Research is a logical investigation to describe, elucidate, forecast and control a particular observed phenomenon. It is chronological search for new information and practical solutions to problems or questions formulated previously. It seeks to examine hypotheses and give a different interpretation of texts or data or seeks to form new questions to be explored in future. Research utilizes both deductive and inductive methods. Through observation, deductive approaches authenticate the theorized principles (Tuckman, 2008). Inductive methods investigate observed phenomenon and classify overall ideologies or processes underlying an observed phenomenon.
Considering the importance of research in learning and knowledge acquisition, students or any key stakeholder in the education field cannot evade it. Often, research is conducted for educational purposes. However, a good educational research must meet different demands in different conditions, places and times (Tuckman, 2008). It must be conducted in a rigorous and systematic way to enable acquisition of statistically significant data and formulate a concrete conclusion. It must show the credible and competent sources used. The research must be solving a question formulated beforehand (Yates, 2004). It must also show a collection of primary or secondary data and accurate observations or descriptions made.
Looking at the research, one should be able to understand the research question, how data was obtained and how it was analyzed to derive a certain conclusion.
Good educational research must display carefully designed procedures and analysis. It must exhibit a use of proficient methodologies and practical skills (Yates, 2004). The information and conclusion in the research should be unbiased. It must portray a researcher’s clear objective. Any assumptions made must also be disclosed. Finally, the research should be in a position to offer information required by learners for approval or disapproval of hypotheses. The research should be carefully recorded and capable of being reported to other persons interested in the problem.
References
Tuckman, B. (2008). Conducting Educational Research. New York: Harcourt Brace Jovanovich.
Yates, L. (2004). What Does Good Education Research Look Like?: Situating a Field and Its Practices. Maidenhead: Open University Press.
