NATURE OF RESEARCH

Research is a systematic and refined technique of thinking, employing specialized tools,

instruments, and procedures in order to obtain a more adequate solution to a problem than
would be possible.

Research is also defined as “systematic, controlled, empirical, inquiry, subject-topic, problem-

solving and method. The key concepts of words in these definitions can explain the very
nature and characteristics of research as follows:

1. Systematic – points to the need to examine topics on a step-by-step procedure rather

than to plunge haphazardly into sources of data, following the generally accepted
principles and practices of research.

2. Controlled – the degree to which the observation are controlled and alternative
explanations of the outcomes are ruled out.

3. Empirical – points to the need to gather factual data and to test subjective reality and
have the findings open to further scrutiny and testing.

4. Inquiry – the “why” of the research, focused on the need to investigate and search for
truth and knowledge, which separates research from everyday ways of learning.

5. Subject/Topic – the “what” of research which includes the scope covering the
phenomenon of its problem with some limits of the investigation.

6. Problem solving – the essence of research in finding out the answer to the problem
raised more specifically, addressing the objectives formulated.

7. Method – the “how” of research which explains the means to an end or arriving at data
specifying the designs, identifying samples/respondents of the study, preparing the
tools/instruments for data gathering, procedures and statistical treatment of the
gathered data.

Purpose of Research

The principal goal of research is the preservation and improvement of the quality of
human life. All kinds of research are directed toward this end. The purpose of
research is to serve man. The goal of research is the good life.

For more specific purposes and goals of research, the following are as follows:
1. Discover new facts of known phenomena.
2. Find solution to problems that are only partially solved.
3. Improve or develop new products
4. Discover unrecognized substances or elements
5. Validate generalizations into systematic order.
6. Provide basis for decision-making in any undertaking
7. Acquire better and deeper understanding about one phenomenon to another.
8. Satisfy the researcher’s curiosity.
9. Verify existing knowledge
10. Improve educational practices by raising the quality of school products
11. Promote health and prolong life
12. Enhance man’s basic life.

Characteristics of Research
1. Empirical - research is based on direct experiences or observation by the researcher.
The collection of data relies on practical experience without benefit of the scientific
knowledge or theory.
 2. Logical – research is based on valid procedures and principles. Scientific investigation
is done in an orderly manner, so that the research has confidence in the results. Logical
examination of the procedure used in the research enables the researcher to draw valid
conclusions; thus, the logic of valid research makes it important for decision-making.

3. Cyclical – research is a cyclical process. It starts with a problem and ends with a
problem.

4. Analytical – research utilizes proven analytical procedures in gathering data, whether

historical, descriptive, experimental or any alternative research methods.

5. Replicability – the research design and procedures are replicated to enable the
researcher to arrive at valid and conclusive results.

6. Critical – research exhibits careful and precise judgment. A higher level of confidence
must be established.

Kinds and Classification of Research

1. According to Purpose
a. Predictive or Prognastic. It has the purpose to determine the future operation of the
variables under investigation with the aim of controlling or redirecting such for the better.

b. Directive. It determines what should be done based on the findings. This is to remedy
an unsatisfactory condition, if there is any.

c. Illuminative. It is concerned with the interaction of the components of the variable

being investigated.

2. According to Goal
a. Basic or Pure. It is done for the development of theories and principles. It is conducted
for intellectual pleasure of learning.

b. Applied. The application of the results of pure research. This is testing the efficiency of
theories and principles.

3. According to the Level of Investigations

a. Exploratory. The researcher studies the variables pertinent to a specific situation.

b. Descriptive. The researcher studies the relationships of the variables.

c. Experimental. The researcher studies the effects of the variables on each other.

4. According to the Types of Analysis

a. Analytical approach. The researcher attempts to identify and isolate the components of
the research situation.

b. Holistic approach. This begins with the total situation, focusing attention on the system
first and on its internal relationship.

5. According to Scope

a. Action research. This involves the application of the steps of the scientific method in
specific situation.

6. According to choice of answers to problems

a. Evaluation. These are all possible courses of action, which are specified and identified
in which researchers try to find out the most advantageous.
 b. Developmental. This focuses on the findings or developing a more suitable instrument
or process than has been available.

7. According to Statistical Content

a. Quantitative or Statistical Research. This is one in which inferential statistics are
utilized to determine the results of the study.

b. Non-quantitative research. This is used for quantity or statistics, which is practically nil
(nothing or zero). This is especially true in alternative research such as anthropological
ethnocultural studies, indigenous and participatory where description is usually used.
Descriptive data are gathered rather than qualitative data.

8. According to Time allotment

a. Historical research describes what was.
b. Descriptive research describes what is.
c. Experimental research describes what will be.

Types of Research
1. Experimental research
It is the most conclusive of scientific methods. Because researcher actually
establishes different treatments and then studies their effects, results from this type of
research are likely to lead to the most clear-cut interpretations.

2. Correlational Research
Another type of research is done to determine relationships among two or more
variables and to explore their implications for cause and effect;

3. Causal-Comparative Research
Another type of research is intended to determine the cause for or the consequences
of differences between groups of people.

4. Survey Research
Another type of research obtains data to determine specific characteristics of a group.
A descriptive survey involves asking the same set of questions (often prepared in the
form of a written questionnaire or ability test) of a large number of individuals either by
mail, by telephone, or in person. When answers to a set of questions are solicited in
person, the research is called an interview.

The Teacher as Researcher

Teachers need to assume the responsibility of examining their own practices. Since
teachers are held responsible for what and how they teach, it is necessary to take leadership
in determining what insights about learning should be systematically applied in classroom.
It is important that classroom teachers collaborate with researchers when evaluated and
upgraded by curriculum and instructional centers and state agencies. Teachers are called
upon to participate in research that are significantly affecting what happens in the
classroom.

Research:
1. Reduces the gap between findings and classroom practice.
2. Creates a problem-solving mindset that help teachers when they consider other
classroom dilemmas;
3. Improves teachers’ instructional decision-making process;
4. Increases the professional status of teachers;
5. Helps empower teachers in their own profession at classroom, institutional, district,
regional and national levels; and
6. Offers the overriding and ultimate advantage of providing the potential for improving
the educational process for children.
5. Ethnographic Research
A type of research used in documenting or portraying the everyday experiences of
individuals by observing and interviewing them and relevant others.

6. Historical Research
In this type of research, some aspects of the past is studied, either by perusing documents
of the period or by interviewing individuals who lived during the time. The researcher
then attempts to reconstruct as accurately as possible what happened during their time
and to explain why it did.

7. Action Research
Action research differs from all the preceding methodologies in two fundamental ways.
The first is that generalization to other persons, settings, or situations is of minimal
importance. Instead of searching for powerful generalizations, action researchers focus
on getting information that will enable hem to change conditions in a particular situation
in which they are personally involved.
The second difference centers around the attention paid to the active involvement of the
subjects in a study, as well as those likely to be affected by the study’s outcomes.