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10 Research Question Examples to Guide Your Research Project
10 Research Question Examples to Guide your Research Project
Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.
The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.
The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.
Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.
Research question
Explanation
The first question is not enough. The second question is more , using .
Starting with “why” often means that your question is not enough: there are too many possible answers. By targeting just one aspect of the problem, the second question offers a clear path for research.
The first question is too broad and subjective: there’s no clear criteria for what counts as “better.” The second question is much more . It uses clearly defined terms and narrows its focus to a specific population.
It is generally not for academic research to answer broad normative questions. The second question is more specific, aiming to gain an understanding of possible solutions in order to make informed recommendations.
The first question is too simple: it can be answered with a simple yes or no. The second question is , requiring in-depth investigation and the development of an original argument.
The first question is too broad and not very . The second question identifies an underexplored aspect of the topic that requires investigation of various to answer.
The first question is not enough: it tries to address two different (the quality of sexual health services and LGBT support services). Even though the two issues are related, it’s not clear how the research will bring them together. The second integrates the two problems into one focused, specific question.
The first question is too simple, asking for a straightforward fact that can be easily found online. The second is a more question that requires and detailed discussion to answer.
? dealt with the theme of racism through casting, staging, and allusion to contemporary events?
The first question is not — it would be very difficult to contribute anything new. The second question takes a specific angle to make an original argument, and has more relevance to current social concerns and debates.
The first question asks for a ready-made solution, and is not . The second question is a clearer comparative question, but note that it may not be practically . For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.
Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.
Type of research
Example question
Qualitative research question
Quantitative research question
Statistical research question
Other interesting articles
If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.
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Statistics
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Statistical power
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Hawthorne effect
Anchoring bias
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Research Questions and Design
Research questions
Because research questions define a research project, this is the place to start your investigation. Different sorts of questions demand different types of research designs, methodologies, data collection methods, and analysis techniques.
Broadly speaking, your research questions should pose a unitary query using unambiguous terminology and they should be reasonably answerable given available resources.
What to avoid
Compound research questions. For example: "Do new learning spaces inspire faculty members to employ new active-learning techniques that enhance student motivation and learning?" This question contains several distinct strands that should be disentangled and listed as separate questions.
Ambiguous terminology. For instance: “Are students more engaged after a service learning experience than they were before?” Student engagement is a popular concept in current educational discourse, but its meaning is not entirely clear. Do we mean affective engagement (improved feelings or emotions)? Cognitive engagement (increased intellectual interest)? Social engagement (greater interaction with peers or instructors around class issues)? Specifying a way of measuring engagement will often lead to greater precision in terminology.
Overly ambitious questions. For example: “Does using a problem-based approach to teaching evolutionary theory in introductory biology courses cause greater student acceptance of evolution?” Causal questions are among the most difficult questions to answer because an affirmative answer must not only document change over time, but also justify attributing that change to the putative causal factor. This can be challenging, particularly if circumstances do not permit you to use a comparative research design that controls for extraneous factors.
Research design
The design of a study (or its methodology ) refers to its overall structure and to the important components of the research contained within that structure.
A research design defines:
who or what is being studied
the framework within which the study's research questions will be addressed
the information to be gathered
whether there will be any manipulation of study conditions
what are the hypothesized relationships among the matters of concern in the study
One important distinction in research design has to do with whether a study involves a single group, or multiple groups. In educational research, these are likely to be a group or groups of instructors, or students, or classes. Studies that examine just one group are appropriate when what is being studied is a new and relatively unknown phenomenon. When that is the case, the study is likely to be exploratory and descriptive in nature, built around questions such as:
How do faculty members adapt their classes to employ new types of learning activities? What difficulties do they encounter? What benefits do they perceive?
Here, what is wanted is not a controlled experiment, but instead a detailed narrative that provides richness of context, which other faculty members can look to for guidance.
Studies that examine more than one group are appropriate when the objective of the research is to answer questions that call for comparative data, such as questions about change over time; about the association between two or more variables; or about cause and effect. The research designs appropriate for answering these questions are described in a detailed but accessible way in William Trochim’s Research Methods Knowledge Base .
Caroline Hilk
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Educational Research: What It Is + How to Do It
Education is a pillar in modern society, it provides the tools to develop critical thinking, decision making, and social abilities. Education helps individuals to secure the necessary research skills to secure jobs or to be entrepreneurs in new technologies. This is where educational research takes an important place in the overall improvement of the education system (pedagogy, learning programs, investigation, etc.).
Educational research is the spectrum that involves multiple fields of knowledge that scope the different research problems of the learning system and provides a variety of perspectives to solve the issues and improve in general. Educators need ways to filter through the noise of information to find the best practices to better their jobs and deliver better students. This is why educational research that attaches to the scientific method and creates better ideas and new knowledge is essential. The classroom response system allowed students to answer multiple-choice questions and engage in real-time discussions instantly.
What is educational research?
Educational research is collecting and systematically analyzing information on education methods to explain them better. It should be viewed as a critical, reflexive, and professional activity that adopts rigorous methods to gather data, analyze it, and solve educational challenges to help advance knowledge.
Educational research typically begins with identifying a problem or an academic issue. From there, it involves the research of all the data, the information must be analyzed to interpret it. This process ends with a report where results are presented in an understandable form of speech, which can be used by both the researcher and the educational community.
Why is educational research important?
The primary purpose of educational research is to improve the knowledge it exists towards the pedagogy and educational system as a whole. Improving the learning practices and developing new ways of teaching can be achieved more efficiently when the information is shared by the entire community rather than guarded by one institution. Simply put, we can tell that the main three reasons to conduct educational research are:
To explore issues . Undertaking research leads to finding answers to specific questions that can help students, teachers, and administrators. Why is student experience design important in new university models? What is the impact of education on new generations? Why is the importance of language while redacting a survey for a Ph.D.?
To shape policy . This type of educational research is conducted to collect information to make sustained judgments that can be informed to societies or institutions to improve the governance of education.
To improve the quality . Trying to do something better than what is done now is a common reason for educational research to be done. What if we can improve the quality of education by adopting new processes; what if we can achieve the same outcomes with fewer resources? This is quite common in the educational system, but to adapt, institutions must have a base ground of information, which can be obtained by conducting educational research.
Educational Research Methods
Educational research methods are the tools used to carry out research to prove or not the hypothesis of the study.
An interview is a qualitative research technique that allows the researcher to gather data from the subject using open-ended questions. The most important aspect of an interview is how it is made, typically, it would be a one-on-one conversation that focuses on the substance of what is asked.
Focus Group
Focus groups are also one of the best example of qualitative data in education or approach to gathering information. The main difference from an interview is that the group is composed of 6 – 10 people purposely selected to understand the perception of a social group. Rather than trying to understand a more significant population in the form of statistics, the focus group is directed by a moderator to keep the group in topic conversation. Hence, all the participants contribute to the research.
Observation
Observation is a method of data collection that incorporates the researcher into the natural setting where the participants or the phenomenon is happening. This enables the researcher to see what is happening in real time, eliminating some bias that interviews or focus groups can have by having the moderator intervene with the subjects.
A survey is a research method used to collect data from a determined population to gain information on a subject of interest. The nature of the survey allows gathering the information at any given time and typically takes no time, depending on the research. Another benefit of a survey is its quantitative approach, which makes it easier to present it comprehensively.
How to do educational research
Like any other type of research, educational research involves steps that must be followed to make the information gathered from it valuable and usable.
Identifying the problem. The first step in the process is to identify the problem or formulate a research question.
Formulating objectives and hypotheses. Research objectives are the goal intended for the research to take place, they must be explicit at the beginning of the research and related to the problem. The hypothesis is a statement of the research in the form of a question, it helps the researcher to decide which research method is going to be used as well as the data that needs to be collected.
Deciding the method of research. There are plenty of research methods, but deciding which one is the best for each case depends on the researcher’s objectives and hypothesis planted in the previous step.
Collecting the data. The research method determines how the data is going to be collected. Whether it’s going to be an interview, focus group, or survey depends on the research method.
Analyzing and interpreting the data. Arranging and organizing the data collected and making the necessary calculations. A correct translation/interpretation of the data is primordial for everyone to understand, not only the researcher.
Writing a report. After the analysis and interpretation of data, the researcher will form a conclusion, a result of his research which can be shared with everyone. This will be done through a report, or a thesis, which includes all the information related to the research. It will include a detailed summary of all his work and findings during the research process.
Educational research is crucial for the improvement of the education system, the improvement of the teaching/learning process relies on the information that’s available in the field. Statements without research evidence are nothing but opinions, the gathering and distribution of information are fundamental in order to improve what we have as an educational system, as it provides explanations to the big questions and provides a bigger picture for future generations.
As stated before, educational research is crucial for improving the education system. In QuestionPro we believe in providing the best tools to academic researchers to keep creating valuable knowledge.
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A research question is a query that your research will help to answer. So when you are developing one, you want to ask yourself: What do you want to know about a topic? When developing your research question, you want to address your topic as a question for which the results will provide both new and important information. For example:
online learning and competency-based education
Research Question
Which factors have the greatest impact on completion in online competency-based education programs?
<< Previous: Narrowing Down or Broadening Your Topic
Next: Developing a Research Question >>
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J Indian Assoc Pediatr Surg
v.24(1); Jan-Mar 2019
Formulation of Research Question – Stepwise Approach
Simmi k. ratan.
Department of Pediatric Surgery, Maulana Azad Medical College, New Delhi, India
1 Department of Community Medicine, North Delhi Municipal Corporation Medical College, New Delhi, India
2 Department of Pediatric Surgery, Batra Hospital and Research Centre, New Delhi, India
Formulation of research question (RQ) is an essentiality before starting any research. It aims to explore an existing uncertainty in an area of concern and points to a need for deliberate investigation. It is, therefore, pertinent to formulate a good RQ. The present paper aims to discuss the process of formulation of RQ with stepwise approach. The characteristics of good RQ are expressed by acronym “FINERMAPS” expanded as feasible, interesting, novel, ethical, relevant, manageable, appropriate, potential value, publishability, and systematic. A RQ can address different formats depending on the aspect to be evaluated. Based on this, there can be different types of RQ such as based on the existence of the phenomenon, description and classification, composition, relationship, comparative, and causality. To develop a RQ, one needs to begin by identifying the subject of interest and then do preliminary research on that subject. The researcher then defines what still needs to be known in that particular subject and assesses the implied questions. After narrowing the focus and scope of the research subject, researcher frames a RQ and then evaluates it. Thus, conception to formulation of RQ is very systematic process and has to be performed meticulously as research guided by such question can have wider impact in the field of social and health research by leading to formulation of policies for the benefit of larger population.
I NTRODUCTION
A good research question (RQ) forms backbone of a good research, which in turn is vital in unraveling mysteries of nature and giving insight into a problem.[ 1 , 2 , 3 , 4 ] RQ identifies the problem to be studied and guides to the methodology. It leads to building up of an appropriate hypothesis (Hs). Hence, RQ aims to explore an existing uncertainty in an area of concern and points to a need for deliberate investigation. A good RQ helps support a focused arguable thesis and construction of a logical argument. Hence, formulation of a good RQ is undoubtedly one of the first critical steps in the research process, especially in the field of social and health research, where the systematic generation of knowledge that can be used to promote, restore, maintain, and/or protect health of individuals and populations.[ 1 , 3 , 4 ] Basically, the research can be classified as action, applied, basic, clinical, empirical, administrative, theoretical, or qualitative or quantitative research, depending on its purpose.[ 2 ]
Research plays an important role in developing clinical practices and instituting new health policies. Hence, there is a need for a logical scientific approach as research has an important goal of generating new claims.[ 1 ]
C HARACTERISTICS OF G OOD R ESEARCH Q UESTION
“The most successful research topics are narrowly focused and carefully defined but are important parts of a broad-ranging, complex problem.”
A good RQ is an asset as it:
Details the problem statement
Further describes and refines the issue under study
Adds focus to the problem statement
Guides data collection and analysis
Sets context of research.
Hence, while writing RQ, it is important to see if it is relevant to the existing time frame and conditions. For example, the impact of “odd-even” vehicle formula in decreasing the level of air particulate pollution in various districts of Delhi.
A good research is represented by acronym FINERMAPS[ 5 ]
Interesting.
Appropriate
Potential value and publishability
Systematic.
Feasibility means that it is within the ability of the investigator to carry out. It should be backed by an appropriate number of subjects and methodology as well as time and funds to reach the conclusions. One needs to be realistic about the scope and scale of the project. One has to have access to the people, gadgets, documents, statistics, etc. One should be able to relate the concepts of the RQ to the observations, phenomena, indicators, or variables that one can access. One should be clear that the collection of data and the proceedings of project can be completed within the limited time and resources available to the investigator. Sometimes, a RQ appears feasible, but when fieldwork or study gets started, it proves otherwise. In this situation, it is important to write up the problems honestly and to reflect on what has been learned. One should try to discuss with more experienced colleagues or the supervisor so as to develop a contingency plan to anticipate possible problems while working on a RQ and find possible solutions in such situations.
This is essential that one has a real grounded interest in one's RQ and one can explore this and back it up with academic and intellectual debate. This interest will motivate one to keep going with RQ.
The question should not simply copy questions investigated by other workers but should have scope to be investigated. It may aim at confirming or refuting the already established findings, establish new facts, or find new aspects of the established facts. It should show imagination of the researcher. Above all, the question has to be simple and clear. The complexity of a question can frequently hide unclear thoughts and lead to a confused research process. A very elaborate RQ, or a question which is not differentiated into different parts, may hide concepts that are contradictory or not relevant. This needs to be clear and thought-through. Having one key question with several subcomponents will guide your research.
This is the foremost requirement of any RQ and is mandatory to get clearance from appropriate authorities before stating research on the question. Further, the RQ should be such that it minimizes the risk of harm to the participants in the research, protect the privacy and maintain their confidentiality, and provide the participants right to withdraw from research. It should also guide in avoiding deceptive practices in research.
The question should of academic and intellectual interest to people in the field you have chosen to study. The question preferably should arise from issues raised in the current situation, literature, or in practice. It should establish a clear purpose for the research in relation to the chosen field. For example, filling a gap in knowledge, analyzing academic assumptions or professional practice, monitoring a development in practice, comparing different approaches, or testing theories within a specific population are some of the relevant RQs.
Manageable (M): It has the similar essence as of feasibility but mainly means that the following research can be managed by the researcher.
Appropriate (A): RQ should be appropriate logically and scientifically for the community and institution.
Potential value and publishability (P): The study can make significant health impact in clinical and community practices. Therefore, research should aim for significant economic impact to reduce unnecessary or excessive costs. Furthermore, the proposed study should exist within a clinical, consumer, or policy-making context that is amenable to evidence-based change. Above all, a good RQ must address a topic that has clear implications for resolving important dilemmas in health and health-care decisions made by one or more stakeholder groups.
Systematic (S): Research is structured with specified steps to be taken in a specified sequence in accordance with the well-defined set of rules though it does not rule out creative thinking.
Example of RQ: Would the topical skin application of oil as a skin barrier reduces hypothermia in preterm infants? This question fulfills the criteria of a good RQ, that is, feasible, interesting, novel, ethical, and relevant.
Types of research question
A RQ can address different formats depending on the aspect to be evaluated.[ 6 ] For example:
Existence: This is designed to uphold the existence of a particular phenomenon or to rule out rival explanation, for example, can neonates perceive pain?
Description and classification: This type of question encompasses statement of uniqueness, for example, what are characteristics and types of neuropathic bladders?
Composition: It calls for breakdown of whole into components, for example, what are stages of reflux nephropathy?
Relationship: Evaluate relation between variables, for example, association between tumor rupture and recurrence rates in Wilm's tumor
Descriptive—comparative: Expected that researcher will ensure that all is same between groups except issue in question, for example, Are germ cell tumors occurring in gonads more aggressive than those occurring in extragonadal sites?
Causality: Does deletion of p53 leads to worse outcome in patients with neuroblastoma?
Causality—comparative: Such questions frequently aim to see effect of two rival treatments, for example, does adding surgical resection improves survival rate outcome in children with neuroblastoma than with chemotherapy alone?
Causality–Comparative interactions: Does immunotherapy leads to better survival outcome in neuroblastoma Stage IV S than with chemotherapy in the setting of adverse genetic profile than without it? (Does X cause more changes in Y than those caused by Z under certain condition and not under other conditions).
How to develop a research question
Begin by identifying a broader subject of interest that lends itself to investigate, for example, hormone levels among hypospadias
Do preliminary research on the general topic to find out what research has already been done and what literature already exists.[ 7 ] Therefore, one should begin with “information gaps” (What do you already know about the problem? For example, studies with results on testosterone levels among hypospadias
What do you still need to know? (e.g., levels of other reproductive hormones among hypospadias)
What are the implied questions: The need to know about a problem will lead to few implied questions. Each general question should lead to more specific questions (e.g., how hormone levels differ among isolated hypospadias with respect to that in normal population)
Narrow the scope and focus of research (e.g., assessment of reproductive hormone levels among isolated hypospadias and hypospadias those with associated anomalies)
Is RQ clear? With so much research available on any given topic, RQs must be as clear as possible in order to be effective in helping the writer direct his or her research
Is the RQ focused? RQs must be specific enough to be well covered in the space available
Is the RQ complex? RQs should not be answerable with a simple “yes” or “no” or by easily found facts. They should, instead, require both research and analysis on the part of the writer
Is the RQ one that is of interest to the researcher and potentially useful to others? Is it a new issue or problem that needs to be solved or is it attempting to shed light on previously researched topic
Is the RQ researchable? Consider the available time frame and the required resources. Is the methodology to conduct the research feasible?
Is the RQ measurable and will the process produce data that can be supported or contradicted?
Is the RQ too broad or too narrow?
Create Hs: After formulating RQ, think where research is likely to be progressing? What kind of argument is likely to be made/supported? What would it mean if the research disputed the planned argument? At this step, one can well be on the way to have a focus for the research and construction of a thesis. Hs consists of more specific predictions about the nature and direction of the relationship between two variables. It is a predictive statement about the outcome of the research, dictate the method, and design of the research[ 1 ]
Understand implications of your research: This is important for application: whether one achieves to fill gap in knowledge and how the results of the research have practical implications, for example, to develop health policies or improve educational policies.[ 1 , 8 ]
Brainstorm/Concept map for formulating research question
First, identify what types of studies have been done in the past?
Is there a unique area that is yet to be investigated or is there a particular question that may be worth replicating?
Begin to narrow the topic by asking open-ended “how” and “why” questions
Evaluate the question
Develop a Hypothesis (Hs)
Write down the RQ.
Writing down the research question
State the question in your own words
Write down the RQ as completely as possible.
For example, Evaluation of reproductive hormonal profile in children presenting with isolated hypospadias)
Divide your question into concepts. Narrow to two or three concepts (reproductive hormonal profile, isolated hypospadias, compare with normal/not isolated hypospadias–implied)
Specify the population to be studied (children with isolated hypospadias)
Refer to the exposure or intervention to be investigated, if any
Reflect the outcome of interest (hormonal profile).
Another example of a research question
Would the topical skin application of oil as a skin barrier reduces hypothermia in preterm infants? Apart from fulfilling the criteria of a good RQ, that is, feasible, interesting, novel, ethical, and relevant, it also details about the intervention done (topical skin application of oil), rationale of intervention (as a skin barrier), population to be studied (preterm infants), and outcome (reduces hypothermia).
Other important points to be heeded to while framing research question
Make reference to a population when a relationship is expected among a certain type of subjects
RQs and Hs should be made as specific as possible
Avoid words or terms that do not add to the meaning of RQs and Hs
Stick to what will be studied, not implications
Name the variables in the order in which they occur/will be measured
Avoid the words significant/”prove”
Avoid using two different terms to refer to the same variable.
Some of the other problems and their possible solutions have been discussed in Table 1 .
Potential problems and solutions while making research question
G OING B EYOND F ORMULATION OF R ESEARCH Q UESTION–THE P ATH A HEAD
Once RQ is formulated, a Hs can be developed. Hs means transformation of a RQ into an operational analog.[ 1 ] It means a statement as to what prediction one makes about the phenomenon to be examined.[ 4 ] More often, for case–control trial, null Hs is generated which is later accepted or refuted.
A strong Hs should have following characteristics:
Give insight into a RQ
Are testable and measurable by the proposed experiments
Have logical basis
Follows the most likely outcome, not the exceptional outcome.
E XAMPLES OF R ESEARCH Q UESTION AND H YPOTHESIS
Research question-1.
Does reduced gap between the two segments of the esophagus in patients of esophageal atresia reduces the mortality and morbidity of such patients?
Hypothesis-1
Reduced gap between the two segments of the esophagus in patients of esophageal atresia reduces the mortality and morbidity of such patients
In pediatric patients with esophageal atresia, gap of <2 cm between two segments of the esophagus and proper mobilization of proximal pouch reduces the morbidity and mortality among such patients.
Research question-2
Does application of mitomycin C improves the outcome in patient of corrosive esophageal strictures?
Hypothesis-2
In patients aged 2–9 years with corrosive esophageal strictures, 34 applications of mitomycin C in dosage of 0.4 mg/ml for 5 min over a period of 6 months improve the outcome in terms of symptomatic and radiological relief. Some other examples of good and bad RQs have been shown in Table 2 .
Examples of few bad (left-hand side column) and few good (right-hand side) research questions
R ESEARCH Q UESTION AND S TUDY D ESIGN
RQ determines study design, for example, the question aimed to find the incidence of a disease in population will lead to conducting a survey; to find risk factors for a disease will need case–control study or a cohort study. RQ may also culminate into clinical trial.[ 9 , 10 ] For example, effect of administration of folic acid tablet in the perinatal period in decreasing incidence of neural tube defect. Accordingly, Hs is framed.
Appropriate statistical calculations are instituted to generate sample size. The subject inclusion, exclusion criteria and time frame of research are carefully defined. The detailed subject information sheet and pro forma are carefully defined. Moreover, research is set off few examples of research methodology guided by RQ:
Incidence of anorectal malformations among adolescent females (hospital-based survey)
Risk factors for the development of spontaneous pneumoperitoneum in pediatric patients (case–control design and cohort study)
Effect of technique of extramucosal ureteric reimplantation without the creation of submucosal tunnel for the preservation of upper tract in bladder exstrophy (clinical trial).
The results of the research are then be available for wider applications for health and social life
C ONCLUSION
A good RQ needs thorough literature search and deep insight into the specific area/problem to be investigated. A RQ has to be focused yet simple. Research guided by such question can have wider impact in the field of social and health research by leading to formulation of policies for the benefit of larger population.
Financial support and sponsorship
Conflicts of interest.
There are no conflicts of interest.
R EFERENCES
Uncomplicated Reviews of Educational Research Methods
What is Educational Research?
.pdf version of this page
Introduction to Educational Research
As a student, teacher, or administrator, consider how many times you have heard, “evidence-based practice” or “according to the research.” It seems that every new idea in education is research-based, but what does that really mean? This overview is a summary of important concepts and considerations related to research in education.
What is Educational Research?
A cyclical process of steps that typically begins with identifying a research problem or issue of study. It then involves reviewing the literature, specifying a purpose for the study, collecting and analyzing data, and forming an interpretation of information. This process culminates in a report, disseminated to audiences, that is evaluated and used in the educational community. (Creswell, 2002)
In less comprehensive terms, educational research is an organized approach to asking, answering, and effectively reporting a question.
Why Educational Research?
Educators need to be consumers (and producers) of research. Creswell (2002) notes the following reasons, describing the various purposes of educational research:
1. Improve Practice
Research can suggest ways of improving practice that have been verified with many applications and by many different types of people, which is difficult for practitioners.
2. Add to Knowledge
Research can add to what we know about how people learn and what we can do help facilitate the learning process.
3. Address Gaps in Knowledge
Research can address areas in which little is know, like perhaps the effects of online versus traditional classroom learning.
4. Expand Knowledge
Research can allow us to extend what we know in ways we never conceived.
5. Replicate Knowledge
Research can act as a test to verify previous findings.
6. Add Voices of Individuals to Knowledge
Research can add an important perspective for different learning types. Much of the educational research prior to the Eighties is based on able, white, middle-to-upper class males. This is certainly not reflective of our increasingly heterogeneous students, and research helps revise theory and practice to reflect different student needs.
These are only a few of the many reasons research is important, particularly to educators. In an increasingly data-driven society, it is vital that educators know how to locate, find, and interpret research on their own. Further, educators need to be able to conduct quality research to examine issues within their own contexts.
What are the Basic Types of Research?
Briefly, get used to using the following words: quantitative, qualitative, and mixed methods . We will review each on this site, but for now, consider these brief descriptions:
1. Quantitative Research (QUANT) –descriptive and inferential statistics
This type of research design is best for “What?” questions.
2. Qualitative Research (QUAL) –descriptive and thematic analysis
This type of research design is best for “How?” and “Why?” questions.
3. Mixed Methods (MIXED)– integrated, synthesis, and multi-method approaches
This type of research design is good for any questions you can think of, particularly those that can’t be answer easily with numbers alone. Consider the “best” way to evaluate student achievement, for example.
How is Research Distinguished?
The final emphasis point in this brief introduction is fundamental your understanding as a soon-to-be consumer/producer of research. Where most introductory students struggle is in distinguishing primary and secondary sources . We’ll return to this later, but to be sure we are clear from the beginning. . .
Empirical research implies that the study is original and stresses systematic observation. Journal articles and other types of peer-reviewed sources (such as academic conference papers ) are the main venue for empirical research. These first publications of empirical research are also referred to as primary sources . In academic settings, you are generally only to use primary sources . Your best source for journal articles is a research database .
If nothing else, you can visually tell that periodicals, such as newspapers, magazines, online weekly reports (such as Education Week ), or even text books, dictionaries, and encyclopedias (like Wikipedia ) are much different. The usual tip is that these types of publications have advertisements, where journal articles generally do not. These are all secondary sources . You might see references to research, but the actual report is in a journal article, as above. You are generally not to use secondary sources . This chart will help.
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About research rundowns.
Research Rundowns was made possible by support from the Dewar College of Education at Valdosta State University .
Experimental Design
Writing Research Questions
Mixed Methods Research Designs
Qualitative Coding & Analysis
Qualitative Research Design
Correlation
Effect Size
Instrument, Validity, Reliability
Mean & Standard Deviation
Significance Testing (t-tests)
Steps 1-4: Finding Research
Steps 5-6: Analyzing & Organizing
Steps 7-9: Citing & Writing
Writing a Research Report
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Systematic Reviews in Educational Research: Methodology, Perspectives and Application
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First Online: 22 November 2019
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Mark Newman 6 &
David Gough 6
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This chapter explores the processes of reviewing literature as a research method. The logic of the family of research approaches called systematic review is analysed and the variation in techniques used in the different approaches explored using examples from existing reviews. The key distinctions between aggregative and configurative approaches are illustrated and the chapter signposts further reading on key issues in the systematic review process.
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Reviewing Literature for and as Research
Methodological Approaches to Literature Review
The Role of Meta-analysis in Educational Research
1 what are systematic reviews.
A literature review is a scholarly paper which provides an overview of current knowledge about a topic. It will typically include substantive findings, as well as theoretical and methodological contributions to a particular topic (Hart 2018 , p. xiii). Traditionally in education ‘reviewing the literature’ and ‘doing research’ have been viewed as distinct activities. Consider the standard format of research proposals, which usually have some kind of ‘review’ of existing knowledge presented distinctly from the methods of the proposed new primary research. However, both reviews and research are undertaken in order to find things out. Reviews to find out what is already known from pre-existing research about a phenomena, subject or topic; new primary research to provide answers to questions about which existing research does not provide clear and/or complete answers.
When we use the term research in an academic sense it is widely accepted that we mean a process of asking questions and generating knowledge to answer these questions using rigorous accountable methods. As we have noted, reviews also share the same purposes of generating knowledge but historically we have not paid as much attention to the methods used for reviewing existing literature as we have to the methods used for primary research. Literature reviews can be used for making claims about what we know and do not know about a phenomenon and also about what new research we need to undertake to address questions that are unanswered. Therefore, it seems reasonable to conclude that ‘how’ we conduct a review of research is important.
The increased focus on the use of research evidence to inform policy and practice decision-making in Evidence Informed Education (Hargreaves 1996 ; Nelson and Campbell 2017 ) has increased the attention given to contextual and methodological limitations of research evidence provided by single studies. Reviews of research may help address these concerns when carried on in a systematic, rigorous and transparent manner. Thus, again emphasizing the importance of ‘how’ reviews are completed.
The logic of systematic reviews is that reviews are a form of research and thus can be improved by using appropriate and explicit methods. As the methods of systematic review have been applied to different types of research questions, there has been an increasing plurality of types of systematic review. Thus, the term ‘systematic review’ is used in this chapter to refer to a family of research approaches that are a form of secondary level analysis (secondary research) that brings together the findings of primary research to answer a research question. Systematic reviews can therefore be defined as “a review of existing research using explicit, accountable rigorous research methods” (Gough et al. 2017 , p. 4).
2 Variation in Review Methods
Reviews can address a diverse range of research questions. Consequently, as with primary research, there are many different approaches and methods that can be applied. The choices should be dictated by the review questions. These are shaped by reviewers’ assumptions about the meaning of a particular research question, the approach and methods that are best used to investigate it. Attempts to classify review approaches and methods risk making hard distinctions between methods and thereby to distract from the common defining logics that these approaches often share. A useful broad distinction is between reviews that follow a broadly configurative synthesis logic and reviews that follow a broadly aggregative synthesis logic (Sandelowski et al. 2012 ). However, it is important to keep in mind that most reviews have elements of both (Gough et al. 2012 ).
Reviews that follow a broadly configurative synthesis logic approach usually investigate research questions about meaning and interpretation to explore and develop theory. They tend to use exploratory and iterative review methods that emerge throughout the process of the review. Studies included in the review are likely to have investigated the phenomena of interest using methods such as interviews and observations, with data in the form of text. Reviewers are usually interested in purposive variety in the identification and selection of studies. Study quality is typically considered in terms of authenticity. Synthesis consists of the deliberative configuring of data by reviewers into patterns to create a richer conceptual understanding of a phenomenon. For example, meta ethnography (Noblit and Hare 1988 ) uses ethnographic data analysis methods to explore and integrate the findings of previous ethnographies in order to create higher-level conceptual explanations of phenomena. There are many other review approaches that follow a broadly configurative logic (for an overview see Barnett-Page and Thomas 2009 ); reflecting the variety of methods used in primary research in this tradition.
Reviews that follow a broadly aggregative synthesis logic usually investigate research questions about impacts and effects. For example, systematic reviews that seek to measure the impact of an educational intervention test the hypothesis that an intervention has the impact that has been predicted. Reviews following an aggregative synthesis logic do not tend to develop theory directly; though they can contribute by testing, exploring and refining theory. Reviews following an aggregative synthesis logic tend to specify their methods in advance (a priori) and then apply them without any deviation from a protocol. Reviewers are usually concerned to identify the comprehensive set of studies that address the research question. Studies included in the review will usually seek to determine whether there is a quantitative difference in outcome between groups receiving and not receiving an intervention. Study quality assessment in reviews following an aggregative synthesis logic focusses on the minimisation of bias and thus selection pays particular attention to homogeneity between studies. Synthesis aggregates, i.e. counts and adds together, the outcomes from individual studies using, for example, statistical meta-analysis to provide a pooled summary of effect.
3 The Systematic Review Process
Different types of systematic review are discussed in more detail later in this chapter. The majority of systematic review types share a common set of processes. These processes can be divided into distinct but interconnected stages as illustrated in Fig. 1 . Systematic reviews need to specify a research question and the methods that will be used to investigate the question. This is often written as a ‘protocol’ prior to undertaking the review. Writing a protocol or plan of the methods at the beginning of a review can be a very useful activity. It helps the review team to gain a shared understanding of the scope of the review and the methods that they will use to answer the review’s questions. Different types of systematic reviews will have more or less developed protocols. For example, for systematic reviews investigating research questions about the impact of educational interventions it is argued that a detailed protocol should be fully specified prior to the commencement of the review to reduce the possibility of reviewer bias (Torgerson 2003 , p. 26). For other types of systematic review, in which the research question is more exploratory, the protocol may be more flexible and/or developmental in nature.
The systematic review process
3.1 Systematic Review Questions and the Conceptual Framework
The review question gives each review its particular structure and drives key decisions about what types of studies to include; where to look for them; how to assess their quality; and how to combine their findings. Although a research question may appear to be simple, it will include many assumptions. Whether implicit or explicit, these assumptions will include: epistemological frameworks about knowledge and how we obtain it, theoretical frameworks, whether tentative or firm, about the phenomenon that is the focus of study.
Taken together, these produce a conceptual framework that shapes the research questions, choices about appropriate systematic review approach and methods. The conceptual framework may be viewed as a working hypothesis that can be developed, refined or confirmed during the course of the research. Its purpose is to explain the key issues to be studied, the constructs or variables, and the presumed relationships between them. The framework is a research tool intended to assist a researcher to develop awareness and understanding of the phenomena under scrutiny and to communicate this (Smyth 2004 ).
A review to investigate the impact of an educational intervention will have a conceptual framework that includes a hypothesis about a causal link between; who the review is about (the people), what the review is about (an intervention and what it is being compared with), and the possible consequences of intervention on the educational outcomes of these people. Such a review would follow a broadly aggregative synthesis logic. This is the shape of reviews of educational interventions carried out for the What Works Clearing House in the USA Footnote 1 and the Education Endowment Foundation in England. Footnote 2
A review to investigate meaning or understanding of a phenomenon for the purpose of building or further developing theory will still have some prior assumptions. Thus, an initial conceptual framework will contain theoretical ideas about how the phenomena of interest can be understood and some ideas justifying why a particular population and/or context is of specific interest or relevance. Such a review is likely to follow a broadly configurative logic.
3.2 Selection Criteria
Reviewers have to make decisions about which research studies to include in their review. In order to do this systematically and transparently they develop rules about which studies can be selected into the review. Selection criteria (sometimes referred to as inclusion or exclusion criteria) create restrictions on the review. All reviews, whether systematic or not, limit in some way the studies that are considered by the review. Systematic reviews simply make these restrictions transparent and therefore consistent across studies. These selection criteria are shaped by the review question and conceptual framework. For example, a review question about the impact of homework on educational attainment would have selection criteria specifying who had to do the homework; the characteristics of the homework and the outcomes that needed to be measured. Other commonly used selection criteria include study participant characteristics; the country where the study has taken place and the language in which the study is reported. The type of research method(s) may also be used as a selection criterion but this can be controversial given the lack of consensus in education research (Newman 2008 ), and the inconsistent terminology used to describe education research methods.
3.3 Developing the Search Strategy
The search strategy is the plan for how relevant research studies will be identified. The review question and conceptual framework shape the selection criteria. The selection criteria specify the studies to be included in a review and thus are a key driver of the search strategy. A key consideration will be whether the search aims to be exhaustive i.e. aims to try and find all the primary research that has addressed the review question. Where reviews address questions about effectiveness or impact of educational interventions the issue of publication bias is a concern. Publication bias is the phenomena whereby smaller and/or studies with negative findings are less likely to be published and/or be harder to find. We may therefore inadvertently overestimate the positive effects of an educational intervention because we do not find studies with negative or smaller effects (Chow and Eckholm 2018 ). Where the review question is not of this type then a more specific or purposive search strategy, that may or may not evolve as the review progresses, may be appropriate. This is similar to sampling approaches in primary research. In primary research studies using aggregative approaches, such as quasi-experiments, analysis is based on the study of complete or representative samples. In primary research studies using configurative approaches, such as ethnography, analysis is based on examining a range of instances of the phenomena in similar or different contexts.
The search strategy will detail the sources to be searched and the way in which the sources will be searched. A list of search source types is given in Box 1 below. An exhaustive search strategy would usually include all of these sources using multiple bibliographic databases. Bibliographic databases usually index academic journals and thus are an important potential source. However, in most fields, including education, relevant research is published in a range of journals which may be indexed in different bibliographic databases and thus it may be important to search multiple bibliographic databases. Furthermore, some research is published in books and an increasing amount of research is not published in academic journals or at least may not be published there first. Thus, it is important to also consider how you will find relevant research in other sources including ‘unpublished’ or ‘grey’ literature. The Internet is a valuable resource for this purpose and should be included as a source in any search strategy.
Box 1: Search Sources
The World Wide Web/Internet
Google, Specialist Websites, Google Scholar, Microsoft Academic
Bibliographic Databases
Subject specific e.g. Education—ERIC: Education Resources Information Centre
Generic e.g. ASSIA: Applied Social Sciences Index and Abstracts
Handsearching of specialist journals or books
Contacts with Experts
Citation Checking
New, federated search engines are being developed, which search multiple sources at the same time, eliminating duplicates automatically (Tsafnat et al. 2013 ). Technologies, including text mining, are being used to help develop search strategies, by suggesting topics and terms on which to search—terms that reviewers may not have thought of using. Searching is also being aided by technology through the increased use (and automation) of ‘citation chasing’, where papers that cite, or are cited by, a relevant study are checked in case they too are relevant.
A search strategy will identify the search terms that will be used to search the bibliographic databases. Bibliographic databases usually index records according to their topic using ‘keywords’ or ‘controlled terms’ (categories used by the database to classify papers). A comprehensive search strategy usually involves searching both a freetext search using keywords determined by the reviewers and controlled terms. An example of a bibliographic database search is given in Box 2. This search was used in a review that aimed to find studies that investigated the impact of Youth Work on positive youth outcomes (Dickson et al. 2013 ). The search is built using terms for the population of interest (Youth), the intervention of interest (Youth Work) and the outcomes of Interest (Positive Development). It used both keywords and controlled terms, ‘wildcards’ (the *sign in this database) and the Boolean operators ‘OR’ and ‘AND’ to combine terms. This example illustrates the potential complexity of bibliographic database search strings, which will usually require a process of iterative development to finalise.
Box 2: Search string example To identify studies that address the question What is the empirical research evidence on the impact of youth work on the lives of children and young people aged 10-24 years?: CSA ERIC Database
((TI = (adolescen* or (“young man*”) or (“young men”)) or TI = ((“young woman*”) or (“young women”) or (Young adult*”)) or TI = ((“young person*”) or (“young people*”) or teen*) or AB = (adolescen* or (“young man*”) or (“young men”)) or AB = ((“young woman*”) or (“young women”) or (Young adult*”)) or AB = ((“young person*”) or (“young people*”) or teen*)) or (DE = (“youth” or “adolescents” or “early adolescents” or “late adolescents” or “preadolescents”))) and(((TI = ((“positive youth development “) or (“youth development”) or (“youth program*”)) or TI = ((“youth club*”) or (“youth work”) or (“youth opportunit*”)) or TI = ((“extended school*”) or (“civic engagement”) or (“positive peer culture”)) or TI = ((“informal learning”) or multicomponent or (“multi-component “)) or TI = ((“multi component”) or multidimensional or (“multi-dimensional “)) or TI = ((“multi dimensional”) or empower* or asset*) or TI = (thriv* or (“positive development”) or resilienc*) or TI = ((“positive activity”) or (“positive activities”) or experiential) or TI = ((“community based”) or “community-based”)) or(AB = ((“positive youth development “) or (“youth development”) or (“youth program*”)) or AB = ((“youth club*”) or (“youth work”) or (“youth opportunit*”)) or AB = ((“extended school*”) or (“civic engagement”) or (“positive peer culture”)) or AB = ((“informal learning”) or multicomponent or (“multi-component “)) or AB = ((“multi component”) or multidimensional or (“multi-dimensional “)) or AB = ((“multi dimensional”) or empower* or asset*) or AB = (thriv* or (“positive development”) or resilienc*) or AB = ((“positive activity”) or (“positive activities”) or experiential) or AB = ((“community based”) or “community-based”))) or (DE=”community education”))
Detailed guidance for finding effectiveness studies is available from the Campbell Collaboration (Kugley et al. 2015 ). Guidance for finding a broader range of studies has been produced by the EPPI-Centre (Brunton et al. 2017a ).
3.4 The Study Selection Process
Studies identified by the search are subject to a process of checking (sometimes referred to as screening) to ensure they meet the selection criteria. This is usually done in two stages whereby titles and abstracts are checked first to determine whether the study is likely to be relevant and then a full copy of the paper is acquired to complete the screening exercise. The process of finding studies is not efficient. Searching bibliographic databases, for example, leads to many irrelevant studies being found which then have to be checked manually one by one to find the few relevant studies. There is increasing use of specialised software to support and in some cases, automate the selection process. Text mining, for example, can assist in selecting studies for a review (Brunton et al. 2017b ). A typical text mining or machine learning process might involve humans undertaking some screening, the results of which are used to train the computer software to learn the difference between included and excluded studies and thus be able to indicate which of the remaining studies are more likely to be relevant. Such automated support may result in some errors in selection, but this may be less than the human error in manual selection (O’Mara-Eves et al. 2015 ).
3.5 Coding Studies
Once relevant studies have been selected, reviewers need to systematically identify and record the information from the study that will be used to answer the review question. This information includes the characteristics of the studies, including details of the participants and contexts. The coding describes: (i) details of the studies to enable mapping of what research has been undertaken; (ii) how the research was undertaken to allow assessment of the quality and relevance of the studies in addressing the review question; (iii) the results of each study so that these can be synthesised to answer the review question.
The information is usually coded into a data collection system using some kind of technology that facilitates information storage and analysis (Brunton et al. 2017b ) such as the EPPI-Centre’s bespoke systematic review software EPPI Reviewer. Footnote 3 Decisions about which information to record will be made by the review team based on the review question and conceptual framework. For example, a systematic review about the relationship between school size and student outcomes collected data from the primary studies about each schools funding, students, teachers and school organisational structure as well as about the research methods used in the study (Newman et al. 2006 ). The information coded about the methods used in the research will vary depending on the type of research included and the approach that will be used to assess the quality and relevance of the studies (see the next section for further discussion of this point).
Similarly, the information recorded as ‘results’ of the individual studies will vary depending on the type of research that has been included and the approach to synthesis that will be used. Studies investigating the impact of educational interventions using statistical meta-analysis as a synthesis technique will require all of the data necessary to calculate effect sizes to be recorded from each study (see the section on synthesis below for further detail on this point). However, even in this type of study there will be multiple data that can be considered to be ‘results’ and so which data needs to be recorded from studies will need to be carefully specified so that recording is consistent across studies
3.6 Appraising the Quality of Studies
Methods are reinvented every time they are used to accommodate the real world of research practice (Sandelowski et al. 2012 ). The researcher undertaking a primary research study has attempted to design and execute a study that addresses the research question as rigorously as possible within the parameters of their resources, understanding, and context. Given the complexity of this task, the contested views about research methods and the inconsistency of research terminology, reviewers will need to make their own judgements about the quality of the any individual piece of research included in their review. From this perspective, it is evident that using a simple criteria, such as ‘published in a peer reviewed journal’ as a sole indicator of quality, is not likely to be an adequate basis for considering the quality and relevance of a study for a particular systematic review.
In the context of systematic reviews this assessment of quality is often referred to as Critical Appraisal (Petticrew and Roberts 2005 ). There is considerable variation in what is done during critical appraisal: which dimensions of study design and methods are considered; the particular issues that are considered under each dimension; the criteria used to make judgements about these issues and the cut off points used for these criteria (Oancea and Furlong 2007 ). There is also variation in whether the quality assessment judgement is used for excluding studies or weighting them in analysis and when in the process judgements are made.
There are broadly three elements that are considered in critical appraisal: the appropriateness of the study design in the context of the review question, the quality of the execution of the study methods and the study’s relevance to the review question (Gough 2007 ). Distinguishing study design from execution recognises that whilst a particular design may be viewed as more appropriate for a study it also needs to be well executed to achieve the rigour or trustworthiness attributed to the design. Study relevance is achieved by the review selection criteria but assessing the degree of relevance recognises that some studies may be less relevant than others due to differences in, for example, the characteristics of the settings or the ways that variables are measured.
The assessment of study quality is a contested and much debated issue in all research fields. Many published scales are available for assessing study quality. Each incorporates criteria relevant to the research design being evaluated. Quality scales for studies investigating the impact of interventions using (quasi) experimental research designs tend to emphasis establishing descriptive causality through minimising the effects of bias (for detailed discussion of issues associated with assessing study quality in this tradition see Waddington et al. 2017 ). Quality scales for appraising qualitative research tend to focus on the extent to which the study is authentic in reflecting on the meaning of the data (for detailed discussion of the issues associated with assessing study quality in this tradition see Carroll and Booth 2015 ).
3.7 Synthesis
A synthesis is more than a list of findings from the included studies. It is an attempt to integrate the information from the individual studies to produce a ‘better’ answer to the review question than is provided by the individual studies. Each stage of the review contributes toward the synthesis and so decisions made in earlier stages of the review shape the possibilities for synthesis. All types of synthesis involve some kind of data transformation that is achieved through common analytic steps: searching for patterns in data; Checking the quality of the synthesis; Integrating data to answer the review question (Thomas et al. 2012 ). The techniques used to achieve these vary for different types of synthesis and may appear more or less evident as distinct steps.
Statistical meta-analysis is an aggregative synthesis approach in which the outcome results from individual studies are transformed into a standardized, scale free, common metric and combined to produce a single pooled weighted estimate of effect size and direction. There are a number of different metrics of effect size, selection of which is principally determined by the structure of outcome data in the primary studies as either continuous or dichotomous. Outcome data with a dichotomous structure can be transformed into Odds Ratios (OR), Absolute Risk Ratios (ARR) or Relative Risk Ratios (RRR) (for detailed discussion of dichotomous outcome effect sizes see Altman 1991 ). More commonly seen in education research, outcome data with a continuous structure can be translated into Standardised Mean Differences (SMD) (Fitz-Gibbon 1984 ). At its most straightforward effect size calculation is simple arithmetic. However given the variety of analysis methods used and the inconsistency of reporting in primary studies it is also possible to calculate effect sizes using more complex transformation formulae (for detailed instructions on calculating effect sizes from a wide variety of data presentations see Lipsey and Wilson 2000 ).
The combination of individual effect sizes uses statistical procedures in which weighting is given to the effect sizes from the individual studies based on different assumptions about the causes of variance and this requires the use of statistical software. Statistical measures of heterogeneity produced as part of the meta-analysis are used to both explore patterns in the data and to assess the quality of the synthesis (Thomas et al. 2017a ).
In configurative synthesis the different kinds of text about individual studies and their results are meshed and linked to produce patterns in the data, explore different configurations of the data and to produce new synthetic accounts of the phenomena under investigation. The results from the individual studies are translated into and across each other, searching for areas of commonality and refutation. The specific techniques used are derived from the techniques used in primary research in this tradition. They include reading and re-reading, descriptive and analytical coding, the development of themes, constant comparison, negative case analysis and iteration with theory (Thomas et al. 2017b ).
4 Variation in Review Structures
All research requires time and resources and systematic reviews are no exception. There is always concern to use resources as efficiently as possible. For these reasons there is a continuing interest in how reviews can be carried out more quickly using fewer resources. A key issue is the basis for considering a review to be systematic. Any definitions are clearly open to interpretation. Any review can be argued to be insufficiently rigorous and explicit in method in any part of the review process. To assist reviewers in being rigorous, reporting standards and appraisal tools are being developed to assess what is required in different types of review (Lockwood and Geum Oh 2017 ) but these are also the subject of debate and disagreement.
In addition to the term ‘systematic review’ other terms are used to denote the outputs of systematic review processes. Some use the term ‘scoping review’ for a quick review that does not follow a fully systematic process. This term is also used by others (for example, Arksey and O’Malley 2005 ) to denote ‘systematic maps’ that describe the nature of a research field rather than synthesise findings. A ‘quick review’ type of scoping review may also be used as preliminary work to inform a fuller systematic review. Another term used is ‘rapid evidence assessment’. This term is usually used when systematic review needs to be undertaken quickly and in order to do this the methods of review are employed in a more minimal than usual way. For example, by more limited searching. Where such ‘shortcuts’ are taken there may be some loss of rigour, breadth and/or depth (Abrami et al. 2010 ; Thomas et al. 2013 ).
Another development has seen the emergence of the concept of ‘living reviews’, which do not have a fixed end point but are updated as new relevant primary studies are produced. Many review teams hope that their review will be updated over time, but what is different about living reviews is that it is built into the system from the start as an on-going developmental process. This means that the distribution of review effort is quite different to a standard systematic review, being a continuous lower-level effort spread over a longer time period, rather than the shorter bursts of intensive effort that characterise a review with periodic updates (Elliott et al. 2014 ).
4.1 Systematic Maps and Syntheses
One potentially useful aspect of reviewing the literature systematically is that it is possible to gain an understanding of the breadth, purpose and extent of research activity about a phenomenon. Reviewers can be more informed about how research on the phenomenon has been constructed and focused. This type of reviewing is known as ‘mapping’ (see for example, Peersman 1996 ; Gough et al. 2003 ). The aspects of the studies that are described in a map will depend on what is of most interest to those undertaking the review. This might include information such as topic focus, conceptual approach, method, aims, authors, location and context. The boundaries and purposes of a map are determined by decisions made regarding the breadth and depth of the review, which are informed by and reflected in the review question and selection criteria.
Maps can also be a useful stage in a systematic review where study findings are synthesised as well. Most synthesis reviews implicitly or explicitly include some sort of map in that they describe the nature of the relevant studies that they have identified. An explicit map is likely to be more detailed and can be used to inform the synthesis stage of a review. It can provide more information on the individual and grouped studies and thus also provide insights to help inform choices about the focus and strategy to be used in a subsequent synthesis.
4.2 Mixed Methods, Mixed Research Synthesis Reviews
Where studies included in a review consist of more than one type of study design, there may also be different types of data. These different types of studies and data can be analysed together in an integrated design or segregated and analysed separately (Sandelowski et al. 2012 ). In a segregated design, two or more separate sub-reviews are undertaken simultaneously to address different aspects of the same review question and are then compared with one another.
Such ‘mixed methods’ and ‘multiple component’ reviews are usually necessary when there are multiple layers of review question or when one study design alone would be insufficient to answer the question(s) adequately. The reviews are usually required, to have both breadth and depth. In doing so they can investigate a greater extent of the research problem than would be the case in a more focussed single method review. As they are major undertakings, containing what would normally be considered the work of multiple systematic reviews, they are demanding of time and resources and cannot be conducted quickly.
4.3 Reviews of Reviews
Systematic reviews of primary research are secondary levels of research analysis. A review of reviews (sometimes called ‘overviews’ or ‘umbrella’ reviews) is a tertiary level of analysis. It is a systematic map and/or synthesis of previous reviews. The ‘data’ for reviews of reviews are previous reviews rather than primary research studies (see for example Newman et al. ( 2018 ). Some review of reviews use previous reviews to combine both primary research data and synthesis data. It is also possible to have hybrid review models consisting of a review of reviews and then new systematic reviews of primary studies to fill in gaps in coverage where there is not an existing review (Caird et al. 2015 ). Reviews of reviews can be an efficient method for examining previous research. However, this approach is still comparatively novel and questions remain about the appropriate methodology. For example, care is required when assessing the way in which the source systematic reviews identified and selected data for inclusion, assessed study quality and to assess the overlap between the individual reviews (Aromataris et al. 2015 ).
5 Other Types of Research Based Review Structures
This chapter so far has presented a process or method that is shared by many different approaches within the family of systematic review approaches, notwithstanding differences in review question and types of study that are included as evidence. This is a helpful heuristic device for designing and reading systematic reviews. However, it is the case that there are some review approaches that also claim to use a research based review approach but that do not claim to be systematic reviews and or do not conform with the description of processes that we have given above at all or in part at least.
5.1 Realist Synthesis Reviews
Realist synthesis is a member of the theory-based school of evaluation (Pawson 2002 ). This means that it is underpinned by a ‘generative’ understanding of causation, which holds that, to infer a causal outcome/relationship between an intervention (e.g. a training programme) and an outcome (O) of interest (e.g. unemployment), one needs to understand the underlying mechanisms (M) that connect them and the context (C) in which the relationship occurs (e.g. the characteristics of both the subjects and the programme locality). The interest of this approach (and also of other theory driven reviews) is not simply which interventions work, but which mechanisms work in which context. Rather than identifying replications of the same intervention, the reviews adopt an investigative stance and identify different contexts within which the same underlying mechanism is operating.
Realist synthesis is concerned with hypothesising, testing and refining such context-mechanism-outcome (CMO) configurations. Based on the premise that programmes work in limited circumstances, the discovery of these conditions becomes the main task of realist synthesis. The overall intention is to first create an abstract model (based on the CMO configurations) of how and why programmes work and then to test this empirically against the research evidence. Thus, the unit of analysis in a realist synthesis is the programme mechanism, and this mechanism is the basis of the search. This means that a realist synthesis aims to identify different situations in which the same programme mechanism has been attempted. Integrative Reviewing, which is aligned to the Critical Realist tradition, follows a similar approach and methods (Jones-Devitt et al. 2017 ).
5.2 Critical Interpretive Synthesis (CIS)
Critical Interpretive Synthesis (CIS) (Dixon-Woods et al. 2006 ) takes a position that there is an explicit role for the ‘authorial’ (reviewer’s) voice in the review. The approach is derived from a distinctive tradition within qualitative enquiry and draws on some of the tenets of grounded theory in order to support explicitly the process of theory generation. In practice, this is operationalised in its inductive approach to searching and to developing the review question as part of the review process, its rejection of a ‘staged’ approach to reviewing and embracing the concept of theoretical sampling in order to select studies for inclusion. When assessing the quality of studies CIS prioritises relevance and theoretical contribution over research methods. In particular, a critical approach to reading the literature is fundamental in terms of contextualising findings within an analysis of the research traditions or theoretical assumptions of the studies included.
5.3 Meta-Narrative Reviews
Meta-narrative reviews, like critical interpretative synthesis, place centre-stage the importance of understanding the literature critically and understanding differences between research studies as possibly being due to differences between their underlying research traditions (Greenhalgh et al. 2005 ). This means that each piece of research is located (and, when appropriate, aggregated) within its own research tradition and the development of knowledge is traced (configured) through time and across paradigms. Rather than the individual study, the ‘unit of analysis’ is the unfolding ‘storyline’ of a research tradition over time’ (Greenhalgh et al. 2005 ).
6 Conclusions
This chapter has briefly described the methods, application and different perspectives in the family of systematic review approaches. We have emphasized the many ways in which systematic reviews can vary. This variation links to different research aims and review questions. But also to the different assumptions made by reviewers. These assumptions derive from different understandings of research paradigms and methods and from the personal, political perspectives they bring to their research practice. Although there are a variety of possible types of systematic reviews, a distinction in the extent that reviews follow an aggregative or configuring synthesis logic is useful for understanding variations in review approaches and methods. It can help clarify the ways in which reviews vary in the nature of their questions, concepts, procedures, inference and impact. Systematic review approaches continue to evolve alongside critical debate about the merits of various review approaches (systematic or otherwise). So there are many ways in which educational researchers can use and engage with systematic review methods to increase knowledge and understanding in the field of education.
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Methodologies for Conducting Education Research by Marisa Cannata LAST REVIEWED: 15 December 2011 LAST MODIFIED: 15 December 2011 DOI: 10.1093/obo/9780199756810-0061
Education is a diverse field and methodologies used in education research are necessarily diverse. The reasons for the methodological diversity of education research are many, including the fact that the field of education is composed of a multitude of disciplines and tensions between basic and applied research. For example, accepted methods of systemic inquiry in history, sociology, economics, and psychology vary, yet all of these disciplines help answer important questions posed in education. This methodological diversity has led to debates about the quality of education research and the perception of shifting standards of quality research. The citations selected for inclusion in this article provide a broad overview of methodologies and discussions of quality research standards across the different types of questions posed in educational research. The citations represent summaries of ongoing debates, articles or books that have had a significant influence on education research, and guides to those who wish to implement particular methodologies. Most of the sections focus on specific methodologies and provide advice or examples for studies employing these methodologies.
The interdisciplinary nature of education research has implications for education research. There is no single best research design for all questions that guide education research. Even through many often heated debates about methodologies, the common strand is that research designs should follow the research questions. The following works offer an introduction to the debates, divides, and difficulties of education research. Schoenfeld 1999 , Mitchell and Haro 1999 , and Shulman 1988 provide perspectives on diversity within the field of education and the implications of this diversity on the debates about education research and difficulties conducting such research. National Research Council 2002 outlines the principles of scientific inquiry and how they apply to education. Published around the time No Child Left Behind required education policies to be based on scientific research, this book laid the foundation for much of the current emphasis of experimental and quasi-experimental research in education. To read another perspective on defining good education research, readers may turn to Hostetler 2005 . Readers who want a general overview of various methodologies in education research and directions on how to choose between them should read Creswell 2009 and Green, et al. 2006 . The American Educational Research Association (AERA), the main professional association focused on education research, has developed standards for how to report methods and findings in empirical studies. Those wishing to follow those standards should consult American Educational Research Association 2006 .
American Educational Research Association. 2006. Standards for reporting on empirical social science research in AERA publications. Educational Researcher 35.6: 33–40.
DOI: 10.3102/0013189X035006033
The American Educational Research Association is the professional association for researchers in education. Publications by AERA are a well-regarded source of research. This article outlines the requirements for reporting original research in AERA publications.
Creswell, J. W. 2009. Research design: Qualitative, quantitative, and mixed methods approaches . 3d ed. Los Angeles: SAGE.
Presents an overview of qualitative, quantitative and mixed-methods research designs, including how to choose the design based on the research question. This book is particularly helpful for those who want to design mixed-methods studies.
Green, J. L., G. Camilli, and P. B. Elmore. 2006. Handbook of complementary methods for research in education . Mahwah, NJ: Lawrence Erlbaum.
Provides a broad overview of several methods of educational research. The first part provides an overview of issues that cut across specific methodologies, and subsequent chapters delve into particular research approaches.
Hostetler, K. 2005. What is “good” education research? Educational Researcher 34.6: 16–21.
DOI: 10.3102/0013189X034006016
Goes beyond methodological concerns to argue that “good” educational research should also consider the conception of human well-being. By using a philosophical lens on debates about quality education research, this article is useful for moving beyond qualitative-quantitative divides.
Mitchell, T. R., and A. Haro. 1999. Poles apart: Reconciling the dichotomies in education research. In Issues in education research . Edited by E. C. Lagemann and L. S. Shulman, 42–62. San Francisco: Jossey-Bass.
Chapter outlines several dichotomies in education research, including the tension between applied research and basic research and between understanding the purposes of education and the processes of education.
National Research Council. 2002. Scientific research in education . Edited by R. J. Shavelson and L. Towne. Committee on Scientific Principles for Education Research. Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
This book was released around the time the No Child Left Behind law directed that policy decisions should be guided by scientific research. It is credited with starting the current debate about methods in educational research and the preference for experimental studies.
Schoenfeld, A. H. 1999. The core, the canon, and the development of research skills. Issues in the preparation of education researchers. In Issues in education research . Edited by E. C. Lagemann and L. S. Shulman, 166–202. San Francisco: Jossey-Bass.
Describes difficulties in preparing educational researchers due to the lack of a core and a canon in education. While the focus is on preparing researchers, it provides valuable insight into why debates over education research persist.
Shulman, L. S. 1988. Disciplines of inquiry in education: An overview. In Complementary methods for research in education . Edited by R. M. Jaeger, 3–17. Washington, DC: American Educational Research Association.
Outlines what distinguishes research from other modes of disciplined inquiry and the relationship between academic disciplines, guiding questions, and methods of inquiry.
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Educational Research: Educational Purposes, The Nature of Knowledge and Ethical Issues
January 2017
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Introduction to Educational Research
Student resources, chapter summary, chapter 1: what is educational research.
Research, in general, is important to how we function as a successful and productive society.
Typical sources for answering our questions (i.e., tradition, authority, and common sense) usually fall short in helping us find those answers.
The scientific method is a systematic, step-by-step strategy used to answer questions and resolve problems.
Clarify the main question inherent in the problem.
State a hypothesis.
Collect, analyze, and interpret information (i.e., data) related to the question.
Form conclusions derived from the interpretations of the analyses.
Use the conclusions to verify or reject your hypothesis.
Educational research is a process that involves applying the scientific method to educational problems and phenomena.
Begin with a question or problem that serves as the purpose or goal of the study
Require the formulation of a specific plan for conducting the actual research
Require the collection, analysis, and interpretation of data to answer the question under investigation
Tend to be cyclical, or helical, as opposed to linear
Inquisitive, objective, and original
Should be beneficial, meaningful, and significant
Do not have predetermined outcomes
Do not involve simply the gathering of information
Not conclusive
Not trivial
Deductive reasoning works from more general, broad ideas and observations to the more specific, in a top-down manner; it is commonly used in quantitative research studies.
Inductive reasoning works from specific observations toward the development of much broader conclusions or generalizations; it is commonly used with qualitative research studies.
Data are collected on variables, and those data are analyzed to test hypotheses or answer research questions.
Nonexperimental designs include studies that are descriptive, comparative, correlational, or causal-comparative.
Experimental designs allow the researcher to have some degree of control over some variables; they involve the identification of independent and dependent variables, as well as experimental and control groups of participants.
Triangulation, or polyangulation, is a process of relating multiple sources of data to verify their trustworthiness, accuracy, and consistency.
Qualitative designs include phenomenological, ethnographic, grounded theory, and case study research.
Mixed-methods research designs, along with action research, typically involve the collection and analysis of both quantitative and qualitative data.
Identification of an existing problem
Clarification of the specific problem
Formulation of research question(s)
Development of data collection procedures
Specification of data analysis procedures
Statement of the findings resulting from data analysis
Development of conclusions and recommendations related to the question(s)
Becoming familiar with your field of study by reading research articles is one of the best ways to begin your future as an educational researcher or consumer of research.
Some of the most meaningful and beneficial research in education results from studies conducted by practicing educators.
What is Educational Research? + [Types, Scope & Importance]
Education is an integral aspect of every society and in a bid to expand the frontiers of knowledge, educational research must become a priority. Educational research plays a vital role in the overall development of pedagogy, learning programs, and policy formulation.
Educational research is a spectrum that bothers on multiple fields of knowledge and this means that it draws from different disciplines. As a result of this, the findings of this research are multi-dimensional and can be restricted by the characteristics of the research participants and the research environment.
What is Educational Research?
Educational research is a type of systematic investigation that applies empirical methods to solving challenges in education. It adopts rigorous and well-defined scientific processes in order to gather and analyze data for problem-solving and knowledge advancement.
J. W. Best defines educational research as that activity that is directed towards the development of a science of behavior in educational situations. The ultimate aim of such a science is to provide knowledge that will permit the educator to achieve his goals through the most effective methods.
The primary purpose of educational research is to expand the existing body of knowledge by providing solutions to different problems in pedagogy while improving teaching and learning practices. Educational researchers also seek answers to questions bothering on learner motivation, development, and classroom management.
Characteristics of Education Research
While educational research can take numerous forms and approaches, several characteristics define its process and approach. Some of them are listed below:
It sets out to solve a specific problem.
Educational research adopts primary and secondary research methods in its data collection process . This means that in educational research, the investigator relies on first-hand sources of information and secondary data to arrive at a suitable conclusion.
Educational research relies on empirical evidence . This results from its largely scientific approach.
Educational research is objective and accurate because it measures verifiable information.
In educational research, the researcher adopts specific methodologies, detailed procedures, and analysis to arrive at the most objective responses
Educational research findings are useful in the development of principles and theories that provide better insights into pressing issues.
This research approach combines structured, semi-structured, and unstructured questions to gather verifiable data from respondents.
Many educational research findings are documented for peer review before their presentation.
Educational research is interdisciplinary in nature because it draws from different fields and studies complex factual relations.
Types of Educational Research
Educational research can be broadly categorized into 3 which are descriptive research , correlational research , and experimental research . Each of these has distinct and overlapping features.
Descriptive Educational Research
In this type of educational research, the researcher merely seeks to collect data with regards to the status quo or present situation of things. The core of descriptive research lies in defining the state and characteristics of the research subject being understudied.
Because of its emphasis on the “what” of the situation, descriptive research can be termed an observational research method . In descriptive educational research, the researcher makes use of quantitative research methods including surveys and questionnaires to gather the required data.
Typically, descriptive educational research is the first step in solving a specific problem. Here are a few examples of descriptive research:
A reading program to help you understand student literacy levels.
A study of students’ classroom performance.
Research to gather data on students’ interests and preferences.
From these examples, you would notice that the researcher does not need to create a simulation of the natural environment of the research subjects; rather, he or she observes them as they engage in their routines. Also, the researcher is not concerned with creating a causal relationship between the research variables.
Correlational Educational Research
This is a type of educational research that seeks insights into the statistical relationship between two research variables. In correlational research, the researcher studies two variables intending to establish a connection between them.
Correlational research can be positive, negative, or non-existent. Positive correlation occurs when an increase in variable A leads to an increase in variable B, while negative correlation occurs when an increase in variable A results in a decrease in variable B.
When a change in any of the variables does not trigger a succeeding change in the other, then the correlation is non-existent. Also, in correlational educational research, the research does not need to alter the natural environment of the variables; that is, there is no need for external conditioning.
Examples of educational correlational research include:
Research to discover the relationship between students’ behaviors and classroom performance.
A study into the relationship between students’ social skills and their learning behaviors.
Experimental Educational Research
Experimental educational research is a research approach that seeks to establish the causal relationship between two variables in the research environment. It adopts quantitative research methods in order to determine the cause and effect in terms of the research variables being studied.
Experimental educational research typically involves two groups – the control group and the experimental group. The researcher introduces some changes to the experimental group such as a change in environment or a catalyst, while the control group is left in its natural state.
The introduction of these catalysts allows the researcher to determine the causative factor(s) in the experiment. At the core of experimental educational research lies the formulation of a hypothesis and so, the overall research design relies on statistical analysis to approve or disprove this hypothesis.
Examples of Experimental Educational Research
A study to determine the best teaching and learning methods in a school.
A study to understand how extracurricular activities affect the learning process.
Based on functionality, educational research can be classified into fundamental research , applied research , and action research. The primary purpose of fundamental research is to provide insights into the research variables; that is, to gain more knowledge. Fundamental research does not solve any specific problems.
Just as the name suggests, applied research is a research approach that seeks to solve specific problems. Findings from applied research are useful in solving practical challenges in the educational sector such as improving teaching methods, modifying learning curricula, and simplifying pedagogy.
Action research is tailored to solve immediate problems that are specific to a context such as educational challenges in a local primary school. The goal of action research is to proffer solutions that work in this context and to solve general or universal challenges in the educational sector.
Importance of Educational Research
Educational research plays a crucial role in knowledge advancement across different fields of study.
It provides answers to practical educational challenges using scientific methods.
Findings from educational research; especially applied research, are instrumental in policy reformulation.
For the researcher and other parties involved in this research approach, educational research improves learning, knowledge, skills, and understanding.
Educational research improves teaching and learning methods by empowering you with data to help you teach and lead more strategically and effectively.
Educational research helps students apply their knowledge to practical situations.
Educational Research Methods
Surveys/Questionnaires
A survey is a research method that is used to collect data from a predetermined audience about a specific research context. It usually consists of a set of standardized questions that help you to gain insights into the experiences, thoughts, and behaviors of the audience.
Surveys can be administered physically using paper forms, face-to-face conversations, telephone conversations, or online forms. Online forms are easier to administer because they help you to collect accurate data and to also reach a larger sample size. Creating your online survey on data-gathering platforms like Formplus allows you to.also analyze survey respondent’s data easily.
In order to gather accurate data via your survey, you must first identify the research context and the research subjects that would make up your data sample size. Next, you need to choose an online survey tool like Formplus to help you create and administer your survey with little or no hassles.
An interview is a qualitative data collection method that helps you to gather information from respondents by asking questions in a conversation. It is typically a face-to-face conversation with the research subjects in order to gather insights that will prove useful to the specific research context.
Interviews can be structured, semi-structured , or unstructured . A structured interview is a type of interview that follows a premeditated sequence; that is, it makes use of a set of standardized questions to gather information from the research subjects.
An unstructured interview is a type of interview that is fluid; that is, it is non-directive. During a structured interview, the researcher does not make use of a set of predetermined questions rather, he or she spontaneously asks questions to gather relevant data from the respondents.
A semi-structured interview is the mid-point between structured and unstructured interviews. Here, the researcher makes use of a set of standardized questions yet, he or she still makes inquiries outside these premeditated questions as dedicated by the flow of the conversations in the research context.
Data from Interviews can be collected using audio recorders, digital cameras, surveys, and questionnaires.
Observation
Observation is a method of data collection that entails systematically selecting, watching, listening, reading, touching, and recording behaviors and characteristics of living beings, objects, or phenomena. In the classroom, teachers can adopt this method to understand students’ behaviors in different contexts.
Observation can be qualitative or quantitative in approach . In quantitative observation, the researcher aims at collecting statistical information from respondents and in qualitative information, the researcher aims at collecting qualitative data from respondents.
Qualitative observation can further be classified into participant or non-participant observation. In participant observation, the researcher becomes a part of the research environment and interacts with the research subjects to gather info about their behaviors. In non-participant observation, the researcher does not actively take part in the research environment; that is, he or she is a passive observer.
How to Create Surveys and Questionnaires with Formplus
On your dashboard, choose the “create new form” button to access the form builder. You can also choose from the available survey templates and modify them to suit your need.
Save your online survey to access the form customization section. Here, you can change the physical appearance of your form by adding preferred background images and inserting your organization’s logo.
Formplus has a form analytics dashboard that allows you to view insights from your data collection process such as the total number of form views and form submissions. You can also use the reports summary tool to generate custom graphs and charts from your survey data.
Steps in Educational Research
Like other types of research, educational research involves several steps. Following these steps allows the researcher to gather objective information and arrive at valid findings that are useful to the research context.
Define the research problem clearly.
Formulate your hypothesis. A hypothesis is the researcher’s reasonable guess based on the available evidence, which he or she seeks to prove in the course of the research.
Determine the methodology to be adopted. Educational research methods include interviews, surveys, and questionnaires.
Collect data from the research subjects using one or more educational research methods. You can collect research data using Formplus forms.
Analyze and interpret your data to arrive at valid findings. In the Formplus analytics dashboard, you can view important data collection insights and you can also create custom visual reports with the reports summary tool.
Create your research report. A research report details the entire process of the systematic investigation plus the research findings.
Conclusion
Educational research is crucial to the overall advancement of different fields of study and learning, as a whole. Data in educational research can be gathered via surveys and questionnaires, observation methods, or interviews – structured, unstructured, and semi-structured.
You can create a survey/questionnaire for educational research with Formplu s. As a top-tier data tool, Formplus makes it easy for you to create your educational research survey in the drag-and-drop form builder, and share this with survey respondents using one or more of the form sharing options.
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Research Topics & Ideas: Education
170+ Research Ideas To Fast-Track Your Project
If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..
PS – This is just the start…
We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.
If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .
Overview: Education Research Topics
How to find a research topic (video)
List of 50+ education-related research topics/ideas
List of 120+ level-specific research topics
Examples of actual dissertation topics in education
Tips to fast-track your topic ideation (video)
Free Webinar : Topic Ideation 101
Where to get extra help
Education-Related Research Topics & Ideas
Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.
The impact of school funding on student achievement
The effects of social and emotional learning on student well-being
The effects of parental involvement on student behaviour
The impact of teacher training on student learning
The impact of classroom design on student learning
The impact of poverty on education
The use of student data to inform instruction
The role of parental involvement in education
The effects of mindfulness practices in the classroom
The use of technology in the classroom
The role of critical thinking in education
The use of formative and summative assessments in the classroom
The use of differentiated instruction in the classroom
The use of gamification in education
The effects of teacher burnout on student learning
The impact of school leadership on student achievement
The effects of teacher diversity on student outcomes
The role of teacher collaboration in improving student outcomes
The implementation of blended and online learning
The effects of teacher accountability on student achievement
The effects of standardized testing on student learning
The effects of classroom management on student behaviour
The effects of school culture on student achievement
The use of student-centred learning in the classroom
The impact of teacher-student relationships on student outcomes
The achievement gap in minority and low-income students
The use of culturally responsive teaching in the classroom
The impact of teacher professional development on student learning
The use of project-based learning in the classroom
The effects of teacher expectations on student achievement
The use of adaptive learning technology in the classroom
The impact of teacher turnover on student learning
The effects of teacher recruitment and retention on student learning
The impact of early childhood education on later academic success
The impact of parental involvement on student engagement
The use of positive reinforcement in education
The impact of school climate on student engagement
The role of STEM education in preparing students for the workforce
The effects of school choice on student achievement
The use of technology in the form of online tutoring
Level-Specific Research Topics
Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.
Research Topics: Pick An Education Level
Primary education.
Investigating the effects of peer tutoring on academic achievement in primary school
Exploring the benefits of mindfulness practices in primary school classrooms
Examining the effects of different teaching strategies on primary school students’ problem-solving skills
The use of storytelling as a teaching strategy in primary school literacy instruction
The role of cultural diversity in promoting tolerance and understanding in primary schools
The impact of character education programs on moral development in primary school students
Investigating the use of technology in enhancing primary school mathematics education
The impact of inclusive curriculum on promoting equity and diversity in primary schools
The impact of outdoor education programs on environmental awareness in primary school students
The influence of school climate on student motivation and engagement in primary schools
Investigating the effects of early literacy interventions on reading comprehension in primary school students
The impact of parental involvement in school decision-making processes on student achievement in primary schools
Exploring the benefits of inclusive education for students with special needs in primary schools
Investigating the effects of teacher-student feedback on academic motivation in primary schools
The role of technology in developing digital literacy skills in primary school students
Effective strategies for fostering a growth mindset in primary school students
Investigating the role of parental support in reducing academic stress in primary school children
The role of arts education in fostering creativity and self-expression in primary school students
Examining the effects of early childhood education programs on primary school readiness
Examining the effects of homework on primary school students’ academic performance
The role of formative assessment in improving learning outcomes in primary school classrooms
The impact of teacher-student relationships on academic outcomes in primary school
Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
Investigating the role of creativity and imagination in primary school curriculum
The impact of nutrition and healthy eating programs on academic performance in primary schools
The impact of social-emotional learning programs on primary school students’ well-being and academic performance
The role of parental involvement in academic achievement of primary school children
Examining the effects of classroom management strategies on student behavior in primary school
The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
The effectiveness of project-based learning in developing critical thinking skills in primary school students
The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
The effects of class size on student engagement and achievement in primary schools
Investigating the effects of recess and physical activity breaks on attention and learning in primary school
Exploring the benefits of outdoor play in developing gross motor skills in primary school children
The effects of educational field trips on knowledge retention in primary school students
Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
The impact of parental involvement in homework on primary school students’ academic achievement
Investigating the effectiveness of different assessment methods in primary school classrooms
The influence of physical activity and exercise on cognitive development in primary school children
Exploring the benefits of cooperative learning in promoting social skills in primary school students
Secondary Education
Investigating the effects of school discipline policies on student behavior and academic success in secondary education
The role of social media in enhancing communication and collaboration among secondary school students
The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
Investigating the effects of technology integration on teaching and learning in secondary education
Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
The impact of arts education on creativity and self-expression in secondary school students
The effectiveness of flipped classrooms in promoting student learning in secondary education
The role of career guidance programs in preparing secondary school students for future employment
Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
The impact of socio-economic factors on educational attainment in secondary education
Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
The influence of standardized testing on teaching practices and student learning in secondary education
Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
The influence of teacher professional development on instructional practices and student outcomes in secondary schools
The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
Investigating the effects of blended learning models on student engagement and achievement in secondary education
The role of physical education in promoting physical health and well-being among secondary school students
Investigating the effects of gender on academic achievement and career aspirations in secondary education
Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
The impact of school counseling services on student mental health and well-being in secondary schools
Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
The role of digital literacy in preparing secondary school students for the digital age
The influence of parental involvement on academic success and well-being of secondary school students
The impact of social-emotional learning programs on secondary school students’ well-being and academic success
The role of character education in fostering ethical and responsible behavior in secondary school students
Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
The role of educational technology in promoting personalized learning experiences in secondary schools
The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
The influence of parental support on academic motivation and achievement in secondary education
The role of school climate in promoting positive behavior and well-being among secondary school students
Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
The impact of educational policies on educational equity and access in secondary education
Examining the effects of homework on academic achievement and student well-being in secondary education
Investigating the effects of different assessment methods on student performance in secondary schools
Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
The role of mentoring programs in supporting the transition from secondary to post-secondary education
Tertiary Education
The role of student support services in promoting academic success and well-being in higher education
The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
The influence of faculty professional development on instructional practices and student outcomes in tertiary education
The influence of faculty-student relationships on student success and well-being in tertiary education
The impact of college transition programs on students’ academic and social adjustment to higher education
The impact of online learning platforms on student learning outcomes in higher education
The impact of financial aid and scholarships on access and persistence in higher education
The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
Examining the effects of flipped classroom models on student learning and retention in higher education
Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
The influence of study abroad programs on intercultural competence and global perspectives of college students
Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
The role of digital literacy and information literacy skills in supporting student success in the digital age
Investigating the effects of experiential learning opportunities on career readiness and employability of college students
The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
The role of technology in enhancing collaborative learning experiences in tertiary classrooms
The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
The influence of faculty diversity and representation on student success and inclusive learning environments in higher education
Education-Related Dissertations & Theses
While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.
Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.
From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)
As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest. In the video below, we explore some other important things you’ll need to consider when crafting your research topic.
Get 1-On-1 Help
If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.
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66 Comments
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parental involvement and students academic performance
Science education topics?
plz tell me if you got some good topics, im here for finding research topic for masters degree
How about School management and supervision pls.?
Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.
Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.
Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.
Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.
I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study
Research Defense for students in senior high
Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.
Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?
I wish to get help on topics of research on educational administration
I wish to get help on topics of research on educational administration PhD level
I am also looking for such type of title
I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school
the topics are very good regarding research & education .
Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you
Would like to request for suggestions on a topic in Economics of education,PhD level
Would like to request for suggestions on a topic in Economics of education
Hi 👋 I request that you help me with a written research proposal about education the format
Am offering degree in education senior high School Accounting. I want a topic for my project work
l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)
request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)
I would to inquire on research topics on Educational psychology, Masters degree
I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education
request suggestion on topic in masters in medical education .
Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.
May I also ask for a topic based on mathematics education for college teaching, please?
Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis
Am a PhD student in Educational Foundations would like a sociological topic. Thank
please i need a proposed thesis project regardging computer science
Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.
Masters student in the field of curriculum, any ideas of a research topic on low achiever students
In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education
Amazing guidelines
I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance
Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.
I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.
Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.
Your style is unique in comparison to other folks I’ve read stuff from. Thanks for posting when you have the opportunity, Guess I will just book mark this site.
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Delivered every Monday by 10 a.m., Weekly Education examines the latest news in education politics and policy.
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‘Distressingly low’ education research spending is under the microscope
THE FUTURE IS NOW — The Alliance for Learning Innovation faces renewed pressure in its crusade to boost federal spending on education research and development projects.
— Appropriators will soon consider a spending bill that could propose deep education program cuts. The AI age has dawned in classrooms, but students are too often missing from school. Elections are looming.
— Meanwhile: “Federal investment in education research is distressingly low,” Daniel Correa, CEO of the Federation of American Scientists , told an audience of federal and state officials, researchers, congressional staffers, advocates and lobbyists during a Thursday gathering on Capitol Hill.
— The alliance of scientific, educational and philanthropic groups wants the government to help drag the country’s K-12 education system into the second half of this century — and potentially the next one — by funding work on new advances to address some of education’s thorniest problems.
— “We view this as a crisis,” Correa added at the Dirksen Senate Office Building, “and we believe that a different future is possible.”
— The future is already here. A recent survey commissioned by the Walton Family Foundation concluded majorities of teachers, K-12 students, undergraduate students, and K-12 parents hold favorable views of AI chatbots. And roughly half of surveyed educators, parents, and students reported using AI chatbots once a week or more. Technology’s potential to reshape education is a marquee concern.
— “Thinking that the AI revolution is going to come through putting tutors in front of kids is missing the whole point of this conversation in this moment that we’re in,” Richard Culatta , a former Obama administration education technology official, said Thursday.
— “ We can fundamentally rethink some of the issues related to education , and putting a crappy AI tutor in front of a kid is not going to get us there,” he said.
— The alliance, which launched just last year, has pushed lawmakers as they weigh how to reauthorize federal law that collects statistics and conducts research on the country’s education system .
— It has also supported legislation from Reps. Suzanne Bonamici (D-Ore.) and Brian Fitzpatrick (R-Pa.), known as the “ NEED Act ”, which proposes spending $500 million on an education research and development program modeled after the Defense Advanced Research Projects Agency. Sens. John Cornyn (R-Texas) and Michael Bennet (D-Colo.) are soon expected to introduce companion legislation to that effort, a federation official told the audience.
— “This is obviously a moment when many of us are preoccupied with November’s elections,” Correa said. “I just think it’s really worth underscoring just how bipartisan this agenda is, and can be.”
IT’S MONDAY, JUNE 17. WELCOME TO MORNING EDUCATION. The New York Democrat running to unseat Rep. Jamaal Bowman has an unusual double advantage against the incumbent: local political clout and the backing of a national pro-Israel group .
Reach out with tips to today’s host at [email protected] and also my colleagues Becca Carballo ( [email protected] ), Bianca Quilantan ( [email protected] ) and Mackenzie Wilkes ( [email protected] ).
Want to receive this newsletter every weekday? Subscribe to POLITICO Pro . You’ll also receive daily policy news and other intelligence you need to act on the day’s biggest stories.
FAMILY MATTERS — Labor strife is striking tension inside the country’s largest union — again.
— The National Education Association is locked in heated contract talks with hundreds of its administrative employees as their latest deal expires, prompting disputes that have defined prior negotiations.
— Members of the National Education Association Staff Organization voted to authorize a strike in late April amid bargaining over a new, potential three-year contract.
— Though its members have not yet walked off the job , the NEASO accuses managers of the 3-million-member labor giant of using an “anti-worker playbook” at the bargaining table.
— That includes dragging out negotiations , according to the staff union. NEASO further accuses the NEA’s negotiating team of using “racist and sexist language at the bargaining table that is steeped in America’s slavery past”.
— “ NEA’s Management team is fighting their staff on things they would never recommend NEA members agree to during negotiations,” NEASO President Robin McLean said in a statement last week. “Once again, the nation’s largest union is utterly failing to live up to its union values.”
— We’ve been here before. In 2021, NEASO authorized a potential strike after saying managers sought to reduce staff salaries, hike health care costs and block retirement earnings. Both sides reached a deal later that year. Labor action and worker rabble-rousing is something of a defining feature of the staff union’s history .
— In response to the tension , the NEA said it “is fully committed to and respects the collective bargaining process and unequivocally supports our staff’s right to use that process to advocate for themselves.”
— “ NEA has engaged in negotiations in good faith , and continues to apply a solutions-based approach to resolve any outstanding issues in a manner that addresses articulated priorities of NEASO while also balancing the strategic priorities of NEA and its members,” a union spokesperson said in a statement.
In the Courts
HOT LAWSUIT SUMMER — A cascade of lawsuits from Republican states could dismantle much of President Joe Biden’s education agenda months before the election, Bianca reports .
— Dozens of states are targeting the president’s new student loan repayment plan and expanded sex discrimination protections in schools — signature White House policies aimed at younger voters. The challenges threaten to unravel Biden’s few major education successes after a bungled federal aid rollout and legal setbacks to debt relief.
— Republican attorneys general accuse the president of overstepping his legal authority and attempting to buy votes with a more generous student loan repayment plan, known as SAVE . They also say Biden is forcing their states to enact policies on gender identity that their constituents don’t support. Some landed their first victory on Thursday when a judge agreed to block the administration’s gender identity protections in their states.
— “I don’t think it’s hard to see that with all of these plans he’s pandering to certain constituencies of his voting base,” Montana Attorney General Austin Knudsen, a Republican who is participating in lawsuits on both issues, said in an interview. “That’s pretty flagrantly clear, especially with the debt plan. He’s trying to chase the young, recently graduated college vote.”
‘STOP WOKE’ GETS A HEARING — Federal appeals court judges appear to be divided on the constitutionality of a Florida law signed by Republican Gov. Ron DeSantis that would limit what state university professors say to students in the classroom, POLITICO’s Arek Sarkissian and Andrew Atterbury report .
— A Friday hearing before the 11th U.S. Circuit Court of Appeals in Miami marked a pivotal test for one of DeSantis’ banner policies, the so-called Stop Woke law that the state has been unable to enforce for more than two years since it was originally blocked by Chief U.S. District Judge Mark Walker in 2022.
— A lawsuit brought by eight college professors, two students, and a student organization in 2022 alleges the law amounts to unconstitutional censorship. The DeSantis administration maintains that the state, as an employer over faculty, holds the power to decide what should and should not be taught in college classrooms.
— “In the classroom, the professor’s speech is the government’s speech,” state Board of Education lawyer Charles Cooper argued during Friday’s hearing. “And the government can restrict professors on a content-wide basis and they can restrict them from offering viewpoints.”
Higher Education
CALLING FOR BACKUP — The Education Department is turning to a longtime corporate education leader to tackle next year’s Free Application for Federal Student Aid, amid worries from lawmakers and education organizations that delays to the form’s debut will imperil yet another college admissions cycle.
— College Board President Jeremy Singer will serve as a FAFSA executive adviser in the Federal Student Aid office, the department announced Friday . Singer will lead “overall strategy and accelerate technology innovation,” according to the department, while the student aid office undergoes a massive overhaul .
— A bipartisan and bicameral group of lawmakers has publicly voiced concern that the department won’t be able to meet looming deadlines for next school year. A group of influential education organizations has further pressed the department to commit to an Oct. 1 launch date for the form.
— The department acknowledged concern over the Oct. 1 deadline Friday and said it is “working toward that goal.”
— The agency also said the 2025-26 FAFSA “will remain consistent with the 2024-25 form” to minimize disruptions, and that it will solicit feedback and conduct a series of “listening sessions” over the coming weeks to inform how to better support students and the industry ahead of the coming year’s application rollout.
— “A symbol of failure": Demolition of Parkland high school massacre site begins as victims’ families look on: CNN
— Israeli scientists are shunned by universities over the Gaza war: Bloomberg
— For campus protesters in Brussels, familiar methods, but different outcomes: The New York Times
— The influencer is a young teenage girl. The audience is 92 percent adult men: The Wall Street Journal
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Undergraduate Summer Research Program
Our goal is to encourage and enhance student-faculty mentoring and joint research efforts in data science through this program.
2024 Summer Program
The application submission deadline has now passed.
Applications can be found the the InfoReady System. Program runs Monday, June 3, 2024 – Friday, August 9, 2024.
The Vanderbilt Data Science Institute Summer Research Program (DSI – SRP) provides Vanderbilt undergraduate students with the opportunity to engage in 10 weeks of full-time data science focused research in collaboration with any full-time Vanderbilt faculty member during the summer. The goal of DSI – SRP is to encourage and enhance student-faculty mentoring and joint research efforts in data science.
DSI – SRP fellows will come from a diverse range of backgrounds and domains.
Proposed research is welcome from:
Foundational data science, the development, evolution, or implementation of data science methods.
Application of data science to one or more fields in the physical, life, or social sciences, engineering, arts, or humanities.
The study of the impact of data on society and its institutions.
The Data Science Institute partners with other campus initiatives to offer co-sponsored fellowships. All fellowship recipients, regardless of their source of funding, will participate in all DSI-SRP related activities over the summer.
Program Highlights
The main component of the program is the scholarly work done by the Vanderbilt undergraduate student (DSI – SRP fellow) in collaboration with any full-time Vanderbilt faculty member.
The DSI – SRP involves full-time work. Participants cannot enroll in summer session courses.
Each DSI – SRP fellow will attend summer events hosted by the DSI.
The program lasts ten weeks .
Student Support
A $6,000 stipend will be provided for each student.
Vanderbilt faculty may sponsor only two applications for the 2024 competition.
Students who accept DSI – SRP stipends are required to attend summer events hosted by the DSI.
Students who accept DSI – SRP stipends are required to present their research at the Vanderbilt Undergraduate Research Fair in the fall 2024 semester.
Applications will be available in late November.
Eligibility
Current Vanderbilt sophomores or juniors enrolled in undergraduate degree programs are eligible.
Full consideration will be given to students who have at least a 3.0 GPA.
Applicants must be able to engage in 10 weeks of full time research during the summer. The DSI – SRP involves full-time work.
Participants cannot enroll in summer session courses.
Research within the DSI – SRP is not restricted to work within a student’s major area of study. Projects from students with faculty mentors in different departments and schools are supported and encouraged.
Students should have completed any coursework required for the research project prior to beginning the summer fellowship.
Faculty members may endorse only TWO applications for the 2024 competition.
Application Procedure
Applicants will be asked to provide the following (stated word limits apply):
A summary of the proposed summer research (150 words)
Specific questions to be addressed during the summer (200 words)
Description of how this proposed research connects with data science (250 words)
Description of how participation in DSI – SRP fits with your short-term and long-term goals (200 words)
Description of how this proposed research relates to a sponsored fellowship *if relevant* (150 words)
An unofficial transcript
Faculty sponsor information and acknowledgements (faculty member can only endorse two applications in the competition)
Vanderbilt Initiative for Interdisciplinary Geospatial Research
Vanderbilt Brain Institute
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Summer of Research Discovery at Tel Aviv University
International students engage in diverse projects through tau’s summer research program.
How did the Israeli-Palestinian conflict turn existential? What diseases did people suffer from 9,000 years ago? How can locusts help detect odors? Why do insurance companies refuse to cover double mastectomies for women who decide to go flat? These are just some of the questions that international students will be exploring during their summer research internships at Tel Aviv University (TAU).
Over the course of two months, students from all around the world will be working under the supervision of TAU faculty members in university labs and research teams, enjoying full access to TAU campus services, extensive libraries, and online resources. They will also be taking advantage of everything that Tel Aviv has to offer in the summer!
The summer research program at TAU is divided into two distinct tracks, one in social sciences and humanities , and another in sciences which include everything from psychology to engineering, life sciences, and exact sciences. When applying, students choose the project that best aligns with their academic interests and are accepted into the program upon approval from the lead researcher.
This year, over 60 students have already begun their work, aiming to present their results at the end of July. Initially, students sit down with the lead researcher in their chosen lab to define the project scope and goals. The work typically involves not only literature review and analysis, but also conducting experiments to test their hypotheses, and validating results. This approach ensures participants gain hands-on practical experience.
From Insurance Policies to the Gig Economy, and Fiction Books
Speaking to participants during the kick-off meeting for the Summer Research Program in Humanities and Social Sciences, Prof. Milette Shamir, the head of the program and the VP for International at TAU, emphasized that the university values the opportunity to host international students on campus.
“In a crisis, turmoil, and change, the value of social sciences research begins to surface even more than usual as access to credible information becomes exceptionally valuable, along with critical reading and thinking.” — Prof. Milette Shamir
Projects in this track are extremely diverse: one examines the rise of the populist radical right parties and the news slant across different news outlets, while another assesses the effects of interventions by the International Monetary Fund. There are also projects investigating legal obstacles to breast cancer treatment, the nature of the Israeli-Palestinian conflict, and the emergence of leadership structures among ride-hailing drivers in India.
Introductory Session for Summer Research Program in Humanities and Social Sciences
For Wu Sijia from the Joint Institute for Jewish Studies at Shandong University, this program is an opportunity to take her PhD studies to the next level. She focuses on religious studies and is particularly interested in the interrelationship between the secular and religious worlds in Israel.
“Coming to Israel is important for my research.”
During her research internship, Sijia will be reading twelve fiction books and memoirs for her project on the images of Jews and their relation with non-Jews in Eastern Europe.
Diving into Lab Work
Prof. Ben Maoz, who is heading the Summer Research Program in Sciences, reassured the students that at TAU, they will receive all the support necessary to experience research (and Tel Aviv) in the best way possible.
‘It will give you a really good sense of research because you will be in the labs.” — Prof. Ben Maoz
In the sciences program, the projects span genetic engineering, astrophysics, neuroscience, physics, biomedicine, and other fields.
Introductory Session for Summer Research Program in Sciences
Have you ever wondered how toothbrushes factor into anthropological research? Students interning at the Biohistory and Evolutionary Medicine Laboratory will be using them in their work with skeletal remains from two excavation sites in Israel to clean the bones. Their project involves preserving and reconstructing the skeletons, and retrieving biological data about the general health and demographic profile of the individuals.
Another student's research will involve manipulating the electric signals to which locust antennae respond, aiming to establish how different odors can be differentiated.
Projects also include growing an adult organoid heart system, researching how a person’s gaze conveys attention, simulating asymmetry in early-universe cosmological sources, improving AI defense against attacks, investigating various types of tumors, studying gene mutations, and much more.
We wish all the students success in their research and an enjoyable summer in Tel Aviv!
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K. K. Wagh Institute of Engineering Education and Research Campus Experience
Hello. I am a second-year B.Tech student of the E&TC branch at K.K. Wagh Institute of Engineering and Educational Research (KKWIEER). It is located in Nashik, Maharashtra, India. It is one of the top institutes in Nashik. As the name suggests, it is a research-based learning institute that helps students like me to study with application and research-based knowledge. All the teaching staff is well-educated in their respective domains and help me to explore extracurricular activities apart from my syllabus. The AICTE’s Idea lab activities increase my knowledge about real-world electronics machines and their applications.
I was wishing to enter the computer-related software branch in senior college because I love coding and solving critical tech problems. But due to lower marks in physics in the engineering entrance exam, I couldn’t be admitted to the software engineering branch and had to go for the electronics and telecommunication branch. Before joining senior college, I learned different languages like Python and C++ from the GeeksforGeeks website and developed an interest in coding.
After entering the electronics branch, along with the syllabus, I continued my computer language tutorials on GeeksforGeeks. At the end of the first semester, I had a minor electronic project. In that, I used a microcontroller and was able to program it on my own due to my coding knowledge. I got the second prize in it. I am thankful to GeeksforGeeks for that.
I participated in institute-level hackathons, which helped me to find areas for improvement and gain valuable experiences. I also learned leadership qualities and teamwork from these hackathons.
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Explore generative AI on JSTOR
JSTOR, a nonprofit service from ITHAKA, invites you to explore the beta release of a new generative AI-powered research tool. We are excited about the collaborative possibilities ahead and aim to ethically, responsibly, and credibly use generative AI to empower people to deepen their research and unearth new avenues for discovery.
Sign up for the beta
Do you have questions, comments, or concerns? We want to hear from you! Please email [email protected] to share your feedback.
Table of contents
About jstor’s ai research tool (beta), ithaka’s approach to generative ai, frequently asked questions, legal notices.
Our generative AI-powered research tool is designed to help people work more efficiently and effectively. This beta feature will appear on the content page for journal articles, book chapters, and research reports, and as an alternative to JSTOR’s standard keyword search. The tool helps you do the following:
Assess content relevance
The tool generates a summary of what you’re reading to help you quickly assess its relevance, and lets you know how it relates to your search terms.
Deepen your research
Discover related topics, enrich your reading with similar content from the JSTOR corpus, and try new ways of searching.
Be conversational
Use natural language to ask questions and get quick answers about what you’re reading or researching.
Approaching generative AI together
JSTOR and ITHAKA’s founding president, Kevin Guthrie, shares his thoughts about our mission-driven approach to deploying new technologies to improve the learning and research experience for JSTOR users.
Making AI generative for higher education
Ithaka S+R is collaborating with 20 colleges and universities on a multi-year research project to chart a productive path in the use of generative AI in higher education. We will be publishing three public reports related to the project’s findings, as well as news along the way.
Empowering research with generative AI on JSTOR
Just getting started with AI on JSTOR, or need a refresher? Visit our blog for an overview of what the tool can help you do.
JSTOR’s AI research tool (beta)
Beta program
By incorporating generative AI features into the JSTOR platform, we aim to equip students, faculty, researchers, and librarians with innovative tools that facilitate engagement with complex content and enrich research and learning. This early release harnesses the power of generative AI to offer the following capabilities:
Suggest topics and show related content within the JSTOR corpus that is relevant to the text, enabling exploration of additional possible paths of inquiry
Answer questions posed by users based only on the content of the document being viewed
Search JSTOR in a new way with a semantic search-powered capability that works better for natural language queries than traditional keyword search
JSTOR has previously applied machine learning and artificial intelligence technologies to optimize the research experience. For example, we have created a citation graph to link all articles on JSTOR, and used machine learning to improve the relevance of search results and recommendations. As we extend our knowledge and application of new technologies to generative AI, we expect to iterate and evolve as we learn. By volunteering for our limited beta test, you will help us define the long-term scope of this exciting new initiative.
At present, the tool can be used with journal articles, book chapters, and research reports found on JSTOR. Images and text-based primary sources on JSTOR are not yet included.
To start, we are using only the contents of the document being viewed to generate responses. Over time, as we learn from and improve upon the accuracy of responses, we might extend this to use the content of other relevant documents in the JSTOR corpus.
To jumpstart the learning and experimentation process, the beta release of our generative AI-powered tool uses gpt-3.5-turbo from OpenAI and the open source all-MiniLM-L6-v2 sentence transformer model . We are actively exploring alternatives and expect to evolve the models we use as our environment develops.
We are monitoring and continuously improving accuracy using the following methods:
Subject matter experts from a range of academic disciplines conduct in-depth, ongoing evaluations of the tool’s output. These evaluations help us ensure that generated content is useful and accurate.
Users provide in-tool feedback that we use to identify areas for improvement. All interactions with the beta tool offer users the opportunity to provide a thumbs up or thumbs down rating. For thumbs down ratings, the user can provide further detail to explain their response.
We assess model performance for our specific use cases using industry-standard metrics for Machine Learning (ML) and Natural Language Processing (NLP). Additionally, we continuously integrate new evaluation metrics specifically developed for Large Language Model (LLM) use cases.
JSTOR handles all personal information, including information provided to this tool, in accordance with our privacy policy . JSTOR does not sell user data, nor does it share content or user data from its platform for the purposes of training third-party large language models.
Any data you provide to this tool, such as question prompts and other conversation data, will be stored in JSTOR’s internal systems and used in de-identified form to maintain and improve the tool. Your prompts and some/all of the text of the content being viewed is also sent to OpenAI to generate the response. OpenAI does not use this to further train their models, nor do they retain the data for more than 30 days, in accordance with OpenAI’s API data usage policies .
Your data will be used in this way only if you opt in to the beta testing program.
As a nonprofit service, JSTOR’s financial model is designed to recover our costs and support sustainable growth to meet the emerging needs of the education community. As we learn more about what it costs to build and maintain generative AI on our platform, we will evaluate how to bring these powerful capabilities forward as equitably and sustainably as possible.
JSTOR maintains physical, technical, and administrative safeguards to protect the content we hold. We are a SOC2 compliant organization whose data security practices and measures are audited annually by independent third parties.
Content is only processed internally and with the OpenAI API. Please note the OpenAI API only temporarily stores data for the purpose of processing and does not use such submitted data to train their models or improve their service offering. For more information on OpenAI’s data security practices, please consult the OpenAI Trust Portal .
Technology has always been an incredible accelerator for ITHAKA’s mission to improve access to knowledge and education. As a trusted provider of scholarly materials, we have a responsibility to leverage our content, technology, and deep subject matter expertise to help our community of librarians, faculty, and students find paths to responsible, ethical, and productive uses of these tools.
We honor our values first and foremost. JSTOR provides users with a credible, scholarly research and learning experience. Generative AI must enhance that credibility, not undermine it.
We will listen closely and proceed cautiously. We recognize the concerns associated with generative AI and are pursuing this work mindful of the very real ethical, legal, and practical considerations at hand. Our first step is to deepen our collective understanding through research and by doing – and as always, in close collaboration with our community. We will use these tools safely and well.
We empower people, we do not replace them. These tools should not be used to “do the work.” They should be designed to help people, especially students, learn and do their work more efficiently and effectively.
We will enable our systems to interact with users in ways that are comfortable. Traditionally, it has been the users’ responsibility to adapt to restricted language and structures to provide computers with inputs; computers can now interact effectively with users in natural language, and we should take advantage of that.
We will lead with care. We will deeply consider the aspirations and trepidations of the many communities we serve.
As we learn about and pursue this latest technology, we look forward to your engagement and insights to ensure we continue to deliver high-quality, trusted, impactful services that improve access to knowledge and education for people everywhere.
JSTOR’s generative AI tool is referred to as a “beta” feature because it is still in rapid development and in need of user feedback to help us develop it into the best tool it can be. By “limited” we mean that access to this feature will be offered to a limited number of testers to ensure that our product and technology teams can best understand how users interact with these new features.
During the beta phase, we will work with engaged users to explore capabilities, foster innovation, refine functionality, and reveal limitations. As the tool evolves based on this work, its features may change. In this early stage of development, the ability of the tool will be limited, and its functionality less stable than other tools on JSTOR. In addition to product research and refinement, the following will occur:
Quality assessment: Generating high-quality output with generative AI models can be challenging, as they may produce incorrect or undesirable results in certain scenarios. By limiting the user base initially, we can better manage output quality and ensure generated content aligns with our standards before exposing it to a broader audience.
Feedback: The limited rollout enables us to gather valuable feedback from our community. This feedback helps identify and address any concerns, issues, or sensitivities before scaling up.
Ethical and legal considerations: Limiting the user base at the start allows us to explore areas of concern, make policy decisions based on experience, evaluate potential risks, and implement necessary precautions.
Scalability and infrastructure: Generative AI models require substantial computational resources to generate outputs. By initially limiting the number of users, we can ensure our infrastructure handles the demand while maintaining a stable user experience. Gradual expansion allows us to monitor and optimize systems before opening them up to a larger user base.
There are two ways to sign up:
Users who are signed into a personal account and have institutional authentication on JSTOR will be shown a pop-up that asks if they would like to sign up to try the tool.
Submit your interest via our signup form , using the email associated with your personal JSTOR account . Please note that access to the beta is currently only available to users who have access to JSTOR through an institution.
Note that access to our testing environment will be limited so we can create a controlled learning experience where our product and technology teams can best study user interaction with these new features. We are not able to guarantee access to the tool.
We are not able to provide a timeframe for access to the tool. We will notify you if and when access to the pre-release features becomes available for you to explore.
While we aspire to offer more open and immediate access in the future, it’s important that we limit user access in these early stages of development. This will allow us to:
Manage performance and ensure a good experience
Gain initial feedback from users
Improve the experience in reaction to feedback
We are not able to guarantee access to the tool. Access to our testing environment will be limited so we can create a controlled learning experience to best understand user interaction with these new features. The long-term integration of generative AI with JSTOR will be determined by what we learn through beta testing.
Please keep the following in mind as you explore generative AI on JSTOR.
Data collection and use
By using JSTOR’s generative AI tool you consent to JSTOR collecting any data that you choose to share with the tool. JSTOR retains your conversation history in our logs and uses it in de-identified form, in accordance with our privacy policy , to maintain and improve the tool. We won’t ask you for any personal information, and request that you not share any in your conversations.
Any data that is sent to OpenAI (which includes your prompt as well as some or all of the text of the content being viewed) is used only for generating the response. They do not use this to further train their models, nor do they retain the data for more than 30 days, in accordance with OpenAI’s own API data usage policies .
Beta limitations
This AI tool is currently in a beta state, therefore its features are subject to change without notice as we develop it. Current user experience may vary and may not be reflective of the tool’s future capabilities. Users should not rely on its outputs without conducting independent research. The tool should not be used to seek professional advice, including but not limited to legal, financial, and medical advice.
Offensive materials and language
This evolving beta feature is built on JSTOR’s digital archive, which includes millions of items, spanning centuries and representing a wide range of ideas and perspectives. Given the historical nature of the materials on JSTOR, content items will reflect the era in which they were produced and/or the perspectives of the content creators, including the language, ideas or other cultural standards of the time. Some content items may consist of or contain outdated language and ideas that are no longer in use and may be considered offensive, and the beta feature may repeat this when it summarizes or describes that content. Such responses reflect the views of the original content creators through the underlying content and not the views of JSTOR or its employees.
Any suggestions, ideas, or other information you would like to share regarding the tool may be used to improve, enhance, or develop its features. By submitting user feedback, you agree that such feedback becomes the sole property of JSTOR, and waive any rights, including intellectual property rights, related to the feedback.
Georgia State University Library
GSU Library Research Guides
Open for Student Success Symposium
About the Symposium
Send Us Feedback!
Feedback Form - Open for Student Success 2024 Thank you for attending Open for Student Success: A Georgia State University Library Symposium (2024). Whether you joined virtual events live, watched pre-recorded sessions, or watched the recorded sessions posted after the event, we hope you found the symposium educational and inspiring! To help us assess the event and plan for the future, please complete this feedback survey, linked above.
In celebration of Open Education Week , this free online event offers attendees an opportunity to learn from professionals working with open educational resources (OER) in higher education. OER are learning, teaching, and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, as declared by UNESCO. This practice of sharing makes OER powerful tools for supporting educational affordability, access, representation, and student graduation rates.
The mission of the Open for Student Success Symposium is to gather innovators who are implementing and studying the use of OER in higher education, to produce an annual collection of OER recordings and ancillary materials that advance the landscape of open knowledge, scholarship, and education.
The Open for Student Success Symposium's scope includes everything relating to:
Global Open Education Week: oeglobal.org/activities/global
Open Educational Resources: unesco.org/en/open-educational-resources
What are Open Educational Resources?
Open Educational Resources (OERs) are useful resources that are free to access openly online AND ALSO may be free to
Retain – make and keep a copy
Revise – modify as desired
Remix – combine with other material (existing or original)
Reuse – use any version publicly
Redistribute – share copies with others
While following the rules of the resource’s license
OER Recommendations by UNESCO
On Open Education
Next: 2024 Program & Recordings >>
2024 Program & Recordings
2023 Program & Recordings
2025 Call for Proposals
Open & Affordable Education This link opens in a new window
Open Education Week
An annual celebration, Open Education Week (OE Week) is an opportunity for actively sharing and learning about the latest achievements in Open Education worldwide.
Open Education Week was launched in 2012 by Open Education Global as a collaborative, community-built open forum. Every year OE Week raises awareness and highlights innovative open education successes worldwide. OE Week provides practitioners, educators, and students with an opportunity to build a greater understanding of open educational practices and be inspired by the wonderful work being developed by the community around the world.
Georgia State University was accepted as one of 50 schools to participate in the 2022-23 OpenStax Institutional Partnership Program. This program provides a learning community, free coaching, and strategic planning to help schools advance initiatives toward open education.
Georgia State University Librarians Mary Ann Cullen and Charlene Martoni were appointed to represent the university during this year of professional development, networking, and collaboration. As a result of this experience, GSU Library hosted its inaugural Open for Student Success Symposium. The gathering produced a collection of educational recordings accessible to GSU students and faculty.
GSU Library was invited to participate in the OpenStax Institutional Partnership Program again for the 2023-24 academic year to provide feedback and mentor new member institutions. This year, Librarians Charlene Martoni and Jason Puckett opened the invitation to participate in the Open for Student Student Success Symposium to all curious about OER in higher education. With permission from all presenters, GSU Library produced another collection of recordings that are open to all as OERs under a Creative Commons Attribution-NonComerical-ShareAlike 4.0 International license.
Research Question: Definition, Types, Examples, Quick Tips
Research Questions: Definition, Types, and How to Write One
What Is a Research Question? Tips on How to Find Interesting Topics
Types Of Research Questions
Examples Of Research Questions In Education
Examples Of Research Questions In Education
VIDEO
Research Methods in Education McQS
Research, Educational research
Descriptive Research definition, types, and its use in education
Exploring research methodologies relevant to educational research
3.Three type of main Research in education
Educational Research Mcqs
COMMENTS
10 Research Question Examples to Guide your Research Project
The first question asks for a ready-made solution, and is not focused or researchable. The second question is a clearer comparative question, but note that it may not be practically feasible. For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.
Introduction to Educational Research
NEW TO THIS EDITION: More in-depth coverage of the scientific method, research questions, and literature reviews gives students a solid grounding in the research process.; New and expanded coverage of stating and refining research questions, the features and qualities of good research questions, prepare readers to successfully plan and execute an educational research project.
Research Questions and Design
Research questions Because research questions define a research project, this is the place to start your investigation. Different sorts of questions demand different types of research designs, methodologies, data collection methods, and analysis techniques. ... In educational research, these are likely to be a group or groups of instructors, or ...
Educational Research: What It Is + How to Do It
Education is a pillar in modern society, it provides the tools to develop critical thinking, decision making, and social abilities. Education helps individuals to secure the necessary research skills to secure jobs or to be entrepreneurs in new technologies. This is where educational research takes an important place in the overall improvement of the education system (pedagogy, learning ...
The Design and Use of Questionnaires in Educational Research: A New
The design and use of questionnaires are important aspects of. educational research (Newby, 2013, Cohen et al., 2017). By. following key considerations about the design and. operationalization of ...
PDF Overview of the Educational Research Process or Student Learning
Formally Stating and Refining Research Question(s) Once the research topic or problem has been clearly identified, the next step is to formally state one or more research questions. Carefully wording a research question . is a critical aspect of conducting educational research, because the research question is what guides the remainder of the ...
PDF INTRODUCTION TO EDUCATIONAL RESEARCH
educational research, which enables you to make informed decisions as to the relevance of subsequent chapters. ... we question the use of exploring the quest allegory (normally at the culmination of a student's degree, whether undergraduate or postgraduate), and time and again, students report that this was a memorable point ...
Introduction to Education Research
Education research is a scientific process that involves methodologies that promote a systematic and objective outcome. The process starts with the articulation of a phenomenon of interest or a problem to be solved. The problem is then formulated into a research question that informs the goals and objectives of a study.
PDF An Introduction to Educational Research
a question about something. She has occasionally looked at a few research jour-nals, such as the High School Journal, the Journal of Educational Research, and Theory into Practice, in her school library, and she has overheard other teachers talking about research studies on the subject of school violence. Although she has
PDF What Is Educational Research?
1. Name and describe four methods that can be used to seek out answers to important questions. 2. Describe the scientific method and how it can be applied to educational research topics. 3. Summarize characteristics that define what educational research is and is not. 4. Identify and define key terms associated with educational research. 5.
What is a Research Question?
When developing your research question, you want to address your topic as a question for which the results will provide both new and important information. For example: Topic. online learning and competency-based education. Research Question. Which factors have the greatest impact on completion in online competency-based education programs?
Formulation of Research Question
Abstract. Formulation of research question (RQ) is an essentiality before starting any research. It aims to explore an existing uncertainty in an area of concern and points to a need for deliberate investigation. It is, therefore, pertinent to formulate a good RQ. The present paper aims to discuss the process of formulation of RQ with stepwise ...
PDF 1 What is Educational Research?
This first chapter seeks answers to the question in its title and a second one, 'Can I do it?'. The answer to the first seems to require an exploration of various terminologies, for example positivism, interpretivist paradigm, ontology, epis-temology, symbolic interactionism, action research, ethnography, grounded theory, critical theory ...
Quality of Research Evidence in Education: How Do We Know?
The persistence of inequitable education is the fundamental fact facing education researchers as we reflect on the quality and value of the evidence we produce (American Educational Research Association & National Academy of Education, 2020; Educational Opportunity Monitoring Project, 2020).As a field, we must critically examine what it means for us to develop increasingly sophisticated ...
What is Educational Research?
In less comprehensive terms, educational research is an organized approach to asking, answering, and effectively reporting a question. Why Educational Research? Educators need to be consumers (and producers) of research. Creswell (2002) notes the following reasons, describing the various purposes of educational research: 1. Improve Practice
Systematic Reviews in Educational Research: Methodology, Perspectives
A literature review is a scholarly paper which provides an overview of current knowledge about a topic. It will typically include substantive findings, as well as theoretical and methodological contributions to a particular topic (Hart 2018, p. xiii).Traditionally in education 'reviewing the literature' and 'doing research' have been viewed as distinct activities.
PDF A Six Step Process to Developing an Educational Research Plan
Education research leads to new knowledge about teaching, learning, and educational administration. The goal of educational research is to generate knowledge that describes, predicts, improves, and explains processes and practices related to education (Gall, Gall, and Borg, 2007). Developing and implementing an educational study plan can lead ...
What is Education Research?
Education research is the scientific field of study that examines education and learning processes and the human attributes, interactions, organizations, and institutions that shape educational outcomes. Scholarship in the field seeks to describe, understand, and explain how learning takes place throughout a person's life and how formal and ...
Methodologies for Conducting Education Research
Presents an overview of qualitative, quantitative and mixed-methods research designs, including how to choose the design based on the research question. This book is particularly helpful for those who want to design mixed-methods studies. Green, J. L., G. Camilli, and P. B. Elmore. 2006. Handbook of complementary methods for research in education.
(PDF) Educational Research: Educational Purposes, The Nature of
Educational research should have three objectives: to explore issues and find answers to questions (for academics), to share policy (e.g. relationships between education/work/training, for policy ...
Chapter Summary
Educational research is a process that involves applying the scientific method to educational problems and phenomena. As a process, all educational research studies share the following characteristics: Scientific; Begin with a question or problem that serves as the purpose or goal of the study
What is Educational Research? + [Types, Scope & Importance]
Education is an integral aspect of every society and in a bid to expand the frontiers of knowledge, educational research must become a priority. Educational research plays a vital role in the overall development of pedagogy, learning programs, and policy formulation. ... Educational researchers also seek answers to questions bothering on ...
Back to the basics: Guidance for formulating good research questions
Abstract. Good science is driven by rigorous questions. Much like the foundation of a house, a research question must be carefully constructed to prevent downstream problems in project execution. And yet, pharmacy researchers and scholars across all career stages may find themselves struggling when developing research questions.
170+ Research Topics In Education (+ Free Webinar)
The impact of poverty on education. The use of student data to inform instruction. The role of parental involvement in education. The effects of mindfulness practices in the classroom. The use of technology in the classroom. The role of critical thinking in education.
'Distressingly low' education research spending is under ...
Elections are looming. — Meanwhile: "Federal investment in education research is distressingly low," Daniel Correa, CEO of the Federation of American Scientists, told an audience of federal ...
Undergraduate Summer Research Program
A summary of the proposed summer research (150 words) Specific questions to be addressed during the summer (200 words) Description of how this proposed research connects with data science (250 words) ... military service, or genetic information in its administration of educational policies, programs, or activities; admissions policies ...
Summer of Research Discovery at Tel Aviv University
Diving into Lab Work. Prof. Ben Maoz, who is heading the Summer Research Program in Sciences, reassured the students that at TAU, they will receive all the support necessary to experience research (and Tel Aviv) in the best way possible. 'It will give you a really good sense of research because you will be in the labs.".
K. K. Wagh Institute of Engineering Education and Research Campus
I am a second-year B.Tech student of the E&TC branch at K.K. Wagh Institute of Engineering and Educational Research (KKWIEER). It is located in Nashik, Maharashtra, India. It is one of the top institutes in Nashik. As the name suggests, it is a research-based learning institute that helps students like me to study with application and research ...
Explore generative AI on JSTOR
About JSTOR's AI research tool (beta) Our generative AI-powered research tool is designed to help people work more efficiently and effectively. This beta feature will appear on the content page for journal articles, book chapters, and research reports, and as an alternative to JSTOR's standard keyword search. The tool helps you do the ...
GSU Library Research Guides: Open for Student Success Symposium: About
An annual celebration, Open Education Week (OE Week) is an opportunity for actively sharing and learning about the latest achievements in Open Education worldwide. Open Education Week was launched in 2012 by Open Education Global as a collaborative, community-built open forum. Every year OE Week raises awareness and highlights innovative open education successes worldwide.
IMAGES
VIDEO
COMMENTS
The first question asks for a ready-made solution, and is not focused or researchable. The second question is a clearer comparative question, but note that it may not be practically feasible. For a smaller research project or thesis, it could be narrowed down further to focus on the effectiveness of drunk driving laws in just one or two countries.
NEW TO THIS EDITION: More in-depth coverage of the scientific method, research questions, and literature reviews gives students a solid grounding in the research process.; New and expanded coverage of stating and refining research questions, the features and qualities of good research questions, prepare readers to successfully plan and execute an educational research project.
Research questions Because research questions define a research project, this is the place to start your investigation. Different sorts of questions demand different types of research designs, methodologies, data collection methods, and analysis techniques. ... In educational research, these are likely to be a group or groups of instructors, or ...
Education is a pillar in modern society, it provides the tools to develop critical thinking, decision making, and social abilities. Education helps individuals to secure the necessary research skills to secure jobs or to be entrepreneurs in new technologies. This is where educational research takes an important place in the overall improvement of the education system (pedagogy, learning ...
The design and use of questionnaires are important aspects of. educational research (Newby, 2013, Cohen et al., 2017). By. following key considerations about the design and. operationalization of ...
Formally Stating and Refining Research Question(s) Once the research topic or problem has been clearly identified, the next step is to formally state one or more research questions. Carefully wording a research question . is a critical aspect of conducting educational research, because the research question is what guides the remainder of the ...
educational research, which enables you to make informed decisions as to the relevance of subsequent chapters. ... we question the use of exploring the quest allegory (normally at the culmination of a student's degree, whether undergraduate or postgraduate), and time and again, students report that this was a memorable point ...
Education research is a scientific process that involves methodologies that promote a systematic and objective outcome. The process starts with the articulation of a phenomenon of interest or a problem to be solved. The problem is then formulated into a research question that informs the goals and objectives of a study.
a question about something. She has occasionally looked at a few research jour-nals, such as the High School Journal, the Journal of Educational Research, and Theory into Practice, in her school library, and she has overheard other teachers talking about research studies on the subject of school violence. Although she has
1. Name and describe four methods that can be used to seek out answers to important questions. 2. Describe the scientific method and how it can be applied to educational research topics. 3. Summarize characteristics that define what educational research is and is not. 4. Identify and define key terms associated with educational research. 5.
When developing your research question, you want to address your topic as a question for which the results will provide both new and important information. For example: Topic. online learning and competency-based education. Research Question. Which factors have the greatest impact on completion in online competency-based education programs?
Abstract. Formulation of research question (RQ) is an essentiality before starting any research. It aims to explore an existing uncertainty in an area of concern and points to a need for deliberate investigation. It is, therefore, pertinent to formulate a good RQ. The present paper aims to discuss the process of formulation of RQ with stepwise ...
This first chapter seeks answers to the question in its title and a second one, 'Can I do it?'. The answer to the first seems to require an exploration of various terminologies, for example positivism, interpretivist paradigm, ontology, epis-temology, symbolic interactionism, action research, ethnography, grounded theory, critical theory ...
The persistence of inequitable education is the fundamental fact facing education researchers as we reflect on the quality and value of the evidence we produce (American Educational Research Association & National Academy of Education, 2020; Educational Opportunity Monitoring Project, 2020).As a field, we must critically examine what it means for us to develop increasingly sophisticated ...
In less comprehensive terms, educational research is an organized approach to asking, answering, and effectively reporting a question. Why Educational Research? Educators need to be consumers (and producers) of research. Creswell (2002) notes the following reasons, describing the various purposes of educational research: 1. Improve Practice
A literature review is a scholarly paper which provides an overview of current knowledge about a topic. It will typically include substantive findings, as well as theoretical and methodological contributions to a particular topic (Hart 2018, p. xiii).Traditionally in education 'reviewing the literature' and 'doing research' have been viewed as distinct activities.
Education research leads to new knowledge about teaching, learning, and educational administration. The goal of educational research is to generate knowledge that describes, predicts, improves, and explains processes and practices related to education (Gall, Gall, and Borg, 2007). Developing and implementing an educational study plan can lead ...
Education research is the scientific field of study that examines education and learning processes and the human attributes, interactions, organizations, and institutions that shape educational outcomes. Scholarship in the field seeks to describe, understand, and explain how learning takes place throughout a person's life and how formal and ...
Presents an overview of qualitative, quantitative and mixed-methods research designs, including how to choose the design based on the research question. This book is particularly helpful for those who want to design mixed-methods studies. Green, J. L., G. Camilli, and P. B. Elmore. 2006. Handbook of complementary methods for research in education.
Educational research should have three objectives: to explore issues and find answers to questions (for academics), to share policy (e.g. relationships between education/work/training, for policy ...
Educational research is a process that involves applying the scientific method to educational problems and phenomena. As a process, all educational research studies share the following characteristics: Scientific; Begin with a question or problem that serves as the purpose or goal of the study
Education is an integral aspect of every society and in a bid to expand the frontiers of knowledge, educational research must become a priority. Educational research plays a vital role in the overall development of pedagogy, learning programs, and policy formulation. ... Educational researchers also seek answers to questions bothering on ...
Abstract. Good science is driven by rigorous questions. Much like the foundation of a house, a research question must be carefully constructed to prevent downstream problems in project execution. And yet, pharmacy researchers and scholars across all career stages may find themselves struggling when developing research questions.
The impact of poverty on education. The use of student data to inform instruction. The role of parental involvement in education. The effects of mindfulness practices in the classroom. The use of technology in the classroom. The role of critical thinking in education.
Elections are looming. — Meanwhile: "Federal investment in education research is distressingly low," Daniel Correa, CEO of the Federation of American Scientists, told an audience of federal ...
A summary of the proposed summer research (150 words) Specific questions to be addressed during the summer (200 words) Description of how this proposed research connects with data science (250 words) ... military service, or genetic information in its administration of educational policies, programs, or activities; admissions policies ...
Diving into Lab Work. Prof. Ben Maoz, who is heading the Summer Research Program in Sciences, reassured the students that at TAU, they will receive all the support necessary to experience research (and Tel Aviv) in the best way possible. 'It will give you a really good sense of research because you will be in the labs.".
I am a second-year B.Tech student of the E&TC branch at K.K. Wagh Institute of Engineering and Educational Research (KKWIEER). It is located in Nashik, Maharashtra, India. It is one of the top institutes in Nashik. As the name suggests, it is a research-based learning institute that helps students like me to study with application and research ...
About JSTOR's AI research tool (beta) Our generative AI-powered research tool is designed to help people work more efficiently and effectively. This beta feature will appear on the content page for journal articles, book chapters, and research reports, and as an alternative to JSTOR's standard keyword search. The tool helps you do the ...
An annual celebration, Open Education Week (OE Week) is an opportunity for actively sharing and learning about the latest achievements in Open Education worldwide. Open Education Week was launched in 2012 by Open Education Global as a collaborative, community-built open forum. Every year OE Week raises awareness and highlights innovative open education successes worldwide.