1. RESEARCH METHODS IN EDUCATION BY RUTH ADERANTI (PhD)

2. CONCEPT OF RESEARCH To re-search To re-examine To investigate To test
To enquire

3. CONCEPT OF RESEARCH contd.
The concept of research in the Bible
Deut. 13:12-14 – enquire, search, ask diligent questions, analyze and conclude
Jer The Lord search the heart and test the mind
1 Thess. 5:21 – Prove all things and hold fast that which is true

4. WHAT IS RESEARCH?
Research is an investigative process of finding reliable solution to a problem through a systematic selection, collection, analysis and interpretation of data relating to the problem
in order words research is all activities that makes us discover new knowledge about things around us.

6. PROCESS OF RESEARCH Identifying a problem
Defining the problem in precise terms in unambiguous terms
Stating the problems in form of research questions and research hypotheses
Designing the research
Collecting data
Analyzing data

7. PROCESS OF RESEARCH contd.
Interpretation of data
Drawing conclusion
Making recommendations

8. PURPOSE OF RESEARCH To test what you already know
To understand the other side of an issue
To establish reliable guide
To expand knowledge
To predict, explain and interpret a behaviour
To provide solution to a problem

9. CLASSIFICATION OF RESEARCH
 i. Classification by purpose
ii Classification by method.
iii Classification based on type of evidences required and method of analysis.

10. Classification by purpose
i. Basic (Pure) research
ii Applied research.
iii. Action research
iv. Evaluation research
v. Research and Development (R & D

11. Classification by purpose contd.
Basic [Pure] Research: This is concern with the production of result and finding which lead to development of theory.
Applied Research: This is conducted for the purpose of applying or testing theory and evaluate its usefulness in solving problems. It is concerned with the usefulness of ideas or theories or practical situation.

12. Classification by purpose contd.
Action Research: is a research that is directed towards solving specific problem in a local setting .it is usually taken by a teacher or group of teacher in school to solving specific problem so that the result can be generalized.
Evaluation Research: the results of evaluation research help in decision making .

13. Classification by purpose contd.
Research and Development: This is aimed at developing and testing product to ensure their effectiveness.

14. Classification of Research by Method
Historical
Descriptive (survey)
Correlational
Experimental
Casual-comparative (ex-post-facto)

15. Historical Research
This type of research is based on oral evidence records such as diaries, case history, autobiography, logbook; Books, Journals, magazines etc are also useful documents.
Descriptive Research
It is also called a survey research. This type of research is based on information, interviews, (oral, written, structured, unstructured etc), inventories, rating scales, self report, observation etc. Descriptive research is aim at fact finding of the present condition or current situation.

16. Correlational Research.
The correlational studies present a research approach that seeks to explain educational phenomena rather than mere stating the phenomena.
Experimental Research
 This type of research involves conducting experiment for research purpose. The experimental method involves investigating possible cause and effect relationship by exposing one or more experimental groups to a treatment and one or more control groups not receiving the treatment.

17. Causal-Comparative Research
Causal-comparative and experimental research represent distinctly different methods, however both attempt to establish cause-effect relationship, and both involve group comparison.

18. CLASSIFICATION OF RESEARCH BASED ON EVIDENCIES REQUIRED OR METHOD OR DATA ANALYSIS
There are three types of research based on evidences required or method of data analysis. These are:
i. Qualitative - non computational
ii. Quantitative - Computational
iii. Triangulation of multiple perspectives.

19. IDENTIFYING RESEARCH PROBLEM
WHERE DO YOU GET RESEARCH PROBLEM FROM:
Seminar reports
Literature review
Textbooks
Journal
internet

20. dissertations
Suggestion for further studies
Existing Theory
Replication of studies

21. CHOOSING A RESEARCH TOPIC
A research topic is taken from research problem
What are the factors that can influence choice of research topic:
The researcher’s discipline
Duration
Fund availability
Desire for in-depth knowledge

22. Availability of resources
Income derivable
WORDINGS OF RESEARCH TOPIC
A research topic should be:
Appropriate
Descriptive
Simple and unambiguous
It must be short and straight forward
It must be large enough to cover the subject matter
Word limit per title 14-20

23. Ensure that each word is needed Avoid work wasters e.g. studies on
Investigation on
Analysis of etc.

24. CHARACTERISTICS OF A GOOD RESEARCH TOPIC
It must be researchable i.e. problem that can be investigated through collection of data
It must have 2 or more interacting variables
It must be an area of interest

25. WHAT IS A VARIABLE?
Any quality or quantity in which the researcher is interested and which varies in the course of the research e.g interest, skill, knowledge etc.
TYPES OF VARIABLES
The most frequent variable encounter in research are:
Independent
dependent.

26. TYPES OF VARIABLE
Independent variable – is also called manipulative or treatment variable.
it determine the nature or the occurrence of another variable
It is the variable that is manipulated by the researcher
It presume to cause, influence or affect the outcome.

27. Dependent Variable: is also called outcome variable
It is a variable that the independent variable is presumed to affect.
It is a variable that changes, appear or disappear as researcher changes, remove or introduces the independent variable.

28. Extraneous Variable
is a secondary independent variable, that is, other independent variables or factor that may affect the outcome of a research if not controlled. Eg. Moderator variable.
Intervening Variable: cannot be manipulated or studied directly because their effect cannot be measured or manipulated.

29. EXAMPLES
Academic Procastination, Overconfidence and Parental Unrealistic Expectations as correlates of Academic Rebelliousness
Relationship between gender and academic achievement of education students

30. INTRODUCTION - Background to the Study
This part provides reader with background information for the research
It establishes the issue or concern leading to the research
It must create reader’s interest in the topic
It establishes the problem that lead to the study.

31. Suggested part of introduction
The research Problem
Studies that have addressed the problem
Deficiencies in the studies
The importance of the study
Statement of the problem
Objectives of the study
Research questions and
Research hypotheses

32. GUIDELINES FOR WRITING INTRODUCTION
The opening sentence must be able to stimulate the reader
As a general rule in quantitative research do not start with a quotation
Avoid using idiomatic expression e.g The lecture method remain a “Sacred Cow”

33. Consider numeric information
Clearly identify the research problem
Indicate why the problem is important citing references that justify the need to study the problem
Narrow the focus to specific questions to be answered or hypothesis to be tested.

34. RESEARCH OBJECTIVES
The research objectives are stated after the statement of the problem.
It helps to transform the research problem into a testable form, indicating clearly in specific terms what the researcher intends to achieve.
Languages use – to examine, to determine, to assess, to find, etc

35. RESEARCH QUESTIONS
Research questions are interrogative statements or question that the researcher seeks to answer.
Characteristics of a research question are:
It must be clearly stated i.e. it must not make different meaning to different people.
It should determine the type of data to be collected how and were to collect the data from
It should provide focus and direction to the major issues in the study.

36. Characteristics of a research question are contd.
The question should be large enough to cover all the major variables in the study.
EXAMPLE:
Effect of information utilization on the academic performance of university students.

37. Example of Research Question
How does information utilization affect the academic performance of the university students?
Will information utilization affect the academic performance of male and female university students? or
Will there be any significance difference in how information utilization affect the academic performance of male and female university students?

38. RESEARCH HYPOTHESES
Research hypothesis is a formal affirmative statement predicting a single research outcome.
i.e. it predict the likely relationship between independent variable and dependent variable.
Also suggest or guess answers to the research questions before the study is embarked upon

39. RH Hypothesis can be formulated in 2 forms: Null and alternative.
Null hypothesis is stated in a negative form. Ho is use to represent null hypothesis.
It is a non-directional hypothesis. It is non-directional because it does not indicate a favourable or negative expectation of the findings.

40. Alternative hypothesis stated in positive form.
This is a directional hypothesis and H1 is use to represent alternative hypothesis.
It specifies the relationship between variables.