EDUC401 Methodology of Educational Research II

Unit I Major Approaches to Educational Research-II

Unit Topic Method Activity No. of Classes

Historical Research: Major
Lecture/ Presentations/
Steps including Sources and
discussion/PPT Assignment/Library 06
Criticism of Historical Data;
Debate work
Qualitative Research: Case
do Do 03
I Studies
Ethnographic and
Phenomenological Studies; do Do 03

Question
Recapitulation -- 01
Answer

Learning Outcomes

After going through this unit you will be able to:

1. Describe the nature, meaning and relevance of historical approach of research in

education.
2. Identify and analyse typical issues and problems of education which require historical
approaches of research to solve them.
3. Describe qualitative research and its relevance in education.
4. Explain main features of different types of qualitative inquiry and describe basic
procedural details of such methods.
5. Design qualitative research in the context of any educational problem.

Points for Discussion

1. Differentiate between qualitative studies and quantitative studies.

2. What the basic factors of qualitative studies.
3. Why should we choose the qualitative method in educational research?
4. What are the common points of different kinds of qualitative studies?
5. What should be the role of a researcher in conducting qualitative research?

References

1. Best, john W. and Kahn James V (1995): Research in Education, prentice Hall,
New Delhi.

Dr. Mohammad Sayeed Bhat, Assistant professor, Central University of Kashmir Page 1
 2. Borg, W.R. and Gall, M.D. (1986): Educational Research: An Introduction. 4th
Edition, New York: Longman.
3. Creswell, John W. (1998): Qualitative Inquiry and Research Design. New Delhi:
Sage.
4. Denzin, N.K. & Lincoln, Y.S. (1994): Handbook of Qualitative Research.
California: Sage.
5. Dorr-Bremme, D.W. (19985): Naturalistic Evaluation. Pergomon Press.
6. Erikson, F. (1986): Qualitative Methods of Research on Testing. MacMillon
London.
7. Galtung, John (19970): Theory and Methods of Social Research. London: George
Allen Unwin Guba, E.G. & Lincoln, Y.S. (1987): Naturalistic Inquiry. Pergomon
Press.
8. Burns, R.B. (1991): Introduction to research in education , prentice Hall, New
Delhi.
9. Kerlinger, F.N. (1973): Foundation of Behavioural Research, Holt, Rinehart and
Winston, New York.

Unit II Tools and Techniques of Data Collection

Unit Topic Method Activity No. of Classes

Questionnaire: Open and Lecture/ Presentations/
Closed forms discussion/PPT Assignment/Library 02
Debate work
Interview: Structured and
Unstructured do do 02

Observation: Participant and

Non participant do do 02
II
Rating Scale: Purpose and
do do 02
Types
Tests and Scales: Personality,
Abilities, Adjustment and do do 02
Attitudes (An overview)
Projective and Socio-matric
do do 02
Techniques
Question
Recapitulation -- 01
Answer

Learning Outcomes

After going through this unit you will be able to:

1. Explain the need of tools and techniques in conducting research in education.

Dr. Mohammad Sayeed Bhat, Assistant professor, Central University of Kashmir Page 2
 2. Classify tools of research on the basis of the purpose they serve in the research
process.
3. Discuss the characteristics of a test one should look for while selecting different
kinds of tests for gathering data.
4. Describe the procedure of developing a test.
Points for Discussion

1. Reliability is not a significant condition for validity.

2. Utilities of various tests for data collection.
3. Identify a few problems from education situations where we can use questionnaire for
collection of data.

References
1. Barr, A.S., Robert, A. Davis and Plamer, O. Johnson (1953), Educational Research and
Appraisal. Chicago: J. B. Lippincott Co.
2. Bell, J (1999), Doing Your Research Project. Milton Keynes: Open University Press.
3. Edwards, A. L. (1957), Techniques of Attitude Scale Construction. New York: Appleton
Century Crofts.
4. Good Carter V, (1966), Essentials of Educational Research: Methodologies and Design.
New York : Appleton Century Crofts.
5. Guilford J.P. (1954), Psychometric Methods. New Delhi: Tata McGraw- Hill Publishing
House.
6. Opie Clive (2004), Doing Educational Research. New Delhi: Vikas Publishing House.
7. Wragg, E. C. (1999). An Introduction to Classroom Observation. London: Rutledge
Falmer.
8. Best, john W. and Kahn James V (1995): Research in Education, prentice Hall,

Unit III Analysis of Data

Unit Topic Method Activity No. of Classes

Uses and
Application of Lecture/ Presentations/
various discussion/PPT Assignment/Library 02
Statistical Debate/Practice work/Practical
techniques;
Descriptive
do do 02
Statistics,
Inferential
III
Statistics
a) Parametric: T
Test, ANOVA
and ANCOVA do do 02
b) Non
parametric: Chi
Square and 2×2
Contingency

Dr. Mohammad Sayeed Bhat, Assistant professor, Central University of Kashmir Page 3
 table
Correlation
Statistics: Rank
do do 02
Order, Pearson's
Correlation
Test of
Significance:
Levels of
Significance,
One tailed and do do 02
Two tailed tests;
- Type I
and Type II
Errors.
Recapitulation Question Answer -- 01

Learning Outcomes

After going through this unit you will be able to:

1. Explain the concept and characteristics of quantitative data and how these data are
organized.
2. Define and compute different measures.
3. Explain the meaning of descriptive and inferential statistics.
4. Describe the nature of parametric and non parametric statistical techniques and
the assumptions on which their use is based.
5. What is sampling error and how can we minimize this?

Points for Discussion

1. Formulation of hypothesis in which it would be advisable to use one-tailed and two-tailed

tests.
2. Analysis of variance has certain basic assumptions underlying it which need to be
fulfilled in order to use this technique.
3. Compare the applications and uses of parametric and non-parametric tests in educational
research with the help of suitable example.
References

1. Siegal S. (1956), Non-parametric Statistics for behavioural Sciences. Tokyo: McGraw

Hill Hoga Kusha Ltd.
2. Aggarwal, Y.P. (1998), Statistical Methods, Sterling, New Delhi.
3. Ferguson, George A (1976), Statistics Analysis in Psychology and Education, McGraw
Hill, New York.
4. Garrett, H.E. (1973), Statistics in Psychology and Education, Vakils, Feiffer and Simon,
Bombay.

Dr. Mohammad Sayeed Bhat, Assistant professor, Central University of Kashmir Page 4
 5. Glass, G. & Hopkins, K.D. (1996) Statistical Methods in Education and Psychology,
Needham Heights, A Simon & Schuster Company.
6. Guilford, J.P. and Benjabin Fruchter (1973), Fundamental Statistics in Psychology and
Education, McGraw Hill, New York.
7. Koul, Lokesh (1988), Methodology of Educational Research, Vikas, New Delhi.
8. Kurtz, A.K. and Mayo S.T. (1980), Statistical Methods in Education and Psychology,
Narola, New Delhi.
9. Mangal, S.K. (2010) Statistics in Psychology and Education,
10. Minimum, E.W., King B.M., & Bear, G. (1995) Statistical Reasoning in Psychology &
Education, Canada: John Willy & Sons.
11. Nadeem N. A. &Faizan F.A. Statistics in Education and Psychology, New Delhi:
Dilpreet Publishing House.
12. Quantitative Data Analysis in Education: A Critical Introduction Using SPSS (1st
Edition) by Paul Connolly.

Unit IV Concluding Educational Research

Unit Topic Method Activity No. of Classes

Concluding Research;
Lecture/ Presentations/
Writing of Research Report/
discussion/PPT Assignment/Library 02
Dissertation/ Thesis-
Debate work/Practical
Characteristics and Formats.
Preparation of Bibliography-
do do 02
APA and MLA standards
Writing Abstract of thesis
Writing Research Paper and do do 02
Article
IV
Formulation of Research
do do 02
proposals/Synopsis
Quality of Research in terms
of Need and Social do do 02
Relevance,
Research and Improvement in
do do 02
Teaching Learning Process.
Question
Recapitulation -- 01
Answer
Learning Outcomes

After going through this unit you will be able to:

1. What are the approved formats for preparation of research proposal/synopsis.

2. Explain the purpose and importance of research report.
3. Differentiate various forms of reporting practised in the field of educational research.

Dr. Mohammad Sayeed Bhat, Assistant professor, Central University of Kashmir Page 5
 4. State important considerations for making the presentation of the research report lucid
and interesting.
5. List and describe the scope of research report.

Points for Discussion

1. Research report is a complete, comprehensive and detailed account of a research study.

2. 'Reporting on educational studies varies significantly'.
3. When so many research studies are conducted in the same area, How do we reach the
general conclusions based on them and put them to use in improving educational
practices?
References
1. Barr, A.S., Robert, A. Davis and Plamer, O. Johnson (1953), Educational Research and
Appraisal. Chicago: J. B. Lippincott Co.
2. Bell, J (1999), Doing Your Research Project. Milton Keynes: Open University Press.
3. Edwards, A. L. (1957), Techniques of Attitude Scale Construction. New York: Appleton
Century Crofts.
4. Good Carter V, (1966), Essentials of Educational Research: Methodologies and Design.
New York : Appleton Century Crofts.
5. Guilford J.P. (1954), Psychometric Methods. New Delhi: Tata McGraw- Hill Publishing
House.
6. Opie Clive (2004), Doing Educational Research. New Delhi: Vikas Publishing House.
7. Wragg, E. C. (1999). An Introduction to Classroom Observation. London: Rutledge
Falmer.
8. Best, john W. and Kahn James V (1995): Research in Education, prentice Hall.
9. Travers, R.M.W. (1978), An Introduction to Educational Research, McMillan, New
York.
10. Neuman, W.L. (1997), Social Research Methods: Qualitative and Quantitative
approaches, Allyn and Bacon, Boston.
11. Moule, A.J. (1963), The Science of Educational Research, Eurasia, New Delhi

Dr. Mohammad Sayeed Bhat, Assistant professor, Central University of Kashmir Page 6