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- 2. A research can be undertaken for two different purposes: 1. To solve a currently existing problem (applied research) 2. To contribute to the general body of knowledge in a particular area of interest (basic/fundamental research)
- 3. What is Research? • Research is the systematic process of collecting and analyzing information (data) in order to increase understanding of the phenomenon pertinent to a specific area of concern or interest. • Research is the orderly investigation of a subject matter for the purpose of adding to knowledge.
- 4. The Research Process Originates with a question or problem. Requires a clear articulation of a goal. Follows a specific plan of procedure. Usually divides the main problems into more manageable sub-problems (hypotheses), which guide the research. Accepts certain critical assumptions. Requires collection and interpretation of data to answer original research question.
- 5. What is Social Research? • It is a type of research involving social scientific methods, theories and concepts, which can enhance understanding of the social processes and problems encountered by individuals and groups in society. • It is conducted by sociologists, psychologists, economists, political scientists and anthropologists. • It is not just common sense, based on facts without theory, using personal life experience or perpetuating media myths.
- 6. Social research is a scientific process • It involves the systematic collection of methods to produce knowledge. • It is objective. • It can tell you things you do not expect. • It consists of theory and observation. • It is an empirical research – i.e. facts are assumed to exist prior to the theories that explain them.
- 7. Forms of Social Research • Basic or Pure Research: • Its aim is to develop a body of general knowledge for the understanding of human social behaviour by means of a combination of empirical inquiry and application of theory. • Applied or Policy Oriented Research: • Its aim is to provide knowledge and information that can be used to influence social policy.
- 8. Types of Research • Historical research generates descriptions, and sometimes attempted explanations, of conditions, situations, and events that have occurred in the past. • For example, a study that documents the evolution of Teachers’ training programs since the turn of the century, with the aim of explaining the historical origins of the content and processes of current programs.
- 9. Types of Research •Descriptive research provides information about conditions, situations, and events that occur in the present. •For example, a survey of the career paths of teachers in order to establish a descriptive profile of the teachers in the area.
- 10. Types of Research • Correlational research involves the search for relationships between variables through the use of various measures of statistical association. • For example, an investigation of the relationship between employees’ satisfaction with their job and various factors describing the provision and quality of benefits, salaries, leave entitlements, and other variables.
- 11. Types of Research • Experimental research is used in settings where variables defining one or more ‘causes’ can be manipulated in a systematic fashion in order to discern ‘effects’ on other variables. • For example, an investigation of the effectiveness of innovative strategies using a random assignment of students to two groups, one group as a ‘control’ group, and the other as experimental group.
- 12. Types of Research • Case study research consists of an in-depth study of a particular individual, group, setting, community with the aim of producing a certain degree of description of the pervading cultural setting that affects the organization’s operations. • For example, an in-depth exploration of the Teachers’ Behaviors Associated with Work Performance
- 13. Types of Research • Ethnographic research usually consists of a description of events that occur within the life of a group – with particular reference to the interaction of individuals in the context of the socio- cultural norms, rituals, and beliefs shared by the group. The researcher generally participates in some part of the normal life of the group and uses what he or she learns from this participation to understand the interactions among group members. For example, Cultural Practices of a Certain Tribe Evolution of Dances in Region 02.
- 14. Types of Research • Research and development focuses on the interaction between research and the production and evaluation of a new product. This type of research can be ‘formative’ (by collecting evaluative information about the product while it is being developed with the aim of using such information to modify and improve the development process). • For example, the Development and Validation of a Teaching or Learning Material
- 15. Considerations in Selecting a Research Topic • Personal experience • Curiosity based on something • The state of knowledge and interest in a field • Personal values • Competence/qualifications • Resources
- 16. Major Limitations in Conducting a Research • Time • Costs • Access to resources • Approval by authorities • Ethical concerns • Expertise
- 17. Stages in the Research Process Step 5: Data Collection Step 2: Literature Review Step 6: Data analysis and Interpretation Step 3: Development of research design Step 7: Writing the summary of findings/conclusions Step 4: Instrumentation and Pilot Testing Step 8: Writing of Research Report Step 1: Identification of research problem
- 18. Steps in the Research Process Step 1: Identification of research issues/problems in terms of general and specific research questions Step 2: Search for, and review of other previous studies that identify controversies and knowledge gaps in the field; elucidate theoretical foundations that need to be tested empirically; and /or provide excellent models in terms of design, management, reporting, and policy impact. Step 3: Development of overall research design including specification of the information that is to be collected from individuals
- 19. • Step 4: Selection/preparation of instruments (questionnaire, observation schedules, interview guide, etc.) to be employed in the measurement of key variables and pilot testing of instruments • Step 5: Data collection and data preparation and presentation • Step 6: Data analysis • Step 7: Summarizing the findings, conclusions and recommendations • Step 8: Writing the research report
- 20. Defining the Research Problem • State your research problem. • Are there any sub-problems? • What is the background (literature review) on this problem? • Why should we be interested in answering the research question? • Discuss your problem with peers and experts. • Have you looked at this problem from all sides to minimize unwanted surprises? • Think through the process. Are you capable of addressing the issue? Can you foresee any pitfalls in data collection and analysis? What tools are available for you to use? • What research procedure will you follow?
- 21. Designing the Research After stating your research problem, you need to think about the approach that will be used to solve the problem. Will it be quantitative or qualitative?
- 22. What is Research Design? • A research design provides the framework for the collection and analysis of data. • A choice of research design reflects decisions about the priority being given to a range of dimensions of the research process. • Involves research method. • Research method is simply a technique for collecting data. It can involve a specific instrument such as a self-completion questionnaire or a structured interview etc.
- 23. Research Design • This involves: • Defining the problem/research question • Review of related literature • Planning the research • What methodology will you use? • What data do you want to use/produce? • How feasible is your research approach? • Ethical considerations.
- 24. Tools of Research • The computer and its software • The library and its resources • Techniques of measurement • Statistics • Facility with language • Tools are not research methods How familiar are you with these tools?
- 25. Six assumptions of qualitative designs 1. Qualitative researchers are concerned primarily with process, rather than outcomes or products. 2. Qualitative researchers are interested in meaning. 3. The qualitative researcher is the primary instrument for data collection and analysis. Data are mediated through this human instrument, rather than through inventories, questionnaires, or machines. 4. Qualitative research involves fieldwork. The researcher physically goes to the people setting, site, or institution to observe or record behavior in its natural setting. 5. Qualitative research is descriptive in that the researcher in interested in process, meaning and understanding gained through words or pictures. 6. The process of qualitative research is inductive in that the researcher builds abstractions, concepts, hypotheses, and theories from details.
- 26. Quantitative Research • Aims to determine the relationship between one thing (an independent variable) and another (a dependent or outcome variable) in a population. • Quantitative research designs are either descriptive or experimental. • Objective: seeks precise measurement and analysis of target concepts, e.g., uses surveys, questionnaires etc. • Its aim is to classify features, count them, and construct statistical models in an attempt to explain what is observed. • Researcher uses tools, such as questionnaires or equipment to collect numerical data
- 27. ETHICAL ISSUES • Informed Consent • Respect for privacy • Confidentiality and anonymity of data • What is permissible to ask? • No harm to researchers or subjects • No deceit or lying in the course of research • Consequences of publication
- 28. Action Researches – S.Y. 2023-2024 MATHINDI: A Proposed Intervention Material for Teaching Addition and Subtraction of Integers to Grade 7 Students ....................................................................................................................................... MaVBo: A Proposed Strategic Intervention Material in Building Basic Mathematics Vocabulary for Non-Numerate Grade 7 Students ........................................................................................................................................ Content Validation of Test Bank Items and the Development of a 30-item Mathematics Proficiency Test ................................................................................................................................................. SAIM GAME (Subtraction and Addition of Integers Monopoly Game): An Intervention Material for Grade 7 Students ......................................................................................................................................... •CHALLENGES OF PRE – SERVICE TEACHERS IN TEACHING MATH: BASIS FOR A RETOOLING PROGRAM ...................................................................................................................................... Perceived Factors Affecting Mathematics Proficiency Among Fourth-Year Students at Bustos Campus – Bulacan State University