1. QUANTITATIVE RESEARCH Presented by SANIA IQBAL M.Ed Course Instructor SIR RASOOL BUKSH RAISANI

2. CONTENT Definition of research Educational research Fundamentals of educational research Research methods in education Steps in conducting a research Types of research method Quantitative research Types of quantitative research Experimental method Survey method Correlational method Casual-comparative method Advantages Disadvantages References

3. RESEARCH The systematic investigation and study of materials and sources in order to establish facts and reach new conclusion. Research is a careful inquiry or examination in seeking facts or principles and a diligent investigation to ascertain something. Clifford Woody Research is considered to be more formal, systematic, intensive process of carrying on the scientific method of analysis. It involves a more systematic structure of investigation usually resulting in some sort of formal record of procedures and a report of results or conclusions. J. W. Best (1999) Any systematic process of investigation comprising three basic elements.  A question, problem or hypothesis.  Data or evidence related to problem.  Analyze and interpretation of data.

4. EDUCATIONAL RESEARCH ( CONT.) It refers to a variety of methods, in which individuals evaluate different aspects of education including “student-learning, teaching methods, teachers training and classroom dynamics.” A cyclical process of steps that typically begins with identifying a research problem or issue of study. It then involves reviewing the literature, specifying the purpose for study, collecting and analyzing data, forming an interpretation of information. The process culminates in the report, spread to audiences, that is evaluated and used in the educational community. (Creswell, 2002)

5. EDUCATIONAL RESEARCH Educational research is a scientific field of study that examines education and learning processes and the human characteristics, interactions, organizations and institutions that shape educational outcomes.

6. FUNDAMENTALS OF EDUCATIONAL RESEARCH Educational research attempts to solve a problem. Research involves gathering new data from primary or first-hand sources or using existing data for a new purpose. Research is based upon observable experience. Research demands accurate observations and description. Research emphasizes the development of generalizations, principles of theories that will help in understanding, prediction and control. Research attempts to find an objective, fair solution to the problem. Research is carefully recorded and reported to other persons interested in the problem.

7. RESEARCH METHODS IN EDUCATION Research methods in education introduces research methods as an integrated set of techniques for investigating questions about the educational world. o The basis for educational research is the scientific method.

8. 1 identifying a research problem or issue of study 2 reviewing the literature 3 specifying the purpose for study 4 Collecting the data 5 Analyzing the data 6 Forming an interpretation of information 7 Conclusion STEPS IN CONDUCTING A RESEARCH

9. TYPES OF RESEARCH METHODS

10. QUANTITATIVE RESEARCH METHOD It is a process of inquiry examining an identified problem that is based on testing a theory measured by numbers and analyzed with statistical techniques. Thus, quantitative research involves the analysis of numerical data.

11. TYPES OF QUANTITATIVE RESEARCH The basic types of quantitative research are: Experimental method Survey method Correlational method Casual-Comparative method

12. EXPERIMENTAL METHOD Compare two or more groups that are similar except for one factor or variable Statistical analysis of data Experimental research method is the description and analysis of what will be or what will occur, under carefully controlled conditions. John W. Best (1977) Experimental research attempts to explore cause and effect relationships where causes can be manipulated to produces different kinds of effects. Such as test scores and measures of performance.

13. CHARACTERISTICS OF EXPERIMENTAL RESEARCH METHOD CONTROL: Main purpose is to create an environment so that the effects of desired variables can be measured objectively. MANIPULATION: Independent variable can be manipulate by increasing, decreasing or removing to study the effect on dependent variable. OBSERVATION: the effects of manipulation is carefully observed and recorded on the dependent variable. REPLICATION: although all objective & careful efforts to control effects of variables, some remain unidentified. These and other inconsistencies can be taken care of & removed through logically replication.

14. TYPES OF EXPERIMENTAL RESEARCH There are three major types of experimental research. True experimental Quasi experimental Non-equivalent groups design, Post test only Non-equivalent group, Pre test – Post test Proxy pre test design Non experimental Descriptive survey Cross-Sectional design Longitudinal study Ex Post Facto design

15. SURVEY METHOD Survey technique involves the collection of data about subjects, usually by selecting a representative sample of the population under study through the use of questionnaire. Use set of predetermined questions. Collect answers from representative sample Answers are categorized and analyzed so tendencies can be separated. There are three basic types of surveys. Telephone Self-administered Interview

16. CORRELATIONAL RESEARCH METHOD Attempts to explore relationships or make predictions. Relies on quantitative data such as test scores, grade point averages, attitudinal instruments, etc. which can be correlated & shown that some relationship exists between them. type which tries to study the existing relationship between two or more variables. Correlation refers to any question that deals with the following: Relationship Association Predictive ability (special case of relationship where one thing comes before another & used to predict it).

17. TYPES OF CORRELATIONAL RESEARCH ( CONT.) BIVARIATE CORRELATION: relationship between two variables is measured. Relationship has a degree and direction. Degree is usually expressed as -1 and +1 (correlation coefficient) Zero correlation shows no relationship Direction of relationship is indicated by “-” and “+” signs. -ve correlation means scores on one variable increase, on other decrease +ve correlation means scores move together, both increase or both decrease

18. TYPES OF CORRELATIONAL RESEARCH REGRESSION AND PREDICTION: if there is correlation between two variables, and the score of one variable is known, the second score can be predicted. Regression refers how well he can make this prediction. MULTIPLE REGRESSION: this extends regression and prediction by adding several more variables. SYSTEMS ANALYSIS: This involves the use of complex mathematical procedures to determine dynamic processes, that is, changes over time, feedbacks and elements and flow of relationships.

19. CASUAL-COMPARATIVE RESEARCH ( CONT.) Casual-comparative research attempts to explore cause and effect relationships where causes already exist and cannot be manipulated. It attempts to identify a causative relationship between an independent variable and a dependent variable. Casual-comparative research study takes a form, when the effect of independent variable on dependent variable for subjects, with the understanding that independent variable is not under experimental control.

20. CASUAL-COMPARATIVE RESEARCH Also refers to Ex post facto research which means after the fact. It refers to the study of cause-effect relationship that already exists, without any control or change in cause or effect. Unable to control or manipulate the causes or independent variables and simply tries to explore “how” and “why” they are related to the effects. Basic design of this study is to select a group that has independent variable and then select another group of subjects that doesn’t have independent variable. The two groups are then compared on dependent variable.

21. ADVANTAGES OF QUANTITATIVE RESEARCH Clear interpretations Make sense of and organize observations Careful scrutiny (logical, sequential, controlled) Results may be understood by individuals in other disciplines

22. DISADVANTAGES OF QUANTITATIVE RESEARCH Can not assist in understanding issues in which basic variables have not been identified or clarified. Only 1 or 2 questions can be studied at a time, rather than the whole of an event or experience. Complex issues (emotional response, personal values, etc.) can not always be reduced to numbers.

23. REFERENCES Research methodology in education by Sandeep Chauhan http://www.slideshare.net/drjayeshpatidar/ppt- types-of-quantitative-research http://en.wikipedia.org/wiki/Quantitative_researc h http://www.sagepub.com/upm- data/36869_muijs.pdf

24. RESEARCH IS CREATING NEW KNOWLEDGE. Neil Armstrong