Name : Salma Manzoor

F. Name : M. Manzoor Alam

Roll # : BY650980

Assignment : 01
Semester : Autumn 2019

Course : Educational Research

(837)

Tutor Name : Syed Arshad Ali

Address : R-11/12 Star Homes, ground floor, Nipa, Karachi.

E-mail : [email protected].
Q.No.1: Explain briefly each source of knowledge and discuss which source is
most important any why?

An:

Likewise, the human knowledge works at two levels. At the primary level it
functions as the basis of useful human activities, as when a teacher solves mathematical
problems for the students or as when a doctor uses his knowledge to cure diseases. At
the secondary level, knowledge is employed to obtain increments in the exiting
knowledge.

The activity that produces this new knowledge is known research. All research is
in advance on existing frontiers of knowledge. It takes us beyond the frontiers of
present knowledge. Both are breaking fresh ground and improving existing knowledge
and the proper functions of research.

However, the research adds to the existing knowledge in an orderly way. This
orderliness is to be particularly emphasized Mere aimless and confused grouping for
new knowledge does not stand for research. The knowledge which accrues from
research is verified and verified by anybody who may like to do so. The process by which
it has been derived is replicable i.e, it can be repeated and the stated results confirmed.
It is objective and capable of ‘third party’ verification.

However, people have always tried to understand, discuss, explain and control
the things and events around them. Sense perception, reason, tradition, authority,
metaphysics , magic , expert, opinion, personal experience, education and induction and
science are among the system that have been used to acquire the knowledge.

1.3
Sense perception:
The earliest understanding of the environment probably came through sense
perception. It ranges from practical judgments and experiences in everyday life. The
sense perception may be defined as a connected series of concepts that help people to
make sense out of a chaotic environment and to function more effectively in it.

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 All though sense perception conclusion have been and can be valuable, yet they
can be wrong. For example, early observations of the learning process by educators and
psychologists led to the sense perception conclusion that practice enhances learning i.e,
“Practice makes perfect” observations of highly skilled individuals such as musicians and
artists who practice a great deal to perfect their abilities, probably contributed to this
belief. As a result, students have been repeatedly asked to recite the alphabet and
multiplication tables and to complete large homework assignments. We can quote here
the renowned theorist Thornkike (1930) who argued that the results may not always be
positive. According to him, the consequences of practice determine at lest, in part the
effectiveness of practice.

1.4
Tradition:
The dependence on tradition or custom is also necessary. We often refer to
custom and tradition in the event of solving a problem. In many activities and situation
this ready reckoned serves the purpose very well. It largely determines our mode of
facing the situations and mode of making adjustments. The combine customs and
traditions specify for us our food, clothes speech, dealings etc, ordinarily we obey the
customs and avoid violating them. We try to seek explanations of the phenomena
through the media of traditions and customs.

1.5
Authority:
When a crises due to unforeseen situation or even in terms or storm, calamities
and conflict, man often finds the tradition inadequate. He normally comes out of his
complacency and to look for newer and better modes of behaviour. The savage tribal
wise man appeals to his gods in times of crises. The tribal chief remained the supreme
authority for many centuries and his subjects considered him as an all-knowing and all-
competent superman. They looked to him for guidance and advise in their social,
religious, economic, political and even private affairs. Similarly, the example of a
religious scholar an be cited who assumed the role of authority. The followers turned to

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the religious leader for knowledge, advice , explanation of the phenomena, domestic
problems and medical treatment.

Moreover, the expert of the scholar is a centre of authority to whom we look in

times of crises still. The scholars , philosophers, economists or scientists are the most
dependable interpreters of the exiting knowledge, evidence as well as the sources of
new ideas, innovations and inspirations. The expert of discipline is considered to have a
solution for every problem of the area concerned.

Finally, authority is a valuable source of knowledge but it does have a major

weakness. An authority, whether a political figure , parent, religious leader or scholar
can be wrong consequently. It is dangerous to valley solely on a single source of
knowledge.

1.6
Expert Opinion:
Sometimes in search of knowledge one can take the testimony of experts who
because of their intellect, training, expert experience or aptitudes, are better informed
than other people. Contacts and discussions whit experts are also helpful to get
knowledge. The participation of researchers in conferences, seminars and workshops
and listening to the learned experts are very helpful in getting knowledge and locating
research problems.

However, an effort must be made to find out whether the experts are recognized
by other authorities in the field and whether they are in a position to know the facts
about the particular problems under consideration.

1.7
Rationality:
Rationalism is a system by which knowledge is gained by reason and not by experiencing
the world. It is also called metaphysics. It is a rational approach to knowledge of
ultimate causation and reality. It deals with the causes and principles of existing things,
not with experience.

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 Rationalism regards human reason as the only valuable guide to knowledge.
Rationalists do not believe that it is necessary to verify knowledge either by faith or
experience., finally rationality can provide a valuable means of knowing.

Rationalism is a system by which knowledge is gained by reason and not by experiencing

the world. It is also called metaphysics. It is a rational aprroac to of existing things,, not
with experience.

Ref: Book ‘Educational Research’ study guide AIOU Page # 2 , 3 , 4 , 5.

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Q.No.2: Define research. Explain the important characteristics.

Research:
Doubtless to say that the secret of our cultural development has been research,
pushing back the areas of ignorance by discovering new truths, which in turn , lead to
better products. There is no alternative to truth and therefore, to research. To research
is to get near to truth.

Likewise, the human knowledge works at two levels. At the primary level it
functions as the basis of useful human activities, as when a teacher solves mathematical
problems for the students or as when a doctor uses his knowledge to cure diseases. At
the secondary level, knowledge is employed to obtain increments in the existing
knowledge.

The activity that produces this new knowledge is known as research. All research
is an advance on existing frontiers of knowledge. It takes us beyond the frontiers of
present knowledge. Both are breaking fresh ground and improving existing knowledge
and the proper functions of research.

However, the research adds to existing knowledge in an orderly way. This

orderliness is to be particularly emphasized. Mere aimless and confused grouping for
new knowledge does not stand for research. The knowledge which accrues from
research is verified and verifiable by any body who may like to do so.

Characteristics of research:
1- Research is simply a systematic and refined technique of thinking , employing
specialized tools, instruments and procedures in order to obtain a more adequate
solution of a problem than would be possible under ordinary means. It starts with
a problem than would be possible facts, analyses these critically and reaches
decisions based on the actual evidence.
2- Research ‘per se’ constitutes a method for the discovery of truth which is really a
method of critical thinking. It comprises defining and redefining problems,
formulating hypothesis or suggested solution, collecting and reaching
conclusions.

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 3- The systematic and scholarly application of the scientific method, interpreted in
its broader sense, to the solution of education problems. Conversely, any
systematic study designed to promote the development of education as a science
can be considered educational research. Best (1992) thinks “Research is
considered to be the more formal , systematic , intensive process of carrying on
the scientific method of analysis.
4- Moreover, research is a point of view, an attitude of inquiry or a frame of mind. It
asks questions which have not been asked, it seeks to answer them by following a
fairly definite procedure, is not a more theorizing, rather it is an attempt to elicit
facts and to face them once they have assembled.
5- Research is also called a kind of human behaviour. However, one general
definition of research would be that which refers to the activity of collecting
information in an orderly and systematic fashion. Research is literally, speaking a
kind of human behaviour and activity in which people engage in education
teacher, administrators, scholars, or others engage. In education, research when
they systematically assemble information about schools, school children, the
social matrix in which a school system is determined the characteristics of the
learner or the interaction between the school and pupils.
6- Educational research is normally considered as scientific research. The
educational research is meant here the whole of the efforts carried out by public
or private bodies in order to improve educational methods and educational
activity in general whether involving scientific research and a high level or more
modest experiments concerning the school system and educational methods.
7- The Webster’s International dictionary proposes a very inclusive definition of
research as “careful inquiry or examination in seeking facts or principle, diligent
investigation in order to ascertain something”.
8- D. Slesinger and M. Stephenson in encyclopedia of social sciences define research
as “The manipulation of things, concepts or symbols for the purpose of
generalizing to entreat , correct or verify knowledge, whether the knowledge aids
in construction of theory or in the practice of an art”.
9- While discussing the nature and significance of educational research some
scholar, “Educational research is that activity which is directed towards
development of a science of behaviour in educational situations.
10-Some scholars considered research as a process of developing process. According
to them “Research may be defined as a method of studying problems whose

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 solutions are to be derived partly or wholly from facts.” The facts, dealt with in
research many be statements of opinion, historical facts, those contained in
records and reports, the results of tests, answers to questions, experimental data
of any sort and so forth.

Characteristics of Research:
An older description of research may be explained with the five characterization
spelling out the word MOVIE.

M- Stands for Mathematical precision and accuracy.

O- Stands for Objectivity.

V- Stands for Verifiability.

I- Stands for Impartiality.

E- Stands for Expertness.

Tuckman B.W (1978) has mentioned the following characteristics of research:

Research is systematic.

Research is Logical

Research is Empirical.

Research is Reductive.

Research is Replicable and transmittable.

Main characteristics of scientific research.

Educational research shares some of the main characteristics of scientific
research which many be analyzed as under:

1- Research is purposive, it is concerned with problems to be solve.

2- Research is objective , stress is always on testing.
3- Research endeavors to organize data in quantitative terms.
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 4- Research is systematic and accurate investigation.
5- Research usefully involves a hypothesis or a set o hypothesis concerning the
explanation of a phenomenon or the solution of a problem.
6- Research collects facts.
7- Research places emphasis on the discovery of scientific generalizations which
can be applied to the solution of a wide range of problems.
8- Research expresses results without being influenced by any extraneous
consideration.

Specific Characteristics of Educations Research.

1- Educational research must be related to the study of complex relationships of
various facts. It requires an inter-disciplinary approach.
2- Educational research usually employs methods of description, explanation,
interpretation, sympathetic of intuitive understanding methods which are mainly
speculative and deductive in character and which rarely furnish results that can
be subjected to measurement of mathematical procedures.
3- Educational research should come out of a desire to do things better. It should
help them to narrow down the proverbial gape between theory and practice in
education.
4- Educational research is not as exact as research in physical science. No human
behaviour even those of so called “identical twins” have resulted in the findings
of individuals completely similar in structure or behaviour. This fact stands in the
way of making educational research an exact science.
5- Educational research should be concerned directly with the problems of school. It
can properly concerned itself with such matters as child development, class
organization, teacher-pupil relationships interaction with the community,
curriculum matters, teaching techniques and many others.
6- Educational research can be undertaken by any teacher with common sense,
intelligence and training but this can be made easily available to them at the
hands of experts.
7- Educational research stands in need of men and women of imaginative insight,
who look beyond the present and behold the vision splendid.

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 8- Educational research generally requires material. In many educational research
studies we simply need subjects i.e, children, their educational tools of daily use,
paper and pencil and a few tests.
9- Educational research is based on the subjectivity and intangibility of social
phenomena.
10-Educational research generally does not admit quantitative statement. We can
talk of urbanization cultural , assimilation etc, but we cannot measure
quantitatively.
11-Educational research is based on interdependence of causes and effects.

Ref: Book ‘Educational Research’ study guide AIOU Page # 2 , 11 , 12 , 13 , 14 , 15.

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Q.No.3: How can educational research be used to improve the system of
education, support your answer with arguments.

Educational research be used to improve the system

of education:
Educational research is considered to be a ‘prominent key’ which is essential to
the opening of new doors in education research must be squarely aimed at finding
solutions to unsolved problems, at creating ways and at devising new media to meet
certain functional needs which have never been met before, at finding better process
and content than those currently in vogue. It cannot be simply ‘library research’ must be
research and development, tied to action.

The following pints will justify the need for educational research.

1- Rapid expansion and democratization of education. Need for research in

education, to improve educational policies and practices is being realized
increasingly. Research in education has assumed greater urgency because of
the very rapid expansion and democratization of education through out the
world during the last decade.
2- Technological changes. The rapid technological changes have brought an
increase in educational problems and both layman and education have felt
that they can no longer depend upon trial and error. No amount of
experience gathered are no amount of wisdom collected in the form of casual
observation, traditions or recommendations of groups or individual can ever
promise rapid progress and improvement as is need all over the word.
3- New demands on education, with educational research it may not be possible
to develop new curriculum, new teaching methods and new teaching
materials to meet the new demands placed on the education research has
stated that educational research forms and indispensable basis for any
“national organization of education.”
4- Interdisciplinary approach to education. Education is a growing science and it
foundations are to be explored for a study of the subject as an
interdisciplinary approach. It is, therefore, al most imperative to study

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 education in its proper perspectives, philosophy is the cornerstone of the
foundation of education and psychology provides the bricks and mortar for
laying the foundation of education on a scientific basis, educational research
is thus on dispensable development for its growth.
5- Knowledge expulsion and the need for educational research, world has
witnessed an unprecedented explosion of knowledge. Sicne education
depends on a corpus of knowledge the need for research arises to study the
changes in various disciplines and to make necessary adjustments in
educational philosophy , programmed and policies.
6- Education and productivity. Education and productivity are positively
correlated and education needs planning according to manpower needs
which in its turn is based on research.
7- Science resources and optimum development. It is through research only that
we come to know how best to utilize the available resources for achieving
best results.
8- Spirit of research is needed everywhere. A spirit of enquiry adds to
competence and scholarship in the researcher.
9- Research is needed to keep out affixed track. Research enables an individual
in changing his conservative outlook. It keeps us out of fixed track by making
as mentally alive.

Educational Research and Educational Planning.

Educational research has a critical role of play in guiding educational planning.
Adequate educational planning depends for its success on a systematic knowledge of
the social resources and liabilities of the people and their culture, of their similarities
and differences of the organizations and operative controls of their needs and problems
etc. any effort at educational planning is bound to fail it is based on fictitious
assumptions of planners as to what the consumers of planning need.

It is obvious that educational research has direct implications for social and
economic welfare. By virtue of the deeper understanding of the causal nexus underlying
social and economic ‘maladies’ educational research provides a secure basis for

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effective remedial measure, educational researchers analyze the problem in the total
context and as such are in a better position to suggest suitable remedies.

Question such as what are the tangible indices or referents of modernization of

education can very effectively be solved through educational research. Pakistan is a
welfare state which has to provide services for the benefit of the weaker and
unalterable section of the population.

The foregoing discussion should make it abundantly clear that educational

research has to play an important role in not only the educational reconstruction but
also social and economical re-construction in Pakistan.

The obvious function of research is to add new knowledge to its existing store,
but its power of cleaning our minds of chinches and removing the rebus of inapplicable
theory are equally notable “the educational research has also definite relation to
people’ basic needs and welfare.

In short educational research leads to the following advantages.

1- Educational research economizes efforts and increases efficiency.

2- It bring confidence in the teacher.
3- It also brings dignity to the work of the teacher.
4- It leads to the adoption of new methods.
5- It keeps up alert.
6- It brings a sense of awareness.
7- It develops a better understanding of the teaching learning process.
8- It enables us to have a better understandings of the social life.
9- It promotes educational reform.

Scope of Research in Education:

The importance of educational research in national development is now being
increasingly realized all over the world. This is apparent from the educational progress in
developing countries, particularly from the fact that education has become more and
more effective, dynamic and purposeful in countries where research has flourished. It is
on the basis of research that the function of education has been broadened. Educational
research has a great braving one the role of education in introducing social and
economic charges.

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Q.No.4: Differentiate among basic, applied and action research and discuss in
detail the need and use of action research.

Need and use of action research:

Basic Research Applied Research Action Research

1- this type of research is This type of research is also The process by which
also regarded as called functional research, practitioners attempt to
fundamental/pure educational research. study their problems
research. It builds up broad Education like medicine is scientifically in order to
generalizations, principles an applied science Walter guide, correct and evaluate
and theories of education. R.Borg (1987, P.11) has their decisions and actions
It results in the discovery of stated “the primary is called action research.
useful concept such as function of research in Action research is a step
those of motivation, education as in medicine is ahead of common sense
reinforcement, concept to find improvements for approach. A good teacher
formation etc. It is not education medicine both to does not merely depend
concerned with day be understood as fields of upon tradition or
problems. human actions, not as fields experience of others or
of knowledge. recommendations of expert
bodies. In action research
2- However, this research Applied research does not he is deliberately move
is done by the out standing aims at solving the practical systematic and scientific in
experts with the help of problems which are faced dealing with the problem.
desired faculties. It by the teacher, educational
demands higher level of planners, administrators,
problems, procedures, curriculum specialists etc.
tools, controls, analysis etc. Applied research deals with
It is expected to be more problems of practical value.
expert as far reaching Applied research is less
consequences. rigorous than the basic
research.

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Action research need and use of action research:
The process by which practitioners attempt to study their problems scientifically
in order to guide, correct and evaluate their decisions and actions is called action
research.

There is no doubt that research work done by professional students of

educational research is seldom noticed by the workers in the actual field of action. Now
is increasingly being realized that the practitioners of education must be involved in
research work. Action research is a step ahead of common sense approach. A good
teacher does not merely depend upon tradition or experience of others or
recommendations of expert bodies. In action research he is deliberately more
systematic and scientific in dealing with the problem.

A useful definition of “action Research” is the research a person conducts in

order to enable him to achieve his purposes effectively. A teacher conducts action
research to improve his own teaching. A school administrator conducts action research
to improve his administrative behaviour.

Some people differentiate action research from applied research in as mush as

the former is confined to classroom situations and the latter probes into practical
problems of greater complexity and wider applicability.

There are eight aspects of the process of action research. These include the
following.

1- Self-dissatisfaction. The teacher feels dissatisfied with the situation.

2- Identification of the problem. The teacher pinpoints the problem.
3- Defining the problem. After identifying the problem, the teacher defines the
problem.
4- Problem analysis. The teacher then locates the causes of the weakness.
5- Action hypothesis. Action hypothesis is formed.
6- Use of tools. The teacher decides about the research tools to be used.
7- Action programmed. The teacher works out the experiment.
8- Evaluation. The teacher finds out the difference in the result.

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Moreover, the action research has the following advantages.

1- The person must improve if the problem is to be solved is active in the changed
process from the beginning.
2- Facts and evidences are stressed which keep the changed process anchored
move continuously to reality.
3- The approach is experimental and tentative rather than dogmatic.
4- An integral part of action research is the experiment which actually is changed
evaluated.
5- Action research emphasized a disable decentralization of decision making and
action.

The main functions of action research in the field of distance education are:

1- Action research will powerfully and rapidly develop the technique of teaching.
2- Action research assists in vitalizing and dignifying the work of the teacher.
3- Action research assists in developing professional experiences, open, eyed and
open-minded scientific spirit of enquiry.
4- Action research assists in creating new interest and new confidence in the ability
of the individual teacher.

Ref: Book ‘Educational Research’ study guide AIOU Page # 26 , 27 , 28 , 29 , 30.

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Q.No.5: Differentiate between historical and experimental research and discuss
the process of experimental research.

Process of experimental research:

Historical Research Experimental Research
The use of historical sources and “Experimentation is the name given to the
techniques in the field of educational type of educational research in which the
research is known as historical research investigator controls the educative factors
method. Historical research, justifies itself, to which a child or group of children is
when used to fined out the solutions of the subjected during the period of inquiry and
present day problems on the basis of the observes the resulting achievements”.
experiences of the past. Historical research The following are the major steps in
has certain characteristics which are given experimental research.
below.
1- The collection of data through 1- Planning the experiment.
primary and secondary success. 2- Conducting the experiment.
2- It involves internal and external 3- Reporting the results.
criticism of the data collected. 4- The experimental designs are
3- Presentation of facts which classified as single designs parallel
involves problems of organization, design and rotational method.
composition, exposition and 5- Experimentation in education is not
interpretation. a perfectly precise method. There
4- Moreover, the historical report are many variables in education
writing involve the mechanical which are extremely difficult or
problem of documentation, the even impossible to control. The
logical problem of selecting the basic condition of other things being
topics, the logical problem of equal is difficult for fulfillment in
arrangement of topics and sub- educational research. All
topics and the philosophical experiments in education are
problem of interpretation. ultimately experiments with
5- The scope of historical research children who for ethical reasons
may be mentioned in the area of must not be subjected to condition
biography, history of institutions that may harm them. There are
and organizations development of boundaries of a moral character for
ideas through the ages, sources experimentation which must not be
and influences, legal basis of infringed.
education and bibliographical
studies.

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 The essence of an experiment may be described as observing the effect on a dependent
variable of the manipulation of an independent variable. However, the experimentation in
education in education is useful to determine and evaluate the adequacy and effectiveness of
educational aims and objective through the measurement of outcomes. It serves as basis for
the formulation, execution and modification of educational policies and programs. It is further
used to ascertain the effects of any change in the normal educational programmers and
practice.

An experiment calls for the satisfaction of three basic interacted conditions i.e, control,
randomization and replication.

1- Control is the basic element in experimentation. The influence of extraneous factors

that are not included in the hypothesis are prevented from operating and confusing
the out come which is to be appraised. Three types of controls are exercised in an
experiment these include:
(i) Physical controls.
(ii) Selective controls.
(iii) Statistical controls.
2- Randomization is a very difficult to exercise to complete control, efforts are made to
assign cases in the experimental and control groups randomly.
3- Replication implies conducting a number of sub-experiments within the frame work
of an overall experimental design. Experimentation in education is not a perfectly
prescribe method. There are many variable in education which are extremely
difficult or even impossible to control. The basic condition of other things being
equal is difficult for fulfillment in education research. All experiments in education
are ultimately experiments with children who for ethical reasons must not be
subjected to conditions that may harm them. There are many areas in which
experimental studies in education can approximate strictly empirical research for
example the teacher of spelling through different methods, difference between the
effect of the authorization and the democratic set up in education are problems
which have been handled in a scientific way through the experimental approach.

The following are the major steps in experimental research.

(i) Planning the experiment.

(ii) Conducting the experiment.
(iii) Reporting the results.

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