Reseach in Education - Essay Example

?Research in Education Introduction: Research primarily involves a rational system that gathers and examines data so that we can become more knowledgeable about the issue that has been looked at. It is down to the researchers to supplement this knowledge and to disclose their conclusions with everyone else. Research does not just involve collecting resources from a library of the Internet; it is a quest for facts that the researcher must interpret, reflect, and generate ideas about the issue at hand. Once this is complete, the study’s findings will likely be printed in an academic source such as a journal, or it could be published in a newspaper so that it is easy to access for everyone. 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 (Tuckman, 1994). 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 (Reeves, 2000). 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, drawing up a suitable search design, gathering and interpreting the data, and, finally, formulating conclusions and publishing the findings. A well-thought-out research process can be repeated by others so that the results can be applied to other subjects. Educational research can be conducted in a variety of different forms. These forms vary according to the research objectives and the needed results. Research can be conducted as a trial in a lab, it can be made up of secondary research from a library, or it can encompass interviews from selected respondents. There are a few forms of research that intend to come up with a solution to a specific problem and use data to answer any queries. Other varieties of research focus on expanding information about a previously known concept. In the realm of information and communication technology, educational research traits have a large part to play in advancing the value of particular research. While many educational research into information and communication technology attempts to assess the effectiveness of modern technologies, a number of researchers struggle to accomplish satisfactory research in this domain (Reeves, 2000). Educational research process: Research is an organized method that involves many stages that the researcher should go through in order to accomplish the research objectives. The first stage occurs when the researcher discovers a problem and then recognizes it. To start off with, the problem will be vague and of a general nature. This means that it can be expanded to be posed as a straightforward question. In the process of the researcher going over any relevant literature, the researcher’s opinions will be noted to develop sub-questions. All of these questions focus on offering information about a particular characteristic. All of this information is used to respond to the broader issue at hand. In order to gather the appropriate data, a research design must be implemented. This research design will be put into practice in order to achieve research objectives. This is such an important stage in the whole process, so the researcher needs to consider two important features: objective and methods. In education, many researchers fail to differentiate between these two and it is a widespread mistake that is made (Reeves, 2000). There are six key types of research objectives that rely upon the researcher’s observations and abilities as well as the educational research model that has been employed (Reeves, 2000). These particular objectives are theoretical, empirical, interpretive, postmodern, development, and action objectives (Reeves, 2000, p. 22-23). The selection of the appropriate research method is the next stage after defining the research objectives to carry out the correct research design. Many research methods can be relevant to some of the research objectives. Yet, some methods are possibly meant to be carried out in combination with definite research objectives (Reeves, 2000). Some of these are quantitative, qualitative, critical theory, historical, and literature review methods (Reeves, 2000 & 2008). In terms of education, research designs will differ due to the plans and objectives of the research at hand. As such, there are three types of research that can be distinguished—descriptive, comparative, and experimental research. The first type of research is if results were explained and understood from the research. The second type is used if dependant and independent variables were contrasted to find any links between them. Finally, experimental research is applied where studies have been performed to discover if any cause and effect relationships exist (Kervin, Vialle, Herrington, & Okely, 2006). Once a research design has been found, it is vital to consider if the selected design respects any ethical issues that may crop up. As educational research look at actions and performance, participants such as young children are more likely to experience negative effects. Because of this, the American Psychological Association, as well as many other like-minded organizations, has formulated a “code of ethics to search human subjects” (Tuckman, 1994). Those who take part in any research have the fundamental right to keep their personal information private so that the wider public cannot gain access to it. Additionally, it is just and fair to allow participants the free will to chose not to participate in research if they so choose. In the cases of children being involved in research, it is vital to gain the trust of their parents or guardians first. In order to keep the identities of participants a mystery, data needs to be classified in anonymous group and not individual identities. The best way to go about this it to give a number to each of the participants involved. Once testing is complete, data must be taken down as numbers and then disposed of after testing is complete. If it is possible, it is always best to return any documents back to the participants (Howe & Moses, 1999; Tuckman, 1994). The next stage is to accumulate the required data. There are a variety of ways to go about collecting this vital information. These methods may differ due to the research design and the research question (Kervin et al., 2006). For example, statistics can be gathered through critical observations, interview, and questionnaires. The next step, after gathering all the data, is to examine the information for any possible hidden meanings. This is where the skills of the researcher come into play because they have to successfully interpret the data. The greatest researchers isolate the specific data that will answer the research question. This process can be made easier through the use of specific software that focuses on quantitative research (Kervin, 2006). As educational research primarily deals with modern technology, it is important for researchers to be knowledgeable about these technologies and how they relate to education. The function of educational research in the information and communication technology sectors: Educational research within education has becoming in high demand because of the improvements that result in better teaching techniques. This demand is accelerating in conjunction with the fast changing education processes. The introduction of new technology in classrooms is a no brainer because technology is now a part of our everyday lives and it has now become the norm. In terms of education, this form of research looks to assess how technology can be used in the teaching process and also studies the most critical aspects that can alter the education process. The educational system today faces a number of different challenges that may slow the introduction of information and communication technologies. Educational research can locate these barriers in order to reform the education system for the promise of a better future for the education sector. References Howe, K. & Moses, M. (1999). “Ethics in educational research.” Review of research in education, vol. 24, pp. 21-60. Kervin, L., Vialle, W., Herrington, J., & Okely, T. (2006). Research for educators. Textbook. 1st Ed, CENGAGE learning, Australia. Reeves, T. (2000). “Socially responsible educational technology research.” Educational technology, vol. 40, no. 6, pp.19-28. Reeves, T. & Hedberg, J. G. (2008). Evaluating e-learning. A user–friendly guide, chap. 1, pp. 1-16, http://uow.ico5.janison.com/toolbox/frameworks/ModuleLibrary.asp?ModuleKey=22 2&NoLookup=Y Tuckman, B. W. (1994). Conducting educational research. 4th Ed. Harcourt Brace college publishers, USA. Wiersma, W. (1986). Research methods in education. An introduction. 4th Ed. Allyn and Bacon, Inc., USA. Read More