1. MODULE 1: NATURE & INQUIRY OF RESEARCH
La Consolacion College Caloocan

2. Reflection on Research
What are your notions about research?
Why do you do research?
How do you do research?
What are some of the challenges that you face/will face in doing research?

3. Activity 1: Making Words Meaningful (Bubble Graph/Concept Map)
Notion about Research

4. Reason for Doing Research
Activity 1: Making Words Meaningful (Bubble Graph/Concept Map)
Reason for Doing Research

5. Activity 1: Making Words Meaningful (Bubble Graph/Concept Map)
How to do Research

6. Challenges in Research
Activity 1: Making Words Meaningful (Bubble Graph/Concept Map)
Challenges in Research

7. DEFINITION
Research comes from the middle French word recherché, which means “the act of searching closely.”
Research is a combination of the prefix re-, which means “again,” and the word search, which means “to look for.”
To summarize, Research is the process of looking for information once again.
Its main objective is to answer questions and acquire information, whether to solve a problem or to shed light on confusing lights.
Research and Science

8. SCIENTIFIC METHOD IN RESEARCH
Empirical approach – knowledge is gained through direct observation and experimentation. Only those data derived from scientific procedures are considered factual (ignore your preconceived notion about the construct understudy; disregard your feelings and emotions).
Observation – awareness of the environment using the 5 senses
Question – Questions must be answered through scientific investigation and must generate tangible proof. A question is unanswerable when it is deemed impossible for realistic exploration, no matter how intriguing it may be.

9. SCIENTIFIC METHOD IN RESEARCH
4. Hypothesis – an educated guess; intelligent guess
An attempt to explain a phenomena
It must be testable for analysis and interpretation
5. Experiments – the given hypothesis should assure testability in a crafted condition for the accuracy and reliability of results. The process of experimentation itself is a proof of scientific procedures; therefore the findings are considered truthful.
6. Analyses – for findings to be reliable, the data gathered are subjected for analysis through statistical methods. The statistical treatment to be employed depends on the design of the study, type of data, and given questions.

10. SCIENTIFIC METHOD IN RESEARCH
7. Conclusion – the process of making inferences involves concrete data to rule out opinions. A conclusion must be objective and supported by meticulous analysis of data (avoid adding more to what is literally available).
8. Replication – this means doing the same study once again to a different set of participants to test the soundness of the obtained result.
Establishment of reliability of findings – the previous data that were proven will have a stronger belief factor
Discovery of new knowledge – replication generates additional information or brand new data that will improve your knowledge acquisition and enlighten your confusion

11. SCIENTIFIC METHOD IN RESEARCH
c. Ascertainment of generalizability of results – this means that the results of the study can be applied to other groups of participants and therefore, do not only limit to the original samples.
1. Description – this refers to the way in which the phenomena being studied is defined, classified and categorized. The goal of describing is to provide essential information.
GOALS OF SCIENTIFIC RESEARCH

12. GOALS OF SCIENTIFIC RESEARCH
2. Prediction – it entails stating the possible consequences of present events based on existing knowledge of something else. The purpose of prediction is to control one’s action and behavior through careful planning derived from a given set of information.
3. Understanding/Explanation – this is the process of analyzing information to find out the causes behind phenomena. To understand and explain data, a relationship between events must already be established; one should cause the effect to the other; and other explanations of causality between them must be ruled out.

13. IMPORTANCE OF RESEARCH
Knowledge is established
Perceptions are corrected
Phenomena are validated
Present solutions are tested for effectivity
Problems are solved

14. Assign
Visit the following links to watch videos regarding the research process:
“Research Is Like Cooking” ( M)
“Six Reasons Why Research Is Cool: Quique Bassat at TEDxBarcelonaChange” (
Write an essay telling what you’ve learned about the research process.

15. MAJOR APPROACHES USED IN RESEARCH
A. Qualitative approach – aims to provide description of characteristics, kind, and quality of a subject, while interpreting and attempting to understand an event.
Mostly done in social sciences studies
Uses narrative descriptions from in-depth interviews
Qualitative variables are the data that are obtained in this approach
Advantages:
1. It provides descriptions about the real experience of the people in the situation being studied.

16. MAJOR APPROACHES USED IN RESEARCH
Advantages:
2. The researcher can expound more on the responses of the participants.
3. Researchers can have a rich explanation about abstract factors such as customs and traditions, family roles, and SES
Disadvantages:
Few and chosen samples are used to participate in the study.
Due to small no. of participants, the credibility of the data gathered might be reconsidered.

17. MAJOR APPROACHES USED IN RESEARCH
Disadvantages:
3. It leads to certain level of bias, lacking objectivity in description.
4. The generalizability of the findings are lacking.
5. Results are limited to selected people.
B. Quantitative approach – tests hypotheses and makes predictions through measured amounts, and ultimately describes an event by using numerical figures.
Statistical analysis is applied to interpret the numbers obtained from the data

18. MAJOR APPROACHES USED IN RESEARCH
Advantages:
It uses the confirmatory scientific method because it tests hypothesis
Certain level of bias is removed
Because the variables under investigations are operationally defined, the generalizability of findings is high.
Can be applied to larger populations

19. MAJOR APPROACHES USED IN RESEARCH
Disadvantages:
The focus of the study is limited only to the object under investigation
The interpretation of results will be based only on the findings derived from statistical data.
Often, explanations and descriptions are narrow.

20. MAJOR APPROACHES USED IN RESEARCH
C. Mixed Method approach – involves collection and analysis of data using both quantitative and qualitative approaches to be able to address the disadvantages of the 2 approaches and provide better understanding of data.
Advantages:
This method can make the description easier because it has both subjective and objective data
Its findings will increase the validity and reliability of the variables under investigation

21. MAJOR APPROACHES USED IN RESEARCH
Disadvantages:
Combining the two methods in a single study takes a lot of time for the study to be completed
Because it provides few guidelines in applying both methods, discrepancies in findings are difficult to resolve.

22. QUANTITATIVE RESEARCH:
AN OVERVIEW

23. Quantitative Research - is a way of making any phenomenon or any sensory experience clearer or more meaningful by gathering and examining facts and information about such person, thing, place, or event appealing to your senses. It involves measurements and amounts and seeks to find answers to questions starting with how many, how much, how long, to what extent, and the like.
Definition of Quantitative Research
Expressions like numerical forms, objective thinking, statistical methods, and measurement signal the existence of quantitative research. One word that reflects the true nature of this type of research is numerical. This term, numerical, is a descriptive word pertaining to or denoting a number or symbol to express how many, how much, or what rank things are or have in this world. Expressing meaning through numerals or a set of symbols indicates specificity, particularity, or exactness of something. Quantitative research makes you focus your mind on specific things by means of statistics that involve collection and study of numerical data.

24. Quantitative methods – center on objective measurements and numerical analysis of data collected through questionnaire or surveys and generalizing the results across groups of people.
It aims to classify features, count them, and construct statistical models to explain the observable phenomenon.

25. MAJOR CHARACTERISTICS OF QUANTITATIVE APPROACH
The data are usually gathered using more structured research instruments.
The results are based on larger sample sizes that are representative of the population.
The research study can usually be replicated or repeated, given its high reliability.
The researcher has a clearly defined research questions to which objective answers are sought.
All aspects of the study are carefully designed before data are collected.

26. 6. Data are in the form of numbers and statistics.
MAJOR CHARACTERISTICS OF
QUANTITATIVE APPROACH
6. Data are in the form of numbers and statistics.
7. The project can be used to generalize concepts more widely, predict future results, or investigate causal relationships.
8. The researcher uses questionnaires or other forms of research tools to collect numerical data.

27. STRENGTHS OF QUANTITATIVE APPROACH
Quantitative approach involves a greater number of subjects and enables a broader study, as well as enhancing the generalization of the results.
Study results are more objective and accurate. Quantitative research employs a certain procedures on a few variables to ensure the reliability of data.
Quantitative research can be replicated, as well as analyzed in comparison with other similar works.

28. STRENGTHS OF QUANTITATIVE APPROACH
4. You can summarize vast sources of information and make comparisons across categories and over time.
5. Personal bias can be avoided by keeping a “distance” from participating subjects and employing facilitators unknown to them.

29. LIMITATIONS OF QUANTITATIVE APPROACH
Quantitative data, while they can test a hypothesis, may be limited in explaining their construct. This is because the explanation often focuses on numerical results as basis
The research is often conducted in an artificial setting where a certain level of control is exercised. The result may not necessarily reflect the real-life situation presented in the problem.

30. TYPES OF QUANTITATIVE research
Non experimental
- It is incapable of establishing cause-effect relationships; by itself, it is able, if it takes place in conjunction with other experimental and quasi- experimental research methods.
2. Experimental
– similar to causal-comparative research, but the researcher can control the independent variables in the study (the participants are randomly assigned).

31. Primary – analysis of data collected by the researcher himself/herself
Non-Experimental
It involves various ways of data analysis:
Primary – analysis of data collected by the researcher himself/herself
Secondary – examination of data collected by other people
Meta-analysis – analysis of data expressed numerically

32. Non-Experimental
It uses research method that is applicable to both quantitative and qualitative data.
It collects data through survey, observation, historical studies, case studies, documentary analysis, and so on. (Suter, 2012; Sarantakos, 2013)

33. TYPES OF NON EXPERIMENTAL RESEARCH
Survey
Historical studies
Observational
Non-experimental research, on the other hand, has these sub-types.

34. TYPES OF NON EXPERIMENTAL RESEARCH
Correlational - attempts to determine the level of relation between two or more quantifiable variables. The correlation between two variables does not mean that one variable causes the other, but it can be used to predict their values.
Descriptive - involves the collection of data to either test a hypothesis or describe the variables mentioned in a study
Causal Comparative research - attempts to establish cause- effect relationships among the variables of the study. In this research, the independent variable usually involves a demographic (gender, race, social status) in which the researcher has no control of.
Non-experimental research, on the other hand, has these sub-types.

35. TYPES OF experimental research
a. True Experimental
True experimental, quasi-experimental, single subject, and pre-experimental.
1st - give a pre-test to examine the initial condition of both groups in relation to a variable, condition, or factor
2nd - apply to the control group a new condition
3rd- give the latter group a post-test to determine the effects or influence of the treatment or condition applied on them.
Tell the students that quantitative research is of two kinds: experimental and non-experimental. Each of these has sub-types. Falling under experimental are these specific types.
Explain further that in conducting an experimental research, first, give a pre-test to examine the initial condition of both groups in relation to a variable, condition, or factor; second, apply to the control group a new condition; and third, give the latter group a post-test to determine the effects or influence of the treatment or condition applied on them.

36. b. Quasi Experimental
Quasi-experimental comes in several types such as matched comparative group, time series, and counterbalanced quasi-experimental.
Quasi-experimental Designs – are an alternative to determine the causes and effects of two variables that cannot be subjected to experimental control. Most of the time, this design is used on a naturally given phenomenon and its effect on the people who are experiencing the occurrence. (Ex. You want to know the effect of calamity on its victims)

37. Types of quasi-experimental research
1. matched comparison – choosing a treatment group and another group that has similarities with the treatment group
2. time-series quasi-experimental research – giving them series of pre-tests and post- tests
3. single-subject quasi-experimental research – controls treatment and condition applied to just one individual or a group
Usually, participants chosen in a quasi-experimental research are those forming a class that remains as one group incapable of disintegration. The randomly chosen participants are subjected to any of these types of quasi-experimental research (Muijs 2011)
In which field of knowledge does a true experimental research usually take place? People in hard sciences (Physics, Chemistry, Biology, Pharmacy, and the like) love to do this kind of research; those in soft sciences (Psychology, Sociology, Humanities, Literature, Education, and other subjects falling under Social Sciences) usually do quasi-experimental research. (Gray 2012; Laursen et al. 2010))

38. CONSTRUCTS & VARIABLES IN RESEARCH
Constructs – mental abstractions derived from the combination of concepts, or your mental representation of the world around you.
Constructs and concepts are used interchangeably. Concepts are more general whereas constructs are more particular.
Concept: age, sex, height, weight, attitude, pollution, education
Construct: Age – young or old Weight – light, heavy
Sex – male and female Attitude – good, bad
Height – small, average, tall Pollution – land, air, H2O

39. THE NATURE OF VARIABLE

40. CONSTRUCTS & VARIABLES IN RESEARCH
Variables - are constructs that can be understood differently because of their differences in values
- A characteristics with two or more mutually exclusive value or property
Variables can be observed directly or indirectly. Variables that are based on direct observations are those that can be easily gauged by the senses (size, brightness, color and taste). Variables that are made through indirect observations can be determined only by using tools or instruments ( abstract constructs)

41. Variables
Are “changing qualities or characteristics” of persons or things like age, gender, intelligence, ideas, achievements, confidence, and so on that are involved in your research study.
Made up of the root or base word “vary” which means to undergo changes or to differ from, variables have different or varying values in relation to time and situation.
Tell your students: For instance, as years go by, your age or intelligence increases. But placed in a situation where you are afflicted with a disease or have no means of reading or no access to any sources of knowledge, your intelligence tend to decrease (Suter 2013, p. 137).
In research, especially in a quantitative research, one important thing you have to focus on at the start of your study is to determine the variables involved in your study. Unless you spend some time pondering on variables in your research, your work has no chance of attaining its goal. Your research problem or research topic to which you devote much of your initial research time finalizing stands great, if it has wordings on the basic variables involved in your study.

42. KINDS OF VARIABLES Independent variables Dependent variables
Confounding or extraneous variables
Categorical variables
Continuous variables
Quantitative variables
Qualitative variables

43. KINDS OF VARIABLES
Independent variables – are manipulated variables that cause a change in another variable. Usually, these are treatments or conditions that produce a varied response or effect.
Dependent variables – are those that are affected by independent variable. They are responses or effects that result from the treatment or conditions employed.
Ex. “Peace-loving Learning Environment Reduces IV
Test Anxiety Level of Grade School Students” DV

44. Independent variables are those that cause changes in the subject
Dependent variables are those that bear or manifest the effects caused by the independent variables.

45. In a scientific way of studying cause-effect relationships, these two variables, independent and dependent are part and parcel of the research because the first one is the cause; the second, the effect that you can subject to any form of measurement.

46. KINDS OF VARIABLES
3. Confounding or extraneous variables – are those variables usually indicated in an experimental research. They are not included in the study but one way or another causes effect on the dependent variable. Most of the time, these are the variables that are minimized to lessen their impact on the expected response.
Extraneous variables are to be controlled by you, the experimenter. But if they do not give in to your control, they become confounding variables that can strongly influence your study.

47. KINDS OF VARIABLES
4. Categorical variables – are those that characterize and describe the quality of data. They are often classified into mutually exclusive categories and extensive categories.
Mutually exclusive categories (nominal variables) – comprise those that take on specific values; they do not follow a sequence; they just want to describe the data into the given options. Ex. Civil status (single, married, widow, annulled)
Extensive categories (ordinal variables) – characterized data using a definite range; consider logical order or rank; description of data follows a sequence. Ex. Size (small, medium, large)

48. KINDS OF VARIABLES
5. Continuous variables – are those variables in which values are based on a given interval or continuum. These variables rely on numbers for description. Ex. Normal temperature (ranges from 36 oC to 37 oC).
6. Quantitative variables – are those variables that give details regarding the number or level of something. These variables count the frequency of response or effect.
7. Qualitative variables – are those variables that represent kinds or types of objects. They are often categorized into names, labels, or groups.

49. VARIABLES and their level of measurement
Nominal scales – are just concerned with the names and categories of responses; they do not intend to quantify the data. Ex. Nationality; hair color
Ordinal scales – are used for data that intends to be ranked; this scale is expressed through sequential and numerical order and allows a comparison of degree. Ex. Birth order; class standing
Interval scales – use equal units of measurement and intervals to know the distance between them more than the sequence; does not use zero as its base point. Ex. Attitude, IQ, temperature

50. VARIABLES and their level of measurement
4. Ratio scales – are the highest level of measurement; uses zero as its base point; permits the comparison of both differences in scores and relative magnitude of scores. Ex. Height, weight, and age

51. Other Types of Variables
(Russell 2013; Babbie 2013)
Constant – do not undergo any changes during an experiment
2. Attribute – characteristics of people: intelligence, creativity, anxiety, learning styles, etc.
3. Covariate – included in the research study to create interactions with the independent and dependent variables

52. Other Types of Variables
(Russell 2013; Babbie 2013)
4. Continuous – quantitative in nature and is used in interval or ratio scale of measurement 5. Dichotomous – has only two possible results: one or zero 6. Latent – cannot be directly observed like personality traits

53. Other Types of Variables
(Russell 2013; Babbie 2013)
7. Manifest – can be directly observed to give proofs to latent variables 8. Exogenous – found outside an identified model 9. Endogenous – found inside; as a part of identified model

54. ACTIVITY 1
Classify the constructs into their respective variable types:
Dropout rate i. Rate of cognitive processing
Religion j. Ethnicity
Political party identification
Grade point average
Teaching method
Behavior
Learning style
Air-conditioned room

55. ACTIVITY 1
2. Identify the level of measurement used for the following variables:
Level of anxiety i. Salary
Test scores in English j. Scholastic award
Annual income
Job satisfaction rating
Civil status
Student number
Siblings
Temperature

56. Thank You!