Dr Kim Teng Siang Jabatan R & I IPG Kampus Tuanku BAinun

What is Research?
A scientific and systematic process of gathering information in order to answer the question(s) or the hypothesis posted objectively (example: the relationship between phenomena like motivation & academic achievement)

Educational research
- a scientific and systematic process of gathering information about the hypothesized relations between phenomena in the field of education with the aim of improving student learning.

Research is scientific because the knowledge acquired is based on empirical evidence through the scientific process of gathering information/knowledge as follows:
(1) (2) (3) (4) Formulate a hypothesis about the relationship between certain constructs Test the hypothesis by designing an empirical study Collect data Make decision to accept or reject the hypothesis

Information/Knowledge acquisition is NOT based on AUTHORITY, TRADITION, COMMONSENSE, MEDIA MYTHS, PERSONAL EXPERIENCE but EVIDENCE

Research is systematic in the sense that it follows several definite sequential steps. These steps make up the Research Process.
(1) (2) (3) (4) Generating research ideas Formulating the research problem Developing hypotheses/research questions Designing a study to test hypotheses/answer research questions (5) Collecting data (6) Analysing and interpreting data (7) Communicating results

Characteristics of Research
Research begins with a problem
Research requires a plan Research demands a clear problem statement

Research deals with the main problem through subproblems operationalised as research questions/hypotheses
Research seeks direction through research questions/hypotheses Research deals with facts and their meaning

RESEARCH METHODOLOGY:
An overview
RESEARCH
QUANTITATIVE (Positivist Approach)
QUALITATIVE (Phenomenological Approach) STATUS STUDY INTERVENTION STUDY

STATUS STUDY

INTERVENTION STUDY

Experimental
Survey QuasiExperimental

Case Study

Action Research

Ethnography
Generic Qualitative method

Correlational Causal-comparative

Preliminary Understanding of Quantitative & Qualitative Research

Examine the two research studies on Reasons for discipline problems in school and decide which is quantitative and which is qualitative. Justify your answers.
Researcher A identifies factors that influence/ affect discipline, develop a questionnaire and administer it to a sample of problem students. He then analyses the data and identify significant factors or rank the factors in order of dominance. Researcher B interviews a sample of problem students individually or as a small group. He interacts with them and observes their behaviours. He also examines counsellors reports and school report cards. He records all the information obtained and analyses it for patterns that emerge.

Quantitative Research
Philosophy Positivism: Knowledge can only come from positive affirmation of theories through strict scientific method

Qualitative Research
Phenomenology Knowledge is discovered through an open, unbiased description of experience

Purpose/ Goal
Focus

To study relationship, cause and effect To test hypotheses & to make predictions
Quantity (Variables - How much & How many)

To study social phenomena or things as they appear in our experience. To explain, interpret and describe phenomena
Quality (Features- What)

Design Method
Sample Data Collection Analysis Findings Researcher

Structured, predetermined (Developed prior to study) Experiment, quasi-experimental, survey, etc

Large, random, representation Tests, questionnaires, controlled intervention Deductive (by statistical methods) Specific, precise & numerical Detached

Flexible, emerging (Evolves during study) Ethnography, case study, etc

Small, purposeful Interviews, observation, documents, artifacts Inductive (narrative and interpretation by researcher) Holistic, detailed & descriptive Immersed

DEDUCTIVE APPROACH IN QUANTITATIVE RESEARCH

INDUCTIVE APPROACH IN QUALITATIVE RESEARCH

4. Formulate and generate theory based on rich descriptive data 3. Formulate tentative hypotheses & gather further information 2. Look for patterns in the forms of themes, categories that emerge 1. Conduct observation (Participant/non-participant)

4. Confirm or revise theory based on the hypotheses tested

3. Conduct the study to collect data 2. Design an empirical study to test hypotheses 1. Formulate hypotheses based on available theory/theories

Research Design
The outline, plan or strategy specifying the procedure to be used in seeking an answer to the research question (or to do the research)
The design indicates: how to collect and analyse the data (esp. the type of analysis needed to answer the res. questions) how extraneous variables are controlled or included in the study how conclusions can be drawn

TYPES OF RESEARCH DESIGNS

Experimental

One-Shot Design

Weak Design

One-group PretestPosttest Design Non-equivalent Posttest-only Design After-only Research Design (Posttestonly Control Group Design)

Research Design

True Design

Factorial Design

Before-After Research Design (Pretest-Posttest Control Group Design)

QuasiExperimental

Non-Equivalent Control-Group Design Interrupted Time Series Design

Ethics in Research
Respect human values & protect human rights
Determine the degree of risks involved Principal researcher undertakes full responsibility of the

study Inform the subject before or after, the nature of the experiment Respect individuals freedom to decline participation All information collected & subjects involved should be kept confidential. Report group performance, not individual performance.

RESEARCH PROCESS: BASIC 5 STEPS

IDENTIFYING THE PROBLEM /FOCUS
PLANNING TO ANSWER QUESTIONS ABOUT THE

PROBLEM
IMPLEMENTING THE PLAN COLLECTING DATA TO ANSWER THE QUESTIONS CONCLUSION

Can be more elaborate steps like:

(1) (2) (3) (4) Generating research ideas Formulating the research problem Developing hypotheses/research questions Designing a study to test hypotheses/answer research questions (5) Collecting data (6) Analysing and interpreting data (7) Communicating results

IMPORTANT OF LITERATURE REVIEW IN IDENTIFYING RESEARCH PROBLEM

PURPOSE OF LITERATURE REVIEW

To understand in depth about the problem to be studied To know what has been done about this problem To gain insights into the theories, approaches and

methodologies adopted by different researchers. (This will provide sound theoretical and methodological frameworks for the intended study.)
To identify gaps in the literature so that the intended study

can focus on a research area that is significant and that has not been explored adequately. This will ensure that the research done will contribute towards knowledge and/or theory development.

 To help researchers to delimit the research problem

(narrow the scope) and define it clearly so that it has the right focus.
To ensure that research to be done is on the right track in

line with the current trends. (Such information can be obtained from the Recommendations for further research section of every research study. These recommendations are useful because they represent the insights of the researcher after he/she has studied the phenomenon.)
To provide the intellectual context for the research to be

done, enabling the researcher to position his/her work relative to other work. This is possible because the review will show what has been done in the field and how the new study relates to earlier research.

Theory & Review of Literature

Theory a statement or set of statements that explain and predict phenomena. a statement that indicates the relationship between two or more events Ausubels Meaningful Learning Theory Meaningful Learning takes place when a learner integrate new information with old information
What does Ausubels Theory predict? What variables does the theory try to relate?

THE ROLE OF THEORY IN EDUCATIONAL RESEARCH

Theory provides an important guide or focus for the

direction of research by pointing to areas in which meaningful relationships of events (variables) are likely to be found.
Theory provides a rational basis for explaining or

interpreting the results of the research.

Theory enables the researcher to make predictions about a

wide range of situations

Review of Literature
Give an in-depth account of key works and information available on a research topic

Aspects normally covered:

specific areas investigated theories & approaches used samples involved variables examined analyses used findings obtained How are the studies related to your research? What has been researched & what needs further research? What insights have you obtained about the area to be studied (e.g. approaches, methodologies. analyses and interpretation of findings) and the trends that have emerged?

Sources: research articles (e.g. Journals) & academic writings (e.g. books)

Sources of Literature Review

Secondary Sources (Sumber Sekunder) Materials written based on the works of others (e.g. reference books, text books, published academic writings, etc)

Primary Sources (Sumber Asli)

Materials written by someone who actually conducted the investigation 1st hand information. (e.g. research articles published in journals.) Note: Research articles also contain information from secondary sources when the writers quote the works of other people

Common weaknesses in Lit. Review

Mere presentation of research information without relating

it to the intended study critical evaluation

Mere presentation of research information without any

Mere listing of past studies in isolation without making any

connection among them differences & similarities

Heavy reliance on secondary sources and/or outdated

studies

Poor citations (Refer to APA) Plagiarism