HISTORICAL RESEARCH

NARRATIVE INQUIRY
MIXED METHOD
RESEARCH
PREPARED BY:
AHMAD RADZI BIN HAMDAN
(M20201000654)
MOHD FIRDAUS MUSTAFA
(M20201000683)
AHMAD NAZRI BIN KOSNI PREPARED FOR:
(P20201000420) ASSOC PROF DR CHE
NIDZAM BT CHE AHMAD

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 I C
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T
S L C
HI A AR
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R E H
 INTRODUCTION

The systematic collection Studies the meaning

and evaluation of data to of past events in an
describe, explain, and attempt to interpret
thereby understand actions
Historical research the facts and explain
or events that occurred
attempts to systematically the cause of events,
sometime in the past.
recapture the people, and their effect in the
(Fraenkel & Wallen 2003) meanings, events, and even present events.
ideas of the past that have
influenced and shaped the
present.
(Berg & Lure, 2012)

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 01
To learn how
02 things were done 03
in the past to see
if they might be To make people aware To assist in
applicable to of what has happened prediction
present-day in the past so they may
problems and learn from past
concerns. failures and successes.

To test To
hypotheses PURPOSE OF understand
concerning
relationships or
THE STUDY present
educational
STEP
trends.
05 and
practices
04
04 policies more
fully
05
STEPS IN CONDUCTING THE RESEARCH
Q UESTION TO
DEFINING THE PROBLEM OR
BE INVESTIGATED

LOCATING RELEVANT SOURCES OF

HISTORICAL INFORMATION

EV ALU AT IN G THE IN FO RM ATION OBTAINED

SUMMARIZING AN D
U RC ES , (A U TH EN TIC ITY AND ACCURACY)
FROM THESE SO

INTERPRETING THIS INFORMATION AS IT RELATES

TO THE PROBLEM OR QUESTION THAT ORIGINATED
THE STUDY.

SI TION OF
DEVELOP A NARRATIVE EXPO
THE FINDINGS.

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 TYPES OF
SOURCES
 Prepared by individual who was participant in or a direct witness
Primary
to the event.
Sources
 Not translated into other languages: in the original text
 Raw materials that have not been processed or experienced any
chemical changes

Secondary  Prepared by an individual who was not a direct witness to an

Sources event but obtained description of the event from someone else.
 An intermediary between the source and the researcher

Tertiary  Information that has been analyzed and synthesized

sources from both primary and secondary sources such as
encyclopedias.

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 CATEGORIES OF SOURCES

ORAL NUMERICAL RELICS

DOCUMENTS
STATEMENT: RECORDS
Any object whose
physical or visual
Written or Interviews people Any type of
characteristics can
printed: who were part, numerical data:
provide information:
(books, bills, witnessed or (test scores,
(artwork, building,
attendance figures,
artwork, memos) involved school budgets)
monuments, equipments
or clothing)
 EVALUATING HISTORICAL
EXTERNAL SOURCES
External criticism refers to the genuineness of any
CRITICISM
documents the researcher uses.
• Is it genuine?
• Who wrote this document?
• Where was the document written?
• When was the document written?

INTERNAL
CRITICISM
Researchers have to determine if the contents of the
document are accurate.
• Is the information contained in this document true?
• Is it accurate?
• Do the contents make sense?

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 Find ways to make sense
01 out of large amount of data.

Synthesize it into a
02 meaningful narrative of
their own.
Writing Theoretical model may help organize the
the report 03 information and even suggest categories for
a content analysis.

Requires creativity and ability in

04 writing and explaining

Maintain the interpretation based on

05 the evidence in addition to presenting
it in an interesting and convincing
form.
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 ADVANTAGES

No manipulation of It can make use wider

data or bias by ranges of evidence than
researcher most other methods

It is the only research method

that can study evidence from
the past in relation to
questions

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Assessment of internal validity of
material resources is a major
shortcoming. Some sources may
be true or false.
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DISADVANTAGE
S
Limited to historical sources that are
still available. Due to the passage of
time, most important resources of
the primary source may be lost or
eliminated.
 DIFFERENCES WITH OTHER RESEARCH

• Researchers are not directly involved

• Researchers only determine problems, proof,

and conclusion

• No problems of influence between

researchers and subjects studied (no issues
such bias, etc)

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EXAMPLE OF HISTORICAL
RESEARCH ARTICLE

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EXAMPLE OF HISTORICAL
RESEARCH ARTICLE

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 REFERENCES
Leming, J. S. (1997). Research and practice in character education: A
historical perspective. In A. Molnar (Ed.), 96th yearbook of the National
Society for the Study of Education, Part 2. The construction of
children's character (p. 31–44). The National Society for the Study of
Education.

Jack R. Fraenkel and Norman E. Wallen (2003). How to Design and

Evaluate Research in Education (8TH). San Francisco State University

Good, H. (1930). Historical Research in Education. Educational

Research Bulletin, 9(1), 7-18. Retrieved November 20, 2020, from
http://www.jstor.org/stable/1470188

Danzer, G. (1971). Primary Sources and History Teaching. The History

Teacher, 5(1), 66-69. doi:10.2307/491903

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