Statistics & Research

(How To Do Research &

Research Method)
Compiled to complete the task of Statistics

Compiled By:
Uni Maharani

13 23 072

Retno Sintia

13 23 042

Lecturer :
Yentri Anggeraini, M.Pd

ENGLISH EDUCATION STUDY PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
BATURAJA UNIVERSITY
2016

Preface
First of all, We would like thanks to the Most Gracious and the Most
Merciful, Allah SWT who always gives us all the best of this life and there is no
doubt about it and which has provided a healthy favor and had the grace and
blessings, so we can finish our paper as an assignment of Statistics, entitled
Statistics and Research (How to do research and Research Method).
In this paper, we have any difficulties, but thanks to the guidance and
direction of the various parties, so this paper can be resolved properly. Therefore,
we would like thanks to:
1. Miss Yentri Anggeraini, M.Pd. as a lecturer of Statistics.
2. Our parents who have provided assistance in the form of material and nonmaterial.
3. All parties who have provided support, which can not be mentioned one by
one.
We realized this assignment is not perfect, but we hope it can be useful for
us. Critics and suggestion are needed here to make this assignment to be better.
Hopefully we are as students in Baturaja University can work more professional
by using English as the second language whatever we done.
Thank you.

Baturaja,

March, 2016

Compiler

TABLE OF CONTENTS

Preface ........................................................................................................

Table of Contents .......................................................................................

ii

CHAPTER I INTRODUCTION
A. Background .....................................................................................

iii

B. Problem Formulation ......................................................................

iv

C. Destination ......................................................................................

iv

CHAPTER II DISCUSSION
A. Types of Educational Research .......................................................

57

B. Research Methods ...........................................................................

8 - 11

CHAPTER III CONCLUSION

Conclusion ......................................................................................

12

REFERENCES ..........................................................................................

13

CHAPTER I
INTRODUCTION
A. Background of Study
Research is the orderly investigation of a subject matter for the
purpose of adding to knowledge. Research can mean re-search implying that
the subject matter is already known but, for one reason or another, needs to be
studied again. Alternatively, the expression can be used without a hyphen and
in this case it typically means investigating a new problem or phenomenon.
Within the realm of educational planning, many things are always
changing: the structure of the education system, curriculum and textbooks,
modes of teaching, methods of teacher training, the amount and type of
provisions to schools such as science laboratories, textbooks, furniture,
classroom supplies, and so on. These changes may lead to an improvement, or
a worsening, in the quality of an educational system. Sometimes they may
result in no impact upon quality in which case major government
expenditures on such changes have been wasted. The educational planner
working within this kind of environment must be able to undertake assessments
of the effects of major changes and then provide policy advice that will
consolidate and extend the post productive courses of action, and also intercept
and terminate existing practices that are shown to be damaging and wasteful.
Statistics is a body of mathematical techniques or processes for
gathering, organizing, analyzing and interpreting numerical data. Because most
research yields such quantitative data, statistics is basic toll of measurement,
evaluation, and research. The word statistics sometimes used to describes the
numerical data gathered. Statistical data describe group behavior or group
characteristics abstracted from a number of individual observations that are
combined generalizations possible.

B. Problem Statement
1. What is the relationship between statistics and research?
2. What are the types of educational research?
3. How to do research?
4. What are methods of research?
C. Objective of Study
1. To know about the relationship between statistics and research.
2. To know about the types of educational research.
3. To know about how to do research.
4. To know about the methods of research.

CHAPTER II
DISCUSSION
A. Types of Educational Research
There are many types of educational research studies and there are also
a number of ways in which they may be classified. Studies maybe classified
according to topic whereby the particular phenomena being investigated are
used to group the studies. Some examples of educational research topics are:
teaching methods, school administration, classroom environment, school
finance, etc. Studies may also be classified according to whether they are
exploratory or confirmatory.

An exploratory study is undertaken in situations where there is a lack of

theoretical understanding about the phenomena being investigated so that key
variables, their relationships, and their (potential) causal linkages, are the
subject of conjecture. In contrast a theoretical model (based on theory, previous
research findings, or detailed observation) that needs to be tested through the
gathering and analysis of field data.
A more widely applied way of classifying educational research studies
is to define the various types of research according to the kinds of information
that they provide. Accordingly, educational research studies may be classified
as follows:
1. Historical research generates descriptions, and sometimes attempted
explanations, of conditions, situations, and events that have occurred in the
past. For example, a study that documents the evolution of teacher training
programs since the origins of the content and processes of current programs.
2. Descriptive research provides information about conditions, situations, and
events that occur in the present. For example, a survey of the physical
condition of school buildings in order to establish a descriptive profile of the
facilities that exist in a typical school.

3. Correlational research involves the search for relationships between

variables through the use of various measures of statistical association. For
example, an investigation of the relationship between teachers satisfaction
with their job and various factors describing the provision and quality of
teacher housing, salaries, leave entitlements, and the availability of
classroom supplies.

4. Causal research aims to suggest causal linkages between variables by

observing existing phenomena and then searching back through available
data in order to try to identify plausible causal relationships. For example, a

study of factors related to student drop out from secondary school using
data obtained from school records over the past decade.

5. Experimental research is used in settings where variables defining one or

more causes can be manipulated in a systematic fashion in order to discern
effects on other variables. For example, an investigation of the
effectiveness of two new textbooks using random assignment of teachers
and students to three groups two groups for each of the new textbooks,
and one group as a control group to use the existing textbook.

6. Case study research generally refers to two distinct research approaches.

The first consists of an in-depth study of a particular student, classroom, or
school with the aim of producing a nuanced description of the pervading
cultural setting that affects education, and an account of the interactions that
take place between students and other relevant persons. For example, an indepth exploration of the patterns of friendship between students in a single
class. The second approach to Case Study Research involves the application
of quantitative research methods to non-probability samples which
provide results that are not necessarily designed to be generalizable to wider
populations. For example, a survey of the reading achievements of the
students in one rural region of a particular country.

7. Ethnographic research usually consists of a description of events that

occur within the life of a group with particular reference to the interaction
of individuals in the context of the sociocultural norms, rituals, and beliefs
shared by the group. The researcher generally participates in some part of
the normal life of the group and uses what he or she learns from this
participation to understand the interactions between group members.

For

example, a detailed account of the daily tasks and interactions encountered

by a school principal using observations gathered by a researcher who is

placed in the position of Principals Assistant in order to become fully

involved in the daily life of the school.

8. Research and development research differs from the above types of

research in that, rather than bringing new information to light, it focuses on
the interaction between research and the production and evaluation of a new
product. This type of research can be formative (by collecting evaluative
information about the product while it is being developed with the aim of
using such information to modify and improve the development process).
For example, an investigation of teachers reactions to the various drafts and
redrafts of a new mathematics teaching kit, with the information gathered at
each stage being used to improve each stage of the drafting process.
Alternatively, it can be summative (by evaluating the worth of the final
product, especially in comparison to some other competing product). For
example, a comparison of the mathematics achievement of students exposed
to a new mathematics teaching kit in comparison with students exposed to
the established mathematics curriculum.

B. Research Methods
Research methodology involves the systematic procedures by which
the researcher starts from the initial identification of the problem to its final
conclusions. The role of the methodology is to carry on the research work in a
scientific, and valid manner. The method of research provides the tools and the
technique by which the research problem is attacked. The methodology
consists of procedures and techniques for conducting a study. Research
procedures are of little value unless they are used properly.
Research methodology involves such general activities as:
1. Identifying problems

The first step in the process is to identify a problem or develop a research

question.
2. Review of the literature
Now that the problem has been identified, the researcher must learn more
about the topic under investigation. To do this, the researcher must review
the literature related to the research problem. This step provides
foundational knowledge about the problem area. The review of literature
also educates the researcher about what studies have been conducted in the
past, how these studies were conducted, and the conclusions in the
problem area.
3. Formulating hypotheses
4. Population and sample
Population is the group to which researcher would like the result of a study
to the generalized and which includes all individuals with certain
characteristics.
Sample is part of population researched. Sample refers to any group on
which information is obtained. The sample is required to make easier the
writer in doing the research. Research by using sample will help in getting
the information detail.

5. Data collection
There are some ways to collecting the data:

Surveys
Surveys involve collecting information, usually from fairly large
groups of people, by means of questionnaires but other techniques
such as interviews or telephoning may also be used. There are
different types of survey. The most straightforward type (the one shot
survey) is administered to a sample of people at a set point in time.
Another type is the before and after survey which people complete
before a major event or experience and then again afterwards.

Questionnaires
Questionnaires are a good way to obtain information from a
large number of people and/or people who may not have the time to
attend an interview or take part in experiments. They enable people to
take their time, think about it and come back to the questionnaire later.
Participants can state their views or feelings privately without
worrying about the possible reaction of the researcher. Unfortunately,
some people may still be inclined to try to give socially acceptable
answers. People should be encouraged to answer the questions as
honestly as possible so as to avoid the researchers drawing false
conclusions from their study.
Questionnaires typically contain multiple choice questions,
attitude scales, closed questions and open-ended questions. The
drawback for researchers is that they usually have a fairly low
response rate and people do not always answer all the questions and/or
do not answer them correctly. Questionnaires can be administered in a
number of different ways (e.g. sent by post or as email attachments,
posted on Internet sites, handed out personally or administered to
captive audience (such as people attending conferences). Researchers
may even decide to administer the questionnaire in person which has
the advantage of including people who have difficulties reading and
writing. In this case, the participant may feel that s/he is taking part in
an interview rather than completing a questionnaire as the researcher
will be noting down the responses on his/her behalf.

Interviews
Interviews are usually carried out in person i.e. face-to-face but can
also be administered by telephone or using more advance computer
technology such as Skype. Sometimes they are held in the
interviewees home, sometimes at a more neutral place. It is important
for interviewees to decide whether they are comfortable about inviting
the researcher into their home and whether they have a room or area

where they can speak freely without disturbing other members of the
household.

Case studies
Case studies usually involve the detailed study of a particular case (a
person or small group). Various methods of data collection and
analysis are used but this typically includes observation and
interviews and may involve consulting other people and personal or
public records. The researchers may be interested in a particular
phenomenon (e.g. coping with a diagnosis or a move into residential
care) and select one or more individuals in the respective situation on
whom to base their case study/studies.

Observational trials
Observational trials study health issues in large groups of people but
in natural settings. Longitudinal approaches examine the behaviour of
a group of people over a fairly lengthy period of time e.g. monitoring
cognitive decline from mid to late life paying specific attention to diet
and lifestyle factors. In some cases, the researchers might monitor
people when they are middle-aged and then again after 15 years and
so on. The aim of such studies is usually to determine whether there is
a link between one factor and another (e.g. whether high alcohol
consumption is correlated with dementia). The group of people
involved in this kind of study is known as a cohort and they share a
certain characteristic or experience within a defined period. Within the
cohort, there may be subgroups (e.g. people who drink moderately,
people who drink heavily, people who binge drink etc.) which allow
for further comparisons to be made.

6. Analysis of data
The researcher finally has data to analyze so that the research question can
be answered. In the instrumentation plan, the researcher specified how the
data will be analyzed. The researcher now analyzes the data according to

the plan. The results of this analysis are then reviewed and summarized in
a manner directly related to the research questions.
Then, the data will be analyzed to determine if the differences are
statistically significant. If the differences are statistically significant, the
study validates the theory that was the focus of the study.
7. Interpreting result and drawing conclusions
Thus research methodology consists of all general and specific activities of
research of research. Mastery of research methodology invariably
enhances understanding of the research activities. Thus it seems that
research design and methodology have the same meaning with mapping
strategy of research.

CHAPTER III
CONCLUSION
Closing
There are many types of educational research studies and there are
also a number of ways in which they may be classified. The types of
educational research are historical research, descriptive research, correlation
research, causal research, experimental research, case study research,
ethnographic research, research and development research.

Research methodology involves the systematic procedures by which

the researcher starts from the initial identification of the problem to its final
conclusions. The role of the methodology is to carry on the research work in a
scientific and valid manner. The method of research provides the tools and the
technique by which the research problem is attacked. The methodology
consists of procedures and techniques for conducting a study. Research
procedures are of little value unless they are used properly.

REFERENCES

Anggeraini, Y. (2016). Statistics For Research. Baturaja: University of Baturaja.