BASIC RESEARCH

APPLIED RESEARCH
ACTION RESEARCH
EVALUATION

RESEARCH

BASIC RESEARCH
Conducted to develop, test, or refine

theory
Examples related to learning theory
Piaget
Constructivism
Mastery learning
Gardners multiple intelligences

APPLIED RESEARCH
Conducted to examine the usefulness of theory

in solving practical educational problems

research conducted in a field of common
practice and concerned with the application and
development of research based knowledge
Examples
Developing seventh grade social studies
curriculum around a problem-solving
approach to learning
Accommodating varied learning styles when
teaching lessons in modern literature

ACTION RESEARCH
research designed to solve a specific

classroom or school problem, improve

practice, understand issues or make a
decision in their own school or organization
Emphasis on teachers, counselors, and
administrators
Brings together characteristics of systematic
inquiry / investigation and practice

EVALUATION RESEARCH
Conducted to assess the merit or worth of a specific

practice in terms of the values operating at a specific

site
Merit is exemplified by a program accomplishing
what is was supposed to accomplish
Worth is exemplified by the value attached to a
program by those using it
Example
The computerized language program being used in
SK Ayer Puteh has been installed properly, is being
used properly, and student achievement is
increasing as a result of its use

Quantitative
research
Experimental
Quasi-experimental
Survey
Correlational

Qualitative
research
Ethnography
Case study
Historical

Purpose
random assignment of subjects to groups to establish cause and
effect relationships between variables
Examples
Examine the effect of teaching with a 1) co-operative groups strategy
or 2) traditional lecture approach on students achievement
Mnemonic versus non-mnemonic vocabulary-learning strategies for
children
Characteristics
Stringent procedures for selecting subjects and assigning them to
groups comparison of groups
Manipulation of the causal variable teaching method, materials,
etc
Control of extraneous variables - gender, ethnicity, age
Statistical analysis of numerical data
Potential problems
Inability of researcher to adequately control extraneous variables
Use of complicated research designs
Complex statistical analyses of data

Purpose
to determine causal effects (sometimes referred to as non -randomized
experiments or observational studies ).
Examples
Studying a new language programme may require existing Year 4
classes and designating one as the control group and the other,
experimental. Random assigning of sts will disrupt c/room learning
Characteristics
non-random assignment of subjects to groups
non-equivalent control group design,
Potential Problems
pose threats to internal validity
results might be affected by the difference between groups
researchers bias

Purpose
to collect information from a group of people in order to describe some aspects/
conditions/ situations/ characteristics of the population of which that group is a
part.
Examples:
What are the attitudes of parents, students, and teachers to an extended school
year?
What kinds of activities typically occur in sixth-grade art classes, and how
frequently does each occur?
Characteristics
Use of large samples
Use of tests, questionnaires, and surveys
Focused on information related to preferences, attitudes, practices, concerns, or
interests
Statistical analysis of numerical data
Potential problems
Instrument development
Low response rates
Honest responses from subjects

Purpose
to ascertain the extent to which two or more variables are
statistically related/ establish a relationship between variables
Examples
What is the relationship between ACT scores and freshmen
grades?
Is a teachers sense of efficacy related to their effectiveness?
Do significant relationships exist between the types of activities
used in math classrooms and student achievement?
Characteristics
Measurement with a correlation coefficient
One group of subjects measured on two variables
Use of instruments to measure variables
Focused on the direction and nature of the relationship
Potential problems
Instrument development
Inferring cause and effect relationship

Purpose
to obtain an understanding/ description of the shared beliefs and practices of a particular
social group or system
Examples
What is the nature of the problems a teacher encounters when he begins using a constructivist
approach to instruction after having taught for ten years using a very traditional approach?
This study examines the beliefs and practices of second grade teachers experiencing a common
phenomena related to their approach to teaching
Characteristics
The study is conducted in the natural setting for a lengthy period of time
Emerging research design
Participants are observed in naturally occurring activities
Researchers develops trust with participants
Cyclical nature of data collection and analysis
Observation and interviews are the dominating data collection strategies
Inductive nature of the data analysis
Potential problems
Insufficient time spent in the field
Poor data collection efforts or insufficient data collected
Poor data analysis and researcher bias

 An examination of a specific instance of a phenomena in

its natural context viewed from the perspective of the

participants
This study explored the meaning of inclusion for three disabled

students who had been placed in a regular education setting.

This study examines in-depth a phenomena of interest to the researcher
(i.e., the meaning of inclusion) in a natural context viewing it from the
participants perspectives

Purpose
the systematic collection and criticism of documents to gain insight into past
events or issues to better understand the current situation
Example
The difficulties being experienced while implementing a standards based
curriculum can be understood more completely if one recognizes the historical
top-down control of curriculum imposed on teachers by the State Department of
Education
Characteristics
Focus on specific individuals, social issues, events, or policies
Documents and artifacts are the primary sources of data
Data is already available and is complied, presented, and interpreted
Data is examined carefully for authenticity and truthfulness
Potential problems
Authenticity
Truthfulness
Reliance on secondary sources
Values of researcher can affect interpretation

 The use of quantitative and qualitative designs and

methods within a single study

Allows the researcher to better match the approach to
gathering and analyzing data to the research questions
Relative emphasis given to any particular method
varies widely

Purpose

Examples

Qualitative

To provide rich narrative descriptions with words

of phenomena that enhance understanding.

Observations of school renewal teams to

understand the role of parents.

Quantitative

To describe phenomena numerically to answer

specific questions or hypotheses.

The relationship between amount of homework and

student achievement.

Basic

To increase knowledge and understanding of

phenomena.

Understand how feedback affects motivation or

leraning styles of adolescents.

Applied

To solve practical educational problems.

Determine best approach to train teachers to use

portfolios for assessment.

Evaluation

To make a decision about a program or activity.

Decide whether to keep or phase out a

prekindergarten program.

Action

To improve practice in a school or classroom.

Determine which grouping procedure results in the

highest achievement for all students.

Non-Experimental

To describe and predict phenomena without

Determine the relationship between socioeconomic
manipulating factors that influence the phenomena. status and attitudes.

Experimental

To determine the causal relationship between two

or more phenomena by direct manipulation of
factors that influence student performance or
behavior.

http://jerrygalloway.com/pro/types-research.htm

Determine which of two approaches to teaching

science results in the highest student achievement.

Gay, L.R. and Airasian, P. Educational Research:

Competencies for Analysis and Application (6th
Ed)
McMillan, J. H. (1996). Educational research:
Fundamentals for the consumer, second edition. NY:
Harper Collins College Publishers.
http://people.uncw.edu/caropresoe/EDN523/523_Spring
_08_Spring_09/McM_Ch1.ppt

 Aminah has a problem with her Year 5 students. Her

students are not able to write simple sentences. She is

curious to know the causes of this problem. Suggest a
type of educational research that would be suitable for
her situation. Explain the probable procedure to be
adopted by her in this research.