>_> - - e= == 25> = ase ===. = Fa ee P Sr, a = >= > oF SS 4 CHAPTER 2 = =a = Classification and Types of Research® = In the quantitative research, the researcher is concerned with the use of numbers and statistical analysis. Qualitative research focuses on gaining Insights on and an understanding of an individual's perception of events, Nieswiadomy (2004) cited in Cristobal & Cristobal (2013). This chapter also addresses the importance of the use of electronic technologies for research. E-Research may include the use of technologies for modern and innovative researchers. Intended Learning Outcomes {ILOs) At the end of this chapter, students are expected:to: = Classify research according to design and methodology. * Identify the types of research. * Point out the importance of e-research, ENGAGE CLASSIFICATION OF RESEARCH According to design and methodology, a research can be. qualitative or quantitative in nature. The first aims to describe, predict and explain. The second aims to explore and describe. There is also a third type called the mixed-method research (Types of Quantitative Research, n.d.),Quantitative Research Quantitative research (x a traditional, positivist, sctentific method which refers to ,, general set order by disciplined procedures to acquire Information (de Belen, 2015). According to Cristobal & Cristobal (2013), quantitative research utilizes a deductiy, reasoning to generate predictions that are tested in the real world. Wis “systematic. It means that the researcher progresses logically through a series ., steps according to a pre-specified plan of action, Quantitative researchers gather empirical evidence - evidence that is rooted in objectiv. teality and gathered directly or indirectly through the senses, Examples of empirical observations are: 1. checking for the presence or absence of skin inflammation; 2. determining the anxiety level of a patient; and 3, measuring the weight of the newborn infant. The evidence for a study is gathered according to the established plan throug. structured instruments, Usually the information gathered in such study is quantitative, ic fumeric information that results from some type of formal measurement, and is analyzer: with statistical procedures, i To assess the quality of quantitative studies, the commonly used is the degree which research findings can be generalizedito individuals other than those who participate: in the study (Referred to as the generality of the research). It is based on the concepts ¢ manipulation and control of phenomena and the verification of results validating empiric. data. It frequently uses a deductive or, theory-testing approach. ‘Types of Quantitative Research Quantitative Research is a type of empirical itivestigation. It means that the researc focuses on verifiable observation. Most often this type of research is expressed in number: A researcher will represent and manipulaté certain observation that they are studying. ‘There are four basic types of quantitative research, these are: 1, Survey Research Survey research uses Interviews, questionnaires, and sampling to get a sense « behavior with intense Precision. It allows researchers to judge behavior and the: Present the findings in an accurate way. Survey research can be conducted aroun: one group specifically or used to compare several groups. , (Charen 2 : Classification and Types of Resear:!_ *, eat 2. Correlational Research Tests for the relationship between two variables. Performing correlational research ts done to establish what the effect of one on the other might be and a that affects the relationship. The purpose is to use two or more variables to better understand the conditions of events that we encounter, to predict future conditions and events and correlation does not always mean causation. 3 Causal-Comparative Research It looks to uncover a cause and effect relationship. This research {s not conducted between the two groups on each other. They look solely for a statistical relationship between the two variables it tries to identify, specifically, how the different groups are affected by the same circumstance. Causal-comparative research involves comparison. The study of two or more groups is done without focusing on their relations. The use of statistical analysis is engaged to synthesize the data. 4. Experimental Research An experimental research is guided specifically by a hypothesis. Sometimes it can have several hypotheses. A hypothesis is a statement to be proven or disproved. Quantitative Research Designs Experimental Designs This is concerned with cause and effect relationships in which all experimental studies involve manipulation or control of the independent variables (causes) and measurement of the dependent variables (effects). Mill, cited in Sevilla 2003 stated that this design utilizes the principles of research known as the method of difference. This means that the effect of a single variable applied to the situation can be assessed, and the difference likewise be determined. In experimental research, the intervening or extraneous variables are not part of the study but are believed to influence study outcomes. Campbell & Stanley, cited in Nieswiadomy (2004) labeled these as threats to internal and external validity. ‘The internal validity is the degree to which changes in the dependent variable can be attributed to the independent variable. External validity, however, is the degree to which the changes in the dependent variable can be attributed to the extraneous variables.Following are types of experimental designs. True experimental designs © Pretest-posttest control design * Posttest only control design * Solomon four-group Quasi - experimental designs * Non-equivalent * Time series Pre-experimental designs * One-shot case study * One group pretest * Posttest Non-experimental Designs This is a research conducted without manipulation of the independent variable and random assignment of the participants to group. De Belen (2015) explained that non- experimental research put forward a lot of alternative explanations for the relationship of the variables under study. It cannot simply conclude the cause and effect of relationships but offer other explanations. Johnson (2007) cited categories that cannot be manipulated such as gender, parenting style, learning style, ethnicity, retention in grade and others, Following are types of non-experimental designs. * Action studies « Comparative studies * Developmental studies e Evaluation studies * Meta-analysis studies « Methodological studies ¢ Needs assessment studies * Secondary analysis studies e Survey studiesqualitative Research Qualitative research deals with understanding human behavior in a natural setting. It is naturalistic in nature because it studies human behavior and the reasons that govern It, (Sanchez, 2003). The emphasis is on the complexity of humans and their ability to shape and create their own experience. Naturalistic investigations place heavy emphasis on understanding the human experience as if is lived, usually through collections and analysis of data that are narrative and subjective, Qualitative research focuses on: 1, Gaining insights on and an understanding of the individual's perception of events; 2 Concerned with in-depth descriptions of People on events and their interpretation of experiences; Data are collected through unstructured interviews and participant observation. The research is to synthesize the patterns and the theories in the data. Not limited by existing theories but must be open to new ideas and theories. Qualitative research emphasizes the dynamic, holistic, and individual aspects of human experience within the context of those who are experiencing them. re The collection and analysis of information progresses as the researcher sifts through the information. Insights are gained, new questions emerge and further evidence is sought toconfirm the insights. 7 ‘The limitations of this model are: L. It is reductionist, it reduces human experience to just a few concepts under investigation; 2. The subjective nature of naturalistic inquiry, which sometimes causes concerns about the nature of conclusions, and ! 3.° Most naturalistic studies involve a relatively small group of people. ‘Types of Qualitative Research Qualitative research is designed to reveal a target audience's range of behavior and the Perceptions that drive it with reference to specific topics or issues, It uses in-depth studies of small groups of people to guide and support the construction af hypotheses. The result of qualitative research are descriptive rather than predictive. Qualitative research aims to gain insight, explore the depth, riches and complexity inherent in the phenomenon.Spetific qualitative approaches are: 1. Phenomenology = . The purpose is to describe experiences as they are lived. it examihes uniquenes, of Individual's lived situations, Each person has its own reality, reality is subjective Tt bas no clearly defined ‘steps to avoid limiting creativity of researchers, 2 Bthnography The purpose is to describe a culture's characteristics. It identifies culture. variables for study, and review literature, In data collection, the researcher gain, entrance to culture, immerse self in culture, acquire informants, gather data through direct observation and interaction with subject, It involves the collection and analysis of the data about cultural groups or minorities. The researcher frequently lives with the people and becomes a part of their culture, During the immersion Process, the researcher must talk to the key Persons and personalities called the key informants who can Provide important data. 2. Historical . The purpose of historical study is to describe and examine events of the past to understand the present and anticipate potential further effects, The method includes, formatting idea, develop research outline to organize, investigate and collect data. It concerns with the identification, location, evaluation; and synthesis of data from the past. It is locating facts and felating them to the Present and to the future, The data are usually found in documents or in relics and artifacts. Data can also be obtained through oral reports. These materials can be found in various sources like libraries, archives and personal directions. wo, Sources are: “ook, é ' a Primary Sources: Once histories; written Tecords, diaries, eyewitnesses’s accounts, Pictures, videos and other Physical evidences, b. Secondary Sources: Second-hand information, i.e, a person narrates information heard from the original sources, or a material written as an abstract of the diaries and other original materials. Any source to be used for historical research must Pass the hallmarks of 1. Internal criticism (involves establishing the authenticity or originality of the matertals by looking at the consistency Oia dean and 2. External criticism based on the analysis of the printed a Sind Hic the type of paper used; the layout and physical appearance; and age re: . cornet pr4 Case Study The purpose of case study is to describe-in- family, group, community or institution, It is a with the subject. Data collection includes Interv! direct, has participants’ observation, field notes, The purposes are; depth experience of on @ perso direct observation and interattion ew with audiotape and videotape, Journal, and logs. : «To gain insights into a little-known problem . © Provide background data for broader studies; and » Explain socio-psychological and socio-cultural processes a According to Sanchez (2002) a case study involves a comprehensive and extensive examinations of a particular individual, group or situatipr® over a period of time. It provides information on where to draw conclusion, and about the impact of a significant event on a person's life. Phases in a Qualitative Study Polit (2006) cited three (3) phases of qualitative study. These are: 1. Orientation and Overview The first phase is to determine what is salient about the phenomenon or culture of interest. 2. Focused Exploration It involves focused scrutiny and in-depth exploration of the aspects of the phenomenon judged to be salient, The questions asked and the types of people invited are shaped based on the outcome of the first phase. 3. Confirmation and Closure ‘The researcher undertakes efforts to prove that her/his findings are trustworthy often going back to the study and discussing her/his understanding of it with the participants.Mixed Methods Research Design ‘This third type of research Is defined hy Johnson & Onwueghuzle (2004) as the cla... of research where the researcher mixes or combines quantitative and qualitative resear:|, techniques. Researchers must know the characteristics of quantitative and qualitative researc) techniques. It includes the use of induction (discovery of the problems), deduction (testin; of theories and hypothesis) and abduction (uncovering and relying on the best of a set: explanations for understanding one’s results. The quoted authors recommend the mix: research in education because they belleve that “when two different approaches are ui to study the same phenomenon and produce the same result, the researchers have superi:. evidence for the result.” ‘The Two Common Types of Mixed Research Design are: 1, Mixed method research in which “the researcher uses the qualitative paradigm f. one phase of the study and the quantitative paradigm for another phase of the study 2. Mixed model research in which “the research mixes both qualitative ani quantitative research approaches within a stage of the study or across the stages «f the research process” (Johnson, 2007). Five Major Purposes or Rationales for Conducting Mixed Methods 1. Triangulation Katigbak (2006) cited that triangulation Is seeking convergencies and corroboration of results from different methods and designs studying the same phenomenon. 2. Complementarity . Seeking colaboration, enhancement, illustration and clarification of the results from ‘one method with results from the other method. 3. Initiation : : Discovering paradoxes and contradictions that lead to a re-framing of the research question. 4. Development Using the findings from one method to help Inform the other method. 5. Expansion Seeking to expand the breadth ing different methods ¢, different ing and range of research by using for julry components, @ Conran 24 Cosaifcation and TYPEE Of Rerea,., eeintroduction to E-Research The concept of eResearch, Is “linking peo ple te resources,” ple together to make use of high performing computers and to to make research easy. ‘Traditionally, central to research activities ate the Ubrarians, materials available to researchers by storing, managing, preserving They create vertical files, classify materials for easy access, In other words, Ibs are trained to reduce research materials to facilitate accessibility by having to formant collaborate to share published works. But because of changes in digital tandec and browsing over with voluminous, dated, and sometimes dusty reference materials take so much of the researchers’ time. It became an unlikely endeavor among them! While other institutions exerted efforts to provide for materials in digital form through Open Personal Access Catalog (OPAC) system, the fast changing digital landscape has now outrun the responses of colleges and universities to meet specific research needs for computing infrastructure in their libraries. The role of libraries has changed from acquiring scholarly published materials to that of managing scholarship in collaboration with researchers who develop and use these data (Lynch in Goldenberg-Hart, 2004). The reason is obvious, they face the risk to fade from existence if they do not respond to the changing environment! this could mean Putting IT professionals in order they make resource scholarly materials, The term, eResearch is the term applied to the use of advance information and communication technologies (ICT’s) to the practice of research. The activities include collaboration, high performance computing, visualization, research data management and tools (eResearch, n.d.), The trend toward collaborative research enables individuals to accomplish studies that are beyond the coverage of individual researchers. It made the processing and sharing of data in greater quantities and of greater complexities open to researcher which was never done before. The use of eResearch allows researchers to conduct research activities beyond and across many institutions, adopt various tools and methodologies through shared digital collections, advanced data curation, annotation tools and high computing and visualization (What is Research, n.d.). is defined as a broader term that includes E-research, (in another term format), national or global Honscientific research but also refers to large-scale, distributed, : collaboration in research. Practically, it entails harnessing the capacity of information and communication technology (!CT) systems, particularly the power of high aE distributed computing, and the vast distributed storage capacity fuelled by aa jucing Cost of memory, to study complex problems across research landscape (ARC, 2005).E-research hes provided opportunities to see existing researches In a new ligh; The need to add fleld materials, new “finds” and stored in digitally appropriate form;, is important in building rich data to be used for different types of research. Howeve, accessibility of these data could not be possible without the capabilities offered throug; cyberinfrastructure. Now, let us explore on the use of the new terms that the readers ar. Ukely to encounter with e-research in (EDUCAUSE Review, November-December, 2005).; Cyberintrastructure refers to the computing and network Infrastructure th; enables research environments such as the “collaboratory, co-laboratory, grid communi network, virtual Science community, e-science community, while Grid is a specific element of cyberinfrastructure that is crucial in the development « research which enables the sharing of data in the form of collection of data repositori: Specialized scientific equipment, computing power and knowledge services (EDUCAUS: . 2005). + Middleware is essentially the Software that provides standard community tools ar ‘services for knowledge management and knowledge sharing. Provisions for cyberinfrastructure: requires multi-million pesos of investment, i order’ to serve its purpose. Another concern would be putting together of research da ‘sets, the knowledge grid or intellectual infrastructure critical for local and international collaboration. The use of the term, eResearch, according to Appelbe and Bannon (2007). } 1s concept or word.which has come into vogue in academic research circles since 2000. Fundamentally, it is a collaborative and interactive research made possible by the Internet and data and computational ew concept, it can and has been abused and misused by people keen to “jum; on the bandwagon’. eResearch presents many challenges, both technical 4 organizational-traditional academia rewards Individual performan an Specialization, not collective and interdisciplinary efforts that chatact ceed eResearch. But eResearch is a paradigm shift that is changing the ery ten research is conducted and organized in many academic disciplines and research ‘ ome by Appelbe and Bannon (2007), ot just technology, rather they are reliant on IT technology and Organizational use IT the outcomes of research. The table that follows provides a comparison bch Pachieve ‘and eResearch framework (Appelbe & Bannon, 2007). “aditional eResearch projects do ni,CT MOLE ria Diversely skilled, distributed indivi idual researcher of small vocal nesearch'teaen Generated, stored and accessible | Locally generated, stored and from distributed locations accessible Large-scale, or on-demand Batch compute jobs or jobs run on computation Or access to shared | researcher's own computers or instruments. research instruments Networking Reliant on the internet and Not reliant on internet middleware emination of | Through Websites and specialized | Through print publications and web portals conference presentation It can be gleaned from the above comparison that to generate data it must need supporting infrastructure through hardware, software, networking and of course human resources. Thus, a researcher is presented with a choice to attain the goals of research. The adoption of eResearch is highly dependent on online collaboration. Its technologies can be applicable to wider range of domains. Its tools can improve research outcomes through; © Improved collaboration - through data sharing Utilization of local, national IT infrastructure - through data services, web services, portals and systems * Accessing data repositories and collections - base line data for multidisciplinary needs . Utilizing advanced computing facilities - for larger searches or perform greater simulation practices * Managing and reusing research data - store data and preserve data.There are other internet Information resources/Library E-resources that can by utilized for researches (Research handouts, nd.): eral ol) MMe ltt} EBSCO(Elton Bryson Stephens Company) | hetp//www. clearinghouse net | Index of Library Resources Business Researchers’ Interest Website Access Business Online Websites http://www. Sunsite.berkeley.edu/Libweb/ Gateway to United States Library usa-acad.htmt ittp://www. Portico.bl.uk/gabriel/en/ Gateway to Europe National Library : weicome.htmi si http://www, opac97.bluk/ Catalog of the Reference of the British Library http://www. copac.ac.uk/copac Access to Online Catalogs of Research Libraries in the UK 4 http://www. niss.ac.uk/ reference/ Catalogs of all UK Higher Education Libraries Opacs.htmi http://www.ex.ac.uk/- jtilsed/lib/ Index of UK Higher Education and Research ' uktibs. htm! Libraries Weblinks for Education*(Compilation ADU Reference Ubrary, with permission) http; /wwwatozteacherstuft.com AtoZ Teacher Stuff Mande confrcom [acente Bloomfire . Edutation resources information centet ‘www.magportal.,com/c/edu/ Magportal.com:Magazine articles on education — —atey ne \ htp://edutechwikiunige.ch/er/Main_ Page | 5