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Lecture 2: Identifying Your Research Interests: Learning Outcomes

This document provides guidance for identifying research interests and developing research titles and proposals. It discusses establishing research contexts and significance, as well as choosing appropriate theoretical frameworks and research structures. Key aspects of developing an action research plan are outlined, such as identifying a clear research question, planning carefully, and focusing on learning rather than outcomes. Examples of potential research titles and their contexts are also provided.

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Elaina Duarte
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30 views

Lecture 2: Identifying Your Research Interests: Learning Outcomes

This document provides guidance for identifying research interests and developing research titles and proposals. It discusses establishing research contexts and significance, as well as choosing appropriate theoretical frameworks and research structures. Key aspects of developing an action research plan are outlined, such as identifying a clear research question, planning carefully, and focusing on learning rather than outcomes. Examples of potential research titles and their contexts are also provided.

Uploaded by

Elaina Duarte
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Thesis and Dissertation Seminar Dr. Maria Eliza P.

Cruz

Lecture 2: Identifying your research


interests

Learning Outcomes:

1. Write two (2) research title options that are significant to your work context/
field of expertise.

2. Do a synthesis of at least three (3) researches that you find related to your planned
research.

STATUS AND GOALS OF


EDUCATION

KEY
IDEAS:

• A compendium of literatures affirm the idea that educators are constantly


challenged by the demands of the curriculum which they are expected to teach; the
trend in teaching at present is said to be outcome- based.

• Whitehead made mention that teaching is a process, a cyclic means to detect,


construct, reconstruct and deconstruct concepts, it is not a bland set of procedures and
strategies with meaningless goals.

• The education curriculum must not only focus on learning but also
learning about the nature of learning.

• This argument is further supported by Driver et.al.:

a) Utilitarian argument – ‘an understanding of the science of education is necessary


if people are to make sense of it and consequently manage the technological
objects and processes they encounter in everyday life.’

b) Democratic argument- ‘an understanding of the nature of the science of education is


necessary if people are to make sense of socio-scientific issues and participate in the
decision- making process.’

c) Cultural argument- ‘an understanding of the nature of the science of education


is necessary in order to appreciate it as a major element of contemporary culture.’
d) Moral argument- ‘an understanding of the nature of the science of education can
help develop awareness of its very nature and in particular the norms of the
community, embodying moral commitments that are of general value.’
• Teaching situations should be designed well and this is where research
comes in; it has been established that through a well- planned research, effective
frameworks for teaching and learning can be developed.

• Such well- planned researches should have solid theoretical bases;


consider these examples of teaching strategies:

a) Problem- Based Learning (PBL)

b) Situated Learning

c) Case Study Method

d) Concept Mapping/ Graphic Organizers

e) 5 E’s

f) Predict- Observe- Explain (POE)

• An action research is best fitted for improving teaching and learning.

• These are the questions that guide an action researcher:

a) What is my concern?

b) Why am I concerned?

c) What do I think I can do about it?

d) What will I do?

e) How will I be able to show whether I am influencing the situation for good?

f) How will I judge whether any conclusions I come to are reasonably fair and
accurate?

g) What will I do then?

• Translated into positive actions, a basic action research process can be


described as a way where:
a) We review our current practice,

b) Identify an aspect we want to improve,

c) Imagine a way forward,

d) Try it out, and


e) Take a stock of what happens.

f) We modify our plan in the light of what we have found and continue with the ‘action’,

g) Evaluate the modified action

h) And so on until we are satisfied with that aspect of our work.

• Here are some advices in doing your action research:

a) Stay small, stay focused.

b) Identify a clear research question.

c) Be realistic about what you can do; also, be aware that wider change begins with
you

d) Plan carefully.

e) Set a realistic timescale.

f) Involve others (as research participants, observers, as co- researchers).

g) Ensure good ethical practice.

h) Concentrate on learning, not on the outcomes of the action.

i) The focus of the research is you, your concern in company with others.

j) Beware of happy endings.

k) Be aware of political issues (we have limitations as researchers, accept it).

• You may also want to do a research on organizational behaviour and/ or


culture. The best approach is to apply qualitative/ descriptive approaches. The
expected output for this kind of researches is an action plan (a set of recommended
systematic/ scientific strategies that will offset the weaknesses identified in the
research).

• Your research title must reflect the dependent and independent variables and
the purpose of your investigation. It is ideally twelve (12) words or even less.

An Example of a Research Title and its Context:

1. Research Title: Pioneering a Development Trajectory for Academic


Extension for a Graduate School in Manila
Research Context: researcher heads the academic extension committee of a
Graduate School, hence she thought of systematizing her planned program for
extension via research writing.

Theoretical frameworks:

a) Chris Argyris’ double loop learning Model via Bassot, Barbara (2015)

Reference: Bringing Assumptions to the Surface, The Reflective Practice Guide: An


Interdisciplinary Approach to Critical Reflection (New York, Routledge)

b) Rommel Pelayo’s Wave Leadership Model (2012)

Reference: The Wave Leadership Model, An Unpublished Dissertation by


Rommel E. Pelayo, The National Teachers College

Significance of Study: Output of the dissertation is an action plan that served as the
backbone of the Community Development Project/ Program of the Graduate Division.
Research instruments (interviews, evaluation forms,

Task Sheet Two: 1. Draft two (2) title options and provide the following
information:

Research Title Option 1:

Research Context:

Theoretical Framework/s:

Significance of Study:
Research Structure:

Research Paradigm:

Research Title Option 2:

Research Context:

Theoretical Framework/s:

Significance of Study:

Research Structure:

Research Paradigm:
feedbacks from community actors and recipients) are the bases for the crafting of the
aforesaid action plan.

Research Structure: Quantitative/ Qualitative Research (mixed method)

Research Paradigm: (a figure that best represents the fusion of theory/theories and
practice in your research proposal)

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