INTRODUCTION TO RESEARCH

Objectives:

✓Describe the Nature of Research

✓Identify the Importance of Research
✓Differentiate the Types of Research
 Activity 1: Reality vs. Expectations

Divide the class into two groups. One group will

identify the expectations (standards, goals) in the
present educational system. The other group will
identify the realities (present/actual setting) after
the first group has mentioned the expectations.
Answers will be processed after both groups have
shared their ideas.
 Analysis:

1. What have you observed on the answers shared

by each group?
2.Based on the answers, is there a need for us,
educators, to conduct studies in the field of
education? Why?
 What is Research?

❑Gathering information
❑A process of finding solution
to an existing problem or
phenomenon
 What is Research?
❑A scientific investigation of
phenomena which includes
collection, analysis, and
interpretation of facts that lines
an individual’s speculations
with reality
Calmorin and Calmorin,
Research Methods and Thesis Writing
 What is Research?

❑A systematic inquiry to
describe, explain, predict and
control the observed
phenomenon.
Earl Robert Babbie
 Activity 2: Describe Me
Jumbled letters will be flashed on the screen.
The first group who will be able to arrange the
letters to unlock the word will call someone
from the other group to describe research
using the word unlocked.
IILEPRMAC
 Empirical
•based on observation and
experimentation on theories
•based on direct experience
SSTTYEAMIC
 Systematic
•follows orderly and in
sequential order
TLOEDNLRCO
 Controlled
•all variables except those that
are tested/ experimented upon
are kept constant
ATINGIVSTEVIE
LAINTCYAAL
TRICIALC
 Analytical and Critical
•all data is used so that there is no
error in the interpretation
•follows careful and precise
judgement
EIVEOJCBT
GILLOCA
 Logical
•based on valid procedures and
principles
CALYCLIC
 Cyclical
•startswith a problem and
ends with a problem
THIDOEMALC
 Methodical
•conductedin methodical manner
without bias using systematic
method and procedure
CALIERPLIBTYI
 Replicability
•research design and procedures are
repeated to enable the researcher to
arrive at valid and conclusive results
Importance of Research

1. Instrumental use
2. Conceptual Use
3. Mobilization of Support
4. Wider influence
 Importance of Research Across Fields

✓Education
✓Environment
✓Politics and Governance
✓Business and Management
✓Psychology and other Social Sciences
 Types of Research

❑Qualitative Research
❑Quantitative Research
❑Mixed Method
 SIGNIFICANT CHARACTERISTICS/ATTRIBUTES

1.The idea that multiple realities exist and create

meaning for the individuals studied is a fundamental
belief of anyone undertaking qualitative research

The researcher does not search for one reality or

one truth which is not true with quantitative research
since it generally focuses on a relatively small
number of specific concepts.
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 SIGNIFICANT CHARACTERISTICS/ATTRIBUTES

Reality, based on perceptions, is different for each

person and changes over time.
What we know has meaning only within a given
situation or context.

In quantitative research, “truth” is absolute and that

there is a single reality defined by careful
measurement.
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 SIGNIFICANT CHARACTERISTICS/ATTRIBUTES

2. The discovery process is done through

the use of multiple ways of understanding.

Questions about particular phenomena are

addressed by finding a method or approach to
answering the question which is appropriate.
The discovery leads to the choice of method rather
than the method leading the discovery.
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 SIGNIFICANT CHARACTERISTICS/ATTRIBUTES

This explains the inductive nature of qualitative research

in contrast to the deductive nature of quantitative
research whereby the researcher examines particulars
in order to make generalizations about the universe.

Inductive is reasoning from the specific to general in which particular

instances are observed and then combined into a larger whole or general
statement. Deductive is reasoning from the general to the specific or from a
general premise to a particular situation.

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 SIGNIFICANT CHARACTERISTICS/ATTRIBUTES
more than one approach to the phenomena
being studied maybe employed; and

research is committed to discovering information, thus

method and data collection strategies may change as
needed.

This is not true with quantitative research as the method and data collection
strategies are prescribed before the inquiry begins; quantitative research
uses structured procedures and formal instruments to collect information.
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 SIGNIFICANT CHARACTERISTICS/ATTRIBUTES
3. The extensive investigation in qualitative research
provides a view of reality that is important to those
studied rather than what is important to the
researcher.

◼ Qualitative researchers are committed to the

participant’s point of view.

◼ Researcher is a co-participant in the discovery

and understanding of what the reality.
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 SIGNIFICANT CHARACTERISTICS/ATTRIBUTES

4. Qualitative research is conducted in such a way that

the inquiry does not disturb the natural context of the
phenomenon studied.

◼ The researcher is obliged to conduct the study in a

way that alters the context of the phenomenon as
little as possible.

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 SIGNIFICANT CHARACTERISTICS/ATTRIBUTES

5. Researcher is always an instrument in a qualitative research

therefore, qualitative research accepts the participation of the
researcher as part of the study.

◼ researcher is the observer, interviewer, interpreter of various

aspects of inquiry, thus, objectivity in qualitative research
serves no purpose
◼ accepts that all qualitative researches are
conducted with a subjective bias.
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 SIGNIFICANT CHARACTERISTICS/ATTRIBUTES

◼ The acknowledgment of the subjective nature of qualitative

research and the understanding that researchers affect what
is studied is fundamental to the conduct of qualitative inquiry.

◼ This is in contrast to quantitative research whereby objectivity

in the collection and analysis of information is a guiding
principle

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6. The findings of the study are reported in a rich

literary style.

◼ It is important to report the participants’

experiences from their perspectives.

◼ Inclusion of quotes, commentaries, and stories adds to the

richness of the report and to the understanding of what the
social interactions of those who are studied have been.

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 SIGNIFICANT CHARACTERISTICS/ATTRIBUTES

◼ The intent is to present the data into a meaningful,

individualized interpretation or framework that describes the
phenomenon studied.

◼ Quantitative research on the other hand, analyzes

numerical information through statistical procedures.

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 Difference Between
Qualitative and Quantitative Research

Qualitative Research Quantitative Research

❑Objective ❑Objective
➢In-depth understanding ➢Quantification of Data/
of underlying reasons, Measurement of
principles or motivations Incidence
 Difference Between
Qualitative and Quantitative Research

Qualitative Research
❑Data Analysis Quantitative Research
➢Non-statistical ❑Data Analysis
➢Contextual ➢Statistical
➢Thematic
 Difference Between
Qualitative and Quantitative Research

Quantitative Research
Qualitative Research
❑Outcomes
❑Outcomes ➢Broad-based insights
➢Non-conclusive nor ➢Population-based
generalizable
understandings
 Difference Between
Qualitative and Quantitative Research
Qualitative Research Quantitative Research
❑Methodologies ❑Methodologies
➢Hypotheses emerge as ➢Precise hypothesis is stated
the study develops at the outset
➢Definition is based on ➢Precise definitions
context
➢Data reduced in numerical
➢In narrative description form
➢Assessment of validity ➢Assessment of validity
through cross-checking through statistical indices
Fraenkel and Wallen, How To Design And Evaluate Research In Education.
 Types of Qualitative Research

• Phenomenology
• Ethnography
• Grounded Theory
• Case Study
 Types of Quantitative Research

• Descriptive
• Comparative
• Correlational
• Experimental
 Types of Research
❑Basic Research
❑Pure Research
❑Applied Research
❑Action Research
Basic Research

• It is the mostly conducted research to enhance

knowledge and the main motivation of this research is to
knowledge expansion.
• Non-commercial research and doesn’t facilitate in
creating or inventing anything
 III. RESEARCH METHOD AND PROCEDURES
Basic Research Research Design
Subject of the Study
Data Gathering Instrument
CHAPTER
I. THE PROBLEM . Data Gathering Procedure
Introduction Statistical Treatment of Data
Statement of the Problem
IV. PRESENTATION, ANALYSIS, AND
Scope, Limitation and Delimitation INTERPRETATION
Significance of the Study
II. REVIEW OF LITERATURE OF DATA
Conceptual Literature V. SUMMARY, CONCLUSION, AND
Research Literature RECOMMENDATION
Synthesis Summary
Theoretical Framework
Findings
Conceptual Paradigm
Hypothesis Conclusions
Definition of Terms Recommendations
Applied Research

• It focuses on analyzing and solving real-life problems that helps solve

practical problems using scientific methods.
• Plays an important role in solving issues that impact the over-all well being
of humans
Pure Research
I. Introduction
II. Definitions
III.Basic Properties
IV.Theorems
V.Examples
VI. References
Science Investigatory Project (DOST)
I. Estimated Project Cost
II. Area(s) of Interest
III. Direct Beneficiary/ Community of Interest
IV. Rationale
V. Statement of the Problem
VI. Proposed Technology/ Solution to the Problem
VII.Technology Validation
VIII.Project Schedule
IX. References
 Action Research

Abstract Structured Format

A.Purpose
B.Design/ Methodology/ Approach
C.Findings
D.Research Limitations/ Implications
E.Originality/ Value
F.Keywords
 Action Research
Complete Paper Format
A.Context and Rationale
B.Innovation/Intervention/Strategy
C.Action Research Questions
D.Action Research Methods
E.Discussion of Results
F.Action Plan
G. References
References
• DepEd RM 19-344
• Practical Research Teachers Guide, Department of Education
• Lecture of Erlinda Castro-Palaganas PhD, RN Professor,
University of the Philippines Baguio at NEAP Marikina.
Regional Training on Qualitative Research May 29-30, 2017.
• Anderson, Claire. “Presenting and Evaluating Qualitative
Research.” American Journal of Pharmaceutical Education 74
(2010): 1-7; Denzin, Norman. K. and Yvonna S. Lincoln.
Handbook of Qualitative Research. 2nd edition. Thousand
Oaks, CA: Sage, 2000; Merriam, Sharan B. Qualitative
Research: A Guide to Design and Implementation. San
Francisco, CA: Jossey-Bass, 2009.