Allama Iqbal Open University Islamabad

Course: Research Methods in Education (8604)

Assignment No 1
Autumn 2023

Name ANISA

User Id 0000626823

Program B.Ed(1.5 years)

semester Autumn 2023

Tutor Muhammad Hassan

Q.1 Define Educational Research and its usefulness in the field

of education. Also elaborate the steps involved in the process of

scientific inquiry. (20)

Answer:

Unveiling the Power of Educational Research: A Quest for

Knowledge and Improvement

Im a g in e a v a s t o c e a n o f k n o w le d g e a b o u t t ea c h in g a n d le a rn in g ,

c o n s ta n tly c h u rn in g w ith n e w d is c o v erie s a n d in s ig h t s . E d u c a tio n a l

re s e a rc h a c ts a s a p o w e rfu l d iv in g b ell, a llo w in g u s to p lu n g e in to

th is o c e a n a n d e xp lo re its d e p th s , ret riev in g v a lu a b le tre a s u re s th a t

c a n illu m in a te a n d im p ro v e th e fie ld o f e d u c a tio n .

Defining Educational Research:

A t its c o re, e d u c a tion a l res e a rc h is t h e s y s te m a tic in v e s tig a tio n o f

a ll a s p ec ts o f e d u c a tio n . It 's a s c ien tific in q u iry th a t u s e s rig o ro u s

m eth o d s to g a th er a n d a n a ly ze d a ta , a im in g to a n s w er q u e s tio n s ,
solve problems, and ultimately, improve teaching and learning. It

encompasses a wide range of areas, including:

Student learning: H o w d o s tu d en t s le a rn b e s t? W h a t fa c to rs

in flu en c e th e ir a c a d em ic p erfo rm a n c e ?

Teaching methods: W h a t a re t h e m o s t effe c t iv e te a c h in g

s tra te g ie s fo r d ifferen t s u b jec ts a n d lea rn e rs ?

Curriculum development: H o w c a n w e d e s ig n c u rric u la t h a t a re

e n g a g in g , rele v a n t , a n d m ee t th e n e ed s o f a ll s tu d e n ts ?
Assessment: H o w c a n w e e ffec tiv e ly m e a s u re s tu d en t le a rn in g a n d

p ro g re s s ?

School leadership: W h a t a re th e q u a litie s o f e ffec tiv e s c h o o l

lea d ers ? H o w c a n s c h o o ls c re a t e a p o s it iv e a n d s u p p o rt iv e

lea rn in g en v iro n m en t?

Usefulness of Educational Research:

Educational research is not just an academic pursuit; it h a s a

p ro fo u n d im p a c t o n th e re a l w o rld o f ed u c a tion . H e re a re s o m e k e y

w a y s it c o n trib u te s to th e fie ld :

Informing evidence-based practice: B y p ro v id in g a s o lid

fo u n d a tio n o f k n o w le d g e a b o u t w h a t w o rk s a n d w h a t d o e s n 't ,

e d u c a tio n a l res e a rc h h e lp s e d u c a to rs m a k e in fo rm ed d e c is io n s

a b o u t t h eir te a c h in g p ra c tic e s . T h is s h ift fro m in tu it io n a n d

tra d it io n to a d a ta -d riv e n a p p ro a c h e n s u re s th a t s t u d e n ts a re

re c eiv in g th e m o s t e ffe c tiv e in s tru c tion p o s s ib le.

Addressing educational challenges: F ro m ta c k lin g is s u e s lik e lo w

g ra d u a tio n ra te s to fin d in g w a y s t o s u p p o rt s t u d en ts w ith s p e c ia l

n e e d s , e d u c a tio n a l res e a rc h o ffers v a lu a b le in s ig h ts a n d s o lu tio n s

to th e c o m p le x c h a llen g e s fa c in g e d u c a tio n to d a y .

Promoting innovation and development: R es e a rc h p la y s a c ru c ia l

ro le in d ev elo p in g n ew te a c h in g m e th o d s , t ec h n o lo g ies , a n d

c u rric u lu m m a te ria ls . B y c o n s ta n tly p u s h in g th e b o u n d a rie s o f

k n o w led g e , e d u c a tio n a l re s ea rc h h elp s t o k e e p e d u c a tio n re le v a n t

a n d a d a p ta b le in a ra p id ly c h a n g in g w o rld .

Improving teacher education: R es e a rc h fin d in g s in fo rm t h e

d e v e lo p m en t o f te a c h e r ed u c a t io n p ro g ra m s , en s u rin g th a t fu t u re

e d u c a to rs a re eq u ip p e d w ith th e k n o w le d g e a n d s k ills th e y n ee d to

b e e ffec tiv e in th e c la s s ro o m .

Advocating for change : E d u c a tio n a l re s ea rc h c a n p ro v id e p o w e rfu l

e v id en c e t o s u p p o rt p o lic y d ec is io n s a n d a d v o c a te fo r c h a n g e s

th a t w ill b e n e fit s tu d en t s a n d ed u c a t ors a lik e .

A Diverse Landscape:

E d u c a tio n a l re s ea rc h is n o t a m o n o lith ic e n t ity . It e n c o m p a s s es a

w id e ra n g e o f m et h o d o lo g ies , fro m q u a n tita t iv e s tu d ie s t h a t u s e

s ta tis t ic a l a n a ly s is to q u a lita t iv e s tu d ie s t h a t fo c u s o n

u n d e rs t a n d in g th e liv e d e xp e rie n c e s o f s t u d en ts a n d te a c h ers . T h e

s p e c ific a p p ro a c h u s e d d e p e n d s o n t h e re s e a rc h q u e s tion b e in g

in v e s tig a te d .

Challenges and Opportunities:

D e s p ite its im m en s e v a lu e , ed u c a t io n a l re s e a rc h fa c e s it s o w n s e t

o f c h a lle n g e s . O n e o f t h e b ig g es t h u rd les is t ra n s la t in g re s e a rc h

fin d in g s in t o p ra c tic e. C los in g th e g a p b etw e en t h e ory a n d p ra c t ic e

re q u ire s e ffec tiv e c o m m u n ic a t io n , c olla b o ra t io n , a n d p ro fe s s io n a l

d e v e lo p m en t fo r e d u c a to rs . A d d it io n a lly , e n s u rin g th a t re s ea rc h is

re lev a n t to th e d iv ers e n e ed s o f a ll s tu d e n ts a n d e d u c a to rs re m a in s

a n o n g o in g c h a lle n g e .
H o w e v e r, t h e p o te n tia l o f e d u c a tio n a l re s ea rc h t o im p rov e

e d u c a tio n is u n d e n ia b le . B y c o n tin u in g to in v es t in re s e a rc h ,

d e v e lo p s tro n g p a rt n e rs h ip s b e tw e en re s e a rc h e rs a n d p ra c titio n e rs ,

a n d en s u re th a t fin d in g s a re a c c e s s ib le a n d a c t io n a b le , w e c a n

h a rn e s s t h e p o w er o f th is c ritic a l fie ld to c rea te a b rig h te r fu tu re fo r

e d u c a tio n .

Demystifying the Journey: Steps in Scientific Inquiry

S c ie n tific in qu iry, th e b a c k b o n e o f s c ien tific p ro g res s , is n 't a rig id

lin ea r p ro c e s s b u t ra th er a d y n a m ic d a n c e o f c u rio s it y, o b s erv a tio n ,

a n d e v id en c e -b a s e d ex p lo ra tio n . It's th e d e te c tiv e w o rk o f th e

n a tu ra l w o rld , a th rillin g q u e s t to u n c o v e r th e u n d e rlyin g p rin c ip le s

th a t g o v e rn o u r u n iv e rs e . T o n a v ig a te th is in t ellec tu a l o d y s s ey , le t's

d e lv e in to th e es s e n tia l s te p s in v o lv e d :

1. Cultivating Curiosity:

T h e s p a rk o f in q u iry ig n ite s w ith a b u rn in g q u e s tio n . W h a t m a k es

c lo u d s flo a t? W h y d o lea v es c h a n g e c olo r? T h es e p e rs is te n t

p u z zles p ro p e l u s to d elv e d ee p er, to p ee l b a c k th e la y ers o f th e

u n k n o w n . A c u rio u s m in d , fu ele d b y a h ea lt h y d o s e o f s k e p t ic is m ,
fo rm s th e fe rtile g ro u n d w h e re s c ie n t ific in q u irie s g e rm in a te .

child gazing up at the starry night sky, eyes wide with wonder

2. Formulating a Hypothesis:

O n c e th e q u e s tio n is s et , it's tim e to c ra ft a t en ta tiv e a n s w e r, a

h y p o th e s is . T h is e d u c a te d g u e s s , in fo rm e d b y e xis tin g k n o w led g e

a n d p re lim in a ry o b s erv a tio n s , s erv e s a s a ro a d m a p fo r th e

in v e s tig a tio n . It p a in ts a p ic tu re o f w h a t m ig h t b e tru e, a s ta rtin g

p o in t fo r t es t in g a n d refin e m e n t.

3. Designing an Experiment:

T o te s t th e h y p o th e s is a n d g a th e r ev id e n c e, w e n e ed a

w ell-d e s ig n e d ex p erim en t. T h is c o n tro lled s e ttin g is o la te s th e

v a ria b le s o f in te re s t, a llo w in g u s t o o b s e rv e th e ir in t era c t io n s a n d

d ra w m e a n in g fu l c on c lu s io n s . C a re fu l p la n n in g , w ith c o n tro lle d

v a ria b le s , m e a s u re m en ts , a n d rep lic a t io n s , e n s u re s th e

e xp e rim e n t's in te g rity a n d t h e relia b ility o f its fin d in g s .

4. Collecting and Analyzing Data:

A s th e e xp e rim e n t u n fo ld s , w e d ilig e n tly rec o rd o b s e rv a tio n s ,

m etic u lo u s ly d o c u m e n tin g e v e ry d e ta il. M e a s u rem en ts ,

p h o to g ra p h s , a n d qu a lit a tiv e d e s c rip tio n s p a in t a v ib ra n t p ic t u re o f

th e u n fo ld in g p h en o m e n o n . O n c e th e d a ta is g a th e re d , it's tim e to

a n a lyz e it, s iftin g th ro u g h p a tte rn s a n d a n o m a lies to e xtra c t

m ea n in g . S ta tis tic a l to o ls a n d v is u a liz a tio n s a id in u n c o v e rin g th e

h id d en s e c re ts w h is p e re d b y t h e n u m b e rs .

5 . Evaluating the Hypothesis:

D o e s th e d a ta s u p p o rt th e h y p o th e s is ? O r d o es it p a in t a d iffe ren t

p ic tu re ? T h is s ta g e d e m a n d s c ritic a l e v a lu a tio n , a n o b je c t iv e

a s s e s s m e n t o f h o w w e ll th e d a ta a lig n s w ith th e in it ia l p re d ic tio n . A

g o o d h yp o th es is m ig h t b e c o n firm e d , le a d in g to fu rth e r ex p lo ra tio n .

A re jec te d on e d e m a n d s rev is io n s , p ro m p tin g a re tu rn t o th e

d ra w in g b o a rd to refin e th e q u es tio n a n d te s t a n e w h y p o th es is .

6. Communication and Collaboration:

S c ie n c e flo u ris h es th ro u g h o p en c o m m u n ic a tio n . S h a rin g fin d in g s

th ro u g h p u b lic a tio n s , p re s en ta tio n s , a n d p ee r re v iew a llo w s

s c ie n tis ts to b u ild u p o n e a c h o th e r's w o rk , re fin in g t h e orie s a n d

te s tin g th e m in ev er-m o re rig o ro u s w a ys . C o lla b o ra tio n tra n s c e n d s

g e og ra p h ic a l a n d d is c ip lin a ry b ou n d a rie s , fo rg in g a u n ite d fron t in

th e p u rs u it o f k n o w le d g e.

7. Iteration and Refinement:

S c ie n tific in qu iry is a n it era tiv e p roc e s s . N e w fin d in g s ra is e n e w

q u e s tio n s , p rom p tin g fu rth er in v es tig a t io n a n d re fin e m e n t o f

e xis tin g k n o w le d g e. T h is c y c le o f in q u iry d riv es th e c o n tin u o u s

e v o lu tio n o f s c ie n t ific u n d ers ta n d in g , en s u rin g th a t e v e n th e m o s t

ro b u s t t h eo rie s rem a in o p en t o s c ru t in y a n d re v is io n in th e fa c e o f

n e w e v id e n c e .

B ey o n d th es e s t ep s , re m e m b e r th a t s c ien tific in q u iry is in fu s e d

w it h c re a t iv it y, im a g in a t io n , a n d c ritic a l th in k in g . It's a jou rn e y

w h e re o b s e rv a tio n a n d e xp e rim e n t a tio n d a n c e w ith th e o re tic a l

fra m e w o rk s , c o n s ta n t ly re v is in g a n d e n ric h in g o u r u n d e rs ta n d in g

o f t h e n a tu ra l w o rld . S o , em b ra c e th e in q u is itiv e s p irit, fo rm u la te

y o u r q u e s tio n s , a n d e m b a rk o n yo u r o w n s c ie n tific o d y s s ey !

References:

• Lectures of Tutor During Workshop

• Books

• Different Videos of YouTubes

• Google
Q.2 Differentiate the following with the help of examples from

the field of education: (a). Pure and Applied research (b).

Evaluation and action research (20)

Answer:

Pure vs. Applied Research in Education: B o th p u re a n d a p p lie d

re s e a rc h p la y c ru c ia l ro le s in th e fie ld o f ed u c a t io n , b u t th ey d iffe r

in th e ir g o a ls , m e th o d s , a n d a p p lic a tio n s . L e t's b rea k d o w n th e

d iffe re n c es w it h s o m e h elp fu l e xa m p le s :

Pure Research

G o a l: A d v a n c e k n ow led g e a n d u n d e rs ta n d in g o f e d u c a tio n a l

p h e n o m en a w ith o u t im m e d ia te p ra c t ic a l a p p lic a tio n in m in d .

Focus: F u n d a m e n ta l q u e s tion s a b o u t le a rn in g , m o tiv a tio n ,

c o g n it io n , d e v e lo p m en t, e tc .

Methods: O fte n ex p erim en ta l o r q u a s i-ex p erim en ta l d e s ig n s , b u t

c a n a ls o in v o lv e q u a lita t iv e a p p ro a c h e s lik e e th n o g ra p h y o r c a s e

s tu d ie s .

Examples:

In v e s tig a tin g th e n eu ra l b a s is o f rea d in g flu e n c y.

S tu d y in g t h e lo n g -te rm im p a c ts of d iffe re n t e a rly c h ild h o o d

e d u c a tio n p ro g ra m s .

A n a lyz in g t h e d e v e lo p m en t o f la n g u a g e a c q u is itio n in c h ild re n .

A p p lied R e s ea rc h

Goal : D e v e lo p s o lu tio n s to s p ec ific ed u c a t io n a l p ro b lem s o r

im p ro v e e xis tin g p ra c tic e s .

Focus: D irec tly a p p lic a b le s o lu t io n s fo r c la s s ro o m s , s c h o o ls , o r

e d u c a tio n a l p o lic y .

Methods: O fte n a c tio n re s ea rc h , in te rv e n t io n s tu d ie s , o r s u rv e ys

u s e d to e v a lu a te t h e e ffec tiv e n e s s o f s p e c ific p ro g ra m s o r

s tra te g ie s .

Examples:

E v a lu a tin g th e e ffec tiv e n e s s o f a n e w m a th c u rric u lu m on s t u d en t

a c h ie v e m e n t.

C o m p a rin g th e im p a c t o f d iffere n t c la s s ro o m m a n a g e m en t

te c h n iq u e s o n s tu d en t b e h a v io r.

D e v e lo p in g a n d t es tin g n e w s t ra te g ies fo r tea c h in g s tu d en ts w ith

lea rn in g d is a b ilitie s .

Key Differences:
Motivation : P u re re s e a rc h is d riv e n b y in te lle c tu a l c u rio s it y, w h ile

a p p lie d re s ea rc h is d riv e n b y a d es ire to a d d res s p ra c tic a l

p ro b lem s .

Generalizability: P u re re s ea rc h fin d in g s o ften h a v e b ro a d e r

im p lic a t io n s fo r u n d e rs t a n d in g ed u c a t io n a l p h e n o m en a , w h ile

a p p lie d re s ea rc h fin d in g s a re u s u a lly s p e c ific to th e c o n t ex t in

w h ic h th ey w e re c o n d u c t ed .

Timescale: P u re re s e a rc h m a y ta k e y ea rs o r e v e n d ec a d e s to

p ro d u c e re s u lts , w h ile a p p lie d re s e a rc h is o fte n d es ig n e d t o d e liv er

fin d in g s w ith in a s h o rte r tim e fra m e .

Interdependence:
It 's im p o rta n t t o n o t e th a t p u re a n d a p p lie d res e a rc h a re n o t

m u tu a lly e xc lu s iv e . In fa c t, t h e y o fte n in tera c t in a p ro d u c tiv e c y c le .

P u re re s ea rc h fin d in g s c a n in fo rm a p p lie d res e a rc h b y p rov id in g

n e w t h eo rie s a n d fra m ew o rk s fo r u n d e rs ta n d in g e d u c a tio n a l

p ro b lem s . F o r e xa m p le , res e a rc h o n h o w th e b ra in le a rn s la n g u a g e

m ig h t in fo rm th e d e v e lo p m e n t o f n ew rea d in g in te rv en tio n s .

A p p lied re s ea rc h res u lt s c a n in s p ire n ew q u es t io n s fo r p u re

re s e a rc h . F o r e xa m p le , ob s e rv in g d iffic u lties s tu d en t s h a v e w ith a

n e w m a th c u rric u lu m m ig h t le a d to re s ea rc h o n t h e c o g n itiv e

p ro c es s e s in v o lv e d in m a th p ro b lem -s o lv in g .

In c o n c lu s io n , b o th p u re a n d a p p lie d re s ea rc h a re e s s en tia l fo r

im p ro v in g e d u c a tio n . W h ile th ey h a v e d iffe re n t g o a ls a n d m e th o d s ,

th ey c a n w o rk to g e th e r to a d v a n c e o u r u n d e rs ta n d in g o f h o w

p e op le le a rn a n d d e v e lo p e ffec tiv e s o lu t io n s fo r ed u c a to rs a n d

p o lic y m a k e rs .
Evaluation vs. Action Research in Education:

W h ile b o th e v a lu a tio n a n d a c tio n res e a rc h d e a l w ith g a th e rin g

in fo rm a tio n to im p ro v e e d u c a tio n a l p ra c tic es , th e y h a v e d is tin c t

p u rp o s e s , a p p ro a c h es , a n d o u t c o m es . L e t's d e lv e in t o t h eir

d iffe re n c es w it h th e h elp o f e xa m p les :

Evaluation :
Purpose: T o a s s es s th e e ffe c tiv e n e s s o f ex is t in g p ro g ra m s ,

p ra c tic es , o r p o lic ie s . It's lik e ju d g in g a p e rfo rm a n c e a ft er t h e

c u rta in fa lls .

Approach : E xte rn a l o r in te rn a l e v a lu a to rs c o llec t d a ta th ro u g h

s ta n d a rd ize d t es t s , o b s erv a t io n s , s u rv ey s , a n d d o c u m e n t a n a ly s is .

T h e fo c u s is o n o b jec tiv ity a n d g en era liza b ility .

Outcomes: R ep o rts w ith re c om m en d a tion s fo r im p rov em e n t b a s e d

o n fin d in g s . T h e s e rep o rt s m a y in fo rm d ec is io n s a b o u t fu n d in g ,

c o n tin u a tion , o r m od ific a tio n o f p ro g ra m s .

Example : E v a lu a tin g th e im p a c t o f a n e w m a th c u rric u lu m o n

s tu d e n t a c h ie v e m e n t in a d is t ric t's e lem en ta ry s c h o o ls . E v a lu a to rs

m ig h t a d m in is te r s t a n d a rd iz ed m a th te s ts b efo re a n d a fte r th e

c u rric u lu m is im p le m e n t ed , c o m p a re s t u d e n t p erfo rm a n c e d a ta ,

a n d c o n d u c t in te rv ie w s w ith t ea c h ers a n d p a ren ts . T h e re s u ltin g

re p o rt w ou ld h ig h lig h t th e c u rric u lu m 's s tre n g th s a n d w e a k n e s s e s

a n d o ffer s u g g es tio n s fo r re fin e m en t .

Action Research:
Purpose: T o im p ro v e s p e c ific e d u c a tio n a l p ra c tic e s o r s o lv e

p ro b lem s w ith in a p a rt ic u la r c o n te xt. It's lik e tin k erin g w ith a

m a c h in e w h ile it 's ru n n in g to s ee w h a t m a k es it w o rk b e tte r.

Approach : E d u c a to rs o r s ta k e h o ld e rs d ire c tly in v o lv e d in th e

p ra c tic e c o n d u c t th e res e a rc h . It's c y c lic a l, in v o lv in g p la n n in g ,

im p lem e n tin g , refle c tin g , a n d re v is in g b a s ed o n o n g o in g d a t a

c o lle c tio n a n d a n a lys is . T h e e m p h a s is is o n c o lla b o ra tio n ,

s e lf-refle c tio n , a n d c o n te xt-s p ec ific it y.

Outcomes: Im p ro v e d e d u c a tio n a l p ra c tic e s , e n h a n c ed p ro fe s s io n a l

d e v e lo p m en t fo r e d u c a to rs , a n d d ee p e r u n d e rs ta n d in g o f th e

te a c h in g -le a rn in g p ro c es s w it h in th e s p e c ific c o n te xt.

Example : A g ro u p o f tea c h ers in a m id d le s c h o o l c o n c e rn ed a b o u t

lo w s tu d e n t e n g a g e m e n t in s c ie n c e c la s s es d e c id e to im p lem e n t a

p ro je c t -b a s e d le a rn in g a p p ro a c h . T h e y res e a rc h d iffe re n t p ro je c t

id ea s , d e s ig n th eir o w n p rojec t, im p le m e n t it w ith t h e ir s tu d en ts ,

g a th er d a t a th ro u g h ob s e rv a tio n s , s t u d e n t fee d b a c k , a n d p ro je c t

o u tc o m es , th e n re fle c t o n th eir fin d in g s a n d rev is e th e p ro jec t fo r

th e n e xt ite ra tio n . T h is o n g oin g c yc le o f a c t io n a n d reflec tio n lea d s

to a m o re en g a g in g a n d effe c tiv e s c ie n c e lea rn in g ex p erie n c e fo r

th eir s tu d e n ts .

Relationships:

E v a lu a tio n a n d a c tio n res e a rc h c a n b e c o m p le m e n ta ry. E v a lu a t io n s

c a n p ro v id e b a s e lin e d a ta fo r a c tio n re s ea rc h p ro jec ts , a n d a c tio n

re s e a rc h fin d in g s c a n in fo rm fu tu re e v a lu a tio n s . Id e a lly , a c y c lic a l

re la tio n s h ip ex is ts w h e re e v a lu a tio n in fo rm s a c tio n res e a rc h , a n d

a c tio n re s ea rc h res u lts in im p ro v e d p ra c tic e s th a t a re th en

re -e v a lu a te d fo r c on tin u o u s im p ro v em e n t.

Q.3 What is descriptive research? Write its five characteristics.

Elaborate the steps involved in conducting a descriptive research

(design). (20)

Answer:

Descriptive Research: Unraveling the "What"

D e s c rip tiv e re s e a rc h , a s th e n a m e s u g g e s ts , a im s t o p a in t a v iv id

p ic tu re o f a p h e n o m e n o n , p o p u la tio n , o r s itu a tio n . It d e lv es in to th e

"w h a t " a s p ec ts , p ro v id in g a d e ta iled a n d a c c u ra te a c c o u n t o f th e

s u b je c t m a tt er w ith o u t s e e k in g to e s ta b lis h c a u s e-a n d -e ffec t

re la tio n s h ip s . T h in k o f it a s c a p tu rin g a s n a p s h o t o f a s p e c ific s lic e

o f rea lity .

Here are five key characteristics of descriptive research:

Focus on Description: T h e p rim a ry g oa l o f d e s c rip tiv e re s e a rc h is

to d es c rib e th e c h a ra c t eris tic s o f a p o p u la tio n , p h en om e n o n , or

s itu a t io n . T h is c a n in c lu d e t h in g s lik e th e d e m o g ra p h ic s o f a

p o p u la tio n , th e freq u e n c y o f a c e rt a in b e h a v io r, o r th e

c h a ra c t eris tic s o f a p a rt ic u la r e v e n t.

Descriptive research

Non-Experimental: D e s c rip tiv e re s e a rc h d o es n o t in v o lv e

m a n ip u la tin g v a ria b le s o r t es tin g h y p o th e s e s . In s te a d , it s im p ly

o b s erv e s a n d rec o rd s d a ta a b o u t th e s u b jec t m a tte r.

Nonexperimental research

Varied Data Collection Methods: D e s c rip tiv e re s e a rc h c a n u s e a

v a riety o f d a ta c o llec tio n m e th o d s , in c lu d in g s u rv ey s , in t erv iew s ,

o b s erv a t io n s , a n d d o c u m e n t a n a lys is . T h e b e s t m e th o d fo r a

p a rt ic u la r s tu d y w ill d e p e n d o n t h e re s e a rc h q u e s tion a n d th e

n a tu re o f th e s u b je c t m a tt er.
Data collection methods

Quantitative or Qualitative Data: D es c rip tiv e re s e a rc h c a n c o llec t

q u a n tita tiv e d a ta (n u m e ric a l d a ta t h a t c a n b e s ta tis tic a lly

a n a lyz ed ) o r qu a lit a tiv e d a ta (n o n -n u m eric a l d a ta th a t is

d e s c rip tiv e in n a tu re).

Quantitative data

Generalizability : W h ile d e s c rip tiv e re s ea rc h d o e s n o t tes t

h y p o th e s e s , th e fin d in g s o f a d es c rip tiv e s t u d y c a n b e u s ed to

g e n era liz e to a la rg e r p o p u la tio n if th e s a m p le is

re p re s en ta tiv e o f th a t p o p u la tio n .
Steps involved in conducting a descriptive research design:

D e s c rip tiv e re s e a rc h a im s to a c c u ra te ly p o rtra y t h e c h a ra c teris t ic s

o f a p o p u la t io n , p h e n o m en o n , o r s itu a t io n . U n lik e e xp e rim e n ta l

re s e a rc h , it d o es n 't m a n ip u la te v a ria b les to a s s e s s

c a u s e -a n d -e ffe c t rela t io n s h ip s . In s te a d , it fo c u s es o n "w h o , w h a t,

w h e re, w h e n , a n d h o w " q u e s tio n s . H ere 's a b re a k d o w n o f th e k ey

steps involved:
1. Define your research question and objectives:

C le a rly id e n tify th e to p ic o r p h e n o m e n o n y o u w a n t to d es c rib e .

F o rm u la te s p ec ific res e a rc h q u e s tio n s th a t g u id e yo u r in v es t ig a tio n .

S et c le a r o b je c t iv es o u tlin in g w h a t y ou a im to a c h ie v e th ro u g h t h e

re s e a rc h .

2. Review existing literature:

C o n d u c t a t h o ro u g h re v ie w o f rele v a n t a c a d em ic jo u rn a ls , b o o k s ,

a n d o th er re s o u rc e s t o g a in in s ig h ts in to yo u r res e a rc h to p ic .

T h is h e lp s y o u u n d e rs t a n d ex is t in g k n ow led g e , id e n tify g a p s , a n d

re fin e y o u r re s ea rc h qu es t io n s .

3. Choose your research method:

S ele c t th e a p p ro p ria t e m e th od (s ) fo r d a ta c o lle c tio n b a s e d o n y o u r

re s e a rc h q u es t io n s a n d o b je c tiv e s .

C o m m o n m et h o d s in c lu d e s u rv e y s , in te rv ie w s , o b s erv a tio n s ,

d o c u m e n t a n a lys is , a n d c a s e s tu d ie s .

C o n s id e r fa c to rs lik e t h e n a tu re o f y o u r re s e a rc h to p ic , a c c e s s ib ility

o f p a rtic ip a n ts , a n d b u d g et c o n s tra in ts .

4. Design your data collection instrument:

D e v e lo p q u es tio n n a ires , in te rv ie w g u id es , o b s erv a tio n p ro to c o ls , o r

o th e r to o ls n ee d e d fo r d a ta c o lle c t io n .

E n s u re y o u r in s tru m e n t is relia b le a n d v a lid , m ea n in g it c o n s is te n tly

m ea s u re s w h a t it's s u p p o s e d t o m ea s u re .

5 . Select your sample:

D e te rm in e th e ta rg et p o p u la tio n y o u w a n t to s tu d y .

D e fin e in c lu s ion a n d ex c lu s io n c rit eria to s e le c t a rep re s e n ta t iv e

s a m p le .

S a m p le s ize s h o u ld b e s u ffic ien t to p rov id e s ta tis tic a lly s ig n ific a n t

re s u lts .

6. Collect data:

Im p le m en t y o u r c h o s e n d a ta c o lle c t io n m et h o d (s ) a c c o rd in g t o

y o u r re s ea rc h p la n .

E n s u re e th ic a l c o n s id era tio n s a re fo llow e d , s u c h a s in fo rm ed

c o n s en t a n d c o n fid e n tia lity .

M a in ta in a c c u ra t e a n d o rg a n iz ed re c o rd s o f yo u r d a ta .

7. Analyze data:
C h o o s e a p p ro p ria t e d a ta a n a ly s is te c h n iq u es d e p en d in g o n th e

ty p e o f d a ta c o lle c t ed .

Q u a n tita tiv e d a ta m ig h t in v o lv e s ta t is t ic a l a n a ly s is u s in g s o ftw a re

lik e S P S S .

Q u a lita tiv e d a ta m ig h t in v o lv e th em a tic a n a ly s is o r c o d in g to

id en tify p a tte rn s a n d t h e m e s .

8. Interpret your findings:

D ra w c o n c lu s io n s fro m yo u r d a ta a n a ly s is t h a t a n s w e r y o u r

re s e a rc h q u es t io n s a n d m e et y o u r o b je c tiv e s .

D is c u s s th e lim ita tio n s o f y o u r re s ea rc h a n d p ot en tia l im p lic a tio n s

o f y o u r fin d in g s .

9. Disseminate your results:

S h a re yo u r res e a rc h fin d in g s t h ro u g h v a rio u s m e a n s , s u c h a s

w ritin g a res e a rc h re p o rt, p res e n t in g a t c o n fe re n c es , o r p u b lis h in g

in a c a d em ic jo u rn a ls .

T h is h e lp s c o n trib u te to th e ex is tin g k n o w le d g e b a s e a n d in fo rm

fu tu re re s e a rc h e ffo rt s .

Additional tips for successful descriptive research:

M a in ta in a c le a r a n d c o n c is e re s ea rc h d e s ig n .

P ilo t te s t y ou r d a ta c o lle c t io n in s tru m e n ts b e fo re fu ll-s c a le

im p lem e n ta t io n .

E n s u re d a ta q u a lit y a n d a c c u ra c y t h ro u g h o u t th e res e a rc h p ro c e s s .

B e tra n s p a ren t a b o u t y ou r re s ea rc h m et h o d s a n d lim ita tio n s .

S ee k fe e d b a c k fro m p e e rs a n d ex p ert s t o im p rov e y o u r re s e a rc h

d e s ig n a n d a n a ly s is .

Q.4. What is Experimental research? Write the steps involved in

conducing experimental research. How many kinds of variables

are involved in this research?

Answer:

E xp e rim e n ta l re s e a rc h is a s c ie n t ific m eth o d o f in v e s tig a tin g c a u s e-

a n d -effe c t rela tio n s h ip s b et w e e n v a ria b le s . It in v o lv e s

m a n ip u la tin g o n e o r m o re v a ria b les (in d ep e n d e n t v a ria b le s ) a n d

o b s erv in g th e e ffe c t o n a n ot h e r v a ria b le (d e p en d e n t v a ria b le). T h is

c o n tro lled a p p ro a c h a llo w s re s ea rc h e rs t o is o la te t h e e ffec ts o f t h e

in d e p e n d e n t v a ria b le o n th e d ep e n d e n t v a ria b le , red u c in g th e

in flu en c e o f c o n fo u n d in g fa c to rs .

Here are the key features of experimental research:

Manipulation of variables: T h e re s ea rc h e r a c t iv ely c h a n g es th e

in d e p e n d e n t v a ria b le to s ee h o w it a ffe c ts th e d ep e n d e n t v a ria b le.

T h is m a n ip u la tio n c a n b e d o n e in a v a riet y o f w a y s , s u c h a s g iv in g

a d ru g to o n e g rou p o f p a rtic ip a n ts b u t n o t a n o th e r, o r e xp o s in g

o n e g ro u p t o a n ew tea c h in g m et h o d w h ile a n o th e r g ro u p rec e iv es

th e tra d itio n a l m e th o d .

Control groups: E xp e rim e n ta l re s ea rc h ty p ic a lly in c lu d e s a c o n t ro l

g ro u p th a t is n o t e xp o s e d to th e m a n ip u la tio n o f th e in d ep e n d e n t

v a ria b le . T h is g ro u p s e rv e s a s a b a s e lin e fo r c o m p a ris o n , a llo w in g

th e re s ea rc h er t o s e e h o w th e in d e p e n d en t v a ria b le a ffe c ts th e

d e p e n d e n t v a ria b le c om p a re d to a g ro u p t h a t d id n o t rec e iv e th e

m a n ip u la tio n .

Randomization : Id ea lly , p a rtic ip a n t s a re ra n d o m ly a s s ig n e d to

e it h er t h e e xp e rim e n ta l g ro u p o r th e c o n tro l g ro u p . T h is h e lp s to

e n s u re th a t t h e g ro u p s a re e q u iv a le n t in a ll o th e r re s p ec ts ex c e p t
fo r th e m a n ip u la t io n o f th e in d e p e n d e n t v a ria b le , fu rth e r re d u c in g

th e in flu en c e of c o n fo u n d in g fa c t o rs .

Measurement: T h e d ep e n d e n t v a ria b le is m e a s u re d b o th b e fo re

a n d a ft er th e m a n ip u la tio n o f th e in d e p e n d e n t v a ria b le. T h is a llo w s

th e re s ea rc h er t o s e e h o w th e m a n ip u la t io n a ffe c ted th e d ep e n d e n t

v a ria b le .

Here are some examples of experimental research:

A p s y c h o lo g is t m ig h t c o n d u c t a n e xp erim e n t to s ee if a n e w

th era p y fo r a n x ie ty is e ffe c tiv e . T h e y w o u ld ra n d o m ly a s s ig n

p a rt ic ip a n ts to e ith er t h e th era p y g ro u p o r a c on tro l g ro u p t h a t

re c eiv e s n o t re a tm en t . T h e p a rt ic ip a n ts w o u ld th en b e m e a s u re d

o n th e ir a n x ie ty le v e ls b e fo re a n d a ft er th e trea t m e n t.

A b io lo g is t m ig h t c o n d u c t a n e xp e rim e n t to s ee if a n e w fe rtilize r

in c rea s es p la n t g ro w th . T h e y w o u ld p la n t s ee d s in p o ts w ith

d iffe re n t a m o u n t s o f fertilize r a n d th e n m ea s u re t h e h e ig h t o f t h e

p la n ts a fte r a c erta in a m o u n t o f t im e.

A s o c ia l s c ie n t is t m ig h t c o n d u c t a n e xp e rim e n t to s e e if e xp o s u re

to v io le n t v id e o g a m e s in c re a s e s a g g re s s io n . T h e y w o u ld ra n d o m ly

a s s ig n p a rt ic ip a n ts to eith er p la y a v io le n t v id eo g a m e o r a
n o n -v io le n t v id e o g a m e . T h e p a rt ic ip a n ts w o u ld th en b e m e a s u red

o n th e ir a g g re s s io n le v e ls b efo re a n d a fte r p la y in g th e g a m e.

E xp e rim e n ta l re s e a rc h is a p o w erfu l to o l fo r in v e s tig a tin g

c a u s e -a n d -e ffe c t rela t io n s h ip s . H o w e v e r, it is im p o rta n t to n o te

th a t it is n o t a lw a ys p o s s ib le to c o n d u c t tru e e xp e rim e n ts ,

e s p ec ia lly in field s s u c h a s ed u c a t io n a n d s o c ia l s c ie n c e . In th e s e

c a s e s , re s e a rc h e rs m a y u s e q u a s i-ex p erim en ta l o r o b s e rv a tio n a l

m eth o d s to in v e s tig a te c a u s e -a n d -effe c t re la tio n s h ip s .

Conducting Experimental Research: A Step-by-Step Guide

Experimental research is a powerful tool for exploring

cause-and-effect relationships. It involves actively manipulating a

variable to see how it influences another variable. Here's a

breakdown of the key steps involved:

1. Identify the Research Question and Problem:

W h a t a re y o u tryin g to le a rn o r u n d ers ta n d ?

F o rm u la te a c le a r re s ea rc h qu es t io n th a t c a n b e a d d re s s e d th ro u g h

e xp e rim e n ta t io n .

Id e n tify t h e g a p in ex is t in g k n o w led g e y o u r res e a rc h w ill fill.

2. Literature Review:

T h o ro u g h ly in v es t ig a te e xis tin g res e a rc h re la te d to y o u r q u e s tio n .

U n d ers ta n d c u rre n t fin d in g s , t h eo rie s , a n d m e th o d o lo g ie s .

Id e n tify p o te n t ia l g a p s o r u n a n s w e re d q u es t io n s th a t y ou r

e xp e rim e n t c a n a d d re s s .

3. Develop Hypotheses:

B a s e d o n y o u r re v ie w , fo rm u la te s p e c ific a n d te s ta b le p red ic t io n s

a b o u t t h e re la tio n s h ip b etw e en y o u r v a ria b les .

T h e in d e p en d e n t v a ria b le is m a n ip u la t ed b y th e re s ea rc h e r, w h ile

th e d ep e n d e n t v a ria b le is th e o u tc o m e m e a s u red .

4 . Design the Experiment:

C h o o s e a n a p p rop ria te e xp e rim e n ta l d es ig n (e .g ., b e tw e en -s u b je c t s ,

w ith in -s u b je c t s ).

D e fin e t h e e xp e rim e n ta l g ro u p s a n d c o n tro l g ro u p s .

D e te rm in e h o w th e in d e p e n d en t v a ria b le w ill b e m a n ip u la te d fo r

e a c h g ro u p .

D e v e lo p a c lea r a n d d eta ile d p ro t o c o l fo r d a t a c o lle c tio n a n d

a n a lys is .

5. Conduct the Experiment:

R e c ru it p a rtic ip a n ts o r s u b jec ts fo llo w in g e th ic a l g u id e lin e s .

C a re fu lly fo llo w th e re s ea rc h p ro to c o l to e n s u re c o n s is te n c y a n d

d a ta q u a lity .

D o c u m en t a ll p ro c ed u res a n d o b s e rv a tion s m e tic u lo u s ly .

6. Data Collection and Analysis:

C o llec t d a ta o n th e d e p en d e n t v a ria b le fo r ea c h g ro u p u s in g

a p p ro p ria t e m e th o d s .

A n a lyz e th e d a ta s t a tis tic a lly t o te s t y o u r h y p o th e s e s a n d a s s es s

th e im p a c t o f t h e in d e p en d e n t v a ria b le.

E n s u re p ro p e r d a ta m a n a g e m e n t a n d s e c u re s to ra g e .

7. Interpret the Results:

D ra w c o n c lu s io n s fro m yo u r a n a ly s is , c o n s id e rin g th e lim ita tion s o f

y o u r s tu d y .

E xp la in h o w y o u r fin d in g s s u p p o rt o r refu te y o u r h y p o th e s e s .

D is c u s s th e im p lic a tio n s o f y o u r re s e a rc h fo r t h e fie ld a n d fu tu re

re s e a rc h d ire c tio n s .

8. Share Your Findings:

P re p a re a res e a rc h re p o rt o r a rt ic le d es c rib in g y o u r m et h o d s ,

re s u lts , a n d c o n c lu s io n s .

different types of variables that can be involved in research.

There are two main types of variables: independent and

dependent.

Independent variables are the ones that the researcher

m a n ip u la te s o r c h a n g es . T h e y a re th o u g h t to c a u s e c h a n g es in th e

d e p e n d e n t v a ria b le.

Dependent variables a re th e o n e s t h a t th e re s e a rc h e r m e a s u re s .

T h ey a re th o u g h t to b e a ffec te d b y th e in d e p e n d e n t v a ria b le .

In a d d itio n to in d ep e n d e n t a n d d e p e n d e n t v a ria b les , th e re a re a ls o

o th e r ty p e s o f v a ria b le s t h a t c a n b e in v o lv ed in res e a rc h , s u c h a s :

Control variables: T h es e a re v a ria b le s t h a t th e re s ea rc h e r k e e p s

c o n s ta n t in o rd e r to ru le o u t t h eir in flu e n c e o n th e res u lt s o f th e

s tu d y .

Confounding variables: T h es e a re v a ria b le s t h a t a re n o t c o n tro lled

fo r a n d th a t m a y a ffec t th e re s u lts o f th e s tu d y .

E xt ra n e o u s v a ria b le s : T h e s e a re v a ria b le s th a t a re n ot rela te d to th e

s tu d y in a n y w a y b u t m a y s till a ffe c t t h e re s u lts .

T h e n u m b e r o f v a ria b les th a t a re in v o lv ed in a re s ea rc h s t u d y w ill

v a ry d e p en d in g o n th e ty p e o f s tu d y a n d th e res e a rc h q u e s tio n

b e in g a s k e d . S om e s t u d ie s m a y o n ly in v olv e a few v a ria b le s , w h ile

o th e rs m a y in v olv e m a n y m o re .

I h o p e t h is in fo rm a tio n is h elp fu l. P le a s e le t m e k n o w if y o u h a v e

a n y o th e r q u e s tio n s .

Q.5 Why research is needed in education Discuss its scope?(20)

Answer:

Why Research is Needed in Education

E d u c a tio n is a d y n a m ic fie ld t h a t n e e d s c o n s ta n t im p ro v e m en t t o

a d a p t t o c h a n g in g n e e d s a n d c h a lle n g es . R es e a rc h p la y s a c ritic a l

ro le in d riv in g th is p ro g res s b y p ro v id in g e v id en c e -b a s e d in s ig h t s

fo r in form in g p ra c tic e . H e re a re s om e k e y rea s o n s w h y re s ea rc h is

e s s en tia l in ed u c a tio n :
1. Improving Teaching and Learning:

Effective Practices: R es e a rc h h e lp s id e n tify s u c c es s fu l te a c h in g

s tra te g ie s a n d le a rn in g a p p ro a c h e s a c ro s s d iffe re n t s u b je c ts , a g e

g ro u p s , a n d lea rn in g s ty le s . T h is k n o w led g e a llo w s e d u c a to rs to

m a k e in fo rm ed d ec is io n s a b ou t th e ir p ra c t ic e , lea d in g to b e tte r

lea rn in g o u tc o m e s fo r s tu d en ts .

Understanding Challenges: R es e a rc h in v e s tig a te s th e fa c t ors t h a t

h in d e r le a rn in g , s u c h a s lea rn in g d is a b ilitie s , d iv e rs e b a c k g ro u n d s ,

a n d s o c io -ec o n o m ic d is p a rit ie s . T h is u n d ers t a n d in g in form s th e

d e v e lo p m en t o f ta rg ete d in te rv e n tio n s a n d s u p p o rt s y s te m s to

a d d re s s th e s e c h a llen g es a n d e n s u re eq u it a b le a c c e s s to q u a lit y

e d u c a tio n .

Curriculum Development: R e s e a rc h in fo rm s th e d ev elo p m en t o f

e n g a g in g a n d re le v a n t c u rric u lu m s th a t a lig n w ith c u rre n t

k n o w led g e , s k ills , a n d v a lu e s n e ed e d in th e 2 1 s t c e n tu ry . T h is

e n s u re s s tu d e n ts a re e qu ip p e d w ith e s s en tia l k n o w led g e a n d

c o m p e te n c ie s t o t h riv e in a ra p id ly c h a n g in g w o rld .

2. Policy and Decision-Making:

Informed Policy: R e s ea rc h fin d in g s p ro v id e e s s en tia l d a ta fo r

p o lic y m a k e rs to m a k e in fo rm e d d ec is io n s a b o u t e d u c a tio n a l

fu n d in g , re s ou rc e a llo c a t io n , te a c h e r tra in in g , a n d s c h o o l re fo rm s .

T h is e n s u res p o lic ie s a re b a s ed o n e v id en c e , n o t ju s t a s s u m p tio n s ,

a n d h a v e a g rea t er c h a n c e o f s u c c ee d in g .

Evaluating Programs: R es e a rc h p ro v id e s t o ols a n d m e th o d s fo r

e v a lu a tin g t h e e ffec tiv e n e s s o f ed u c a tion a l p rog ra m s a n d

in itia tiv e s . T h is h e lp s in id e n t ify in g s u c c e s s fu l p ro g ra m s fo r w id er

im p lem e n ta t io n a n d in m a k in g n ec e s s a ry a d ju s tm en ts to im p ro v e

les s e ffe c tiv e o n e s .

Accountability: R es e a rc h d a t a p la y s a c ru c ia l ro le in h o ld in g

e d u c a tio n a l in s t it u tio n s a c c o u n ta b le fo r th e ir p erfo rm a n c e . B y

e v a lu a tin g s t u d en t o u tc o m e s a n d c o m p a rin g th e m a g a in s t

re s e a rc h -b a s e d b en c h m a rk s , it en c o u ra g es c o n tin u o u s

im p ro v em en t a n d en s u re s effe c tiv e u s e o f re s o u rc e s .

3. Innovation and Progress:

New Technologies: R es e a rc h d riv e s th e d e v e lo p m e n t a n d

in te g ra t io n o f n ew te c h n o log ie s in t o e d u c a tio n , s u c h a s a d a p tiv e

lea rn in g p la tfo rm s , v irtu a l re a lity , a n d a rtific ia l in te llig e n c e. T h is c a n

p e rs o n a lize le a rn in g e xp e rie n c e s , im p ro v e e n g a g e m e n t, a n d

e n h a n c e a c c e s s ib ility fo r a ll s tu d en ts .

Emerging Practices: R e s e a rc h in v e s tig a te s n ew a n d in n o v a tiv e

te a c h in g m e th o d s , a s s e s s m e n t te c h n iq u es , a n d c la s s ro o m

m a n a g e m e n t s t ra te g ies . T h is c o n tin u o u s ex p lo ra tion p rom o te s

c re a tiv ity a n d a g ro w t h m in d s e t in e d u c a tio n , le a d in g t o b e tte r

lea rn in g ex p erie n c es fo r fu tu re g e n era tio n s .

Addressing Future Challenges: R e s e a rc h p la ys a c ru c ia l ro le in

a n tic ip a tin g a n d a d d re s s in g em erg in g c h a llen g e s in e d u c a tio n ,

s u c h a s c lim a te c h a n g e, g lo b a l p a n d e m ic s , a n d ra p id te c h n o lo g ic a l

a d v a n c em e n ts . B y id e n tifyin g fu tu re n e e d s a n d d e v e lo p in g

e ffe c tiv e s o lu tio n s , re s ea rc h h elp s ed u c a t io n a d a p t a n d p rep a re

s tu d e n t s fo r th e c h a lle n g e s of to m o rro w .

Here are some key elements of a research scope:

Research question or hypothesis: T h e c e n tra l q u e s tio n o r

p ro p o s ition t h a t th e s tu d y a im s to a n s w e r o r t es t .

Objectives: S p ec ific g o a ls th a t th e s t u d y a im s t o a c h ie v e .

Target population: T h e g ro u p o f in d iv id u a ls o r p h e n o m en a t h a t th e

s tu d y w ill fo c u s o n .

Sample: A s m a ller g ro u p o f in d iv id u a ls o r p h e n o m e n a s e lec te d

fro m th e ta rg et p o p u la t io n fo r th e s tu d y .
Variables: T h e k ey c h a ra c te ris tic s o r fa c to rs th a t w ill b e m ea s u re d

o r a n a ly ze d in t h e s tu d y.

Methodology: T h e res e a rc h m eth o d s th a t w ill b e u s e d to c o lle c t

a n d a n a lyz e d a t a .

Timeline: T h e tim e fra m e fo r c o m p le tin g th e s tu d y .

B u d g e t: T h e fin a n c ia l re s o u rc es re q u ire d fo r th e s tu d y .

Limitations: T h e fa c to rs th a t m a y re s tric t th e g e n e ra liza b ilit y o r

a p p lic a b ilit y o f t h e s t u d y's fin d in g s .

D e fin in g th e s c o p e o f yo u r res e a rc h is a n im p o rta n t s te p in th e

re s e a rc h p ro c e s s . It h elp s y o u to :

Focus your research: B y c le a rly d efin in g yo u r res e a rc h q u e s tio n o r

h y p o th e s is a n d ob je c tiv e s , y o u c a n a v o id g e ttin g s id etra c k ed b y

irre le v a n t in fo rm a tio n .

Manage your resources: B y u n d e rs ta n d in g th e s c o p e o f y o u r

re s e a rc h , y o u c a n a lloc a t e y o u r tim e , m o n e y, a n d o th e r re s o u rc e s

m ore e ffe c tiv e ly .

Increase the validity of your findings: B y c a re fu lly d efin in g yo u r

ta rg et p o p u la tio n , s a m p le , a n d v a ria b le s , y o u c a n e n s u re th a t y o u r

fin d in g s a re re p re s en ta t iv e o f t h e p o p u la tio n y o u a re in t eres te d in .

C o m m u n ic a te y o u r re s e a rc h m o re effe c t iv ely : A w ell-d e fin ed s c o p e

w ill m a k e it e a s ier fo r y o u to e xp la in y o u r re s ea rc h t o o th ers

In conclusion , res e a rc h is n o t ju s t a lu xu ry in ed u c a t io n , b u t a

fu n d a m e n ta l n e c es s ity fo r d riv in g c o n tin u o u s im p rov em e n t,

e n s u rin g q u a lity le a rn in g fo r a ll, a n d p re p a rin g s tu d e n t s fo r s u c c e s s

in a c o m p le x a n d e v e r-e v o lv in g w orld . B y em b ra c in g res e a rc h a n d

in c o rp o ra tin g its fin d in g s in to p ra c tic e , w e c a n b u ild a s t ro n g e r,

m ore e q u ita b le, a n d fu tu re-p ro o f e d u c a tio n s y s tem for e v e ry o n e .

References:

• Lectures of Tutor During Workshop

• Books

• Different Videos of YouTubes

• Google