The Research Problem

Summary

HOW TO DESIGN AND EVALUATE RESEARCH IN EDUCATION

Fraenkel J.R. Wallen, N.E

CHAPTER 2: THE RESEARCH PROBLEM

Research problem

Research problem is a problem that someone would like to research.

Research Question

–    Usually many research problems are stated as questions which serve as the focus of research’s investigation.

–    What makes research questions be researchable is data of some sort of information can be collected to answer the questions.

Characteristics of Good Research Questions

Four essential of good research questions: feasible, clear, significant, and ethical.

1. Feasible

That is can be investigated with available resources. Lack of feasibility often seriously limits research effort.

2. Clear

That is unambiguous, specifically define terms used, operational needed, so people can understand what the terms used in a research question mean.

Defining Terms in Research

There are essentially three ways to clarify important terms in a research question:

–      Constitutive definition (dictionary approach, using other words to make what is meant clearer).

–      Definition by example

–      Operational definitions (researchers specify the actions or operations necessary to measure or identify the term)

3. Significant

That is worth investigating. The values of intended research are the possibility of the research question to advance knowledge, to prove education practice and to prove the human condition.

4. Ethical

Research questions frequently (but not always) suggest a relationship to be investigated. A suggested relationship means that two qualities or characteristics are tied together or connected in some way.

 

Nature of Educational Research

Summary

HOW TO DESIGN AND EVALUATE RESEARCH IN EDUCATION

Fraenkel J.R. Wallen, N.E

CHAPTER 1: NATURE OF EDUCATIONAL RESEARCH

WAYS OF KNOWING: Sensory experience (incomplete/undependable), Agreement with others (common knowledge wrong), Experts’ opinion (they can be mistaken) and Logic/reasoning things out (can be based on false premises)

WHY RESEARCH IS OF VALUE: Scientific research (using scientific method) is more trustworthy than expert/colleague opinion, intuition, etc.

SCIENTIFIC METHOD

Scientific Method (testing ideas in the public arena)

–       Put guesses (hypotheses) to tests and see how they hold up

–       All aspects of investigations are public and described in detail so anyone who questions results can repeat study for themselves

–       Replication is a key component of scientific method

Scientific Method (requires freedom of thought and public procedures that can be replicated): Identify the problem or question, clarify the problem, determine information needed and how to obtain it, organize the information obtained, and interpret the results.

TYPES OF RESEARCH

• Some of the most commonly used scientific research methodologies in education are experimental research, correlational research, causal-comparative research, survey research, content analysis research, qualitative research, and historical research.
• Experimental: Researcher tries different treatments (independent variable) to see their effects (dependent variable). In simple experiments compare 2 methods and try to control all extraneous variables that might affect outcome. Need control over assignment to treatment and control groups (to make sure they are equivalent). Sometimes use single subject research (intensive study of single individual or group over time)
• Correlational Research: Looks at existing relationships between 2 or more variables to make better predictions.
• Causal Comparative Research: Intended to establish cause and effect but cannot assign subjects to treatment/control; Limited interpretations (could be common cause for both cause and effect); Used for identifying possible causes; similar to correlation.
• Survey Research: Determine/describe characteristics of a group; Descriptive survey in writing or by interview; Provides lots of information from large samples. Three main problems:  clarity of questions, honesty of respondents, return rates.
• Ethnographic research (qualitative): In depth research to answer WHY questions. Some are historical (biography, phenomenology, case study, grounded theory). Ethnographic research is one form of qualitative research. Another common form of qualitative research involves case studies.
• Case Studies: a detailed analysis of one or a few individuals.
• Historical Research: Study past, often using existing documents, to reconstruct what happened, Establishing truth of documents is essential.
• Action Research (differs from above types). Not concerned with generalizations to other settings. This is a type of research by practitioners designed to help improve their practice.
• Content analysis research involves the systematic analysis of communication.
• Each of the research methodologies described constitutes a different way of inquiring into reality and is thus a different tool to use in understanding what goes on in education.