RESEARCH 1

L1: Introduction Research

Definition of Research
- Scientific investigation of phenomena which include collections collection, presentation,
analysis, and presentation of facts that links and individuals speculation with reality
- Systematic study of trend or event which involves careful collection, presentation, analysis
and interpretation of collection, presentation, analysis and interpretation of quantitative data
or facts that relates man’s thinking with reality.

Other Definition of Research

- A careful study that is done to find and report new knowledge about somethings
(Merriam - Webster Dictionary 2020)
- “It is an honest attempt to study a problem systematically to add to man’s knowledge of a
problem” (Theodorson)
- “Research is a careful and systematic means of solving problems”
(Thomas and Nelson 1996)
- It is a process, an activity in the search for knowledge through recognized methods of data
collection, analysis and interpretation (Wiersma 1995)
- Research is formalized curiosity. It is poking and prying with a purpose
(Zara Neale Hurston)

The 7 Characteristics of Research

Emphirical - it must be real. Through 5 senses

Logical - we are processing everything, valid procedure
Cyclical - research is never-ending, problem ends with a problem
Analytical - we must think analytically, to interpret data
Critical - think critically, precise judgment
Methodical - to avoid bias, standard process
Replicability - to proceed a valid and conclusive research, trial and error
L2: Qualities of a Good Researcher / Types of Research

5 Major Qualities of a Good Researcher

1. Intellectual Curiosity - does he possess an ardent desire to find out what affects
one’s success or failure?
2. Prudent - is he prudent or patient in pursuing the study on the basis of available
data?
3. Healthy Criticism - does he understand or accept sound suggestion and
constructive criticism
4. Intellectual Honesty - is he capable of gaining honest reflection and fair judgment?
5. Intellectual Creativity - is he capable of making, inventing, and creating new
things?

10 Characters of Good Researcher

● Research-Oriented
● Efficient
● Scientific
● Effective
● Active
● Resourceful
● Creative
● Honest
● Economical
● Religious

Types of Research / As to Purpose

1. Pure Research - aims to discover fundamental truth or principles of the unraveled

boundaries of nature for purposes of exploring new knowledge as a basis for
 declaring new learning theory or law. It is not intended to solve a problem nor to
harmonize disorder. It is undertaken to satisfy an Intellectual Curiosity
2. Applied Research - seeks to answer a problem or to settle a significant issue which
provides a solution to existing difficulties. (e.g. Rapid Growth of Population)
3. Action Research - is one that calls for a study on a problem that needs an
immediate action. It covers only a particular situation at a particular place and time.
Part 1 - Introduction, statement of the problem, scope and delimitation, and
definition of terms
Part 2 - Methods, findings, conclusion, and recommendation
Example: Absenteeism, Study Habits

Types of Research / As to Purpose

1. Training - Oriented Research - a form of research conducted by students in partial

fulfillment of the requirements of the degree, or faculty research
2. Service Research - conducted by teacher generally in the tertiary level of education
as an integral part of their professional services in higher education in line with their
fields of concentration
3. Institutional Research - conducted by the research office of an HEI (Higher
Education Institution) in confluence with vision and mission
4. Commission Research - conducted by professional researchers on commission
basis for the purpose of solving a problem that calls for immediate solution
5. Nursing Research - is the development of knowledge about health and the
promotion of health over the lifespan, care of persons with health problems and
disabilities, and nursing actions to enhance the ability of individuals to respond
effectively to actual of potential health problems
L3: Science Process Skills

1. Observing - use of 5 senses (see, hear, touch, smell, taste)

- To find out about objects and events, their characteristics, properties,
difference, similarities, and changes
- Qualitative - using the sense
- Quantitative - using exact measurement, observations are recorded

● Focusing on relevant particulars from massive information

● Identifying similarities and differences
● Identifying strange or unusual features
● Realizing changes in the environment (e.g melting ice)
● Identifying relevant particulars of an objects and its environment
● Identifying the correct sequence
● Using appropriate instruments to enhance senses for the details (e.g. magnifying
glasses) (helpful for quantitative)

2. Classifying - using observation to group or order objects or events according to

similarities or differences in properties
Example: Placing all rocks having certain grain size or hardness into one group

How do we classify?
1. Identify the general characteristics of the items
2. Sort out items of the same characteristics into their respective group
3. Identify other characteristic
4. Repeat step 1-3 until there in only one item in each group

Application of Classifying
● Rounded, Poorly Sorted
● Rounded, Well Sorted
● Angular, Well Sorted
● Angular, Poorly Sorted
You are classifying when you are…
1. Detecting similarities
2. Grouping objects based on certain criteria.
3. Using other criteria in grouping objects.
4. Grouping objects in different ways.

3. Measuring and Using Numbers - Comparing an unknown quantity with a known

(metric units, time, student-generated frames of reference) unit.
- Observations are quantified using proper measuring devices and techniques.
- Measurements are to be recorded in an orderly and systematic fashion with labeled
units of measure. Charts, graphs, or tables can be generated manually or with
computer software.

● Able to count and compare quantity of items in different groups.

● Able to recognize the pattern from a table of numbers.
● Able to count and compare quantity of items in one group.
● Using numbers to record phenomenon.
● Using scales and explaining ratios.
● Compare objects using numbers.
● Using tools correctly.
● Comparing time, distance, are, and volume with relevant units.
● Determining the accuracy in measurement

4. Making Inferences
- Explanation or interpretation that follow from the observation.
- Making an “edcuated guess” about an object or event based on previously gathered
data or information.
- Using information from observations to make reasonable early conclusions.
(not all inferences are correct that’s why we conduct experimenting)
 5. Predicting
- Stating the outcome of a future event based on a pattern of evidence.
Example: Predicting the height of a plant in two weeks time based on a graph of its
growth during the previous four weeks.
- Using patterns of data explicitly to make projections.
- Extrapolating and inserting data as a tool to predict.

● Inference - looking for clues

● Predicting - looking for results
● Product Testing - to find target characteristic

6.. Communicating
- Using words (written and spoken) or graphic symbols to describe an action, object
or event.
- Example: Describing the change in height of a plant over time in writing, through a
graph or drawing.

You are communicating when you are…

- Speaking, listening, or writing to express ideas or meanings.
- Using charts, graphs, and tables to present information.
- Recording information from investigations.
- Posting questions clearly.
- Using references.
- Writing experiment report to enable others to repeat the experiment.
- Drawing and making notes.
- Using and explaining the meaning of symbols.

7. Using Space–Time Relationship

- Describing changes in parameter with time.
- Parameters are location, direction, shape, size, volume, weight and mass.
- Applying numbers and their mathematical relationships to make decisions.
Numbers are basic to science – mathematical knowledge is applied
8. Interpreting Data (Integrated Skills)
- Organizing, analyzing, and synthesizing data using tables, graphs, and diagrams to
locate patterns that lead to the construct of inferences, predictions, or hypotheses.

9. Defining Operationally (Integrated Skills)

- Creating a definition by describing what is done and observed.
- It is in the language of the students.
- Definitions are in context of students’ experiences – not from the glossary, not to be
memorized.
- Stating how to measure a variable in an experiment.
- It is producing a definition of a thing or event by giving a physical description or the
results of a given procedure.
- Example: Stating that bean growth will be measured in centimeters per week.

10. Controlling Variables

- Manipulating one factor to investigate the outcome of an event while other
factors are held constant (keep the same)
- Young children become confused with multiple variables. Students need
practice in identifying variables that affect outcomes.
- Identify variables in an investigation (what to keep the same, what to change,
and what to observe)

11. Making Hypotheses

- Hypothesizing is stating a tentative generalization which may be used to explain a
relatively large number of events. It is subject to immediate or eventual testing by
experiments (to determine its validity or solidity)
- Suggest suitable explanations in line with the evidence at hand.
- Testing validity
- Conclusion
12. Experimenting (Designing a fair test)
- Designing experiments involves planning a series of data-gathering operations which
will provide a basis for testing a hypothesis or answering a question,
- Example: Automobile manufacturers test seat belt performance in crash tests.