Educational research


Educational research refers to the systematic collection and analysis of data related to the field of education. Research may involve a variety of methods and various aspects of education including student learning, teaching methods, teacher training, and classroom dynamics.
Educational researchers generally agree that research should be rigorous and systematic. However, there is less agreement about specific standards, criteria and research procedures. Educational researchers may draw upon a variety of disciplines including psychology, sociology, anthropology, and philosophy. Methods may be drawn from a range of disciplines. Conclusions drawn from an individual research study may be limited by the characteristics of the participants who were studied and the conditions under which the study was conducted.

General characteristics

There is no single "correct" way of conducting research in the field of education.
Gary Anderson outlined ten aspects of educational research:
There are different approaches to educational research. One is a basic approach, also referred to as an academic research approach. Another approach is applied research or a contract research approach. These approaches have different purposes which influence the nature of the respective research.

Basic approach

Basic, or academic research focuses on the search for truth or the development of educational theory. Researchers with this background "design studies that can test, refine, modify, or develop theories". Generally, these researchers are affiliated with an academic institution and are performing this research as part of their graduate or doctoral work.

Applied approach

The pursuit of information that can be directly applied to practice is aptly known as applied or contractual research. Researchers in this field are trying to find solutions to existing educational problems. The approach is much more utilitarian as it strives to find information that will directly influence practice. Applied researchers are commissioned by a sponsor and are responsible for addressing the needs presented by their employer. The goal of this research is "to determine the applicability of educational theory and principles by testing hypotheses within specific settings".

Comparison of basic and applied research

The following are several defining characteristics written by Gary Anderson to compare basic and applied research.
Basic ResearchApplied Research
1Is sponsored by an agency committed to the general advancement of knowledge.Is sponsored by an agency with a vested interest in the results.
2Results are the property of society and the research community.Results become the property of the sponsor.
3Studies rely on the established reputations of the researchers and are totally under their control.Studies follow explicit terms of reference developed by the sponsor to serve the sponsor's needs.
4Budget allocations are generally based on global proposals and accounting is left to the researchers.Budget accountability is directly related to the sponsor and relates to agreed terms of reference, time frames and methodologies.
5The conduct of research is based on 'good faith' between funder and researcher.The work is contractual between sponsor and researcher.
6The research produces findings and conclusions, but rarely recommendations except those related to further research needs.The research includes applied recommendations for action.
7Academic research tends to extend an identifiable scholarly discipline.By its nature, contract research tends to be interdisciplinary.
8Academic research is typically focused on a single set of testable hypotheses.Contract research frequently analyzes the consequences of alternative policy options.
9Decision-rules relate to theoretically-based tests of statistical significance.Decision-rules relate to predetermined conventions and agreements between the sponsor and the researcher.
10Research reports are targeted to other specialized researchers in the same field.Research reports are intended to be read and understood by lay persons.

Methodology

The basis for educational research is the scientific method. The scientific method uses directed questions and manipulation of variables to systematically find information about the teaching and learning process. In this scenario questions are answered by the analysis of data that is collected specifically for the purpose of answering these questions. Hypotheses are written and subsequently proved or disproved by data which leads to the creation of new hypotheses. The two main types of data that are used under this method are qualitative and quantitative.

Qualitative research

uses the data which is descriptive in nature. Tools that educational researchers use in collecting qualitative data include: observations, conducting interviews, conducting document analysis, and analyzing participant products such as journals, diaries, images or blogs.

Types of qualitative research

uses data that is numerical and is based on the assumption that the numbers will describe a single reality. Statistics are often applied to find relationships between variables.

Types of quantitative research

There also exists a new school of thought that these derivatives of the scientific method are far too reductionist in nature. Since educational research includes other disciplines such as psychology, sociology, anthropology, science, and philosophy and refers to work done in a wide variety of contexts it is proposed that researchers should use "multiple research approaches and theoretical constructs." This could mean using a combination of qualitative and quantitative methods as well as common methodology from the fields mentioned above. In social research this phenomenon is referred to as triangulation. This idea is well summarized by the work of Barrow in his text An introduction to philosophy of education:

Types of mixed methods

In analysis of mixed methods, the following ways might be used;
Discipline-based education research is an interdisciplinary research enterprise that "investigates learning and teaching in a discipline from a perspective that reflects the discipline's priorities, worldview, knowledge, and practices."
Examples include: