Practical Research: Institute of Science and Technology

INSTITUTE OF SCIENCE AND TECHNOLOGY
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MODULE IN
Practical research
WEEK 4
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Lesson 5: Types and Examples of Research in Different Areas/Fields
Introduction
This lesson explains the types of research and presents examples in the different areas and
fields. Examples are provided for each type of research to understand what the research is intended
to do and study.
Types and Examples of Research
Applied Research
It is designed to solve practical problems of the modern world, rather than to acquire
knowledge for knowledge’s sake; its goal is to improve human condition. It is used to find
solutions everyday problems, current illnesses and develop technologies. Some aims of this type
of research are to improve agricultural crop production, treat or cure a specific disease and to
improve the energy efficiency of homes, offices, or modes of transportation.
Basic Research
It is also referred to as fundamental or pure research, is driven by a scientist’s curiosity or
interest in a scientific question. The main motivation is to extend man’s knowledge, not to create
or invent things. This research is designed to add to an organized body of scientific knowledge
and does not necessarily produce results of practical value.
For example, basic science investigation probes for answers to questions, like the following:
 What is the possible cure for HIV?
 What is the genetic code of the fruit fly?
 How do mushrooms reproduce?
Correlational Research
Refers to the systematic investigation or statistical study of relationship among two or more
variables, without necessarily determining cause and effect. It seeks to establish a relation or
association between two or more variables that do not readily lend themselves to experimental
manipulation.
Descriptive Research
It refers to research that provides an accurate portrayal of a class or a particular individual

situation or group. It is also known as statistical research. These studies are a means of
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discussing new meanings, describing what exists, determining the frequency with which
something occurs and categorizing information. In short, descriptive research deals with
everything that can be counted and measured and which has an impact on people or
communities. One example is finding the most common and frequent disease that affects the
children of a town. The reader of the research will know what to do to prevent that particular
disease; thus the research will impact on more people to live a healthy life.
Ethnographic Research
Refers to the investigation of a culture through an in-depth study of the members of the
culture; it involves the systematic collection, description, and analysis of data for development of
theories of cultural behavior. It studies people-ethnic groups in their settings. This kind of
research attempts to understand what is happening naturally in the setting and to interpret the
data gathered so implications could be formed from those data.
Experimental Research
It is an objective, systematic, controlled investigation, for the purpose of predicting and

controlling phenomena and examining probability and causality among selected variables. It best
establishes cause-effect relationship. This type of research studies the effects of the variables on
each other.
Exploratory Research
It is a type conducted for a problem that has not been clearly defined. It helps determine the
best research design, data collection method and selection of subjects. It can be informal, relying
on secondary research such as review, available literature and/or data. It is not typically
generalizable to the population at large.
Historical Research
Is one involving analysis of events that occurred in the remote or recent past. It can show
patterns that occurred in the past and over time which can help to see where we came from and
what kind of solutions we have used in the past. Understanding this can add perspective on how
we examine current events and educational practices.
Phenomenological Research
Is an inductive research developed from phenomenological philosophy. Its aim is to describe

an experience as it is actually lived by the person. It is concerned with the study of experience
from the perspective of the individual. It emphasizes the importance of a personal perspective
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and interpretation. This types of research is powerful for understanding subjective experience,
gaining insights into people’s motivation and actions. The researcher in this type of research
attempts to understand one or more individual’s experiences of a phenomenon by one or more
individuals.
Action Research
It involves the application of the steps of the scientific method in the classroom problems.
This type of research is done on a very limited scope. The population to be studied is not so big.
This type of research is helpful to beginning researchers. Basic studies use the two most common
analysis techniques in qualitative research which are coding and looking for recurring themes.
Task 5.1 Word Shapes
Directions: Fill out the following word shapes by referring to the clues and guessing the types
and examples of research.
1. It is concerned with the study of experience from the perspective of the individual
2. This type of research studies the effects of the variables on each other.
3. It involves the systematic collection, description, and analysis of data for development of theories
of cultural behavior.
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4. It seeks to establish a relation or association between two or more variables that do not readily
lend themselves to experimental manipulation.
5. It can show patterns that occurred in the past and over time which can help to see where we came
from and what kind of solutions we have used in the past.
Exercises
Do it Yourself! Individual Work Activity
Answer the following:
1. Is the observance of ethics important in research? Explain why.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Based on your own opinion, which type of research do you think is the most important?
Support your choice.
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__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Explain the differences between qualitative and quantitative researches.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Further Study
1. Form a group of 5 members. Exchange ideas on the importance of

research to your life.
At the end of the discussion, the group will prepare and submit a summary by adding lines
and writing on them their ideas.
2. In triads, discuss the answers to the given questions and prepare a group report, summarizing
each member’s contribution.
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Importance
of Research
Lesson 5: Importance of Qualitative Research across Different Fields
Introduction
As earlier mentioned in this lesson, qualitative research can shed
the best light on certain phenomena; it can likewise offer the best
answers to research inquiries across fields or discipline.
Qualitative research has been found useful and productive by
experts in most disciplines, particularly in education, technical
communication, business, the social behavioral sciences, advertising and social work.
Qualitative Research in Education

Green and Bloome (1997) confronted with the question what counts as ethnography made a
useful distinction between Ethnography of education and Ethnography in education.
They claimed that the ethnographer of education (usually a sociologist or anthropologist) seeks to
understand what counts as education for members of a particular group, while the ethnographer in
education (usually an education “insider”, often a teacher) is concerned with the social and cultural
dynamics of a school or classroom. Ethnographic studies of learning and knowledge in education ask
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the question what counts as knowledge and learning in classrooms to teachers and students. An
example would be how teaching styles match the learning styles of students.
Qualitative Research in Technical Communication
Qualitative methodologies are also effective for Technical Communication which determines the
effective use of technology in the workplace to ensure smooth flow of communication.
Qualitative Research in Psychology
Braun and Clarke (2013) claimed that a qualitative research paradigm in psychology has been
emerging. Qualitative ideas and approaches have been part of psychology since its inception in the
second half of the nineteenth century.
Psychology has been strongly shaped by the behavioral and cognitive traditions, within which
psychology should seek to understand and determine an observable, objective psychological reality.
For example, psychologists seek to understand why some students lack motivation to go to school
and why some students resort to bullying and the like.
Qualitative Research in Advertising
Most advertising agencies use the following definitions whenever they commission qualitative
research in specific areas of advertising:
Qualitative research refers to “the meanings, concepts, definitions, characteristics, metaphors,
symbols and definition of things” (Berg, 1989, as cited by Morrison, M., Haley, E., Sheehan, K.B.,
Taylor, R., 2002).
Morrison, et al. say that great advertising comes along from an understanding of consumer’s
wants and needs. And in order to understand those wants and needs, the consumer needs to be
consulted and integrated at virtually every step of the research process. They further say that
qualitative research approaches or methods useful in advertising have been used lengthily by
Advertising Researchers.
Qualitative Research in Social Work
Many people, through their personal memory of traumatic events, give meaning to what has
happened to them. They are faced with questions regarding their identity and relation with others,
and the world. On the one hand, they have a need to recollect and process those memories, on
the other hand, they feel a need to distance themselves and forget or detach from the pain and
threat involved in such memories (Shaw and Holland, 2014)
Analysis of interview data and narratives has four broad categories:

 ‘Knowledge’ - defined as direct remembering and reliving, with complete details of the events
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 ‘Awareness of mental process’ - including awareness of emotions and of cognitive processes

 ‘Awareness of identity’ - including awareness of values and the construction of personal
characteristics of each partner and of the couple as a unit.
 ‘Alienation’ - characterized by a refusal to observe, reflect or remember.
Qualitative Research in Marketing

Qualitative research in marketing has a long history. Influenced by social research, marketing
researchers embedded projective devices within the approach of in-depth interview.
They created devices such as matching people, animals, cars, pictorial symbols and soliciting
dreams. They accumulated case studies, personal histories and ethnographies, and conducted group
interviews even before they were called “focus groups”.
Qualitative Research in International Business

The establishment of the Asean Economic Community (AEC) in 2015 is a major milestone in the
regional economic integration agenda in ASEAN, offering opportunities in the form of 2.6 trillion US
Dollars and over 622 million people.
Much exploratory research has been done to fulfill AEC’s goal of having only one currency as in
the European Union’s euro. Businesses all over the world use other methods like participant
observation, content analysis focus groups, narrative interviews and “hidden” methods such as
archival research (Marschan, Pekkari and Welch, 2004)
Look for an example from the given research in different fields and critique it.
1.Title:
________________________________________________________________________________
____________________________________________________________
2.Author/s:
________________________________________________________________________________
____________________________________________________________
3.Problem Statement:
________________________________________________________________________________
____________________________________________________________
4.Research Design Used:
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________________________________________________________________________________
____________________________________________________________
5.Who are the respondents?
________________________________________________________________________________
____________________________________________________________
6.How did they conduct the gathering of data?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________________
7.Where did they conduct the research?
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________
8.Cite at least one or two results:

________________________________________________________________________________
________________________________________________________________________________
__________________________________________________
9.What are the conclusions?

________________________________________________________________________________
________________________________________________________________________________
__________________________________________________
10.What are the recommendations?
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________
11.Copy at least 5 references:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_________________________________________________
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Learning Outcomes
At the end of this module, the students should be able to:

 Explain the nature of qualitative research;
 Describe
a. The characteristics
b. Strengths
c. Weaknesses and
d.Kinds of qualitative research;
 Discuss the importance of qualitative research across different fields of inquiry; and
 Decide on a suitable qualitative research in the different areas of interest
Lesson 6: Kinds of Qualitative Research, Characteristics, Uses,

Strengths and Weaknesses
Introduction
Each day of our lives, we face problems, either personal

ones, or those of others, of groups, organizations, among
others. Or we pose inquiries anent phenomena-social, economic, political, psychological, even
cultural or historical. Without being conscious of it, you are informally doing “qualitative research”.
What is Qualitative Research?
Qualitative Research has, so to speak, formalized this manner of getting at the bottom of human
situations, social phenomena or inquiries about human behavior in daily life.
Creswell (1994) defines qualitative research as “an inquiry process of understanding a social or
human problem based on building a complex holistic picture formed with words, reporting detailed
views of informants and conducted in a natural setting.” On the other hand, Locke, Spirduso and
Silverman (1987) emphasize that the intent of qualitative research is to understand a particular social
situation, event, role, group or interaction. Franenkel and Wallen (1990) stress that researchers are
interested in understanding how things occur.
Qualitative research, by its very nature, is essentially a descriptive analysis and follows the
inductive process of reasoning, that is, from specific situation like a student’s losing interest or
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motivation to study, to arriving at a generalization of what has caused such behavior, based on
observations, interviews or self-disclosures in written forms like school compositions, or more
popularly, in social network posts, blog or videos.
One of the best ways to make you understand the nature of qualitative research is by contrasting
it with quantitative research. Experts says that qualitative and quantitative research differ in many
was, but they complement each other as well.
One of the differences between the two styles comes from the nature of the data. Soft data in the
form of impressions, words, sentences, photos, symbols and so forth, dictate different research
strategies and data collection techniques more than hard data, in the form of numbers. Neuman
(2007)
Qualitative research is interpretive, follows a non-linear research path and speaks a language of
“cases and contexts”. Cases that arises from daily life are closely examined.
Quantitative research, on the other hand, follows a linear research path, speaks a language of
“variables and hypotheses” and emphasizes measuring variables and testing hypotheses that are
linked to general causal explanations (Neuman, 2007)
Kinds of Qualitative Research
Marshall and Rossman (1995) describe succinctly varied qualitative research methods:
 Participant observation - demands immersion in the natural setting of the research participant/s.
This way, the researcher participant is able to hear, see and experience reality as the researcher
participants perform activities and deal with one another during a period of time.
 Observation - entails the systematic noting or recording of events, behaviors and artifacts
(objects) in the social setting chosen for study. Through this method, the researcher learns about
behaviors and the meanings attached to those behaviors. The value here is that the researcher is
able to discover the recurring patterns of behavior and relationships. Likewise, s/he is able to note
body language and affect, in addition to the person’s words.
 In-depth Interviewing - resembles conversations, but with pre-determined response categories.

A degree of systematization in questioning may be necessary, especially in a multisite case study
or when many participants are interviewed. This way, large amounts of data are gathered quickly
and immediate follow up and clarifications are possible. Interviewers should have excellent
listening skills, and be equally skillful at personal interaction, question framing and gentle probing
for elaboration.
 Focus Group Interviewing - involves 7-10, at times 6-8 people, who are unfamiliar with one
another and ave been selected because they share certain characteristics that are relevant to the
research inquiry or problem. The interviewer creates a permissive environment, asks focused
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questions, in order to encourage discussion and the expression of differing opinions and points of
view. These interviews are conducted several times with different individuals so that the
researcher can identify trends in the perceptions and opinions expressed, which are revealed
through careful, systematic analysis.
 Content Analysis - calls for systematic examination of forms of communication to document

patterns objectively - as shown in letters, emails, minutes of meetings, policy statements and a lot
more.
 Narratology - can be applied to any spoken or written story. Narrative inquiry requires a great
deal of sensitivity between participant and researcher. Needless to say, the researcher must be
an active listener and an adept reader (for written stories), attentive to recurring patterns, as well
as the narrator’s feelings, views and values as reflected in both oral and written stories.
 Films, Videos and Photographs - these provide visual records of events, especially the films
and videos which capture the perspective of the filmmaker or videographer. Pictures, on the other
hand, manifest the intent, interests and values of the photographer.
Characteristics and Uses of Qualitative Research
 The research takes place in a natural setting - a home, an office, an institution, or a community
where human behavior and events occur. This enables the researcher to be immersed in the
actual experiences of the research participants and to get as much detailed data as s/he needs.
 The focus of qualitative research is on the participant’s perceptions and experiences and the way
they make sense of their lives.
 The methods are interactive and humanistic, call for active participation of research participants,
and on the part of the researcher, sensitivity to the needs of the participants.
 It uses various ways of collecting data: observations, structured or semi structured interviews,
documents and now, e-mails, blogs, videos, stills, and a host of others.
 Qualitative research results being emergent, new discoveries during the data gathering process
can lead to a total revision of research questions, among others.
 It is fundamentally interpretative. This includes a description of an individual or setting, analyzing

data for themes or categories, and finally, making an interpretation or drawing conclusions about
its meaning, personally and theoretically, stating the lessons learned and offering further
questions to be asked.
 The researcher is the primary instrument in data collection. S/he views social phenomena
holistically. The more complex, interactive and encompassing the narrative, the better is the
qualitative study.
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Strengths and Weaknesses of Qualitative Research
Qualitative research has its own share of strengths and weaknesses, just like other methods of
research. The strengths far outweigh the weaknesses since qualitative research goes to the very
depth of human behavior or human experience, that is,that cannot be explained with mere numbers
or statistical treatment.
Strengths
1. Qualitative research can offer the best light on or best answers to certain phenomena-social,
economic, political or even psychological.
2. Research results are exhaustive; even underlying meanings surface.
3. It offers several avenues to understand phenomena, behavior, human conditions and the like.
4. It can build on, or even develop theories through consistent themes, categories, relationships,
interrelationships that are crystallized during the data gathering and data analysis processes.
Weaknesses
1. The so-called weakness of qualitative research will not affect the serious researcher who is willing
to invest any amount of time or resources in this endeavor.
2. Total immersion in the natural setting of the research can be time-consuming and tedious, and
resource-draining, as well. There comes a point when the personal-self and the researcher-self
are inseparable, so, subjectivity, on the part of the researcher can happen.
Activity 6.1 Directions. Circle the letter of the correct answer.
1. Which is not a strength of qualitative research?
A. Offers the best answers to certain phenomena - social, economic, political or even psychological.
B. Is tedious and time consuming
C. Offers several avenues to understand phenomena, human behavior and condition
D. Can build on or develop theories.
2. Which is a weakness of qualitative research?
A. Even underlying meanings surface in a qualitative research
B. Consistent themes, categories, relationship are crystallized during the data gathering process.
C. Research results are exhaustive.
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D. The researcher being main instrument of data collection, subjectivity, on the part of the researcher,
can happen during the research process.
3. Which one is not included in the interpretation of results of qualitative data?
A. A description of the individual or research participant
B. A description of the research participant’s family and friends.
C. Analyzing of data for themes or categories.
D. Drawing conclusions and offering further questions to be asked.
4. Which of the following is the qualitative researcher not always required to do?
A. Subject her findings to statistical treatment
B. Reflect on who she or he is in the research process.
C. Be sensitive to his/her personal bias
D. View data holistically
5. Which one of these procedures during the participant observer’s immersion in the research
participant’s natural setting is not necessarily tedious and time consuming?
A. Taking field notes
B. Assigning codes and transcribing them on note cards
C. Drawing lessons learned or conclusions
D.Developing codes into broad themes
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INSTITUTE OF SCIENCE AND TECHNOLOGY

Lesson 5: Types and Examples of Research in Different Areas/Fields

Types and Examples of Research

It refers to research that provides an accurate portrayal of a class or a particular individual

It is an objective, systematic, controlled investigation, for the purpose of predicting and

Is an inductive research developed from phenomenological philosophy. Its aim is to describe

Task 5.1 Word Shapes

Do it Yourself! Individual Work Activity

Answer the following:

1. Is the observance of ethics important in research? Explain why.

3. Explain the differences between qualitative and quantitative researches.

1. Form a group of 5 members. Exchange ideas on the importance of

Lesson 5: Importance of Qualitative Research across Different Fields

Qualitative Research in Education

Analysis of interview data and narratives has four broad categories:

 ‘Awareness of mental process’ - including awareness of emotions and of cognitive processes

Qualitative Research in Marketing

Qualitative Research in International Business

8.Cite at least one or two results:

9.What are the conclusions?

At the end of this module, the students should be able to:

Lesson 6: Kinds of Qualitative Research, Characteristics, Uses,

Each day of our lives, we face problems, either personal

What is Qualitative Research?

Kinds of Qualitative Research

 In-depth Interviewing - resembles conversations, but with pre-determined response categories.

 Content Analysis - calls for systematic examination of forms of communication to document

Characteristics and Uses of Qualitative Research

 It is fundamentally interpretative. This includes a description of an individual or setting, analyzing

Strengths and Weaknesses of Qualitative Research

2. Research results are exhaustive; even underlying meanings surface.

Activity 6.1 Directions. Circle the letter of the correct answer.

1. Which is not a strength of qualitative research?

B. Is tedious and time consuming

C. Offers several avenues to understand phenomena, human behavior and condition

D. Can build on or develop theories.

2. Which is a weakness of qualitative research?

A. Even underlying meanings surface in a qualitative research

C. Research results are exhaustive.

3. Which one is not included in the interpretation of results of qualitative data?

A. A description of the individual or research participant

B. A description of the research participant’s family and friends.

C. Analyzing of data for themes or categories.

D. Drawing conclusions and offering further questions to be asked.

A. Subject her findings to statistical treatment

B. Reflect on who she or he is in the research process.

C. Be sensitive to his/her personal bias

D. View data holistically

A. Taking field notes

B. Assigning codes and transcribing them on note cards

C. Drawing lessons learned or conclusions

D.Developing codes into broad themes

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