CHAPTER TWELVE
RESEARCH CONCEPTS
12.1 Objectives
At the end of this chapter, you should be able to:
i. Define the terms research and mathematics education research
ii. Explain basic steps that involves in research process
iii. Discuss the characteristics of research
iv. Explain the importance of mathematics education research; and
v. List types of educational research
12.2 Introduction
Effective education is based on a solid foundation of fresh information. We can develop new information and/or alter current knowledge through study. To be effective, teachers must evaluate their teaching methods and modify them if they are ineffective. In addition, empirical research informs the majority of global education system policy. Teachers and students must thus possess strong research abilities.
12.3 Definition of Research
Research is not concerned with problems for which a solution is clear. Nonetheless, evidence indicates the following: - Empirical research of a problem; an inquiry into the unknown; an endeavor to give a comprehensive or partial solution to a problem; a systematic method of problem-solving; a search for new knowledge; a process of developing new ideas or information.
Mamman (2007) defines research as the systematic exploration of a topic with the intent of advancing knowledge. Research is the application of the scientific method to the methodical investigation of issues. Research may also be defined as a thorough examination or inquiry conducted in the pursuit of new facts in any field of knowledge.
12.4 Types of Research
There are essentially two sorts of research: basic or fundamental research and applied or action research (Best & Kahn, 2009). Generally, fundamental research is conducted in a laboratory or other sterile setting, and occasionally with animals. This form of study, which typically has no immediate or planned application, may eventually lead to more applied research.
Applied research has many of the same characteristics as basic research, including the use of sampling techniques and subsequent inferences about the target population. However, its purpose is to improve a product or a process by putting theoretical concepts to the test in real-world problem situations. According to (Best & Kahn, 2009), any attempt to identify categories of educational research is problematic, yet the majority of educational research is applied or action research (Mishra, 2005 and Koshy, 2005). Following is a partial list of educational research types:
Case study; Evaluation Research; Historical Research; Descriptive Research
Correlation, longitudinal, causal comparative, and quasi-experimental research.
12.5 Research in Mathematics Education
It is the methodical process of conducting well-planned inquiries with the goal of resolving a recognized problem in mathematics education. According to Sambo (2008), mathematics educational research is a systematic process of inquiry and study of difficulties and challenges in the field of mathematics education with the primary purpose of identifying potential answers. Therefore, mathematics educational research is any systematic process of inquiry, analysis, and discovery that works with all concerns pertaining to students, instructors, the teaching and learning processes, and their consequences.
12.6 Characteristics of Research in Mathematics Education
Mathematics education research is a scientific endeavor. It is scientific activity because it contains objectivity, verifiability, and dependability or repeatability, among other characteristics. Based on this, let us examine some aspects of mathematics education research. These include:
i. Research in Mathematics Education is Systematic: This implies that all established norms must be adhered to in a systematic and logical manner.
ii. Research in Mathematics Education is Objective, in the sense that the researcher must publish the findings without prejudice, preconceptions, or societal influence. The researcher should not allow personal interests to interfere with the study process or the analysis of the data gathered.
iii. Research in Mathematics Education is Reproducible: The researcher or any other interested researcher can check the results. It is possible to re-administer a similar instrument to the individuals or group; this might help to support the validity of the findings.
iv. Study in Mathematics Education is Quantifiable: It necessitates that accurate observation, description, and data collected for research be measurable and verified against hypotheses.
Research in Mathematics Education is Characterized by Patience and Demands Fortitude This indicates that research work is characterized by calm, unhurried effort and requires courage.
Research Report in Mathematics Education is Precise: This indicates that the researcher must be meticulous in their report and documentation. In drafting a report, it is beneficial to utilize straightforward language that facilitates comprehension.
12.7 Importance of Research in Mathematics Education
Research is now an integral component of mathematical instruction. Consequently, the following might be considered some of the significance of educational research:
§ It gives instruction in both problem-solving and leadership.
§ Provide adequate explanations for the various failure causes.
§ It enhances comprehension of educational phenomena.
§ Instrumentation and design development for measuring educational ideas.
§ It aids in educational decision-making.
§ It contributes to advancing understanding.
§ It offers the area of education with a framework within which the process and output of the educational system may be questioned and justified critically.
§ Provides instructors with an understanding of how to manipulate factors so that they may raise their students' or pupils' chances of success or give better strategies that will enhance teaching and learning.
§ It can contribute to the literature on effective practices and assist mathematics instructors implement more effective methods in their classrooms.
§ It can give information on individuals and locations that have not been investigated previously.
§ To create and/or evaluate educational theories.
Student engagement
1. a. What exactly is research?
b. What is research on mathematics education?
2. List any five essential mathematics education research findings
3. Describe any five qualities of an excellent mathematics education research
4. List three categories of educational research and briefly describe two of them.
12.8 Summary
In this chapter, you have learnt the definitions of research and mathematics education research. You have learnt the characteristics of good research in mathematics education and also its importance.
References
Anaekwe, M. C. (2002). Basic research methods and statistics in education and social sciences.
Enugu: Podiks Printing and Publishing Company
Owen, R. A. (2012). Introduction to educational research. Benin City: Edmond Group.