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Research in Child and Adolescent Development

This module discusses research in child and adolescent development and the role of teachers as both consumers and producers of research. The key learning outcomes are to explain basic research principles, appreciate how teachers use research findings, and write simple research abstracts. As consumers, research helps teachers make informed decisions. As producers, teachers can conduct their own research using the scientific method and various research designs and data collection techniques. Involving teachers in research has benefits for student development and teacher practice.

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Nathalie Getino
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171 views4 pages

Research in Child and Adolescent Development

This module discusses research in child and adolescent development and the role of teachers as both consumers and producers of research. The key learning outcomes are to explain basic research principles, appreciate how teachers use research findings, and write simple research abstracts. As consumers, research helps teachers make informed decisions. As producers, teachers can conduct their own research using the scientific method and various research designs and data collection techniques. Involving teachers in research has benefits for student development and teacher practice.

Uploaded by

Nathalie Getino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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MODULE 4

Research in Child and Adolescent Development


Learning Outcomes

At the end of this module, you should be able to:

 Explain the basic principles of research.


 Demonstrate appreciation of the role of teachers as consumers and producers of
development research.
 Read research in child and adolescent development and make simple research abstracts out
of research read.

Teachers as Consumers/End Users of Research


- Research gives teachers and policy-makers important knowledge to use in decision making for the
benefit of learners and their families.
- Well-informed teachers can use and integrate the most authoritative research findings.
- Research enables teachers to come up with informed decisions related to educational policies,
curriculum effective teaching-learning processes, and even those involving research, too.
- It can help teachers, to be more knowledgeable how to fit their teaching with the
developmental levels of our learners.

Teacher and Researchers


The conduct of research does not only belong to thesis and dissertation writers. It is for students
and teachers too.

The Scientific Method


One important principle in research is adherence to the scientific method, since research is a
systematic and a logical process. As such, researchers basically follow the scientific method.

Dewey gave five steps of the scientific method as follows:


1. Identify and define the problem
2. Determine the “hypothesis” - referred to as an “educated guess”
3. Collect and analyze data
4. Formulate conclusions
5. Apply conclusions to the original hypothesis

Research Design

Research Design Description Strength Weaknesses

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Need to exercise caution
when generalizing from the
information; the subject of
It provides information
case study is unique, with a
about an individual fear,
genetic make-up and
hopes, fantasies, traumatic
experiences no one else
experiences, upbringing,
An in-depth look at an shares;
Case Study family relationships, health
individual.
and anything that helps a
Involves judgement of
psychologist understand
unknown reliability, in that
that person’s development
usually no check is made to
(Santrock 2002)
see if other psychologist
agrees with other
observations (Santrock 2002).

Since, correlational research


Useful because the more
does not involve the
strongly two events are
Correlational A research design that manipulation of factors it is
correlated the more, we
Study determines association not a dependable way to
can predict one from the
isolate cause (Kantowitz, et al
other.
2001 cited by Santrock, 2002)

A research design that The only true reliable Experimental research is


Experimental determines cause and method of establishing limited to what is observable
effect relationships. cause and effect testable and manipulable.

A research design that A research design that Difficult to determine the


Naturalistic focuses on children’s focuses on children’s exact cause of behaviour and
Observation experiences in natural experiences in natural the experimenter cannot
settings. settings. control outside variables.

These research designs


studies and follows Allows them to record and
They are expensive and time
Longitudinal through single group monitor developmental
consuming.
over a period usually trends
several years or more.

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Allows them to record and
It gives no information about
A research strategy in monitor developmental
individuals change or about
which individuals trends. The researcher does
Cross-sectional the stability of their
different are compared not have to wait for the
characteristics (Santrock,
at one time. individuals to grow up and
2002)
become older.

Data Gathering Techniques


1. Observation
Observation can be made in either laboratories or natural settings. In naturalistic observation,
behaviour is observed in the real world like classrooms, home in neighbourhood.
2. Physiological Measures
Certain indicators of children’s development such as, among others, heart rate, hormonal levels
bone growth, body weight and brain activity are measured.
3. Standardized
These are prepared test that assess individual performance in different domains. These tests are
administered in a consistent manner.
4. Interviews and Questionnaires
Involve asking the participants to provide information about them based on the interview in a
questionnaire given by the researcher.
Gathering of data may be conducted through a printed questionnaire, over the telephone, by mail,
in person or online.
Information is obtained by utilizing standardized procedures so that every participant is asked the
same questions in the same manner. It entails asking participants for information in some structured
format
5. Life-History Record
These are records of information about a life time chronology of events and activities. They often
involve a combination of data record on education, work family, and residence. These include public
records or historic documents and interviews with respondent.

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 the personal
data “must be declared, specified, and legitimate

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purpose and that… consent is required prior to the collection of all personal data.” Please read RA 10173
for more information.

Penalty
Unauthorized processing, negligent handling, or improper disposal of
personal information is punishable with up to six (6) years in prison or up to
five million pesos (PHP 5,000,000) depending on the nature and degree of the
violation.

Impact of Teachers’ Research Involvement of Teachers


The following are the evidences suggest that research itself has proven that teacher have
everything to gain and nothing to lose when they get involved in the research.

1. Teachers who have been involved in research may become more reflective, more critical and
analytical in their teaching and more open and committed to professional development (Oja & Pine
1989; Keyes 2000; Rust 2007).
2. Participating in teaching 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 (Mills 2000; Stringer 2007).
4. Engaging teachers in research at any level may lead to re thinking and reconstructing what it means
to be a 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 (Borko, Liston, & Whitcomb 2007).

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