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Research has different meanings to different people. If you understand the concept of
research at an early stage, it would be easy for you to deal with more concepts in the research
process. The following definitions will help in understanding the research concept:
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According to Oxford English Dictionary (2002), research is defined as the systematic study
of materials and sources in order to establish facts and reach new conclusions.
McMillan and Schumacher (1997) define research as a systematic process of collecting and
analysing information (data) for some purpose.
Kerlinger (1986) defines scientific research as, Systematic, controlled, empirical, and
critical investigation of natural phenomena guided by theory and hypotheses about the presumed
relations among such phenomena.
2.2. Why do research?
We conduct research because we want to explore ideas and find solutions that make sense. In
doing so a person thinks, constantly assesses, reassesses and makes decisions about the best
possible means of obtaining information that is trustworthy.
We may like to call this process a persons thinking game or whole brain activity and the
psychologists call it right and left brain attributes (Cherry et.al.1993).
2.3. Where does research occur?
Research is conducted in many settings: educational institutes, laboratories, classrooms,
libraries, the city streets, foreign cultures, etc. Some researches are of short duration. Other
researches are spread over a long period of time. Research is usually done at universities, in the
graduate or undergraduate levels as a required course. It can be done in various formats which
fall under the categories of qualitative and quantitative research, the details of which will follow
later in the module. Research is done by researchers, who are professors in the field of education,
natural sciences or social sciences, experts and students of graduate or undergraduate programs
in the related and multiple disciplines.
2.4. What do researchers use?
determine the best research design, data collection methods, and selection of
subjects. Given that it is fundamental in nature, exploratory research often
concludes that a perceived problem does not actually exist.
3.1.3.2.
Descriptive. The researcher does a study of the relationships of the
variables. Descriptive research is also called statistical research. The main goal
of this type of research is to describe the data and characteristics about what is
being studied. The idea behind this type of research is to study frequencies,
averages, and other statistical calculations. Although this research is highly
accurate, it does not gather the causes behind a situation.
3.1.3.3.
Experimental. The researcher does a study of the effects of the variables
on each other.
3.1.4. According to the Types of Analysis:
3.1.4.1.
Analytic Approach. The researcher attempts to identify and isolate the
components of the research situations.
3.1.4.2.
Holistic Approach. This begins with the total situation, focusing attention
on the systems first and on its internal relationships
3.1.5. According to Scope
3.1.5.1.
Action Research. This involves the application of the steps of the scientific
method in the classroom problems.
3.1.6. According to choice of answers to problems. This is concerned with the
findings that answer the problem into evaluation and developmental research.
3.1.6.1.
Evaluation. These are all possible courses of action, which are specified
and identified in which researchers try to find out the most advantageous.
3.1.6.2.
Development. This focuses on the findings or developing a more suitable
instrument or process than has been available.
3.1.7. According to Statistical Content:
3.1.7.1.
Qualitative or Statistical Research. This type of research usually includes
comparison studies and cause and effect relationships.
3.1.7.2.
Qualitative research. This type of research is undertaken to gain insights
concerning attitudes, beliefs, motivations and behaviors of individuals, to
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Ethics are norms for conduct that distinguish between acceptable and unacceptable behavior.
Research ethics establishes the moral integrity of the researchers which is crucial as it ensures
that the research findings are valid and trustworthy.
The following are the ethical principles that researchers must observe:
1. Objectivity. Avoid or minimize bias or self-deception.
2. Integrity. Keep your promises and agreements; strive for consistency of thought and
action.
3. Carefulness. Keep good records of research activities.
4. Openness. Share data and be open to criticisms and new ideas.
5. Respect for Intellectual Property. Honor patents and copyrights. Give proper
acknowledgement or credit to all contributions to research.
6. Confidentiality. Protect confidential communications and personal information of the
respondents.
7. Social Responsibility. Strive to promote social good and prevent or mitigate social
harms through research, public education and advocacy..
8. Competence. Maintain and improve your own professional competence and expertise
through lifelong education and learning.
9. Legality. Know and obey relevant laws and institutional and governmental policies.
10. Animal Care. Show proper respect and care for animals when using them in research.
11. Human Subjects Protection. When conducting research on human subjects, minimize
harms and risks and maximize benefits; respect human dignity, privacy and autonomy
12. Honesty. Do not fabricate, falsify or misrepresent data.
6. Teaching Approaches
The introductory part of Research Methods and Skills will be delivered through the
following:
7. Learning Activities
7.1.
The activity aims at making students feel comfortable about research in the Philippines in
general. Introduction to research is an entry into an alien world.
The activity will also enable the participants to see how they can relate research to their
daily lives; and help them understand that it is systematic
As an ice-breaking activity, the teacher may ask the students to come up with a plan of
buying something such as a car, a dress or a television set. The teacher needs to give
directions and set the limits for this planning. For example: An amount of 500,00 is
needed. The options are as follows:
1. You can buy only one car; and have to spend all the money but cannot over spend.
2. You may buy a new or an old car.
Ask the students to treat the option based on personal and social context, personal and family
needs, likings /choices, limitations etc. and ask them to rationally do planning on the process.
Give them ten minutes to plan.
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Students do sharing on how they come up with the plan. From the sharing, the following
should be drawn or emphasizes that planning involves a complete research process and that one
has to see the problem and then the needs. One has to do literature review by gathering
information from relatives, friends, or family who have already bought car. The process also
involves research methodology. For instance, some participants will directly go to the market and
survey; some would contact a dealer in cars; and some would go for the newspaper
advertisements. Ask them in the same way how they would analyze gathered information and
share that it is their data analysis that leads to their conclusions and decision making.
2. Finding out the causes of dropouts in primary schools of Liceo de Cagayan University.
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practical terms. Literature review helps the researcher in defining the research problem so that it
can be measured in its true sense.
2.2. Elements of a Research Problem
2.2.1. Aim, objectives, targets, or purpose of the problem for investigation answer the
question Why?. Why is there an investigation, inquiry or study?
2.2.2. The subject matter or topic to be investigated answers the question What. What
is to be investigated or studied?
2.2.3. The place or locale where the research is to be conducted answer the question
Where?. Where will the study be done?
2.2.4. The period or time of the study during which the data are to be gathered answer
the question When?. When is the study to be carried out?
2.2.5. Population or universe from whom the data are to be collected. This answers the
questions Who? or From Whom? Who are the respondents?
2.3. Key Concept: Variables
A variable is a characteristic that takes on different values or conditions for different
individuals. Variables are of different types:
Discrete Variable. It can take on only a finite or potentially countable set of values
Continuous Variable. It can take on an infinite set of values between any two levels
of the variables. They are the results of measurement.
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Dependent variables are the variables to determine if the independent variable has
an effect, such as science achievement. The dependent variable is what is affected by
the independent variable.
Moderate variable is related to the independent and dependent variables and has an
impact on dependent variable. In such a situation, it becomes an interacting variable
also.
Control variables are independent variables. They are controlled variables only if
their effects are determined.
Intervening Variable. This is a variable which interferes with the independent and
dependent variables, but its effects can either strengthen or weaken the independent
and dependent variables. This is an observed event or factor that is expected to affect
possibly the relation between independent and dependent variable.
Participatory activities
Discussion
4. Learning Activities
While the participants are introduced to what a research problem is, what variables are,
and how a research problem is stated, the teacher should give the students two to three
examples of each topic at different stages in research; and should ask the students to
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apply this knowledge to practical instances. The content of the session will serve as
resources.
5. Summary and Transition
In this session you have learned what a research problem is, the different types of variables
and the levels of measurement.
6. Assessment
Answer the following:
1: Identify the following as nominal, ordinal, interval and ratio levels
1. Flavors of the frozen yogurt
2. Amount of money in savings account
3. Students classified by their reading ability: above average, below average, normal
4. Letter grades on an English essay
5. Religions
6. Commuting times to work
7. Ages (in years) of an art students
8. Ice cream preferences
9. Years of important historical events
10. Instructors classified as: easy, difficult or impossible
11. Age
12. Height
13. Gender
14. High temperature
15. Income
16. Zip code
17. GPA
18. Eye color
19. Shirt size
20. Class standing (freshmen, sophomore, junior, senior)
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2: Identify the dependent (A) and independant variables (B) of the following situations:
1. A pigeon is trained to peck a key if a green light is illuminated but not if a red light is
illuminated. Correct pecks are rewarded by access to grain and the numbers of pecks are
recorded.
A.
B.
2. A car manufacturer wants to know how bright brake lights should be to minimise the time
required for the driver of the following car to realise that the car in front is stopping and to brake
themselves. An experiment was conducted to answer this question. Car 1 was the lead car and
Car 2 the following car. Identify the variables.
A.
B.
3. A higher education (post 16 years) college (college A) has decided to offer a 20.00 reward to
its students for each AS level they achieve at grade A or A+. Another college (college B) in the
same area has decided not to give any monetary awards to its students. Both colleges are
interested to see if this incentive will increase the number of A and A+ grade passes. Identify the
variables.
A.
B.
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Know how to write the introduction and rationale of the research paper
2.1.1. The intention of the first paragraph is to provide the readers a mental warm-up,
thus giving them information and readiness as to what the researcher is all about. It
should introduce the study and justify the problems.
2.1.2. The second paragraph carries the bulk of the introduction. The statement of the
problem can be best used as frame of reference to write this paragraph.
2.1.3. The third or last paragraph is a sort of closing portion that is intriguing and
challenging the readers to become interested in knowing the results of the study.
3. Statement of the Problem
An adequate statement of the research problem is one of the most important parts of the
research. Different researchers are likely to generate a variety of researchable problems from the
same situation since there are many research issues that can arise out of a general problem
situation.
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3.1.4. Specific questions should be stated using the following guide question words:
How, Will, What
4. Constructing Hypothesis
A hypothesis is a specific statement of prediction, which is also called an academic guess. It
describes in concrete (rather than theoretical) terms what you expect will happen in the research.
Not all studies have hypotheses. Sometimes research is designed to be exploratory. In such a
case, there is no formal hypothesis.
4.1. A single study may have one or many hypotheses:
4.1.1. Null hypothesis is the hypothesis in which there is no relationship between two
or more variables. It is symbolized as H0.
4.1.2. Research hypothesis or the alternate hypothesis proposes a relationship
between two or more variables and is symbolized as H1.
4.1.3. Directional hypothesis is one tailed. You assume that by manipulating the
independent variable the dependent variable will change in a specific direction. You
can predict if this change will be positive or negative.
4.1.4. Non-directional research hypothesis is two tailed. You assume that by
manipulating the independent variable there will be a change in the dependent
variable. You cannot predict if this change will be positive or negative.
4.2. How to form a hypothesis?
Focusing on your research problem, you can create the hypothesis. Simply try to give a direct
answer to the question posed in the problem statement.
For example:
4.2.1. Research Q1: What is the relationship between motivation and achievement?
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Following the suggestions of Punch (1998) steps could be write down the all the concepts
involved, and all the sub-questions you can think of pertaining to the issue. Reading around your
research idea will help to generate questions and information and to identify themes and potential
information sources subdivide your questions where possible; split wide general questions into
smaller ones begin to order questions and develop focus: group questions together under
common themes, separate general and specific question start to trim by selecting those questions
that you wish to deal with, consider the resources that will be available to you collate these
thoughts within a loose conceptual framework this shows how questions and themes are related
and may help guide your thinking at a later stage.
This process of thinking wide and then focusing and delimiting your questions, should
result in a handful of research questions that you wish to investigate. These may still need further
modification to render them answerable; they may need to be operationalized.
6. Teaching Approaches
The session on how to write chapter 1 will be delivered through:
Participatory activities
Discussion
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5. Which of the following criteria for a good research hypothesis is violated most in the
following hypothesis: Students in an exploratory vocational educational program will make more
contributions to society than those not enrolled in the program.
A. A hypothesis is concise.
B. A hypothesis is worthy of testing.
C. A hypothesis can be stated operationally.
D. A hypothesis is logically precise.
Activity 2: Answer the following questions:
1. Write a directional hypothesis for the following problem statement, and identify the type of
variables in the hypothesis. "Low-achieving students frequently respond positively to behaviour
modification programs. Is there any relationship between the type of reward (tangible or
intangible) and the amount of learning?"
B. Is there any difference in students' engagement in tasks when a teacher uses a positive
introduction and when a teacher uses a neutral introduction to tasks?
D. Do middle school children produce more narratives when taught in an academic teacher's
class or when taught in a cognitive-development teacher's class?
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E. Do teachers' perceptions of job stress differ among teachers of mildly retarded, moderately
retarded, and non-retarded children?
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