FUNDAMENTAL RESEARCH
It
is basic approach which is for the sake of knowledge. Fundamental research is
usually carried on in a laboratory or other sterile environment, sometimes with
animals. This type of research, which has no immediate or planned application,
may later result in further research of an applied nature. Basic researches
involve the development of theory. It is not concerned with practical
applicability and most closely resembles the laboratory conditions and controls
usually associated with scientific research. It is concerned establishing
generally principles of learning. For example, much basic research has been
conducted with animals to determine principles of reinforcement and their
effect on learning. Like the experiment of skinner on cats gave the principle
of conditioning and reinforcement.
According to Travers, basic research is
designed to add to an organized body of scientific knowledge and does not
necessarily produce results of immediate practical value. Basic research is
primarily concerned with the formulation of the theory or a contribution to the
existing body of knowledge. Its major aim is to obtain and use the empirical
data to formulate, expand or evaluate theory. This type of research draws its
pattern and spirit from the physical sciences. It represents a rigorous and
structured type of analysis. It employs careful sampling procedures in order to
extend the findings beyond the group or situations and thus develops theories
by discovering proved generalizations or principles. The main aim of basic
research is the discovery of knowledge solely for the sake of knowledge.
Another system for classification
is sometimes used for the research dealing with these who types of questions.
This classification is based on goal or objective of the research. The first
type of research, which has its aim obtaining the empirical data that can be
used to formulate, expand or evaluate theory is called basic research. This
type of study is not oriented in design or purpose towards the solution of
practical problem. Its essential aim is to expand the frontiers of knowledge
without regard to practical application. Of course, the findings may eventually
apply to practical problems that have social value. For example, advances in
the practice of medicine are dependent upon basic research in biochemistry and
microbiology. Likewise, progress in educational practices has been related to progress
in the discovery of general laws through psychological, educational,
sociological research.
The
second type of research which aims to solve an immediate practical problem, is
referred to as applied research. According to Travers, ―applied research is
undertaken to solve an immediate practical problem and the goal of adding to
scientific knowledge is secondary.
It
is research performed in relation to actual problems and under the conditions
in which they are found in practice. Through applied research, educators are
often able to solve their problems at the appropriate level of complexity, that
is, in the classroom teaching learning situations. We may depend upon basic
research for the discovery of more general laws of learning, but applied
research much is conducted in the order to determine how these laws operate in
the classroom. This approach is essential if scientific changes in teaching
practice are to be effected. Unless educators undertake to solve their own
practical problems of this type no one else will. It should be pointed out that
applied research also uses the scientific method of enquiry. We find that there
is not always a sharp line of demarcation between basic and applied research.
Certainly applications are made from theory to help in the solution of
practical problems.
We
attempt to apply the theories of learning in the classroom. On the other hand,
basic research may depend upon the findings of the applied research to complete
its theoretical formulations. A classroom learning experiment can throw some
light on the learning theory. Furthermore, observations in the practical
situations serve to test theories and may lead to the formulation of new
theories. Most educational research studies are classified at the applied end
of the continuum; they are more concerned with ―what‖ works best than with
―why‖. For example, applied research tests the principle of reinforcement to
determine their effectiveness in improving learning (e.g. programmed
instruction) and behaviour (e.g. behaviour modification).
Applied
research has most of the characteristics of fundamental research, including the
use of sampling techniques and the subsequent inferences about the target
population. Its purpose, however, is improving a product or a process – testing
theoretical concepts in actual problem situations. Most educational research is
applied research, for it attempts to develop generalizations about teaching –
learning processes and instructional materials.
The applied research may also be
employed a university or research institute or may be found in private industry
or working for a government agency. In the field of education such a person
might be employed by a curriculum publishing company, a state department of
education, or a college of education at a university. Applied researches are
also found in the settings in which the application or practitioner‘s role is
primary. This is where the teachers, clinical psychologists, school
psychologists, social workers physicians, civil engineers, managers, advertising
specialists and so on are found.
Many of theses people receive training in
doing research, and they use this knowledge for two purpose.
(1)
To help practitioners understand, evaluate, and use the research produced by
basic and applied researches in their own fields and,
(2)
To develop a systematic way of addressing the practical problems and questions
that arise as they practice their professions. For example, a teacher who
notices that a segment of the class is not adequately motivated in science
might look at the research literature on teaching science and then
systematically try some of the findings suggested by the research. Some of the
recent focus of applied educational research have been grading practices,
collective bargaining for school personnel, curriculum content, instructional
procedures, educational technology, and assessment of achievement. The topics
have been investigated with an applied research because the questions raised in
these areas generally have limited or no concrete knowledge of theory we can
draw upon directly to aid in decision making.
ACTION RESEARCH
Research
designed to uncover effective ways of dealing with problems in the real world
can be referred to as action research. This kind of research is not confined to
a particular methodology or paradigm.
For
example, a study of the effectiveness of training teenage parents to care for
their infants. The study is based on statistical and other evidence that
infants of teenage mothers seemed to be exposed to more risks than other
infants. The mother and children were recruited for participation in the study
while the children were still in neonate period. Mothers were trained at home
or in an infant nursery.
A
controlled group received no training. The mothers trained at home were visited
at 2-weeks interval over a 12-month period. Those trained in nursery setting
attended 3-days per week for 6 months, were paid minimum wage, and assisted as
staff in centre. Results of the study suggested that the children of both group
of trained mothers benefited more in terms of their health and cognitive
measures than did the controlled children. Generally greater benefits were realized
by the children of the mothers trained in the nursery that with the mothers
trained at home. Thus the study shows that such researches have direct
application to real world problems. Second, elements of both quantitative and
qualitative approaches can be found in the study. For example, quantitative
measure of weight, height, and cognitive skills were obtained in this study.
However,
at the start itself from the personal impressions and observations without the
benefit of systematic quantitative data, the researches was able to say that
the mother in the nursery centre showed some unexpected vocational aspirations
to become nurses. Third, treatments and methods that are investigated are
flexible and might change during the study in response to the results as they
are obtained. Thus, action research is more systematic and empirical than some
other approaches to innovation and change, but it does not lead to careful
controlled scientific experiments that are generalizable to a wide variety of
situations and settings.
The purpose of action
research is to solve classroom problems through the application of scientific
methods. It is concerned with a local problem and is conducted in a local
setting. It is not concerned with whether the results are generalizable to any
other setting and is not characterized by the same kind of control evidence in
other categories of research. The primary goal of action research is the
solution of a given problem, not contribution to science. Whether the research
is conducted in one classroom or many classrooms, the teacher is very much a
part of the process. The more research trainings the teacher involved have had,
the more likely it is that the research will produce valid, if not
generalizable research. The value of action research is confined primarily to
those who are conducting it. Despite its shortcomings, it does represents a
scientific approach to the problem solving that is considerably better than
changed based on the alleged effectiveness of untried procedures, and
infinitely better than no changes at all.
It
is a means by which concerned school personnel can attempt to improve the
educational process, at least within their environment. Of course, the true
value of action research to true scientific progress is limited. True progress
requires the development of sound theories having implications for many
classrooms, not just one or two. One sound theory that includes ten principles
of learning may eliminate the need of hundreds of would – be action research
studies. Given the current status of educational theory, however, action
research provides immediate answers to problem that cannot wait for theoretical
solutions. As John Best puts it, action research is focused on immediate
applications. Its purposes is to improve school practices and at the same time,
to improve those who try to improve the practices, to combine the research
processes, habits of thinking, ability to work harmoniously with others, and
professional spirit. If most classroom teachers are to be involved in research
activity, it will probably be in the area of action research.
Many
observers have projected action research nothing more than the application of
common sense or good management. Whether or not it is worthy of the term
research it does not apply scientific thinking and methods to real life
problems and represents a greater improvement over teachers‘ subjective
judgments and decision based upon stereotype thinking and limited personal
experience.
The concept of action research
under the leadership of Corey has been instrumental in bringing educational
research nearer to educational practitioners. Action research is research
undertaken by practitioners in order that they may attempt to solve their
local, practical problems by using the method of science.
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