Module 4

Research in Child and

Adolescent
Development
Reported by:
Janelle R. Grana
Mc Justin Dimayacyac
Teachers as Consumer/End users of Research

Research gives teachers and also policy-makers important

knowledge to use in decision making for the benefit of
learners and their families. Well-informed teachers are able to
use and integrate the most authoritative research findings.
Research enables teachers to come up with informed decision
on what to teach and how to teach. This involved decisions
related to educational policies, curriculum, effective teaching-
learning processes, and even those involving research, too. It
can help us, teachers, to be more knowledgeable about how to
fit our teaching with the developmental levels of our learners.
Teachers as Researcher

The conduct of research does not only belong

to thesis and dissertation writers. It is for
students and teachers, too. Let us learn how to
conduct research by finding out the different
research principles and the research method
and designs with focus on child and adolescent
development.
The Scientific Method
One important principle in research is adherence to the
scientific method, since research is a systematic
method. Dewey gave us 5 steps of the scientific
method . They are as follows :

1. identify and define the problem

2. determine the hypothesis
3. collect and analyze data
4. formulate conclusions
5. apply conclusions to the original hypothesis
Research design
Research that are done with high level of quality and
integrity provide us with valuable information about
child and adolescent development. To be able to conduct
quality research, it is important that you know various
research design and different data-gathering techniques
used by developmental researchers. Some are given and
described below:

1. Case Study- An in depth look at an individual

2. Correlational- A research design that determines
association.
3. Experimental-A research design that determines cause and
effect relationship. The experimental method involves
manipulating the variable to determine if changes in one
variable cause changes in another variable. This method relies
on controlled methods, random assignment and the
manipulation of variables to test a hypothesis.
4. Naturalistic Observation- a research design that focuses on
children’s experiences in natural settings.
5. Longitudinal- this research design studies and follows
through a single group over a period of time, usually several
years or more.
6. Cross sectional- A research strategy in which individuals of
different ages are compared at one time.
7. Sequential- this is the combined cross-sectional and
longitudinal approaches to learn about life-span development.
8. Action Research- Action research is a reflective process of
progressive problem-solving led by individuals working with
others in teams or as part of a “community of practice” to
improve the way they address issues and solve problems.
 Data Gathering Definition/ Description
Technique
1.Observation Observations can be made in either laboratories or natural settings. In
naturalistic observation, behavior is observed in the real world like
classrooms, home in neighborhood.

2. Physiological Certain indicators of children’s development such as, among others,

Measures heart rate, hormonal levels bone growth, body weight and brain
activity are measured.

3. Standardized These are the prepared test that assess individual’s performance in
different domains. These tests are administered in a consistent
manner.

4. Interviews and Involved asking the participants to provide information about

Questionnaires themselves based on the interview or questionnaire given by the
researcher.

5. Life – History These are the records of information about a lifetime chronology of
Records events and activities. These often involve a combination of data
records on education, work, family and residence.
Ethical Principles
To serve the genuine purposes of research, teacher
researchers are subject to ethical principles. Just as we
have the Code of Ethics that governs the behavior of
teachers, there also exist ethical standards that guide
the conduct of research. These ethical standards serve
as reminders that as researchers, we should strive to
protect the subjects of our study and to maintain the
integrity of our research.
Following considerations for researches conducted with young children and other
vulnerable population which are enumerated by the National Association for the
Education of Young Children (NAEYC)
Some key points are:
1. Research procedures must never harm children, physically or psychologically.
2. Children and their families have the right to full information about the research in
which they may participate, including possible risks and benefits. Their decision to
participate must be based on what is called "informed consent." There must be
informed consent procedures with research participants.
3. Children's question about the research should be answered in a truthful manner and
in ways that children can understand. Researchers must be honest and clear in their
communication.
4. There should be respect for privacy. Information obtained through research with
children should remain confidential. Researchers should not disclose personal
information or the identity of participants in written or oral reports and discussion.
The Data Privacy Act of 2012(R.A.10173

This law was passed in the Philippines in 2012

“to protect the fundamental human right of privacy
of communication while ensuring free flow of
information to promote innovation and growth.”

The law states that the collection of personal

data “must be a declared, and legitimate purpose
and that…. Consent is required prior to the
collection of all personal data.”
Impacts of Teacher’s Research
Involvement on Teachers
Research itself has proven that teachers have everything to
gain and nothing to lose when they get involved in the research
process.
Evidence suggest that:
1. Teachers who have been involved in research may become more
reflective, more critical and analytical in their teaching, more open
and committed to professional development.
2. Participating in teacher research also helps teachers become
more deliberate in their decision-making and actions in the
classroom.
3. Teacher research develops the professional dispositions of lifelong
learning, reflective and mindful teaching, and self-transformation.
4. Engaging in teacher research at any level may
lead to rethinking and reconstructing what it
means to be a teacher or teacher educator and,
consequently, the way teachers relate to children
and students.
5. Teacher research has the potential to
demonstrate to teachers and prospective teachers
that learning to teach is inherently connected to
learning to inquire.
2. A Research Abstract- A research abstract is a brief
summary that appears at the beginning of the article. It has
the following parts:
 Title
 Researchers
 Date of Research
 Introduction
 Methods
 Findings\Results of the Study
 Conclusions and Recommendations
 References