EDUCATIONAL RESEARCH It is a systematic enquiry made public (Stenhouse, 1975) It is the process of arriving at dependable solutions to problems through the planned and systematic collection, analysis and interpretation of data. (Mouly, 1978) It is conducted to solve problems and to expand knowledge…It is a systematic way of asking questions and a systematic way of enquiry. (Drew, 1980) It involves seeking through methodical processes to add to one’s own body of knowledge, and hopefully to that of others, by the discovery of non-trivial facts and insights. (Howard & Sharpe, 1983)

EDUCATIONAL RESEARCH It should be systematic, credible, verifiable, justifiable, useful, valuable and trustworthy (Lincoln & Guba, 1985) It must contribute to knowledge; the relevant policy arenas should find usefulness and meaning in the study; and the study should be useful for practitioners (Marshall & Rossman, 1989) It is a systematic, critical and self-critical enquiry, which aims to contribute to the advancement of knowledge. (Bassey, 1990)

FOUR PHASES OF RESEARCH INVENTION Denotes a phase of preparation or research design And produces a plan of action DISCOVERY Refers to a phase of observation and measurement or data collection And produces information INTERPRETATION Points to a phase of evaluation or analysis And produces understanding EXPLANATION Indicates a phase of communication or packaging And produces a message

ONTOLOGY What is the nature of being? What constitutes reality?   People’s views, experiences, understandings – use interviewing People’s actions, interactions and behaviours – use observation

EPISTEMOLOGY What are the methods or grounds of knowledge? Interact, listen, talk to people – gather data through interviewing   Watch, and/or participate in real life settings – gather data through observation

PARADIGMS & METHODOLOGIES POSITIVIST PARADIGM: Quantitative Methodology Numerical data Statistical analysis Large samples Achieves breadth Claims objectivity Claims generalisability

PARADIGMS & METHODOLOGIES INTERPRETIVIST PARADIGM: Qualitative methodology Textual data Non-statistical analysis Small samples Achieves depth Accepts subjectivity Non-generalisable

APPROACHES TO EDUCATIONAL RESEARCH Action Research Case Study Ethnography Experimental Design Life History / Narrative Survey

ISSUES TO CONSIDER Ethics Whether ethical considerations have been taken into account Sampling Methods of choosing the sample and sample size Validity Does a particular instrument measure what it claims to measure Reliability Will similar results be found if the research is conducted on a similar group in a similar context