3. Proper recognition should be given to the inter-relationship of education with
other social institutions and forces.
– 4. The significant facts must be distinguished from trivial or range facts in a
situation.
– 5. The facts should be synthesized and integrated into meaningful generalizations.
– 6. Care should be taken in interpreting the words and expressions in the light of
their usage in earlier times.
Descriptive Research

– This type of research is also called normative, survey research. It concerns itself with the
present phenomena in terms of conditions, practices, beliefs, process, relationships or trends
is variously termed as descriptive survey - status, normative or trend study or survey.
Descriptive research has the following characteristics.
– 1. It is concerned not with the characteristics, of individuals but with characteristics of
the whole population or a sample thereof.
– 2. It collects data from a relatively large number of subjects
– 3. It provides information useful to the solution of local problems.
– 4. Its scope is very vast.
– 5. Surveys may be qualitative or quantitative.
– 6. Descriptions may be' either verbal or expressed in mathematical terms.
– This type of research helps in locating existing problems, in securing historical
perspective through a series of cross-sectional pictures' of similar conditions at
different timed, in suggesting the course of future developments, in developing
many tools, in contributing to the advancement of knowledge and in providing the
background ideas and data from-which many more studies may be conducted.
– Such studies are factual and hence supply practical information. These researches
employ application of a scientific method by critically analysing and examining the
source materials, by analysing, interpreting data and by arriving at generalizations
and predictions.
– Descriptive research is classified into the categories such as survey studies, case
studies, developmental studies, follow-up studies, correlational studies, trend
analysis and documentary analysis.
Surveys can be conducted by this research method. However, in planning such surveys,
the following stages are involved in the planning and the preparation of the final report.
– i) Statement of general objectives.
– ii) Statement of specific objectives.
– iii) Determination of the size and design of the sample.
– iv) Preparation and administering of a questionnaire.
– v) Determining and conducting interviews.
– vi) Making analysis plans.
– vii) Machine tabulation.
– viii) Analysing.
– ix) Reporting
Experimental Research

– J.W. Best (1992, P.110) describes experimental research as the description and
analysis of what will be or what will occur, under carefully controlled conditions.
– According to carter V. Good, and Douglas E. Scates (1954, P.809)
"Experimentation is the name given to the type of educational research in
which the investigator controls the educative factors to which a child or group
of children is subjected during the period of inquiry, and observes the resulting
achievements.“
– S.P. Sukhia, P.V. Mehrotra and R.N. Mehrotra (1991, P.227) describe the
experimental method as the application and adaptation of the classical method
of the science laboratory. It is most exacting and difficult of all methods and
also the most important from the strictly scientific point of view.
An experiment calls for the satisfaction of three basic interrelated conditions i.e.
Control,
Randomization and Replication.
– 1. Control is the basic element in experimentation. The influence of extraneous
factors that are not included in the hypothesis are prevented from operating
and confusing the outcome which is to be appraised.
– Three types of controls are exercised in an experiment. These include:
– i) Physical controls.
– ii) Selective controls.
– iii) Statistical controls.
– 2. Randomization is a very difficult to exercise complete control, efforts are
made to assign cases in the experimental and control groups randomly.
– 3. Replication implies conducting a number of sub-experiments within the
framework of an overall experimental design.
– There are many areas in which experimental studies in education can
approximate strictly empirical research. For example, the teaching of spelling
through different methods, difference between the effect of the authoritarian
and the democratic set up in education are problems which have been handled
in a scientific way through the experimental approach.
The following are the major steps in experimental research.
– 1. Planning the experiment.
– 2. Conducting the experiment.
– 3. Reporting the results.
Furthermore, the experimental designs are classified as Single Design, Parallel Design and Rotational
Method. The details of all such designs are discussed below:
– 1. Single Design. This type of experiment is carried in comparing the growth of a single individual or
group under' two sets of conditions. The experimenter observes the performance of the individual or
the group before and after the introduction of the experimental variable. Let us say the experimenter is
interested in evaluating the reading speed of a group of sixth class students as affected by training. He
will adopt the steps like test the group, allow for a period of transition and test the group again.
– 2. Parallel or Equivalent Group Design. In this two or more groups of subjects equivalent in all
significant aspects are selected. One of these groups serves as the 'control group' and the other as
'experimental group'.
– 3. Rotation Group Experimentation. This method involves the rotation of 'instructional factors of the
experimental and control groups Pt equal intervals. This method is used to obtain control of pupil factors
when groups cannot be thoroughly equated. It also neutralizes the teacher variable. Of the three
designs of educational experimentation, this is the most valid and at the same time most complicated.