COLLEGE OF TEACHER EDUCATION

BSED III
FILIPINO MAJOR

SHARON M. GARDOCE
(GURO SA FILIPINO)

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Module 1

Chapter 1

LEARNING OUTCOMES

By the end of the session, students should be able to:

 Discuss what is meant by the term ‘ educational research’ and describe the characteristics of the
educational research process
 Identify and formulate a research problem using literature review as sources of information
 Access resources and use the proper citations and references
 Formulate and write research questions or hypotheses and research objectives
 Construct reliable research tools for data collection on the basis of other researchers
PRE-TEST. Identify the term being describe in the following statements.

CONTENT

What is the difference between simple research to educational research? Explain.

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Educational Research

Educational research refers to a systematic attempt to gain a better understanding of the educational
process, generally with a view in improving its efficiency. It is an application of scientific method to the study
of educational problems.

Definitions.

1. Good. “Educational research is the study and investigation in the field of education.”

2. Munroe. “The final purpose of educational research is to ascertain principles and develop procedures for
use in the field of education.”

3. Mulay. “Any systematic study designed to promote the development of education as a science can be
considered educational research.”

4. Crawford. “Educational research is a systematic and refined technique of thinking, using special tools in
order to obtain a mere adequate solution of a problem.”

5. J. W. Best. “Educational research is that activity which is directed towards development of a science of
behaviour in educational situations. The ultimate aim of such a science is to provide knowledge that will
permit the educator to achieve his goals by the most effective methods.”

6. W. M. Traverse. “Educational research is that activity which is directed towards the development of science
of behaviour in educational situations.”

Characteristics.

1. Educational research is directed towards the solution of a problem in the field of education. It may attempt
to answer a question or to determine the relation between two or more variables.

2. It emphasizes the development of generalizations, principles or theories that will be helpful in predicting
future occurrences.

3. Educational research, usually goes beyond the specific objects, groups or situations investigated and
infers characteristics of a target population from the sample observed.

4. Educational research involves getting new data from primary or first hand sources or using existing data
for a new purpose.

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5. Educational research accepts only what can be verified by observation. Certain interesting questions do
not tend themselves to research procedures.

6. Although research activity may at times be somewhat random and unsystematic, it is more often
characterized by carefully designed procedures, always applying rigorous analysis. Although trial and error
are often involved, research is rarely a blind, shotgun investigation trying something to see what happens.

7. Research strives to be objective and logical, applying every possible test to validate the procedures
employed, the data collected and the conclusions reached. The researcher attempts to eliminate personal
bias.

8. Research requires expertise. The researcher knows what is already known about the problem and how
others have investigated.

9. Educational research involves the quest for answers to unsolved problems. Pushing back the frontiers of
ignorance is its goal and originality is frequently the quality of a good research project.

10. Educational research is based on insight and imagination. It needs the service of man who looks beyond
the present.

11. Educational research requires interdisciplinary approach. It is related to the study of complex relations
about facts.

12. Educational research is not so exact a research as physical science. In the latter we can control the
events but in educational research it is not possible.

13. Educational research has a great field. Educational psychology, educational philosophy, methodology,
class organization and management, child development and other subjects are the fields of research in
education.

Need and importance.

Research in education as in the other fields is essential for providing useful and dependable knowledge
through which the process of education can be made more effective. There are various considerations which
emphasize need for research in education.

1. Education has strong roots in the field like philosophy, history, economics, psychology and sociology. It is
through an intensive process of scientific inquiry about the philosophical, historical, economics, psychological
and sociological impact on various aspects of education that sound theories can be established.

2. Education is considered as much a science as an art. As a science, it has a corpus of knowledge. Since
education depends on a corpus of knowledge, there is need to add scientific knowledge to it for enrichment
and improvement. As an art, education seeks to impart knowledge effectively. For example, ‘How can the
teacher play an effective role in the classroom and outside?’ is a vital question before educationists. It needs
careful research efforts to enhance teacher’s effectiveness.

3. The slogan of democratization of education resulted in the expansion of education. It has given rise to
numerous problems like the problem of individual differences, expansion, buildings, discipline and so on.
Solutions of such problems by trial and error or by experience from tradition and authority often yielded
erroneous result. We need solutions based on esearch so that the coming generation is not left to the mercy
of errors of outright sins of tradition, ignorance and prejudice.

4. There is a need for educational research because of the changing concept of education. The International
Commission on the Development of Education, in its report “Learning To Be”

(UNESCO 1972, p. 143) emphasizes:

‘Education from now-on can no longer be defined in relation to a fixed content which has to be assimilated,
but must be conceived of as a process in the human beings, who thereby learns to express himself, to
communicate and to question the world, through his various experiences and increasingly – all the time – to
fulfill himself. It has strong roots, not only in economics and sociology but also in the findings from
psychological research which indicate that man is an unfinished being and can only fulfill himself through
constant learning. If this is so, then education takes place at all ages of life, in all situations and circumstances

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of existence. It returns to its true nature, which is to ne total and life long, and transcends the limits of
institutions, programmes and methods imposed on it down the centuries.’

In the context of above nature of education, the limits of educational research have to be extended from the
formal and conventional modes of education to the non-formal and innovative systems based on ecological
and cybernetic models.

5. During the last two decades, great changes have taken place as a result of the rapid scientific and
technological developments. Education has to play an important role so that we can accept the change in a
smooth way. It can do so by bringing improvements in the existing curriculum, textbooks, methods of teaching
and evaluation.

LEVELS OF EDUCATIONAL RESEARCH

Basic or Fundamental Research

According to Travers (1948, p.4), basic research is designed to add to an organized body of scientific
knowledge and does not necessarily produce results of immediate practical value. Basic research is primarily
concerned with the formulation of a theory or a contribution to the existing body of knowledge. Its major aim
is to obtain and use the empirical data to formulate, expand or evaluate theory. Some have termed this
research as pure or fundamental. This research draws its pattern and spirit from the physical sciences. It
represents a rigorous and structured typeof analysis. It employs careful sampling procedures in order to
extend the findings beyond the group or situation and thus develops theories by discovering proved
generalizations or principles. The main aim of basic research is the discovery of knowledge solely for the
sake of knowledge. It has little concern for the application of the findings or social usefulness of the findings.

Applied Research.

Applied research is directed towards the solution of immediate, specific and practical problems. It is
performed in relation to actual problems and under the conditions in which they are found in practice. The
goal of applied research in terms of adding to scientific knowledge acquires only a secondary position. It
places importance on a problem here and now.

The applied research also uses the scientific method of inquiry. It has most of the characteristics of basic
research. Its methodology, however, is not as rigorous as that of basic research. Moreover, its findings are
to be evaluated in terms of local applicability and not in terms of universal validity. Applied research is mainly
intended to improve school practices and add to greater teacher effectiveness in a practical manner. Most of
the problems faced by teachers, policy planners, and administrators are solved through applied researchers

Action Research.

Action research is focussed on immediate application, not on the development of theory or on general
application. It has placed its emphasis on problem here and now in a local setting. Its findings are to be
evaluated in terms of local applicability, not universal validity. Its purpose is to improve school practices and,
at the same time, to improve those who try to improve the practices: to combine the research processes,
habits of thinking, ability to work harmoniously with others and professional spirit. If most classroom teachers
are to be involved in research activity, it will probably be in the area ofaction research. Modest studies may
be made for the purpose of trying to improve local classroom practices. It is not likely that many teachers will
have the time, resources, or technical backgroundto engage in the more formal aspects of research activity.
Fundamental research must continue to make its essential contributions to behavioural theory and applied
research to the improvement of educational practices. These activities, however will be primarily the function
of research specialists, many of them subsidized by universities, private and government agencies,
professional associations and philanthropic foundations.

Many observers have deprecated action research as nothing more than the application of common sense or
good management. But whether or not it is worthy of the term research, it does apply

scientific thinking and methods to real life problems and represents a great improvement over teacher’s
subjective judgements and decisions based upon folklore and limited personal experiences. In concluding
this discussion, it is important to realize that research may be carried on at various levels of complexity.
Respectable research studies may be the simple descriptive fact-finding variety that leads to useful
generalizations. Actually, many of the early studies in the behavioural sciences were useful in providing
needed generalizations about the behaviour or characteristics of individuals and groups. Subsequent

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experimental studies of more a complex nature needed this groundwork information to suggest hypothesis
for more precise analysis.

STEPS IN EDUCATIONAL RESEARCH

Since the educational research is the application of scientific method to the study of educational problems.
The steps in educational research, therefore, are more or less identical to those of scientific method.
Following are the steps generally found in educational research.

1. The research problem. Educational research starts with the selection of a problem.

Following are the fields in which one may look for problems for research:

a. The classroom, school, home, community and other agencies are the obvious sources.

b. Social developments and technological changes are constantly bringing forth new opportunities for
research.

c. Records of previous research should also be consulted. This includes encyclopaedia of educational
research, dissertations and similar publications.

d. Classroom discussions, seminars and exchange of ideas with the faculty members and fellow scholars
and students will suggest many stimulating problems to be solved.

e. Consultation with an expert, researcher supervisor, researcher guide or a senior scholar will also be
helpful.

2. Formulation of hypothesis. Educational research should make the use of carefully formulated hypothesis.
This may be formally stated or implied.

Hypothesis. Hypothesis is the pre-assumptive statement of a proposition or a reasonable guess based

upon the available evidences, which the researcher seeks to prove through his study.

3. Methods to be used. The selection of research method to be used is of utmost importance in the research
process. It refers to the general strategy followed in collecting and analyzing the data necessary for solving
the problem. The research methods are generally classified in 3 categories: (1) Historical, (2) Descriptive,
and (3) experimental. The methods used in the study are decided by the nature of the problem and the type
of data required for answering the questions relating to the problem.

4. Data collection. Whereas the research method describes the overall approach to the problem, this step is
concerned with the procedures and techniques to be adopted for data collection. It refers to the nature of the
sample to be chosen for study, and selection and development of data gathering devices such as tests,
questionnaires, rating scales, interviews, observations, checklists and the like.

5. Analysis and interpretation of data. Good research is characterized by the care taken in the analysis and
interpretation of data. It includes the selection of appropriate quantitative and quantitative techniques to be
used for processing the data collected for the study.

6. Reporting the results. This is the last and important step of the research process. It is characterized by
carefully formulated inferences, conclusions or generalizations. The researcher must be able report his
procedures, findings and conclusions with utmost objectivity to others who may be interested in his study
and its results.

LEARNING ACTIVITY
Research problem
I.Please state your answer in Filipino language
1. Write your final title on this research.
Research Title (Filipino)_____________________________________________________________________
General Objectives
The study aims to
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Specifically, the research seeks to obtain the following: (SOP)

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1. ________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
4. _________________________________________________________________________________

EVALUATION
1. To discuss the Significance of the Study of your research proposal. Cite 3-5 benefits of your studies to
your identified beneficiary.
Research Titlle ____________________________________________________________________________

Beneficiaries Benefits to the Study

2. Based on the literatures you read and gain ideas, draw your conceptual framework

3. List down all possible keywordsfrom your title proposal that you can be used for the literatures reviews.
These keywordswill serve as the topical outline of your literature review section.
Research Titlle ____________________________________________________________________________
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

REFERENCES
Judith Green and Nicki Thorogood. Qualitative Methods for Health Research, 2nd Edition. 2009.
Priscilla R. Ulin, Elizabeth T. Robinson, Elizabeth E. Tolly. Qualitative Methods in Public Health. A Good Guide
for Applied Research. 2005.
Ann Bowling. Research methods in Health, 1997. Buckingham.
Diana M. Bailey. Research foe the Health Professional. A Practical Guide. 2nd Edition. 1997. USA.
John Qvertveit. Evaluating Health Interventions. 1998. Buckingham.
Norman K. Denzin and Yvonna S. Lincoln. Strategies of Qualitative Inquiry. 1998. USA.
Pamela Maykut and Richard Morehouse. Beginning Qualitative Research. A Philosophic and Practical Guide.
1995. The Falmer Press, UK.
Yvonne Carter and Cathryn Thomas. Research Methods in Primary Care. 1997. UK.
Janice M. Morse and Peggy Anne Field. Qualitative Research Methods for Health Professionals. 2nd Edition.
1995. USA.
M.A. Edu/Research Methodology/Educational Research © Showkat Rashid Wani, Assistant Professor, DDE, KU,
190002, J&K

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RUBRICK IN WRITING A RESEARCH PAPER

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