Characteristics of Educational Research
In his book entitled Fundamentals of Educational Research, Gary Anderson has outlined ten characteristics that can be used to further understand what the field of educational research entails:
• Educational research attempts to solve a problem.
• Research involves gathering new data from primary or first-hand sources or using existing data for a new purpose.
• Research is based upon observable experience or empirical evidence.
• Research demands accurate observation and description.
• Research generally employs carefully designed procedures and rigorous analysis.
• Research emphasizes the development of generalizations, principles or theories that will help in understanding, prediction and/or control.
• Research requires expertise—familiarity with the field; competence in methodology; technical skill in collecting and analyzing the data.
• Research attempts to find an objective, unbiased solution to the problem and takes great pains to validate the procedures employed.
• Research is a deliberate and unhurried activity which is directional but often refines the problem or questions as the research progresses.
• Research is carefully recorded and reported to other persons interested in the problem.
Approaches in Educational Research
There are two main approaches in educational research. The first is a basic approach. This approach is also referred to as an academic research approach. The second approach is applied research or a contract research approach. Both of these approaches have different purposes which influence the nature of the respective research.
The 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.
The 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 this employer. The goal of this research is “to determine the applicability of educational theory and principles by testing hypotheses within specific settings”.
A Comparison of Basic and Applied Research
The following are several defining characteristics that were written by Gary Anderson to compare basic (academic) and applied (contract) research.
| Basic (Academic) Research | Applied (Contract) Research | |
|---|---|---|
| 1 | Is sponsored by an agency committed to the general advancement of knowledge. | Is sponsored by an agency with a vested interest in the results. |
| 2 | Results are the property of society and the research community. | Results become the property of the sponsor. |
| 3 | Studies 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. |
| 4 | Budget 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. |
| 5 | The conduct of research is based on ‘good faith’ between funder and researcher. | The work is contractual between sponsor and researcher. |
| 6 | The research produces findings and conclusions, but rarely recommendations except those related to further research needs. | The research includes applied recommendations for action. |
| 7 | Academic research tends to extend an identifiable scholarly discipline. | By its nature, contract research tends to be interdisciplinary. |
| 8 | Academic research is typically focused on a single set of testable hypotheses. | Contract research frequently analyzes the consequences of alternative policy options. |
| 9 | Decision-rules relate to theoretically-based tests of statistical significance. | Decision-rules relate to predetermined conventions and agreements between the sponsor and the researcher. |
| 10 | Research reports are targeted to other specialized researchers in the same field. | Research reports are intended to be read and understood by lay persons. |
Methodology in Educational Research
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
Qualitative research uses 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
Case study
Ethnography
Phenomenological Research
Narrative Research
Historical Research
Quantitative Research
Quantitative 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
Descriptive Survey Research
Experimental Research
Single - Subject Research
Causal - Comparative Research
Correlational Research
Meta-analysis
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