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 undertaken to solve an immediate practical problem and the goal of adding to scientific knowledge is secondary. It is research performed in relation to actual problems and under the conditions in which they are found in practice. Through applied research, educators are often able to solve their problems at 23 the appropriate level of complexity, that is, in the classroom teaching learning situations. We may depend upon basic research for the discovery of more general laws of learning, but applied research much is conducted in the order to determine how these laws operate in the classroom. This approach is essential if scientific changes in teaching practice are to be effected. Unless educators undertake to solve their own practical problems of this type no one else will. It should be pointed out that applied research also uses the scientific method of enquiry. We find that there is not always a sharp line of demarcation between basic and applied research. Certainly applications are made from theory to help in the solution of practical problems. We attempt to apply the theories of learning in the classroom. On the other hand, basic research may depend upon the findings of the applied research to complete its theoretical formulations. A classroom learning experiment can throw some light on the learning theory. Furthermore, observations in the practical situations serve to test theories and may lead to the formulation of new theories. Most educational research studies are classified at the applied end of the continuum; they are more concerned with ―what works best than with ―why. For example, applied research tests the principle of reinforcement to determine their effectiveness in improving learning (e.g. programmed instruction) and behaviour (e.g. behaviour modification). Applied research has most of the characteristics of fundamental research, including the use of sampling techniques and the subsequent inferences about the target population. Its purpose, however, is improving a product or a process – testing theoretical concepts in actual problem situations. Most educational research is applied research, for it attempts to develop generalizations about teaching – learning processes and instructional materials. The applied research may also be employed 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. Applied researches are also found in the settings in which the application or practitioner‘s role is primary. This is where the 24 teachers, clinical psychologists, school psychologists, social workers physicians, civil engineers, managers, advertising specialists and so on are found. Many of theses people receive training in doing research, and they use this knowledge for two purpose.
 (1) To help practitioners understand, evaluate, and use the research produced by basic and applied researches in their own fields and, 
(2) To develop a systematic way of addressing the practical problems and questions that arise as they practice their professions. For example, a teacher who notices that a segment of the class is not adequately motivated in science might look at the research literature on teaching science and then systematically try some of the findings suggested by the research. Some of the recent focus of applied educational research have been grading practices, collective bargaining for school personnel, curriculum content, instructional procedures, educational technology, and assessment of achievement. The topics have been investigated with an applied research because the questions raised in these areas generally have limited or no concrete knowledge of theory we can draw upon directly to aid in decision making.
  The Primary function of research in Education as in medicine is to find improvements for Education or medicine.
  Applied research does not aim at solving the practical problems which are faced by the teachers, educational planner’s administrators, curriculum specialists.
·         Applied research deals with problem of practical value. Both basic and applied research have an important part in the development of the social science
Some general characteristics of applied research
  There are a large number of variables in applied research which have control.
  Applied research in of course which provide motivation to the researcher.
  Applied research in Committed to the High standards of scientific objectively and scholarship.

Applied research deals with practice. It has specific objectives. It solved the practical problems. On some occasions it is very difficult to separate applied research form basic research