Basics
of Research for Prospective Teachers
WHAT IS RESEARCH ?
•
R-
Rational way of thinking
•
E-
Expertness
•
S-
Search for solutions
•
E-
Exactness
•
A-Analytical
analysis of adequate data
•
R-
Relationship of facts
•
C-
Condensed and compactly stated conclusions
•
H-
Honesty and hard work in all aspects of treatments
Three
basic questions
1.What will be studied? (your
concerned subject)
2. Why will it be studied? (your
contribution)
3. How will it be studied?
(method)
Characteristics of
Research
1.Research is directed towards the solution of a problem.
It may attempt to answer a question or to
determine the relation between two or
more
variables
2. Research emphasizes the development of
generalizations, principles or theories
that will
be helpful in predicting future
occurrences.
3. Research is based upon observable experiences or empirical evidences
4. Research demands accurate observation and description
5
Research involves gathering new data from primary or first hand sources or
using existing data for a new purpose.
6. Research is characterized by patient and
hurried activity.
7.
A research is carefully recorded and reported.
8.
Research sometimes require courage.
Different
methods of Research
- Fundamental
Research or Basic Research
- 2.Applied
Research
- 3.Action
Research
1.Fundamental
Research or Basic Research
Discovery of new knowledge and with
increasing our understanding of natural
and social phenomena.
Formulation of theory or testing of
theory or making addition to the quantum
of knowledge.
2.
Applied Research
Applied
Research
To
finding solution to the problem pertaining to development.
To
improve the system, like school environment to make school more effective, teacher
quality, learning material, process of teaching-learning etc.
To
scientific study and research that seeks to solve practical problems.
Action
Research
It is a kind of applied research.
The involvement of teachers as
practitioners in problems important
in their own classrooms.
Development of teaching competencies in
teachers to solve their
local classroom problems.
Any
systematic inquiry conducted by teacher researchers to
gather
information about the particular circumstance or
phenomena
that affects their action, how they teach and how
well
their students learn
Objectives
of Action research
To
study problems scientifically to bring about improvement in practices.
To
initiate, generate and incorporate new idea or innovation
To
improve the quality of decision making.
Approaches
in research
1.
Qualitative research approach
2. Quantitative research approach
1. Qualitative research approach
The data are not of numerical nature.
It is more in descriptive narration form. Case
study, ethonographic study and action research study are some examples of
qualitative research.
2.Quantitative
research approach
It is concerned with conditions or
relationships that exist, opinions that are held, processes that are going,
effects that are evidents or trends that are developing. It is scientific
endeavour that needs to follow set rules and procedures. It aims at
description, explanation and prediction of social phenomenon.
Different Methods of Research
1.Historical
method
2.Descriptive
method
3.Experimental
method
Types
of Historical Research
a. Bibliographical Research
It aims at determining and
presenting truthfully facts about the life, character, and achievements of
important educators.
b. Legal Research
It aims to study the legal basis
of educational institutions run by different religions and castes, relation
between central and state Governments with regards to education, legal status
of teachers and students, administration of private aided schools etc
c. Studying the History of Ideas
It involves the tracing of major
philosophical or scientific thoughts from their
origins through their different stages of development. The evolution of
current concepts like problem solving approach, mastery learning approach etc
provide for historical research.
d. Studying the History of
Institutions and Organizations
Studying the history of some
prominent schools, Universities and other educational institutions also provide
numerous problems for historical research.
The
Descriptive Method
It is
designed to obtain pertinent and precise information concerning the current
status of phenomena and to draw valid general conclusions from the facts
discovered.
Types of Descriptive Research
a. Survey
studies
b. Interrelationship
studies
c. Developmental
studies
a Survey studies
Survey studies are conducted to
collect detailed descriptions of existing phenomena with the intent of
employing data to justify current conditions and practices or to make more
intelligent plans for improving them. It include
School surveys
Job analysis
Content analysis
Public opinion surveys
Social surveys
School
surveys
To determine the overall
effectiveness of the school programme and suggest improvement where necessary.
Job
analysis
Generally used in business and
industry. It help researchers to get knowledge about the existing practices and
conditions of employment, and the competencies and behavioural traits that the
personnel possess or should possess to carry out their work effectively and
efficiently.
Content
analysis
It is closely related to
historical research. It is concerned with the classification, quantification
and comparison of the content of document or communication.
Public
opinion surveys
Eg: conduct public opinion
surveys to find out how people feel about school issues.
Social
surveys ( community surveys)
Social surveys are generally
undertaken to study health services, employment conditions, housing problems,
caste discriminations. Such surveys can be conducted by the state or Local
Govt, by local community leaders independently of the Govt. or by a group of
experts financed by the Govt. or some other agency.
b Inter relationship studies
To
discover relationship between various facts of the existing phenomena. It
include
1.Case
study
2.
Causal- comparative studies
3.
Correlation and prediction studies
4.
Cross cultural and comparative studies
1.Case
study
Intensive
investigation of social unit such as individual, family, school, drop outs,
teenage gang. To examine an individual or unit
in depth.
2.
Causal- comparative studies
To
compare the likeness and differences among phenomena to discover what factors
or circumstances seem to accompany or contribute to the occurrence of certain
events, conditions or practices.
3.
Correlation and prediction studies
It
enable a researcher to ascertain the extent to which variations in one variable
are associated with variations in another.
4.
Cross cultural and comparative studies
The
aim of the researcher is to make explicit comparisons of a number of societies.
Eg:
relationship between certain social institutions and stages of economic
development.
C. Developmental Studies( Genetic
studies)
It
is used for investigating the characteristics of children and the ways in which
these characteristics change with growth and development.
Experimental method
Experimental
research is used to determine and evaluate the adequacy and effectiveness of
the educational and instructional objectives through the measurement of their
outcomes.
Eg:
Effectiveness of teaching methods and innovations in the evaluation techniques.
Steps
of research report
1. Preliminary section
II. Main Body of the Report
111. Reference section
1. Preliminary section
- Title
page
- Declaration
- Certificate
4.
Acknowledgement
5.Abbreviations
used
6.
Contents
a. List of Tables
b. List of Figures
c. List of Appendices
CHAPTER
PAGE NO.
•
INTRODUCTION 1- 6
•
REVIEW
OF RELATED LITERATURE & STUDIES 7- 15
•
METHODOLOGY 16-23
•
ANALYSIS
AND INTERPRETATION OF DATA
24-41
•
CONCLUSION
AND SUGGESTIONS
42-50
BIBLIOGRAPHY
APPENDICES
- Introduction
- Review of the related Literature and
studies
- Methodology
- Analysis & Interpretation of
data
5. Summary and Conclusion
III. Reference section
•
Bibliography
( 3-4 pages)
•
Appendix
( extra pages)
•
Total (48-50 pages)
1 Introduction
Introduction
Need
and significance of the study
Statement
of the problem
Meaning
and definition of key terms
Hypotheses
Objectives
Delimitations
of the study
References
II. Review of the
related Literature and studies
It is a survey of
juristic writings on the chosen topic
Review 15 studies enough
One study contains at least 3
sentences
Studies in chronological order, starting with latest study
Review of related literature
Refer website
NCERT
Inflibnet (UGC)
Shodhganga(UGC)
From related studies, we conclude how it is assumed or integrated in this
study.
III. Methodology
a Method of study
b Samples (Teachers, Experts, Students etc)
c Designs and procedures used
d Tools and techniques of data collection
e Measures adopted for calculation
Tools
Questionnaire
Interview
Surveys
Case study
Observation
IV. Analysis &
Interpretation of data
1.
Analysis and
Interpretation of data
Text with appropriate tables
and figures
2.Inferences drawn from the
results
V. Summary and
Conclusions
1.Restatement of the
objectives
2. Major findings
3.Conclusions
4. Limitations of the
study
5. Implications of the
study
6. Suggestions &
recommendations of the study
III. Reference section
- Bibliography
2. Appendix
Bibliography
- Books
B. Research Journals, reports, magazines
C. Non- book materials
1. Discography- recorded music
2. Filmography- films
3.Webography( Webliography)- websites
Appendices
Tools
Documents
Photos
Map - Use Survey of India ( Don’t
use website map)
List of Experts consulted if any
List of officials consulted if any
Beware of Plagarism
Academic theft
It is a crime
Plagiarism is the
representation of another author's language, thoughts, ideas, or
expressions as one's own original work.
Action Research
Action research is an essential process for education to evolve to meet
the needs of the students of today and tomorrow.
Action research is an
ongoing process of reflection and action to produce the most effective learning
environment possible. Educators can conduct , practice oriented research to
improve their classroom practice.
By collecting data
about their daily activities, problems and outcomes for the purpose of
improving themselves as teachers and their students as learners
Three Purposes for
Action Research
Action research can be
engaged in by an individual teacher, a collaborative group of colleagues sharing a common concern,
or an entire school faculty.
The three different
approaches to organizing for research are:
1. Building the reflective practitioner
When individual
teachers make a personal commitment to systematically collect data on their
work, they are embarking on a process that will foster continuous growth and
development.
2. Making progress on
school wide priorities
Focusing the combined
time, energy, and creativity of a group of committed
professionals on a
single pedagogical issue will inevitably lead to program
improvements, as well
as to the school becoming a ‘center of excellence’.
3. Building
professional cultures
Importance of Action Research:
Professionalize
teaching.
Enhance the motivation
and efficacy of the faculty.
Meet the needs of an
increasingly diverse student body.
Achieve success with “standards-based”
reforms.
Advantages
·
It helps educators use data, rather than
preferences or hunches, to guide improvement efforts.
·
It leads directly to actions that change
the environment.
·
It helps to develop quality of students
and the professional growth of teachers.
Steps of Action Research
Phase 1 -
Identification of the problem
Phase 11- Plan of action
Phase 111- Implementation of the plan
Phase 1V - Observation,
collection & analysis of data
Phase V -
Reflection and sharing
Phase
1 Identification of the problem
Introduction
Problem
Analysis
Explanation
is needed on how the teacher has identified the problem
Research
Question
Techniques &
Methods applied for evaluation of identified problem
Observation, survey etc
Need & significance
of the study
Objectives of the study
To prepare an action
plan
To solve the particular problem
10- 15 studies
Phase 11- Plan of
action
Action hypothesis
The action plan
prepared.
It will help to solve
the problem
Participants- 5
number of students
Plan strategies adopted
Day 1
Day 2
Day 3
Day 4
Phase 111-
Implementation of the plan
Teacher observed the
results through students’behavioural changes.
Phase 1V Observation, collection & analysis of
data
Teacher took notes,
making observations after each activity.
Teacher did a follow up survey.
Phase V Reflection and
sharing
Teachers reflected on
the actions, surveys and upon the positive results.
Real problem was solved
Conclusion
References
Appendices
