Role of research and research question
Research in education serves to investigate and address problems by bringing forth suggestions on how certain aspects of it could be improved. Hostetler’s study points out that the essence of good research must have “sound procedures” and be to the benefit of “human well being” (2005). Good educational research is carried out in order to scrutinise current methods of teaching so that we can improve and hone future teaching and learning practices, thereby raising standards (Walter 2013). Further benefits are that it could also help to improve teachers’ knowledge and application of education (Groundwater-Smith & Mockler, 2006).
What research does for the classroom is qualify and quantify with measurable results and figures to prove or validate a study addressing an area where there might be a chasm. To conduct such without thorough and rigorous research there would no science behind the methods we might later put into practice (Walter, 2013). Indeed, researchers are duty-bound to recognise the reason they undertake a study, bring value and meaning in what they investigate, and explain it in meaningful terms we understand; good educational research must be robust, objective, honest, and serve a purpose (Hostetler, 2005).
Encouraging teachers and academics to conduct research using proper procedures would mean better learning, as acting on the results of it, teachers would be able to improve their pedagogical practice in the classrooms. However, as Groundwater-Smith & Mockler point out; a pertinent question is how teachers might carry out such investigation as they are continually deluged with the rigours of everyday work, allowing little time for much else, let alone for them to contribute quality research material (2006).
The exercise is to summarise this piece (270 words) in 50 words or fewer.