Historical research involves the systematic study of past events and problems through primary and secondary sources. It includes identifying a problem, collecting and evaluating data sources through external and internal criticism, synthesizing information, and interpreting conclusions. Some examples are essays from the Civil War, school attendance records over decades, and high school diplomas from the 1920s. While historical research provides perspective on current issues, it is limited by unavailable data and an inability to control past variables. Overall, understanding history assists in defining past situations and their modern meaning.
2. Research
‘Research is the formal, systematic application of
scientific method to the study of problems’
(Gay,Mills & Airasian; 2009).
3. Types of research
Historical research
Qualitative research
Descriptive research
Co-relational research
Causal-comparative research
Experimental research
4. Historical Research
Wiersma(1986) defines historical research in this
way, it is a process of critical inquiry into past
events, in order to produce an accurate
description and interpretation of those events.
5. The Steps of historical research
•Identification of the research problem
(including formulation of hypothesis
/questions
•Systematic collection & evaluation of data
•Synthesis of information(including
confirmation/disconfirmation of hypothesis)
•Interpreting and drawing conclusions
6. Definition of a problem
Historical research problems are identified in the
same way as problems of other types of research. It is
much better to study in-depth a well-defined problem
with one or more specific well stated questions or
hypotheses, then to investigate either too broadly
stated problems or a problem for which insufficient
data are available(Gay,1997).
7. Systematic collection &
evaluation of data
The sources of historical information are
commonly classified as primary or secondary.
‘Primary sources are firsthand access of the
events or experience under study; secondary
sources are accounts at least one level
removed from the event or experience’
(Wiersma, 1996).
8. Collection and evaluation of source material
According to Wiersma(1986) a basic rule of
historical research is to use primary sources
whenever it is possible to locate them.
Historical evidence is derived from historical
data by the process of criticism, which is of
two types; external and internal.
9. External Criticism
‘External criticism in historical research
evaluates the validity of the document-this is,
where, when and by whom it was produced’
(Wiersma, 1986, p.223).
11. Synthesis of information
Wiersma (1986), states that central ideas or
concepts must be pulled together and
continuity between them is developed. As a
substantial period of time-say, several years-is
covered by the research study, the ideas can
often be organized chronologically.
12. Interpretation and formulating conclusions
The final step of historical research
methodology is characterized by decision
making about the research problem.
At the final step conclusions are formulated,
and any hypothesis introduced earlier is either
supported or rejected.
13. Advantages of Historical research:
•Many current educational practices,
theories and issues can be better
understood in the light of past experiences.
•Researchers can apply scientific
objectivity in attempting to determine
exactly what did happen in the past.
•If well-done, this research involves
systematic, objective data collection and
analysis.
14. Disadvantages of Historical research:
•In conducting historical research, the researcher can
neither manipulate nor control any of the variables.
•There is no way, historical researcher can affect events
of the past.
•Historical research can't collect data by administering
instruments.
•Historical research is limited to whatever data are
available.
•Historical research excessively relies on secondary
source of data.
15. Some examples of problems in
historical research
Essays written by elementary school
children during the Civil War
Attendee record from two different school
districts over a 40-years period
High school graduation diplomas from the
1920s
16. Conclusion
•Historical research is necessary to define the situations
of the past and its meaning in the light of the present
problem.
•It can provide a perspective for decision making about
educational problems, and it assists in understanding
why things are as they are.
•Educational reform and even social reform are functions
often served by historical research.
•Issues are often better understood and probably better
dealt with-if the historical perspective is known.
