OEP 101: EDUCATIONAL PSYCHOLOGY LECTURE THREE RESEARCH IN EDUCATIONAL PSYCHOLOGY
OEP
101: EDUCATIONAL PSYCHOLOGY
LECTURE
THREE
RESEARCH
IN EDUCATIONAL PSYCHOLOGY
Educational research refers
to the systematic collection and analysis of data related to the field of
education. Research
may involve a variety of methods. Research may involve various aspects of
education including student learning, teaching methods, teacher training,
and classroom dynamics.
What
is a scientific research?
Scientific research is
based not on the phenomenon being investigated but by the way the investigation
is carried out. Scientific approach is objective,
systematic and verifiable. It is
objective since it is based on the observable and/or on measurable aspects.
Educational psychologists do not accept resolutions that might be biased, based
on personal beliefs, opinions, speculation or experience alone. Verifiability
is founded on the premise that someone else can crosscheck the findings by
repeating the same research. Thus, scientific approach is based on empirical
evidence.
Scientific approach is
systematic since it has laid down procedures of carrying out an investigation.
The main stages of
conducting a research in Educational Psychology are:
1.
Conceptualizing
the problem
The
first thing is to identify a problem that is researchable i.e research problem. A problem is any issue
that can be answered by doing a research. Some of the things we may like to
study cannot be explained through scientific approach. Scientific methods
cannot be applied in finding the existence of God, or God’s relationship with
student’s academic performance. Research problem can be a result of personal
experiences in one’s professional field (eg. Teaching/learning experiences in
school settings) or developed from the findings of other researches (normally
research findings raise new questions that need to be answered through
scientific methods). A research problem may be finding why most students from area ‘A’ are dropping out of school and
performance of most of those remaining in school is low.
When
formulating the research problem one has to draw knowledge from theories and
other materials related to phenomenon under investigation. This knowledge
gained shows what is going on the area of research and also is used to
formulate the hypothesis. Hypothesis is a statement indicating the relationship
of the variables of the research and indicating the expected results of the
study. Hypothesis of the above research problem may be, “Students of parents with secondary education in area “A” are more
likely to complete schools than students whose parents have only primary school
education”. Variables are the elements in the hypothesis. In the above
hypothesis the variables are “parents
with secondary education”, “parents with primary school education” and
“completing school”. So, the main activity in this stage is to identify and
clarify the research problem.
2.
Data
collection
This
stage involves determining instruments and mechanisms of obtaining information
needed in solving the research problem. In this step, information gathered is
used to test the hypothesis. The hypothesis is not determined as correct or
incorrect, but if it is rejected or accepted on the data obtained. There are
several ways of collecting data that are to be discussed in the following
section.
3.
Conclusion
The
raw data collected is processed through statistical procedures so that results
can be analyzed and interpretations made. Statistical analysis determines if
the results happened by chance or are the results of conditions created or that
observed by the researcher. The results are used to make conclusions that
indicate the application of findings in respective situations.
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Identify
five issues in the field of education that you can use to develop a research
problem.
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MAJOR RESEARCH METHODS
There
are two major types of research methodology in Educational Psychology, namely: quantitative methods and qualitative
methods. In quantitative approaches
measurements and test scores are used. Variables in the research are quantified
and statistical methods are applied for the interpretation of the data.
In
educational settings qualitative approaches are used to
study theoretical variables that can only be inferred and are difficult to
quantify. This method can be used to describe events, processes, motivation,
attitudes and personal experiences. For example, a participant might be
directed to narrate his feelings under specific conditions and then his/her
explanation is recorded and analyzed.
Description of Data Collection
Methods in Research
1.
Descriptive Study
This
type of qualitative study determines the current status of the behavior in the
research problem. The main aim is to understand and describe the way things
are. So, the researcher is collecting data to test hypothesis. Descriptive study
is used to get the attitudes, opinions and the occurrences of behavior among
students.
Descriptive
data can be collected through observation.
Natural Observation is a
systematic observation and recording of data (thus scientific) in a natural
setting while the researcher is detached from the activities of the group under
study. This can either be observing students and teachers in the classroom,
cafeteria or in the playing field. In participant
observation the researcher (observer) is actively engaged in the activities
of the group of the study. So, the observer is both part of the group and also
involved in recording the data.
Another
descriptive method is survey research,
it involves selecting a number of people (sample) to collect data that
represents the views, opinions, attitudes and/or beliefs of a population. Data
can be collected by asking questions
through questionnaires and/or conducting interviews. Due to technological
advancements these instruments can be administered either by face to face or
through e-mail and/or phones.
2.
Single Case Study
This
study is based on investigating one single individual or specific event. It is
used when an opportunity avails itself for a study that could not otherwise be
done due to ethical or practical reasons. We cannot inject students with
addictive drugs to study their levels of aggressions against others. However we
can observe the levels of aggression of students who are discovered to be drug
addicts. The findings of case study can help us to come up with some
understanding of a phenomenon. However, since the results cannot be analyzed
statistically, their interpretations cannot be generalized to other people.
3.
Correlational Study
This
study determines the relationship between two or more variables that are
associated. It indicates whether there is relationship or not. Statistical
approach is used to determine the strength of the relationship and if it is
either positive or negative. The score of relationship lies between the
coefficient of -1 (negative) and +1 (positive). A score close to 0 means there
is no relationship between the variables. There is no relationship between the
height of student and his/her test score. A score close to -1 implies a
negative relationship ie if one variable increases the other one decreases and
vice versa. A good example is the relationship between test score and number of
wrong answers. If the number of wrong answers increases the test score decrease,
when the number of wrong answers decreases the test score increase. A score
close to +1 means a positive relationship ie if one variable increases the
other variable also increases. When the number of correct answers increase also
the test score increase.
The strength of the relationship can be used
to make predictions. However, finding that there is a relationship between the
variable does not mean there is cause-effect relationship ie one cannot say
either of the variables is the cause of the relationship. The number of correct
or incorrect test answers is not the cause of academic performance of a student
but rather due to other factors such as mental ability, study skills or level
of difficulty of the test.
4.
Experimental Research
Educational
psychologists use experimental research to determine cause-effect relationship
between variables ie to find out if a certain variable is the cause of behavior
or condition. Experimental research is conducted in a laboratory or controlled
environment whereby conditions or factors thought to cause/influence the
respective behavior are carefully manipulated. The factor that is manipulated
is called the independent variable while
the behavior being observed or measured is called the dependent variable. So independent
variable is the factor considered to be influential, cause or has effect on
the dependent variable. If the
dependent variable changes due to manipulation of the independent variable then we say there might be cause-effect
relationship between the two variables ie independent
variable has an influence on the dependent
variable.
In
many experimental researches two groups of individuals are used ie experimental group and control group. At the beginning of the
research both groups are equal in all aspects. Random sampling is used to form
these groups. This technique gives each individual of the study an equal chance
to be selected in either group and eliminates the biases that the researcher
may have. Experimental group with the one manipulated while the control group
is treated the same way as the experimental group is the independent variable
while the behavioral outcomes of the two groups are the dependent variables.
5.
Cross-sectional Research and
Longitudinal Research
These
are studies that are time span researches ie research based on changes related
to period of time. We might be interested to know the characteristics of
students at different stages of development.
There
are two main approaches used in time span researches. In cross-sectional research
groups of children based on their age are selected and then the research
focuses on the problem area of interest. The aim is to compare the
characteristics of the respective age groups.
In
longitudinal
research the same group of individuals is investigated over a period of
time that is normally over a year, some last many years eg. from birth to
death. One observes the changes that take place among the group members during
the duration of the study.
6.
Action Research
This
is a research carried by a teacher or several teachers, rather than
psychologist or research experts, with the aim of solving a specific problem in
the classroom or school. The findings are used to remedy and improve
teaching/learning processes.
In
Action research a teacher uses research procedures to gain skills that help
them to deal with problems or situation that hinder effectively learning in
their classrooms. So, the teacher has to know how to formulate questions that accurately
reflects the problem/situation, to define the terms in the question, collect
data and use analysis processes that yield findings that are valid and
reliable. From the findings the teacher makes strategies for instructional
improvement or for addressing the adverse
situation. The implications are that as an effective teacher you are not only
going to teach but also be a researcher in the classroom all the time. In
action research you may follow the same procedures used in the other types of
researches to avoid personal biases but have reliable results that lead to
effective line of action.
As
an example, a teacher may observe that a certain student in the class is always
causing commotion and that she/he is supported by some other students despite
being warned several times.
Firstly,
the teacher formulates a question
“What makes Bahati to make commotion?” The teacher needs to define commotion.
Next, the teacher engages in data
collection. The teacher records when and how many times she/he makes
commotion and through interview deduce why s/he makes commotions. Also s/he may
record when and how many times the other students support him/her. The next
follows the data analysis. The findings from the analysis may reveal
that Bahari and his/her colleges are not motivated to learn that teacher’s
subject. Based on the findings the teacher makes an action plan on how to make students motivated to learn his/her
subject.
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Qn: For each of the methods of
collecting data mentioned above identify its advantages and limitation.s.
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Ethics in Research
Ethics
refers to the correct rules of conduct necessary when carrying out research. We
have a moral responsibility to protect research participants from harm.
·
Protection of Participants
Researchers must ensure
that those taking part in research will not be caused distress. They must be
protected from physical and mental harm. This means you must not embarrass,
frighten, offend or harm participants.Normally, the risk of harm must be no
greater than in ordinary life, i.e. participants should not be exposed to risks
greater than or additional to those encountered in their normal lifestyles.
·
Gain consent from the participants and
permission from responsible authorities before embarking on collecting data.
·
Confidentiality
Participants,
and the data gained from them must be kept anonymous unless they give their
full consent. No names must be used in a research report. What do we
do if we find out something which should be disclosed (e.g. criminal act)?
Researchers have no legal obligation to disclose criminal acts and have to determine
which is the most important consideration: their duty to the participant vs.
duty to the wider community. Ultimately, decisions to disclose information will
have to be set in the context of the aims of the research.
·
Informed Consent
Whenever possible investigators should
obtain the consent of participants. In practice this means it is not sufficient
to simply get potential participants to say “Yes”. They also need to know what
it is that they are agreeing to. In other words the psychologist should, so far
as is practicable explain what is involved in advance and obtain the informed
consent of participants.
·
Deception
This is where participants are misled or
wrongly informed about the aims of the research. Types of deception include (i)
deliberate misleading, e.g. using confederates, staged manipulations in field
settings, deceptive instructions; (ii) deception by omission, e.g., failure to
disclose full information about the study, or creating ambiguity.
·
Withdrawal from an Investigation
Participants should be able to leave a
study at any time if they feel uncomfortable. They should also be allowed to
withdraw their data. They should be told at the start of the study that they
have the right to withdraw. They should not have pressure placed upon them to
continue if they do not want to continue.
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Qn: Elaborate the summary with your
own words and then go through the lecture to verify your accurateness.
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