OEP 101: EDUCATIONAL PSYCHOLOGY -RESEARCH IN EDUCATIONAL PSYCHOLOGY

OEP 101: EDUCATIONAL PSYCHOLOGY

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:
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.
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.
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.
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
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.
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.
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.
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.
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.
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.
Qn: For each of the methods of collecting data mentioned above identify its advantages and limitation.s.
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.
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.
Qn: Elaborate the summary with your own words and then go through the lecture to verify your accurateness.