Student Number:
Name :
South African Education in Context
History of Education
HBEDECS
Department of Educational Foundation
HONS BED-
Assignment 02
Unique Number:
Due Date:
Lecturer:
,1.1 ) Question 1
1.1.1) Firstly, we need to understand that, as stated (C S. Le Roux 20) “Research is clearly a
systematic and planned process”. Therefore it is essential for a researcher to formulate and explicitly
state the research process with a well-planned well thought-out Research Theme that will start with
a research problem. The importance of the research question is very important as it defines the
researchable problem, and it must identify the issues the researcher is trying to address.
Formulating a research problem allows the researcher to make it clear to himself and his audience
the purpose of his research. It helps to keep the researcher on track and address the problem as
stated in the research problem. The research problem also helps the researcher keep his research
from becoming wide-ranging and unfeasible, lacking depth and focus. The aims and objectives are
linked to the research problem, and finding of data to meet the answers and the objectives of the
research theme or problem, which is clarified and answered, helps with the depth and focus of the
research hypothesis with the data obtained.
Hence it is safe to say that the Research problem (the research question) is the foundation that
holds the key that will give rise to a well-formulated systematic research outcome.
1.1.2) on reading the explanation of the history of Education, it is clear that there are numerous
choices to be made within the research process. Planning the research involves the overlapping of
many themes. The strategy of approaching the research process can only be effectively done by
statements of intent and defined measurable outcomes.
The statements of intent and defined measurable outcomes, which is a list of Aims and
Objectives, need to be well prepared to figure out which will work for the research to be successful.
These aims and objectives are well linked to the research problem statement as the data found
have to meet the aims and objectives, which will clarify and answer the research problem to reach
a good in-depth hypothesis.
1.1.3) This refers to the intention of assessing logical and credible data, whereby certain obstacles
can hamper clear thinking and reasoning, which will lead to :
1.1.3.1) Fallacy: This is a deception argument that tries to persuade one to accept a claim, but
the reasoning supporting the claim is irrelevant. Misconceptions are elusive in that they might give
the impression to be founded on complete reasoning and appear to shadow respectable reasoning.
1.1.3.2) Assumptions: This is when a claim or statement is made and believed to be true without
proof. Expectations are things that are putative as factual, or at least plausible, with no proof given
, but violating these assumptions can lead to radically unacceptable results.
1.1.4) Historians use and draw conclusions which are inductive reasoning and deductive
reasoning. Historical methods used to authenticate sources can comprise through techniques and
guidelines using Primary Sources and other evidence such as Secondary and Tertiary sources. The
attempt is made to establish facts in order to arrive at conclusions concerning past events. The
sources would include: Primary Sources of upfront direct outcomes of the event or the records of
eyewitnesses, which include
1) Original documents
2) Relics
3) Remains
4) Artifacts
Secondary Sources of information would include information provided by a person who did not
directly observe the event, object or conclusion.
1) Textbooks
2) Encyclopedia, Periodicals
3) Newspapers
4) photos
‘All of this information provides evidence from which Historians decipher historical facts.
The relation between evidence and fact is rarely simple and direct. The evidence may be biased or
mistaken, fragmentary or nearly unintelligible after long periods of cultural or linguistic change. The
historian must respect the facts, avoid ignorance and error as far as possible, and create a convincing,
intellectually satisfying interpretation. Therefore, historians must assess their evidence with a critical
eye. (Concordia University Wisconsin [s.a.]; Encyclopedia Britannica, 2009).
We can conclude that:” Sources used in the history of education research can be grouped as a)
written sources such as original documents, diaries, books and articles; b) physical sources such as
paintings, photographs, cartoons and artefacts like tools, utensils, toys and murals, and c) traditional
sources such as folklore, oral histories and narratives to authenticate his/her sources. ( History of
education research: a search for meaning CS le Roux Chapter 2 (20))
1.15 The difference between the concepts of FINDINGS, CONCLUSION
and RECOMMENDATIONS
Name :
South African Education in Context
History of Education
HBEDECS
Department of Educational Foundation
HONS BED-
Assignment 02
Unique Number:
Due Date:
Lecturer:
,1.1 ) Question 1
1.1.1) Firstly, we need to understand that, as stated (C S. Le Roux 20) “Research is clearly a
systematic and planned process”. Therefore it is essential for a researcher to formulate and explicitly
state the research process with a well-planned well thought-out Research Theme that will start with
a research problem. The importance of the research question is very important as it defines the
researchable problem, and it must identify the issues the researcher is trying to address.
Formulating a research problem allows the researcher to make it clear to himself and his audience
the purpose of his research. It helps to keep the researcher on track and address the problem as
stated in the research problem. The research problem also helps the researcher keep his research
from becoming wide-ranging and unfeasible, lacking depth and focus. The aims and objectives are
linked to the research problem, and finding of data to meet the answers and the objectives of the
research theme or problem, which is clarified and answered, helps with the depth and focus of the
research hypothesis with the data obtained.
Hence it is safe to say that the Research problem (the research question) is the foundation that
holds the key that will give rise to a well-formulated systematic research outcome.
1.1.2) on reading the explanation of the history of Education, it is clear that there are numerous
choices to be made within the research process. Planning the research involves the overlapping of
many themes. The strategy of approaching the research process can only be effectively done by
statements of intent and defined measurable outcomes.
The statements of intent and defined measurable outcomes, which is a list of Aims and
Objectives, need to be well prepared to figure out which will work for the research to be successful.
These aims and objectives are well linked to the research problem statement as the data found
have to meet the aims and objectives, which will clarify and answer the research problem to reach
a good in-depth hypothesis.
1.1.3) This refers to the intention of assessing logical and credible data, whereby certain obstacles
can hamper clear thinking and reasoning, which will lead to :
1.1.3.1) Fallacy: This is a deception argument that tries to persuade one to accept a claim, but
the reasoning supporting the claim is irrelevant. Misconceptions are elusive in that they might give
the impression to be founded on complete reasoning and appear to shadow respectable reasoning.
1.1.3.2) Assumptions: This is when a claim or statement is made and believed to be true without
proof. Expectations are things that are putative as factual, or at least plausible, with no proof given
, but violating these assumptions can lead to radically unacceptable results.
1.1.4) Historians use and draw conclusions which are inductive reasoning and deductive
reasoning. Historical methods used to authenticate sources can comprise through techniques and
guidelines using Primary Sources and other evidence such as Secondary and Tertiary sources. The
attempt is made to establish facts in order to arrive at conclusions concerning past events. The
sources would include: Primary Sources of upfront direct outcomes of the event or the records of
eyewitnesses, which include
1) Original documents
2) Relics
3) Remains
4) Artifacts
Secondary Sources of information would include information provided by a person who did not
directly observe the event, object or conclusion.
1) Textbooks
2) Encyclopedia, Periodicals
3) Newspapers
4) photos
‘All of this information provides evidence from which Historians decipher historical facts.
The relation between evidence and fact is rarely simple and direct. The evidence may be biased or
mistaken, fragmentary or nearly unintelligible after long periods of cultural or linguistic change. The
historian must respect the facts, avoid ignorance and error as far as possible, and create a convincing,
intellectually satisfying interpretation. Therefore, historians must assess their evidence with a critical
eye. (Concordia University Wisconsin [s.a.]; Encyclopedia Britannica, 2009).
We can conclude that:” Sources used in the history of education research can be grouped as a)
written sources such as original documents, diaries, books and articles; b) physical sources such as
paintings, photographs, cartoons and artefacts like tools, utensils, toys and murals, and c) traditional
sources such as folklore, oral histories and narratives to authenticate his/her sources. ( History of
education research: a search for meaning CS le Roux Chapter 2 (20))
1.15 The difference between the concepts of FINDINGS, CONCLUSION
and RECOMMENDATIONS
