NATURE OF INQUIRY AND RESEARCH

Characteristics, Strengths, and Weaknesses of Research

Characteristics

 Empirical. It is based on observing and experimenting theories.

 Systematic. It sorts an orderly pattern and sequential procedure.
 Controlled. All variables are kept constant except those that are tested and experimented.
 Hypothetical. It is guiding an investigation process.
 Analytical. It appears no error in its interpretation which is observed in critical analysis of all data.
 Objective. It is unbiased and logical because all findings are logically based on proper experiment and
investigation.
 Transformative. Data can be numerical measures and are treated statistically because it employs
quantitative or statistical methods.
 Original/Authentic. A research possesses/portrays the value of uniqueness, novelty, and definiteness
of one’s own work.
 A research is always done by an expert because he uses valid data gathering, valid and carefully
designed procedures.
 It must be persistent and leisured to ensure that the activity has accuracy.
 It must require effort-making capacity.
 It requires great bravery and courage.
 It has logical backgrounds that help to create principles, ideas and facts.
 It is able to answer all questions needed.

Strengths

 Constructed theories are tested and validated based on how and why phenomena occur.
 Hypothesis can be constructed subject for investigation and test.
 Research findings can be generalized when many different populations and subpopulations has been
simulated.
 It is useful for obtaining data which allows quantitative predictions to be done.
 Allowing one to more credibly establish cause-and-effect relationships, the researcher may create a
situation that eliminates the confusing influence of many variables.
 Having a data collection using some quantitative methods is relatively quick (e.g. telephone interviews)
 It provides an accurate, quantitative, numerical data.
 Data analysis is less time consuming (using statistical software).
 The research results are independent of the researcher (e.g. statistical significance)
 With many people in power, it may have higher credibility (e.g. administrators, politicians, and people
fund programs).
 It is very useful for studying a large number of people.

Weaknesses
 The used variables of a researcher might not reflect the understandings of local constituencies.
 The used theories of a researcher might not reflect the understandings of local constituencies.
 The researcher might miss out on phenomena occurring because of the focus on theory or hypothesis
testing rather than on theory or hypothesis generation (called the confirmation bias).
 The produced knowledge could be so abstract and general for direct application to specific local
situations, contexts and individuals.

KINDS OF QUANTITATIVE RESEARCH

According to April Klazema (2014), there are four kinds of quantitative research for students and
researchers.

1. Survey Research
o It uses interviews, questionnaires, and sampling polls to get a sense of behavior with intense precision.

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 o It allows researchers to judge behavior and then present the findings in an accurate way.
o Survey research can be can be conducted around one group specifically or used to compare several
groups.

2. Correlational Research
o It tests for the association between two variables.
o Is done to establish what the effect of one on the other might be and how that affects the relationship.
o Is conducted in order to explain a noticed occurrence.
o In correlational research the survey is conducted on a minimum of two groups.

3. Causal-Comparative Research
o It looks to uncover a cause and effect relationship.
o This research is not conducted between the two groups.
o Rather than look solely for a statistical relationship between two variables it tries to identify,
specifically, how the different groups are affected by the same circumstance.
o Involves comparison.

4. Experimental Research
o Guided specifically by a hypothesis. Sometimes experimental research can have several hypothesis.
o A hypothesis is a statement to be proven or disapproved. Once the statement is made experiments
will be conducted to find out whether the statement is true or not.
o This type of research is the bedrock of most sciences, in particular the natural sciences. If natural
sciences, such as biology, are something you are interested in you should check out Udemy’s course
on writing an A+ Biology Paper.

THE IMPORTANCE OF QUANTITATIVE RESEARCH

 It is more steadfast and unbiased.

 It uses statistics to take a broad view of a finding or study.
 It often narrows down a complex problem to a limited number of variables.
 It gazes at associations between variables and can create cause and effect in highly controlled
conditions.
 It tests theories or hypothesis.
 It assumes that a sample is representative of the population.
 Little subjectivity on the part of a researcher.
 It is less detailed than qualitative data and it may miss a desired response from the participant.

*Quantitative data collection methods include various surveys- online surveys, paper surveys, mobile
surveys and kiosks surveys, face-to-face interviews telephone interviews, longitudinal studies, website
interceptors, online polls, and systematic observations.

KINDS OF VARIABLES

1. Definition of Variable
 According to Tejero (2006 in Sevilla et al. 1992) “variables is a characteristics that has two or more
actually exlusive values or properties.
 Variables are construct or properties being studied.

2. Independent Variable
 It is factor that is measured, manipulated or selected by the experimenter to determine its relationship
to an observed phenomenon.
 It is a stimulus variable or input operates within a person or within his environment to effect behavior.
 Independent variable may be called factor and its variation is called levels.

3. Dependent Variable
 It is response variable or output.
 Is the factor that is observed and measured to determine the effect of the independent variable; it is
the factor that appears, disappears, or varies as the researcher introduces, removes, or varies the
independent variable.

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4. Moderate Variable
 It is the factor that is measured, manipulated or selected by the experimenter to discover whether it
modifies the relationship of the independent variable to an observed phenomenon.
 The term moderate variable describes a special type of independent variable, a secondary
independent variable selected to determine if it affects the relationship between the study’s primary
independent variable and its dependent variable.

5. Control Variable
 It refers to the factor controlled by the experimenter to cancel out or neutralize any effect they might
otherwise on the observed phenomena.
 A single study cannot examine all of the variables in a situation (situational variable) or in a person
(dispositional variable): some must be neutralized to guarantee that they will not exert differential or
moderating effects on the relationship between the independent variables and dependent variables.

6. Controlling Variable
 Is the factor that theoretically effects observed phenomena but cannot be seen, measured, or
manipulated; its effects must be inferred from the effects of the independent and moderate variable on
the observed phenomena.

IDENTIFYING THE INQUIRY AND STATING THE PROBLEM

Statement of the Problem

 Deals with the explanation of what, why, and how has the study all begun.

Two Types
o Problem-based learning- starts with a problem that has been designed by an instructor for didactic
purposes with the aim of motivating the learning of a certain bodies of knowledge.
o Inquiry-based learning- begins with the exploration of a theme that leads the student to formulate
a central question on their own, with the aim of developing skills needed to bring research to bear
on the understanding of that question (Hudsptih and Jenkins, 2004)

The Range of Research Topics in the Area of Inquiry

 The approach builds on the “real-world” experiences practitioners bring to the field and is grounded in
analytical and reflective practice. Practitioners:
a. reflects critically upon their own instructional practices;
b. review related research in their area of interest;
c. pose problems for inquiry arising from their own settings, their prior experience, and their
goals for teaching and learning; and
d. develops analytical approaches for resolving problems
.
 Practitioners, in addition, develop and investigate theories about what works and why.
 A range of activities fall under the umbrella of Inquiry/Research, including study groups, curriculum
writing, case studies, program evaluation, and trying out new practices. All are grounded in the
interaction of practitioners with their environment, with them asking real questions, analyzing and
learning new information, and working collaboratively with others to explore a range possible
responses to the questions they pose (Fingeret and Cockley, 1992)
1. Sources of problem
2. Characteristics of a good problem.
3. How to narrow down major problem to specific.

Writing a Research Title

1. Make it simple, brief and eye-catching.

 The number of function of a title is to emphasize the summary of your paper. So keep the title concise
and clear.
 Used active action words instead of complex noun-based phrases, and avoid unnecessary details.
However, an agreeable title for a thesis, dissertation, or research papers is typically around 10-15
words long.
 A long title may seem unclear and might take the readers’ interest away from an important idea.

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 Avoid: Drug XYZ has an effect of muscular contraction for an hour in snails of Achatina fulcia species
Better: Drug XYZ induces muscular contraction in Achatina fulcia snails.

2. Use necessary descriptive words

 A worthy research paper title must have key words used in the document and must explain the nature
of the study. Think about terms persons would use to search for your study and contain them in your
title.

Avoid: Effects of drug A on schizophrenia patients: study of a multicenter mixed group

Better: Psychosocial effects of drug A on schizophrenia patients: a multicenter randomized
controlled trial.

3. Avoid abbreviations and jargon

 Recognized abbreviations like AIDS, NATO, and so on can be used in your title.
 Moreover, other unpopular or specific abbreviations and jargons that would not be immediately
familiarized by the readers should be left out.
Avoid: MMP expression profiles cannot distinguish between normal and early osteoarthritic synovial
fluid.
Better: Matrix metalloproteinase protein expression profiles cannot distinguish between normal and
early osteoarthritic synovial fluid.

Avoid: CA: The Judge and Lawyers’ Courtroom Interactions

Better: Conversational Analysis: The Judge and Lawyers’ Courtroom.

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