Republic of the Philippines

PALOMPON INSTITUTE OF TECHNOLOGY

Palompon, Leyte

COLLEGE OF GRADUATE STUDIES

FD 501 METHODS OF EDUCATIONAL RESEARCH

First Semester 2020-2021

FINAL EXAMINATION

Submitted by:
TRIXIE A. MALINAO

Submitted to:
DR. ROSE A. ARCEÑO

Date: December 29, 2021

1. What are the functions of research? What roles does it play in improving the quality of social life?
Educational Research is a very thorough examination of the actual educational crisis. It is not
simply a summary of fundamental and isolated facts of existence. It schedules the organizational tasks
for the continued success of the students. Research, as we claim in pure physical science, is not taken
in the way of schooling. Applying common sense, intellect, insight, and advice and preparation to
professionals is achieved without cost-effective content. Studies in the field of education should also
be carried out in such a way as to respond to the situation seamlessly and successfully.

The following are the core functions of research:

✓ It obtains the information of the scientist on all educational topics. It also helps to gain detailed
knowledge of the topics participating in the research.
✓ In the field of action studies, researchers are professors, curricula staff, principals, managers, or
those whose key role is to better provide students with good learning opportunities.
✓ Inside it, a person is attempting to make it easier for him to understand his intentions more
effectively. For e.g., the instructor performs his teaching more efficiently. The Administrator in
the Commission on Higher Education shall take steps to change his administrative conduct.
✓ Action Research is a technique that aims to hold the problem-solving close to reality at any point.
✓ It refers to the advancement of the teaching methodology in the education sector.
✓ It reinforces and stresses the work of the instructor.
✓ It has a tremendous benefit in generating a new curiosity and faith in the skill of the particular
instructor.
✓ Action Research is of strategic use. In the case of a school teacher, he adds his own observations
to his classroom experience to overcome the problems found. Minor problems in the classroom
can be solved by applying the intelligence of the students.
✓ Action Research brings about shifts in teachers. It makes it easier for them to be friendly and
active in facing the situation. It also occurs that physiological, behavioral, and instructional
behavioral changes occur.
✓ Planning is the key criterion for education study as well as for intervention research. There is a
need to go over the issues in mind. To solve all these questions, the teacher focuses on reading
sources, literature, and even analysis techniques. Theoretical learning is only fruitful as it is
actually implemented in the correct scenario to solve problems in the area of action science.
 ✓ In education, all sorts of skilled employees are in a position to overcome their practical challenges
to better their own careers. Generally, intervention research lets the teacher face day-to-day
challenges in the classroom. He keeps himself emotionally stable and successful in confronting
the situation. He begins his lesson with complete aspiration and expectation.

How does the real world look like without research?

Without science, we would all be utterly defenseless against the cruel forces of nature. For
example, without meteorology, we would not be able to foresee the path of extreme storms,
hurricanes, and tornadoes, while a significant proportion of the earth would be vulnerable to volcanic
eruptions due to a lack of research on volcanology. One often-cited application of research is to keep
in contact with the external world, patterns, and what people are doing. Interestingly, research seems
to have a small role to play in engaging with donors for support. Many donors finance research by
academic institutions and consultancy firms, but it is unclear what and how this research affects
funding decisions and to what degree funders expect organizations to make use of this research.

2. One of the critical steps that anyone encounters is the identification of a research problem. Where
can a researcher get possible sources of a researchable situation?
Identification of the research problem refers to a sense of recognizing the prevalent social
problem, a social issue, or a concept that is worth studying-as it has to be explored to understand it.
Researchers shall identify those problems through their research, practice, wisdom, and skills.
Identifying an issue is an important aspect of social investigation. Initially, most researchers will find
it difficult to define a researchable topic. The explanation for this complexity is not because there are
few research problems, but this challenge occurs as a result of the failure to locate the research
problem. The other explanation is to prevent the replication of earlier studies and to come up with a
new and unique topic.
Identifying the problem is focused on the expertise and abilities of researchers to understand the
problems, circumstances, and patterns that need to be examined scientifically. It is also an intuitive
method to come up with ideas on the subject of research. Researchers can find some places for which
there are no specific explanations or for which current explanations are questionable. A researcher's
desire to study certain fields can then be stimulated. In the same way, a researcher's daily experience
can contribute to some relationships between social variables that require further growth.
The references for defining the research issue are as follows:
✓ Subject field of the researcher
 ✓ Awareness of latest social movements
✓ Concept of economic and political developments
✓ Ongoing projects and campaigns
✓ Intensive evaluation
✓ Cause-effect interaction of events
✓ Knowledge of the global situation
✓ Review of scientific papers in publications
✓ Anecdotal evidence
3. What are the different styles of presenting the theoretical or conceptual framework? Explain and
illustrate each.

Types of conceptual structures include taxonomy, visual/graphic representation, and

mathematical description.
The first one is the taxonomy. It's a verbal matter of Interpretation that categorizes phenomena
into groups. Relationships are apparent since they are identified within a class, but relations between
classes are either weak or non-existent. The scale of the phenomenon mentioned can be limited but
is often wide. Proof for phenomena may be the result of deliberate experience, or maybe the result
of scientific inference, or maybe empirically established. Hence, the source can be defined as a lack
of rigor from a scientific point of view.

Type Characteristic Taxonomy Visual Representation Mathematical

Mode of Presentation Relationship of the
Relationships Verbal Classes within connection between
classes; not between
classes;
Scope Narrow or broad;
often broad
Evidence Direct experience; it
may or may not be
rational or empirical
Source of Evidence Practice, Authority
opinion, Research
Rigor of Evidence Often is not rigorous
Figure 1: Characteristics of Conceptual Framework Types
Description
The pictorial Equation Interactions
are being quantified
classes is evident
Narrow or broad; It is potentially narrow
mostly broad
Logical; it could be Empirical; it may not
empirical always be logical;
Authority opinion, Research
Research
May or may not be Must be rigorous
rigorous
 The second type of conceptual framework is a visual representation that gives an image of the
phenomenon. Relationships are seen between groups, while in taxonomy such relationships are not
generally formed. Phenomena raised can be as wide as the total reading situation or as narrow as a
single grapheme-phoneme correspondence. Proof must be at least logical and could have scientific
support for it. It can come from the view of authority or research. Actual evidence from a logical
perspective may or may not be rigorous.

Taxonomy Visual Representation Mathematical Description

Reading Process
Reading Aptitude
Learning to-read
Process
Figure 2: Grid of Conceptual Frameworks in Reading

The third type of conceptual structure is a mathematical description in which phenomena can be
described in some kind of mathematical equation, though the verbal description and pictorial
representation are also possible. Relationships between phenomena are measured with the specific
weights assigned to each; which clearly defines this type of conceptual framework from visual
representation, which just implies that there is a relationship, but not a degree; and a taxonomy that
cannot demonstrate any relationship between groups provided.

• Working hypothesis – exploration or exploratory research

• Pillar questions – exploration or exploratory research
• Descriptive categories – description or descriptive research
• Practical ideal type – analysis (gauging)
• Models of operations research – decision making
• Formal hypothesis – explanation and prediction
4. Why is there a need to review literature related to one’s study? In what way may a material being
reviewed be considered as having accuracy and dependability?
Research on research? If you find this thought very strange, remember that nowadays, with the
overwhelming amount of knowledge generated every day across the globe, it's getting more and more
difficult to stay up to date with it all.
A literature review is a study – or, more precisely, a survey – involving scholarly content, to discuss
published knowledge on a particular subject or research concern. Therefore, to write a summary of
the literature, you must be a true authority on the matter of the analysis. The reports and observations
will be reported and made available to the public, including scientists working in the same field of
study.
Literature reviews consistently fuel new studies, which constantly feeds literature reviews ... and
we could go on and on. The truth is, one functions as a power on the other, and this is what makes
science, as a global discipline, continually changing and evolving. As a researcher, conducting a
literature review will be very helpful to your profession and set you apart from the elite leaders in
your area of interest.
There are some key criteria for assessing whether or not the information is reliable.
1) The accuracy. Verify the information that you already know about the information contained
in the source. Also, search for disclaimers as to the quality of the content. You will also want to double-
check the details against a source that you already believe is accurate. Although a source may use a
scientific term, the content may be deceptive.
(2) The Authority. Making sure the source is written by a reputable author and/or organization.
Typically, if you are using a website, you can find the owner/publisher by the URL, or look for a
copyright statement at the bottom of the page. Make sure that the author has the right certification
on the subject. Often, assess whether the source is neutral.
(3) Currency. Your currency needs will vary based on your issue. You will need to search for up-
to-date outlets on subjects related to recent breakthroughs in medicine and technology. However, if
you are looking at a historical topic, older tools can still be useful. For blogs, you will also see a
copyright date at the bottom of the page. Often, search for the words "revised" or "new" to locate
the date on the webpage
(4) The coverage. You would also want to analyze the source material and how it suits the
knowledge needs. Identify its importance to the discussion and whether or not it covers the subject
matter. Also, if you are searching for a source that addresses the matter in detail, make sure it contains
enough information. Besides, decide whether the site contains all the details you will need. For
example, if you need to use graphics or maps in your article, try to find a source that offers them.
5. Illustrate the matrix of research goals and types of research designs:
TYPES OF RESEARCH FROM THE VIEW POINT OF

Application Objectives Types of Information Sought

Pure Research Exploratory Research Quantitative Research

Applied Research Descriptive Research Qualitative Research

Correlation Research

Exploratory Research

Goals/purposes Types of questions

Exploration ✓ What is the full nature of the problem or phenomenon?
✓ What is going on?
✓ What factors are related to the problem?
Description ✓ How prevalent is the problem?
✓ What are the characteristics of the problem?
✓ What is the process by which the problem is experienced?
Explanation ✓ What are the underlying causes of the problem?
✓ What do the occurrences of the problem mean?
✓ Why does the problem exist?
Prediction ✓ If problem A occurs, will problem B follow?
✓ Can the occurrence of the problem be controlled?
✓ Does an intervention result in the intended effect?

6. Explain the term triangulation. You may give examples to elaborate your answer.
Triangulation implies the use of more than one tool to gather data on the same subject. This is a
means of maintaining the validity of research through the use of several methods for gathering data
on the same topic, including various types of samples as well as data collection methods. The object
of triangulation, however, is not simply to cross-validate evidence, but rather to capture the important
perspectives of the same phenomena. Triangulation approaches are used to verify the accuracy of the
results. Methods can contain both qualitative, e.g. unstructured interviews and impressions, or all
objective, e.g. online surveys and organized interviews, or a combination of both.
There are five types of triangulation:

1. Data triangulation requires the use of various sources of knowledge to improve the validity of the
analysis. This method of triangulation, where researchers use various references, is perhaps the
most common, as it is the simplest to introduce.

2. Methodological triangulation requires the usage of various qualitative and/or quantitative

techniques for the analysis of the software. If the conclusions of every method are the same, the
legitimacy of each method shall be defined. Although this approach is popular, it usually takes
more time and resources.

3. Investigator triangulation requires the use of many separate 'investigators' in the research
process. Although this is an important form of validation, it cannot always be feasible for multiple
investigators to be assembled according to time limitations and individual plans.
4. Theoretical triangulation requires the use of several perspectives/disciplines to view a single
collection of evidence. This approach can be time-consuming and may not be possible in all
circumstances.

5. Environmental triangulation — this method of triangulation requires the use of numerous places,
settings, and other primary factors related to the environment in which the research was
performed, such as time, day, or season. The key is to determine which environmental influences,
if any, can affect the information received during the analysis. If under various environmental
circumstances, the results remain the same, then validity has been identified. It is only used where
the results are expected to be affected by environmental conditions. If under various
environmental circumstances, the results remain the same, then validity has been identified. It is
only used where the results are expected to be affected by environmental conditions.

What are the benefits?

The benefits of triangulation include greater confidence in the validity of the results, a better
analysis of the problem at hand, and groundbreaking insights on the subject of the research
(Thurmond, 2001: 254 in Guion et al . , 2013). These advantages are primarily due to the variety
and quantity of data that can be used for research.
7. Ethics is the practical science of the morality of human conduct. How a researcher can remain ethical?

Responsibility for the conduct of ethical studies would necessarily rest with the researchers
themselves within the context of good governance and adequate preparation. They will be required
to understand the applicable ethical values, to work within the spirit of those standards, and to be
able to explain any research operation that does not conform to those values.

Principle 1: Security of the rights of the participants

✓ Acquire informed consent from participants

✓ Protecting the needs of disadvantaged communities
✓ Ensure the anonymity of the participants, where necessary
✓ Ensure protection of information, where necessary
✓ Value the dignity of the participants (and prevent unnecessary interference)
✓ Service of openness (open dealings of participants)
✓ Provide for fairness and justice

Principle 2: Conformity with the law;

✓ Ensure confidentiality of data

✓ Establish data rights (intellectual property and copyright)
✓ Recognize the ethical (and moral) sensitivities concerning the subject of study.
✓ Using legally permissible testing techniques (evitating theft, hacking, spamming, etc.)
✓ Act within the law (such as accordance with the Data Protection Act and regulations on
equality) and government policy (such as security)

Principle 3: Scientific honesty and well-being

✓ Inform the Ethics Reviewer about any major changes to the Protocol after acceptance.
✓ Emphasize the importance of research.
✓ Have the requisite qualifications (research skills and experience)
✓ Appropriate analysis design (with appropriate techniques and methods)
✓ Be transparent and frank with peers and supporting organizations.

Principle 4: Safety and security

✓ Secure participants from physical and/or psychological injury or anxiety threats.

8. What hindrances are met by a researcher? Explain your answer.

• Custom. This embraces superstitions are real and part of our everyday lives. And if it's not
valid, we're still applying this in our lives without any scientific inquiry.
• Expert. This recognizes something without a doubt, the opinion that the individual has a big
name for the authority and/or uses some scientific investigation if it is real.
• Mistaken Observation. This is incorrectly explaining what has been found. Eight women, for
example, are outside the hotel, wearing dresses and boots. Any people are going to say that
they have no etiquette. The truth is, they're attending a party.
• Overgeneralization. This is setting the trend out of a couple of cases.
• Discriminating Surveillance. This continues in believing the observed phenomenon of over-
generalization and dismissing some.
• Invented Evidence. This is making up the data to justify the misunderstanding.
• Irrational Thinking. This compares anything to another w / or some factual foundation.
• Character connection in understanding. This offers an excuse anytime you find yourself in an
adverse situation.
• Misperception. This attributes to divine power, events that cannot be understood. It's
acknowledging that there are things outside our intelligence, like angels, demons, or
something people believe they're not of this universe.
• To make a mistake is human. This is the mentality that acknowledges the failings of man.
When he made an error, he's not working to identify why he committed it, and how he's going
to fix it and make every attempt to prevent the error again.
• Strictness. This is an unwritten principle in some organizations and governments that forbids
the study of subjects that are considered to refer to current legislation.

9. Make a matrix that compares the characteristics of quantitative and qualitative research.

QUANTITATIVE RESEARCH QUALITATIVE RESEARCH

Focuses on testing theories and hypotheses Focuses on exploring ideas and formulating a
theory or hypothesis
Analyzed through math and statistical analysis Analyzed by summarizing, categorizing and
interpreting
Mainly expressed in numbers, graphs and tables Mainly expressed in words

Requires many respondents Requires few respondents

Closed (multiple choice) questions Open-ended questions

Key terms: testing, measurement, objectivity, Key terms: understanding, context, complexity,
replicability subjectivity
10. Identify and explain the different types of variables.

INDEPENDENT VARIABLES
These are the ones that the researcher has control over. This "control" may include the
manipulation of existing variables (e.g. the adjustment of existing instruction methods) or the
implementation of new variables (e.g. the adoption of an entirely new system for some parts of a
class) in the study environment. Whatever the case may be, the researcher assumes the independent
variable(s) to have some influence on (or relationship) the dependent variable(s).

DEPENDENT VARIABLES
Display the influence of the manipulation or implementation of independent variables. For
example, if an independent variable is use or non-use of a modern language teaching technique, the
dependent variable might be student scores on a material test conducted using that method. In other
words, the variance of the dependent variable depends on the variation of the independent variable.

INTERVENING VARIABLES
Refer to generalized systems that are not explicitly measurable but are related to independent
and dependent variables. Language learning and instruction typically take place inside the subject's
minds, with several language learning mechanisms that the researcher cannot observe. For example,
if the use of a certain teaching method is an independent variable and the mastery of the targets is a
dependent variable, then the language learning processes employed by subjects are an interference.

MODERATOR VARIABLES
Influence the relationship between independent and dependent variables by changing the
influence of the intermediate variable(s). Unlike external variables, moderator variables are evaluated
and taken into account. Typical moderator variables in TESL and language acquisition research (when
not the main focus of the study) include sex, age, culture, or language proficiency of participants.

CONTROL VARIABLES
Language acquisition and instruction are dynamic systems. It is not feasible to consider each
variable in a single sample. Therefore, variables that are not evaluated in a single sample must be kept
stable, neutralized/balanced, or omitted so that they do not have a biasing impact on the other
variables. Variables that have been tested in this manner are considered to control variables.

EXTRANEOUS VARIABLES
There are variables in the research environment that can have an influence on the dependent
variable(s) but are not controlled. The external factors are very risky. They might affect the validity of
the study, making it impossible to know whether the findings were caused by independent and
moderator variables or by any external impact. If they cannot be handled, extraneous factors must at
least be taken into consideration when analyzing effects.