1. Why?, Problems, Types, Questions, Hypotheses
GED 500 – Spring 2017
GED 500 Lesson 2a

2. Lesson Objectives After viewing this lesson, students will be able to:
Explain the nature of educational research and its place in the educational system.
List two or more inherent problems found in educational research.
List three or more common classifications of educational research.
Given a general area of interest, state a research question and a null and a research hypothesis.
GED 500 Lesson 2a

3. Why educational research?
As you saw in the example from Lesson 1, the purpose of educational research is to use evidence to answer questions such as…
What is the best way to teach math?
Why does student achievement differ so much within the same classroom/school/district?
Should the district buy the Jones’ reading system materials?
Does the use of technology enhance student learning?
and many more…
GED 500 Lesson 2a

4. Why educational research?
Think of the fads in education, when “everyone knows” that…
phonics is the only way to teach reading,
if children use calculators, they will never be able to do math,
if children can’t memorize, they can’t learn, and/or
if children use computers to write, they will not be able to spell.
Researchers can find “real” data related to such statements that is either for or against—sometimes even both!
GED 500 Lesson 2a

5. Why educational research?
As a teacher, you have probably had a “gut feeling” that a certain lesson really works.
But, how do you know for sure?
How will you know whether it is the lesson plan, the materials or equipment, or you personally that made it an effective lesson?
How will you know if the same lesson works for all students?
GED 500 Lesson 2a

6. Why educational research?
These are the kinds of questions that can be answered with educational research.
A research question is asked, other research studies about the same topic are reviewed, data is gathered, and the results are used to answer the question – just as in scientific research.
GED 500 Lesson 2a

7. Problems with educational research
But, there are some inherent problems in educational research.
For one, the subjects are people (often children), not rocks or chemicals.
People are complex and may behave differently on different days or at different times.
They may choose not to participate in the way we expect.
GED 500 Lesson 2a

8. Problems with educational research
In addition,
Educational research often looks at hard-to-measure concepts, such as achievement or readiness, and
there are many differences in primary language, learning ability, cultural background, etc., that may impact the results.
GED 500 Lesson 2a

9. Problems with educational research
Another issue is that there are many barriers to gathering data in an educational setting.
Approval must be sought from school administrators and parents, who may not be willing to allow their children to participate. (Remember the IRB/Human Subjects certification you did?)
Everyone must be treated fairly. Using one method to teach one group and another method for a second group may not be considered fair.
GED 500 Lesson 2a

10. Good Educational Research
To be valid (accurate), an educational research study should…
be objective, free from personal bias,
use precise language and measurement,
be specific enough to be replicated,
explain methods and results simply and clearly, and
use logical reasoning to reach conclusions.
GED 500 Lesson 2a

11. Types of Educational Research
There are several ways to classify types of educational research. (more details to come in later lessons)
Quantitative vs Qualitative Research
Quantitative: data is in the form of numbers, statistics are used to analyze, hypothesis is made before data is gathered
Qualitative: no hypothesis is made before data is gathered, data is from interviews, observations, work samples, holistic analysis, etc.
GED 500 Lesson 2a

12. Types of Educational Research
Basic vs. Applied Research
Basic: Is conducted to find out about internal learning processes, develop theories, is not usually done by educators (psychologists, physicians, scientists most often do this type of research)
Applied: How do theories apply to teaching? In other words, what is the best way to teach ___? The “theory” is the method of instruction. For example, is using iPads in math more effective than cooperative learning groups?
This testing theories about learning is the kind of research commonly done by educators.
GED 500 Lesson 2a

13. Types of Educational Research
Evaluation Research
This type of research measures the effectiveness of a program or method. The evaluation is based on how well the program/method met its objectives. An example: A group of high school counselors conduct needs assessments to see why all graduating seniors do not apply for college. Their school has a very low percentage of students to attend 4-year colleges directly after graduating and they aren’t quite sure why. After they gather the data from the needs assessment, develop a program (the data indicates many students do not know how to pay for college), implement the new program, and then after a year of the new program, they conduct an evaluation to measure its success.
GED 500 Lesson 2a

14. Types of Educational Research
Action Research
A special type of applied research that usually takes place in a classroom. It is less formal than other types of research and answers a research question about one classroom and one teacher. In addition, as the study progresses, the teacher makes changes to the treatment as needed. The focus for action research is to identify a problem, implement an intervention and then measure how it works. (Please note that action research, can also be qualitative, but is most often quantitative.)
GED 500 Lesson 2a

15. Research Questions/Problems
After choosing a general area of interest, it is necessary to formulate a specific research question or problem before reviewing the literature or gathering data.
It is often easiest to ask a research question, rather than state a problem because data is analyzed to find the answer to a specific question.
GED 500 Lesson 2a

16. Research Questions/Problems
A good educational research question should…
have an answer,
be important to education,
tell something about the type of research being conducted,
tell something about the population to be studied,
identify variables (specific factors to study),
be clear and easy to understand,
must be more than a simple yes or no question, and
be neither too general nor too specific.
GED 500 Lesson 2a

17. Research Questions/Problems
Let’s practice.
Take the general area of reading comprehension and think of an appropriate research question.
Try to make it as clear and specific as possible. Later you will state research questions in a less specific way, but this is good practice.
The next slide begins giving you some samples.
GED 500 Lesson 2a

18. Research Questions/Problems
For the topic of reading comprehension:
Why can’t kids read? (too general)
Why is Juan not interested in reading his story today? (too specific—unless you are doing a single-subject design, which you will learn about later in the semester)
Does asking students to act out a story after reading it increase comprehension in 2nd grade ELD students? (better)
GED 500 Lesson 2a

19. Research Questions/Problems
For the topic of behavior.
Why are my students always acting up? (too general)
Why does Mary act out right after lunch? (too specific, unless it is an action research question)
Will a token system (positive reinforcement) improve student behavior? (better)
GED 500 Lesson 2a

20. Research Questions/Problems
For the topic of tests.
Why can’t these students pass the final in AP Chemistry? (too general)
TJ got a low score on the AP Chemistry final. What can I do? (too specific)
Is tutoring more effective than youtube videos in helping underachieving English-only students pass the AP Chemistry final? (better)
GED 500 Lesson 2a

21. Hypotheses – Quantitative Research
Hypotheses are used only in quantitative research.
There are two basic kinds of hypotheses:
Research hypothesis (This is what the researcher believes will happen—for example, cooperative learning is more effective than lecture only. Or: Using supplemental on-line videos will increase student learning.)
Null hypothesis (the statistical hypothesis)
GED 500 Lesson 2a

22. Research Hypotheses – Quantitative Research
A research hypothesis (plural=hypotheses) is an educated guess about the answer to a research question that the research has.
A research hypothesis is based on what the researcher knows from experience, has learned in a review of other research, or other information he/she believes.
GED 500 Lesson 2a

23. Hypotheses – Quantitative Research
A research hypothesis is what the researcher believes will be the answer, based on what he/she has found in the literature, etc.
A null hypothesis is a proposition that there will be no statistically significant difference or no statistically significant relationship.
Oh boy, Why would anyone want a null hypothesis when we are generally looking for something significant to happen?
GED 500 Lesson 2a

24. Hypotheses – Quantitative Research
The null hypothesis is the one that is “tested” by statistics.
The null hypothesis says there will be no difference or there will be no relationship.
Researchers hope that the statistics will show that they can reject the null hypothesis in favor of the research hypothesis, which is what they really wanted to find! (for example: That cooperative learning is effective!)
GED 500 Lesson 2a

25. Hypotheses – Quantitative Research
Here is a research question with a null and a research hypothesis:
Will taking a collaborative on-line course increase the communication skills of college students (as measured by the results of a communications test)?
Make a guess about what the null hypothesis will look like. Click to see a possible answer.
GED 500 Lesson 2a

26. Hypotheses – Quantitative Research
Research question: Will taking a collaborative on-line course increase the communication skills of college students (as measured by a communications test)?
Null Hypothesis:
There will be no significant difference in the communication skills of college students after taking a collaborative on-line course.
What would a research hypothesis look like?
GED 500 Lesson 2a

27. Hypotheses – Quantitative Research
Research question: Will taking a collaborative on-line course increase the communication skills of college students (as measured by a communications test)?
Research Hypothesis:
There will be a statistically significant difference in the communication skills of college students after taking a collaborative on-line course.
OR…The communication skills of college students will be higher after taking a collaborative on-line course.
GED 500 Lesson 2a

28. Hypotheses – Quantitative Research
You may have noticed that there can be several research hypotheses.
How does the researcher know which one?
The literature review will probably show the researcher what is likely to happen.
The researcher may have a theory of his/her own as well.
GED 500 Lesson 2a

29. Hypotheses – Practice
Research question: Does the use of student-run peace-building activities decrease the number of fights at school?
Think about what the null hypothesis and research hypothesis might look like.
Click to see some possible answers.
GED 500 Lesson 2a

30. Hypotheses – Practice
Research question: Does the use of student-run peace-building activities decrease the number of fights at school?
Null hypothesis: There is no significant decrease in the number of fights after a series of student-run peace-building activities.
Research hypothesis: There is a significant decrease in the number of fights after a series of student-run peace-building activities.
GED 500 Lesson 2a

31. Hypotheses – Practice
Research question: Does the use of hands-on activities result in higher science test scores for 7th graders?
Think about what the null hypothesis and research hypothesis might look like.
See the next slide for some possible answers.
GED 500 Lesson 2a

32. Hypotheses – Practice
Research question: Does the use of hands-on activities result in higher science test scores for 7th graders?
Null hypothesis: There is no significant difference in science test scores between 7th grade students using hands-on activities and those who do not.
Continue on to see possible research hypotheses.
GED 500 Lesson 2a

33. Hypotheses – Practice
Research question: Does the use of hands-on activities result in higher science test scores for 7th graders?
Research hypothesis: There is a significant difference in science test scores between 7th grade students using hands-on activities and those who do not. (Notice that this hypothesis does not say which method is better).
Research hypothesis: The science test scores of 7th grade students using hands-on activities are significantly higher than others who do not. (Now notice that change in focus for the research: the researcher believes, based on the literature review or experience, or other, that the hands-on method is more effective.)
GED 500 Lesson 2a

34. Lesson 2a Self-Check
Which of the following are potential problems of educational research?
Tests complex concepts (e.g., readiness)
Subjects are all similar
Subjects are people
Educational experiments may not be considered “fair”
GED 500 Lesson 2a

35. Lesson 2a Self-Check
Which of the following are potential problems of educational research?
Tests complex concepts (e.g., readiness)
Subjects are all similar Definitely not true!
Subjects are people
Educational experiments may not be considered “fair”
GED 500 Lesson 2a

36. Lesson 2a Self-Check
Which type of educational research focuses on the teacher and his/her own classroom?
Basic research
Action research
Evaluation research
GED 500 Lesson 2a

37. Lesson 2a Self-Check
Which type of educational research focuses on the teacher and his/her own classroom?
Basic research
Action research
Evaluation research
GED 500 Lesson 2a

38. Lesson 2a Self-Check
Which type of research uses numbers (e.g., test scores) as data?
Quantitative research
Qualitative research
GED 500 Lesson 2a

39. Lesson 2a Self-Check
Which type of research uses numbers (e.g., test scores) as data?
Quantitative research
Qualitative research
GED 500 Lesson 2a

40. Lesson 2 Self-Check
Which of the following is a good research question?
Is there a significant relationship between the age of graduate students in Education and their GPA?
Why do some graduate students perform better than others?
Why does A. Smith always get high grades in her master’s classes?
GED 500 Lesson 2a

41. Lesson 2 Self-Check
Which of the following is a good research question?
Is there a significant relationship between the age of graduate students in Education and their GPA?
Why do some graduate students perform better than others? too general
Why does A. Smith always get high grades in her master’s classes? too specific
GED 500 Lesson 2a

42. Lesson 2 Self-Check Which of the following is a null hypothesis?
There is no significant difference in test scores between students whose teachers have used Method A and those who used Method B.
The use of Method A will result in higher test scores.
There is a significant difference in test scores between students whose teachers have used Method A and those who used Method B.
GED 500 Lesson 2a

43. Lesson 2 Self-Check Which of the following is a null hypothesis?
There is no significant difference in test scores between students whose teachers have used Method A and those who used Method B.
The use of Method A will result in higher test scores.
There is a significant difference in test scores between students whose teachers have used Method A and Method B.
GED 500 Lesson 2a

44. Lesson 2a Self-Check
Which of the following is/are research hypothesis(es)?
There is no significant relationship between time spent studying and GPA.
Students who study longer hours have higher GPAs.
There is a significant relationship between time spent studying and GPA.
GED 500 Lesson 2a

45. Lesson 2a Self-Check
Which of the following is/are research hypothesis(es)?
There is no significant relationship between time spent studying and GPA.
Students who study longer hours have higher GPAs.
There is a significant relationship between time spent studying and GPA.
GED 500 Lesson 2a

46. END of LESSON 2a
Continue on with lesson 2b
GED 500 Lesson 2a