Introduction to Evidence-Based Inquiry Guiding Principle of scientific, Evidence-Based InquiryGuiding Principle of scientific, Evidence-Based Inquiry Definition

Introduction to Evidence-Based Inquiry

•Guiding Principle of scientific, Evidence-Based InquiryGuiding Principle of scientific, Evidence-Based Inquiry•Definition of ResearchDefinition of Research•The Characteristics of Educational ResearchThe Characteristics of Educational Research•The Research processThe Research process•Quantitative and qualitative research approachesQuantitative and qualitative research approaches•The Functions of research :The Functions of research : basic, applied,evaluation,and actionbasic, applied,evaluation,and action•Limitations of educational researchLimitations of educational research

Guiding Principle of scientific, Guiding Principle of scientific, Evidence-Based InquiryEvidence-Based Inquiry

• Evidence-based Inquiry is the search for knowledge Evidence-based Inquiry is the search for knowledge using systematically gathered empirical data. using systematically gathered empirical data.

• A study is evidence based when investigators have A study is evidence based when investigators have anticipated the traditional questions that are pertinent anticipated the traditional questions that are pertinent and instituted techniques to avoids bias at each step and instituted techniques to avoids bias at each step of data collection and reasoning.of data collection and reasoning.


Guide Principle 1: Pose significant question that can be investigated empirically:

A question may be investigated to fill a gap in prior knowledge, to seek new knowledge, to identify the cause or causes of some phenomenon, or to formally test a hypothesis. A question may even be articulated at the end of a study, when the researcher has a better understanding of the phenomenon.


Guiding Principle 2: Link research to a relevant theory Guiding Principle 2: Link research to a relevant theory or conceptual framework:or conceptual framework:

Much of scientific inquiry is linked, either explicitly or Much of scientific inquiry is linked, either explicitly or implicitly, to some overarching theory or conceptual implicitly, to some overarching theory or conceptual framework that guides the entire research process.framework that guides the entire research process.


Guiding Principle 2: Link Research to a relevant theory Guiding Principle 2: Link Research to a relevant theory or conceptual Framework:or conceptual Framework:

Theory enters the research process Theory enters the research process in two important wain two important ways.ys. First, scientific research is usually guided by a conc First, scientific research is usually guided by a conceptual framework or theory that suggests possible questeptual framework or theory that suggests possible questions or answers to questions posed. ions or answers to questions posed.

In a second, more subtle way, a conceptual framework iIn a second, more subtle way, a conceptual framework influence the research process in the selection of what annfluence the research process in the selection of what and how to observe (i,e., methodological choice)d how to observe (i,e., methodological choice)


Guiding Principle 3:Use methods that allow direct Guiding Principle 3:Use methods that allow direct investigation of the research question:investigation of the research question:

A method can only be judged in terms of its appropriateness A method can only be judged in terms of its appropriateness and effectiveness in undertaking a particular research and effectiveness in undertaking a particular research question.question.

Very different methodological approaches must often be used Very different methodological approaches must often be used in different parts of a series of related studies.in different parts of a series of related studies.

Guiding Principle 4. Provide a Coherent and explicit chain of Guiding Principle 4. Provide a Coherent and explicit chain of reasoning:reasoning:

A logical chain of reasoning, which proceeds from evidence to A logical chain of reasoning, which proceeds from evidence to conclusions, is coherent, shareable, and persuasive to the conclusions, is coherent, shareable, and persuasive to the skeptical reader. skeptical reader. Detailed descriptions of procedures and Detailed descriptions of procedures and analyses are crucial.analyses are crucial.


Guiding principle 5: Replicate/Generalize or Extend across Guiding principle 5: Replicate/Generalize or Extend across Studies:Studies:

Some quantitative research aims at replication and generalization. Some quantitative research aims at replication and generalization. Generalization, in research, is the extent to which the results of Generalization, in research, is the extent to which the results of one study can be used as knowledge about other populations and one study can be used as knowledge about other populations and situations. situations.

The goal of most qualitative research, however, is to illuminate The goal of most qualitative research, however, is to illuminate what is unique and to understand the particulars of a specific what is unique and to understand the particulars of a specific situation in all its complexity. situation in all its complexity. A body of scientific knowledge is A body of scientific knowledge is built through the logical extension of finding, rather than through built through the logical extension of finding, rather than through the statistical generalization of such information. the statistical generalization of such information.


Guiding principle 6:Disclose research to encourage Guiding principle 6:Disclose research to encourage professional scrutiny and critique.professional scrutiny and critique.

Scientific research does not contribute to a large body of Scientific research does not contribute to a large body of knowledge until its findings have been widely knowledge until its findings have been widely disseminated and undergone professional scrutiny by disseminated and undergone professional scrutiny by peers. A collaborative, public critique is a sign of the peers. A collaborative, public critique is a sign of the health of scientific inquiryhealth of scientific inquiry..

Definition of ResearchDefinition of Research

Research is Research is the systematic process of collecting and logithe systematic process of collecting and logically analyzing data for some purpose.cally analyzing data for some purpose.

Research methods have been developed for acquiring knResearch methods have been developed for acquiring knowledge by owledge by reliable and valid proceduresreliable and valid procedures . Data collecti . Data collection may be done with on may be done with measurement techniques, extensive measurement techniques, extensive interviews and observations, or a set of documents.interviews and observations, or a set of documents.

Table characteristics of Educational ResearchTable characteristics of Educational ResearchCharacteristics Quantitative Qualitative Characteristics Quantitative Qualitative

Objectivity Explicit description of data Explicit description of dataObjectivity Explicit description of data Explicit description of data collection and analysis collection and analysis collection and analysis collection and analysis procedures proceduresprocedures procedures

Precision Measurement and statistics Detailed description ofPrecision Measurement and statistics Detailed description of phenomenonphenomenon

Verification Result replicated by others Extension ofVerification Result replicated by others Extension of understandings by understandings by othersothers

Parsimonious Least complicated Summary statementsParsimonious Least complicated Summary statementsexplanation explanation preferredexplanation explanation preferred

Empiricism Numerical date NarrativeEmpiricism Numerical date Narrative Logical reasoning Primarily deductive Primarily inductiveLogical reasoning Primarily deductive Primarily inductive

Conditional Statements of statistical probability Tentative summary Conditional Statements of statistical probability Tentative summary conclusions interpretationconclusions interpretation

The research processThe research process

The research process typically in involves several phases. The research process typically in involves several phases. These phases are not always sequential nor are an orderly These phases are not always sequential nor are an orderly step-by-step process.step-by-step process.

1.Select a general problem:1.Select a general problem:The problem defines the area of education in which The problem defines the area of education in which research will be conducted, such as instruction, research will be conducted, such as instruction, administration.administration.


2.Review the literature on the problem:2.Review the literature on the problem: The most important literature is prior research and The most important literature is prior research and

theory, but other literature may be useful.theory, but other literature may be useful.

3.Decide the specific research problem, question, or 3.Decide the specific research problem, question, or hypothesis:hypothesis:

This requires the investigator to select whether a This requires the investigator to select whether a quantitative or qualitative mode of inquiry is quantitative or qualitative mode of inquiry is appropriate for the research problem.appropriate for the research problem.


4.Determine the design and methodology:4.Determine the design and methodology:

The researcher decides form whom data will be The researcher decides form whom data will be collected, how the subjects will be selected, how data collected, how the subjects will be selected, how data will be collected.will be collected.

5.Collect data:5.Collect data:

Ethical and legal concerns regarding data collection Ethical and legal concerns regarding data collection and analysis must also be resolved.and analysis must also be resolved.

The Research processThe Research process

6.Analyze data and present the results:6.Analyze data and present the results:

Usually, summary visual representations are used, such as Usually, summary visual representations are used, such as statistical table and integrative diagram.statistical table and integrative diagram.

7.Interpret the findings and state conclusions or a summary 7.Interpret the findings and state conclusions or a summary regarding the problem:regarding the problem:

Decision are made about the reporting format appropriate Decision are made about the reporting format appropriate for the purpose of the study and the intended audience or for the purpose of the study and the intended audience or readers. The research process may be relatively short, or it readers. The research process may be relatively short, or it may take several years or longer.may take several years or longer.

Introduction of the Introduction of the quantitative and quantitative and

qualitativequalitativeresearch approachesresearch approaches

Basic researches include:Basic researches include:

• 1.assumptions about the world.1.assumptions about the world.• 2.research purpose.2.research purpose.• 3.research methods and process.3.research methods and process.• 4.prototypical study (clearest 4.prototypical study (clearest

example).example).• 5.researcher role.5.researcher role.• 6.importance of the context in the 6.importance of the context in the

study.study.

For your reference, please look at For your reference, please look at your textbook page 8 ,table1-3.your textbook page 8 ,table1-3.

Assumptions about the world: Assumptions about the world:

The The functionsfunctions of research of research

• Basic researchBasic research• Applied researchApplied research• Evaluation researchEvaluation research• Action researchAction research

Limitations of educational Limitations of educational researchresearch

• In the field of education, evidence-In the field of education, evidence-based educational research uses based educational research uses methodologies developed originally methodologies developed originally in the social sciences.in the social sciences.

Limitations of educational Limitations of educational researchresearch

• Legal and ethical concerns.Legal and ethical concerns.• Public institutions.Public institutions.• Program variability.Program variability.• Diversity.Diversity.• Complexity of research problems.Complexity of research problems.• Methodological difficulties.Methodological difficulties.

Thank you for your Thank you for your listening.listening.

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Introduction to Evidence-Based Inquiry Guiding Principle of scientific, Evidence-Based InquiryGuiding Principle of scientific, Evidence-Based Inquiry Definition