It is through research that we gather knowledge and render desires to answer questions or solve problems. Learning how researches are performed is, therefore, a key and fundamental aspect for learners. The processes of learning and education systems have a unique objective of discovering new information from research. Consequently, it is the role of instructors to direct learner and show the importance of research. Researches about education system are vital in creating the basis of best learning activities. However, many issues still remain unresolved. One of these issues involves challenges that are faced by teachers and students during instructions (Mertler & Charles, 2011). Class tardiness is a challenge that affects progress and effectiveness of learning. In this respect, I performed a mind mapping in regard to the issues that surrounded class tardiness of students. This research will focus on preparing an educational research project that could help to improve the education system.
In a bid to create a research topic, I evaluated the issues that surrounded learning processes. As a result, I identified that tardiness was surrounded by laziness, reluctance, less facilities, inappropriate learning techniques, students’ fear and instruction faults. I, then, gathered information about what I knew on students’ class tardiness. I knew that proper learning strategies led to improvement of conceptual understanding. It was clear that high perception was associated to quality learning and instruction strategies. Apparently, students who were not able to follow instructions had problems with their studies. However, there were several issues that I needed to resolve through research.
The evaluation of tardiness raised three questions that I needed to address through research. I did not have a comprehensive knowledge about why students learn slowly. Consequently, I was seeking to understand the aspects that mitigate sluggish learning and lead to poor perception. I, therefore, formulated a hypothesis that there were no aspects mitigating slow learning in students. Apparently, this hypothesis was not testable. Therefore, I formulated an alternative hypothesis stating that there were aspects mitigating slow learning in students. I realized that this hypothesis was testable. I could use questionnaires to interview students and teachers for the purpose of retrieving their perspective about aspects that cause tardiness.
Similarly, I raised a second question that targeted to answer how tardiness affected learning. The null hypothesis behind this question was that tardiness did not affect learning. This hypothesis assumed that there were no possibilities of effects. However, I formed an alternative hypothesis stating that there are certain strategies in which tardiness affect learning. I figured out that it was possible to collect data from different schools and in different subject. The data could, then, be analyzed to compare performance of students who experienced tardiness. This would, also, include those who did not experience tardiness. Lastly, the last question was seeking to answer what caused tardiness. For this question, I managed to make an alternative hypothesis stating that there exist factors causing tardiness.
Selection of the research questions and hypothesis was strategic. The research question arrived from the fact that I did not have sufficient knowledge about the question (Oliver, 1997). After identifying the question, I had to determine whether I could set experiential strategies to research for the question. However, most of the questions that I had raised did not have practical implications. They could not be tested. Also, I discovered that some strategies of data collection were tough and expensive to handle. Therefore, I had to select techniques that could be afforded in terms of cost, time and space. To cover the whole topic, I decided to compare many schools simultaneously. I, therefore, decided to carry investigations on performance of different schools in different subjects. Also, the research would involve filling of questionnaires and handling of interviews during the process. This would help to cover all steps in the study. The results of this study could be applied to strengthen education system with utmost diligence after publishing the findings.
I managed to follow the rules of application. First, I admitted that I did not understand the questions. Also, I recommended publishing of the results and conclusions to make the findings legal. Other rules, such as significance and generalization, were evident. For instance, the collection of data was aimed at receiving data from a small population which would be made general for a large number of students. Apparently, the research is significant to the questions selected. This is because it aims at providing the answers directly from the research. The analysis of the data will either approve the alternative hypotheses or disapprove it.
In conclusion, strategic research finds answers to questions and solves problems (Wallen & Fraenkel, 2000). These researches create knowledge that learners seek every day. Therefore, it is vital to consider revisiting development of research projects since they are credibility leads to success in education. Strategic allotments of clear and collect research questions direct questions and facilitate their testing. When performing a research, it is crucial to identify the questions that a researcher seeks to answer. Otherwise, the research loses direction and fails to achieve its ultimate goals.
References
Mertler, C. A., & Charles, C. M. (2011). Introduction to educational research (7th ed.). Boston: Pearson/Allyn & Bacon.
Oliver, P. (1997). Research. London: Teach Yourself.
Wallen, N. E., & Fraenkel, J. R. (2000). Educational research a guide to the process (2nd ed.). Mahwah, N.J.: Lawrence Erlbaum Associates.