Dr Rico Jacoba

Introduction
There is a dearth of well designed social science research in the developing world. Amongst the contributing factors, the commonly known reasons are lack of intellectual and financial resources and formal documentation. In order to bring change in the existing system, the academic community needs to promote research in all domains.

Types of Research
Historical Research
Developmental Research Surveys Case Studies Collaborative Experimental Accounts / Narratives Action Research

Research Approaches
Quantitative
Qualitative Eclectic

Research in Education
Research is best conceived as the process of arriving at

dependable solutions to the problems through planned and systematic collection, analysis and interpretation of data (Mouly, 1978)

Qualitative vs. Quantitative

Maslows states when the only tool you have is a

hammer ,every problem begins to look like a nail. In cultures that value oral traditions and where kinship and relationship are of pre eminent importance a qualitative approach is more appropriate because human behavior is shaped in our context and events cannot be understood adequately if isolated from their contexts (Sherman and Webb, 1990 p.5).

Qualitative Research
An approach to research that relies on general and narrative descriptions. It attempts to measure the full complexity of social phenomena to capture the perceived meanings of those studied.
Bryman (1988a:172) states that qualitative research is associated with the generation of theories. However, Hammersley (1992) contested that it can also be used for theory verification.

Quantitative Research
Quantitative research has a usually a fixed design

approach. It has its antecedents in the traditions variously labeled as scientific, natural science-based, positivistic, etc. It relies on studying phenomena through the use of numerical means. It is more interested in outcomes.

Emerging Paradigm-Eclectic
Combining of the two methods. Qualitative methods look at small scale micro aspects of social life. Quantitative research is concerned with large scale, macro aspects. Combining the two can help to integrate both levels. Quantitative research are typically focused on the researcher's perspective. Qualitative research designs can follow the participants perspectives also. Combining the two can lead to rich results

Contd
The qualitative imagination will tend to demand

that quantitative analysis explains itself in terms of the non-statistical concepts that it is claiming to measure. The quantitative imagination will demand a degree of precision in definition that qualitative work may slide away from. It is our position that the best option will always be a dialogical use of a combination of qualitative and quantitative method. (Brown and Dowling 1998)

Feminist Perspective
Feminist methodology is one set of approaches to the

problems of producing justifiable knowledge of gender relations.(Ramazanoglu and Holland, 2002; p10). A feminist research approach does not allow the researcher to be completely detached from the interviewee.

Action Research History of action research usually begin with the work
of Kurt Lewin in the 1940s. Action research is a term which refers to a practical way of looking at your own work to check that it is as you would like it to be. Because action research is done by you, the practitioner, it is often referred to as practitioner based research; and because it involves you thinking about and reflecting on your work, it can also be called a form of self-reflective practice. (McNiff 2002)

Process
Reflect on and Evaluate Action Identify issues /problems for investigation

Formulate Action Plan

Carry out Research

Collaborative Research
Collaborative research is a form of research which

minimizes the distinction between 'researcher' and 'researched', in which all participants work together as co-researchers' (Ivanic, 1993, p. 103). Teachers involved in collaborative research usually feel empowered both professionally and personally and there is a decrease in their feeing of frustration and isolation. These outcomes are typically attributed to the collaborative nature of teacher research (Henson, 2001: 821).

Ethnographic Research
Students and teachers create patterns over a time in

the way they interact, understand and believe. This classroom culture becomes invisible and inaudible because it is so routine and ordinary. Ethnography can be used to make this culture visible and audible to see the situation from both etic and emic perspective. Using ethnography as a method for looking at classrooms, teachers can understand that what might be common in one classroom is not common in another (Green and Dixon, 1993).

Dilemmas of Research !!!!

Ethics
Validity

Insider Research
Anonymity & Confidentiality

Physical & Emotional Strain

Practitioners as Researchers
Disadvantages Time Lack of Expertise Lack of confidence Insider problems Advantages Insider Opportunities Practitioner Opportunities Practitioner Researcher Synergy

Source http://www.socialresearchmethods.net/kb/kbroad.php

Conclusion
The road to research is not easy but it becomes

possible if you;
Negotiate a time allowance with your institution Work in a team wherever possible Seek support Seek advice Prepared to sell your findings

Research could and should have a close link with the

teaching role