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1. The aims of educational research2. The characteristics of educational research3. Approaches in educational research

a. The positivist approachb. The interpretive approach

4. Ethics of educational researcha. The important aspects of research ethicsb. Ethical codes

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Add to knowledgeImprove practiceInform policy debates

Source: Creswell (2012).

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1. Educational research attempts to solve a problem.2. Research involves gathering new data from primary or first-hand

sources or using existing data for a new purpose.3. Research is based upon observable experience or empirical

evidence.4. Research demands accurate observation and description.

Research has a distinct set of steps, usually, consists of 6 steps:

i. Identifying a research problem.ii. Reviewing the literature.iii. Specifying a purpose for research.

iv. Collecting data.v. Analysing and interpreting the data.vi. Reporting and evaluating research.

Source: Anderson (1998) and Creswell (2012).

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5. Research generally employs carefully designed procedures andrigorous analysis.

6. Research emphasizes the development of generalizations,principles or theories that will help in understanding, predictionand/or control.

7. Research requires expertise familiarity with the field; competencein methodology; technical skill in collecting and analyzing the data.

8. Research attempts to find an objective, unbiased solution to theproblem and takes great pains to validate the proceduresemployed.

9. Research is a deliberate and unhurried activity which is directionalbut often refines the problem or questions as the research

progresses.10. Research is carefully recorded and reported to other personsinterested in the problem.

Source: Anderson (1998)

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The positivist approachThe interpretive approach

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Generates statistics through the use oflarge-scale survey research, using methodssuch as questionnaires or structured

interviews . This type of research reachesmany more people, but the contact with thosepeople is much quicker than it is in qualitativeresearch.

Describes a research problem through adescription of trends/explanation of therelationship among variables

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Provides a major role for the literatureCreates purpose statements, RQs,hypotheses that are specific, narrow,measurable and observableCollects numeric data with presetquestions and responses

Analyses trends, compares groups orrelates variables using statistical analysis.

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Interprets results by comparing with priorpredictions and past researchWrites research report standard fixedstructures and evaluation criteria objective and unbiased approach

Source: Creswell (2012)

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Best suited to address a research problemwhere the variables are not known and needto be exploredExplores attitudes , behaviour andexperiences through such methods asinterviews or focus groups.

Attempts to get an in-depth opinion fromparticipants. As it is attitudes, behaviour andexperiences which are important, fewerpeople take part in the research, but thecontact with these people tends to last a lotlonger.

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Literature review plays a minor role to justify the problemStates the purpose and RQs in generaland broad way the participantsexperiencesCollects data based on participants words

Analyses data for description and themesusing text analysis

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Interprets the larger meaning of thefindingsWrites the report using flexible, emergingstructures and evaluative criteriaIncludes researchers subjective reflexivityand bias

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The important aspects of research ethics

Ethical codes

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The treatment of participants Maximising good outcomes and minimising risks

Respect for participants Protecting autonomy and ensuring well-informed,

voluntary participationJustice

Fair distribution of risks and benefits

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Institutional Review BoardsProfessional Associations BERA (British Educational Research Association) AERA (American Educational Research Association)

APA (American Psychological Association)

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Research ProcessData CollectionData Reporting

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Anderson, G. J. (1998). Fundamentals of EducationalResearch. London: RoutledgeFalmerCreswell, J. W. (2012). Educational Research: Planning,Conducting, and Evaluating Quantitative and QualitativeResearch. Boston: PearsonFamily Health International. Qualitative ResearchMethods: A Data Collectors Field Guide.

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Fraenkel, J. R. and N. E. Wallen. (1993). How to Designand Evaluate Research in Education. New York:McGraw-Hill Inc.