VERITAS COLLEGE OF IROSIN IROSIN, SORSOGON PROF. ED. 1. THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES MODULE 4-6 PREPARED BY MRS. LYDIA F. DIOQUINO:Name: — Time- ay Course/Year: OO RESEARCH IN CHILD AND ADOLESCENT MODULE 4 DEVELOPMENT -Maria Rita D. Lucas, PhD “‘Rosourchts to 800 what overyhoaly lve lis soon und to tink what nobody ols hes Vought.” Sllort Szont- Gyorgt Hungarin Bicehemise 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 developmental research, * Read researchers on child and adolescent development and make simple research abstracts out of researches read,. ‘TON ‘You may have a separate 3-unit course on research. This module is not intended to be a substitute for that three-unit course. It is simply meant to supplement what you got or will still get in the research course,As you may have noticed, most if not all of what is presented about the development of the child and the adolescent are products of research. It might interest you to know how these concepts/theories were arrived at. Or after having been exposed to a number of researchers cited in this course, hopefully, you (ay be 50 inspired that you, too would lke to start conducting researchers on your ovwn or join a group for research. Rares Read each statement below. Do you agree/disagree with each statement? Put a check mark s/ to indicate your answer. STATEMENT. YES NO 1. Research is only for those who plan to take master’ s degree or doctorate degrees. 2. Research is easy to do. 3. Research is all about giving questionnaires and tallying the responses. 4. Research will one or two respondents Is not a valid research. 5. Teachers, because they are busy in their classrooms, are ‘expected to use existing research rather than conduct their own research in the classroom. 6. There is no need to go into research because a lot of researches have already been conducted. 7. students are mere users of knowledge arrived at by research. It is not their task to conduct research. ‘8. Student do not posses the qualifications to conduct research. _ 9. It is not worth conducting research considering the time and money it requires. - J ANALYSIS Share your answers among classmates. The teacher will designate the right side of the room as the “Yes” side and the left as the “No” side. The teaches will read each statement and the students will move to the right or left side of the classroom based on their answers. Teachers will process each question by encouraging students. PeaboYour answers to the short questionnaire indicate your basic attitude about research. As a pre-service teacher, it is important to have a positive regard for research, Best practices in education are usually borne out of research. Research informs practice. All of the topics discussed in this book are, in one way or another, a product of research. Research is a very reliable means for teachers to learn about child and adolescent development. When conducted in an appropriate and accurate manner, it becomes a strong basis for making decisions about the things you will do as an effective teacher. Teachers as Consumers/End Users of Research Research gives teachers and also policy-makers important knowledge to use in decision-making for the benefit of learners and their families. Well-informed teachers are able to use and integrate the most authoritative research findings. Research enable teachers to come up with informed decisions on what to teach and how to teach. This involves related to educational policies, curriculum, effective teaching-learning processes, and even those involving research, too. It can help us, teachers, to be more knowledgeable about how to fit our teaching, with the developmental levels of our learners. Teachers as Researchers The conduct of research does not only belong to thesis and dissertation writers. It is for students and teachers, too. Let us learn how to conduct research by finding out the different research principles and the research methods and designs with focus on child and adolescent development, 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 us 5 steps of the scientific method. They are as follows. 1, identify and define the problem 2. determine the hypothesis 3. collect and analyze data 4, formulate conclusions 5. apply conclusions to the original hypothesis,Simply explained, Identiy answer to the research problem is the resea/eh problem is the first step. This Is followed by stating a tentative answer to Ue research problem called the hypothesis. The hypothesis is also referred to 25 2 “educated guess” how correct is your “educated guess” or “hypothesis?” if y research problem is concerned with determining the cause of an effect or @ Phenomenon you have to gather and analyze data derived from an experiment. This Is true with experimental research. However, if your research problem Is Concerned with describing data and characteristic about the subjects or Phenomenon you are studying, you do not need to perform an experiment. This is descriptive research. After analyzing the data, you formulate your conclusions. Compare your conclusions to your original hypothesis to find out if your original hypothesis is correct or not. If your original hypothesis jibes with your finding and conclusion, affirm your hypothesis. If your original hypothesis does not. Jibe with your finding and conclusions, reject your original hypothesis. Research Designs Researchers that are done with high level of quality and integrity provide us with valuable information about child and adolescent development. To be able to Conduct quality research, it is important that you know various research designs and different data-gathering techniques used by developmental researchers. Some are given and described below; Research Design | Description Strengths Weaknesses 1. Case study ‘An in-depth look at | it provides Need to exercise an individual, information about caution when an individual’ s generalizing from fears, hopes, the information; fantasies, the subject of a traumatic case study is experiences, unique, with a upbringing, family, | genetic make-up relationships, and experiences health, and no one else shares; anything that helps involves a psychologist judgements of understand that —_| unknown reliability, person’ s in that usually no development check is made to (Santrock, 2002) see if other observations4 (Santrock 2002). 2. Correlational Study A Research design that determines associations Useful because the more strongly two events are correlated, the more we can predict one from the other. Because correlational research does not involve the manipulation of factors, it is not a dependable way to isolate, cause (kantowitz, et al, 2001 cited by Santrock 2002). 3. Experimental A research design that determines cause-and-effect relationships. The experimental method involves manipulating one variable to determine if changes in one variable cause changes in another variable. This method relies on controlled methods, random assignment of variables to test a» hypothesis. The only true reliable method of establishing cause and effect Experimental research is limited to what is observable, testable and manipulate Failure to achieve randomisation may limit the extent to which the study ‘samples is representative of the parent population and with it, generalizability of the findings of the study. Experimentation with human is subject toa number of external influences that may dilute the study results (Donnan, 2000). A further limitation of experimental research is that subjects may change their behavior or respond in a specific mannersimply because oF awareness of being observed -hawthorne effects (hauhey, 1994 Clifford, 1997) 4. naturalistic observation A research design that focuses on children’ s experiences in natural settings. This does not involve or manipulation on the part of the researchers, this technique involves observing subjects in their natural environment. This type of research is often utilized in situations where conducting lab research in unrealistic, cost- prohibited or would unduly affect the subject’ s behavior. One of the advantages of this type of research is that it allows the researcher to directly observe the subject in a natural setting. The disadvantages of naturalistic observation include the fact that it can be difficult to determine the exact cause of a behavior and the experimenter ‘cannot control outside variables. 5. longitudinal This research design studies and follows through a single group over a period of time, The same individuals are studied over a period of time usually several years or more. Allow them to record and monitor developmentat trends. They are expensive and time- consuming. The longer the study lasts, the more subject drop- out -they move, get sick lose interest, etc subjects can bias the outcome of a study, because those who remain maybe dissimilar to those who drop out. 6. Cross sectional A research strategy Allows them to jantrock . 2002) |in which individuals | record and monitor of different ages | developmental are compared at | trends. The does a ‘one time. not have to wait for the individuals . to grow up or become older. 7. Sequential This is the ‘Allows them to Tt is complex combined cross- | record and monitor | expensive and time sectional and | — development consuming longitudinal trends. It provides approaches to | information that is learn about life- impossible to span development | obtain from cross- (Schale, 1993 cited | __ sectional or by Santrock, longitudinal 2002). This starts | approaches alone with a cross- (Santrock 2002). sectional study that includes individuals of different ages. A number of months or years after the initial assessments, the same individuals are tested again-this is the longitudinal aspect of the design. At this later time, a new group of subjects is assessed at each grade level. Action Research | Action research is a| Appropriate ina | Typically take in reflective process | particular setting | one organization of progressive when the purpose | only at a particular problem-solving | of study is “to | time and could not led by individuals | create changes & | be interpreted working with | gain information on | within different others in team or processes and organizations in as part of a outcome of the the same way. strategies used” . | Therefore, research (hunt 1987). findings are hard improve the way {impossible) to they address issues | —_Uses different generalize. | and solve problems-|-methods,-can.get—}————(Wikipedia the encyclopedia), In the context of teaching, action researchers of teachers stem from their own questions about and reflections on their everyday classroom practice, the best out of the Tf research different methods | participants do not employed, if done feel they well, Stakeholders | understand and {) aré'included ‘own’ the throughout and so researchers are more likely to make a “difference.” research project, this could lead to a potential conflict of interest between the researcher and those participating in the organization, but also between the researcher with some participants, on the one hand and other members of the organization on the _ other. Data-Gathering Techniques Data-Gathering Techniques Definition /descriptions 1. observation Observations can be made in either laboratories or natural settings. In Naturalistic observation, behavior is observed in the real world like classrooms, home in neighborhood. 2. physiological measures Certain indicators of children’ development such as, among others, heart rate, hormonal levels, bone growth, body weight, and brain activity are measured. 3. standardized These are prepared tests that assess individual performance in different domains. These tests are administered in an consistent manner. 4. interviews and questionnaire Involve asking the participants to provide information about themselves based on the interview or questionnaire, over the tee telephone, by mail, in person or on-line. | 5. life-history records These are the records of information about a lifetime chronology of events and activities. They often involve_acombination of data records education, work, family, and residence. These include public records or historical documents or — interviews —_ with respondent. Ethical Principles To serve the genuine purposes of research, teacher researchers aré subject to ethical principles. Just as we have the Code of ethics that governs the behavior of teachers, there also exist ethical standards that guide the ‘conduct of research. Thece ethical standards serve as reminders that as researchers, we should strive to protect the subjects of our study and to maintain the integrity of our research. Details of these ethical principles are found in documents such as the following: 1. ethical standards of the American Educational Research association http:// www.aera.net/uploadedtiles/About_ AERA/Ethical Standards/EthicalStandard 2. Ethical Standards for Research with Children- Society for Research in Child Development (USA) http://vwwsred, ora/ir :om_content&task=view&id=G8<em 3, Standards of the American Psychological Association Concerning Research hittp://www.lese.edu/policy/Policy/ 1. 12a.PDE We invite you to read and reflect on them. Common among the three standards given above are the following considerations for researchers conducted with young children and other vulnerable population which are enumerated by the National Association for the Education of Young Children (NAEYC). Some keys points are: 1. research procedures must never harm children, physically or psychologically, 2. children and their familles have the right to full Information about the research In which they may participate, Including possible risks and benefits. Their dacision to participate must possible risks and benefits. Their decisionto participate be based on what Is called “informed consent.” There must be informed consent procedures with research participants. 3. children’s questions about the research should be answered in a truthful manner and in ways that children can understand, researchers must be honest and clear in their communication. 4, there should be respect for privacy. Information obtained through research with children should remain confidential. Researchers should not disclose Personal information or the identity of participants in written or oral reports and discussions. The Data Privacy Act of 2012 (R. A. 10173) This law was passed in the Philippines in 2012 to protect the fundamental human rights of privacy of communication while ensuring free flow of information to promote innovation and growth”. The law states that the collection of personal data “must be a declared, specified and legitimate purpose and that... consent is required prior to the collection of all personal data.” For more details, read 10173 Impact of Teacher's Research Involvement on Teachers Research itself has proven that teachers have everything to gain and nothing to lose when they get involved I the research process. Evidence suggest that: 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 developments (Oja & pine 1989; Henson 2000; Rust 2007). 2. participating in teacher research also helps teachers become more deliberate in their decision making and actions in the classroom 3. teacher research develops the professional disposition of lifelong learning, reflective and mindful teaching, and self transformations (Mills 2000; Stringer 2007) 4. engaging in teacher research at any level may lead to rethinking and reconstructing what it means to be a teacher or teacher educator and, consequently, the way teachers relate to children and students.2. A research abstract-a research abstract is a brief summary that appears at the beginning of the article. It has the following parts: Title Researchers Date of research Introduction Methods: Findings/results of stethe study . Conclusions and recommdendations . References The first three (3) are self-explanatory and so need no further explanation. The introduction, as the title implies, introduces the problem or issue that is being studied. It includes a concise review of research relevant to the topic, theoretical tles, and one or more hypotheses to be tested. The method section consists of a clear description of the subjects evaluated in the study, the measures used and the procedures that were followed. The results section reports the analysis ieL a nstrate to teachers and 5. teacher research has the potential to demo inherently connected to prospective teachers that learning to teach is learning to inquire. (Borko, Liston, & Whitcomb 2007). 7 eacher involvement in the conduct of teacher research shows a shift poe ae about teacher research as something done to teachers to something done by teachers (Zeichner 1999; Lampert 2000) Pe NE 1, The class may be divided into groups. Except this Modules in this book among the groups. Go over the modules of the unit assigned to your group and look for statements of research findings. If the research design and the data-gathering techniques were not identified, identify to the best of your ability what must have been used in the researchers. The table below can make your task easier. Module on Research, divide the Unit/Module | Statement of page Research | Data-gathering research design used technique finding |