Lesson 1: Constructivist

RESEARCH: AN INTRODUCTION ● researchers believe that experience

RESEARCH
● the systematic investigation into and
study of materials and sources in
order to establish facts and reach
new conclusions.
WHY STUDY RESEARCH?
● To improve and develop new
methods.
● To contribute knowledge and
progress.
● To develop better understanding of
published works.
● To develop independent critical
thinking skills along woth oral and
written communication skills.
QUALITIES OF GOOD
INQUIRER/RESEARCHER
Care - Distinct characteristics of a
researcher
Utitlity Competency - Ability to troubleshoot
during unexpected scenario
Technical Competency - Ability to use
available technologies
Effort - time and skill
Service - willingness of the researcher to
serve others, to do good
Patience - intra (within) and extra (outside)
group
Guts and Risk - considering options
PHILOSPHICAL WORLD VIEWS IN
RESEARCH
Post-positivist
● researchers subscribes to the idea
that everything should be quantified
to produce meaningful concrete
results
expressed through words can paint
a better picture of a certain
phenomena.
Transformative
● researchers supports the idea that
research should be increase quality
of life and produce better socities
Pragmatic
● researchers promotes the use of
both qualitative and quantitative data
in expressing researchg findings.
RESEARCH PROCESS
CONCEPTUALIZATION PHASE
- concept making
DESIGN PHASE
- planning
EMPIRICAL PHASE
- data collection
ANALYTICAL PHASE
- data analysis and interpretation
DISSEMINATION PHASE
- utilization
RESEARCH APPROACHES
Qualitative Research
● An approach for exploring and
understanding the meaning
individuals or groups ascribe to a
social or human problem.
Quantitative Research
● approach for testing objective
theories by examining relationship
among variables.
Mixed Approach
● inquiry involving collecting both
quantitative and qualitative data and
integrating the two forms of data.
QUALITATIVE
● Aim is complete detailed description
● Researchers may only know roughly
in advance what he/she is looking
for.
● The design emerges as the study
unfolds.
● Researcher is the data-gathering
instrument. Data is in form of words,
picture or object,
● Subjective- indivudual’s
interpretation of event is important.
● Data are richer, time consuming and
less able to be generalized.
● Researchers tends to become
subjectively immersed in the subject
matter.
QUANTITATIVE
● Aims to classify features, count them
and construct statistical models.
● Researcher already knows what
he/she is searching for.
● All aspects if the study are carefully
designed before data is gathered.
● Researcher uses tools, such as
questionnaires or laboratory
equipment to collect numerical data.
● Data is in form of number and
statistics.
● Objective- seeks precise
mesaurement andanalysis of target
concepts.
● Data is more efficient, able to test
hypothesis but may miss contextual
detail.
● Researcher tends to remain
objectively separated from the
subject matter.
RESEARCH FORMAT
Traditional
- manuscripts are written by chapter
International
- manuscripts are written in
Introduction-Method-Results-Discus
sion (IMRAD) format and content
based on American Psychological
Association (APA, 7th Edition
Standards).
OLFU-RDIC
- promotes the use of APA style and
content, use of 6,000-9,000 word
range for the whole manuscript and
the following sections/outline of the
manuscript.
OLFU-RDIC SECTION/OUTLINE OF THE
MANUSCRIPT
1.0 Introduction - Contextual
2.0 Literature Review - Contextual
3.0 Methods - Procedural
4.0 Results - Substantial
5.0 Discussion - Substantial
6.0 Conclusion - Substantial
7.0 Recommendation - Substantial
___________________________________
Lesson 2:
QUANTITATIVE RESEARCH
QUANTITATIVE RESEARCH APPROACH
● Statistical, mathematical or
computational method
● Expressions are in numerical forms,
objectivity of data
● Aim is to find the relationship
between once variable to another
CHARACTERISTICS OF QUANTITATIVE
APPROACH
● clearly defined research question
 ● generalized concepts more widely,
predict future results
● gathered using structured research
instruments
● uses tools, such as questionnaires
● based on larger sample sizes
● datas are arranged in tables, charts,
figures or other non-textual forms
● can usually be replicated or
repeated
QUANTITATIVE RESEARCH APPROACH
1. NON EXPERIMENTAL
● The association or Connections
between variables
● Without manipulation of variables
- Survey Research
- most common method used
for quantitative study and be
in form of questionnaire or
interview
- Correlational Research
- determine the relationship
between 2 variables
- Comparative Research
- comparisons are based on
descriptive data, showing
that a difference exists but
does not imply causation
2. EXPERIMENTAL RESEARCH
● Establishes causality and often used
when an intervention is being
studied
● With manipulation of variables
- Quasi Experimental
- studies that aim to evaluate
interventions but that do not
use randomization.
- Similar to randomized trials,
quasi-experiments aim to
demonstrate causality
between an intervention and
an outcome.
- True Experimental
- all studies with at least 1
independent variable that is
experimentally manipulated
and with at least 1 dependent
or outcome variable.
___________________________________
Lesson 3: VARIABLES
VARIABLES
● Defined as anything that has a
quantity or quality that varies
● They are anything that takes on
different values, typically numerical
values
● Examples:
○ Age, gender, height, hair
color, health parameters
(vital signs, hobbies and a lot
more)
TYPES OF VARIABLES
● INDEPENDENT (X)
○ This is presumed cause.
○ The variable that is being
manipulated by the
researcher.
○ It is stable and unaffected by
the other variable that you
are trying to measure.
● DEPENDENT (Y)
○ This the presumed effect,
assumes the change brought
about by the independent
variable
○ This is the variable that is
being measured by the
researcher.
● EXTRANEOUS/ERRONEOUS
 ○ The unwanted variables
○ Also called as confounding
variables, because their
presence influences the
outcome in undesirable way
○ there is a need to limit or
control this type of variable
as much as possible
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Lesson 4: RESEARCH TITLE
CHARACTERISTICS OF A GOOD TITLE
● Contain as few words as possible:
many journals limit titles to 12 words
● Be easy to understand
● Describe the contents of the paper
accurately and specifically
● Avoid abbreviations, formulas, and
jargon
● NOT include any verb
● NOT contain low-impact words such
as "Some notes on....""Observations
on ...,""Investigations on ....„" "Study
of ...," and "Effect of ...
● Not be flashy as in newspapers
(e.g., avoid statements like
"Agroforestry can stop
deforestation")
● Report the subject of the research
than the results
SOURCES OF RESEARCH TOPIC
● OWN EXPERIENCE AND
INTEREST
○ Identify your own interests
and formulate a problem that
reflects them; familiarity in
your territory and
terminology.
● COLLEAGUES
○ Brainstorming with friends
about problems they have
encountered may help clarify
research ideas.
● CRITICAL FRIENDS
○ Experts are good sources of
research problems
● LITERATURE
○ Previous studies and
research findings in which
gaps were identified
EXAMPLES OF RESEARCH TITLE:
1.) Interrogative Form
- What is the motivation for using
Facebook?
2.) Combinatorial : Question and Title
- Who uses Facebook? An
investigation into the relationship
between the Big Five, shyness,
narcissism, loneliness, and
Facebook usage
3.) Combinatorial: Powerful Phrase and
Title
- Too much face and not enough
books? The relationship between
multiple indices of Facebook use
and academic performance
4.) Use of Novel Method
- Attitudes of elderly Korean patients
toward death and dying: an
application of Q-methodology
5.) Result of the Paper
- Preventive health behaviors
influenced by self-perceptions of
aging
Lesson 5: RESEARCH PROBLEM
RESEARCH PROBLEM
● is a clear statement of an inquiry or
gap that needs to be addressed
through a systematic approach.
● Blind spot
● Blank spot
● COMPARATIVE
- IS THERE A SIGNIFICANT
DIFFERENCE BETWEEN ( GROUP
1 & 2/ OR GROUPS)
___________________________________

GUIDELINES IN MAKING A RESEARCH

PROBLEM
S- Specific
M- Measurable
A- Achievable
R- Relevant
T- Time-based

OTHER GUIDELINES:
● Formulate
○ Formulate a research
problem that reflects the
significance of seeking
solutions and answers.
● Restrict
○ Do not state your research
problem/questions that are
answerable by yes or no.
● Statement
○ Research can be stated in a
declarative or interrogative
manner.
● Make sure that the quantitative
research problem is answerable by
an appropriate statistical method.
● Formulate a research problem that is
aligned with your research topic.

SAMPLE RESEARCH INQUIRIES

● CORRELATION
- IS THERE A SIGNIFICANT
RELATIONSHIP BETWEEN
(VARIABLE 1) AND
(VARIABLE 2)?
Lesson 6: ● written by the researchers
REVIEW OF RELATED LITERATURE themselves
● Example:
RRL - researhces published in a
● Its an an analysis and synthesis of journal
articles related to the research topic - abstract prepared by the
being studied. researcher/s
- dissertations
RRL PROCESS - thesis
1. Searching Relevant articles - undergraduate researches
2. Reading and analyzing research SECONDARY SOURCE
reports ● description of studies written by
3. Writing the description of the existing someone else, other than
information on a topic in a manner researches who conducted them
that is ethical and based on ● Example:
standards - literature review
- abstract prepared by the
PURPOSES OF LITERATURE REVIEW reviewer
1. Allows researcher to indentify a - presentation of research
research problem of interest done by someone else other
2. Aid the researcher to improve his than the resaercher.
research questions or hypothesis
3. Enables the researcher to discover CITATION
what are known and unknown about ● a signpost and an acknowledgemet
a certain topic. ● It can appear in differents parts:
within the text, at the bottom of the
TYPES OF LITERATURE page, at the end of the paper
● RESEARCH LITERATURE
- Based on research findings PROPERLY CITING SOURCES
- example: journal articles, ● IMPLICITCITATION STATEMENT
literature reviews, abstract of ● AUTHOR, YEAR
research studies ○ Example:
● NON RESEARCH REFERENCES ■ An e-learning system
- No based on research with higher
findings educational
- example: literary/artistic compatibility is
works, opinion articles, believed to effectively
brochures, magazines, facilitate the learning
anecdotes process of students
(Xu & Wang, 2006)
SOURCES OF RESEARCH LITERATURE:
PRIMARY SOURCE ● EXPLICIT CITATION
● description of studies ● AUTHOR (YEAR) VERB
STATEMENT
 ○Example:
■ Taylor and Todd
(1995) suggested that
Social Influence
affects other people’s
opinion, superior
influence, and peer
influence.
● VERB AUTHOR (YEAR)
STATEMENT
○ Example:
■ As suggested by
Taylor and Todd
(1995) Social
Influence affects other
people’s opinion,
superior influence,
peer influence.
___________________________________
Lesson 7: PLAGIARISM
PLAGIARISM
● Plagirism is stealing. It is offensive
whether it is done intentionally or by
accident.
● Using exact words or ideas without
citing the rightful owner of the source
is a form of academic dishonesty.
● Wrongful use of idea or language or
another author and representing as
if they are your original work
5 TYPES OF PLAGIARISM
1. P OF WORDS
● The use another author’s
exact words without citing
him/her.
2. P OF STRUCTURE
● The author cited the source,
but he just paraphrased
another words by changing
sentence construction or
word choice.
3. P OF IDEAS
● Presenting another’s idea as
if they are your own without
giving the owner credit.
4. P OF AUTORSHIP
● Turning in a replication of
another’s work. Submitting a
paper taht you got off the
internet or from a friend and
presenting it as your own.
5. P OF SELF
● The use of one’s previous
work for a separate
assignment or requirement.
Although the ideas and
words are owned by the
author, receiving 2 credits for
a single output is considered
cheating.
HOW TO PREVENT PLAGIARISM?
● Develop a topic based on previously
written material but ensure that you
also write something new and
original.
● Although you can rely on experts'
opinions regarding a certain topic
ensure that you are making a
contribution by improving upon those
opinions.
● Do not fail to give credit where and
when it is due.
● It is advisable that the researcher
follows a certain documentation
format like the American
Psychological Association
PENALTIES FOR PLAGIARISM
One must understand that plagiarism is a
serious offense in the academe. Whether it Developing a framework in quantitative
is done intentionally or out of sloppiness on study
the part of the author, it is not without ● In developing a framework, once
penalty. musy be able to create
● Receiving zero in an assignment or generalization by the process of
project, suspension & expulsion. reasoning from specific observation,
● Losing one's earned degree. this process is known as induction.
● Possible penalties are failing the You may follow these steps:
course. ● Select a topic and clarify your
objectives.
___________________________________ ● Review the literature and discuss
problem with colleagues.
LESSON 8: ● Develop ideas based on the
CONCEPTUAL FRAMEWORK reviewed literature and based on
one’s own experience.
Conceptual Framework ● Create a conceptual scheme based
● Conceptual models or frameworks, on the developed ideas.
like theories, deal with abstractions
(concepts) that are assembled by
virtue of their relevance to a
common theme.
● It broadly presents an understanding
of the phenomenon of interest and
reflects the assumptions and
philosophic views of the model’s
designer.
● It is also a graphical presentation of
concepts under study and existing
relationships that exist between or
among these concepts.

PURPOSES OF CONCEPTUAL
FRAMEWORKS
● To make research findings
meaningful
● To link observations and facts into a
LESSON 9:
meaningful and orderly structure or
RESEARCH HYPOTHESIS
scheme.
● To allow researchers to make
Hypothesis
prediction on the occurrence of
● A statement of the research’s
phenomena.
prediction about relationship
● To serve as catalyst for future
between or among the variables
research endeavors
 ● Predictions of expected outcomes;
they state the relationship
researchers expect to find as a
result of the study
● Most quantitative studies are
designed to test hypothesis through
statistical analysis.
TYPES OF HYPOTHESIS
● ACCORDING TO: NUMBER OF
VARIABLES
A. SIMPLE HYPOTHESIS
- It expresses prediction
between 1 independent
variable and 1 dependent
variable.
- Example:
- Unemployment leads
to higher incidence of
crime.
B. COMPLEX HYPOTHESIS
- A prediction of a relationship
between more than one
independent variables and/or
more than one dependent
variables
- Also known as multivariate
variable
- Example:
- Illetracy and
unemployment leads
to higher incidence of
crime
● ACCORDING TO: PREDICTED
RESULT
A. NULL HYPOTHESIS (Ho)
- No relationship exists
between the dependent and
the independent variable
- Example:
- The number of books
owned by a student
does not affect his/her
academic
performance.
B. ALTERNATIVE
HYPOTHESIS (Ha)
- also known as affirmative
hypothesis
- Explicates that a relationship
exists between the
dependent and the
independent variable.
- Example:
- Exposure to music
affects the level of
anxiety
C. NON-DIRECTIONAL
HYPOTHESIS
- relationship/difference exist
between variables but the
direction is not explicated.
- Example:
- Health affects the
level of stress among
senior high school
students.
D. DIRECTIONAL
HYPOTHESIS
- relationship/difference exist
between variables and also
explicates the direction.
- Example:
- The health of the
students decreases
as their level of stress
increases.
___________________________________
LESSON 10:
INTRODUCTION TO STATISTICS
Statistics
● before main analysis - the data are
assuming to meet all the
requirements that a data should
have, or a data should undergo first
some preliminary checking to test if
a certain statistical technique is
appropriate for the analysis.
TYPES OF STATISTICS
A. DESCRIPTIVE STATISTICS
● It is the statistics that
includes statistical
procedures that the
researcher uses
● To describe the population
they are studying
B. INFERENTIAL STATISTICS
● The statistics that is
concerned with making
predictions or inference
● About a population from
observations and analysis of
a sample. That is, the
researcher can take the
results of an analysis using a
sample and can generalize it
to the larger population that
the sample represents.
INFERENTIAL STATISTICS
A. INDEPENDENT T-TEST
- used in determining
significant group differences
between two unrelated
samples
- (e.g. math grades of male
and female students).
B. CORRELATION (Pearson's r
moment of Correlation)
- used in determining
significant relationship or
association between two
continuous variable
C. ONE-WAY ANOVA
- used in determining group
differences between three or
more unrelated samples
- (e.g. consumer's buying
decision by marital status)
D. PAIRED T-TEST
- used in determining
significant group differences
between related or matched
samples
- (e.g. weight before and after
3-month exercise
programme)
MEASUREMENT SCALES
Based on the types of attributes or
characteristics that data represents, it can
be classified into one of 2 categories:
A. NON METRIC MS
- these are data describes
difference in type or kind by
indicating presence or
absence of a characteristics
or property.
1. Nominal Scale
● refers to data that can
only be put into
groups (categorical)
 ●Do not imply an means “absence” of
attribute or whatever it is
characteristics (e.g. measuring (e.g.
gender, religion, height, weight, and
occupation) heart rate)
2. Ordinal Scale
● variable can be LEVELS OF MEASUREMENT
ordered or ranked in 1. NOMINAL
relation to the amount - Named variables
of the attribute 2. ORDINAL
possessed. - Named + ordered variables
● The researcher 3. INTERVAL
knows the order, not - Named-ordered-proportionat
the amount of e interval between variables
differences between 4. RATIO
the values. - Named +ordered
+proportionate interval
B. METRIC MS between variables + Can
- Data that are metrically accommodate absolute zero
measured are used when
subjects differ in amount or
degree on a particular
attribute. It reflects quantity
or degree involving a
magnitude (e.g. level of
satisfaction)
1. Interval Scale
● Distances between
data elements can be
determined at the
interval level of
measurement.
Oftentimes measured
by a Likert Scale in
which once rates a
statement.
2. Ratio Scale
● The highest form of
measurement
precision. It has all
the components of an
interval scale but
here, the zero point is
meaningful and