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Research in Education
Traditional Research
- Conducted by individuals who are somewhat removed from the environment they are studying
-Uses the specific strategy, the scientific method:
1. Clarify the main question inherent in the problem.
2. State a hypothesis.
3. Collect, analyze, and interpret information related to the question.
4. Form a conclusion.
5. Use the conclusion to verify or reject the hypothesis.
Action Research
-Conducted by educators, administrators, counselors, or others with a vested interest, for the purpose of gathering information about how their particular schools operate, how they teach, and how their students learn
-The basic process of conducting research in four steps:
1. Identifying an area of focus
2. Collecting data
3. Analyzing and interpreting the data
4. Developing a plan of action
Overall, the main difference between action research and traditional research is the role of the researcher and their goals. The traditional researcher is to test a particular theory or phenomenon. They have different data collection methods, audience, and researcher roles (Mertler, 2019). They also do not insert themselves into the research whereas action researchers do. Action research is focused on a specific issue in the context of the environment they are in.
Action Research
Action research is defined as any systematic inquiry conducted by teachers, administrators, counselors, or others with a vested interest in the teaching and learning process or environment for the purpose of gathering information about how their particular schools operate, how they teach, and how their students learn. They have a personal stake in the information and outcome. It is characterized as research that is done by teachers for themselves. It is a systematic inquiry into one’s own practice (Mertler, 2019, p 5-6).
The basic process of conducting action research consists of four steps:
1. Identifying an area of focus
2. Collecting data
3. Analyzing and interpreting the data
4. Developing a plan of action (Mills, 2011)
Traditional research in education is typically conducted by researchers who are somewhat removed from the environment they are studying. They are studying people, settings, or programs with which they are seldom personally involved (Mertler, 2019, p.9). The primary goal of traditional educational research is “to explain or help understand educational issues, questions, and processes” (Gay & Airasian, 2000 p. 24).
Because traditional research is conducted by researchers who are not engaged interpersonally with the subject of the study, their findings are more geared toward a broader application in a variety of settings whereas the action researcher is acquiring information and data from the environment they are working in and with their colleagues and students. Traditional research results are more likely to be shared through scholarly journals, conferences, and other traditional academic outlets of that nature.
Quantitative vs. Qualitative Research Methods
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Quantitative research helps you measure the extent and frequency of things like test scores, attendance, or engagement. Qualitative research explores the reasons, contexts, and processes of changes such as perceptions, experiences, or challenges (Technology, 2023). Quantitative research methodologies require the collection and analysis of numerical data. Qualitative research methodologies necessitate the collection and analysis of narrative data (e.g., observation notes, interview transcripts, journal entries) (Mertler, 2019).
Quantitative Data Collection Techniques
Quantitative Data are numerical. Anything that can be quantified (i.e. counted, calculated, tallied, and rated can be considered quantitative data.) Quantitative collection techniques include surveys, questionnaires, checklists, and rating scales as well as tests and other more formal types of measurement instruments (Mertler, 2014).
Qualitative Data Collection Techniques
Qualitative Data are narrative. The data themselves are words. These may be in the form of interview transcripts, observational notes, journal entries, transcriptions of audio or video recordings, or as existing documents, records, or reports. It is important to remember that the resulting qualitative data will always consist of descriptive narrative accounts (Mertler, 2014).
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In 5440 I learned about identifying a problem with a specific population and taking steps of qualitative inquiry to examine the problem of learners. Along with my partner, we created surveys, and collected, and analyzed data. We created instructional materials using technology to inform students about the topic and to solicit responses to see how impactful the information was to them. Interestingly, many of the students reported that based on the information we provided, they were interested in adapting to new ways of doing things. This demonstrated the impact that education and a well-designed lesson can have on an intended audience of learners.
In 6440 I learned about subject matter experts (SME). This opened a new avenue of thinking for me because traditionally, I have been taught that the person at the top of an organization should be considered the expert. This course expanded that definition for me. I learned that an expert could come from any level of an organization or group. Expertise is not defined by education or status; it is defined by actual knowledge or skill level. Whoever has that knowledge or skill level is an expert in that area, or the S.M.E. Too many times, the person who should be in “the room where it happens” is not even considered to be relevant to the discussion.
Learning about analyzing characteristics of target populations, performance, and learner contexts as well. Designers need to know who the learners are, what they will need, and if they will be receptive to the type of training you want to provide, or even if the training you want to provide is appropriate or relevant to their situation. This course is about paying attention to details, and not forgetting the humanity of those who we want to serve.
Click the button above to read the action research report.
This paper is about the accessibility of classroom technology for substitute teachers. Laptops and passwords were necessary for many classroom setups to use the document camera with an ELMO projector. Many times one or neither of them was accessible. Data collected for this action research paper documents the accessibility of these tools, and the amount of assistance required and received to get ready for teaching.
References
Mertler, C. A. (2019). Action research improving schools and empowering educators (Sixth). SAGE.
Technology, E. (2023, September 1). How do you balance the quantitative and qualitative aspects of educational technology evaluation?. Tips for Balancing Quantitative and Qualitative EdTech Evaluation. https://bit.ly/3GsBzWy
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