1. 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)

2. 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)

3. 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

4. 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

5. 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

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

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

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

9. 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