LESSON 1

MEANING AND CHARACTERISTICS OF RESEARCH

TOPICS

 Meaning of Research
 Characteristics of Research
 Qualities and Characteristics of Researcher
 Values of Research to Man
OVERVIEW OF LINGUISTICS AS A DISCIPLINE
 Types and Classification of Research
 Research Process
 Ethics and Research

LEARNING OUTCOMES
1. Defined and discussed the meaning and characteristics of
research .
2. Identified and discussed the qualities and characteristics of
Researcher, values of research to man, and the types and
classification of research.
3. Describe the specific activities involved in every step of the research
process.
4. Applied research ethics in doing research related activities.

TOPIC 1: MEANING OF RESEARCH

1. Recerchier (French)= “to search closely” or “to investigate thoroughly”

2. Looking for an answer to a query using the
most logical and valid methods.
3. A systematic way of looking at a problem
with all the potential tools used to arrive at
the most valid conclusions and
generalizations usually from empirical data.
4. Scientific investigation of phenomena which
includes collection, presentation, analysis
and interpretation of facts that links an
individual’s speculation with reality.
5. The systematic study of trend or event
which involves careful collection,
presentation, analysis and interpretation of
quantitative data or facts that relates man’s
thinking with reality.
6. Systematic process of collecting and
 analyzing information (data) in order to increase our understanding of the
phenomenon about which we are concerned or interested.

Activity

Activity 1. List ten words that come to your mind when you heard the word
Research. Use the words you have listed to come up with your own definition
of Research.

RESEARCH

Definition:

TOPIC 2: CHARACTERISTICS OF RESEARCH

1. Research is empirical in nature. Direct experiences. Experimentation or

observations of the researcher are
primary sources of data in trying to
find answers to scientific inquiry.
2. The logical character of research
lays the groundwork for a scientific
investigation that enables the
researcher to draw out valid
conclusions and recommendations.

3. It is analytical. Akin to its logical

character, the research process is
rational, critical and methodical
that utilizes appropriate tools to
gather and analyse data. It asks
questions and attempts to find
relations among phenomena using
scientific knowledge as a
framework for analysis.
4. Following Characteristic No. 3, research is critical. It shows evidence of
decisiveness and precision of judgment to ensure that a higher level of
confidence in the findings is established, making the research credible.

5. As one goes through the process of research, its circular or cyclical nature
comes into view. Research is a continuous process that starts with the
problem, goes through the whole process of developing a research plan,
collecting and analyzing data, and interpreting results. It ends with
recommendations that identify areas to be improved or problems that
need further solution, and so, the cycle is repeated.

6. Research can be replicated. A study conducted at a particular time and

place may be replicated using the same research design and procedures
but applied on a different set of population and locale within time allowed
to make the research findings relevant and significant. Such replication
can set a pattern that will enable the researcher to arrive at a more
conclusive and reliable findings.
7. Methodical. Research is conducted in methodical manner without bias
using systematic method and procedures.
8. Replicability. The research design and procedure are replicated and
repeated to enable the researcher to arrive at valid and conclusive results.
The more replications of researches, the more valid and conclusive results
would be. Replicability of the study means using the same instrument,
method, and procedure but to different subjects and venue.

9. Research is systematic. It follows an orderly and sequential procedure that leads to the
discovery of truth, solution of a problem, or whatever is aimed to be discovered.

10. Research is controlled. All variables except those that are tested or being
experimented upon are kept constant (not allowed to change or vary) so that the
changes made on the subjects of the study can be attributed only to the experimental
variable. This especially true in an experimental research.

11. Research is empirical. All the procedures employed and the data gathered are
perceived in the same manner by all observers. For instance, one says that there are
five persons in the room, all agree to the existence of the five persons. However, if one
says that there are five ghosts in the room, one or none at all may believe it because
not all people believe in ghosts. Ghosts are examples of data that are not empirical.
12. Research is analytical. There is a critical analysis of all the data used so that there is no
error in their interpretation.

13. Research is objective, unbiased, and logical. All the findings and conclusions are
logically based on empirical data and no effort is made to alter the results of the
research.
 14. Research employs hypothesis. This is to guide the investigation process. In
experimental studies, hypotheses are expressly stated but in descriptive studies, the
specific sub problems or specific questions serve as the hypotheses and the hypotheses
are tested and not proved.

15. Research employs quantitative or statistical methods. Data arte transformed into
numerical measures and are treated statically to determine their significance or
usefulness.

16. Research is original work. Except in historical research, data are gathered from primary
sources or first-hand sources and not from secondary sources (usually printed materials
such as books, or these, etc.)

17. Research is done by an expert. The researcher uses valid and carefully designed
procedures, valid data-gathering instruments, and valid data. He subjects his data to
expert scrutiny.
18. Research is accurate investigation, observation and description. In fact, every research
activity must be done accurately so that the findings will lead to the formulation of
scientific generalizations. All conclusions are based on actual evidence.

19. Research is patient and unhurried activity. This is to ensure accuracy. Research that is
hurriedly done or conducted carelessly due to racing against time may lead to shaky
conclusions and generalizations.

20. Research requires an effort-making capacity. No research can be conducted without

the exertion of much effort. No one without any effort-making capacity can conduct a
research because research involves much work and time.

21. Research requires courage. Research requires courage because the researchers
oftentimes undergo hazards, discomforts and the like. At times the researcher
encounters public and the social disapproval. Also, disagreements with colleagues may
arise.

Activity

Answer the following questions comprehensively ( 10 points each).

1. Based on your readings, what are the characteristics of research that you will
consider before engaging any research endeavor ? Why?

2. Why is research considered as a scientific endeavor?

TOPIC 3: QUALITIES AND CHARACTERISTICS OF RESEARCHER

There are 10 qualities of a good

researcher. These qualities are : (1)
research oriented, (2) efficient,(3)
scientific, (4) effective, (5) active, (6)
resourceful,(7) creative, (8)
honest,(9) economical, and (10)
religious.
The qualities of a good
researcher has the acronym of
RESEARCHER. A researcher who
possess these qualities is the kind of
investigator the government needs
because he can respond to the
socio-economic development of the
country and can compete globally.

There are five characteristics of a researcher. These are as follows:

1. Intellectual curiosity. A researcher undertakes a deep thinking and

inquiry of the things, problems, and situations around him. He is keen to
get information on these problems and situations often due to
unusualness and newness. He raises questions to answer, continues to
read the related literature and studies, makes use of his experiences,
and exercises his creativeness and inventiveness. When the problem he
confronts becomes clear, he formulates and tests hypotheses on them.

2. Prudence. The researcher is careful to conduct his research study at the

right time and at the right place wisely, efficiently, and economically. In
other words, he does the right thing at the right time. Likewise, he uses
the 7 M’s ( manpower, money, materials, method, machinery, moment
of time, and marketing) in conducting research efficiently and
economically.

3. Healthy Criticisms. The researcher is always doubtful as to the

truthfulness of the results.

4. Intellectual Honesty. An intelligent researcher is honest to collect or to

gather data or facts in order to arrive at honest results. Honesty is the
 best policy of the researcher. The success or failure of his research lies
on his hand.

5. Intellectual Creativity. A productive and successful investigator always

creates new researches. He enjoys inventing unique, novel and original
researches, and considers research as his hobby. In other words, a
creative researcher is also innovative.

Activity

Answer the following questions comprehensively (10 points each).

1. Discuss the acronym RESEARCHER.

2. Which among the five characteristics of researcher do you think is the

most important? Why?

TOPIC 4: VALUES OF RESEARCH TO MAN

Research is of great value

to man. Through research, the
quality of man’s life has
improved from conventional to
modern, hence, life becomes not
only meaningful but enriching as
well. The values of research to
man are as follows:

1. Research improves quality of

life. Research has led man to
search for ways to improve
his life. It has led him to
focus on improving processes
and means, which he must love and find interesting.

2. Research improves instruction. Research has no beginning or no

end. It is a never-ending task. Educators, policy makers, and educational
researchers continue to conduct research to improve instruction.
Several innovations have been introduced to improve instructions.
Through research, instruction has improved because the modern
teacher introduces innovations and integrates the 3R’s ( rational
thinking, right conduct, and research) in all subject areas in his teaching.

3. Research improves student achievement. The student’s

achievement could be improved if the modern teacher keeps himself
updated on issues and
trends about the modern
methods and strategies in
teaching by reading related
researches or conducting his
own research. By doing so,
student’s achievements
could also be high.

4. Research improves teacher

competence. A competent
teacher is research –
oriented teacher. He always
conducts research to
improve his competence and
produce graduates who respond to the socioeconomic development
of the country and can compete with other graduates of the world.

5. Research satisfies man’s needs. In the 19th century, the needs of

man were not fully satisfied as they are today. Due to advancement
in science and technology, man’s conventional ways have changed
from traditional to modern ways. Modern facilities that satisfy man’s
needs are all products of research.

6. Research reduces the burden of work. Modern devices and

equipment are the products of research that reduces man’s burden
of work.

7. Research has deep-seated psychological aspect. Research stimulates

and ennobles the human spirit. It challenges man to get rid of the
danger of stagnation. It is an open door to a better tomorrow and it
guides him in his efforts to obtain good results which contribute to
his satisfaction and self-fulfilment.

8. Research improves the exportation of food products. Through

research exportation of food products has improved. If more Filipinos
 become capable of conducting research in agriculture and
aquaculture, the exportation of food products maybe increased.

9. Research responds to the economic recovery and austerity measure

of the country. The Philippines is in the period of economic crises. If
all Filipinos are research- oriented, these problems may be solved.
Research outputs must be converted into income-generating projects
to train students to earn while they learn.

10.Research trains graduates to become responsive to the economic

development of the country and compete globally. Curricular
offerings in the Philippines must focus on experimental research
and entrepreneurship. Training and retraining of teachers in
conducting experimental research with entrepreneurship of
research outputs should be done so that they can deliver the
goods and services to the students effectively, efficiently, and
excellently.

Activity

1. Interview at least 5 persons regarding the values of research in

the fields of education, food, health medicine, economy, and
other fields. Document your interview and summarize their
response in 300 words.
 TOPIC 5: TYPES AND CLASSIFICATION OF RESEARCH

TYPES OF RESEARCH
There are three types of research.
These are (1) basic research, (2)
applied research, and (3)
developmental research.

1. Basic Research. This is so

called as “ fundamental
research” or “ pure research”.
It seeks to discover basic
truths or principles. It is
intended to add to the body of
specific knowledge by exploring the unknown to extend the boundaries of
knowledge as well as to discover new facts, and learn more accurately the
characteristics of known without any particular thought as to immediate
practical utility.

2. Applied Research. This type of research involves seeking new applications of

scientific knowledge to the solution of a problem, such as the development
of a new system or procedure, new device, or new method in order to solve
the problem. In this type of research, the problem is identified and a new
system or new method is applied in order to solve the problem. Applied
research produces knowledge of practical use to man.

3. Developmental Research. This is a decision-oriented research involving the

application of the steps of the scientific method in response to an
immediate need to improve existing practices. This process involves
practitioners who study a certain problem in vivo and from such experience
draw decisions and development as well as evaluation. In other words, if a
researcher continues to find practical applications from theoretical
knowledge and use this existing knowledge to produce useful products it is
called Development Research.
CLASSIFICATION OF RESEARCH
Research is classified into (1) library research, (2) field research, and
(3) laboratory research.

1. Library research. This is done in the

library where answers to specific
questions or problems of the study
are available.

2. Field research. Research is

conducted in a natural setting. No
changes in the environment are
made. Field research is both
applicable to descriptive survey and
experimental methods.
3. Laboratory research. The research is
conducted in an artificial or
controlled conditions by isolating
the study in a thoroughly specified and equipped area. The purposes are: (
1) to test hypotheses derived from theory, ( 2) to control variance under
research conditions, and (3) to discover the relation between the
dependent and independent variables.
Laboratory research is applicable to experimental, descriptive, and
case study methods.

OTHER CLASSIFICATIONS OF RESEARCH

There are many kinds of research which are classified according to their
distinctive features. Some are as follows:

According to Purpose:
1. Predictive or Prognostic Research has the purpose of determining the
future operation of variables under investigation with the aim of
controlling or redirecting such for the better.
2. Directive Research determines what should be done based on the
findings. This is to remedy an unsatisfactory condition if there is any.
3. Illuminative Research is concerned with the interaction of the
components of the variable being investigated, as for example,
“interaction of the components of educational systems and aims to
show the connections among, for example, student characteristics,
organizational patterns and policies and educational consequence.
 According to Goal:
1. Basic or Pure Research is done for the development of theories or
principles. It is conducted for the intellectual pleasure of learning.
2. Applied Research is the application of the results of pure research. This
is testing the efficacy of theories and principles.
According to the Levels of Investigation:
1. In exploratory research, the researcher studies the variables pertinent
to a specific situation.
2. In descriptive research, the researcher studies the relationships of the
variables.
3. In experimental research, the experimenter studies the effects of the
variables on each other.
According to the Type of Analysis:
1. In the analytic approach, the researcher attempts to identify and isolate
the components of the research situation.
2. The holistic approach begins with the total situation, focusing attention
on the system first and then on its internal relationships.
According to Scope:
Under this category is an action research. This type of research is
done on a very limited scope to solve a particular problem which is not so
big. It is almost problem solving.
In education, it is a firing-line or on the job type of problem solving or
research used by teachers, supervisors, and administrators to improve the
quality of their decisions and actions. It seeks more dependable and
appropriate means of promoting and evaluating student growth in line with
specific and general objectives and attempts to improve educational
practices without reference to whether findings would be applicable
beyond the group studied.
According to Choice of Answers to Problems:
1. In evaluation research, all possible courses of actions are specified and
identified and the researcher tries to find the most advantageous.
2. In developmental research, the focus is on finding or developing a more
suitable instrument or process that has been available.
According to Statistical Content:
1. Quantitative or statistical research is one in which inferential statistics
are utilized to determine the results of the study.
 2. Non-quantitative research is research in which the use of quantity or
statistics is practically nil. This is especially true in anthropological
studies where the description is usually used.
According to Time Element:
1. Historical research describes what was.
2. Descriptive research describes what is.
3. Experimental research describes what will be.
Historical, descriptive, and experimental are the three major research
methods.

Activity

A. List at least two possible research topics that could be done using in the
following types of research.

Types of Research Topics

1. Historical

2. Descriptive

3. Experimental
 TOPIC 6: RESEARCH PROCESS

The scientific method includes four

steps: observation, hypothesis,
experimentation, and induction. The six
steps of the research process presented
below can be viewed as an offspring of
the four –step scientific method. The
following set of steps should not be
viewed as the research process. It is only
one conceptual model of the process.
Some experts may differ in the number
of steps involved but the intent of each
model is the same (McCuen, 1996).

STEP 1: TOPIC SELECTION

At this stage, the objective is only to
select a general area of interest, not a
specific title. The academic unit in which
the students are enrolled may have
several sub-disciplines. The students need to conduct research in line with their
major or specialization.
The next task is to identify which among the faculty members do research in that
area. This information can be provided by the program head or by the instructor
handling Thesis Writing and Methods of Research. The students might also want
to approach other students who have experienced working with this particular
faculty whom they are considering as adviser. Students must be aware that
getting a good adviser is the most important factor for success in research. They
should not get someone who is just nice and friendly or good at classroom
instruction. The adviser should be an established researcher whom they could
work with harmoniously. It is good for students to meet the prospect adviser and
ask for his/her consent. During the meeting, they should already have ideas
about the specific topic they intend to do. It is annoying for some mentors to be
asked about a possible problem that a student could possibly work on. They can
already start doing some literature review. This will tell the mentor that the
student would not cause him/her much headache in the future.
STEP 2: LITERATURE REVIEW
The task of conducting a literature review is
thoroughly discussed in the next lesson. However, a
few major points are emphasized. First, the objective
of the literature review is to gain sufficient knowledge
so that students know the state of the art. This
important in establishing the research goals and
objectives. Second, students should identify problem
areas that are unresolved and deficiencies in the state
of the art. Such problems are fertile ground for
research. Third, there is a need to examine the
methods commonly used in the area of research.
Fourth, one of the most difficult aspects of research is
deciding on the topic of the project. Typically, the initial research statement is
too magnificent. While reviewing the established research results, the scope of
research needs to be formulated to establish research objectives that can be
completed in the available time and resources.

STEP 3: GOAL SETTING

This step aims to define the goal, objective, and
hypotheses of the research and establish its limits. A goal
is concise statement of the end product that will
overcome the deficiency in knowledge identified in the
literature review. It usually expressed in broad terms.
Objectives are the specific ends that the research will
provide. Each objective addresses one element of the
goal and leads to specific hypothesis that the research will
test. The goal and objectives should be evident once the
literature has been thoroughly reviewed and the
problems areas are identified.
Once the goal and objectives are established, hypothesis
(or research) statements must be formulated. These
statements should reflect the objectives and provide the quantitative assessment
of the degree to which your conclusions satisfy your objectives. Typically, two
hypothesis are formulated, one of “no effect” and one used to indicate a
significant effect. The former is referred to the null hypothesis and the latter is
the alternative or research hypothesis.
STEP 4: DESIGN EXPERIMENT
This step usually requires considerable experience
and knowledge. It will be important for the mentor to
provide consider help in putting together the
experimental design. The experimental design defines
the procedure that is necessary to transform a research
hypothesis into decision. It is a plan that will be
followed for collecting data, analyzing data, and
assessing the significance of results. Before any data are
collected, the proposed experimental design should
clearly state how decisions will be made from the
results. In this sense, the experimental design must be comprehensive plan for
extracting decisions from the analyses.

STEP 5: ANALYZE DATA

The procedure for analyzing the data is established in Step 4. In Step 5, the
data are collected and analyzed. The analysis may be
limited to qualitative assessments of the data or
involve detailed statistical analyses. Once the data
have been analyzed, it is important to assess the
implications of the results. It is inadequate just to
make a graph of a dependent variable versus a
causative variable. It is necessary to discuss the
rationality of the relationship and implications in
terms of the project goal. Similarly, it is inadequate
to just complete a statistical hypothesis test without
discussing the implications of the decision. For this
reason, there is a need to state the implications of the results. This should not be
left out to the reader of the research result.

STEP 6: COMMUNICATION OF RESULTS

Research is intended to solve a problem, and thus, the
stakeholders should know the results of the study. If the
results are not communicated, then the research has not
been worthwhile or a waste of resources. In a sense, it is
incomplete. Therefore, it is important to know who the
stakeholders are, as well as to put the results of the
research into a form which easily and most effectively
reaches the stakeholders. This might be a journal paper,
a presentation at a professional meeting, or a public
presentation. The work should be communicated at the
level most appropriate for the knowledge of the stakeholders.
 Activity

1. Describe the specific activities involved in every step of the research process.

TOPIC 6: ETHICS AND RESEARCH

Ethics, in simple words, are norms of conduct that distinguishes between

acceptable and unacceptable behavior. As an
important human activity, research also has its own
set of ethics. Research ethics establishes the moral
integrity of the researchers which is crucial as it
ensures that the research findings are valid and
trustworthy.
The following is a general summary of some
ethical principles that researchers must observed (
Avilla,2016).

1. Honesty. Strive for honesty in all scientific

communications. Honestly report data,
results, methods and procedures, and
publication status. Do not fabricate,
falsify, or misrepresent data.

2. Objectivity. Strive to avoid bias in experimental design, data analysis,

data interpretation, peer review, personnel decisions, grant writing,
expert testimony, and other aspects of research where objectivity is
expected or required. Avoid or minimize bias or self-deception.

3. Integrity. Keep your promises and agreements; act with sincerity; strive
for consistency of thought and action.

4. Carefulness. Avoid careless errors and negligence; carefully and critically

examine your own work. Keep good records or research activities such
as data collection, research design, and correspondence with agencies.

5. Openness. Share data, results ideas, tools, and resources. Be open to

criticism and new ideas.
6. Respect for intellectual property. Honor patents, copyrights, and other
forms of intellectual property. Do not use unpublished data without
permission. Give credit where credit is due. Give proper
acknowledgement or credit for all contributions to research. Never
plagiarize.

7. Confidentiality. Protect confidential communications and personal

information of your respondents, if any.

8. Social responsibility. Strive to promote social good and prevent or

mitigate social harms through research, public education, and advocacy.

9. Competence. Maintain and improve your own professional competence

and expertise through lifelong education and learning.

10.Legality. Know and obey relevant laws and institutional and government
policies.

11. Animal care. Show proper respect and care for animals when using
them in research. Do not conduct unnecessary or poor designed animal
experiments.

12.Human subjects protection. When conducting research on human ,

minimize harm and risks and maximize benefits; respect human dignity,
privacy, and autonomy; take special precautions with vulnerable
populations; and strive to distribute the benefits and burdens of
research fairly.

Activity

Read the following selection and answer the guide questions below.

A group of young researchers wanted to determine the possible

effect of phthalates on the metabolic rate and behavior of mice. An
experimental procedure was conducted to carry out the problem. The
researchers used old plastic materials from plastic bottle as the sources of
phthalates. They cut the plastic material into smaller pieces and blended.
They injected the phthalate samples orally into the mice. After the
treatment, the metabolic rate and behavior of the mice were observed.
Guide Questions
1. What ethical issues should be observed in the research?

2. Do you think the researchers committed any violations in the conduct or

research? Why or Why not?

3. If you were part of the research team, what would you do to correct these
violations?

4. Recall an instance or a personal experience that you did not conform to the
ethical norms while doing your research projects. Cite at least 5 solutions
that you should have done to correct your violations.