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837 Unit 3 Classification of ER by Purpose (1).pptx

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EDUCATIONAL RESEARCH (837) UNIT 3: CLASSIFICATION OF EDUCATIONAL RESEARCH BY PURPOSE Presented by Muhammad Iqbal Rana Course Coordinator Dr. Zaheer Ahmad
OBJECTIVES OF THE UNIT Explain the nature and concept of basic research Describe the characteristics of basic research Discuss the nature a scope of applied research Differentiate applied research from basic research Explain the nature, need and scope of action research Specify different aspects of the process of action research Identify the limitations of action research
CLASSIFICATION OF EDUCATIONAL RESEARCH Research by Purpose Research by Method Types of Research:
TYPES OF RESEARCH BY PURPOSE 1. Basic Research 2. Applied Research 3. Action Research
BASIC RESEARCH Basic research is conducted to develop or refine theory, not to solve immediate practical problems (L. R. Gay, 2012). It is conducted for the purpose of theory development and refinement. It is done by very competent researchers and it takes quite a long time for its completion.
APPLIED RESEARCH Applied research is conducted to find solutions to current practical problems (L. R. Gay, 2012). It is conducted of the purpose of applying and testing theories and evaluating its usefulness in solving different problems. Basic research is concerned with establishing general principles of learning; applied research is concerned with their utility in educational settings. Example: Basic research has been conducted with animals to determine principles of reinforcement and their effect on learning. Applied research has tested these principles to determine their effectiveness in improving learning and behavior.
Stephen Corey defines the action research as its a process in which teachers try to identify the problems being faced by students in classroom and solve them in a scientific way for the betterment of learners (Corey, 1953). Calhoun defines action research as a systematic process to know what is happening in the school and take actions to make it better place to learn (E.F, 1994) Action Research
For the improvement of teachers practice. For the betterment of learners to make them enable to learn more by solving their problems. It helps the teachers to evaluate him/her and improve his/her teaching techniques. It helps the teachers to acquire more knowledge, skills and qualities for their professional development to fulfill their responsibilities. Its try to make the school environment more comfortable. A personal analysis and self-evaluation look for his/her own improvement. Purpose of Action Research
Action research does not concern in building theories but focus on the solution of problems. Immediate solution of problems within specific time. It is helpful for teachers to improve their teaching methodology and to point out the deficiencies and to improve them. Gives the teachers a systematic way to identify the problems and take actions to resolve. To make the classroom environment more conducive and effective so that learns may learn more and more. It improves the work conditions and build cooperative attitude among teachers. Characteristics of Action Research
It might be time consuming as actions take time. It is conducted in single context, results cannot be generalized. Findings of action research are on typically in specific classroom of school, students have their uniqueness. Result could be different in different classroom, different are and languages. It is more localized, so its results may be utilized by others are questionable. Teachers are already overburdened. They have heavy scheme of studies, so could be difficult for teachers to focus on. Limitations of Action Research
REVIEW Differentiate between basic research and applied research Discuss the need and importance action research Why is action research not the practice of our teachers?
837 Unit 3 Classification of ER by Purpose (1).pptx

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837 Unit 3 Classification of ER by Purpose (1).pptx

  • 1. EDUCATIONAL RESEARCH (837) UNIT 3: CLASSIFICATION OF EDUCATIONAL RESEARCH BY PURPOSE Presented by Muhammad Iqbal Rana Course Coordinator Dr. Zaheer Ahmad
  • 2. OBJECTIVES OF THE UNIT Explain the nature and concept of basic research Describe the characteristics of basic research Discuss the nature a scope of applied research Differentiate applied research from basic research Explain the nature, need and scope of action research Specify different aspects of the process of action research Identify the limitations of action research
  • 3. CLASSIFICATION OF EDUCATIONAL RESEARCH Research by Purpose Research by Method Types of Research:
  • 4. TYPES OF RESEARCH BY PURPOSE 1. Basic Research 2. Applied Research 3. Action Research
  • 5. BASIC RESEARCH Basic research is conducted to develop or refine theory, not to solve immediate practical problems (L. R. Gay, 2012). It is conducted for the purpose of theory development and refinement. It is done by very competent researchers and it takes quite a long time for its completion.
  • 6. APPLIED RESEARCH Applied research is conducted to find solutions to current practical problems (L. R. Gay, 2012). It is conducted of the purpose of applying and testing theories and evaluating its usefulness in solving different problems. Basic research is concerned with establishing general principles of learning; applied research is concerned with their utility in educational settings. Example: Basic research has been conducted with animals to determine principles of reinforcement and their effect on learning. Applied research has tested these principles to determine their effectiveness in improving learning and behavior.
  • 7. Stephen Corey defines the action research as its a process in which teachers try to identify the problems being faced by students in classroom and solve them in a scientific way for the betterment of learners (Corey, 1953). Calhoun defines action research as a systematic process to know what is happening in the school and take actions to make it better place to learn (E.F, 1994) Action Research
  • 8. For the improvement of teachers practice. For the betterment of learners to make them enable to learn more by solving their problems. It helps the teachers to evaluate him/her and improve his/her teaching techniques. It helps the teachers to acquire more knowledge, skills and qualities for their professional development to fulfill their responsibilities. Its try to make the school environment more comfortable. A personal analysis and self-evaluation look for his/her own improvement. Purpose of Action Research
  • 9. Action research does not concern in building theories but focus on the solution of problems. Immediate solution of problems within specific time. It is helpful for teachers to improve their teaching methodology and to point out the deficiencies and to improve them. Gives the teachers a systematic way to identify the problems and take actions to resolve. To make the classroom environment more conducive and effective so that learns may learn more and more. It improves the work conditions and build cooperative attitude among teachers. Characteristics of Action Research
  • 10. It might be time consuming as actions take time. It is conducted in single context, results cannot be generalized. Findings of action research are on typically in specific classroom of school, students have their uniqueness. Result could be different in different classroom, different are and languages. It is more localized, so its results may be utilized by others are questionable. Teachers are already overburdened. They have heavy scheme of studies, so could be difficult for teachers to focus on. Limitations of Action Research
  • 11. REVIEW Differentiate between basic research and applied research Discuss the need and importance action research Why is action research not the practice of our teachers?