REMINDERS:

A. Check your video (with decent background).

B. Test your speaker and microphone before the session starts.
C. Rename your display name into your real name (Last name,
First name).
D. Mute your microphone when you are in the meeting room.
E. No eating during the entire session.
F. Be Ready any minutes from now!
G. Failure to follow the rules will be KICK-OUT from the meeting
room.
 Research or Not?

1. There should be enough data before conducting research.

2. The researcher must have the final say in his or her findings.

3. The causes why students fail in quizzes are worth researching.

4. The researcher must avoid listening to another researcher to

have an objective view of his or her study.
What is
research?
DEFINITION OF RESEARCH
is a “systematic inquiry that uses disciplined methods
to answer questions or solve problems. The ultimate
goals of research are to develop, refine, and expand a
body of knowledge” (Polit & Beck, 2004, p.4).

is both a critical and self-critical inquiry aimed at

contributing towards the advancement of knowledge and
wisdom (Bassey, as cited in Coleman & Briggs, 2002).
CHARACTERISTICS OF RESEARCH
1.SYSTEMATIC
- There is a system to follow in conducting research as there is a
system for writing each chapter. There is a big system (macro)
and under this are little (micro) systems.
- In thesis writing:
 “the system” is the composition of chapters and the elements
of each
 “macro system” is the composition of chapters in an
organized, logical, and scientific manner
 “micro system” is the formulation of the detailed content of
each chapter
2. OBJECTIVE
Research in an objective process of analyzing phenomena of importance
to any of the different professional and academic fields or disciplines
(Nieswiadomy, 2004).

- Objectively, a researcher looks at the basis on which the work is

founded.

3. FEASIBLE
- In any profession, any problem of extraordinary nature (phenomenon)
that directly or indirectly affects the profession is a feasible problem to
study.
4. EMPIRICAL
- There should be adequate pieces of evidence discussing the different
variables used in the study.

- All sources should be properly cited.

5. CLEAR
- The choice of variables used in the study should be explained by the
researcher.
ROLES OF THE RESEARCHER (Nieswiadomy,
2004)

1. Principal investigator
2. Member of a research team
3. Identifier of researchable problems
4. Evaluator of research findings
5. User of research findings
6. Patient/ client advocate during study
7. Subject/ respondent/ participant
What’s the Difference?
Participants, respondents and subjects are the people who the researcher selects for their study.

1. Participants are usually in qualitative research (e.g. interviews).

- Because qualitative studies are more in-depth than quantitative, the participant in qualitative
studies contributes more (is more active) than respondents to a survey or subjects in an experiment. The
participant generally gives much more detailed answers than a respondent would in a survey.

2. Respondents answer (respond to) questionnaires - usually quantitative

- Respondents generally answer (respond/reply to) the questions asked by the researcher - no
more, no less.

3. Subjects are usually in experimental/scientific research (quantitative).

- Subjects are the people in the researcher's experiment - usually quantitative research.
(Example: in a medical experiment the control group of 10 subjects did not receive the medicine, while the
experimental group of 10 subjects received the medicine.)
 IMPORTANCE OF RESEARCH

1.Research provides a scientific basis for any practice or

methodology in any field or discipline.
2. Research is undertaken for continuous development of and
for further productivity in any field like education,
management, business, engineering, and others areas of
endeavor.
3. Research develops tools for assessing the effectiveness of
any practice and operation.
4. Research provides solutions to problems concerning
almost all issues encountered in the different areas of work.

5. Research develops and evaluates alternative approaches

to the educational aspects of any discipline that enable the
students to gain broad knowledge and specialized skills for
safe practice.

6. Research advances the personal

and professional qualifications of
a practitioner.
GOALS IN CONDUCTING RESEARCH

1.To produce evidence-based practice

2.To establish credibility in the profession
3.To observe accountability for the profession
4.To promote cost-effectiveness through
documentation
 GENERAL FORMS OF RESEARCH

1. Scientific research
is a research method that seeks to explain naturally occurring
phenomena in the natural world by generating credible theories.

2. Research in the humanities

Seeks to define the purpose of human existence by tapping into
historical facts and future possibilities.
 GENERAL FORMS OF RESEARCH

3. Artistic research
Provides alternative approaches to established concepts by conducting
practical methods as substitutes for fundamental and theoretical ones.
QUALITATIVE AND QUANTITATIVE RESEARCH
METHODS

Quantitative Research
The traditional positivist scientific method which refers to a general
set of orderly, disciplined procedures to acquire information.

Qualitative Research
The naturalistic method of inquiry of research which deals with the
issue of human complexity by exploring it directly.
 Quantitative Research Qualitative Research
Aims to characterize trends and Involves processes, feelings, and
patterns. motives (the why’s and the how’s)
and produces in-depth and holistic
data.

Usually starts with neither a theory Usually concerned with generating

nor hypothesis about the hypothesis from data rather than
relationship between two or more testing a hypothesis.
variables.
Uses structured research Uses either unstructured or semi-
instruments like questionnaires or structure instruments.
schedules
Uses large sample sizes that are Uses small sample sizes chosen
representatives of the population purposely.
 Quantitative Research Qualitative Research
Has high output replicability Has high validity

Used to gain greater understanding Used to gain greater understanding

of group similarities. of individual differences in terms of
feelings , motives and experiences.

Uses structured processes Uses more flexible processes

Methods include census, survey, Methods include field research, case

experiments and secondary study, secondary analysis.
analysis.
COMMON TYPES OF QUALITATIVE
RESEARCH

1.Phenomenological study
This type of research seeks to find the essence or structure of an
experience by explaining how complex meanings are built out of simple
units of inner experience.
Example:
What are the common experiences encountered by a person with a
spouse who is undergoing rehabilitation?
2. Ethnographic study
This study involves the collection and analysis of data about cultural
groups or minorities. In this type of research, the researcher immerses
with the people and becomes a part of their culture.

Example:
What is the demographic profile and migratory adaptions of squatter
families in Barangay Cutcut, Angeles City( dela Cruz, 1994)?
3. Historical study

This study is concerned with the identification, location, evaluation, and

synthesis of data from past events.

Example:
What were the roles of women in the Katipunan?
3. Historical study
Some sources of data for a historical study are as follows:
a. Documents – printed materials that can be found in libraries, archives,
or personal collections.
b. Relics an artifacts – physical remains or objects from a certain
historical period
c. Oral reports- information that is passed on by word of mouth

The data sources are classified as follows:

a. Primary sources
Materials providing first-hand information, e.g., oral histories, written records,
diaries, eyewitness accounts, pictures, videos, and other physical evidence.
b. Secondary sources
Second-hand information such as an account base on an original source, or a
material written as an abstract of the originals materials
3. Historical study
The validity of materials used in the study are assessed through the
following processes:
a. Internal criticism
This involves establishing the authenticity or originality of the materials
by looking at the consistency of information.
b. External criticism
This is based on the analysis of the material: the ink and the type of
paper used, the layout and the physical appearances, and as well as the
age and texture of the material itself.
3. Historical study
The validity of materials used in the study are assessed through the
following processes:
a. Internal criticism
This involves establishing the authenticity or originality of the materials
by looking at the consistency of information.
b. External criticism
This is based on the analysis of the material: the ink and the type of
paper used, the layout and the physical appearances, and as well as the
age and texture of the material itself.
4. CASE STUDY

It is an in-depth examination of an individual, groups of

people, or an institution.

Example: How do cancer survivors look at life?

5. Grounded theory study
The method involves comparing collected units of data against one
another until categories, properties, and hypotheses that state relations
between these categories and properties emerge.

Example:
Ten school counselors were given structured interviews to help determine
how their professional identity is formed.
6. Narrative analysis
The main sources of data for this type of research are the life accounts of
individuals based on their personal experiences.
The common type of narrative analysis are as follows:
a. Psychological – this involves analyzing the story in terms of internal
thoughts and motivations.
b. Biographical- this takes the individual’s society and factors like gender
and class into account.
c. Discourse analysis – this studies the approach in which language is use
in texts and contexts.
7. Critical qualitative research
This type of research seeks to bring about change an
empower individuals by describing and critiquing the
social, cultural, and psychological perspectives on
present-day contexts.

For example:
A critical examination of consumer education texts used in
adult literacy programs revealed content that was disrespectful
for adult learners, their previous experience as consumers, and
promoted certain ideologies regarding consumerism. The texts
also defended the status quo by blaming individual
inadequacies for economic troubles, ignoring societal inequities
(Sandlin, 2000).
8. Postmodern research

The approach of this type of research seeks to analyze the facts that have
been established as truths, the ability of research and science to discover
truth, and all generalizations and typologies.

Example:
If our views of the self are themselves constructed by the society we live in and the language
we use, is true knowledge of the self, independent of these, even possible? If our “selves” are
constructed, then attempting to gain knowledge through self-reflection is a miscognition and
it instead results in the creation of a less independent and more societal-regulated self.
9. Basic interpretative qualitative study

This is used when a researcher is interested in identifying how individuals

give meaning to a situation or phenomenon.

Example:
An interview of 45 women from varying backgrounds and a comparison of
the developmental patterns discerned with earlier findings on male
development. They found women’s lives evolved through periods of
tumultuous, structure-building phases that alternated with stable periods.
Analyze the ff. research topics and identify
what type of qualitative research is appropriate.
1. A researcher is looking into ways to create
intervention on violent or hostile behavior
among young children.

2. A researcher immerses with the Badjao

street dwellers to learn how they were able to
migrate from Mindanao.
Strengths of Qualitative Research

1. The study requires a few cases or participants . Data collected are

based on the participants’ own categories of meaning
2. It is useful for describing complex phenomena.
3. Issues can be examined in detail and in depth
4. Interviews are not restricted to specific questions and can be guided or
redirected by the researcher in real time
5. Subtleties and complexities about the research subjects or topic are
often missed by more positivistic inquiries,
Weaknesses of Qualitative Research

1. The knowledge produced might not be applicable to other people or

other settings
2. Inflexibility is more difficult to maintain, assess and demonstrate
3. It is sometimes not a well understood and accepted as quantitative
research within the scientific community
4. The researcher’s presence during data gathering , which is often
unavoidable in qualitative research , can affect the subjects’
responses.
5. Issues of anonymity and confidentiality can present problems when
presenting findings.
Determine if the following situations whether it is
ethical or unethical.

Because of non-participation in extra-curricular

activities, Trey, an honor student , ranked last in
honor roll. A qualitative research about Trey is
conducted without informing him.
Determine if the following situations whether it is
ethical or unethical

Gabby, a graduating student, claimed the

research work of his classmate. He erased the
name of the original researcher and placed his
own.
Determine if the following situations whether it is
ethical or unethical

To maximize the participants in her study, Pauline,

the class valedictorian, forced her classmate to join
her study.
ETHICS IN
RESEARC
H
IMPORTANCE OF ETHICS IN
RESEARCH (Resnik, 2007)
1. Ethics promotes the pursuit of knowledge and truth and
avoidance of error. It also fosters values that are essential
to collaborative work. Important values are trust,
accountability, mutual respect, and fairness.
2. Many of the ethical norms help ensure that researchers are
held accountable to the public.
3. Adherence to ethical principles also helps build public
support for research. People are more likely to fund
researches that promote a variety of important moral and
social values such as social responsibility, human rights,
animal welfare, health, and safety.
ETHICAL CODES AND POLICIES
FOR RESEARCH
1. HONESTY
2. OBJECTIVITY
3. INTEGRITY
4. CARE
5. OPENNESS
6. RESPECT FOR INTELLECTUAL PROPERTY
7. CONFIDENTIALITY
8. RESPONSIBLE PUBLICATION
9. RESPONSIBLE MENTORING
10. RESPECT FOR COLLEAGUES
11. SOCIAL RESPONSIBILITY
12. NON-DISCRIMINATION
13. COMPETENCE
14. LEGALITY
15. HUMAN SUBJECT’S PROTECTION
RIGHTS OF RESEARCH PARTICIPANTS
(Trochim, 2006; Smith, 2003; and Polit, 2006)
1. Voluntary participation
2. Informed consent
3. Risk of harm
4. Confidentiality
5. Anonymity
 UNETHICAL ACTIVITIES
The following are the common breaches in ethics:
1. Publishing the same paper in two different journals
without informing the editor/s

2. Failing to inform a collaborator of one’s intent to file a

patent in order to become the sole inventor

3. Including a colleague as an author of a paper in return

for a favor even though he/she did not contribute to it
4. Discussing with your colleagues data from the paper that you
are reviewing for a journal

5. Trimming outlines from a data set without providing sufficient

justification

6. Using inappropriate statistical techniques in order to obtain

favorable results and enhance the significance of one’s research

7. Making the results of the study publicly known without first

giving peers the opportunity to review the work
8. Failing to acknowledge the contributions of other people
in the field (This includes relevant prior work in the review
of related literature and studies)

9. Making a derogatory comments and personal attacks in

your review of author’s submitted work

10. Injudicious and inhumane use of animals in research