Introductory Concepts on

Research
August 17, 2022

Assoc. Prof. Raymond B. Esperida, MSPT, PTRP, FRIPOT, PhD©, GDMT,

CNMT, CFIDN, CFMP
Learning Objectives
At the end of the lesson, the learner will be able to:
•Explain the relevance of doing research in physical therapy.
•Discuss the characteristics and purposes of research.
•Recognize the importance of research towards the improvement of
professional practice.
•Discuss the basic concept of research.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Careful and systematic investigation
in some field of knowledge
undertaken to discover or establish
facts and principles (Fraenkel and
Wallen, 2006).
•In scientific research, the emphasis is
on obtaining evidence to support or
refute proposed facts or principles.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Research is theoretical
It is concerned with
developing, exploring or
testing the theories or
ideas that social
researchers have about
how the world operates.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Research is empirical

It is based on observations and

measurements of reality (on what we
perceive of the world around us).
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Research is both theoretical and

empirical

a comparison of our theories about how

the world operates with our
observations of its operation.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Research is Nomothetic
rather than Idiographic
Nomothetic refers to laws or rules
that pertain to the general case
(nomos in Greek) and is
contrasted with the term
"idiographic" which refers to laws
or rules that relate to individuals
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•is an error in reasoning, usually
based on mistaken assumptions.
•Ecological Fallacy
•Exception Fallacy
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•occurs when one make conclusions

about individuals based only on
analyses of group data.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•sort of the reverse of the ecological
fallacy. It occurs when a person reach
a group conclusion on the basis of
exceptional cases.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

The scientific method
provides another way of
obtaining information
that is ACCURATE and
RELIABLE
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•the extent to which an experiment,
test, or measuring procedure yields
the same result on repeated trials
•Reliability = CONSISTENCY
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•freedom from mistake or error;
conformity to truth or to some
standard or model
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Basic (fundamental or pure)
research is conducted to
investigate issues relevant to
the confirmation or
disconfirmation of theoretical
The main motivation is
or empirical positions.
to expand man's
knowledge , not to
create or invent
something.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Basic research
experiments are
performed to further
scientific knowledge
without an obvious or
immediate benefit.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•designed to solve practical problems
of the modern world, rather than to
acquire knowledge for knowledge's
sake.
•The goal is to improve the human
condition.
•Interventions are usually being
develop to help people cope or
address their concerns or problems.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Research Cycle
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•A state of affairs that needs to be
change or improve.
•Anything that a person finds
unsatisfactory or unsettling.
•Questions for which researchers seek
an answer.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Experience
Sources of •Theory
Research Ideas •Applied Issues
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Everyday experience and observations of

what goes on around us.
•Unsystematic Observation
• Refers to curiosity about the causes or
determinants of behavior.
•Systematic Observation
• It is a planned observation.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•A set of assumptions about the causes

of behavior and rules that specify how
those causes act.
•Theories allow us to predict the
behavior expected under new
combinations of variables.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Research ideas arise from the need to

solve practical problems.
Applied Issues
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Related literature
•Current social and political issues

Other Sources of •Practical situations

•Personal interests and experience
Research •Replication of previous studies

Problem • Checking the findings of a major study

• Checking the validity of research findings
with different subjects
• Checking trends or changes over time
• Checking important findings using different
methodologies
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Feasibility of the
Research •The potential researchability of the
problem which makes it a good
Problem subject of scientific inquiry.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

• Time
• Availability of subjects
• Administrative control and group
Criteria support
• Research resources
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Research problems is usually

posed as a question which
serves as the focus of the
researcher’s investigation.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Characteristics of Good Research
Questions

Time-
Specific Measurable Attainable Realistic
sensitive
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Characteristics of Good Research
Questions
Should not
Relationship involve
A feasible 1. Constitutive
refers to a physical or
question is Definition
connection or psychological
one that can 2. Definition
association Worthy of harm or
be by example
between two investigation. damage to
investigated 3. Operational
or more human beings
with available definition
characteristics or social
resources
or qualities. environment.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Is a measurable characteristic that changes

from one individual or one setting to another.
•Is a label or name that represents a concept or
characteristic that varies
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•It is a specific value on a variable.

Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•uses words or concepts to define a

Conceptual variable.
Definitions
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

Operational •is an indication of the meaning of a

Definitions variable through the specification of
the manner by which it is measured,
categorized, or controlled.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Discrete Quantitative Variable : results from
either a finite number of possible values or a
countable number of possible values. These are
variables that are obtained through counting
(Deauna, 1996).
Types of Quantitative
Variables
•Continuous Quantitative Variable results from
infinitely many possible values that can be
associated with points on a continuous scale in
such a way that there are no gaps or
interruptions. These are usually results of
measurement (Deauna, 1996).
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Independent Variables
• are those that researcher chooses to study in
order to assess their possible effect(s) on one
Two Main Variables in or more other variables
• Are presumed to affect (at least partly cause)
an Experiment or somehow influence at least one other
variable.
• Also called as experimental or treatment
variable.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Dependent Variables
• A variable affected or expected to
Two Main Variables in be affected by the independent
an Experiment variable.
• Also called criterion or outcome
variable.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

The effect of two
instructional approaches
(independent variable)
on student achievement
(dependent variable)
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•are those that affect the dependent

variable but are not controlled
adequately by the researcher.
Extraneous Variables
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Sometimes referred to as a confounder or a lurking
variable.
•This hidden third variable causes the two measured
variables to falsely appear to be in a causal relation.
Confounding Variable •It is a "hidden" variable in a statistical or research
model that affects the variables in question but is not
or Factor known or acknowledged, and thus (potentially) distorts
the resulting data.
•Such a relation between two observed variables is
termed a spurious relationship.
•An experiment that fails to take a confounding variable
into account is said to have poor internal validity.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Is a specific statement of prediction.
•It describes in concrete terms what a
researcher expect will happen in the study.
•Not all studies have hypotheses.
•Prediction is that variable A and variable B will
be related.
•The only other possible outcome would be
that variable A and variable B are not related.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of
Is there any significant
Research
relationship between
academic performance
and licensure
examination
performance?

There is no significant There is a significant

relationship between relationship between
academic performance academic performance
and licensure and licensure
examination examination
performance. performance.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research
Basic Concept of Research
Types of Hypotheses
•Alternative hypothesis refers to the prediction
that support the existence of relationship
between two variables.
•Usually written with a notation like HA or H1.
•Null hypothesis (HO or H0) refers to the
prediction that support the non-existence of
relationship between two variables.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•A hypothesis forces us to think more deeply
and specifically about the possible outcomes of
a study.
•It involves the philosophy of science - it
enables one to make specific predictions based
on prior evidence or theoretical argument.
•It helps us see if we are, or are not,
investigating a relationship.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Stating hypothesis may lead to bias on the part
of the researcher.
•Stating hypothesis is unnecessary or even
inappropriate in certain research types such as
descriptive or ethnographic studies.
•Focusing attention on hypotheses may prevent
researcher from noticing other phenomena
that might be important to the study.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

REMEMBER!!!
• Formulate prediction (directional or not), and then formulate a
second hypothesis that is mutually exclusive of the first and
incorporates all possible alternative outcomes for that case.
• When study analysis is completed, the idea is to choose
between the two hypotheses. If prediction was correct, reject
the null hypothesis and accept the alternative. If original
prediction was not supported in the data, accept the null
hypothesis and reject the alternative.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

LOGIC!!!
• The formulation of two mutually exclusive
hypothesis statements that, together, exhaust
all possible outcomes.
• The testing of these so that one is necessarily
accepted and the other rejected.
Research 1 with Evidence Based Practice
Lesson 1: Introduction to Research

Basic Concept of Research

•Library work: Search in the electronic source

sample researches and analyze the titles.

• List or highlights the word that uniquely

describe the Physical Therapy research
References:
•Berger, A. A. (2011). Media and communication research methods: An
introduction to quantitative and qualitative approaches. London. SAGE
•Bernard, H. (2013). Social research method, qualitative and quantitative
approaches. London. SAGE
•Borden, K. S & B. B. Abbott (2011). Research designs and methods.: a
process approach. McGraw Hill International
•Creswell, J. W. (2014). Research design qualitative and quantitative
approaches. 2nd Ed. Thousand Oaks. SAGE
•Fraenkel, J. R. (2015). How to design and evaluate research in education.
McGraw Hill International.