Student Name: Zakir Ud Din

Tutor Name: Muhammad Abid Qazi

Assignment No: 01
Course Name: Research Methods In Education
Course Code: 8604
Student Id No: 0000461105
B.Ed (1.5) Spring 2023
 Assignment No #1
Question #1: Explain the concept of research in Education. What is the need and scope of research in education?
Answer:
 Research In Education:
Educational research is the spectrum that involves multiple fields of knowledge that scope the
different research problems of the learning system and provides a variety of perspectives to solve the issues
and improve in general. Educators need ways to filter through the noise of information to find the best practices
to better their jobs and deliver better students. This is why educational research that attaches to the scientific
method and creates better ideas and new knowledge is essential.
Educational research is collecting and systematically analyzing information on education
methods to explain them better. It should be viewed as a critical, reflexive, and professional activity that adopts
rigorous methods to gather data, analyze it, and solve educational challenges to help advance knowledge.
Educational research typically begins with identifying a problem or an academic issue. From
there, it involves the research of all the data, the information must be analyzed to interpret it. This process
ends with a report where results are presented in an understandable form of speech, which can be used by both
the researcher and the educational community.
 Why is educational research important?
The primary purpose of educational research is to improve the knowledge it exists towards the pedagogy and
educational system as a whole. Improving the learning practices and developing new ways of teaching can be
achieved more efficiently when the information is shared by the entire community rather than guarded by one
institution. Simply put, we can tell that the main three reasons to conduct educational research are:
1. To explore issues. Undertaking research leads to finding answers to specific questions that can help
students, teachers, and administrators. Why is student experience design important in new university
models? What is the impact of education on new generations? Why is the importance of language
while redacting a survey for a Ph.D.?
2. To shape policy. This type of educational research is conducted to collect information to make
sustained judgments that can be informed to societies or institutions to improve the governance of
education.
3. To improve the quality. Trying to do something better than what is done now is a common reason
for educational research to be done. What if we can improve the quality of education by adopting
new processes; what if we can achieve the same outcomes with fewer resources? This is quite
common in the educational system, but to adapt, institutions must have a base ground of information,
which can be obtained by conducting educational research.
 Specific Characteristics of Educational Research
1. Educational research must be related to the study of complex relationships ofvarious 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 gap between theory and practice in education.
4. Educational research is not as exact as research in physical science. No human beings have ever been found
to be alike. No scientific investigations of 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 concern
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 insight. In the
beginning such workers may require some guidance 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.
8. Educational research generally requires inexpensive 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.
 Need of Research
The following points 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 throughout the world during the last decade.
2. Technological Changes.
The rapid technological changes have brought an increase in educational problems and both laymen and
educators have felt that they can no longer depend upon trial and error. No amount of experience gathered and
no amount of wisdom collected in the form of casual observations, traditions or recommendations of groups
or individuals can ever promise rapid progress and improvement as is needed all over the world. Therefore,
educationists are constantly searching for effective methods of instruction, more satisfactory techniques of
evaluation, richer learning materials, more efficient system of administration and better human relations. Just
as the sociologists, the anthropologists, and economists are carrying on research,
so is the case with the educationists.

3. New Demands on Education.

With educational research it may not be possible to develop new curricula, new teaching methods and new
teaching materials to meet the new demands placed on the educational systems of the world. Robert M.W.
Travers in 'An Introduction to Educational Research' has. stated that educational research forms an
indispensable basis for any “national organization of education, especially as regards curricula, syllabuses and
methods as well as for financing education, for its planning, and for the building of schools.”
4. Interdisciplinary Approach to Education.
Education is a growing science and its foundations are to be explored for a study of the subject as an
interdisciplinary approach. It is, therefore, almost imperative to study 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 an indispensable
development for its growth. Thus we can hardly afford to think of education in isolation to-day.
5. Knowledge Explosion and the Need for Educational Research.
World has witnessed an unprecedented explosion of knowledge. Since 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. The means, methods and machinery of
education need change in the light of a progressive social milieu, and changing economic, political and social
set-up.
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. Scarce 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 of Fixed track.
Research enables an individual in changing his conservative outlook. It keeps us out of fixed track by making
us mentally alive.
 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 had become more and more effective, dynamic and purposeful in countries where research has
flourished. It is on the bases of research that the function of education has been broadened. Educational
research has a great bearing on the role of education in introducing social and economic charges. Six Major
Possibilities of the Utilization of Research towards National Development. Six major possibilities of the
utilization of research towards national development can be identified. They are:
1. Educational research throws up valuable background data from which the planner can make his own
assessment of the prevailing situation, especially of the magnitude, complexity and ramifications of the
problem he has to handle.
2. Carefully designed analytic studies can illuminate critical areas of policy. The overt and covert dimensions
of a given problem emerging in such studies provide the planner with a measure of foresight to deal with
them effectively and efficiently.
3. These studies open up the possibility of testing the validity of the assumptions that must, of necessity, be
made by the planner in setting his proximate and ultimate objectives.
4. They enable the planner to estimate the possible consequences and cost of the different choices available
to them in determining the path for the attainment of their goals.
5. Diagnostic studies suggest where and why particular projects gearing. Their unattended consequences are
also brought to light.
6. Wide dissemination of educational research findings increases general awareness in respect of the
situation to be met as well as the policy designed for this purpose. This may enhance the credibility of
particular policies and prepare the people for them. It may also help towards building up popular pressures
for reformulation of particular policies or for weeding them out altogether.

Question #2: How can research be categorized on the basis of methods used to conduct research?
Answer:
 Classification of Educational Research By Methods:
There are three types of educational research by methods.
(A) Qualitative Research
(B) Quantitative Research
(C) Mixed Method Research
The details of each are given below
1. Quantitative Research Methods
Quantitative research methods are used to investigate phenomena or events that can be measured, counted, or
quantified through numerical data. This method relies on the collection of large-scale data sets using
standardized instruments, surveys, or experiments. The data collected in quantitative research is analyzed
using statistical methods to obtain empirical evidence supporting or rejecting hypotheses. The following are
some of the common quantitative research methods:
a) Survey Research
 Survey research is the most common quantitative research method widely used in the social
sciences to collect data from large groups of people. This method allows researchers to gather
information about people's attitudes, opinions, behaviors, preferences, and experiences through
structured questionnaires. Surveys can be conducted using various modes such as telephone, mail,
in-person, and online.
b) Experimental Research
Experimental research is a quantitative research method that aims to control and manipulate
variables under study to determine the effects on the dependent variable. This method involves
randomly assigning participants to different treatment conditions, measuring changes in the
dependent variable, and comparing the results across treatment conditions. Experimental research
is commonly used in the natural sciences, social sciences, and medicine.
c) Quasi-experimental Research
Quasi-experimental research is a quantitative research method that aims to compare the effects of
different interventions on the dependent variable. Quasi-experimental research involves
manipulating the independent variable without randomization by using pre-existing groups or
naturally occurring circumstances. Researchers use quasi-experimental research when it is not
feasible or ethical to conduct experimental research.
d) Correlational Research
Correlational research is a quantitative research method that investigates the Relationship between
two or more variables. This method does not involve the manipulation of variables but instead
measures the degree of association or correlation between two variables. Correlational research is
commonly used in fields such as psychology, economics, and sociology
e) Secondary Data Analysis
Secondary data analysis is a quantitative research method that involves the collection and analysis
of pre-existing data sets. This method is commonly used in fields such as marketing, public health,
and business to analyze data collected by government agencies or other organizations.
2. Qualitative Research Methods
Qualitative research methods are used to investigate complex, multi-dimensional phenomena that cannot be
quantified or measured through numerical data. This method aims to explore and understand human
experiences, emotions, meanings, and processes related to specific phenomena. Qualitative research methods
rely on the collection of textual or visual data such as interviews, observations, and field notes. The data
collected in qualitative research are analyzed using interpretive methods to understand the underlying
meanings, motives, and patterns.
The following are some of the common qualitative research methods:
a) Interviews
 Interviews are the most common qualitative research method that involves the Collection of data
through face-to-face or telephone conversations with participants. The interview process can be
structured, semi-structured, or unstructured, depending on the research question being investigated.
b) Focus Groups:
Focus groups are a qualitative research method that involves the collection of data through group
discussions of participants. Focus groups aim to explore different perspectives, attitudes, and
experiences related to a specific phenomenon.

c) Ethnography
Ethnography is a qualitative research method that aims to understand a specific culture or group by
observing and interacting with its members. This method involves prolonged engagement and
immersion in the culture or group being studied to gain an
insider's perspective.
d) Case Study Research
Case study research is a qualitative research method that involves in-depth investigation of a single
case or a small group of cases to gain a deep understanding of a particular phenomenon. Case studies
can be used to investigate complex social phenomena, such as organizational behavior, social
movements, and political processes.
e) Content Analysis
Content analysis is a qualitative research method that involves the analysis of textual or visual data
such as newspapers, social media, and documentaries. Content analysis aims to identify patterns,
themes, and underlying meanings underlying the data being analyzed.
In conclusion, research can be categorized into quantitative and qualitative research
methods depending on the approach used to collect, analyze, and interpret data. Quantitative research methods
are used to investigate phenomena that can be measured or quantified through numerical data, while qualitative
research methods are used to explore complex, multi-dimensional phenomena that cannot be quantified or
measured through numerical data. Both methods have their unique advantages and disadvantages and should
be chosen based on the research question under investigation and the goals of the research. Although
quantitative research methods are often used in natural sciences while qualitative research methods are often
used in social sciences, it is not uncommon for researchers to employ a combination of both methods to gain
a more comprehensive understanding of the phenomenon being investigated.
3. Mixed Methods Research:
Mixed methods research is a procedure for collecting, analyzing, and “mixing” both quantitative and
qualitative methods in a single study or a series of studies to understand a research. There are 5 types of mixed
methods research:
a) Explanatory
b) Exploratory
 c) Parallel
d) Embedded
e) Multiphase

Question #3; Differentiate between quantitative and qualitative research techniques in details.
Answer;
 Qualitative Research:
Quantitative research consists of those studies in which the data concerned can be analyzed in terms of numbers.
An example of quantitative research might be a study comparing two methods of teaching reading to first-grade
children, because the data used to determine which method is more successful will be a test score. The average
score of the children receiving one method will be compared to the average score of children receiving the other
method. This example would be an experimental study (discussed in Chapter 5) if the experimenter randomly
assigned the children to the methods, or a descriptive study if the children had already received the instruction and
the experimenter was merely examining the results after the fact (sec ex post facto studies later in this chapter). In
either case the study wooed one considered quantitative.
 Characteristics of Qualitative Research:
The following are some of the characteristics of qualitative research:
1. Research questions are often open-ended and flexible, allowing the researcher to explore the phenomenon in
depth.
2. The research design is flexible and adaptive, allowing the researcher to modify the research process based on
emerging insights.
3. The data collected are typically in the form of words, images, or videos that can be analyzed qualitatively.
4. Data analysis is conducted using techniques such as coding, categorization, and pattern recognition to identify
themes and patterns in the data.
5. The results of qualitative research are presented using narratives, quotes, and descriptions. Examples of
qualitative research include ethnography, case studies, interviews, and focus groups.
 Advantages of Qualitative Research:
1. It provides rich and detailed data that capture the complexity and diversity of human experiences and
perspectives.
2. It allows for the exploration of new and emerging areas of research that may not have been previously studied.
3. It enables the researcher to gain an in-depth understanding of a phenomenon and generate new insights and
hypotheses.
4. It is suitable for research questions that require open-ended responses and allow for flexibility and adaptation.
 Disadvantages of Qualitative Research:
1. It may be time-consuming and resource-intensive, as it requires the researcher to spend a significant amount of
time collecting and analyzing data.
2. It may be subject to bias and subjectivity, as the researcher's interpretation of the data may be influenced by their
own perspectives and experiences.
3. It may not provide generalizable results, as the data collected are typically context-specific and may not be
applicable to other settings or populations.

 Quantitative Research;
Quantitative research is an empirical research approach that uses statistical, mathematical, or computational
techniques to collect, analyze, and interpret data. The primary objective of quantitative research is to quantify and
measure the extent, frequency, or intensity of a phenomenon or relationship. It is structured and objective, often
involving the use of surveys, experiments, or mathematical models. The data collected in quantitative research are
typically in the form of numerical data that can be analyzed statistically. it can describe events, persons, and so
forth scientifically without the use of numerical data. A study consisting of interviews of mothers of handicapped
infants to determine how their lives and beliefs were affected by the birth of their handicapped children is an
example of qualitative research. Such a study would carefully and logically analyze the responses of the mothers
and report those responses that are consistent as well as areas of disagreement.
 Characteristics of Quantitative Research:
The following are some of the characteristics of quantitative research:
1. Research questions are formulated in advance and are typically based on hypotheses that can be tested.
2. The research design is structured and predetermined. It involves the use of standardized procedures, instruments,
and methods of data collection.
3. The data collected are numerical and can be measured using objective scales.
4. Data analysis is conducted using statistical methods and techniques to identify relationships between variables,
determine trends, and make predictions.
5. The results of quantitative research are presented using charts, tables, and graphs. Examples of quantitative
research include surveys, experimental research, and observational studies.
 Advantages of Quantitative Research:
1. It provides precise and objective data that can be quantified and analyzed statistically.
2. It allows for the use of standardized procedures, instruments, and methods of data collection, which reduce the
risk of bias and improve the reliability and validity of the data.
3. It enables the researcher to test hypotheses and make predictions based on the data collected.
4. It is suitable for large-scale studies and can provide generalizable results.
 Disadvantages of Quantitative Research:
1. It may not capture the richness and complexity of human experiences and perspectives.
2. It may not provide in-depth insights into the reasons behind the data collected.
3. It may not be suitable for research questions that require open-ended responses.

Question #4: Discus experimental research designs in details.

Answer;
 Experimental Research:
The meanings and definition of an experiment have first been discussed and various experimental designs
have been presented so that an educational manager may be able to design various experiments in the areas of
his interest. The method of experimentation had its origin in science laboratories to which it is ideally
suited. However, in recent years it has come to be applied in a variety of areas of human learning. Science
aims at explaining, predicting and controlling behavior and events. It is necessary for it to establish causal
connections between an antecedent condition, factor or cause and -an event, phenomenon or effect. To be able
to do so it is necessary to be able to identify, isolate and control all factors and to vary the one under study
and to observe changes in the phenomenon. Experimentation is a systematic and logical method of hypothesis
testing. An experimental research starts with the identification and rigorous logical analysis of the problem.
The issue is brought in sharp focus by the formulation of a hypothesis and by deducing the consequences that
are implied logically by it. The experiment itself is the situation designed to test the hypothesis.
 Experimental Research Design:
The basic characteristic of experimental research design is that it involves manipulation of an independent
variable. An independent variable is defined as the factor that the researcher manipulates or changes in order
to observe its effect on another variable, which is referred to as the dependent variable. The manipulation of
the independent variable is done in order to observe whether it affects the dependent variable. The dependent
variable is the variable that is being measured in the experiment, and it is believed to be affected by the
independent variable.
 Components of Experimental Research:
An experimental research design involves four main components: the manipulation of the independent
variable, the measurement of the dependent variable, the control of extraneous variables, and the use of a
random assignment procedure. Manipulation of the independent variable is done by changing the value of the
independent variable in the experimental group and maintaining a constant value of the variable in the control
group. The measurement of the dependent variable is done to observe the effect of the manipulation of the
independent variable. The control of extraneous variables is done to ensure that the effect of the independent
variable on the dependent variable is not confounded by other factors that could influence the dependent
variable. Random assignment is done to ensure that the participants are assigned to the experimental and
control groups randomly.
There four basic designs of it experimental research;
  Pre-test/ Pro-test Design:
One of the most common experimental designs is the pre-test/post-test design. In this design, participants are
randomly assigned to either an experimental or control group. The independent variable is manipulated in the
experimental group, while it remains constant in the control group. Both the experimental and control groups
are tested before and after the manipulation of the independent variable. This design is used to observe whether
the manipulation of the independent variable has an effect on the dependent variable.
 Post-test Only Design:
Another type of experimental design is the post-test only design. In this design, participants are randomly
assigned to either an experimental or control group. The independent variable is manipulated in the
experimental group, while it remains constant in the control group. The dependent variable is measured after
the manipulation of the independent variable. This design is used to observe whether the manipulation of the
independent variable has an effect on the dependent variable.

 Within-Subject Design:
A third type of experimental design is the within-subjects design. In this design, each participant is exposed
to both the experimental and control conditions. The independent variable is manipulated within each
participant, and the dependent variable is measured in both conditions. This design is used to observe whether
the manipulation of the independent variable has an effect on the dependent variable within each participant.
 Factorial Design:
A fourth type of experimental design is the factorial design. In this design, two or
more independent variables are manipulated at the same time. The dependent variable
is measured under each combination of independent variables. This design is used to
observe whether the effect of one independent variable on the dependent variable
depends on the level of another independent variable.
Advantages of Experimental Research:
There are several advantages of experimental research designs.
1. experimental research designs allow researchers to establish the causal relationship between the
independent and dependent variables.
2. Experimental research designs allow researchers to control extraneous variables that might affect the
dependent variable.
3. Experimental research designs allow researchers to replicate the study to test the validity and reliability
of the findings.
Disadvantages of Experimental Research:
However, there are also some disadvantages of experimental research designs;
1. experimental research designs may not be possible if the independent variable is notmanipulability or
if the experiment is unethical or impractical.
2. experimental research designs may not be generalizable to other populations or settings. T
 3. experimental research designs may suffer from demand characteristics or experimenter bias.

In conclusion, experimental research designs are an important research methodology that is used
to explore causal relationships between variables. There are several types of experimental research designs,
including the pre-test/post-test design, the post-test only design, the within-subjects design, and the factorial
design. Experimental research designs have several advantages, including the ability to establish causal
relationships, control extraneous variables, and replicate findings. However, they also have some
disadvantages, including limitations in the generalizability of findings, the potential for demand
characteristics, and concerns about ethical implications.

Question #5 : Discuss historical research covering the concept of primary sources, secondary sources internal
and external criticism.
Answer;
 Historical Research
The use of historical sources and techniques in the field of educational research is known as historical research
method. Historical research justifies itself when used to find out the solutions of the present day problems on
the basis of the experiences of the past.
However, the value of historical research in education is given as under:
1. It inspires respect for sound scholarship and reverence for great teachers.
2. The history of education enables the educational worker to dete fads and frills.
3. The history of education enables the educational worker to vie present educational problems in the light of
their origin and growth.
4. Past educational experiences my serve as a basis for tentative generalizations in analyzing current
educational issues and problems.
 Characteristics:
Historical research has certain characteristics which are given below:
1. It is based on reports of observations which cannot be repeated.
2. It is liable to be subjective.
3. In history, rational process of analysis and inference is verbalized.
4. Science predicts the future course of events, and history uses preserve evidence to retrofit the past.
 Steps of Historical Research:
There are three main-steps involved in historical research. These include:
1. The collection of data through primary and secondary sources;
2. It involves internal and external criticism of the data collected;
3. Presentation of facts which involves problems of organization composition, exposition and interpretation.
 Sources of Historical Research:
In collecting data of historical research, the sources are normally classified into two main categories - primary
sources and secondary sources.
1. Primary Sources:
Primary sources are those original documents which are the first witnesses a tact. However, some include
information in-the form of oral or written testimonial or the records written or preserved by actual participants
or witnesses of an event. For example, charters, official records, constitutions, court decisions,
autobiographies, diaries, letters, pictures, films, paintings, books and recordings etc. Other primary sources
include remains or relics, tools, weapons, house-hold articles, cloths etc.
2. Secondary Sources:
Secondary sources-are sources of information transmitted by one who was not present on the scene of the
original event. He was neither a participant nor an eye witnesses of the original event. In fact, information
supplied is second hand. Most of the encyclopedias and history text books come under the category of
secondary sources. The secondary sources sometimes prove very helpful as they provide information about
primary sources. Moreover, the historical report writing involve the, mechanical problem of documentation,
the logical problem of selecting the topics, the logical problem of arrangement of topics and sub-topics, and
the philosophical problem of interpretation.
 Internal Criticism
Internal criticism is the process of evaluating the authenticity and accuracy of primary sources.
Internal criticism involves assessing the credibility of the source, the context in which it was created, and the
biases and prejudices of the author. Internal criticism is important in historical research because it helps in
identifying the strengths and weaknesses of primary sources.
One of the ways in which internal criticism can be applied is through source criticism. Source
criticism involves evaluating the authenticity and credibility of primary sources. This involves assessing the
reliability of the source, the context in which it was created, and the biases of the author. Source criticism is
important in identifying the strengths and weaknesses of primary sources and in ensuring their accuracy and
authenticity. Another way in which internal criticism can be applied is through textual criticism. Textual
criticism involves evaluating the accuracy of the text itself. This involves examining the language, grammar,
and structure of the text. Textual criticism is important in ensuring the accuracy of primary sources and in
identifying any errors or inconsistencies in the text.
 External Criticism
External criticism is the process of evaluating the authenticity and accuracy of secondary sources.
External criticism involves assessing the credibility of the author, the context in which the source was created,
and the reliability of the sources used by the author. External criticism is important in historical research
because it helps in identifying the strengths and weaknesses of secondary sources. One of the ways in which
external criticism can be applied is through author criticism. Author criticism involves evaluating the
credibility and reliability of the author of the secondary source. This involves assessing the author's
qualifications, expertise, and biases. Author criticism is important in identifying the strengths and weaknesses
of secondary sources and in ensuring their accuracy and authenticity.
Another way in which external criticism can be applied is through source criticism. Source
criticism involves evaluating the reliability and credibility of the sources used by the author of the secondary
source. This involves assessing the reliability of the sources, the context in which they were created, and the
biases of the authors of the sources. Source criticism is important in ensuring the accuracy of secondary
sources and in identifying any errors or inconsistencies in the sources used by the author.
In conclusion, historical research is a complex process that involves the use of primary and secondary sources.
Primary sources provide direct evidence of the past and are important in establishing the authenticity and
accuracy of secondary sources. Secondary sources provide an interpretation of the past and are important in
providing a framework for understanding the past. Internal criticism involves evaluating the authenticity and
accuracy of primary sources, while external criticism involves evaluating the authenticity and accuracy of
secondary sources. Internal and external criticism are important in historical research because they help in
identifying the strengths and weaknesses of primary and secondary sources and in ensuring their accuracy and
authenticity.

END
References;
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