CLASSIFICATION OF EDUCATIONAL RESEARCH BY PURPOSE

1. CLASSIFICATION OF EDUCATIONAL
RESEARCH BY PURPOSE
Dr. Zaheer Ahmad
Course Coordinator

16. EDUCATIONAL RESEARCH
UNIT 4: CLASSIFICATION OF EDUCATIONAL
RESEARCH BY METHOD
Dr. Zaheer Ahmad
Course Coordinator

17. OBJECTIVES OF THE UNIT
 Discuss the classification of research
methods;
 Explain the historical research method;
 Describe the descriptive research;
 Specify the quasi experimental research;
 Evaluate the qualitative research

18.  Research in every field and more so in the field of education is demand
of day. Progress in any field is directly linked with research in that field.
Our problems and difficulties in the field of education further necessitate
a purposeful and sustained research effort.
 Such research efforts are distinguished on the basis of their different
purposes and approaches and that is what may technically be called
difference in methods.
 Likewise, research studies, adopting different methods, however, do not
as a rule, differ significantly in their
 procedures,
 selection,
 formulation,
 collection,
 analysis and
 interpretation of new data and
 reporting of the work done are common steps to all types of methods of
research.
2.8 INTRODUCTION

19.  These types of research are classified as
 (1) historical research (documentary)
 (2)descriptive research (normative)
 (3) quasi experimental research
 (4) qualitative research.
 When classified in the above manner, there is not much
developing or confusion among the different methods.
They are neither mysterious nor unduly complex.
Basically they are simple and founded on common
sense.
 Keeping in view the importance of each research
method, effort has been made to discuss in detail the
concept, scope and characteristics of various methods
research in the unit.

20. The use of historical sources and techniques in the field of
educational research is known as historical research
method. Historical research justifies itself when used to
find out the solutions of the present day problems on the
basis of the experiences of the past.
However, the value of historical research in education is
given as under:
1. It inspires respect for sound scholarship and admiration
for great teachers.
2. The history of education enables the educational worker
to compete present educational problems in the light of
their origin and growth.
3. Past educational experiences my serve as a basis for
tentative generalizations in analyzing current
educational issues and problem
2.10 HISTORICAL RESEARCH

21. Historical research has certain
characteristics which are given below:
1) It is based on reports of observations
which cannot be repeated.
2) It is liable to be subjective.
3) In history, rational process of analysis and
inference is verbalized.
4) Science predicts the future course of
events, and history uses preserve
evidence to retrodict the past.

22. There are three main-steps involved in
historical research. These include:
1) The collection of data through primary
and secondary sources;
2) It involves internal and external criticism
of the data collected;
3) Presentation of facts which involves
problems of organization composition,
exposition and interpretation.

23.  In collecting data of historical research, the sources
are normally classified into two main categories -
primary sources and secondary sources.
 Primary sources are those original documents
which are the first witnesses a tact. However, some
include information in-the form of oral or written
testimonial or the records written or preserved by
actual participants or witnesses of an event.
 For example, charters, official records, constitutions,
court decisions, autobiographies, diaries, letters,
pictures, films, paintings, books and recordings etc.
Other primary sources include remains or relics,
tools, weapons, house-hold articles, cloths etc.

24.  Secondary sources-are sources of information transmitted by
 one who was not present on the scene of the original event.
 He was neither a participant nor an eye witnesses of the
original event. In fact, information supplied is second hand.
 Most of the encyclopedias and history text books come under
the category of secondary sources.
 The secondary sources sometimes prove very helpful as
 they provide information about primary sources.
Moreover, the historical report writing involve the
 mechanical problem of documentation,
 the logical problem of selecting the topics,
 the logical problem of arrangement of topics and sub-
topics,
 and the philosophical problem of interpretation.

25. However, the following guidelines should be observed
in historical research.
 The primary sources should be used as extensively as
possible.
 Personal bias should not be allowed to influence
research procedure.
 Proper recognition should be given to the inter-
relationship of education with other social institutions and
forces.
 The significant facts must be distinguished from trivial or
range facts in a situation.
 The facts should be synthesized and integrated into
meaningful generalizations.
 Care should be taken in interpreting the words and
expressions in the light of their usage in earlier times.

26.  This type of research is also called normative,
survey research. It concerns itself with the present
phenomena in terms of conditions, practices,
beliefs, process, relationships or trends is variously
termed as descriptive survey - status, normative or
trend study or survey.
2.11 DESCRIPTIVE RESEARCH

27. DESCRIPTIVE RESEARCH HAS THE
FOLLOWING CHARACTERISTICS.
 It is concerned not with the characteristics, of
individuals but with characteristics of the whole
population or a sample thereof.
 It collects data from a relatively large number of
subjects
 It provides information useful to the solution of local
problems.
 Its scope is very vast.
 Surveys may be qualitative of quantitative.
 Descriptions may be' either verbal or expressed in
mathematical terms.

28.  In solving a problem one has to evaluate the present
conditions and then seek information concerning
'what we may want' and 'how to reach there’.
 Normative-a survey research may involve one of more of
these elements in different situations.

29. DESCRIPTIVE RESEARCH HELPS
 in locating existing problems
 in securing historical perspective through a series
of cross-sectional pictures' of similar conditions at
different timed,
 in suggesting the course of future developments,
 in developing many tools,
 in contributing to the advancement of knowledge
 and in providing the background ideas and data
from-which many more studies may be conducted.

30.  Such studies are factual and hence supply practical
information.
 These researches employ application of a scientific
method by critically analyzing and examining the source
materials, by analyzing, interpreting data and by arriving
at generalizations and predictions.

31. DESCRIPTIVE RESEARCH CLASSIFICATION
 survey studies
 case studies
 developmental studies
 follow-up studies
 correlational studies
 trend analysis and
 documentary analysis.

32.  In the system of distance education, this-type of research
is quite useful as it
 helps in making surveys concerning aims
 outcomes of instructional programmes,
 survey concerning administrative problems of
procedures.
 Moreover, institution appraisal, financial study,
building survey, staff development training survey
and teacher training surveys can be conducted by
this research method.
Benefits of descriptive research in distance
education

33. The following stages are involved in the planning and the
preparation of the final report.
 Statement of general objectives.
 Statement of specific objectives.
 Determination of the size and design of the sample.
 Preparation and administering of a questionnaire.
 Determining and conducting interviews.
 Making analysis plans.
 Machine tabulation.
 Analyzing.
 Reporting

34.  J.W. Best (1992, P.110) describes experimental
research as the description and analysis of what
will be or what will occur, under carefully
controlled conditions.
 According to carter V. Good, and Douglas E. Scates
(1954, P.809) "Experimentation is the name given
to the type of educational research in which the
investigator controls the educative factors to
which a child or group of children is subjected
during the period of inquiry, and observes the
resulting achievements."
2.12 EXPERIMENTAL RESEARCH

35.  The essence of an experiment may be described as
observing the effect on a dependent variable of the
manipulation of an independent variable.
 However, the experimentation in education is useful to
determine and evaluate the adequacy and effectiveness
of educational aims and objectives through the
measurement of outcomes.
 It serves as basis for the formulation, execution and
modification of educational policies and programs.
 It is further used to ascertain the effects of any change in
the normal educational programs and practice.

37. 1. An experiment calls for the satisfaction of
three basic interrelated conditions
2. i.e. Control,
3. Randomization and
4. Replication.

38. CONTROL
 1. Control is the basic element in
experimentation. The influence of extraneous
factors that are not included in the hypothesis are
prevented from operating and confusing the
outcome which is to be appraised.
Three types of controls are exercised in an
experiment. These include:
 Physical controls.
 Selective controls.
 Statistical controls.

39. Randomization is a very difficult to
exercise complete control, efforts are
made to assign cases in the
experimental and control groups
randomly.
3. Replication implies conducting a
number of sub-experiments within the
framework of an overall experimental
design.
2. Randomization

41.  Experimentation in education is not a perfectly precise
method.
 There are many variables in education which are
extremely difficult or even impossible to control.
 The basic condition of other things being equal' is
difficult for fulfillment in educational research.
 All experiments in education are ultimately experiments
with children who for ethical reasons must not be
subjected to conditions that may harm them. There are
boundaries of a moral character for experimentation
which must not be infringed.
Difficulties with experimental research

42.  There are many areas in which experimental
studies in education can approximate strictly
empirical research.
 For example, the teaching of spelling through
different methods, difference between the effect of
the authoritarian and the democratic set up in
education are problems which have been handled
in a scientific way through the experimental
approach.

43. 1) Single Design,
2) Parallel Design and
3) Rotational Method.
The details of all such designs are discussed below:
classification of experimental
designs

44. SINGLE DESIGN.
o This type of experiment is carried in comparing the
growth of a single individual or group under' two
sets of conditions.
o The experimenter observes the performance of the
individual or the group before and after the
introduction of the experimental variable.
o Let us say the experimenter is interested in
evaluating the reading speed of a group of sixth
class students as affected by training. He will adopt
the steps like test the group, allow for a period of
transition and test the group again.

45.  In this two or more groups of subjects equivalent in all
significant aspects are selected.
 One of these groups serves as the 'control group' and the
other as 'experimental group'
Parallel or Equivalent Group Design.

46. ROTATION GROUP EXPERIMENTATION.
 This method involves the rotation of 'instructional
factors of the experimental and control groups
equal intervals.
 This method is used to obtain control of pupil
factors when groups cannot be thoroughly equated.
 It also neutralizes the teacher variable. Of the three
designs of educational experimentation, this is the
most valid and at the same time most complicated.