The Nature of Inquiry and Research Practical Research 2: The Nature of Inquiry and Research Good morning. T VON CHRISTOPHER G. CHUA von_christopher_chua@dlsu.edu.ph

Our Learning Goals: The Nature of Inquiry and Research After this discussion, you are expected to have the ability to… describe characteristics, strengths, and weaknesses of quantitative research; differentiate kinds of variables according to scales of measure; and contrast kinds of quantitative research. This slideshow presentation will be made available through the trainer’s website: mathbychua.weebly.com. Download the document to use it as reference.

Let’s look back… How would you define practical research? Why is it important for a SHS student to know the process of conducting research? Give some examples of research opportunities or topics relevant to both your interests and your SHS strand. Let’s look back…

Research is a systematic process of collecting, analyzing, and interpreting information in order to increase our understanding of a phenomenon about which we are interested or concerned (Leedy & Ormrod, 2013). Defining Research

works with a system or method unbiased; all angles presented Research is a systematic and objective creation of knowledge. (Creswell, 2013) a creative process Present the answer Collect data to answer to the question If you are to describe research by a single word, what word would best describe it? Research is a process in which you engage in a small set of logical steps. Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. Defining Research Pose a question

Why DO RESEARCH? Add to existing knowledge. 1 Improve practice. Inform policies Solve problems, not emergencies. 1 2 3 4 Provides data for better understanding of real-life concerns and issues, individual or group. Undertake research to contribute to existing information about issues. Through research we develop results that help to answer questions, and as we accumulate these results, we gain a deeper understanding of the problems. In this way, researchers are much like bricklayers who build a wall brick by brick, continually adding to the wall and, in the process, creating a stronger structure. When we encourage our students to immerse themselves in researches that seek to understand how they learn and what factors contribute to learning, we give them the opportunity to improve their study habits and their appreciation for improving themselves through education. Research has the ability to change the way we do things. The researches that your students will be doing can be used to review existing school policies or even generate new ones. Makes recommendations to improve existing situations or realities. Students must understand that the conduct of research takes time. Why DO RESEARCH?

Quantitative Research In comparison to qualitative research. Fraenkel & Wallen, 2009 1 single reality vs. multiple realities establishing relationships and explaining cause of correlation vs. understanding situations in a participant’s perspective pre-established design vs. emerging design detached researcher vs. immersed researcher to generalize vs. to assess applicability 2 3 Quantitative researchers usually base their work on the belief that facts and feelings can be separated, that the world is a single reality made up of facts that can be discovered. Qualitative researchers, on the other hand, assume that the world is made up of multiple realities, socially constructed by different individual views of the same situation. The purpose of quantitative research is basically to [READ]. Quantitative research has established widely agreed on general formulations of steps that guide researchers in their work. Qualitative researchers have a much greater flexibility in both the strategies and techniques they use and the overall research process itself. The ideal researcher role in quantitative research is that of a detached observer, whereas qualitative researchers tend to become immersed in the situations in which they do their research. quantitative researchers want to establish generalizations that transcend the immediate situation or particular setting. Qualitative researchers, on the other hand, often do not even try to generalize beyond the particular situation, but may leave it to the reader to assess applicability. Quantitative Research 4 5

Quantitive Research Its STRENGTHS and WEAKNESSES Precision of numbers Level of significance (statistical) can be determined – that results are not due to chance alone Sample is less prone to sampling bias Error can be computed, e.g., sampling error Addressing Weaknesses of Quantitative Research Rigor in doing quantitative research procedures Addition of qualitative analysis using quotes of subjects (persons from whom data are collected) to support statistical results Inadequacy of numbers for total picture and depth of analysis Less than 100% accuracy in sampling, instrument construction and administration Assumptions in statistical methods The objectivity QNR is almost guaranteed because it seeks answers to questions supported by the analysis of quantitative data. Numbers are precise and bias-proof. In relation to that, in QNR, we are in control of the level of significance. We can account for the possibility for error. Nonprobability sampling is often employed and we can decide how accurate we want our results to be by limiting our samples. Numbers will not be able to explain everything. Sometimes the data that we get only scratches the surface and qualitative data will be needed to make meaning out of the numbers. Error can occur due to sampling, the instrument, and how the tool is administered. QNR tends to start with assumptions that it will need to validate. Because of this, results are restricted to whether the data reject or do not reject that assumption.

A variable varies and has values A variable varies and has values. The values of variables under study are the research data. Are these variables? color, chair, shape of table, tweet, shirt style. How are these different? Quantitative and qualitative variables Discrete and continuous variables Quantitative variables are those whose values are numerical. Qualitative variables are those whose values are categories, characteristics, qualities. Continuous variables are quantitative and have infinitely many values even over a limited range. Dicrete variables have limited number of values, Variables

Daily Allowance Availability of Internet Connection Time Temperature Test Score Position in Student Government Cellphone Brand Height Cellphone number Class rank in the honor roll ACTIVITY TWO Which goes where? AGE GRADE LEVEL GENDER Classify the variables at the right based on their “likelihood” to the three others in the color-coded columns.

A variable varies and has values A variable varies and has values. The values of variables under study are the research data. Are these variables? chair, shape of table, tweet, shirt style. Classifying Variables according to Scales of Measure Nominal scale is characterized by data that consist of names, labels, or categories only. Ordinal scale involves data that may be arranged in some order but differences between data values either cannot be determined or meaningless. Interval scale is data for which we can determine meaningful amounts of differences between data. However there is no inherent zero starting point. Ratio scale is the interval scale to include the inherent zero starting point. For these values, differences and ratios are both meaningful. Variables NOMINAL ORDINAL RATIO INTERVAL IDENTITY MAGNITUDE EQUAL INTERVALS ABSOLUTE ZERO

Quantitative Research Designs Correla tional Experi mental Manipulating conditions and studying effects Studying relationships Non-experimental research Descrip tive Describing characteristics

Quantitative Research Designs Descriptive Research Examples: What are the sleeping habits of SHS students in DLSAU? What factors affected the SHS track choice of SHS students? A cross-sectional survey collects information from a sample coming from various groups that has been drawn from a predetermined population. Sometimes called survey research, it aims to describe systematically the facts and characteristics of a given population or area of interest, factually and accurately Your Turn Consider your chosen research interest or topic. Come up with a research question that falls under descriptive research.

Quantitative Research Designs Correlational Research Explanatory research design determines the extent to which two variables (or more) co-vary. Examples: Does wearing school uniform have any relationship with students’ ability to participate? Is there a relationship between phone brand and Facebook usage among teens? Prediction research design seeks to identify variables that will predict an outcome or criterion. aims to describe and measure the degree of association between two or more variables or sets of scores. Your Turn An explanatory research design is a correlational design in which the researcher is interested in the extent to which two variables (or more) co-vary, that is, where changes in one variable are reflected in changes in the other. prediction research design is to identify variables that will predict an outcome or criterion. In this form of research, the investigator identifies one or more predictor variable and a criterion (or outcome) variable. A predictor variable is a variable used to make a forecast about an outcome in correlational research. Consider your chosen research interest or topic. Come up with a research question that falls under correlational research.

Quantitative Research Designs Experimental Research Types True experiments EG: R O1 x O2 CG: R O1 x O2 Quasi-experiments EG: O1 x O2 CG: O1 x O2 Independent variable attempts to influence a particular variable tests hypotheses about cause-and-effect relationships Dependent variable In an experimental study, researchers look at the effect(s) of at least one independent variable on one or more dependent variables. The independent variable in experimental research is also frequently referred to as the experimental, or treatment, variable. The dependent variable, also known as the criterion, or outcome, variable, refers to the results or outcomes of the study. True experiments, the researcher randomly assigns participants to different conditions of the experimental variable. Quasi-experiments include assignment, but not random assignment of participants to groups. Factorial designs represent a modification of the between group design in which the researcher studies two or more categorical, independent variables, each examined at two or more levels (Vogt, 2005) A time series design consists of studying one group, over time, with multiple pretest and posttest measures or observations made by the researcher.

ACTIVITY ONE Internet availability at home and student’s average sleeping time at night Social media involvement and practices of Grade 12 HUMSS students The effect of the use of <a local packaging material> on the shelf life of a product. The marketability of <innovative product> to SHS students. Children of single parents and their level of Math anxiety. Determine the design Correlational Descriptive Experimental (True) As a group, decide on a researchable topic leading to a quantitative research suited to the level of SHS students.