In terms of education, research plays a vital role as it adds to what was previously known. This will in turn result in the betterment of educators and students’ performances as well as improving communication among those characters situated within the learning environment. The function of research in education is to increase knowledge and provide solutions to problems. In addition to this, research can improve the different methods of teaching. When an educator responds to a question of concern, this is also known as basic research. In contrast, when a reply is more complex, it is termed applied research. Because of this, basic research looks to increase comprehension and knowledge; applied research attempts to fix problems that have been highlighted. Furthermore, make a differentiation between basic research and applied research is a difficulty that thwarts research in the field of educational technology. Throughout this essay we will illustrate the nature of research in education, its procedures, and how educational research can be carried out in the dealings of information and communication technologies.
The educational research characteristics:
Educational research contains an exclusive environment that is compelled from its extraordinary features. A researcher needs to make sure that these features are included in his or her research and should also be relevant in a useful manner. Researches that encompass a number of these attributes can be thought of as trustworthy resources of information and knowledge. There are many research traits that have been suggested by a number of experts (Tuckman, 1994; Wiersma, 1986). Educational explorations should be valid, dependable, and methodical as wells as taking shape in an assortment of forms. Consistency in our research backs up our hypotheses and proposals. In support of this, Wiersma (1986) remarks, “validity involves two concepts simultaneously: the extent to which the results can be accurately interpreted and the extent to which the results can be generalized to populations and conditions" (p.4). From this explanation, it can be concluded that validity comprises two levels: internal and external. Also, if research is short of internal validity, thus the conclusions cannot be understood. Following on from this, external validity will also be unavailable for this very reason. However, it is virtually impossible to include both internal and external validity in research (Wiersma, 1986). It is really only a predictability of validity that makes a research’s results both rational and practical. Dependability is one more crucial part of educational research. As Weirsma (1986, p. 6) says, this is “the consistency of the research.” In other words, research can come up with identical results even if it is recreated under the same conditions as well as the same subjects. If research does not have dependability, it cannot be repeated another time. If so, it will be harder to understand the results and it will even be more impossible to come to a reliable conclusion. The third characteristic involved in research is methodical research. Research is an ordered procedure that can be concluded one step at a time. A methodical research process contains a number of elements that range from locating the problem, re-examining accessible data,