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re that the remeet the challenges of the future world of accelerating scientific and technological change (Boykin, 1972). Types of Research The various types of research have been stated as follows: Fundamental Research - It is basic approach, which is for the sakSignificance of Research in Education Dr. Radhika Kapur Abstract Research is an imperative area in not just the field of education but in other fields as well. It purifies the workings and the lives of the individuals. It primarily focuses upon improving quality and is a search for knowledge. It shows how to make provision of solutions to problems in a scientific and methodical manner. It is a systematic effort to acquire new knowledge in all disciplines. The main purpose of this research paper is to understand the significance of research in education. Educational research is termed as providing solutions to any educational problem. The main areas that have been taken into account in this research paper include, types of research, significance of statistics in research, meaning and features of educational research, steps of research in education, types of educational research, benefits of research in education, challenges of research in education, implementation of research in education and ethical considerations of research. Keywords: Education, Information, Projects, Research, Researcher, Statistics Introduction Educational research is a more formal, focused and an intensive process of carrying out a scientific method of analysis. The main purpose of educational research is focused upon scientific investigation and provide solutions to the problems in the field of education. Research in education represents an activity, directed towards the development of an organized body of scientific knowledge about the events with which educators are concerned. Educational research is the part of behavioural sciences, in which, emphasis has been put upon understanding, explaining, predicting and to some degree controlling human behaviour. Research in education is use of the methods of scientific analysis to produce information, needed to make improvements in educational planning, decision making, teaching and learning, curriculum development, understanding of children and youth, use of instructional media, school organization and education management (Boykin, 1972). Research in education has enabled substantial progress to be made in curriculum development and reform, educating slow learners, understanding the psychological traits of the physically challenged individuals and in adapting methods of instructions to the needs of individual learners. Research in education has rendered an imperative contribution in acquiring information regarding different cultures, norms and values. The individuals have made substantial contributions through research to their knowledge and generation of awareness, understanding administrative leadership and behaviour, group procedures, classroom atmosphere, interaction analysis, self-concept, levels of aspiration, deprivation and racism, educational inequality and the deprived, marginalized and socio-economically backward sections of the society. The need for research activities becomes imperative, which will support education to achieve its goals and objectives, rebuild confidence in public schools, adapt to cultural diversity, educate for self-identity and individual realization, re- establish faith in human, moral and democratic values, bring about changes in racial attitudes, achieve the goals of quality and relevance, and meet the challenges of the future world of accelerating scientific and technological change (Boykin, 1972). Types of Research The various types of research have been stated as follows: Fundamental Research - It is basic approach, which is for the sake of knowledge. Fundamental research is usually carried out in a laboratory or other sterilized environment, and sometimes even with animals. This type of research does not have any immediate or planned application, may later result in further research of an applied nature. Basic researches comprise the development of theory. It is not concerned with practical applicability and most closely bear a resemblance to the laboratory conditions and controls are generally associated with scientific research. It is concerned with instituting the principles of learning. For example, much basic research has been conducted with animals to determine principles of strengthening and their effect on learning. Like the experiment of Skinner on cats gave the principle of conditioning and strengthening. Its essential aim is to expand the boundaries of knowledge without regards to practical application. The findings may ultimately apply to practical problems that have social value (Educational Research, n.d.). Applied Research - The second type of research which aims to solve an immediate practical problem, is referred to as applied research. According to Travers, applied research is carried out to provide solutions to a direct practical problem and the objective of making additions to scientific knowledge is secondary. It is the research performed in relation to concrete problems and under the conditions in which they are found. Through applied research, educationists are often able to provide solutions to their problems at the appropriate level of complication, this is, within the classroom teaching-learning processes. The applied research may also be employed at a university or research institute or may be found in private industry or working for a government agency. In the field of education, such a person might be employed by a curriculum publishing company, a state department of education, or a college of education at a university (Educational Research, n.d.). Applied researches are also found within the settings, in which the application or the role of the practitioner is primary. This is where the teachers, clinical psychologists, school psychologists, social workers physicians, civil engineers, managers, advertising specialists and so forth are found. Most of the individuals receive training regarding the implementation of research, and they use this knowledge for two purposes. First, to help practitioners understand, evaluate, and use the research, produced by basic and applied researches in their own fields. Second, to develop a methodical way of addressing the practical problems and questions that take place as they are engaged in their professions (Educational Research, n.d.). Action Research - Research designed to reveal operative ways of dealing with problems in the real world can be referred to as action research. This kind of research is not confined to a particular methodology or paradigm. The purpose of action research is to provide solutions to the problems that occur within the classroom setting, through the application of scientific methods. It is concerned with a local problem and is conducted within a local setting. It is not concerned with whether the results are generalizable to any other setting and is not characterized by the same kind of control evidence in other categories of research. The primary purpose of action research is providing solution to the given problem, and not contribution to science. Whether the research is conducted within one classroom or many classrooms, the teacher renders an integral contribution towards the processes. The more research trainings the teacher involved have had, the more likely it is that the research will produce valid, if not generalizable outcomes (Educational Research, n.d.). The value of action research is limited principally to those, who are conducting it. Despite its weaknesses, it does represents a scientific approach to problem solving that is noticeably recovering than changed based on the supposed efficiency of inexperienced procedures, and substantially better than no changes at all. It is a means by which concerned school personnel can make efforts to improve the educational process, at least within their environment. The true value of action research to true scientific progress is limited. True progress requires the development of sound theories having insinuations for many classrooms, and not just one or two. One sound theory that includes ten principles of learning may eliminate the needs of hundreds of would-be action research studies. Given the current status of educational theory, however, action research provides direct answers to problems that immediately require theoretical solutions (Educational Research, n.d.). Quantitative Research - Quantitative researchers need to design measures of constructs like apprehension, astuteness or contentment in order to provide precise and relevant statistical results. This could mean designing context sensitive mechanisms for research within a particular place, region or setting, or it could mean designing mechanisms that can generate significant and comparable results over many different frameworks. The meaning of these results and the comparisons between them are placed on the quality of the measures used and the extent to which the test designers flourished in the formulation of questions, which were pertinent to students in different cultural frameworks. This results in education system in order to understand the statistical results and plan programs for improvement (Pramodini & Sophia, 2012). Qualitative Research – Qualitative research involves non-numerical information and primarily takes place through interviews. The confirmation of truth claims involves logic and methods, which may not be strongly appropriate, but the values underlying such claims, and the motivation for researching certain questions, do spring from framework. In terms of conducting research, one in the field needs carefulness, uprightness, morality, precision, time and perseverance, with the methods of data collection and analysis, one’s interpretations and language. These things apply correspondingly, though with different details, to radical post- modernist feminist researchers and to positivist statisticians. These are needed to realize one’s individual endeavouring for meaning through contributing to and connecting with diverse communities of researchers, teachers and learners, and with the marginalized. The quest for meaning is like a lamp, illuminating the passages and turning points as the researchers make their way through multifaceted and diverse settings, questions, methods and knowledge (Pramodini & Sophia, 2012). Significance of Statistics in Research Statistics is a body of mathematical techniques or processes for gathering, organizing, analysing, and interpreting numerical data. Because most research yields such quantitative data, statistics is a basic tool of measurement, evaluation, and research. The word statistics is sometimes used to describe the numerical data gathered. Statistical data describe group behaviour or group characteristics abstracted from a number of individual observations that are combined to make possible generalizations. The researcher, who makes use of statistics is more than concerned with the manipulation of data. The utilization of statistical methods serves the fundamental purposes of description and analysis (Best, & Kahn, 1998). Appropriate application of the use of statistical methods involves providing answers to the following questions: (Best, & Kahn, 1998). What are the facts that need to be gathered to provide the necessary information to answer the research questions or to test the hypothesis? How is the data to be collected, gathered, organized, and analysed? What assumptions are to be employed that underlie the statistical methodology? What conclusions can be validly drawn from the Meaning and Features of Educational Rehene, data is collected and appropriate methods are utilized to conduct an analrivate industry or working for a government agency. In the field of education, such a person might be employed by a curriculum publishing company, a state department of education, or a college of education at a university (Educational Research, n.d.). Applied researches are also found within the settings, in which the application or the role of the practitioner is primary. This is where the teachers, clinical psychologists, school psychologists, social workers physicians, civil engineers, managers, advertising specialists and so forth are found. Most of the individuals receive training regarding the implementation of research, and they use this knowledge for two purposes. First, to help practitioners understand, evaluate, and use the research, produced by basic and applied researches in their own fields. Second, to develop a methodical way of addressing the practical problems and questions that take place as they are engaged in their professions (Educational Research, n.d.). Action Research - Research designed to reveal operative ways of dealing with problems in the real world can be referred to as action research. This kind of research is not confined to a particular methodology or paradigm. The purpose of action research is to provide solutions to the problems that occur within the classroom setting, through the application of scientific methods. It is concerned with a local problem and is conducted within a local setting. It is not concerned with whether the results are generalizable to any other setting and is not characterized by the same kind of control evidence in other categories of research. The primary purpose of action research is providing solution to the given problem, and not contribution to science. Whether the research is conducted within one classroom or many classrooms, the teacher renders an integral contribution towards the processes. The more research trainings the teacher involved have had, the more likely it is that the research will produce valid, if not generalizable outcomes (Educational Research, n.d.). The value of action research is limited principally to those, who are conducting it. Despite its weaknesses, it does represents a scientific approach to problem solving that is noticeably recovering than changed based on the supposed efficiency of inexperienced procedures, and substantially better than no changes at all. It is a means by which concerned school personnel can make efforts to improve the educational process, at least within their environment. The true value of action research to true scientific progress is limited. True progress requires the development of sound theories having insinuations for many classrooms, and not just one or two. One sound theory that includes ten principles of learning may eliminate the needs of hundreds of would-be action research studies. Given the current status of educational theory, however, action research provides direct answers to problems that immediately require theoretical solutions (Educational Research, n.d.). Quantitative Research - Quantitative researchers need to design measures of constructs like apprehension, astuteness or contentment in order to provide precise and relevant statistical results. This could mean designing context sensitive mechanisms for research within a particular place, region or setting, or it could mean designing mechanisms that can generate significant and comparable results over many different frameworks. The meaning of these results and the comparisons between them are placed on the quality of the measures used and the extent to which the test designers flourished in the formulation of questions, which were pertinent to students in different cultural frameworks. This results in education system in order to understand the statistical results and plan programs for improvement (Pramodini & Sophia, 2012). Qualitative Research – Qualitative research involves non-numerical information and primarily takes place through interviews. The confirmation of truth claims involves logic and methods, which may not be strongly appropriate, but the values underlying such claims, and the motivation for researching certain questions, do spring from framework. In terms of conducting research, one in the field needs carefulness, uprightness, morality, precision, time and perseverance, with the methods of data collection and analysis, one’s interpretations and language. These things apply correspondingly, though with different details, to radical post- modernist feminist researchers and to positivist statisticians. These are needed to realize one’s individual endeavouring for meaning through contributing to and connecting with diverse communities of researchers, teachers and learners, and with the marginalized. The quest for meaning is like a lamp, illuminating the passages and turning points as the researchers make their way through multifaceted and diverse settings, questions, methods and knowledge (Pramodini & Sophia, 2012). Significance of Statistics in Research Statistics is a body of mathematical techniques or processes for gathering, organizing, analysing, and interpreting numerical data. Because most research yields such quantitative data, statistics is a basic tool of measurement, evaluation, and research. The word statistics is sometimes used to describe the numerical data gathered. Statistical data describe group behaviour or group characteristics abstracted from a number of individual observations that are combined to make possible generalizations. The researcher, who makes use of statistics is more than concerned with the manipulation of data. The utilization of statistical methods serves the fundamental purposes of description and analysis (Best, & Kahn, 1998). Appropriate application of the use of statistical methods involves providing answers to the following questions: (Best, & Kahn, 1998). What are the facts that need to be gathered to provide the necessary information to answer the research questions or to test the hypothesis? How is the data to be collected, gathered, organized, and analysed? What assumptions are to be employed that underlie the statistical methodology? What conclusions can be validly drawn from the analysis of the data? Research consists of methodical observation and description of the characteristics or properties of objects or events for the purpose of ascertaining relationships between variables. The ultimate purpose is to develop generalizations that may be used to elucidate phenomena and to predict future occurrences. To conduct research, one must create principles so that the observation and description have a regularly understood meaning. Measurement is the most accurate and commonly accepted process of description, assigning quantitative values to the properties of objects and events (Best, & Kahn, 1998). Meaning and Features of Educational Research Educational research means the purification of the educational processes. It is a systematic application of scientific methods to provide solutions to educational problems. It is the activity of the development of science of behaviour in educational institutions. It allows the educationists to work towards the achievement of goals and objectives in an adequate manner. It aims at finding out solutions to educational problems by scientific philosophical methods. Educational research is primarily conducted to provide solutions to the problems that take place within the field of education in a systematic and methodical manner. It is used to understand, predict, explain and control human behaviour (Educational Research, n.d.). The features of educational research have been stated as follows: (Educational Research, n.d.). The educational research is purposeful to a great extent. When research is conducted in the field of education, it has a purpose. The purpose may be to acquire understanding of particular area, region or state concerning some matter or an issue. Therefore, data is collected and appropriate methods are utilized to conduct an analysis. The analysis of the data is an imperative process to generate the findings. It deals with educational problems, regarding students and teachers as well. Within the classroom setting and within the school environment, there are various issues and concerns that are experienced by the teachers and the students. These may be concerned with the teaching-learning methods, instructional strategies, infrastructure, understanding academic concepts, performance evaluation techniques and so forth. Therefore, educational research isSignificance of Research in Education Dr. Radhika Kapur Abstract Research is an imperative area in not just the field of education but in other fields as well. It purifies the workings and the lives of the individuals. It primarily focuses upon improving quality and is a search for knowledge. It shows how to make provision of solutions to problems in a scientific and methodical manner. It is a systematic effort to acquire new knowledge in all disciplines. The main purpose of this research paper is to understand the significance of research in education. Educational research is termed as providing solutions to any educational problem. The main areas that have been taken into account in this research paper include, types of research, significance of statistics in research, meaning and features of educational research, steps of research in education, types of educational research, benefits of research in education, challenges of research in education, implementation of research in education and ethical considerations of research. Keywords: Education, Information, Projects, Research, Researcher, Statistics Introduction Educational research is a more formal, focused and an intensive process of carrying out a scientific method of analysis. The main purpose of educational research is focused upon scientific investigation and provide solutions to the problems in the field of education. Research in education represents an activity, directed towards the development of an organized body of scientific knowledge about the events with which educators are concerned. Educational research is the part of behavioural sciences, in which, emphasis has been put upon understanding, explaining, predicting and to some degree controlling human behaviour. Research in education is use of the methods of scientific analysis to produce information, needed to make improvements in educational planning, decision making, teaching and learning, curriculum development, understanding of children and youth, use of instructional media, school organization and education management (Boykin, 1972). Research in education has enabled substantial progress to be made in curriculum development and reform, educating slow learners, understanding the psychological traits of the physically challenged individuals and in adapting methods of instructions to the needs of individual learners. Research in education has rendered an imperative contribution in acquiring information regarding different cultures, norms and values. The individuals have made substantial contributions through research to their knowledge and generation of awareness, understanding administrative leadership and behaviour, group procedures, classroom atmosphere, interaction analysis, self-concept, levels of aspiration, deprivation and racism, educational inequality and the deprived, marginalized and socio-economically backward sections of the society. The need for research activities becomes imperative, which will support education to achieve its goals and objectives, rebuild confidence in public schools, adapt to cultural diversity, educate for self-identity and individual realization, re- establish faith in human, moral and democratic values, bring about changes in racial attitudes, achieve the goals of quality and relevance, and meet the challenges of the future world of accelerating scientific and technological change (Boykin, 1972). Types of Research The various types of research have been stated as follows: Fundamental Research - It is basic approach, which is for the sake of knowledge. Fundamental research is usually carried out in a laboratory or other sterilized environment, and sometimes even with animals. This type of research does not have any immediate or planned application, may later result in further research of an applied nature. Basic researches comprise the development of theory. It is not concerned with practical applicability and most closely bear a resemblance to the laboratory conditions and controls are generally associated with scientific research. It is concerned with instituting the principles of learning. For example, much basic research has been conducted with animals to determine principles of strengthening and their effect on learning. Like the experiment of Skinner on cats gave the principle of conditioning and strengthening. Its essential aim is to expand the boundaries of knowledge without regards to practical application. The findings may ultimately apply to practical problems that have social value (Educational Research, n.d.). Applied Research - The second type of research which aims to solve an immediate practical problem, is referred to as applied research. According to Travers, applied research is carried out to provide solutions to a direct practical problem and the objective of making additions to scientific knowledge is secondary. It is the research performed in relation to concrete problems and under the conditions in which they are found. Through applied research, educationists are often able to provide solutions to their problems at the appropriate level of complication, this is, within the classroom teaching-learning processes. The applied research may also be employed at a university or research institute or may be found in private industry or working for a government agency. In the field of education, such a person might be employed by a curriculum publishing company, a state department of education, or a college of education at a university (Educational Research, n.d.). Applied researches are also found within the settings, in which the application or the role of the practitioner is primary. This is where the teachers, clinical psychologists, school psychologists, social workers physicians, civil engineers, managers, advertising specialists and so forth are found. Most of the individuals receive training regarding the implementation of research, and they use this knowledge for two purposes. First, to help practitioners understand, evaluate, and use the research, produced by basic and applied researches in their own fields. Second, to develop a methodical way of addressing the practical problems and questions that take place as they are engaged in their professions (Educational Research, n.d.). Action Research - Research designed to reveal operative ways of dealing with problems in the real world can be referred to as action research. This kind of research is not confined to a particular methodology or paradigm. The purpose of action research is to provide solutions to the problems that occur within the classroom setting, through the application of scientific methods. It is concerned with a local problem and is conducted within a local setting. It is not concerned with whether the results are generalizable to any other setting and is not characterized by the same kind of control evidence in other categories of research. The primary purpose of action research is providing solution to the given problem, and not contribution to science. Whether the research is conducted within one classroom or many classrooms, the teacher renders an integral contribution towards the processes. The more research trainings the teacher involved have had, the more likely it is that the research will produce valid, if not generalizable outcomes (Educational Research, n.d.). The value of action research is limited principally to those, who are conducting it. Despite its weaknesses, it does represents a scientific approach to problem solving that is noticeably recovering than changed based on the supposed efficiency of inexperienced procedures, and substantially better than no changes at all. It is a means by which concerned school personnel can make efforts to improve the educational process, at least within their environment. The true value of action research to true scientific progress is limited. True progress requires the development of sound theories having insinuations for many classrooms, and not just one or two. One sound theory that includes ten principles of learning may eliminate the needs of hundreds of would-be action research studies. Given the current status of educational theory, however, action research provides direct answers to problems that immediately require theoretical solutions (Educational Research, n.d.). Quantitative Research - Quantitative researchers need to design measures of constructs like apprehension, astuteness or contentment in order to provide precise and relevant statistical results. This could mean designing context sensitive mechanisms for research within a particular place, region or setting, or it could mean designing mechanisms that can generate significant and comparable results over many different frameworks. The meaning of these results and the comparisons between them are placed on the quality of the measures used and the extent to which the test designers flourished in the formulation of questions, which were pertinent to students in different cultural frameworks. This results in education system in order to understand the statistical results and plan programs for improvement (Pramodini & Sophia, 2012). Qualitative Research – Qualitative research involves non-numerical information and primarily takes place through interviews. The confirmation of truth claims involves logic and methods, which may not be strongly appropriate, but the values underlying such claims, and the motivation for researching certain questions, do spring from framework. In terms of conducting research, one in the field needs carefulness, uprightness, morality, precision, time and perseverance, with the methods of data collection and analysis, one’s interpretations and language. These things apply correspondingly, though with different details, to radical post- modernist feminist researchers and to positivist statisticians. These are needed to realize one’s individual endeavouring for meaning through contributing to and connecting with diverse communities of researchers, teachers and learners, and with the marginalized. The quest for meaning is like a lamp, illuminating the passages and turning points as the researchers make their way through multifaceted and diverse settings, questions, methods and knowledge (Pramodini & Sophia, 2012). Significance of Statistics in Research Statistics is a body of mathematical techniques or processes for gathering, organizing, analysing, and interpreting numerical data. Because most research yields such quantitative data, statistics is a basic tool of measurement, evaluation, and research. The word statistics is sometimes used to describe the numerical data gathered. Statistical data describe group behaviour or group characteristics abstracted from a number of individual observations that are combined to make possible generalizations. The researcher, who makes use of statistics is more than concerned with the manipulation of data. The utilization of statistical methods serves the fundamental purposes of description and analysis (Best, & Kahn, 1998). Appropriate application of the use of statistical methods involves providing answers to the following questions: (Best, & Kahn, 1998). What are the facts that need to be gathered to provide the necessary information to answer the research questions or to test the hypothesis? How is the data to be collected, gathered, organized, and analysed? What assumptions are to be employed that underlie the statistical methodology? What conclusions can be validly drawn from the analysis of the data? Research consists of methodical observation and description of the characteristics or properties of objects or events for the purpose of ascertaining relationships between variables. The ultimate purpose is to develop generalizations that may be used to elucidate phenomena and to predict future occurrences. To conduct research, one must create principles so that the observation and description have a regularly understood meaning. Measurement is the most accurate and commonly accepted process of description, assigning quantitative values to the properties of objects and events (Best, & Kahn, 1998). Meaning and Features of Educational Research Educational research means the purification of the educational processes. It is a systematic application of scientific methods to provide solutions to educational problems. It is the activity of the development of science of behaviour in educational institutions. It allows the educationists to work towards the achievement of goals and objectives in an adequate manner. It aims at finding out solutions to educational problems by scientific philosophical methods. Educational research is primarily conducted to provide solutions to the problems that take place within the field of education in a systematic and methodical manner. It is used to understand, predict, explain and control human behaviour (Educational Research, n.d.). The features of educational research have been stated as follows: (Educational Research, n.d.). The educational research is purposeful to a great extent. When research is conducted in the field of education, it has a purpose. The purpose may be to acquire understanding of particular area, region or state concerning some matter or an issue. Therefore, data is collected and appropriate methods are utilized to conduct an analysis. The analysis of the data is an imperative process to generate the findings. It deals with educational problems, regarding students and teachers as well. Within the classroom setting and within the school environment, there are various issues and concerns that are experienced by the teachers and the students. These may be concerned with the teaching-learning methods, instructional strategies, infrastructure, understanding academic concepts, performance evaluation techniques and so forth. Therefore, educational