Compare and Contrast Resarch Analysis
Action Research vs. Traditional Research
Clarissa Mejia
EDD/581
June 10, 2013
The comparison between action research and traditional research is basically a focus on the two contrasting styles that represent the most dominant types of research used by researchers. Traditional research focuses primarily on using quantitative methodology that is predicated upon using statistical analyses and statistics to develop a plausible and valid hypothesis that can either fail to be disproven or disproven. This is the traditional type of research that has been used throughout the scientific fields in research and is still the dominant form of research for many disciplines in Academia.
Traditional research attempts to draw conclusions about a phenomenon by building upon previous literature conducted in previous studies and attempts to advance this existing knowledge in many instances in reference to education. The premise of a traditional research study is quintessentially a starting theoretical framework, hypotheses that are given about this theory, and research questions promulgated about the hypotheses to derive more theoretical propositions about the phenomenon. Using rigorous statistical analysis techniques based in quantitative data collection methods, traditional research is numerical based and attempts to provide valid and reliable evidence that can be vigorously checked and studied by other researchers in the scientific discipline.
In contrast Action Research focuses on a qualitative methodology to provide a form of self-reflective research methodology that focuses on phenomenon that can potentially be improved by the research if actionable steps are taken after the research has been conducted. Researchers are far more involved in action research than in traditional research and have a vested interest in the outcome of the research as most action research is undertaken by researchers who attempt to chance social situations in order to improve the
Clarissa Mejia
EDD/581
June 10, 2013
The comparison between action research and traditional research is basically a focus on the two contrasting styles that represent the most dominant types of research used by researchers. Traditional research focuses primarily on using quantitative methodology that is predicated upon using statistical analyses and statistics to develop a plausible and valid hypothesis that can either fail to be disproven or disproven. This is the traditional type of research that has been used throughout the scientific fields in research and is still the dominant form of research for many disciplines in Academia.
Traditional research attempts to draw conclusions about a phenomenon by building upon previous literature conducted in previous studies and attempts to advance this existing knowledge in many instances in reference to education. The premise of a traditional research study is quintessentially a starting theoretical framework, hypotheses that are given about this theory, and research questions promulgated about the hypotheses to derive more theoretical propositions about the phenomenon. Using rigorous statistical analysis techniques based in quantitative data collection methods, traditional research is numerical based and attempts to provide valid and reliable evidence that can be vigorously checked and studied by other researchers in the scientific discipline.
In contrast Action Research focuses on a qualitative methodology to provide a form of self-reflective research methodology that focuses on phenomenon that can potentially be improved by the research if actionable steps are taken after the research has been conducted. Researchers are far more involved in action research than in traditional research and have a vested interest in the outcome of the research as most action research is undertaken by researchers who attempt to chance social situations in order to improve the
References: Berenson, S. K. (1988). Peers pressuring peers. Middle School Journal, 20(1), 20. Curwin, R. L. & Mendler, A. N. (1984). High standards for effective discipline, ??Name of Journal?? 41(8), 75-76. Kagan, S. Cooperative Learning Seminar. Science Teacher 's Association of Ontario Conference, Toronto, Ontario, November 17, 1999.