Research

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Week 1-2
QUANTITATIVE & QUALITATIVE:
THE GENERAL TYPES OF RESEARCH

Learning Objectives:
At the end of the week, you are expected to:
1. Demonstrate understanding of the different classifications of
research.
2. Compare and contrast qualitative and quantitative research.
3. Identify the traits that differ a type of research from the others.

Introduction: This quarter unveils the types of research and their specific functions; understanding
the type of research to be utilized on your own research paper is necessary in order to make you
guided along the way.

Let’s Explore This!

Learning Task 1: There are two general types of research, a research can be qualitative or
quantitative. Now, let us have a classifying activity. This module provided a diagram; below are
descriptions of a qualitative and quantitative research with corresponding letters. Put the letter to
the appropriate place in order to classify quantitative and qualitative research.

A. The purpose is to explain, predict, and/or control phenomena through focused collection of
numerical data. Test hypotheses, deductive in approach.
B. The purpose is to explain and gain insight and understanding of phenomena through
intensive collection of narrative data. Generates hypothesis, inductive in approach.
C. Subjective, holistic, process-oriented.
D. Tentative, evolving, based on particular study.
E. Controlled setting not as important.
F. Objective, focused, outcome-oriented.
G. Controlled to the degree possible.
H. Specific, testable, stated prior to particular study.
I. Takes purposive sampling, intent to select ‘small’, not necessarily representative, sample in
order to get in-depth understanding.
J. Takes random sampling, intent to select ‘large,’ representative sample in order to generalize
results to a population.
K. Structured, inflexible, specified in detail in advance of study intervention, manipulation, and
control descriptive correlation causal-comparative experimental consider few variables,
large group.
L. Flexible, specified only in general terms in advance of study nonintervention, minimal
disturbance all descriptive- history, biography, ethnography, phenomenology, grounded
theory, case study, consider many variable, small group.

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 QUANTITATIVE OR QUALITATIVE?

QUANTITATIVE QUALITATIVE

Learning Task 2: Study the text below. Then, create a Venn Diagram emphasizing the
similarities and differences between a qualitative and quantitative research based on the
researcher’s dialogue.

I am researching about beans. I thought that maybe, all

beans are alike: beans have no difference. So, I count
various types of beans. My research is Quantitative.

I am also studying about beans! I aim to answer the

question “What is a bean?”, “What does it meant to be a
bean?” So, I go around some field and study about
“beanness”. My research is qualitative.

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 Quantitative Research Qualitative Research

You may already have thought of your own research when you are asked from the Learning
Task 8 of Quarter 1 Module. But how will you proceed with your research? What necessary
preparations will you need? This module lists down the characteristics which distinguish the
qualitative from quantitative research.

QUANTITATIVE RESEARCH QUALITATIVE RESEARCH

PURPOSE
• to explain and predict • to describe and explain
• to test, confirm, and validate theory • to explore and interpret
• to build theory

RESEARCH PROCESS
• focused • holistic approach
• deals with known variables • unknown variables
• uses established guidelines • flexible guidelines
• static designs; context-free; objective • “emergent” design; context-bound;
Subjective

FORM OF REASONING
• deductive analysis • inductive analysis
– from general case (“theory”) – from specific situation to
to specific situations. general case.

DESCRIPTION OF FINDINGS
• Numerical data • Narrative description
• Statistics • Words, quotes
• Formal and scientific • Personal voice; literary style

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Learning Task 3. Research Bingo. Based on your understanding from the lesson; put shade/color to
the boxes with word or phrase describing quantitative research. If the word/phrase describes
qualitative research do not put any marks.

B I NGO
Specific Precise
Objective Validate theory holistic
variables measurements

Numerical and
Diary accounts Open-ended Formal quotes
statistics

To understand
To test
hypothesis
Experimental
design
FREE social
Words, images
or objects
(color this part) interaction

Study of the
Large group Less generalized Context-free Case study
whole

Data are
Application General to
Small group observed but not Field notes
forms specific
measured

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 Research

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Week 3-4
SEVERAL CLASSIFICATIONS OF
RESEARCH: AN OVERVIEW

Learning Objectives:
At the end of the week, you are expected to:
1. Identify and explain several classifications of research.
2. Familiarize on various classification of research
while relating it to current trends and issues.

You are already familiar with the general types of research- the quantitative and
qualitative research. Moreover, research is also classified into several forms. These are:
1. Library Research,
2. Field Research,
3. Laboratory Research,
4. Educational Research,
5. Curriculum Research,
6. Historical Research,
7. Descriptive Research,
8. Case Study,
9. Genetic Research, and
10. Data Gathering.

Library Research
This is done in the library where answers to specific questions or problems of the
study are available. The historical method lends itself to library research because the
study is focused in the past, and much of the primary and secondary sources are found in
the library. Some historical evidences may of course be from archeological findings.

Field Research
This kind of research is conducted in a natural setting. No changes are made in the
environment. Field research is both applicable to descriptive survey and experimental
methods. An example of field research using experimental method is “The Cultivation of
Green Mussel Using Bamboo Raft and Staking methods in Bylobadyang Island, Estancia,
Iloilo.” In this study the green mussel is cultured in the natural environment.

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Laboratory Research

This research is conducted in artificial or controlled condition by isolating the

study in a rigorously specified and operationalized areas. The purposes are (1) to test
hypothesis derived from theory, (2) to control variance under research conditions; and
(3) to discover the relations between the dependent and independent variables. An
example of laboratory research method is “Cultivation of Milk fish at the Fishpond Using
Fish Meal and Bread Meal as Supplemental Feeds.”

Educational Research
This research represents an activity directed toward the development of an
organized body of scientific knowledge about the events which educators are concerned.
Of central importance are the behavior patterns of students, and particularly those to be
learned through the educational process.
The scientific goal of educational research is to discover laws of generalization
about behaviors that can be used to make predictions and control events involving
educational situation.
For example, the early studies of Edward Lee Thorndike indicated that a
curriculum based on the doctrine of formal discipline was unlikely to achieve educational
goals.

Curriculum Research
The term research covers a multitude of very diverse activities. This is partly
because the concept denoted by the word “curriculum” has had an evolving and
expanding meaning. Curriculum research has shown a corresponding evolution and
expansion.

Historical Research
Historical means the search of knowledge and truth. This implies that the events
had occurred. The need is to look into the relationship of these events with other events,
which could be a past event with a past event; a present event interrelated with the past
event; or a past event predicting a future event. The past events or facts are studied in an
organized, and systematic way in order to extract a statement that may characterize the
period. Inquiries and scrutinization are so ordered to reveal a certain truth.

Descriptive Research

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 The inward direction is represented by an analysis like “What is its purpose?”,
“What is the structure?”, and other questions that question a process.
Through such analysis the researcher, like the explorer of a new land is seeking to
chart a new area. He may find parts or factors which were not previously known to exist;
that is one of the rewards of the successful person. In any event, he is constantly on the
alert to detect, identify and delineate elements which hit thereto were not understood. It
is the purpose of research to deal with the new.

Case Studies
The essential procedure of the case study is to take account of all pertinent
aspects of one thing or structure, employing as the unit for study which an individual,
institution, a community or any group considered as a unit for study which an individual,
institution, a community or any group considered as a unit. The case counts of the data
relating to some phase of the life history of the unit or relating to the entire life process,
whether the unit is an individual, a family, a social group, an institution or a community.
Example includes “Rebel without A Cause, the Hypnoanalysis of a Criminal
Psychopath” by R.M. Lindner.

Genetic Research
Genetic study is ideally a long-term investigation of origin, direction, trend, rate,
pattern, limit and decline in growth. Genetic research should identify causes,
interrelationships, and patterns of development among such factors are experimental
background, including formal and informal teaching and learning, physiological age,
mental age, degree of social maturity, interests, needs, socio-economic status,
motivation, attitudes, methods of instruction, learning procedures, problem-solving
behavior, adjustment status, and inherent difficulty of the materials to be learned.
The purpose of genetic approach in relation to interpretation of behavior must
include consideration of direction of approach, rate and optimal development.

Data-Gathering Research
Much of the significance and importance of descriptive survey studies lies in the
possibility of investigating the status of conditions at any given time and of repeating the
survey at a later date thus providing descriptions or cross sections at different period of
time in order that comparisons maybe made, the direction of change noted and
moderated, and future growth or development predicted. This is directed towards
ascertaining the prevailing condition and this method is essentially a technique of growth
description of general characteristics of the group. This approach seeks to answer
questions as to real facts of relating to existing conditions.

Different research methods are appropriate for different research

questions. No single approach is best for all the questions that
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can be asked regarding any particular behavioral phenomenon.
Learning Task 1. Enlisted below are some research questions/problems. Identify the
appropriate type of research to be used in each statement. Write the letter that matches the
statement on the first column.

1. “Can I identify who is likely to have a mutation from this generation based on their
roots?” A. Library Research
2. “What is the best vaccine for COVID-19?” B. Field Research
3. “What are the norms for a population for combating COVID- C. Laboratory
19 transmission?” Research
4. “What are the conditions of medical facility in today’s D. Educational
hospitals?” Research
5. “What is Covid 19?” E. Curriculum
6. “What additional problem does smokers face when they Research
acquire SARS COV 2 virus?” F. Historical
7. “What are the symptoms discovered by WHO from Covid-19 Research
patients over time?” G. Descriptive
8. “Did the Covid virus came from pangolins or bats? Research
9. Special Science class follows additional curriculum with H. Case Study
advance Science subject. I. Genetic Research
10. “How will audio-visual communication assure the continuity J. Data Gathering
of learning amid this pandemic?”

Learning Task 2. From everyday news and information, you already

know some facts about Covid 19. Examine the picture below; then answer the following
questions:

1.What do you think is the type of

research being conducted by the
researcher? Why?

2. Based on news reports, what do

you think is the Filipino researcher
on the photo is investigating at?

3. What possible research question

can be raised based on the photo?

Learning Task 3. Search for a printed/ digital article which tackles the improvement of
research about the Covid 19. In 3-5 sentences, share your thoughts about the article you

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 have chosen. Do not forget to tackle what the article is all about and identify the type of
research utilized by the scientist from your article.

__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_

Learning Task 4. Using a fish bone diagram, choose 3 types of research and create a research
question which discusses your chosen type of research. Follow the example below.

Case Library
Laboratory
Study Research
Research

How Who are

What soap is
medical the
the best in
support is notable
killing
offered on Filipino
bacteria?
Aeta scientists?
Ethnic
People of
Alabat?

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 Research

UNDERSTANDING
1
Week 5
EDUCATIONAL RESEARCH
Learning Objectives:
At the end of the week, you are expected to:
1. Determine the significance of an Educational Research.
2. Identify and discuss the three levels of
Educational Research.
3. Differentiate Basic/Pure and Applied Research.

The progress of mankind has been a product of innumerable researches. Man’s

continuous quest for the best environment that will enhance the satisfaction of his physical,
social and spiritual needs is a continuous process. The great progress of recent past has been
possible because a greater number of people were at work on continually increasing number
of research projects. When we research, what do we really get? What do we mean by
EDUCATIONAL RESEARCH?
In order to define ‘EDUCATIONAL RESEARCH’ we must first attempt to understand the
word RESEARCH. To the beginners, research is a word associated with libraries, books, and
journals.

Learning Task 1. Research is an integral part of the academe. In the table below, briefly
discuss your understanding of Research before familiarizing its concept in this subject.
BEFORE, I THOUGHT RESEARCH IS… NOW, I UNDERSTAND THAT RESEARCH IS …
______________________________ ________________________________
______________________________ ________________________________
______________________________ ________________________________
______________________________ _________________________________
______________________________ _________________________________

The Concepts of Education in Research

1. CLASSROOM LEVEL- (teaching and learning) is the main focus of the enhancement of
teaching in order to maximize the learning of a pupil or student.
2. SCHOOL LEVEL- (Administration) is concerned with determining as optimal resource
(human resource or physical resources) to provide an environment conducive to
learning.
3. POLICY LEVEL- is concerned with the improvement of the entire educational system.

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 Therefore, Educational Research is one way to obtain knowledge and is concerned
with finding new truth about the field of education.

Types of Educational Research

A. Basic (Pure) Research
This is a type of research that deals with the formulation of new theories on
results without need for empirical data. Researchers in the field of mathematics,
theoretical physics and philosophy belong to this category.
Example: “On the Equilibrium Points of Educational Curves”.

B. Applied Research
It deals with the verifications of existing theories or testing of new ones
through empirical observations and actual field data.
Example: “The Relative Effectiveness of the Method in the Teaching of Basic
Mathematics.”

Basic and applied researches play complementary roles in advancing the field of
education. Sometime, the cycle starts from a basic research which is then verified
empirically culminating in a basic research on the topic. In other words, we may use the
principle of deductive reasoning (from basic to applied) or the principle of inductive
reasoning (from applied to basic).

Learning Task 2: Identify weather the statement refers to Pure or Applied Research.
Write the word PURE if the statement refers to traits of Pure/ Basic Research, and use
the word APPLIED if otherwise

_____________ 1. It is used to answer a specific question.

_____________ 2. A research question “How do student study?”.
_____________ 3. Determining the effectivity of a vaccine is the aim of a research.
_____________ 4. Driven by curiosity.
_____________ 5. Desire to expand our knowledge.
_____________ 6. Has direct use to the world.
_____________ 7. The discovered vaccine for a virus.
_____________ 8. An automated alcohol dispenser research project.
_____________ 9. Ways to determine amount of Covid patient’s viral load.
_____________ 10. The usefulness of wearing facemask.
_____________ 11. Your Grade 8 Science Investigatory Project.
_____________ 12. Fundamental Research.
_____________ 13. Scientific laws such as Gas Laws and Newton’s Law of Motion.
_____________ 14. Does not require a specific output.
_____________ 15. Improve agricultural crop production.

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 Research

ULearning
1
Objectives:
NDERSTANDING
At the end of the week, you are expected to:

Week 6
HISTORICAL RESEARCH
1. Determine the significance of an Historical Research.
2. Identify the uses and steps of a Historical
Research.

History means a branch of knowledge that records and explains past event as steps in
the sequence of human activities. It is concerned with describing past events or facts in a
spirit of inquiring critically for the whole truth.
Any integrated narrative or descriptive past events or facts written in a spirit of criminal
inquiry for the whole truth of past events using the critical method in the understanding and
the interpretation of facts which are applicable to current issues or problems.

Uses of Historical Research

1. It is useful in searching through the past for solution to contemporary problems and
needs.
2. It is used to throw light in the present time.
3. It gives people a sense of continuity of the past to the present.
4. It enables communities to grasp their relationship with the past to the present.
5. By chronicling events of enduring worth which confers upon the individual
consciousness of unity and a feeling of the importance of human achievement.

Learning Task 1. Research is a continuous progress of what is discovered decades or years

ago. For example, the industrial revolution has given a way for drastic improvement of
human lives through various inventions. For your first task this week, think of a research/
product of research which continually grow and develop. Create a flow chart and provide
ample description to each significant years of progress of your chosen research or research
product. Provide proper referencing is you use printed or digital resources.

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 Major Steps in Historical Research
Formulate a problem
1

Gathering Historical Materials

2

3
Classifying Historical Resources

Systematizing you note taking

4

Criticizing your gathered materials

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1. FORMULATING A PROBLEM
Your problem might be broad or diffused. This is natural, since you are not
yet sure of what it is you really want to investigate, but as you go on reading the
related literature, you will notice that you become surer of your investigation.
The focus of historical research is as broad as it seems. You may limit your
investigation to one era and one sequence of events in a local, provincial, regional,
or national setting.

2. GATHERING HISTORICAL MATERIALS

Plan where to get the best materials you will need to answer a problem or
problems of your study.
Van Dalen (2000) enumerates them as official records, personal records,
pictographs, paintings, sculptures, movies, microfilms, slices and coins, published
materials like newspaper, journals, pamphlets, literary, philosophical works and
periodicals. Mechanical record samples are tape recordings of interviews and
conferences, phonograph records of speeches and reading activities, etc.

3. CLASSIFYING HISTORICAL RESOURCES

Historical resources may be classified as primary, secondary, and tertiary.

Primary Source- Sources of information are classified as primary if they are authentic
and have not been subjected to evaluation or assessment.
Theses report discoveries, sharing of information and first-hand. These are
information written at a certain time or period of research.
(e.g. government records, speeches, photographs, communication letter)

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 Secondary Sources- Secondary sources provide information, discussion and/or
interpretation of the evidence. These are usually evaluations of primary sources.
These are also written by authors who do not personally witness the event or
action. Definition of secondary sources vary depending on the contexts and/or
discipline.
(e.g. evaluations, critiques, commentaries, history)

Tertiary Sources-These serve as collection of primary and secondary sources.

(e.g. bibliographies, abstract, indexes, dictionaries, encyclopedia)

Learning Task 2. Identify which sources of information does the following materials belong.
Write P if the source is primary, S if secondary, and T if tertiary.
____ 1. Interview ____ 6. Newspaper Column ____ 11. Atlas
____ 2. Artifacts ____ 7. Biography ____ 12. Almanac
____ 3. Autobiography ____ 8. Editorial ____ 13. Database
____ 4. Diary ____ 9. History of Philippines ____ 14. Books
____ 5. Videos ____ 10. Commentaries ____15. Directories

4. SYSTEMATIZING YOUR NOTE TAKING

Your notes go hand in hand with your search for valued resources. In fact,
until the end of your investigation, you may be taking down more notes, as more and
more information come in. Therefore, recall the note taking lessons you have
learned.

5. CRITICIZING YOUR GATHERED MATERIALS

One of the skills that you should develop is to be able to determine whether
a document or material is erroneous or deliberately produced to some
misinformation. Apply meticulous internal and external criticisms, sometime called
lower and higher criticisms, respectively.

External Criticisms refer to the assessment of the document itself, its

validity and trustworthiness in terms of originality. It should determine the time
when the material was published and if it corresponds to the period of historical
event.

Internal Criticisms. After you ascertained the authenticity of your source

material thru external criticisms, you now proceed to internal criticism of the
material. Your concern is to check the meaning and trustworthiness of the data
within the document. Much of your internal criticism is textual criticism.

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 Research

ULearning
1
Objectives:
NDERSTANDING
At the end of the week, you are expected to:
1. Define Descriptive Research.

Week 7
Descriptive
DESCRIPTIVE RESEARCH
2. Identify and define several types of Descriptive Research.

research method according to Travers (2000), is to describe the nature of

a situation as it exists at the time of the study, and to explore the causes of particular
phenomena. As to Day (2001), he defines descriptive research as an activity involving
collection of data in order to test hypothesis or to answer questions concerning the current
status of the subject of the study. A descriptive study determines and reports the way things
are.

The principal aims in employing the descriptive method are to describe the nature of
situations as they exist at the time of the study and to explore the causes of particular
phenomena. Just as historical research has no control over what is, descriptive research is of
several types, namely:

1) CASE STUDY. This type tends to inquire deeper and examine thoroughly the behavior of
a person, take note that these behaviors change as the individual adapts and reacts to
his environment.

2) SURVEYS. This type involves determining information about variables rather than about
individuals.
a. CENSUS- is a survey that covers the entire population of interest.
b. SAMPLE SURVEY-is one which deals with a portion of the population.

3) DEVELOPMENTAL STUDY. This type is focused on the study of psychological, intellectual

and emotional growth of children, similarities of children at various ages, how they differ
at age levels and how they grow and develop techniques in pursuing the study.
a. THE LONGITUDINAL METHOD-study the same sample of participants over an
extended period of time.
b. THE CROSS-SECTIONAL METHOD- a study of participants of various age levels
and other characteristics of the same point in time.

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4) FOLLOW-UP STUDY. This type is employed when one intends to investigate the
subsequent development of participants often a specified treatment or condition.
5) DOCUMENTRAY ANALYSIS OF CONTENT ANALYSIS. This is a study that involves
gathering information by examining records and documents.
6) TREND ANALYSIS. This type is for a study which seeks future status. It is employed in
studies which aim to project the demands or needs of the people in the future.
7) CORRELATION STUDY. This type is designed to help determine the extent to which
different variables are related to each other in the population interest.

Learning Task 1: Descriptive research provides explanation of a particular phenomenon; for

your activity, create a well-argued essay on a specific issue/ problem that we are facing today.
Limit your essay from 100-300 words. Provide proper in-text citation and reference if you use a
printed/digital reference.

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 Research

1
UNDERSTANDING
EXPERIMENTAL RESEARCH
Week 8

Learning Objectives:
At the end of the week, you are expected to:
1. Define Experimental Research.
2. Identify types of variables in an experimental
research.

Experimental research is the only type of research that can truly test hypothesis
concerning cause -and -effect relationships. It represents the most valid approach to the solution
of educational problems both practical and theoretical and the advancement of education as a
science. In an experimental study, the researcher manipulates at least one independent variable,
controls over relevant variables and observes the effect on one or more variables.

The researcher determines who get, what and which group of subjects get the treatment.

In an experimental research, there are FIVE VARIABLES, namely:

1. Independent Variable – this is the stimulus variable which is chosen by the researcher to
determine its relationship to an observed phenomenon.
2. Dependent Variable – this is the response variable which is observed and measured to
determine the effect of the independent variable. It changes when independent variable
changes.
3. Moderator Variable – this is a secondary or special type of independent variable chosen by
the researcher to determine if it changes or modifies the relationships between the independent
and dependent variables.
4. Control Variable – a variable controlled by the investigator in which the effects can be
neutralized by eliminating or removing the variable.
5. Intervening Variable – a variable which interferes with the independent and dependent
variables, but its effects can either strengthen or weaken the independent and dependent
variables.

Learning Task 1: Identify if the statement is true or false. Write the word TRUE is the statement
is correct and FALSE if otherwise.
_________1. Problems to be undergone in scientific writing can always be solved.
_________2. The importance of scientific method is to add new knowledge.
_________3. Conduct of actual experiments falls under formulating hypothesis.
_________4. Hypothesis refers to any type of guess that can possibly happen after an event.
_________5. Testing hypotheses include experimentation.

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Learning Task 2. Scenario Analysis. Examine the research scenarios below. Answer the
comprehension questions that follow the story. Provide complete sentence in answering, 2
points will be given per question.

Scenario 1. You would like to examine how fasting affect individual’s capacity to throw a ball.
You have 4 respondents from your research. Respondent 1 has not eaten for 6 hours,
respondent 2 has not eaten for 12 hours, respondent 3 has not eaten for 18 hours, and
respondent 4 has not eaten for 24 hours. At first trial, you gave them a 5-kilogram metal and 10
kilograms for the second trial for them to throw. The results show that fasting affect their ability
to throw a ball, however respondent 1 has been doing amazingly well in throwing while
respondents 2,3, and 4 are doing just about the same. Then, you have found out that he is a
discuss throw athlete with great throwing skill.
Comprehension Questions:
1. What are the two main variables in the study?
______________________________________________________________________
______________________________________________________________________

2. What is/are the dependent variable/s from the scenario?

______________________________________________________________________
______________________________________________________________________

3. What is/are the independent variables?

______________________________________________________________________
______________________________________________________________________
4. Since Respondent 1 is an athlete with throwing skill, how do you categorize this
variable?
______________________________________________________________________
______________________________________________________________________
5. Give at least one controlled variable from the scenario.
______________________________________________________________________
______________________________________________________________________

Scenario 2. To ease your boredom this quarantine, you decided to plant 5 succulents. Each
succulent receives a different amount of fertilizer. The 5th succulent receives pure water without
fertilizer. After a month, the length of the leaves is measured.
Comprehension Questions:
1. What is/are the independent variable/s?
______________________________________________________________________
______________________________________________________________________

2.What is/are the dependent variable/s?

______________________________________________________________________
______________________________________________________________________
3.What is/are the controlled variable/s from the scenario?
______________________________________________________________________
______________________________________________________________________

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