Educational Research

There are four types of educational research which include descriptive, correlational, experimental, and action research. Descriptive research tells how, what, or why a situation happens. Descriptive research can be quantitative – using percentages, frequencies, and averages; or it can be qualitative – yielding nonnumeric information in the form of verbal or written reports, documents and pictures. This type of research tells facts about a particular situation. An example of this type of study would be the number of students in a classroom and their standardized test scores.

The second type of educational research is correlational research. This type of study explores the relationship between two variables. Although it may determine that a relationship exists, it cannot determine that one variable causes the other variable. With this type of study, if one variable is know, we can predict what the other variable might be. An example of this type of study is seeing that there is a relationship that exists between class size and improvement in standardized test scores.

The third type of educational research is experimental research. This type of study can determine cause and effect relationships. This type of study requires manipulating one variable to determine its possible effect on something else. This type of study requires a control group and a treatment group selected at random to make sure that the groups are as similar as possible. Although this type of research yields the most useful results, questions sometimes do not lend themselves ethically or practically to carefully controlled experimental studies. An example of this type of research would be determining that lower class sizes result in an increase in standardized test scores.

Action research is the four type of educational research. This type of study is useful to an educator when they want to do their own research into their personal teaching practices or programs. Educators can reflect on their educational practices, identify strategies for improvement, implement the improved strategies, and then assess the effectiveness of the new strategy. This is effective for the particular classroom or school where the action research takes place; however, the practice cannot be generalized and used in all classrooms or schools. Additionally, this type of research lacks the external and internal validity associated with properly conducted experimental research. An example of action research would be a teacher changes her reading program and sees an improvement in the reading levels of her students.

Through this Webquest, I have learned the differences in the types of research and what conclusions can be drawn from each type. I have learned that it is important for me to look carefully at research conclusions reported in the media and journals to determine for myself if the conclusions are valid. Accepting what is reported as fact, and changing educational practices based on invalid research could have a negative impact upon my teaching practices which would negatively impact my students. Jumping onto a bandwagon of a touted theory based on inaccurate conclusions would be a poor decision.

While analyzing the research scenarios, I determined that I need further explanation into the wording that I should look for to determine what type of research is taking place and if the conclusions are based on sound research. This would help me to know if the proper conclusions are being drawn from the research in the first place. I believe that I need additional guided instruction into understanding what words to look for to determine the types of research that are being discussed. This would allow me to determine if the conclusions drawn are valid for the research.

For myself, I have a greater understanding into the benefit of being a reflective educator. I realize it is important for me to critically think about my own teaching practices and look for areas that can be improved. Keeping current on educational research will help me determine which of my practices should be altered to align with current theories and practices. Once I determine that I need to alter or improve my practices, I can implement the changes and assess their effectiveness in my own classroom.