All market research methods involve collecting and analyzing the data, making decisions about the validity of the information and deriving relevant inferences from it. Evaluation research comprises of planning, conducting and analyzing the results which include the use of data collection techniques and applying statistical methods.
Educational Research Planning Conducting And Evaluating Quantitative And Qualitative Resea
The accuracy of quantitative data to be used for evaluation research depends on how well the sample represents the population, the ease of analysis, and their consistency. Quantitative methods can fail if the questions are not framed correctly and not distributed to the right audience. Also, quantitative data do not provide an understanding of the context and may not be apt for complex issues.
When conducting research on human subjects, minimize harms and risks and maximize benefits; respect human dignity, privacy, and autonomy; take special precautions with vulnerable populations; and strive to distribute the benefits and burdens of research fairly.
Dr. Wexford faces a difficult choice. On the one hand, the ethical norm of openness obliges her to share data with the other research team. Her funding agency may also have rules that obligate her to share data. On the other hand, if she shares data with the other team, they may publish results that she was planning to publish, thus depriving her (and her team) of recognition and priority. It seems that there are good arguments on both sides of this issue and Dr. Wexford needs to take some time to think about what she should do. One possible option is to share data, provided that the investigators sign a data use agreement. The agreement could define allowable uses of the data, publication plans, authorship, etc. Another option would be to offer to collaborate with the researchers.
Most academic institutions in the US require undergraduate, graduate, or postgraduate students to have some education in the responsible conduct of research (RCR). The NIH and NSF have both mandated training in research ethics for students and trainees. Many academic institutions outside of the US have also developed educational curricula in research ethics
Research related to education is varied and complex, rarely amenable to precise measurement or given to all-encompassing solutions to its many challenges. Nevertheless, the continued pursuit of improved knowledge and understanding of all aspects of education is vital for our democracy and social wellbeing. To this end, these guidelines are designed to support educational researchers in conducting research to the highest ethical standards in any and all contexts.
The new guidelines are greatly extended in length in comparison with their predecessors. This has been found appropriate in order to take account of the many changes that have taken place in the last few years, including the rise of social media and online communities, new legislative requirements, and the growing impact on our research of internationalisation and globalisation. As time goes on, BERA Council will continue to review the guidelines and will update them as necessary. I hope that you will find them of assistance in your work, and that you will commend them to everyone who carries out, participates in or makes use of educational research.
The Association expects its members to conduct themselves in a way that reflects its vision, aims and ethical values (as stipulated in the BERA code of conduct1). For this reason, the British Educational Research Association (BERA) recommends that members make use of these guidelines (and/or other ethical guidelines, where relevant or required), and expects that they will adhere to their spirit and underlying principles (described later) and apply them with integrity in their research activities so that their actions can be seen to be ethical, justifiable and sound. It is the hope of the Association that these guidelines will attract widespread consideration and use by those engaged in carrying out, sponsoring or using educational research who are not BERA members.
It is recognised that educational researchers whose work is conducted under the auspices of an educational institution will be required to seek ethical review and clearance from that institution. These guidelines are, therefore, intended to inform and support researchers as they develop their ethical thinking and practice.
Applying an ethic of respect may reveal tensions or challenges. For example, there will usually be a need to balance research aspirations, societal concerns, institutional expectations and individual rights. It is recommended that researchers undertake a risk-benefit analysis, beginning at the earliest stage of research planning, to reflect on how different stakeholder groups and the application of this ethic of respect can be considered in the research design.
All educational researchers should aim to protect the integrity and reputation of educational research by ensuring that they conduct their research to the highest standards. Researchers should contribute to the community spirit of critical analysis and constructive criticism that generates improvement in practice and enhancement of knowledge.
Educational researchers should communicate their findings, and the practical significance of their research, in a clear, straightforward fashion, and in language judged appropriate to the intended audience(s). Researchers have a responsibility to make the results of their research public for the benefit of educational professionals, policymakers and the wider public, subject only to the provisos indicated in subsequent paragraphs. They should not accept contractual terms that obstruct their exercise of this responsibility.
To assist researchers in making the results of their research public, consideration should be given to providing open access (without a paywall) to published research findings. In the UK, researchers can use the UK Scholarly Communications Licence18 to make peer-reviewed manuscripts publicly available using a Creative Commons licence (see section 68 above). Public sponsors of research, such as the UK Research Councils, may also require research to be published open-access. Mindful of the potential impact of research findings outside of academia or specific educational institutions and organisations, researchers should think carefully about the implications of publishing in outlets that restrict public access to their findings.
Safeguarding the physical and psychological wellbeing of researchers is part of the ethical responsibility of employing institutions and sponsors, as well as of researchers themselves. Safety is a particular concern in qualitative research, as researchers may be conducting fieldwork in situations that are potentially risky. Researchers should be aware of the legal responsibilities as well as the moral duty of institutions towards the safety of staff and students. Institutions, sponsors and independent researchers should consider whether an in-depth risk assessment form and ongoing monitoring of researcher safety is appropriate, especially for those undertaking fieldwork, working abroad and/or investigating sensitive issues; this may be mandatory for postgraduate students. Researchers, principal investigators, students and their supervisors should ideally be offered training on researcher safety. Specialist training should be made available to researchers entering conflict or post-conflict settings internationally, or areas with high risk of disease.19
While BERA cannot provide ethical guidance further to these guidelines, or comment on individual cases, we value the feedback of the educational research community, and will endeavour to address any and all points and concerns raised in subsequent editions of these guidelines.
The working group oversaw the review of the guidelines and engaged in consultation with BERA members and a wide range of experts, learned societies and stakeholders,24 as well as reviewing key publications. Significant revisions were made in order to update the guidelines to incorporate new concerns such as those raised by online and social media research. The consultation process led the review to consider more explicitly the range of contexts for educational research, in particular: research by organisations outside higher education; school-based and practitioner research; studies carried out in international contexts; online and social media-related research. These revised guidelines are the result of considered deliberation about the ethical issues associated with changes in society and technological advances as they affect educational research. In response to our consultations, the guidelines themselves now take a more deliberative and less prescriptive approach in their language.
Everyday, we use tools and form habits to achieve more with less. Software development produces such a high number of tools and technologies to make work efficient, to the point of inducing decision fatigue. When we first launched a technical preview of GitHub Copilot in 2021, our hypothesis was that it would improve developer productivity and, in fact, early users shared reports that it did. In the months following its release, we wanted to better understand and measure its effects with quantitative and qualitative research. To do that, we first had to grapple with the question: what does it mean to be productive?
Statistical methods are essential for scientific research. In fact, statistical methods dominate the scientific research as they include planning, designing, collecting data, analyzing, drawing meaningful interpretation and reporting of research findings. Furthermore, the results acquired from research project are meaningless raw data unless analyzed with statistical tools. Therefore, determining statistics in research is of utmost necessity to justify research findings. In this article, we will discuss how using statistical methods for biology could help draw meaningful conclusion to analyze biological studies. 2ff7e9595c
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