GIRLYN GRACE R.

ESAGA BTLED-2A HE

FUNDAMENTALS OF RESEARCH

APPLY

ACTIVITY NUMBER 3

A. Read the title. Think of attributes of variables of the study. You may look for studies
related to the study. Construct the conceptual framework/model.

Title: Women as school principles: What are challenges?

Independent Variables Dependent

Variables

 Challenges  Interest and

 Gender motivation
equality  Rules and
 Involvement regulation
of teachers  Discrimination
 Use of school to gender
policies  Capacity of a
 Physical woman
facilities teacher

Challenges in women as
school principles

 Inadequate
facilities
 Teachers’
capacity
 Cultural and
gender barriers
 B. Read a journal article and study the theoretical framework. Analyze the theoretical
framework.

Title: School Context, Student Attitudes and Behavior, and Academic Achievement:

Student Attitudes and Student Achievement

School Context
Behavior
 Math
 Supportive
relationships  Engagement  Reading
with teachers  Perceived
 Clear, high, academic
and consistent competence
behavioral and
academic
expectations
 High-quality
instruction
and pedagogy

Student Background and Previous Achievement

This research talks about the student’s background characteristics and their levels of prior
achievement influence their subsequent achievement, attitudes and behavior, and perception of
school context.
ASSESSMENT NUMBER 7:

A. Analyze the theoretical framework given below.

Title: COLLABORATIVE PARTNERSHIP: A MODEL FOR SCHOOL TEACHER EDUCATION AND

PROFESSIONAL DEVELOPMENT MELLITA JONES, 2009

Theoretical Framework

This model provides a structure within which partnership will work collaboratively to plan,
implement and reflect on a series of science lessons in cycles of action. Karthogen’s (2001) ATLACT
model issued that within science education, teacher professional development and teacher
education are considered in the development of the model which attempts to deepen constructivist
approaches to teachers’ professional learning. Additionally, it attempts to address the issues with
the teacher professional development in the science area and improve professional experience.

1. What are the variables?

Independent Variables Dependent Variables

 Teachers’ education Professional experience & practice

 Teacher professional development Teacher’s professional learning
 Issues within science education Factors affecting the issues in
science

Education

2. Explain the theory.

This theory attempts to establish the collaborative partnership between teacher in

education and teacher professional development in terms of professional learning and
experiences in practicing pre-service teachers in science education.
 CHAPTER 8: UNDERSTANDING RESEARCH METHODS AND DESIGNS

APPLY

ACTIVITY NUMBER 8:

A. Read the sample research titles below and answer the questions that follow.
1. “The attributes of Parents towards k-12 curriculum”

Question: What research design is appropriate to use here in this study? Justify your answers.

 The research design that is appropriate to use in here study is the qualitative study
because it is descriptive analysis in which it is a type of research design under the
phenomenological approach of a particular research study. And also, this design is
focusing on seeking information through interview, analyzation and observation.
2. The farming practices of Filipino in the 1980’s

Question: Can this be classified as retrospective research? If yes, what data can be sought in the
research designs?

 Yes, it can be classified as retrospective research as this research design is used to

investigate a phenomenon, situation problem or issue that happened in the past
through conducting an interview to the respondents.

B. Read the following questions and answer the required tasks.

1. What design would you create in any of the following research topics? Discuss.
 2.1 “A study on the Personal and Professional Qualities of Teachers” Search Engine:
The study employed to have a mixed method design. We can use the qualitative
research design and the quantitative. And it is vey easy for us because we don’t need to
choose anymore what design we will be use to fit in that research because we can use
either the too.
ASSESS

ASSESSMENT NUMBER: 8

A. Write in your words, your own understanding of the following concepts:

RESEARCH

 Research is a study of different issues and problems in a particular place, person and etc.
Furthermore, it is also about experimenting some things and study the innovation of it.

METHOD

 Method is like a guideline to us on how to do or to make or to process different things

and it is a step too that are needed to be followed.

APPROACH

 Approach is to make advance to create a desired result.

DESIGN

 Design is a strategy that is being used in making any kinds of research so that the reader
and the future researcher understand more the research that you will make.
CHAPTER 9: SAMPLING TECHNIQUES/STRATEGIES IN QUANTITATIVE AND QUALITATIVE METHODS

APPLY

ACTIVITY NUMBER: 9

A. Suppose you were asked to decide on what sampling technique to use, what would it be...
given the following situation.
1. You need to get opinions of parents who represent 60% of the school population (with a
total of 5,000 students) of the k-12 Basic Education Program.
 This collection of data uses random/probability sampling design in randomly generated
numbers.
B. Prepare a sapling design for each of the following research situation.
1. Needed data: Responses of 300 mothers representing three regions, concerning the Child
protection law.
 In this data, it uses a cluster sampling design in which the elements of the population are
randomly selected in accordance of groupings or clusters.
2. Situation: The researcher visits a conference venue where teachers are the participants.
He/she distributes questionnaires to gather data about job satisfaction and teaching
performance.
 This situation requires randomly and probability sampling method for gathering the
information which each sample has given an equal probability of being chosen on the
target audience in a systematic investigation.
ASSESS

ASSESSMENT NUMBER: 9

A. After reading the various sampling procedures and strategies, be able to analyze the
following;
1. Why is there a need to use a sample rather than the population when gathering data for
research?
 There is a need to use a sample rather than the population when gathering data for
research because it is quicker process and more efficient and populations are too large
to collect data from each element.
2. Under what situation is “space-based” or area sampling appropriate to use? Explain fully.
 Space-based is appropriate to use in collecting data on a global basis including the
dangerous or inaccessible areas. The example of it are the natural hazards that we
encounter, it is very dangerous to conduct research about that.
3. When a researcher uses a sampling frame of time units, what kind of sampling design it is?
Cite a relevant example of this type of sampling design.
 A sampling frame is a researcher’s list or device to specify the population of interest. It’s
a group of components that a researcher can use to select a sample from the
population. The list may be an actual listing of units, as in a phone book from which
phone numbers will be sampled, or some other description of the population, such as
map from which areas will be sampled.
CHAPTER 10: INSTRUMENTATION/DATA GATHERING TOOLS AND TECHNIQUES IN QUANTITATIVE
AND QUALITATIVE METHODS

AAPLY

ACTIVITY NUMBER: 10

A. In a given sample researchers below, explore the various ways or techniques that you
could use in order to come up with valid and reliable data.
1. “The Quality of Services Provided by the School to its Clientele”
 1.1 Write 3 appropriate Questionnaire items and three interview questions.

Direction: Check (/) the parenthesis according to your answer selected.

A. How satisfied are you with the service quality provided by school library to its clientele?
Check the answer selected.
() very satisfied
() satisfied
() neutral
() unsatisfied
B. How satisfied are you in terms of school’s quality of library in their service towards its
clientele?
Check the answer selected.
() very satisfied
() satisfied
() neutral
() unsatisfied
C. Which of these qualities of the school library’s service representative apply to its clientele?
Check the answer selected.
a. Friendly () YES () NO
b. Responsive () YES () NO
c. Patience () YES () NO
d. Enthusiastic () YES () NO
e. Knowledgeable () YES () NO

INTERVIEW QUESTIONS:

1. How well is the quality of service does have the school library in terms of attitude towards
its clientele.
2. In ratings 1-5, how would you rate its services?
3. How satisfied are you with their services?
 2. “The Story of My Life”
 2.1 What types of information will you gather in order to explain the various
aspects of the subject’s life?

The types of information that I will gather is making your own personal diaries in which you will
narrate your different experiences in life that you may encounter, either it is bad or a good thing. In
this way, we can know what are the subjects of each individual.

B. Read the given statement or instruction and do what is asked for.

1. You are assigned to conduct research about the health status of grade one pupils under
the government’s “conditional cash transfer program “. How will you gather the date for
this? Construct the appropriate questionnaires and/or interview guide based on the given
guidelines.
 I will gather the date for this research study through having a health report of the
government policies. When the research study issues the data and heath status of
grade one pupils under the governments “conditional cash transfer program”

Questionnaires:

1. How much money does the government spend in maintaining the health status of grade one
pupils?
2. Does the government, document all the dates that they conduct any activities that are
related to health status?
ASSESS

ASSESSMENT NUMBER: 10

A. Read the questions or instructions and do what is asked for.

1. When is observation appropriate to use as a data-gathering technique?
 Observation is appropriate to use as a data-gathering technique when we are
gathering data on individual behaviors or interactions between people. It allows us
to watch peoples’ behaviors and interaction directly.
2. Which type of interview would you use in your research, structured and unstructured?
Justify your answer.
 The type of interview that I will use in my research is it depends on my research
design and what kind of my research is. When my research is qualitative research, I
will use unstructured interview to collect data and if my research is quantitative, I
will use structured interview to collect my data.
3. How is the content validity questionnaire established?
 The content validity questionnaire established through using a panel of experts
which explore theoretical construct.
CHAPTER 11: DATA ANALYSI IN QUANTITATIVE AND QUALITATIVE RESEARCH METHODS

APPLY

ACTIVITY NUMBER: 11

A. After reading the contents of this chapter, what realizations did you have concerned the
process of analyzing the data? Do the following exercises.
1. What would be your analysis on the following research data:
 1.1. The opinions of 50 respondents show that 40 of them favor the k-12 program
while the rest do not.

It is stated on the data that the k-12 program is highly favored by the respondents. Majority
of the respondents agreed that k-12 programs must be implemented and only 20% of the
respondents didn’t agree.

2. Having learned the two general types of research data, what types of research would you
like to pursue? Qualitative or quantitative? State your reason.
 I choose quantitative because it is easier to conduct than the qualitative. It requires
more less time in committing participants than the other one. Moreover, the data
analysis can be conducted relatively quickly.
B.
1. Compute the percentage of students who are interested in taking HRM CLASS.
Given: sixty-eight (68) students said they are interested. The total number of samples is
100.
 The percentage of sixty-eight (68) %bout of 100 samples based on the survey, shows
that there are enough numbers of students interested to take HRM CLASS.
2. Prepare a frequency distribution of thirty students who ages range from 15-20 years old
who are willing to participate in the NSTP activity.

AGE TALLY FREQUENCY

15 III 3
16 IIIII 5
17 IIII 4
18 III 4
19 IIIII-I 6
20 IIIII-III 8
30
ASSESS

ASSESSMENT NUMBER: 11

A. Analyze the problems below and answer thoroughly.

1. Why is it important for the researcher to analyze research data correctly?
 It is important for the researcher to analyze research data correctly so that their
research can be successful. Additionally, so that they can understand how their
research works. Also, so that they can present their research in accurate and they
have reliable data. Lastly, because if they don’t analyze it maybe it will mislead
casual readers and may negatively influence the public perception of research.
2. Explain the process of analyzing quantitative data that show an example of descriptive
statistical analysis?
 Descriptive statistical analysis is the type of analysis data that helps describe, show
or summarize data points in a constructive way such that patterns might emerge
that fulfill every condition of the data. It is very important steps in conducting
statistical analysis.
CHAPTER 12: RESEARCH DATA ORGANIZATION, INTERPRETATION AND DISCUSSION

APPLY

ACTIVITY NUMBER: 12

A.
1. As a researcher in what ways did the interpretation of the findings cited in the studies
enhance your knowledge of presenting findings?
 As a researcher, the interpretation of findings helps us in developing our critical and
logical thinking. Also, we learned that whenever the findings in our research, good
or bad, it is worth it as long as you understand what are the purpose of those
research.
2. If not, in what ways should the interpretation of findings be presented.
 We should discuss the section part of our report/research to interpret our findings in
order to strike a fair balance between the positive and negative aspects of the
findings. And also, interpreting the results of our findings through stating the
principal findings, the strength and weaknesses of the review.
3. Do you think citations were appropriate? Why or why not?
 Yes, because it can avoid plagiarism. Additionally, because it is a service to our
readers.
ASSESS

ASSESSMENT NUMBER: 12

A. Critique the following conclusion taken from a hypothetical master’s thesis;

1. According to the evaluator’s validation, the approach weaknesses of the developed CAI that
needed to be improved are three times. It is difficult to read, implying that the text font is
small and blurred. It lacks animation, and the other elements such as odor, graphics and
sound are inappropriate. This may cause issues in terms of retention and interest.
The author hypothesizes the apparent weakness of the developed CAI in accordance with
the evaluator’s validation based on the thesis dissertation. The results show that there are
some things that need to be improved, as this could become a future issue in CAI in terms of
maintaining and arousing interest in computer-based learning.
2. State your recommendation for the above-cited conclusions.
I recommend some intervention which shows the need of improvement to avoid some
circumstances.
CHAPTER 13: WRITING THE SUMMARY, CONCLUSION AND RECOMMENDATION

APPLY

ACTIVITY NUMBER: 13

1. Before making conclusions, how will you know that you are on the right track? Write the
guidelines that will follow.
 Answer the question, “So what?”
 Connect to a larger theme from the course
 Complicate your claim with an outside source
 Pose a new research question as a result of your paper’s findings
 Address the limitations of your argument
2. What type of recommendations can be easily understood and acceptable? Explain and
show example.
 Recommendations are arguably the most important part of the analysis phase- this
is where you’ll suggest specific interventions or strategies to address the issues and
constraints identified in the assessment. Recommendations are typically
summarized in the Executive Summary, and presented in full within specific
technical situations, usually as a short list of bullets following the findings summary.
In some reports, there may be a section at the end of the document that
consolidates recommendations and highlights the linkages across core areas (e.g.,
service delivery and health financing).
ASSESS

ASSESSMENT NUMBER: 13

1. In at least 100 words, write your own “acknowledgement”

ACKNOWLEDGEMENT
I would like to express my deepest gratitude towards our almighty God for giving me
such wisdom in making my research to be successful.
To my parents and friend who are very supportive to me, thank you very much. My
research can’t be successful without you guys, thank you and I love you.
To my teachers and professors, thank you for guiding me in making my research.
Thank you for being patience to me ever since the day that you let us make our own
research paper.
And lastly, to my respondents, thank you for participating in answering many
questions about my research. Thank you too all. God bless us.

Girlyn Grace R. Esaga

Researcher
CHAPTER 14: WRITING THE RESEARCH REPORT

APPLY

ACTIVITY NUMBER: 14

1. Search to the internet and read 3 approved thesis. Critique each according to the stated:
A. Abstract
B. References & citations
1. Title: “STUDY ON THE EFFECT OF AIR SPACE BETWEEN THE RESTING WATER AND THE
DIFFUSER BASIN ON ARSENIC REMOVAL AND DETERMINATION OF GENERAL FLOW CURVE”

Abstract: The study attempts to investigate the effect of air space between the diffuser basin
and the resting water level on removal of arsenic by the Arsenic Biosand Filter. In addition, the
study focused on the determination of general flow curve for the filter, determination of time
required for volume of water to be filtered and also to comprehend the social acceptance of the
filter.

Four filters from Tilakpur VDC of Nawalparasi district were selected for the research. Altogether
150 water samples were collected and flow rate of each sample was taken. The collected
samples were tested for arsenic by using ENPHO arsenic field test kit. Besides this, the social
acceptance of the filter was evaluated through questionnaire and informal survey.

To accomplish the objective some hypothesis was set. And the result obtained from the research
was compared with the hypothesis set. And according to the comparison the result and
conclusion were made. And thus, the result obtained from the research was not according to the
hypothesis set and this thesis describes the different reasons not satisfying the hypothesis.

Reference & citations: A report on “Regular Monitoring Plan for Arsenic and Microbiologically
contaminated land pumps and Recommendation of Appropriate technology to mitigate arsenic
problem” (December-2003), prepared by Environment and Public Health Organization, (ENPHO)
A study on “ Health Effects of Arsenic contaminated drinking water” in Nawalparasi district,
Nepal, (June 2002), prepared by Environment and Public Health Organization, (ENPHO A report
on UNICEF Assisted “Terai tubewells arsenic testing program” in twenty Terai district of Nepal
(January 2002), Main report Vol. 1; prepared by Water Quality Improved Section; Department of
Water Quality Supply and Sewage. Ahamad, J.K., Goldar, B.N., Jakariya, M., Mishra, S.,
(December, 2002); Fighting Arsenic, Listening to Rural Communities, Finding forms a study on
Willingness to Pay for Arsenic-free, Safe Drinking Water in Rural Bangladesh, Field Note, Water
and Sanitation Program. Ahamad, J.K., Goldar, B.N., Jakariya, M., Mishra, S., (December, 2002);
Willingness to Pay for Arsenic-free, Safe Drinking Water in Rural Bangladesh, Field Note, Water
and Sanitation Program. Arsenic in drinking water (2001)
http://www.Who.int/inf_fs/eu/fact210.html Arsenic website project, (2000). Purifying the Water
Supply (Remediation of the Arsenic Problem). http://phys-4.harvad.edu/~wilson/Arsenic-
project-remediation-technology.html Bist, M.B., (2001). Overview of Health impact, Treatment,
Preventive, and Curative methods on Arsenicosis. Central Bauer of Statistics (2001), Nepal in
Figure pp. 2-3.
 2. Title: THE LAPTOP IN SCHOOLS PROGRAMME

Abstract: The laptop in school programmed was introduced in secondary schools without teacher
preparation. The data presented in this study were collected to determine the challenges
encountered and the extent to which the project’s goal were achieved. This study examined how the
laptops were used in the classroom by teachers and students, how the program was implemented,
and the benefits of the programmed to a secondary school in central Trinidad. The research drew on
a mixed methods approach. Qualitative and quantitative data were collected and analyzed. The
carefully crafted mix of research methods included survey questionnaires, participant observation, a
focus group in addition to interview sessions with teachers and the principal of the school. The
findings of the study revealed that the purpose for which the laptop was intended was unclear to
students and that owning the device, appeared not to make a significant difference in their attitude
toward learning. Additionally, teacher efficacy and understanding about the educational purpose of
using laptops as well as the use of technology in the teaching and learning processes was also
important. Findings also showed that the decisions made with regard to the implementation of the
programmed might have been more successful if the pre- implementation activity had sought buy-in
of parents, teachers and the principal. The laptop programmed should have been designed
according to the teachers and school’s needs readiness level, school culture and current teaching
styles. Teachers were fully aware of the benefits which could be derived from the program however
barriers to effective implementation appears to have resulted in the laptop being infrequently used
in the classroom and consequently the students not attaining the full benefits of the programmed.
Some of the barriers included an un- sustained support for teachers on integrating the laptop with
the curriculum and students who were not provided with training in basic use and proper care of the
laptop.

Reference & Citations: Allaham, A. (2011, June 11). Free laptops 'nightmare'. Trinidad Express.
Retrieved from www.trinidadexpress.com Alwehaibi, H. (2013). The Impact Of Using You Tube In
EFL. Proceedings of the Clute International Academic Conference, Paris, France. Retrieved from
www.cluteinstitute.com/index.html Aristovnic, A. (2012). The impact of ICT on educational
performance and its efficiency in selected EU and OECD countries - a non-parametric analysis. TOJET:
The Turkish Online Journal of Education Technology, 2(3). Attewell, J. (2005). Mobile technologies
and Learning. Learning and Development Skills Agency. Bahrampour, T. (2006, December, 9). For
some, laptops don't compute. Washington Post. Retrieved from www.washingtonpost.com. Barak,
M., & Rafaeli, S. (2004). Online question-posing and peer assessment as means for Webbased
knowledge sharing. International Journal of Human Computer Studies, 84 - 103. Barak, M., Lipson,
A., & Lerman, S. (2006). Wireless laptops as a means for promoting active learning in large lecture
halls. Journal of Research on Technology in Education, 245-263. Barrios, T. (2004). Laptops for
Learning: Final Report and Recommendations of the Laptops for Learning Taskforce. Retrieved from
www.etc.usf.edu/141/report.pdf Becker, H. (2000). Findings from the Teaching, Learning, and
Computing Survey: Is Larry Cuban Right? Education Policy Analysis Archives, 8 (51). Becker, H.,
Ravitz, J. & Wong, Y. (1999). Teacher and Teacher-Directed Student Use of Computers and Software.
Retrieved from www.crito.uci.edu Berends, M., Kirby, S., Naftel, S., & McKelvey. (2001).
Implementation and performance in New American Schools: Three years into scale-up. Santa
Monica, California: Rand Publishing. Billet, S. (1994). Situating learning in the workplace: Having
another look at apprenticeships. Industrial and Commercial training, 26, 9-16 Bork, A. (1985).
Personal Computers for education. New York, New York: Harper & Row.
 3. Title: Design and evaluation of mobile games to support active and reflective learning
outdoors
Abstract: This thesis explores the use of situated, location-based mobile games for
supporting learning in the field, to determine how these types of activity can support
learners with reference to specific curricular aims, beyond just providing highly engaging and
motivating activities. A software toolkit was developed to support the design and
deployment of situated mobile learning activities. This was used to design and deploy mobile
learning activities for two field studies. The first study used the critical incident technique to
identify specific benefits and problems arising from outdoor mobile learning. We found that
whilst learners were highly engaged by an outdoor learning activity facilitated by mobile
devices, they were engaged only in the surface level of the activity and did not reflect on
what they were doing. The second study comprised a grounded theory analysis of learner
behaviour in the context of a location-based, enquiry-led learning game designed to
overcome the problems found in Study 1 and in other projects. We present an analysis of
learner interactions with the environment during an enquiry-led learning activity. Compared
to an equivalent paper-based activity, the game helped to coordinate the learners’ activities
and unexpected results from game actions prompted learners to reflect on their actions and
what they observed. The physical environment also prompted discussion and reflection, but
we saw specific problems arising from learners becoming distracted by their previous
experience of the environment and by the proximity of environmental features. We discuss
these findings and present implications for the design of future mobile learning games.

References & Citations: Ackerman, D. (1999). Deep play, Random House. Ackermann, E. (1996).
Perspective-taking and object construction: Two keys to learning. Constructionism in Practice:
Designing, Thinking and Learning in a Digital World. Y. Kafai and M. Resnick (Eds.). Mahwah,
Lawrence Erlbaum. Amory, A., Naicker, K., Vincent, J., and Adams, C. (1998). Computer games as a
learning resource. In Proceedings of EdMedia98. Anastopoulou, S., Sharples, M., Wright, M., Martin,
H., Ainsworth, S., Benford, S., Crook, C., Greenhalgh, C., and O'Malley, C. (2008). Learning 21st
century science in context with mobile technologies. Proceedings of mLearn 2008. Avraamidou, L.
(2008). Prospects for the use of mobile technologies in science education: AACE Journal 16(3): 347-
365. Bailey, N. (2006). Wildkey: using handhelds to identify and record wildlife. Proceedings of
Handheld Learning 2006. London. Barab, S., Barnett, M., and Squire, K. (2002). Developing an
empirical account of a community of practice: characterizing the essential tensions: Journal of the
Learning Sciences 11(489-542). Barab, S., Cherkes-Julkowski, M., Swenson, R., Garret, S., Shaw, R. E.,
and Young, M. (1999). Principles of self-organization: Journal of the Learning Sciences 8(349-390).
Barab, S. and Duffy, T. M. (2000). From practice fields to communities of practice. Theoretical
foundations of learning environments. D. H. Jonassen and S. Land (Eds.). Hillsdale, NJ, Lawrence
Erlbaum Associates. Barab, S., Thomas, M., Dodge, T., Carteaux, R., and Tuzun, H. (2005). Making
learning fun: Quest Atlantis, a game without guns: Educational Technology Research and
Development 53(1): 86-108. BBC GCSE Bitesize (2009). Coastal management, management
strategies. http://www.bbc.co.uk/schools/gcsebitesize/geography/coastal/coastalmanage
mentrev2.shtml. Accessed October 2009 BBC News (2006). Flood defences will be breached.
http://news.bbc.co.uk/1/hi/england/tyne/5384490.stm. Accessed October 2009 BBC Scotland
(2009). Environmental Hazards: Floods.
http://www.bbc.co.uk/scotland/education/int/geog/envhaz/flash/floods/index.s html?
floodchoice=floods. Accessed October 2009 Beck, J. and Wade, M. (2006). The kids are alright: how
the gamer generation is changing the workplace. Boston, MA, Harvard Business School Press.