3129 Ch-01.

qxd 9/18/03 6:33 PM Page 1

1 What is Educational Research?

Clive Opie

This first chapter seeks answers to the question in its title and a second one,
‘Can I do it?’. The answer to the first seems to require an exploration of various
terminologies, for example positivism, interpretivist paradigm, ontology, epis-
temology, symbolic interactionism, action research, ethnography, grounded
theory, critical theory and so on. Now, before these terms start to perhaps ‘blow
your mind’ and you think about putting this text down, read on.
These terms, and the many others not mentioned, can, at first sight, seem
baffling and complicated and only readily understandable by those who
have been working in the area of educational research for many years. The
truth of the matter is that to ‘do’ educational research at the Masters level
one need only grasp a subset of such terms – and these are kept to a mini-
mum and form the basis of this and the other chapters in this book.
This latter paragraph will undoubtedly raise eyebrows and criticism
from some in the educational fraternity. What terms should be included?
What criteria for their selection have been used? Why are those that have
been excluded so treated? What is the validity (a term which will be
explored more fully later in this book) for making these choices? One could,
and rightly so, be criticised for a level of personal subjectivity in selection of
the terminology deemed to be ‘appropriate’ at Masters level. Those chosen
though are based on over a decade of experience of working with distance
learning students and discussions with the colleagues who have worked
with them in completion of their degrees. In this way the terminology pre-
sented here takes on a level of objectivity.
I would argue that in reality the majority of Masters students finish their
degree blissfully unaware of much of the amassed educational research ter-
minology, which exists. Should the educational research world be worried?
Unless their student is undertaking a specific Research Masters designed as
a prerequisite for a PhD as, for example, required by the recently introduced
Educational and Social Research Council ‘1 + 3’ (ESRC, 2001) guidelines,
then surely the answer has to be no. What is more important is that a
3129 Ch-01.qxd 9/18/03 6:33 PM Page 2

2 DOING EDUCATIONAL RESEARCH

Masters student, who, perhaps typically is not seeking to further their studies
to a higher level (e.g. PhD), is aware of the main aspects of educational
research terminology and crucially how these impinge upon the actual
research they are seeking to undertake and the research procedures they
need to employ.
To reiterate the context for this book is to provide a text, which meets the
needs of beginner researchers. Limiting the terminology to be engaged with
is one way of doing this. There are also numerous other eloquently written
texts on the market, which more than adequately cover any ‘deemed miss-
ing’ terminology (Cohen et al., 2000; Walliman, 2001) should the reader wish
to extend his or her knowledge of educational research terminology.
Having, I hope, indicated how I intend to answer the first of these two
questions how about the second? This is much easier – the answer is yes –
and hopefully you will come to this conclusion yourself as you work
through this and the others chapters in this book.
Many of the chapters require you, the reader, to start from position of
personal reflection. What do you think? What do you understand by? What
are your views? This format is intentional as it begins to get you to explore
various aspects of educational research from your personal perspective,
knowledge and present understanding. You may, as some cultures do, feel
this is relinquishing responsibility as a not uncommon view from those
beginning research is that the MEd tutors are the experts so they should tell
those less versed in this field what to do.
What this does though is deny the inherent knowledge and personal
educational experiences, which any new researcher brings to the task.
Experiences of working with children and colleagues, introducing and co-
ordinating teaching schemes, reflecting on teaching problems, managing
resources and the myriad of other day-to-day activities all add up to a
wealth of knowledge which will almost certainly have some pertinence for
any research being proposed. Where the MEd tutor is of value is in refining
the research to be done and providing, as we shall see later, a systematic
approach to its undertaking.
So, let’s start from your perspective of research, as shown in Figure 1.1.
We shall not consider any answers to the third sentence(c) in Figure 1.1,
although the normal paucity of answers, which usually occurs, is probably
indicative of some of the issues we will raise in answering the first two.
Hopefully though by the time we have worked our way through these you
will have any worries about undertaking educational research dispelled,
and realise you can do educational research.

What is educational research?

(a) Research is ...

3129 Ch-01.qxd 9/18/03 6:33 PM Page 3

WHAT IS EDUCATIONAL RESEARCH? 3

1 Complete the following sentences:

(a) Research is …
(b) Research is something that requires …
(c) Research is done by…

2 List around five or so words you associate with the word Research.
3 Now jot down some research that has either influenced your teaching, or your
own learning, or has influenced another aspect of your life perhaps, in a non-
academic sense. Note, if you can, who did this research? Why was it influential?

Figure 1.1 Views of educational research

Seeking through methodical processes to add to one’s body of knowledge and,

hopefully, to that of others, by the discovery of non-trivial facts and insights.
(Howard and Sharpe, 1983: 6)

A search or investigation directed to the discovery of some fact by careful

consideration or study of a subject; a course of critical or scientific inquiry. (OED,
2001)

You may not have arrived at such specific definitions but hopefully you will
have begun to appreciate that research aims to overcome the limitations of
‘common-sense knowing’ (Cohen et al., 2000: 3–5). You will undoubtedly have
jotted down other terms such as ‘systematic process’ and concepts such as
‘control’ and we will address these later in this book. For now it is sufficient
to keep the principle of the definitions above in mind. A lot of what will be
written refers to social science research in its most general sense. But, as the
social sciences cover a vast array of subject areas it is also worth providing a
definition of educational research and its importance in the context of prac-
tising teachers, as it is these points we will be focusing on throughout this
book. Educational research can then be viewed as ‘the collection and analysis
of information on the world of education so as to understand and explain it
better’, with a significance for practising teachers in that it should be

viewed as a critical, reflexive, and professionally orientated activity . . . regarded

as a crucial ingredient in the teacher’s professional role . . . generating self-
knowledge and personal development in such a way that practice can be
improved. (Hitchcock and Hughes, 1989: 3–4)

(b) Research is something that requires ...

• the collection of quite large amounts of data

• results which can be generalised
3129 Ch-01.qxd 9/18/03 6:33 PM Page 4

4 DOING EDUCATIONAL RESEARCH

• a hypothesis
• the undertaking of experiments
• objectivity rather than subjectivity
• the use of statistics
• that something is proved
• specific expertise, as it is difficult.

Those new to educational research often come up with answers not to dis-
similar to those above. This list is not definitive and its order is no more than
for convenience of this text, but it gives a fair picture of ‘typical’ views. None
of them is necessarily correct although each will have its own significance
depending on the kind of research being undertaken. Let us though look at
each of these points in the context of the kind of research likely to be under-
taken in the context of an MEd dissertation and the timescale within which
to do it, typically six months.

Collection of large amounts of data

Educational research of the type involved at Masters level will be relatively

small scale. This is not to say it may not have significant impact upon personal
practice or that of others, or add ‘new’ knowledge to a particular field of
enquiry. It will though in most cases not require the collection of large amounts of
data – although again the definition of large is open to interpretation.
Typically one may be working with around two or three classes, say a
hundred students maximum, but on the other hand research may centre on
one’s own class of 20 to 30 students. Good dissertations (Lees-Rolfe, 2002)
have also resulted from in-depth studies of just one student. What is not
likely to happen (although I have had a few good MEd dissertations, against
my advice, which have) is that research will be undertaken with hundreds
of students or involve the collection of tens of thousands of pieces of data
(Fan, 1998). Neither time nor access are usually available to allow this to be
achieved and even if it does then the overall timescale for the research will
almost invariably limit the analysis of it, which begs the question, ‘Why was
it collected it in the first place?’ (Bell and Opie, 2002).
Hopefully this last paragraph has shown that there no definitive answer
to the amount of data you might collect. This quantity, as it should be, will
be determined by your research question, the methodology you choose to
investigate it and the procedure(s) you select to gather the data to answer it.
This may sound less than helpful but it reflects the realities of educational
research. At the risk of being criticised by others more eminent in the field
than myself, the following are guidelines based on my experiences with
MEd students. Take them as guidelines though, as there are no hard and fast
rules and listen to your tutor’s words of advice.
3129 Ch-01.qxd 9/18/03 6:33 PM Page 5

WHAT IS EDUCATIONAL RESEARCH? 5

If you are asking closed questions (see Chapter 5) keep the total number
of data items obtained to no more than 2,000. This will give you around 20
data items per student, for your three classes of 30. This should be more than
sufficient if you have defined your research question well. However, if some
of these questions are open ended you are well advised to reduce the total
number asked.
If you are undertaking interviews you might consider limiting these to no
more than six people (less is acceptable); with no more than ten questions
being asked; and to take around 45 minutes to complete. This may seem very
small but just transcribing a 45-minute interview will take you a good two to
three hours and then you’ll spend more time analysing your findings and col-
lating views. Invariably your interview questions will have arisen from an
analysis of a previous questionnaire so you have this data to analyse as well.

Results which can be generalised

Although there is no need to try and provide results which can be generalised, the
findings may have important implications, either for personal practice or
others working in similar areas. But, collecting large volumes of data in order
that the educational research they stem from might provide useful generali-
sations is not necessary or, if one is really honest, even possible given the scale
of research being addressed in this book. As Bassey notes, ‘the study of
single events is a more profitable form of research (judged by the criterion of
usefulness to teachers), than searches for generalisations’ (1984: 105).
Bassey draws a distinction between ‘open’ generalisations where ‘there is
confidence that it can be extrapolated beyond the observed results of the sets
of events studied, to similar events’ and ‘closed’ generalisations ‘which
refers to a specific set of events and without extrapolation to similar events’
(1984: 111). He goes on to link the latter term with the ‘relatability’ (1984: 118)
of a piece of educational research, that is how can it be related with what is
happening in another classroom. Perhaps the most telling comments by
Bassey are that although ‘“open” generalisations are the more useful in ped-
agogic practice, they also seem to be the more scarce’ (1984: 103). Perhaps the
merit of any educational research is ‘the extent to which the details are suf-
ficient and appropriate for a teacher working in a similar situation to relate
his (or her) decision making to that described’ (1984: 119). In short the relata-
bility of the work is more important than its generalisability.

Hypothesis and undertaking of experiments

The third and fourth elements of our list of what research requires suggest
the need to have a hypotheses and to undertake experimental work. These
may seem essential to educational research, for as Walliman notes:
3129 Ch-01.qxd 9/18/03 6:33 PM Page 6

6 DOING EDUCATIONAL RESEARCH

Julie obtains lists of all seniors in her high school that did and did not study a foreign
language. Then she compares their scores on a standard test of English reading and
grammar given to all seniors. The average score of the students who studied a
foreign language is much higher than the average score of those who did not.
Does this observation show that studying another language builds skill in English?

Figure 1.2 Problems of experimental research

A good hypothesis is a very useful aid to organising the research effort. It

specifically limits the enquiry to the interaction of certain variables; it suggests
the methods appropriate for collecting, analysing and interpreting the data; and
the resultant confirmation or rejection of the hypothesis though empirical or
experimental testing gives a clear indication of the extent of knowledge gained.
(2001: 174)

However, this technique of educational research suggests that the action of

people can be controlled or conditioned by external circumstances; that basi-
cally they are the products of the environment they find themselves in. In
this case thoughts, personality, creativity and so on, are irrelevant. You may
like to think about this latter point in terms of your own personal develop-
ment, working environment and culture. In so doing ask yourself if you
have been conditioned to think or perform in a particular way or have you
been the controller of your destiny? It is unlikely that you will come up with
just one view as in reality this is dependent on particular situations and as
these change over time you are likely to pitch your personal answer some-
where in between these extremes.
Look at the example in Figure 1.2, adapted from (Moore, 1997: 94), and
before glancing at the answer decide for yourself what you think it might be
and discuss it with others if you have the opportunity.
The answer to the question in Figure 1.2 is that it does not. Students will
(in most cases at least) have decided whether to study a foreign language
that is, it is their personal choice to do so, and for many of them they will
already be better at English than the average student. So, these students will
differ in their average test scores for English but there can be no suggestion
that studying a foreign language has caused this (see Chapter 3 for more
about the issue of causality). Moore goes on to indicate how Julie might
3129 Ch-01.qxd 9/18/03 6:33 PM Page 7

WHAT IS EDUCATIONAL RESEARCH? 7

undertake such an experiment but then highlights the impracticality and

unethical nature of doing so.

Objectivity rather than subjectivity

The terms objective and subjective are often used in everyday conversation
and in general people understand what they mean when they use them.
They both refer to the degree that personal feelings and opinions should
have in any argument. From a purely objective standpoint such conscious
perceptions have no place. Knowledge has to be built upon demonstrable
facts or observations. A subjective stance takes an opposing view. Here
knowledge is regarded as belonging to the individual as a result of his or her
own consciousness and thoughts. In this way prominence is given to individual
points of view and the need to have a collective opinion is of secondary
importance. Perhaps there is no need to rehearse these definitions here but a
clear appreciation of their differences, and how these influence educational
research, is important. What is being considered here is the epistemological
stance one takes: ‘the very bases of knowledge, its nature and forms, how it
can be acquired, and how communicated to other human beings’ (Cohen
et al., 2000: 6). Pat Sikes will develop these points in chapter 2, and what
is offered here is just a quick overview of the main issues. It needs to be
noted though that what follows are not hard and fast rules and educa-
tional research almost inevitably ends up becoming a blend of research
procedures.
To take a pure objectivist’s standpoint requires some assumptions to be
made. First, events have causes and these can be found – determinism. The
aim then is to formulate laws to account for these events. For this, research
of any phenomenon should result in outwardly measurable criteria; which
originate from experience; can be verified by observation; and so used to
derive a particular interpretation – empiricism. Such research clearly lends
itself to the kind of hypothesis and experimental work noted previously and
quantitative approaches in an attempt to lead to generalisability. All these
are aspects of positivism, discussed later in this book, although further com-
prehensive discussion of this area is also provided by Cohen and colleagues
(2000: 8–17).
We have already noted though that undertaking experimental work in
educational research is fraught with difficulties and the extent to which gen-
eralisability of findings is attainable, scarce. This ‘scientific’ approach to
research, although demonstrably successful in the field of natural and phys-
ical science, comes under justifiable attack, at least from a subjectivist’s point
of view, from a social science position in that it excludes ‘notions of choice,
freedom, individuality, and moral responsibility’ (Cohen et al., 2000: 17).
3129 Ch-01.qxd 9/18/03 6:33 PM Page 8

8 DOING EDUCATIONAL RESEARCH

Table 1.1 Comparison of positivistic and anti-positivistic approaches to educational

research

Positivistic approach Anti-positivistic approach

Quantitative research techniques Qualitative research techniques
Objective Subjective
Experimental Naturalistic
Pure Applied
Outsider research Insider research
Statistical analysis Non-statistical analysis
Impersonal Individual
Certain assumptions taken for granted Taken for granted assumptions investigated
Macro concepts: society, institutions, Micro concepts: individuals, personal
norms, roles, positions constructs, negotiated meanings
Generalise from specific Interpret the specific

Continuum

McMillan and Schumacher state this position quite clearly when they note
that to the layperson ‘objectivity means unbiased, open-minded, not subjec-
tive and as a procedure refers to data collection and analysis procedures
from which only one meaning or interpretation can be made’. But they then
go on to note that ‘although objectivity is important in all research, it is more
difficult in research on humans’ (McMillan and Schumacher, 1984: 5).
Such criticism of positivism leads to an ‘anti-positivist’ view where what is
important are individuals’ values and self-interpretation and representation
of their experiences. In short, the characteristics that make humans human.
Although Table 1.1 provides a comparison of these two views of educational
research, as we shall see shortly, caution needs to be heeded in interpreting
it as suggesting that educational research follows well-defined patterns
falling squarely into one approach or another. As you will come to realise
actual research normally lies somewhere along the continuum between these
two extremes.
Up to this point we have said nothing about qualitative and quantitative
research procedures, preferring instead to begin to give the reader a feel for
the kind of approaches to educational research that are possible. This is
important as it is the approach taken which will largely determine the pro-
cedure(s) used although a particular approach does not negate the use of any
particular procedure which probably leads to part of the reason for
Wellington’s comment that, ‘Research can be messy, frustrating and unpre-
dictable’ (1996: 7)
To be a little more precise taking a positivistic approach to educational
research will almost certainly lead to procedures, which result in the collec-
tion of quantitative data and testing of hypotheses, such as data from ques-
tionnaires and hard facts from experimental work. Conversely, research
which seeks to obtain softer facts, and insights into how an individual
3129 Ch-01.qxd 9/18/03 6:33 PM Page 9

WHAT IS EDUCATIONAL RESEARCH? 9

creates modifies and interprets the world in which they find themselves, an
anti-positivistic approach, would employ qualitative techniques. In this case
interviews and participant-observation would predominate.
To round off this section we have noted that educational research often
does not follow well-defined patterns falling squarely into one approach
or another. This is clearly discussed by Travers (2001) in the opening chap-
ter of his book on qualitative research. Here, although discussing that
from an interpretivist’s (anti-positivistic) perspective that ‘there are no
benefits in working with large data sets, since these encourage a positivist
mentality towards analysing interviews’ (2001: 11), he discusses propo-
nents of positivistic approaches to qualitative research, such as the British
ethnographer Martyn Hammersley (1991), who he notes ‘argues that all
studies should be judged by a set of scientific criteria, which include
reliability and representativeness (the same criteria used in quantitative
research)’ (2001: 10). Similarly a grounded theory approach to research
(e.g. Glaser and Strauss, 1967; Strauss and Corbin, 1997) ‘has taken on a
positivist flavour, in the sense that it presents qualitative research as a
scientific method’ (2001: 21).
In short then drawing a positivist and anti-positivist approach to educa-
tional research may seem to have little value. Indeed some might argue that
it serves little purpose at all. However, it does provide something of a start-
ing point for beginners, as trying to come to terms with the nuances of inter-
pretation of research approaches can be problematic for short-term research
such as that often associated with MEd work. Hopefully, what should be
clear is that linking any procedure slavishly to any particular approach is
wrong. The reality is of course that a range of procedures pertinent to the
research at hand should be used rather than a resolute adherence to any
deemed more appropriate. The important issue is to ensure that the research
procedure(s) used is appropriate to the research question being asked and
the research answers being sought and this is developed further in the next
chapter.

Use of statistics

The mention of the word statistics to a group of people new to educational

research is likely to give rise to, at the very least, some disquiet. To indicate
that a working knowledge of statistics may be needed, will invariably turn
this into a full-blown panic attack. Unfortunately, the significance attributed
to the ‘importance of including statistical evidence’ in some cultures only
adds to this problem.
Statistics have their rightful place and, used appropriately, are an impor-
tant part of the armoury for educational research. Later (see Chapters 7 and 10)
reference to the two aspects of statistics – descriptive and inferential – and the
3129 Ch-01.qxd 9/18/03 6:33 PM Page 10

10 DOING EDUCATIONAL RESEARCH

degree of their importance will be made. The reality is that the majority of
educational research at MEd level need go no further than using straight-
forward descriptive statistics with recourse to inferential statistics limited to
a few specific areas.

That something is proved

Many newcomers to educational research invariably feel they have to prove

something. Whether this phenomenon, as with the presentation of statistical
evidence, is a personal, cultural or political trait is in some senses immater-
ial, but the fact is it does exist. The reality is that it is very difficult to ‘prove’
anything in educational research. We have already discussed the issues of
relatability versus generalisability and indicated the view that the former,
besides being achievable, is of far more importance to actual practice. We
have also highlighted the problems of taking a positivistic (objective)
approach to working with human beings. These points indicate the difficulty
of ‘proving’ anything in educational research; yet this is often seen as the
necessary outcome if it is to be of any value and taken seriously by others.
So, let’s say your research question is:

An investigation to prove that using a Chinese word-processing

program helps students with writing in Chinese.

This question is not only fraught with difficulties but at MEd level, I would
argue, not achievable. Over the six months typically available for your
research, you might, over a few weeks observe a class or two seemingly
enjoying using the program. Interviewing some of the students you observed
might indicate that they felt it helped them with their writing skills. Tests on
these students might even indicate there seems to be a general improvement
in the number of and speed at which they can put Chinese sentences together
correctly. Do these findings answer the research question?
No, what they actually do, and no more, is indicate that there appears to
be some positive value in using a Chinese word-processor to help students
with writing in Chinese. If you were going to try and obtain categorical
proof for your research question, although it is doubtful if you ever could,
you would be looking at issues such as working with hundreds of classes,
catering for age, gender, race, social class, academic background, home and
school environment, language use in the home, access to resources and so
on, and carrying out a longitudinal study over several years. Clearly a
research task not feasible within the timescale typically allotted to an MEd.
This may sound very discouraging but let us change the research
question to:
3129 Ch-01.qxd 9/18/03 6:33 PM Page 11

WHAT IS EDUCATIONAL RESEARCH? 11

An investigation to ascertain whether using a Chinese word-processing

program helps students with writing in Chinese.

Now your MEd research can be influential. The evidence you collect can cer-
tainly answer this question and, depending on where it was carried out, over
what timescale, with what age and gender students, and access to resources
(although looking at all these aspects would not be appropriate) provide an
indication to others whether it would be worth looking at your research in
the context of their own teaching.
I’ll leave you with a question. Which of the above two research questions
would seem of most value in having an impact upon day-to-day educational
practice and helping to inform wider considerations for the use of Chinese
word-processors to help students with writing Chinese?

Specific expertise, as it is difficult

The commonly held view is that often research is ‘done’ by academics, who
are specialists in their field, and who have the time and resources to do it.
This view has achieved prominence as a result of where educational research
takes place – in institutes of higher education. Such work is also, and I think
unfairly in many cases, criticised for its lack of relevance to actual educa-
tional practical. The view that teachers can do educational research is not
new. As Howard and Sharpe note:

Most people associate the word ‘research’ with activities which are substantially
removed from day-to-day life and which are pursued by outstandingly gifted per-
sons with an unusual level of commitment … we would argue that the pursuit is
not restricted to this type of person and indeed can prove to be a stimulating and
satisfying experience for many people (teachers included) with a trained and
enquiring mind. (1983: 6)

It is also important to understand that teachers should do educational

research as it is ‘part of the teacher’s professional role, so as to improve their
self knowledge and practice’ (Hitchcock and Hughes, 1989: 3–4). In this
sense connections with practice do not disappear and it addresses relevant
problems in their context.
The view that teachers can, and should, undertake educational research
has received prominence over the years and indeed one of the most recent
funding initiatives from the UK Department for Education and Skills (DfES,
2002), Best Practice in Research Scholarships (BPRS, 2002), squarely focuses
the place of research on the practising teacher. How much this is a backlash
against the universities – although teachers still have to work in conjunction
with institutes of higher education using their expertise, for example, in
research procedures – is not an issue for this book. What is evident is that
3129 Ch-01.qxd 9/18/03 6:33 PM Page 12

12 DOING EDUCATIONAL RESEARCH

teachers I have worked with have welcomed the opportunity to undertake

classroom-based research, which is aimed at informing their own and/or
their school’s practice. Reports published on the DfES website are indicative
of the kind of research which could form the basis of an MEd dissertation
and help to dispel the notion that research requires specific expertise only
found in institutes of higher education.
If anything a collaborative venture – the focus of MEd courses and relation-
ships between students and tutors – is the crucial factor in any educational
research venture.

Can I do educational research?

This question invariably brings up procedural terms such as question-

naires, interviews, surveys, data and experiments and we have addressed
these above within the context of the purpose of educational research.
Generic terms such as quantitative, qualitative and statistics have also
been addressed in this latter context and hopefully by now you will have
some idea of how these terms and the procedural ones are linked. You are
beginning to understand that any fear you may have had of educational
research and your ability to do it is based solely on the myth surrounding
the need to understand complex terms and have specialist skills to under-
take it.
This is not to minimise or denigrate the value of educational research, or
the excellent work carried out in a whole host of settings such as higher edu-
cation. It is, though, an attempt to try and demystify the area so that those of
you new to it can build up the confidence and acceptance that you can do
educational research. It is also to make you aware that although typically
you will be undertaking your research over a short period of time it is
nevertheless of value and, in terms of influencing personal practice, probably
more so that any larger, longer research project.
The final types of terms that this second question invokes are ones of
practicality: hard work, time consuming, problematic, difficult, requires
expertise. There is no use denying that undertaking educational research is
hard work. It needs careful planning and organisation if it is to be completed
successfully within expected timescales and David Hyatt in Chapter 3 will
raise these issues again. It will also be time consuming, and require commit-
ment and sacrifices from yourself and others. There will be problems, but
this is where regular contact with your tutor is so important and making
sure your research is achievable, not only from a pragmatic viewpoint, but
also in the timescale allotted. It does require expertise but again nothing you
cannot acquire with the help of your tutor.
In short you can do educational research and the rest of this book provides
you with additional information to help you to do so.
3129 Ch-01.qxd 9/18/03 6:33 PM Page 13

WHAT IS EDUCATIONAL RESEARCH? 13

Your views of research will be dependent on a number of factors but perhaps

the most significant is your epistemology. By this we mean your view of how
knowledge is acquired and how it can be communicated to others. How you
align yourself profoundly affects how you go about uncovering knowledge of
social behaviour. The following tries to put this into some kind of structure for
you.

Do you view the nature of knowledge as

Softer, subjective, based

Hard, real, capable
on experience and
of being transmitted
insight of an essentially
in tangible form
personal nature
OR

In this case you have an empiricist’s In this case you have a rationalist’s
view of knowledge, i.e. that no view of knowledge, i.e. knowledge is
knowledge exists beyond that which perceived as created in the mind of
is objectively, immediately the individual. You are classed as an
observable. You are classed as a anti-positivist, interpretavist,
positivist, objectivist. subjectivist.

You are likely to employ quantitative You are likely to use qualitative
procedures such as surveys and procedures, which focus on
undertake large studies searching for individuals or small groups, more
generalisable results. concerned with understanding
personal constructs and relatibility.

Figure 1.3 An overview of research paradigms

Summary

This chapter has attempted to dispel some of the myths surrounding

educational research. Its aim has been to show you that undertaking
educational research is not the prerogative of a chosen few who make it
3129 Ch-01.qxd 9/18/03 6:33 PM Page 14

14 DOING EDUCATIONAL RESEARCH

the focus of their working life. Educational research is ‘doable’, albeit at

different levels of depth and sophistication, by all interested in making a
‘systematic, critical and self-critical enquiry which aims to contribute to
the advancement of knowledge’ (Bassey, 1990: 35) of the world around
them.
It also begins to show you how a view of knowledge determines the
type of research you would engage in and the procedures you might use,
and this is indicated in Figure 1.3.
Thus, the overall intention of this chapter has ten to begin to allay any
fears you might have as a newcomer to educational research. You can do
educational research.