THE ROLE OF RESEARCH

WHAT IS RESEARCH?
Research is a systematic attempt to provide answers to questions.Such answersmay be abstract and general as is often the case in basic research, or they may be highly concrete and specific as is of
ten the case in demonstration or applied research. In both kinds of research the investigator uncoverrs facts and then formulates a generalization based on the interpretation of those facts.
Basic research is concerned with the relationship between two or more variables. It carried out by identifying a problem, examining selected relevant variables through a literature review, constructing a hypothesis where possible, creating a research design to investigate the problem,collecting and analysing appropriate data, and then drawing conclusions about the relationships of the variables. Basic research does not often provide immediately usable information for altering the environment. Its purpose, rather is to develop a modal or theory that identifies all the relevant variables in a particular environment and hypothesizes about their relationship. Then, using the findings of basic research it is possible to develop a product.
VALIDITY IN RESEARCH
Achieving validity in research is not an easy task as the following examples demonstrate
  A science educator is designing a new instructional for fifth grade science. He has at his disposal films, textbooks, lectures, lab experiments and computer software and needs to find out which of these approaches to use and in what combination. To do this he decides to teach the first unit, on motion using films. He can then see which has the better effect and be guided accordingly. But the science educator has created logical pitfalls for himself.
Suppose the unit on force were easier than the unit on motion.If this is the case students might perform better on the end of unit test for force simply because  the concept covered in this unit were easier. It is possible too that films are particularly concepts covered in this were easier.If this is the case any generalization about the advantage of films beyond the teaching of motion would be invalid. It is  also  possible  that the particular film the science  educator has chosen for teaching motion is a poor one, and its failures to construction  in elementary science. Of  additional concern is the fact that what the students learned about force might help them learn about motion  thereby predisposing them to do better on the second unit, regardless of pedagogical technique. Even if the two units were independent in subject matter, the sophistication gained in the first unit might help in mastering the second unit. Furthermore the learning material than the other. The finally the outcome  in the two  units might occur once but have little like hood of recurring. It might simply be an unstable outcome due to chance.
How is a researcher to deal with these potential pitfall? A graduate student is interested in exploring the similarities and differences between  teachers and disadvantaged students in matters of motivation and values. She  plans to collect data from two groups 150 disadvantaged students and 150 teachers attending university summer institute. Findings are to be verbatim reports of the responses to open ended questions and attempts to detect any generalization or trends without any system for data analysis.
                 posted by ALPHONCE BHOKE BAPRM 42527