PERARC J-1-CG-A. RESEARCH for Senior High School Nelia G. Prieto, Ph.D. Victoria C. Naval, DEM Teresita G. Carey, DA.LL.Ceess0r > “RESET EERENGE AND RNOHLEDGE— T= development of the society from its simple to complex state will reveal the many and varied problems faced by human kind. Thus, solutions to problems must be based on knowledge not on mere beliefs, guesses or theories. To acquire knowledge and to continuously evaluate its accuracy and usefulness fears well planned and systematic procedure on which research has been devised to meet this ne Research is a systematic investigation for information. It is a process of inquiring. This lesson presents a discussion of what the process of inquiry entails and how it has become method of learning which leads individuals to get into research to find out solutions to existing o potential problems. Topics distinguishing the types of researches alongside with the discussion of the research process are included. The ethics of research is clearly spelled out as a guide towards applying the ethical standards expected of researchers. Nature of Inquiry Inquiry is defined as “a secking for truth, information or knowledge”. The information is sought through questioning. Individuals carry on the process of inquiry from birth tll death ‘The process of inquiry begins with gathering information and data through applying the various ‘human senses. Unfortunately, traditional educational system has discouraged the natural process of inquiry. Students become more inhibited in asking questions and are not challenged either to answer high-level questions. As they move through grade levels, students in traditional schools Jeam not to ask too many questions; instead, they are asked to listen and repeat expected answers. This kind of training is carted on even after they graduate The rationale why this is necessary is that generating and transmitting knowledge can move from the known to the unknown and vice-verse. When knowledge moves from the sunknown, there is a need to generate that knowledge through research and experts. Content or knowledge is effectively generated and transmitted through concepts, skills and habits of mind. ‘Hence, the focus in education must change from a focus on “what we know” to an emphasis of “how we come to know.” (www thirteen,org/edonline/eoncep(2class/inguiry! The exploratory nature of inquiry allows individuals particularly students to grapple with different ways of looking at ideas and issues and to think creatively about problems that do not possess simple (or perhaps even any) answer. Applied to learning, the elements of inquiry-based process are multiple, varied and open to selection, Different factors will be involved in different kinds of inquiries in different areas of knowledge and at different levels of experience. They include the following: cor: usar: art coer (TF)1) selection of appropriate questions 2.) formulation of appropriate questions 3.) identification of key issues 4.) search for valid and relevant evidence S.) interpretation and assessment of evidence 6.) application of evidence to identified i ues 7.) presentation of coherent, conclusion, final or tentative 8, reflection on, and assessment of the leaming process ‘The arrival of new information in our lives, 1 is multiple and adaptable, (ht enquiry)! means much. Research is not a single actiy tps./newcollegeasu.edu/writing-program/guidelelements of Experience and Knowledge Experience is a familiar and a well-used source of knowledge. As a student, you ‘several routes in going to school. You try to find out which way takes the least time or the mo traffic free or most scenic. By going through personal experiences, you can find many answer, ‘to questions thet you may have. It has been said that experience is the best teacher. Just as wisdom is passed on from one generation to the next as a result of experience. You may have encountered dificulties as you were growing up but each experience is something ‘that you lear from- either it has given you a taste of success or failure. However, one may be limited in terms of experiences as a source of knowledge. Events may happen in the same way but may have different effects on individuals. You may enjoy hiking onto a mountain top but another may choose spending his leisure time in @ mall Taste may vary among people. The ensuring realizations or learning may also have different consequences. In education, observation at classroom situations may yield different results depending ‘on who the observer is and what he is focused on. Or the same event may be observed but one ean look at the positive aspects while the other ean report on the negative ones. However, ‘experience will always be considered asa rich and practical source of knowledge. For things though that are difficult or impossible to know by personal experiences, you ‘may tum to an authority. Particularly in research, knowledge is sought ftom other people who had experienced what the problem is or some other sources of expertise. Everyday experiences ‘would show that we consulta lawyer for legal problems, a physician for health-related cases or teacher for academic matters. This consultation isnot limited to people, For example, we use ‘dictionary to find out the meaning ofa difficult word, an encyclopedia to get information on certain topic as a research to back up our own findings Authority is a quick and easy source of knowledge but it has also its shortcomings thet you must consider. First, authorities ean go wrong. It can happen that people claim to be experts in a field but may not have the knowledge to prove it, Second, you may find tht Authorities disagree among themselves on issues, indicating that their authoritative statements are often more personal opinion than fact (Walker, 2010). G Pracnon. Reso 1 Yowicniaaa1) selection of appropriate questions 2.) formulation of appropriate questions 3.) identification of key issues 4.) search for valid and relevant evidence 5.) interpretation and assessment of evidence 6.) application of evidence to identified issues 7.) presentation of coherent, conclusion, final or tentative 8, reflection on, and assessment of the leaming process. The arrival of new information in our lives, means much, Research is not a single acti 1c is multiple and adaptable. (https.//newcollege.asu.edu/writing-program/guide/elements.of cenquity)/ Experience and Knowledge Experience is a familiar and a well-used source of knowledge. As a student, you try several routes in going to school. You try to find out which way takes the least time of the most traffic free or most scenic. By going through personal experiences, you can find many answer, to questions that you may have. It has been said that experience is the best teacher. Just as wisdom is passed on from one generation to the next as a result of experience. You may have encountered difficulties as you were growing up but each experience is something ‘that you learn from- either it has given you a taste of success or failure. However, one may be limited in terms of experiences as a source of knowledge. Events may happen in the same way but may have different effects on individuals. You may enjoy hiking onto a mountain top but another may choose spending his leisure time in a mall, Taste may vary among people, The ensuring realizations or learning may also have different consequences. In education, observation at classroom situations may yield different results depending (on who the observer is and what he is focused on. Or the same event may be observed but fone can look at the positive aspects while the other can report on the negative ones. However, experience will always be considered as a rich and practical source of knowledge. For things though that are difficult or impossible to know by personal experiences, you ‘may turn to an authority. Particularly in research, knowledge is sought from other people who hhad experienced what the problem is or some other sources of expertise. Everyday experiences would show that we consult a lawyer for legal problems, a physician for health-related cases or 8 teacher for academic matters. This consultation is not limited to people. For example, we use a dictionary to find out the meaning of a difficult word, an encyclopedia to get information on a certain topic as a research to back up our own findings. Authority is a quick and easy source of knowledge but it has also its shortcomings that you must consider. First, authorities can go wrong. It can happen that people claim to be experts in a field but may not have the knowledge to prove it, Second, you may find that authorities disagree among themselves on issues, indicating that their authoritative statements are often more personal opinion than fact. (Walker, 2010).What is Research? Research is the systematic investigation and study of materials and sources to establish facts and reach new conclusions. When you come across studies about events that happen or experiences that you meet, they shape people's understanding of the world around them. In various spheres of human life, research has come up with developing appropriate solutions to improve the individual’s quality of life. Although, it may take place in different settings and may use different methods, scientific research is universally a systematic and objective search for reliable knowledge. (Walker, 2010) Generally people find it difficult to do research. Many reasons are given for people to find excuse in doing it. Most often, you are not aware of the benefits derived from conducting, research, Some benefits of conducting research include inereasing personal knowledge. Research is an act of studying something carefully and extensively in order to attain deep knowledge. When done on a larger scale, research contributes to the welfare of humanity. It ean be creative, exploring or just reassuring in nature. Research holds the following significant data: 1. To gather necessary information. It provides you with all necessary information in the field of your wok or study and gives a basic idea about the things needed. It helps you for a project to get acquainted with the processes and resources involved. The information helps in the ‘outcome of the project. 2. To make changes Sometimes, there are built-in problems in a project or process that is hard to discover. It helps you find the root cause and associated elements of a process. The end result js such a research that invokes a demand for change and sometimes is successful {in producing such changes. For example, many researches conducted by the United ‘Nations paved the way for environmental policies. 3. To improve the standard of living Only through research can new inventions come into fife. Imagine how ‘communication would have been had Graham Bell not invented the first ever practical telephone. Or what could life be today had Martin Cooper not introduced to the world the concept of mobile phones. Addicted as we are to mobile phones, we need to understand that all the luxuries and amenities that are now available to us are the result of research done by an individual or a group. 4, Fora safer life Discoveries and development resulting from research have improved life expectancy and health condition of humankind. New investors in medicine have led to the advent of drugs that not only treat but prevent diseases from recurring, 5. To know the Truth thas been proven time and again, that many established facts and known truth are ‘mere lies or rumors. Research'is needed to investigate and expose these and bring out the truth, CHAPTER: LESSON: Reso Exel oie 5)discovering new knowledge and creating new words. Research is about solving problems and answering questions in all disciplines. Forms of Undergraduate Research Experiences © Class-based activitis- such as naturalistic observation, surveys and experiments ‘can often be structured to train students in the steps of the research proces © Class-based projects like term papers, service leuming end community-based ‘and campus-based learning can be of a research nature, © Capstone experiences like senior research projects and research tasks/ signet can allow students to develop and explore a research question of eit own, © Outofthe-class student/ficulty collaborative researches provide students ‘opportunity to work with faculty members on their own on-going research or on a project jointly planned or designed by both. (serv.catleton.eduintrogeo! studentresearch/Further-UR-experience.htm!) The old saying, “Give me a fish and I eat today. Teach me how to fish and I will eat for a lifetime” can be applied to research training, to start with in the senior high school’ undergraduate level up to the tertiary level. This quotation refers to students need to leam application skills. This means that they have to engage personally in whet they are doing. It also means leamer’s motivation and hard work. ‘When you embark in research, you will need leaming experiences composed of a knowledge component described as the representation of facts, principles, concepts, procedures and/or theories in a certain subject, characterized by learning, remembering and/or reproducing and a task performance or skills development component. (nsuworks.nova.edultqu/vol/iss2/3/). If you desire to become competent researchers, you need to gain an understanding of the various stages of the research process, Doing research is anchored on an experiential learning approach where you will fuse and build principles with real-life experiences. In an undergraduate research, experience rather than solely imparting fac about a topic to students is given attention, The faculty help students lear that topic through a process of discovery. CHWFTER 1: LESSON sac Extn dledevelopment of the society from its simple to complex state will reveal th and varied problems faced by human kind. The lesson at hand will illustrate the form of a question to be answered or a problem to be solved, and ‘eed to employ research, ‘Thus, solutions to problems must be based on knowledge, not oa mere beliefs, ‘or theories. To acquire knowledge and to continuously evaluate its accuracy and uw requires a well planned and systematic procedure on which research has been devised to m this need. Research can be found in different field of study and areas of interest and concer ‘The Role of Research ‘© Itis a formal process of problem solving. ‘© Itis a set of procedures and stages. ‘© Toriginates with a question oF a problem. ‘© Often it is an iterative process. ‘Lastly, research is important in providing a solid foundation for ‘@ discovery and creation of knowledge, theory-building. ‘© ‘esting, confirmation, revision, and refutation of knowledge as theory. ‘© adyance a discipline or field. a ¢ ‘Advancements and improvements in various aspects of life. || @ promotion and tenure of individuals, MA ta human being who wishes to expand his knowledge and Bris wat oe is. « themSe aren eto satin vein ity il vier ‘of Research Research is undertaken because of some importance it has and does for individuals and the + Reasons for its significance are given as follows: + To gather necessary information Research provides you with the necessary information related to your flekt ‘of study or work. For example, companies may do research befire manufncturing & Product. . To improve standard of living Only through research can new inventions and discoveries come into life, How ‘would life be without Graham Bell and his telephone? Or what would have happened if Martin Cooper did not give us the concept of mobile phones? . To have a safer life Research has done great discoveries and development in the field of health, technology, nutrition and medicine, These things have improved life expectancy and helped in curing a lot of diseases. . To know the truth ___ Research investigates and exposes what wrong beliefs people hold, Listening 0 different opinions and studying facts and available data will lead you to unravel truth, . To explore our history Research about our history enables us to lear and understand the past and prepare for a better future, . To understand arts Research helps us in understanding the works of artists in different fllds of arts. Arts contribute to the refinement of our sensibilities and cultivate values needed for our daily existence. Research and Society Our perceptions of the world, the way we experience our relationships with others, the “organizations of a society as a whole are profoundly influenced by the expansion of knowledge; bboth in the exact sciences like mathematics, physics, biology and chemistry and the human and social sciences like economics, law psychology and politcal science. Research is closely connected with development. The results/indings of studies also affect society and the lives of each one of us. Research is very vital to our everyday decision making. ‘The research you do and evidence you gather will be useful for future endeavors. It hones basic life skills and makes leaming a lifelong endeavor. Research fill in the need to love reading, ‘writing analyzing and sharing valuable information. OFTEN: LESSON nc chee “Economic research refers to matters conceming the environment and lead to improved techniques to ensure sustainable food production. Social research leads to an increased knowledge of people and their ‘with one another, which could be relevant to policy makers. Environmental research focuses on improved techniques to ensure su Health research contributes to a better understanding of the causes conditions. (warw:news ua edau) In general, research is an important aspect of a dene in the difeat ser of theo . es creationEEN) “GRRRCTERETICS, PROCESEES ao ETHICS OF — Camaro) ee lesson introduces the characteristics of research, particularly qualitative research, ‘Their breadth indicates ways of doing it and going through the entire research process. Becoming familiar with the types of research will help you determine your choice for the locale or setting of your study. ‘The characteristics of both qualitative and quantitative researches are presented; however, a section to highlight qualitative research is discussed; ethical consideration forms a part ofthis lesson as a significant element of the research process. Luther, the discussions also present the ethics of research probing into its functions and Principles that must be observed by the researchérs. Important considerations should be noted as the study is being conducted especially on matters conceming the participants of the study. Characteristics of Research Following the major definition of research as the scientific investigation of phenomena ‘which includes collection, presentation, analysis and interpretation of facts, strict adherence {o ethical standards in planning and conducting in both qualitative and quantitative research is ‘most important. ‘The following are the major characteristics of research: 1. Empirical — Research is based on observations and experimentation of theories. It takes into account the direct experiences that fuse the researcher’s speculation with reality. Most researches are based on real-life situations. 2. Systematic ~ Research follows orderly and sequential procedures, based on valid procedures and principles. Researchers are advised to refer to the research guidelines provided or prescribed by the school 3. Controlled — In research, all variables, except those that ae tested/experimented on, are kept constant. 4. Employs hypothesis - The hypothesis guides the investigation process, Research refers to-a search for facts, answers to questions and solutions to problems. 5. Analytical — There is a critical analysis of all data used so that there is no error in the researcher's interpretations. 6. Objective — The term also refers to the research as unbiased and logical. All findings are logically based on empirical data, which as earlier mentioned, are based on real life situations. 7. Original work ~ Requires effort to get atthe researcher's own investigation and produce the data needed to complete the study. Go to the library to check on the originality of your work. CUPTER LESSONS: Caras, Poon mds Ree (9Other Characteristics of Qualitative Research ‘Studies under qualitative research have certain characteristics in common that make 4 different from quantitative research. Some of these are: 1, Concem for context and meaning ‘Qualitative research is bounded by a particular context which the research aim, study Since itis context bound, the human experience takes its meaning from gocigy historical, political and cultural influences, 2, Naturally occurring settings Qualitative research studies behavior as it happens naturally in school, cl community or an organization. It is based on the premise that setting affects y,¢ findings. 3. Humans as Instruments ‘The researcher is the primary instrument for gathering and for analyzing day, He/She responds to the need for capturing the complexity of human experience, a5 wey, as in adapting and responding to the environment. Only a human being can do the fitg work methods such as the interview, observation and documentary analysis. 4, Deseriptive Data Data used in qualitative studies are in the form of words or pictures oF other visuals rather than numbers and statistics. The participants, experiences and perspectives culled from varied types of documents enable the researcher to present holistic description ofthe subjects of the study. 5. Emergent Design In qualitative research, the design cannot be finalized at the onset because the researcher continues to adjust hisfher methods and ways of proceeding as the study progresses. It i also difficult to predict what may happen during the actual interactions between the researcher and the partiipants ‘Types of Research q 1, Library Research ~ this type is done primarily in the library where answers to specific questions or problems are available, 2. Field Research — the research is done in the natural setting such as barangay, school factory. 3, Laboratory Research ~ this type is conducted in an artifical or controlled conditions doing the study in a thoroughly specified and equipped area. ‘ ‘The human element of qualitative inquiry is both strength and weakness-its strength i fully using human insight and experience; its weakness is being so heavily dependent on th researcher's skill, training, intellect, discipline and creativity. The researcher is the instrume ‘of qualitative inquiry, so the quality of the research depends heavily on the qualities of hhuman being. (Faroog, M.et al2011)ics and Research The most common way of defining “ethics” is to refer to it as norms for conduct that listinguish between acceptable and unacceptable behavior. These are direct networks among Te because they recognize some common ethical norms but interpret, apply and balance them in different ways inthe light oftheir own values and experiences (Resmik, 2015). Another way of defining “ethics” is to consider it as a method, procedure or perspective for deciding how to act and for analyzing complex problems and issues. For instance, in ‘considering a complex issue like global warming, one may take an economic, ecological, Political or ethical perspective on the matter. While an economist might examine the cost and benefits of various policies related to global warming, an environmental ethicist could examine the ethical values and principles at stake. To be ethical, a research project needs to be designed to create valid outcomes if it is believed to be pursuing truth. Flick (2002) argues that qualitative researchers need to be as vigilant or positivist about ensuing the validity and reliability of their studies, even if they choose to use other terms such as credibility and authenticity in the trustworthiness of their studies. Research that is untrustworthy is unethical, because it is of no benefit in developing the society's knowledge base and wastes the resources of researchers and other participants. In positivist research, ethical principles emerge frequently around the relationship of the researchers to the resource-providers for permission to camry out research to the data-providers (Subjects), and to the public who want to know the outcomes (Jones, 2000) Researchers have a duty to ensure that they do not deliberately mislead participants as to the nature of the research. Researchers have a duty to avoid causing both physical and Psychological difficulties to participants and to the socio-political environments in which and which they work. In both virtual and physical worlds, researchers are ethically bound to ‘maintain the privacy of participants including confidentiality for any information they give and anonymity for their identity (Baez, 2002). Research ethics involves the application of fundamental ethical principles to a variety of topics involving research. The academic research enterprise is built on a foundation of trust. Researchers trust that the results reported by others are heard. Society trusts that the results of research reflect an honest attempt to describe the world accurately and without bias. Research ethics is different throughout the various types of educational communities. Research informants participating in individual or group interviews are often required to sign an informed consent form which outlines the nature of the project. They are assured anonymity and will be referred to using pseudonyms although there is a need to negotiate and dialogue. It is the rescarcher’s ethical responsibility not to harm the human they are studying; they also have a responsibility to science and the public, as well as to future students. Functions of Ethics Ethics as important component in research writing shows the following functions: 1. Norms promote the aims of research such as knowledge, truth and evidence of error. 2. Ethical standards promote the values that are essential to collaborative work such as trust, accountability, mutual respect and fairness. CUPTER 1 LESEONS: Cass Puss ns Reach3, Fihical norms ensure that researchers can be held accountable to the public, t am 44 ical noms in research, is research that helps build public support quay integrity of research Some Ethical Principles 4 Enumerated below are words and phrases that corespond to principles on. i etn exhibited while doing research are anchored on, During your classroom discussion, how yy, ‘ean become standards for ethical behavior will be clearer to you. Honesty Responsible publication Objectivity Respect for colleagues Integrity Social Responsibility Carefuness. Non diserimination Openness Competence Respect for Intellectual Property Legality Confidentiality ‘common cause of ethical challenge is conflict of interest between the rescareher ang ‘hat is being rescarched on (Baxter, et al, 2001). A case in point is when the researcher may be ‘0 excited about his or her research idea and would like to collect high quality data from those ‘most closely affected by what is being studied. However, thee isa risk thatthe researcher be tempted to consider unethical research practice in order to try to obtain and/or retain some op the data Ethical risks in research are spread across many fields and they may not be apparent atthe ‘onset of the research. What a researcher can do is to be aware of its potential and plan wha rather than to ignore it. Therefore, the research etics skills that need also to be © To be able to identify the ethical issues in the study {© To know and be prepared how to add them Ethical Considerations in Qualitative Research ‘When doing «qualitative inquiry, certain issues may aris. Let us consider ethical issues that may b erent in qualitative esearch, 1. The kind of information obiained because of the length and personal interaction that ‘ensues when doing qualitative inquiry may give rise to an issue of issues. The researcher may uncover or get hold of practices that may not be acceptable. What then ddoes he/she do? One rule that must always be followed is that the person is obliged to report practice such as child abuse, drug us, abusive teachers andthe like. Geers haWith regard to the researcher's relationship to the participants, the researcher is Expected to act professionally, maintaining respect towards them. The issues of Snonymity and confidentiality are to be observed. In field notes particularly, when Conducting a sensitive research, false names or code numbers are used to keep track of ‘What information came from whom without revealing their identities, 3+ The researcher is expected to give back to the subecs/paicipants ofthe research and {© show appreciation for their commitment of time, effort and cooperation, These acts ‘my be to provide a written report, present findings in an assembly, give asistance or advice on other research projets at their workplace and others, The researcher writs a letter and seeks tobe allowed to conduct « study. If changes in the course of the investigation, he/she needs to get an approval for the continuance of the study. ie Research Processnest ce tec ol teem ewe ‘Tey ince the "98 clei fom, Some exaples ae aa cpndriaking aces suchas ob ‘experiments aera tare-~ fp ond =p ee SSeS of each Th tert we 0 expan father compara orcas be pepe one ‘Se enplyed wa yours ener coe Neen pve fr “These procenes are considere and #6 “evaliiy and appropriateness {manageability inching ime safety and tical mates ecoing expert HAT ing expen ane knowledges constructed ‘Broad Categories of Research “The process ca fad ares 10 at but also 10 Tea esearch can be can be divided ito et enable stnents not ony 1 lar eo particular dsp ea “The components af he rescach se can eased ery pois 8 wie a suc meee od ee ie os SP 2 whale oe ne RING! RESEARCH) a ‘Both qualitative and quanttatin {toolkit org?KNOWLEGE*SHAF sug 1 How can we sae tows mas rromscl questions or concep whch ae ROO he slutins that wil havea meat? iting knowledge, needs and situations, ences and ideas 10 help ary and will provide Siage 2~ How can we beter understand ef ne end wh planing research sis 19 KE them more inclusive. imohed is wit pone ee relevant? Ths pe of resem sos ge 3~ How can we beer clborae, waite and vol stakeholders in stil science. activities? ec Sinn, paints singe 4 Hw on we wrk with cles and sakoldets © aalae an ormatated in Europe in esearch results and develop appropriate messages? 1) general pincighe suage5~ Mow can we hare knowlege gested fom the reseach post Wi 2) observation is th groups in ways which are appropriate and objestive? As sein research, involves Iyputess teste Stage 6 How can we monitor and evaluate our activites so that restarchens Stakeholders can all be involved, can share, can aocess Knowledge and! ‘Stage 7 How ean we manage a research project in collaboration with others? Geeizes a planned proce escach i expected to be organize! which shown when i utlizes Pinned po bscae hee sce or meth in ging abot ding research ao Sema there is a definite set of procedures and steps which you will bp nswer may be a “ng” of all esearch; otherwise, the research may not be sucessful. The ansver Py 8 Net siil, iis an answer. Questions are central to research. Without et ot ta eal dive oF purpose. Reseach processes ae the actives undeiaken to ar) Fea They include the ways in which appropriate information is ee media and Selected from, Some examples are libraries which may be comprised of ete. and the use of tests ‘materials, undertaking activities such as observation, surveys, FGD, ete, an aq experiments, ‘These processes are considered and selected, based on the following factors: © validity and appropriateness to the research topic ‘© manageability including time reserved © safety and ethical matters The process can lead leamers to becoming expert leamers. The research experience wil nable students not only to leam content but also to lear how knowledge is constructed ing Particular discipline, ‘The components of the research process can be used as entry points in which knowl sharing can be integrated and used to improve those stages and the process as a whole. (Wwy, ‘stoolkit org? NOWLEGE#SHARING RESEARCH) Stage 1 ~ How can we share knowledge, methods, experiences and ideas to help identify research questions or concepts which are necessary and will provide knowledge ‘and solutions that will have an impact? How can we better understand existing knowledge, needs and situations, on the ground when planning research activities to make them more inclusive and relevant? Stage 2 — Stage 3- How can we better collaborate, write and involve stakeholders in research activities? Stage 4 How can we work with colleagues and stakeholders to’ analyze and synthesize rescarch results and develop appropriate messages? How can we share knowledge generated from the research project with larger ‘groups in ways which are appropriate and objective? Stage $ — Stage 6- How can we monitor and evaluate our activities so that researchers and stakeholders can all be involved, can share, can access. knowledge and can eam? ‘Stage 7— How can we manage a research project in collaboration with others? ‘6 Pracrea, Resear 1"DIFFERENCES BETWEEN QUANTITATIVE AND EID QUALITATIVE RESEARCH (Dwwrropuction “) his lesson presents primarily the comparison between quantitative and qualitative research, Fspecially relevant are the similarities and contrasts between the two broad categories of research, The differentiation reflects differing views resulting to assumptions and dialogues to explain further the comparison, Knowing not only the differences but also the similarities of peace to categories will help familiarize you with the purposes, types and forms of data needed methods and approaches to bbe employed and your role as a researcher among others, Overall, the lesson provides « fuller understanding of research with focus on qualitative research, Broad Categories of Research Research can be divided into broad categories of qualitative unl quantitative research and 48 number of approaches ean be identified, some of which are action research, ethnographic ‘study, case study, experimental research and participatory research, Both qualitative and quantitative researches stem from different philosophical assumptions ‘These assumptions shape the ways researchers look at problems and analyze gathered data, Qualitative research is based on an approach which sees the individual and the world ‘round him/her as interconnected. It sees social reality as unique and therefore, human behavior can only be understood by focusing on the events based on their meanings for the people involved. It is what people experience = how they do and perform as well as think and feel This type of research is associated with research methods used in anthropology, history and other social sciences, In addition, qualitative research has its roots in positivism (Walker, 2010), « philosophic view formulated in Europe in the 19% century. Two beliefs held by positivism are: 1.) general principles oF laws govern the social world and 2.) observation is the primary source of dependable knowledge. ‘As used in research, positivism is considered as a traditional scientific method which involves hypothesis testing and objective data gathering, Findings are open to replication by ‘other researchers. Quantitative research is generally associated with research in the natural science, (Walker, 2010) Over time, a new methodology came to the field resulting in the mixed methods which combine both quantitative and qualitative methods in the samo study, It is believed that this combine method provides a more complete explanation of the research findings than using ‘one method alone. However, it should be noted that the mixed method does not simply collect tnd analyze both kinds of data but combine the two methods which can be greater than either qualitative and quantitative research, ‘UPTE ESBON Orc even ave vl Cv Rear fi)making the choice Fr te Day You should be guided by appropriateness when BNE ho Find out wht Method, whether you choose qualitative, quantitative work, Similarities of Quantitative and Qualitative Research - You have examined and compared qualitative and quantitative Further, Bachman (2008) identifies the following commons: 1. Empirical research is aimed at eating new knowledge 2. Research creates knowledge by observing phenomens- jing can be inferred 3. All the entities of interes like attudes, motives and lamin fon ‘observing what people do or say ina given setting: 4, All researchers are concerned about the university oF in a general statement; that is, they desire to find meant beyond a particular study. pores of esearch, as or expressing an, ing forthe research veucs and measures that 40 TOY Qualitative research deals with designs, techniques ‘= in ower to gain insight j discrete mumerical data. It includes extensive narrative measures Phenomena. On the other, quantitative research includes designs, ie produce numerical or quantitative data which analysis is mainly sail 1° 1 Dan Papers and studies, two types of investigation are used, The terms qualitative 20° sata "apply to two types of perspective reasoning used often when conducting = Qualitative Research eee tative research is. primar oratory research, It is used fo give. aq a a Fas cn en Fr insights, into the problem or helps to develop ideas or hypothesis for potential qualitatvg research, It is also used to uncover trends in thought and opinions and dig deeper into the problem, The sample size is typically small, Qualitative research is more flexible allowing more naturalness and acclimatization for the interaction and collaboration between the researcher and participant. ; Qualitative research in the 2000's also has been characterized by concern with everyday categorization and ordinary storytelling. The “narrative term’ is producing an enormous literature as researchers present sensitivity concepts and perspectives thet have been focused ‘on opinions and motivations. Further, it is used to create insights into the problem being investigeted, It isa research method most often used in the analysis of literature. Though, it can also be utilized for historical review, sociological studies, ethical experiments and the investigations into personality and behavior. The aims vary with the disciplinary background such as a psychologist seeking to gather the reasons that govern a particular behavior. It examines the why, where, when or who of a given study. Qualitative research has @ strong bass in the fields of sociology, political science, (recssocial work and special education. A popular method utilized in this kind of research is the ‘ease study. (Gubrium, .F. and Holstein, J. A., 2009) Qualitative research deals with designs, techniques and measures that do not produce discrete numerical data. It involves extensive narrative data in order to gain insights into Phenomena. On the other hand, quantitative research includes designs, techniques and measures that produce numerical or quantitative data the analysis of which, is mainly statistical Instead of giving « singular definition of qualitative research, you might consider five features according to (Yin, 2011), namely: |. Studying the meaning of people's lives, under real-world conditions; people will not limited by the confines ofa laboratory. 2 Representing the views and perspective of the people or participants of the study in the results of the research mirror the values and meanings of the people who live ‘them, not by the researcher 3. Covering the contextual condition within which people live the social institutions and environmental conditions within which live. They may influence all human events. 4. Contributing insights into existing or emerging concepts may help or explain human social behavior, Research can be instances for developing new concepts. 5. Striving to use multiple sources of evidence is better than relying on a single source Qualitative research seeks to collect, integrate and present data from a variety of sources of evidence as part of a given study. Quantitative Research Quantitative research is more often associated with hard data, This research is used to Quantify that is to put numerical equivalents to findings. This type of research is not limited to mathematics. Although math and statistics are just the means used, attitudes, opinions and ‘behaviors, even when they are subjective in nature, can be compared quantitatively in order to produce resulis, Quantitative research is used to quantify the problem by way of generating mathematical data or data that can be transformed into usable statistics. It quantifies altitudes, opinions, behaviors and other defined variables and generalize results from a large sample of populations It discusses the quantitative relation between the participants and the researcher. CHAPTER: LESSON: Cessna es Oude Reach (Differences of Qualitative and Quantitative Research Criteria arch ‘Qualitative Resear yo a bok T To undentand & in To test ‘hypothes Cause, Purpose To ‘understand & interpret socal nae prions irate va "| Sraler &nolrandoiyseteted [aiates | Sul whl rot ais on ‘Type otData Cateced | Words, images, or objects {eta daa itl Opp Form of Data Collected | Qualitative data such as open re rreaswenenis sit shcind 8 ci sve A —_| ed tcl isha ca elaonstips aaa lean [ee (Object and Subject | Subjects expected | ek teas oe Role of Researcher Researcher @ he bases maybe known | Researcher % 1 paras in sh, para ia iene ee in the characteris town to the | stud, aracttsg fete ce ‘ae deberaiely hidden from the researcher (double blind tues) ings that an be Rests Paticalr or speciaized fadngs that is | Generazale fn less seen apped to other popatons Seer Method ‘Explorar or boton-ap the researcher | Confimaloy oF top-down: the eters new hypoesis and teary | researcher fests fe hypothesis and fromthe data collected ‘peor wih he cata View ofHunan Babar | Dyraic, tational soci & parol | Regu &predtabla Most Conmon Research | Eicoe, score, & consiuc Desarbe, ela, & predict Objectives Focus ‘Wide-angle lens; examines te breadth & | Narrowangle lens; tests spectic eth of phenomena hypotheses ‘Nature of Observation | Swiybehavorin anal envionment. | Study behavior under_contoled clos; isolate causal eects Nature of Realy ule eles; sutjecive Single realy objective Fal Report Naraive report wih cotodal Sltsical repot_ with conelatons, escipton & cect quotations fm | comparsons of meen, & slatsal research partopants signiicanceof findings Soutees: Johnson, B., & Christensen, L. (2008) and Lichtman, M. (2006).| Qualitative Research and Its Importance In Daily Life At the end of his chapter, the leamer should be able to explain the nature of qualitative research; describe athe charactristios b. strengths . weaknesses and tkinds of qualitative research, discuss the importance of qualtatve research aoross diferent fel of inquiry, and decide on a suitable qualitative research in the diferent areas of interest.- QEmD * fics, Uses, Strengths ay Lesson Kinds of Qualtaive Research, Characters, Weaknesses © Introduetion © What is Qualitative Research? ‘© Kinds of Qualitative Research ‘© Characteristics and Uses of Qualitative Research © Strengths and Weaknesses of Qualitative Research Lesson 2 Importance of Qualitative Research Across Different Fields Introduction Qualitative Research Across Disciplines Qualitative Research in Education ‘Qualitative Research in Technical Communication Qualitative Research in Psychology Qualitative Research in Advertsing Qualitative Research in Social Work Qualitative Research in Marketing ‘© Qualitative Research in international Business 4 ‘© Evaluation of Qualitative Research Pracros Restnc 1 ~ PER EMEA PEEKINDS OF QUALITATIVE RESEARCH, CHARACTERISTICS, USES, STRENGTHS AND WEAKNESSES Ei sty of our tives, we fice problems, either personal ones, or those of other, of /eToUups, organizations, among others. Or we pose inquiries anent phenomens-social, omic, political, psychological, even cultural or historical, + our friends or relatives at times blurt out: “My business continues to be in the sing end,” or “My child seems to have lost motivation to go to school or engage in his/her orite sport,” or “I wonder why the students are apathetic toward Student Council elections,” simply, “I feel depressed.” Usually, our quick response is “Would you like to talk about it?” or “I'm just here-if you t to open up...anytime.” Or “If you feel free expressing yourself in the written medium, ‘write me or email me.” 7 So both of you get at the bottom of the situation through dialogue or the written medium. You, as confidante, check out what you have discussed or reflected on by way of observation, or viewing of posts on social networks of the person with problem, or even videos of himself! herself alone or while socializing with others. Without being conscious of it, you are informally ‘Qualitative Research has, so to speak, formalized this manner of getting at the bottom of situations, social phenomena or inquiries about human behavior in daily life. Cresswell (1994) defines qualitative research as “an inquiry process of understanding social or human problem based on building a complex holistic picture formed with words, orting detailed views of informants and conducted in a natural setting.” On the other hand, 2, Spirduso and Silverman (1987) emphasize that the intent of qualitative research is to derstand a particular social situation, event, role, group or interaction. Franenkel and Wallen 1990) stress that researchers are interested in understanding how things occur. ‘These ideas from the experts clearly show how important qualitative research is in daily living, in most, if not in all aspects, and equally important, across disciplines. More important than just understanding the problem and how it has occurred is arriving at a tentative solution, ‘and eventually, a final one, after a more thorough investigation. Qualitative research, by its very nature, is essentially a descrig analysis and follows the ‘inductive process of reasoning, that is, from specific situations like a student's losing interest or ‘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 schoo! compositions, or more popularly, in social network posts, blogs or videos. One can surmise from the foregoing that the research participants are selected purposefully ‘and research is conducted in the participant’s or the participants’ natural setting. COPTER: LESSON: Hd Cu Resa Cons Ue, Seats (9gtative research j One of the best ways to make you understand the mature oF aus arch ig ‘Contrasting it with quantitative research. differ in many Ways, but Experts say that qualitative and quantitative research differ Complement each other as well e empirical data and All social researchers systematically collect and analyse empirical di is fe. ‘Sxamine the pattems in them to understand and explain social li ature ofthe data One of the differences between the two styles comes from the eg esate ‘ae da in the form of impressions, words, sentences, photos, symbols, and s ta, in the form of esearch strategies and data colletion techniques more than far dava, in the ae (Neuman, 2007), tive researel One of the best explanations of Qualitative Research is that used by ater ‘i in Business summing up qualitative methods as procedures for ‘coming 1 NTE ‘meaning, not the frequency, of a phenomenon, by studying i in its social 1983, as cited in Marschan-Pekkari and Welch, 2004) | ; : and. speaks Qualitative research is interpretive, follows a non-linear i al language of “cases and contexts.” Cases that arise from daly life are closely ie Quantitative research, om the other hand, follows a linear research path, a a of “variables and hypotheses” and emphasizes measuring variables and testing hypotheses 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 rese participants, This way, the researcher participant is able to hear, see, and experience: reality as the research participants perform activities and deal with one another during period of time. Observation. entails the systematic noting or recording of events, bebaviors and artifacts (objects) in the social setting chosen for study. Through this method, the researcher leams 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. Indepth Interviewing resembles conversations, but with pre-dete 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, lange amounts of data are gathered quickly and immediate follow-up and clarifications are possible. Interviewers should have excellent listening skill, and be equally skillful at personal interaction, question framing and gentle probing for elaboration. Focus Group Interviewing- involves7-10, at times 6-8 people, who are unfamiliar with one another and have been selected because they share ceftain characteristics that are relevant to the research inquiry or problem. The interviewer creates a permissive environment, asks focused questions, in order to encourage discussion and the (Gar | Prscren season 1 eee