Purpose of Research

 

Purpose of Research:

The purpose of research is to discover answers to questions through the application of scientific procedure. The main aim of research is to find out the truth which is hidden and which has not been discovered as yet. Though each research study has its own specific purpose, some general objectives of research below:

• To gain familiarity with a phenomenon or to achieve new insights into it. (Studies with this object in view are termed as exploratory or formative research studies).
• To portray accurately the characteristics of a particular individual, situation or a group.(Studies with this object in view are known as descriptive research studies).
• To determine the frequency with which something occurs or with which it is associated with something else. (Studies with this object in view are known as diagnostic research studies).
• To test a hypothesis of a causal relationship between variables. (Such studies are known as hypothesis-testing research studies).

Characteristics of Research:

Following are the characteristics of research;

• Research is directed toward the solution of a problem.
• Research requires expertise.
• Research emphasizes the development of generalizations, principles, or theories that will be helpful in predicting future occurrences.
• Research is based upon observable experience or empirical evidences.
• Research demands accurate observation and description.
• Research involves gathering new data from primary or first-hand sources or using existing data for a new purpose.
• Research is characterized by carefully designed procedures that apply rigorous analysis.
• Research involves the quest for answers to un-solved problems.
• Research strives to be objective and logical, applying every possible test to validate the procedures employed the data collected and the conclusions reached.
• Research is characterized by patient and unhurried activity.
• Research is carefully recorded and collected.
• Research sometimes requires courage.

Types of Research:

There are varieties of ways through which we may classify it into different categories.

(A) On the basis of nature of information:

On the basis of nature of information we can classify the research into two types;

• Qualitative Research: When information is in the form of qualitative data.
• Quantitative Research: When information is in the form of quantitative data.

(B) On the basis of utility of content or nature of subject matter of research:

On the basis of these criteria we can categorize the research into two categories.

• Basic/ Fundamental /pure or Theoretical Research: Its utility is universal.
• Experimental or Applied Research: Its utility is limited.

(C) On the basis of approach of research:

We may classify research into two different categories.

• Longitudinal Research: Examples of this category are historical, Case study and Genetic research.
• Cross-Sectional Research: Examples of this category are Experimental and Survey Research.

(D) On the basis of method of research :

On the basis of research method we may classify a research into five different categories.

• Philosophical Research: It is purely qualitative in nature and we are focusing on the vision of others on the content of research.
• Historical Research: It is both qualitative as well as quantitative in nature and deals with past events.
• Survey Research: It deals with present events and is quantitative in nature. It may further be sub-divided into; discretional, correlational and exploratory type of research.
• Experimental Research: This is purely quantitative in nature and deals with future events.
• Case-Study Research: It deals with unusual events. It may be qualitative as well as quantitative in nature depending upon the content

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Definitions of Research

 

Definitions of Research:

 

 

The following are the important definitions of research:

“Research is an endeavor / attempt to discover, develop and verify knowledge. It is an intellectual process that has developed over hundreds of years ever changing in purpose and form and always researching to truth.”

J. Francis Rummel

“Research is an honest, exhaustive, intelligent searching for facts and their meanings or implications with reference to a given problem. The product or findings of a given piece of research should be an authentic, verifiable contribution to knowledge in the field studied.”

P.M. Cook

“Research may be defined as a method of studying problems whose solutions are to be derived partly or wholly from facts.”

W.S. Monroes

“Research is considered to be the more formal, systematic intensive process of carrying on the scientific method of analysis. It involves a

more systematic structure of investigation, usually resulting in some sort of formal record of procedures and a report of results or conclusion.”

John W. Best

“Research comprises defining and redefining problems ,formulating hypothesis or suggested solutions, collecting ,organizing and evaluating data, making deductions and reaching conclusions and at last careful testing the conclusions to determine whether they fit the formulated hypothesis.”

Clifford Woody

“Research is a systematic effort to gain new knowledge.”

Redman & Mori

“Social research may be defined as a scientific undertaking which by means of logical and systematized techniques aims to discover new facts or verify and test old facts , analyse their sequences , inter­relationships and casual explanation which were derived within an appropriate theoretical frame of reference , develop new scientific tools , concepts and theories which would facilitate reliable and valid study of human behavior.”

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Cognitive Domain of Bloom Texonomy

 

Cognitive Domain

Most people think of “learning” as a cognitive process. This is why the domain people link most to “learning” is the cognitive domain. This is the mental skills domain. It is the domain where you process information, create knowledge, and think.

Other Domains of Learning

There are, however, other ways of learning. In addition to knowledge, you can learn attitudes, behaviors, and physical skills. These different types of learning create three distinct domains of learning. These three domains can be categorized as cognitive (knowledge), psychomotor (skills) and affective (attitudes).

Benjamin Bloom

In the 1950’s, Benjamin Bloom headed a group of educational psychologists whose goal was to develop a system of categories of learning behavior to assist in the design and assessment of educational learning. The group identified three domains of learning.

• Cognitive (thinking)
• Affective (feeling)
• Psychomotor (doing)

They focused on the cognitive domain which involves knowledge and the development of intellectual skills. This includes simple skills like recall facts, as well as more complex skills such as recognition of patterns and forming of concepts.

The Cognitive Domain of Bloom’s Taxonomy

Bloom and his colleagues developed a classification system for the levels of cognitive skills. The classification system they created is often referred to as Bloom’s Taxonomy. The word taxonomy simply means classifications or structures. Bloom’s Taxonomy classifies thinking according to six cognitive levels of complexity:

1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

Simple to Complex

The categories can be thought of as degrees of difficulties. The taxonomy is arranged so categories proceed from the simplest to more complex levels.  For example, the cognitive domain starts with the simple task of “remembering” and work towards more complex levels of thinking such as “evaluation.” The categories are also ordered from concrete to abstract.

Higher levels of Thinking

The various levels have often been depicted as a stairway to reference a progressive climb to a higher level of thinking. According to Bloom, each level must be mastered before moving to the next higher level. Bloom believes a learner would have to first recall data and then understand it before he or she is able to apply it.

Each level becomes more challenging as you move higher. The higher the level ones require more complex mental operation.

Knowledge: the ability to recall or recognize data / information.

Comprehension: the ability to understand and to grasp the meaning of information.

Application: the ability to use learned information in a new situation.

Analysis: the ability to break down material into its parts so that its organizational structure may be understood.

Synthesis: the ability to put parts together to form a new whole.

Evaluation: the ability to judge the value or importance of material.

Revised Taxonomy

The original Taxonomy has been changed over the years. The most notable change is the terms used to describe the levels. The revised version changes the names of each of the six levels. The levels have also change from nouns to verbs.

The new version is as follows:

1. Remembering
2. Understanding
3. Applying
4. Analyzing
5. Evaluating
6. Creating

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