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THE RELATIONSHIP BETWEEN EDUCATIONAL RESEARCH AND EDUCATIONAL DEVELOPMENT

EDUCATION
Project Research
Pages: 54
Quantitative
Percentage/Frequency
1-5 Chapters
Abstract Available
APA 7th Edition
48 Hours
NGN 3,000

Project Research Pages: 54 Quantitative Percentage/Frequency 1-5 Chapters Abstract Available APA 7th Edition 48 Hours NGN 3,000

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Project Research Pages: 54 Quantitative Percentage/Frequency 1-5 Chapters NGN 3,000 Abstract Available APA 7th Edition 48 Hours
THE RELATIONSHIP BETWEEN EDUCATIONAL RESEARCH AND EDUCATIONAL DEVELOPMENT

THE RELATIONSHIP BETWEEN EDUCATIONAL RESEARCH AND EDUCATIONAL DEVELOPMENT

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In Nigeria, like in many other developing nations, education has traditionally been seen as the foundation of economic progress and development. To thrive in the competitive global economy, the Nigerian government feels that the quality of education is the most important variable.

The need for research in educational planning, as the education industry is becoming increasingly difficult to manage, it is currently confronted with a number of complex problems originating from various sources, including the students, the teachers and authorities inside and outside the school, and the micro and macro environments.

According to Gall (2022), educational research has gotten significantly more complicated and sophisticated in recent years, allowing academics to make more useful contributions to educational practice. The objective of research is to identify the link between two or more variables or to solve a problem. If there is no issue, study will not be necessary.

Research focuses on the discovery of generalizations, ideas, or principles that may be used to anticipate future events. Research typically extends beyond the specific items, organizations, or circumstances researched, and it infers the features of a target population from the sample seen; hence, research is more than the retrieval of information (Hayden 2022).

Research is collecting new information from primary or direct sources or repurposing current information for a new purpose. Moreover, research is empirically observable and testable). The collecting of data distinguishes empirical research from other types. Certain things/questions do not lend themselves to research methodologies due to the fact that they cannot be seen.

According to Pelo (2022), research demands skill and assurance. A researcher has established a base for future work. This obligates the researcher to strive for originality in his work.

Moreover, research is rational and objective. The researcher takes every conceivable measure to validate the applied methodologies. The obtained data and the resulting conclusions. He seeks to erase sentiment and apathy. There are no attempts to personalize or demonstrate an emotionally held belief. The focus is placed on testing as opposed to establishing the idea. As he/she searches solutions to many questions, a researcher must anticipate setbacks and disappointing experiences. A competent researcher must not expect to receive something for nothing.

According to Gall (2022), one of the first steps in doing educational research is to construct a research plan, but before doing so, one must be familiar with sampling, educational assessment, research design, and other crucial aspects of the research process.

1.2 STATEMENT OF THE PROBLEM

Significant progress has been achieved in curriculum development and reform, educating slow learners, understanding the psychological qualities of physically challenged persons, and adjusting instructional approaches to meet the requirements of individual students as a result of education research (Pelo 2022). Education research has made a significant contribution to the acquisition of knowledge relating other cultures, norms, and values. Through research, the individuals have made significant contributions to their knowledge and awareness of administrative leadership and behavior, group procedures, classroom atmosphere, interaction analysis, self-concept, levels of aspiration, deprivation and racism, educational inequality, and the deprived, marginalized, and socio-economically disadvantaged segments of society. The need for research activities that will assist education in achieving its goals and objectives, rebuilding confidence in public schools, adapting to cultural diversity, educating for self-identity and individual realization, re-establishing faith in human, moral, and democratic values, bringing about changes in racial attitudes, achieving the goals of quality and relevance, and meeting the challenges of the future world of accelerating scientific and technological change, has become imperative (Boykin, 2022).

1.3 OBJECTIVES OF THE STUDY

The broad objective of this study is to examine the relationship between educational research in educational development. Specifically, this study seeks to:

i.          Determine whether there is a relationship between educational research and educational development.

ii.        Determine whether educational research leads to improved performance of students in schools.

iii.      Examine the importance of educational research.

iv.      Examine the challenges of educational encountered in educational research.

1.4 RESEARCH HYPOTHESES

The following null hypotheses will validate this study:

H01: There is no relationship between educational research and educational development.

H02: Educational research does not lead to improved performance of students in schools.

1.5 SIGNIFICANCE OF THE STUDY

This study will be greatly beneficial to the educational sector as the findings of this study will reveal the importance of research in educational development.

This study will also serve as an existing material for further studies and future reference.

1.6 SCOPE OF THE STUDY

This study is mainly focused on examining the relationship between educational research in educational development. Specifically, this study is focused on determining whether there is a relationship between educational research and educational development, determining whether educational research leads to improved performance of students in schools, examining the importance of educational research and examining the challenges of educational encountered in educational research.

Selected staff from the federal ministry of education, Cross River State will serve as the enrolled participants for the survey of this study.

1.7 LIMITATIONS OF THE STUDY

During the course of carrying out the study, the researcher came into a few obstacles, which is to be expected given the human nature of the undertaking. The researcher incurred additional financial expenses and spent additional time sourcing for relevant materials, literature, or information, as well as during the process of data collection, which is why the researcher chose a small sample size. The scarcity of literature on the subject as a result of the nature of the discourse also contributed to the researcher's decision to use a small sample size. In addition, the researcher was involved in a number of other academic activities at the same time that she was conducting her investigation. In addition, because the study instrument was only given to a limited number of respondents to complete, the findings cannot be generalized to secondary schools located in other states. In spite of the constraints that were present during the course of the inquiry, every facet was examined and minimized in order to guarantee the most successful outcomes and the most fruitful study.

1.8 DEFINITION OF TERMS

Educational Research: Educational research refers to the systematic collection and analysis of data related to the field of education. Research may involve a variety of methods and various aspects of education including student learning, teaching methods, teacher training, and classroom dynamics.

 

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