HBEDTRD - Theory And Research In Education (HBEDTRD)
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TRD Work book Research Quantitative and qualitative research
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Course
HBEDTRD - Theory And Research In Education (HBEDTRD)
Institution
University Of South Africa (Unisa)
.A few questions from the workbook...............
.Briefly discuss the Single-Group Pretest-Posttest design and present it symbolically. How will history, pretesting and maturation affect the design negatively?
.Distinguish between research and research method
.Educational research has cer...
briefly discuss the single group pretest posttest design and present it symbolically how will history
pretesting and maturation affect the design negatively
what is meant by the concept “null hypo
Written for
University of South Africa (Unisa)
HBEDTRD - Theory And Research In Education (HBEDTRD)
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1
4.1) Quantitative
Chp 1:
Q1. Educational research has become a valuable source of information for educators.
Name and briefly discuss six reasons in support of such a statement PB 3-4 WB A1
1. Educators are constantly trying to understand educational processes and must make
professional decisions
2. Non educational policy groups, such as state and federal legislatures and courts,
have mandated changes in education
3. Concerned public, professional and private groups and foundations have increased
their research activities.
4. Reviews of prior research have interpreted accumulated empirical evidence.
5. Educational research is readily available
6. Many educators who are not fulltime researches conduct studies to guide their
decisions and to enhance classroom, school, and system accountability.
Q2. Distinguish between research and research method pg8 WB A2
Research: is the systematic process of collecting and logically analysing data for some
purpose – in most cases to solve a specific educational problem.
Research methods: are the ways in which one collects data and analyses data. These
methods are based on valid and reliable procedures. In most instances some form of
measurement is used such as test, questionnaires and interviews.
Q3. Educational research has certain characteristics which describes the nature of
research. Name and briefly discuss these characteristics Page 8 -10 WB A3
1. Objectivity. This refers to the quality of data produced by procedures that either control
for bias or take into account subjectivity. [Objectivity is both a procedure and a
characteristic. As a characteristic it means, in lay terms, unbiased, open-minded, and not
subjective. As a procedure it refers to data collection and analysis procedures from which a
single reasonable interpretation can be made.]
2. Precision. Precise language describes the study accurately so that it may be replicated or
extended and the results may be used correctly. Quantitative and qualitative inquiries will
use either technical or descriptive language to achieve precision.
3. Verification. A researcher should attempt to design a study which produces results that
can be confirmed or revised in subsequent research. Results are verified in various ways
depending on the purpose of the study. Also, qualitative research is not verified in the same
manner as quantitative research.
, 2
4. Parsimonious explanation. The ultimate aim of research is to reduce complex realities to
simple explanations or general rules.
5. Empiricism. Empirical means guided by evidence (data) obtained from systematic
research methods as opposed to opinions. Generally, an empirical attitude requires a
temporary suspension of personal experience and beliefs. Important elements in research
are evidence and logical interpretations based on evidence.
6. Logical Reasoning. Reasoning is a thinking process, using prescribed rules of logic, in
which one proceeds from a general statement to the specific conclusion (deduction) or, the
reverse (induction). Regardless of the type of research design being used, both types of
reasoning are employed in the process.
7. Scepticism (Probabilistic thinking). A critical perspective is needed to ensure that the
results of the research are not seriously affected by any weaknesses in the research design.
This includes sampling procedures and data collection processes. Conclusions are not true
beyond a shadow of doubt.
Q4. Discuss the phases of a typical quantitive research project pg 10-11 W A4
See WB A4 for discussion
Phase 1: Select a general problem
Phase 2: Review the literature
Phase 3: Decide on the specific research problem
Phase 4: Determine the design and methodology
Phase 5: Collect data
Phase 6: Analyse the data
Phase 7: Draw conclusions and make recommendations
Q5. Provide 6 differences between quantitative and qualitative research pg 12 WB A5
1. Difference is with regard to assumptions about the world
QUAL: based on constructionism which assumes multiple realities are socially constructed
through individual and collective views on the same situation
QUAN:is based on positivism which assumes there are stable, social facts with a single
reality separated from the individuals feelings and beliefs
2. Difference is with regard to research purpose/ aims/ goal of research
QUAL:concerned with understanding the social phenomenon from the participants
perspective
QUAN:seeks to establish relationships and explain causes of changes measured in outcomes
3. Difference is with regard to method and process
QUAL: there is greater flexibility in the strategy and the research process. Researchers use
an emergent design
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