RESEARCH APPROACH 1.

PHILOSOPHICAL WORLDVIEWS
> plans and procedures from broad to specific
methods in data collection, analysis and
interpretation.
> based on philosophical assumptions
> procedures of inquiry (research designs)

APPROACHES
> Qualitative
- understanding meaning individuals/groups
ascribe to social or human problems
- data is more on words
- open ended questions are used 1.1 Postpositivist
- collecting data from observational setting > “scientific method”, doing science research
> represents thinking after positivism and
> Quantitative recognizing that we cannot be absolutely
- testing objectives by examining relationships positive about our claims of knowledge
among variables > reductionist, to reduce the ideas into a small
- data is more on numbers discrete set to test such as the variables
- closed ended questions and responses comprising hypothesis and research questions.
- instruments such as surveys are used
1.2 Constructivist
> Mixed Method > social constructivists believe that individuals
- combination of both quali and quanti seek understanding of the world in which they
approaches live in
- assumption: the integration of both methods will > develop subjective meanings of their
yield additional insights beyond the information experiences
provided by either quanti or quali data alone. > constructivist researchers, address the
interaction among individuals.

1.3 Transformative
> inquiry needs to be intertwined with politics and
a political change agenda to confront social
oppression.
> action agenda to reform that may change the
lives of the participants.
> study of the lives and experiences of diverse
groups that have been marginalized.

1.4 Pragmatic
> arises out of actions, situations and
consequences.
> applies to mixed method research that inquires
liberally from both quanti and quali assumptions 4. Replicable
> pragmatists do not see the world as an > can be replicated for validation of results
absolute unity. 5. Critical
> exhibits careful and precise judgements
2. DESIGNS
2.1 Qualitative (phenomenology, etc.) IMPORTANCE OF RESEARCH
2.2 Quantitative (experimental, etc) > advances human knowledge and satisfies
2.3 Mixed method curiosity
> vehicle for mobility
3. METHODS > explains an issue
3.1 interviews > improves quality of life
3.2 surveys
3.3 questions CHARACTERISTICS OF A RESEARCHER
3.4 analysis > intellectual curiosity
3.5 etc > prudence
> healthy criticism
> intellectual honesty
INQUIRY VS RESEARCH
CLASSIFICATION OF RESEARCH
>Inquiry
- broad process involving different procedures According to use;
- focuses on asking questions 1.1 Pure research
- seeks truth, information, or knowledge by > “basic research” or “fundamental research”
question > discover truth and principles intended to add
to the body of scientific knowledge
>Research
- scientific investigation of a phenomena 1.2 Applied Research
- more specific and formal > seeks new applications of scientific knowledge
- process of continuous discovery and to the solution of a problem
explorations
- focuses on finding answers
- carried out in a clear, systematic and 1.3 Action Research
accountable manner > decision oriented research involving the
application of the steps of scientific method in
CHARACTERISTICS OF RESEARCH response to immediate need to improve existing
practices
1. Empirical
> based on direct experience and observation According to venue;
2. Logical 1.4 Library research
> done in an orderly manner > done in the library where it is used to answer
3. Analytical specific questions or problems of the study are
> utilizes proven analytical procedures available
1.5 Action Research KEY CONCEPTS
> natural setting where no changes are made to > Randomisation
the environment - random assignments to treatments in the
experimental group
1.6 Laboratory Research > Replication
> conducted in artificial or controlled conditions - emphasizes the repeated application of the
by isolating the study in rigorly specified and basic experiment to multiple experimental units.
operationalized area > Control
- focuses on increasing experimental precision
According to type of data; through the exercise of control over extraneous
1.7 Quantitative variables
> numerical method of measuring the variable - Balancing: treatments are allocated in a
balanced manner
1.8 Qualitative Research - Blocking: grouping of similar units to create
- data is through word descriptions homogeneous groups for treatment purposes

1.9 Mixed Method TYPES

- integrating the two methods (quanti & quali) 1. Pre experimental
> evaluate the changes in the groups of
dependent variables after changing the
CHARACTERISTICS OF QUANTITATIVE RESEARCH independent variables.
> formal > three design structures:
> objectives > one shot case study- relies on a single set of
> systematic variables for observational purposes
> presented in numerical forms > one group pretest posttest- combination of
> describe and test relationships post test and pre test that studies the variables
> examine cause and effect relationships before and after the intervention
> static group comparison- a group of variables
MAIN TYPES get divided into the ones subjected for testing
while the other remains as it is.
1. EXPERIMENTAL
> comparative analysis that studies two or more 2. True Experiment
variables > establish cause and effect relationship
> establish cause and effect of variables between variables
> Independent variables: stimulus or intervention > randomization is present
you are manipulating or controlling
> Dependent variables: effect of the
independent variable
> Experimental group
> Control Group 3. Quasi Experimental
> still cause and effect but the only difference is
that it does not involve randomization
> assigns participants into their own respective > Observational nature
groups - do not manipulate the exposure or outcome
>Participation selection criteria
2. QUASI EXPERIMENTAL - selected based on predefined inclusion and
> establishes cause and effect relationship exclusion criteria
> no random selection of participants and > Estimation of Associations
control groups are not always necessary - estimate associations between exposure and
outcome variables
KEY CONCEPTS
> NO randomization > Longitudinal survey
- collecting data from the same subjects
TYPES repeatedly over a period of time
1. Nonequivalent control group
> involves two similar groups that are not
randomly assigned to make sure comparison is
fair KEY CONCEPTS
> undergo pre test and post test > observational
- track the same group of subjects over an
2. Regression Discontinuity extended period in time.
> uses an arbitrary cutoff to decide who gets the > Extended time frame
intervention - study cans pan from weeks to decades
> Repeated data collection
3. Natural Experiments - data is collected repeatedly from the same
> external events or situations like a natural participants.
disaster, policy change or other environmental
factors cause people to be put into different TYPES
groups. 1. Panel studies
> measures same participants repeatedly on the
3. SURVEY: CROSS SECTIONAL AND LONGITUDINAL same variables
2. Cohort studies
>Survey > follows a group sharing a common experience
- collection of information from a sample of or demographic trait over time
individuals through their responses to a question. 3. Retrospective studies
> uses existing data or examine past events to
> Cross sectional survey understand the outcome
- collecting data from a population or
representative subset at a specific point in time. 4. CORRELATIONAL RESEARCH
> non experimental research
KEY CONCEPTS > association of two variables
> snapshot in time > does not manipulate the variables
- collected one point in time and not repeatedly
- exposure and outcome are assessed at the KEY CONCEPTS
same time > Non experimental
- does not manipulate the variables > Retrospective
> Directionality - examining a specific question after the effects
- can be positive, negative or zero have occurred

> Prospective
TYPES OF END RESULTS - analyzes the effects of a particular condition
1. Positive
> increase in one variables cause the other 5. EVALUATION RESEARCH
variable to rise as well > systematic assessment
> decrease in a variable will also cause the other > form of disciplined and systematic inquiry
variable to drop > use of concepts, standards, principles,
> ex: students have higher attendance rate, they guidelines and such
usually have better grades
KEY CONCEPTS
2. Negative > Objective and impartial
> opposite of positive correlation > Systematic approach
> one variable will show reduction if one variable > Context specific
increases and vice versa > Utilization focused
>ex: less supply of a product means more
demand of it TYPES
> Formative
3. No correlational - gathering feedback early in the development
> no correlation between the two variables cycle
> ex: amount of times students eat junk food has - through surveys, focus groups, and more
no effect to their math scores
> Summative
- evaluates final outcomes against fixed criteria
5. CAUSAL COMPARATIVE and objectives.
> identify cause and effect relationship between . occurs after completion of a product or
independent and dependent variables program
> no manipulation
> Outcome
KEY CONCEPTS - assess whether the intended goals and
> independent and dependent variables objectives have been met over time.
> comparison groups
> data collection VARIABLES
-usually through existing records, surveys, > representation of concept in its variation of
interviews degree
> statistical analysis > characteristic or condition
> internal validity
> external validity Operationalization
> process of converting concepts into
TYPES measurable terms
 > one is less or more than another
TYPES OF VARIABLES: > socioeconomic class ( upper, lower, middle)
1. Dependent
> variable that is measured 3. INTERVAL
2. Independent - ordered categories with equal intervals
> variable that is being manipulated between values, no true zero point
> IQ test scores, temperature
3. Control 4. RATIO (strongest)
> variable kept constant to prevent it from > categories with a true zero
influencing dependent variable > equal interval between values
> height, weight, age
4. Confounding
> uncontrolled variable that can lead to
incorrect conclusions

5. Moderating
> alter the effect that an IV has on a DV
> change the effect component of the causal
relationship

6. Mediating
> link IV and DV, allowing the relationship
between them to be better explained

DISCRETE VS CONTINUOUS
> Discrete
- countable values
- books, siblings
> Continuous
- any value within a range
- height, weight

LEVEL OF MEASUREMENT
> nature and scale of measurement

1. NOMINANAL
> categorized
> no ranking
> gender (male, female)

2. ORDINAL
> categorized but with meaningful order without
a consistent difference