PRACTICAL RESEARCH QUALITATIVE AND QUANTITATIVE BY MEANS OF

DATA…

RESEARCH According to Crossman, 2020:

o Not just gathering ❖ Qualitative research

Information o Not relying on facts ➢ Collects and works with no nnumerical data
to validate ➢ Feedback
o Not just passing the facts ❖ Quantitative research
o Not just a catching phrase ➢ Uses numerical data to identify large scale
➢ Collecting and analyzing numerical data
• Originates from a problem and ends in a problem QUALITATIVE AND QUANTITATIVE
• Continuous to all Information BY MEANS OF LITERATURE…
• Has a certain goal ❖ Qualitative research
• It requires a scientific and logical plan ➢ Showcases a “blank spot”
• It gathers, organizes, and checks all the data with an ➢ The research topic is limited
interpretation ➢ Understanding why such things occur
• Only concludes based on the results ➢ Focuses on experiences
Inquiry is a method to increase, gather and solve a problem. ➢ Non numerical
➢ Words to express
RESEARCH PROCESS
NATURAL SCIENCE
❖ Scientific method
• Branch of science occurring natural phenomena
▪ Observation
SOCIAL SCIENCE
▪ Question
▪ Hypothesis ▪ Results • Focus sociology
▪ Conclusion
Phenomenological Research
Research is a process of inquiry
• Study of the conscious experiences of phenomena
➢ In research, we offer a solution to what we observe from the first-person point of view.
• In education, we can examine how these experiences
➢ Science is not perfect but still, this was the best way affect various aspects of education such as access to
to understand the world educational systems and educational attainment.
PHASES OF THE RESEARCH PROCESS Ethnographic Research
❖ Conceptualization phase • Used to understand the intricacies of culture as it
➢ Starting/planning point is defined and described by members of that culture.
❖ Design phase • Usually immersive and built through numerous
➢ A method to investigate and solve a observations
problem
❖ Empirical phase Grounded Theory
➢ The researchers implement the • Empirical, inductive approach for developing a
methodology they have planned earlier
theory
❖ Analysis phase
• from data that are systematically gathered and
➢ Formulates findings and interpretations analyzed
based on the gathered data
❖ Dissemination phase Narrative Research
➢ Presenting part of a research
• Use of human stories and experiences to illustrate
• Heavily reliant on interviews and focus groups
Case Study
• Exploring rare or previously unknown cases through a
systematized collection of relevant observation
and/or interview data.
Critical Theory
• Exploring phenomena with an underlying notion that
every phenomenon is affected by social, cultural,
political, and/or economic factors.
• Critical Theory perspectives are concerned with
empowering human beings to transcend the
constraints placed on them by race, class, and gender.
Critical theory is a type of social theory oriented
toward evaluating and changing society as a whole.
& WEAKNESSES of QUALITATIVE RESEARCH
STRENGTHS
Strength
▪ It adopts a naturalistic approach to its subject
matter.
▪ It promotes a full understanding of human
behavior in their natural setting.
▪ Instrumental for positive societal changes.
▪ A way of interpreting and understanding social
interaction
▪ Increases the researcher’s interest in the study
▪ Offers multiple ways of acquiring and examining
knowledge Weaknesses
▪ Involves a lot of researcher’s subjectivity in data
analysis
▪ Hard to know the validity and reliability of the data.
▪ Long-time analysis ▪ It is time-consuming
▪ The results depend on the researcher’s views or
interpretations.
Determine the nature of the phenomenon you want to deal
with or study.
1. Is it concerned/related to the aspect of human
experience that cannot be counted or measured?
2. Does it relate to cultural characteristics, personal
perspective, or comparison of the intangibles?
Identify what you want to know about the Phenomenon.
1. Do you like to observe or track the people in their
environment or study the materials they have
created?
Be clear with your purpose or goals
2. Are you interested in generating meaning, interpreting,
and gaining a holistic view of a phenomenon rather
than comparing or quantifying the phenomenon?
Writing the introduction
TREND
Highlight the trend/s in the field.
• From the word Itself trend, it occurs latest or new
idea in the present or current time.
• In the Philippines, a new trend in communication
has emerged that seems to have established a part of
Filipino culture. This is called antiintellectualism or
smart shaming, a belief of mistrust or lacking
knowledge and understanding of intellectual
pursuits. It is a mindset where intellectual people are
made fun of because of their expression of
intelligence -Sison, 2019
ISSUE
Pinpoint the issues underlying the trend/s.
• “Edi wow!”, “Ikaw na ang matalino!”, “Wow,
deep!”, “Nosebleed ako, ah!” These are some of the
lines one can usually hear when an intelligent person
and an average one are engaged in an interpersonal
conversation. Such dialogues are manifestations of
mocking someone because of his knowledge or
intellectual edge over the one he or she is talking
with.
-Pieraz, 2018
OBJECTIVE
 State the overall objective/intent of the
paper in light of the identified problem.
• The focus of the study.
• The purpose of this study is to know the experience/s
of students in the school for being a victim of smart
shaming; how they deal with the situation and the
possible negative influences on their mental health.
It aims to inform the mass public about the struggles
of the victim and to know the reason/s why people
smart shame.
CONTRIBUTION
• In conducting this study, would help students, in
general, to provide interventions using the identified
struggles and coping mechanisms of those who were
smart-shamed. This study may also enhance
students’ interpersonal skills and intellectual
pursuits.
Statement of the Problem
• The main objective of this study is to identify the
struggles and understand how students cope with
anti-intellectualism. This study seeks to provide
• It is where the problem addressed
answers to the following questions:
General Question:
How do students cope with the challenges of anti-
intellectualism?
Specific Questions:
1. What are the struggles of students related to
smart shaming?
2. How do victims cope with the issues in the
process of not being able to speak out directly?
3. What are the motivating factors for a smart-
shaming victim that can easily adopt/embrace?
Significance of the Study
Upon the completion of this study, it may help the following
beneficiaries:
Students. The students will be able to broaden their
understanding and awareness of anti-intellectualism and
assess if they are inclined to it. This study will also educate
them on the effects of smart shaming on the interpersonal
skills of a student and ways how they can avoid such.
Academic Achievers. This study will make them see smart
shaming as a factor that affects their holistic growth as a
student and find ways how they can avoid such and further
improve their interpersonal skills and academic performance.
Teachers. This study will raise awareness among teachers
that smart shaming is happening in school. They will be able
to scrutinize it and formulate ways how to eradicate or at least
lessen the cases of anti- intellectual cases among their
students.
Parents. They will be more aware that their child may
experience smart shaming in school. In that way, parents will
work in cooperation with the school administrator in finding
ways to solve conflicts related to anti-intellectualism.
Social Psychologists. This study will discuss social
disengagement and the role of mental behavior in it. From
this, psychologists can obtain ideas to be used as a reference
or basis in conducting studies where student behavior is
involved.
Future Researchers. Ideas and conclusions that will be
formulated upon the completion of this study can serve as a
reference for future researchers. They will conduct studies
related to anti-intellectualism or smart shaming.
Scope and delimitation of the study
Scope of the study and boundaries
▪ Focus
▪ Respondents
▪ Time
▪ Place
Definition of terms
▪ These are the key terminologies of your paper. It
could be an operational or conceptual definition.
Operational
▪ Smart shaming, the act of mocking someone
smarter than others.
Conceptual
▪ Smart-shaming. Pillos (2019) defines smart
shaming as an act of hostility toward the pursuit
of knowledge.
Review of Related Literature (RRL) ▪ Literature is an
oral or written record of man’s significant
experiences conveyed in a prosaic manner.
▪ A review of related literature (RRL) is an analysis of
man’s written or spoken knowledge of the world.
▪ You examine representations of man’s thinking
about the world to determine the connection of your
research with what people already know about it.
▪ For the Thesis paper, researchers are expected to
peruse 50 or more related studies that are dated 5-10
years from the student’s date of writing. Any
mention of a critical paper must be cited from a more
recent paper.
Purposes of Review of Related Literature (RRL)
1. To obtain background knowledge of your research

2. To relate your study to the current condition or Citing

situation of the world
• The act of referring to the author whose ideas
3. To show the capacity of your research work to appear in your work.
introduce new knowledge • It usually entails the addition of the author(s) and the
date of the publication or similar information.
4. To expand, prove, or disprove the findings of
previous research studies In-text Citation
5. To increase your understanding of the underlying • APA is known as an author-date style of referencing
theories, principles, or concepts of your research because only the author’s surname and the year of
publication are necessary to refer to in the body of
6. To explain technical terms involved in your
the essay itself.
research study

7. To highlight the significance of your work with the

kind of evidence it gathered to support the conclusion of your
research

8. To avoid repeating previous research studies

9. To recommend the necessity of further research on a

certain topic

Steps in reviewing the literature Finding relevant materials

Rule 1:
It is the researcher’s priority to enrich his or her work by
reading literature containing important data relevant to his In every citation, include the author’s surname followed by
problem to fully comprehend the variables being studied. the year of publication Example:
Actual reading Melendez (2021) argues that…
After the preselection process, the researcher must
…(Melendez, 2021).
thoroughly critique the contents of the materials.

Note-taking

A researcher must establish a system of note-taking to save Rule 2:

time and effort. The researcher must take notes, putting only Citation with two authors:
the important data in his or her own words.
Connect both authors' last names with ‘and’ for the narrative.

Ampersand, ‘&’ for parenthetical Example:

The Art of Citing and Quoting Plagiarism
Nicolas and Almazar (2022) discussed research as ...
• The act of using another person’s words or ideas ...(Nicolas & Almazar, 2022).
without giving credit to that specific person.
• It is considered academic dishonesty, an act of Rule 3:
fraud. Citation with more than two authors:
• Plagiarism means stealing someone’s idea and
owning it as yours. Include the name of only the first author plus “et al.” in every
citation.
Types of plagiarism
Example:
▪ Word-for-word plagiarism
Padilla et al. (2018) found that the effects...
▪ Paraphrasing plagiarism
▪ Mosaic plagiarism ... (Padilla et al., 2018).
▪ Source plagiarism
Rule 4:
Group authors:
Use the complete group name for the first time with an
abbreviation. Succeeding citations must use abbreviations.
... (Centers for Disease Control and Prevention [CDC], 2019).
... (CDC, 2019).
Quoting
• The act of quoting is done if the author's words
convey a powerful meaning that you cannot
possibly say the information any better.
• Quoting is also preferable if you want to introduce an
author's position that you want to discuss.
Procedures in Quoting (I.C.E.)
Introduce your quotes by starting with the author’s last
name, any necessary background information, and a signal
verb.
details in a text might distract, overwhelm, or
confuse readers.
Procedures in Summarizing
You can use transitional devices, these are words or phrases
that help carry a thought from one sentence to another, from
one idea to another, or from one paragraph to another. ▪ Start
by reading the text and highlighting the main points as you
read.
▪ Reread the text and make notes of the main points,
leaving out examples, evidence, etc.
▪ Without the text, rewrite your notes in your own
words.
▪ Restate the main idea at the beginning of your
summary plus all major points.
▪ Include the conclusion or the final findings of the
work.

Cite, place every quotation between quotation marks (“ “)

and copy the text word-for-word, including the text’s original
punctuation and capital letters.

Explain your quotations and NOT JUST PURELY

COPYING them. Provide an
explanation or insight as to why this quotation is important, or
comment on the importance of the quotation.

Paraphrasing

• The act of paraphrasing is done to avoid overdoing

quoting.
• It is also done if you want to restate an author’s idea
in your own words but keep the original meaning of
the text.

Procedures in Paraphrasing

▪ Read the text carefully. Be sure you absorb the text

fully.
▪ Put the original text aside and write your paraphrase
in your own words.
▪ Does it reflect the original text but is in your own
words and style? Did you include all the main points
and essential information?
▪ Include an in-text citation in the expected formatting
style

Summarizing

• A summary is a shortened version of a larger

reading.
• A text is summarized when only the main ideas of a
source are relevant to your paper and when the