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Research is oriented towards the discovery of the relationships that exist among the phenomena of the world in which we live. Research is devoted to finding conditions under which a certain phenomenon occurs and the conditions under it does not occur in what might appear to be similar circumstances.
Research does not include the routine activities of applying what is already known or teaching in the usual sense of the word. Research is reserved for activities designated to discover facts and relationships that will make knowledge more effective. Frequently an individual who look up a word in the dictionary or historical fact in the encyclopedia claims he "researches" it. Other persons who purport to do research are merely engaged in nothing more than fact finding.
Educational research can be defined as a systematic and scholarly application of the scientific method, interpreted in its broadest sense, to the solution of educational problems; in fact, any systematic study designed to promote the development of education as a science can be considered as an Educational research. The term educational research should also be limited to systematic studies designed to provide educators with more effective means of attaining worthwhile educational goals. Educational research as a tool to science is relatively new, dating back to the turn of the 20th century. Early progress was slow because of the lack of technical know-how and of such tools as statistical procedures and tests of intelligence and achievements. The real breakthrough in the educational research dates back to Fisher's presentation of, in 1935, of his multivariate experimental design, which made possible an adequate attack on the complicated problems characteristic of the social science.
Research in the social sciences is restricted to activities designed to promote the development of a science of behavior. Since the turn of the last century, more and more emphasis have been placed on research to find answers to man's problems. Social sciences as a field of study is fraught with the complex problem of too many variables to be insulated in order to arrive at a dependable solution. Many expectations to generalizations of the social sciences have led a good number of people to question whether a human science is possible. It has often been asserted that human behavior is not subject to scientific determination and control because man has a free will and is capable of choice. Man, according to this view, operates independently of the forces surrounding him.
Much of our knowledge of human behaviour exists at the empirical explanation. Human behaviour is as legitimate a subject for scientific investigation and the determination as are the phenomena of the physical world. It is also true that research into human behaviour follows the same principle of sciences, though it may not necessarily subscribe to the same method as do the other areas of scientific investigation.