DISCUSSION 1 FOR PBI 3 & 4

CLASSROOM ACTION RESEARCH

By Group 2

Classroom research is classroom-based research, encompassing not only PTK (Action Research Classroom), but also various types of research conducted in the classroom, such as research on student or research interaction forms that examine the proportion of talk between teachers and students during the course of learning. There are two researches method that we explain on this page. That are Qualitative research and Quantitative research.

Quantitative research is a research method that more pressing to measurement aspect with objective way to the social phenomena and Qualitative Understanding is a research method that emphasizes the aspect of an in-depth understanding of a problem rather than looking at problems for generalization research.

To provide a more comprehensive view of research we examine research from the perspective of what Richards (2003) terms:

A paradigm or “a set of basic beliefs” regarding research; a tradition or an “approach to research covering generally recognized territory and employing a generally accepted set of research methods;” and a method or “a means of gathering, analyzing and interpreting data using generally recognized procedures”

In what follows, we discuss the paradigm of basic and applied research, the major research traditions of qualitative and quantitative research, and end by describing some typical methods employed in classroom research.

Research Paradigms: Basic Versus Applied Research

One of the most central distinctions made in discussing research is the difference between basic and applied research. The purpose of basic research is to acquire knowledge for the sake of knowledge. Its main goal is to contribute to a fuller understanding of the world. Often basic research is undertaken in disciplines like biology, physics, astronomy, and geology and is used by researchers who want to verify theories of their discipline. Cosmologists, for example, may be concerned about testing theories about the origin of the universe. Applied research deals with human and societal problems in the hopes of finding solutions to real-world problems. For example, have investigated why some students are reluctant to contribute to class discussions.

Research Traditions: Qualitative Versus Quantitative Research

One of the major distinctions made in discussing primary research is the difference between quantitative and qualitative research. In order to distinguish these two traditions, it is helpful to examine the differences in the types of research questions that are posed in these two traditions, as well the typical data that are used and how they are analyzed.

In quantitative research, a researcher typically begins with a research question or hypothesis that is quite specific. On the other hand, Qualitative research, typically starts with the assumption that classroom learning must be studied holistically, taking into account a variety of factors in a specific classroom.

Observed happening in a particular context. Unlike typical quantitative research projects, which is deductive and designed to test hypotheses, qualitative research is inductive, using the data gathered to arrive at general conclusions rather than making hypotheses during the initial phrase of the study. In addition, unlike quantitative research, qualitative research generally involves a limited number of participants and in the case of ethno-graphic research. Unlike a quantitative study, the findings are not reported using statistical procedures but rather rely on rich descriptions of typical scenes that were observed.

Quantitative Research

Two qualities are essential for sound research: Validity and Reliability. There are three major types

of validity: construct, external, and internal validity. Construct validity deals with the degree to which the instruments used in a study measure the construct that is being examined. External validity deals with the extent to which the findings of one study can be generalized to a wider population. In quantitative studies, generalizability is often achieved by using a random sample. students. Internal validity, on the other hand, deals with the degree to which the research design is such that it has controlled for variables that could influence the outcome of the study.

There are two types of reliability: internal and external. Internal reliability relates to the extent to which someone else analyzing the same data would come up with the same results. External reliability, on the other hand, deals with whether or not another researcher, undertaking a similar study, would come to the same conclusions.

Qualitative Research

These terms are defined differently in qualitative research because there is far less control and structure in qualitative research. In qualitative research, internal validity depends on what is referred to as credibility and external validity to transferability. A researcher can achieve credibility or internal validity by carefully recording and analyzing all of the data gathered and presenting it in a fair and unbiased manner. Transferability or external validity has to do with the degree to which the findings of a qualitative study can be applied to other contexts.

Research questions

Quantitative: The research question has arrived deductively That the researcher begins with a hypothesis. Qualitative: The research question has arrived inductively That researchers observe and formulate questions.

Research design

Quantitative: The researcher has a hypothesis and specifies the methodology. The object is to summarize the data in the numerical index. Qualitative: Design research evolves over time. Once data is collected, researchers look for patterns.

Ethical Research

There are several reasons why it is important to adhere to ethical norms in research. First, norms promote the aims of research, such as knowledge, truth, and avoidance of error. For example, prohibitions against fabricating, falsifying, or misrepresenting research data promote the truth and minimize error.

Second, since research often involves a great deal of cooperation and coordination among many different people in different disciplines and institutions, ethical standards promote the values that are essential to collaborative work, such as trust, accountability, mutual respect, and fairness. For example, many ethical norms in research, such as guidelines for authorship, copyright and patenting policies, data sharing policies, and confidentiality rules in peer review, are designed to protect intellectual property interests while encouraging collaboration. Most researchers want to receive credit for their contributions and do not want to have their ideas stolen or disclosed prematurely.

Third, many of the ethical norms help to ensure that researchers can be held accountable to the public. For instance, federal policies on research misconduct, conflicts of interest, the human subjects protection, and animal care and use are necessary in order to make sure that researchers who are funded by public money can be held accountable to the public.

Fourth, ethical norms in research also help to build public support for research. People are more likely to fund a research project if they can trust the quality and integrity of research.

Finally, many of the norms of research promote a variety of other important moral and social values, such as social responsibility, human rights, animal welfare, compliance with the law, and public health and safety. Ethical lapses in research can significantly harm human and animal subjects, students, and the public. For example, a researcher who fabricates data in a clinical trial may harm or even kill patients, and a researcher who fails to abide by regulations and guidelines relating to radiation or biological safety may jeopardize his health and safety or the health and safety of staff and students.

Question: 

1. What do you think about ethical research and give an example about ethical research in classroom research?
2. What is the important thing about quantitative research and qualitative research by your opinion?