Concepts can be referred to as the building blocks of theory and research (Bryman, 2016). One does not do research for research sake. Social research pertains to academic research on topics relating to issues/questions relevant to the social scientific fields. Research is undertaken because there is some aspect (gap) in our understanding of a social scenario, where there are inconsistencies or an issue is unresolved. My existing knowledge, enhanced by the literature reviews and coupled with my passion for students to be physically active, provided the impetus for my educational research project. Such research can contribute to our knowledge of an educational theory and inform best practice.

Educational research is a systematic investigation. It has 3 distinguishing features, namely it must be systematic, rigorous, and empirical. There are formal procedures throughout the investigation, protocols in place to reduce and control bias and it relies on data that are tangible (McMillan & Wergin, 2010). Research does not exist in its own bubble. There is an interconnectedness between theory and research. Theory provides a framework for the understanding of social phenomena and the interpretation of findings (Bryman, 2016).  Researchers can adopt Deductive or Inductive theory measures (Best & Kahn, 2013, McMillian & Schumacher, 2014). With a deductive approach the researcher draws on what is known in a particular domain, deduces a hypothesis and then scrutinizes it.

Other factors that impinge on social research are epistemological and ontological orientations. Can the social world be examined following the principles of the natural sciences (positivism) or through interpretivism which reflects the distinctiveness of humans  in regards to natural order? (Ary, Cheser Jacobs, Soreson Irvine & Walker, 2018, & Bryman, 2016). How researchers view the dynamics of societal formation and interaction, whether they hold an objectivism or constructionist ontological position, will also impact on the way research questions are formulated and the manner in which research is conducted.

Leanings towards a particular theoretical approach to research, one’s beliefs on how the social world should be studied and how one construes social reality will in general determine the use of a quantitative or qualitative research strategy. Most academic educational research lends itself to a quantitative approach. As a research strategy it is deductivist, and objectivist and incorporates a natural science model of the research process (positivism) (Ary et al., 2018, Bryman, 2016 & McMillian & Wergin, 2010). Such an approach aligns with my beliefs about research. Consequently a quantitative approach will be taken with my research.

McMillan & Wergin (2010) advocates that the question to be examined will drive the methodology that is most appropriate and that most research encompasses the following methodology framework (Ary et al., 2018). Put simply there are 6 areas to be considered:

1. Frame or pose the initial concern
2. Determine and extensively review previous literature pertaining to the problem
3. Formulate a specific and focused question
4. Design and implement a plan for collecting data
5. Analyse and interpret such data
6. Make conclusions

Within this structure the concept of academic achievement has to be measured, through the collection and analysis of data, and this measurement should generate consistent results. Reliability, the consistency of a measure of the concept, and Validity, whether a measure of a concept is a true measure, are determining factors to the quality and rigor of the experiment (McMillian & Schumacher, 2014). When an experimental design is being employed causality, is more often than not, a key component. In educational research correlation between variables is the consideration; what are the interconnections. Quantitative researchers are rarely concerned with the how rather with the why (Bryman, 2016). Generalisation, findings going beyond the particular context, is also integral to this type of research. Adding to the store of knowledge and its consequent application to practice underpins quantitative research. Teachers are always searching for techniques to improve student outcomes and to facilitate enthusiasm and confidence in learning.

References

Ary, D., Cheser Jacobs, L., Soresen Irvine, C. K., & Walker, D.  (2018). Introduction to research in education. (10^th ed.). Boston : Cengage.

Bryman, A. (2016). Social research methods. (5^th ed.). Oxford, UK: OUP.

McMillan, J. H., & Schumacher, S. (2014). Research in education: Pearson new international edition: Evidence-based inquiry. EBSCOhost Ebooks.

McMillan, J. H., & Wegin, J. F. (2010). Introduction to reading education research. In Understanding and evaluating educational research (4^th ed.). Upper Saddle River, NJ : Pearson/Merrill.