Introduction and Tools of Research

Introduction to Research and its

Tools

Reporter: Michael N. EvansCourse: Master of Arts in Literature and Language Instruction- MA-LLIProfessor: Jose Q. Macabalug, DTE

A Report on Research Methods

and Designs

Objectives

By the end of this report, you should be able to:

Distinguish what is research from what is not; Name the types of research according to goal; Define and describe the importance of educational

research; Describe the six steps in the process of research; Identify the characteristics of quantitative and qualitative

research in the six steps; Identify the type of research designs associated with

quantitative and qualitative research; Discuss important ethical issues in conducting research; Recognize skills needed to design and conduct research; Discuss the general tools of research

INTRODUCTION

How well do you know research?

Tell whether the next slides tell something about research or not.


Going to library to learn about Columbus.


It is simply information discovery or learning about reference skills.


Transportation of facts from one location to another.


It is mere compilation even with citations and proper arrangement as it lacks interpretation of data.


Indicating a product that is scientifically proven.


It is only a “catchword” used to get the attention of the consumers.

Research Defined

It is derived from a French word cerchier meaning to seek or search.

“newly discovered facts or the practical application of such new or revised conclusions, theories, or laws” (Webster’s Third New International Dictionary)

“Research contributes to the development of theory. It clarifies concepts; it initiates; it reformulates; and it refocuses theory.” (Merton)

“Research is a careful and systematic means of solving problems.” (Thomas and Nelson, 1996)

“It is the systematic search for pertinent information of a specific topic or problem. After [such]…, he eventually faces another essential task—that of preparing the research reports.” (Aquino)

Research Defined

“A process of scientific thinking that leads to the discovery or establishment of new knowledge or truth.” (Isidro & Malolos)

“It is a systematic study or investigation of something for the purpose of answering questions posed by the researcher.” (Parel)

“A work of love—love for achievement and discovery, love for creativity, love for innovation or originality, love for one’s chosen field of specialization, and above all love for humanity.” (Soriano, J.)

“A way mankind perfected it very slowly over a period of several centuries and at present it is considered as the most reliable means of advancing knowledge.” (Hillway)

Research Defined

Generally speaking…

Research involves three steps:

Pose a question

Collect data to answer

the question

Present an answer to

the question

Importance of Research

The Scientific Method and Its Applications in Research

Scientific Method of Inquiry

Identify a problem that defines the goal of

research

Make a prediction that, if confirmed, resolves

the problem

Gather data relevant to this prediction

Analyze and interpret the data

Educational Research

Identifying a research problem

Reviewing the literature

Specifying a purpose for research

Collecting data

Analyzing and interpreting data

Reporting and evaluating research

Types of Research

Source: Firdawek, E. (2014). Types of research. Retrieved from: http://www.slideshare.net/addisuga/l3-types-of-research. Retrieved on December 7, 2015.

http://www.slideshare.net/addisuga/l3-types-of-research



Approaches to Inquiry



Characteristics of Quantitative ResearchLeedy & Ormrod, 2001

1. Identifies a research problem.

Describing a trend means that the research problem can be answered best by a study in which the researcher seeks to establish the overall tendency of responses from individuals and to note how this tendency varies among people.

Example:Population’s perception

Perception’s diversity


1. Identifies a research problem

Some problems require to explain how one variable affects another. By explaining their relationship, you are interested in determining whether one or more variables might influence another variable.

Example:WHY? IS IT BECAUSE OF…

Gender?

Attitude?

Socioeconomic Status?


2. Reviews literature

Literature justifies the need for the research problem, suggests potential purposes and researches questions for the study.

Example:The cause of problem?

Importance of peer groups

Styles of interacting among student p.g.


3. Asks specific, narrow research questions to obtain measurable and observable data on variables.

The major statements and questions of direction in a study—the purpose statement, the research questions, and the hypotheses—are specific and narrow because you identify only a few variables to study.

Example:

Study of Adolescent Career Choices

Role of the School Counselor


4. Collects numeric data from a population using instruments with preset questions and responses

You use an instrument to measure the variables in the study. It contains specific questions and response possibilities that you establish or develop in advance of the study.

Example:


5. Analyzes data using mathematical procedures, called Statistics.

These analyses consist of breaking down the data into parts to answer the research questions. Statistical procedures such as comparing groups or relating scores for individuals provide information to address the research questions or hypotheses.


6. Writes the research report using standard, fixed structures and evaluation criteria, and taking an objective, unbiased approach

It follows an overall format for a study follows a predictable pattern: introduction, review of literature, methods, results, and discussion. This form creates a standardized structure for quantitative studies.

Characteristics of Qualitative ResearchLeedy & Ormrod, 20011. Explores a problem and develops a detailed understanding of a central phenomenon.

Qualitative research is best suited to address a research problem in which you do not know the variable and need to explore.

A central phenomenon is the key concept, idea, or process studied in qualitative research.

Example: In a research problem—difficulty in teaching deaf children—you require to:

Qualitative Research Sample.pdf

Explore Understand&

Characteristics of Qualitative ResearchLeedy & Ormrod, 2001

2. Pays less focus on literature as plays less substantial role at the beginning

Although you may review the literature to justify the need to study the research problem, the literature does not provide major direction for the research questions. It relies more on the views of the participants in the study and less on the direction identified in the literature by the researcher.

Example:

Characteristics of Qualitative ResearchLeedy & Ormrod, 2001

3. States the purpose and research questions in a general broad way so as to the participants’ experiences

The purpose statement and research questions are stated so that you can best learn from participants. You research a single phenomenon of interest and state this phenomenon in a purpose statement.

Example: A study that examines the “professionalism” of teachers, asks high school teachers, “What does it mean to be a professional?”

Characteristics of Qualitative Research, Leedy & Ormrod, 2001

4. Collects data based on words from a small number of individuals so that the participants’ views are obtained.

You collect data to learn from the participants in the study and develop forms, called protocols, for recording data as the study proceeds. These forms pose general questions so that the participants can provide answers to the questions.

Sample Specimen of Interview Protocol

Sample Specimen of Observational Protocol

Source: Sharon, T. (2013). A Collaborative Lean UX Research Tool. Retrieved from: http://www.smashingmagazine.com/2013/04/rainbow-spreadsheet-collaborative-ux-research-tool/. Retrieved on December 7, 2015.

http://www.smashingmagazine.com/2013/04/rainbow-spreadsheet-collaborative-ux-research-tool/

http://www.smashingmagazine.com/2013/04/rainbow-spreadsheet-collaborative-ux-research-tool/


5. Analyzes the data for description and themes using text analysis and interprets the larger meaning of the findings

Typically, you gather a text database, so the data analysis of text consists of dividing it into groups of sentences, called text segments, and determining the meaning of each group of sentences. Instead of statistics, you analyse words or pictures to describe the central phenomenon under study.


6. Writes the report using flexible, emerging structures and evaluative criteria, and including the researchers’ subjective reflexivity and bias

You employ a wide range of formats to report your studies. Good reports, however, need to be realistic and persuasive to convince the reader that the study is an accurate and credible account. To be reflexive, you reflect on your own biases, values, and assumptions and actively write them into the research.

Similarities and Differences between Qn and Ql, Leedy & Ormrod, 2001

Similarities Differences

Both follows the six steps in the process of research.

In establishing the importance of the problem, Qn uses the problem section to direct the types of questions or hypotheses asked in the study; Ql uses it for central idea.

Both may employ similar approaches, such as interviews or observations.

Qn uses more closed-ended approaches to identify set response categories (strongly agree, agree) while Ql uses more open-ended questions by asking general ones.

In data gathering, Qn uses statistical analysis while Ql analyzes words (transcription from interviews), or images (photographs).

In reporting, Qn follows a standardized format whereas Ql employs open structure or format.

Similarities and Differences between Qn and Ql, Leedy & Ormrod, 2001

Research

Problem/question-

based

Goal-orientedProceduralReductiveHypotheticalAssumption-

driven

Data-

bounded

Helical

Information

gathering

Transportation of

facts

Information

rummaging

A catchword

X

The Research Process

Source:https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwisk7yxpsvJAhVDVZQKHdCLCgsQjRwIBw&url=http%3A%2F%2Fwww.slideshare.net%2Fkevingarysmith%2F02-introduction-to-research&psig=AFQjCNF-qYJ-JDD8IF_Ifw5AptaAEc8T7A&ust=1449630916659729.

Leedy’s & Ormrod’s Skills Needed to Design and Conduct Research

Solving Puzzles

Lengthening Attention Span

Using Library Sources

Writing, Editing, and More Writing

Important Ethical Issues in Conducting Research

Institutional

Review

Boards

Data Reporting

Ethical Issues in Conducting

Research

Ethical Issues in Conducting

Research

Data Collection

Ethical Practices

Professional Associations

TOOLS OF RESEARCH

Library and its Resources

Spot the Difference!


How to access knowledge quickly and efficiently?

Use the library catalogs. Search for the CD-ROMS (compact disk-read-only

memory). Typical of this item can hold 650 megabytes of information, or 300,000 pages of written text. An example is the 28-volume Grolier’s Encyclopedia which can be stored on one 4.5-in. CD-ROM.

Look for the reference librarian. Browse the library shelves. Books are coded and

arranged according to two principal systems: the Dewey decimal classification system and the Library of Congress (LC) classification system.



The Computer and its Software

The Internet


Telnet




Electronic Mail or E-MAIL


News


For more questions, visit the link below:

http://www.learnthenet.com


Read the following scenarios. In each case, think about how the researcher might use the Internet to solve his/her problem.

1. Arwin is a professor at a small college. Although his research is prominent in his field, few people on campus share his enthusiasm for his specialty—forensic pathology. Although Arwin avidly read relevant academic journals, he looks forward to the annual meetings of his national organization, where he can exchange ideas with others who have similar interests. He wishes that such exchanges could occur more frequently.


SOLUTION!

Being on one or more list servers might enable Arwin to keep up with the current developments in his field and communicate regularly with others in his field.


Read the following scenarios. In each case, think about how the researcher might use the Internet to solve his/her problem.

2. Deirdre has a once-in-a-lifetime opportunity to spend 6 months in Australia collecting data about the various marine plants of the Great Barrier Reef. Although she is excited about it, she realizes that the work of her campus research group will suffer. Because of the distance, it will be difficult to provide feedback on the group’s ongoing papers and projects. Although Deirdre and her colleagues can use the postal service to transport the work between them, this will definitely slow the progress of their work.


SOLUTION!

Deirdre can still be connected with her colleagues at home via e-mail, and she can easily send papers back and forth through file transfer protocol.

Measurement as a Tool of Research

Measurement is limiting the data of any phenomenon—substantial or

insubstantial—so that those data may be interpreted and, ultimately compared to an acceptable qualitative or quantitative

standard.


Measurement is limiting the data of any phenomenon—substantial or insubstantial—so

that those data may be interpreted and, ultimately compared to an acceptable qualitative

or quantitative standard.

When we measure something, we set a limit that restrain the data. (12 inches restraint a foot)





Observable objects are measured—this is substantial measurement. (ex. an engineer measuring the span of a bridge)





These are things that exist only as concepts, ideas, opinions, feelings, or other intangible entities. (ex. measuring the economic “health” of a business)





Data have been transformed into units of discovery, of revelation, of enlightenment, of insight that hasn’t seen before.





Norms, averages, accuracy of description




The Human Mind as a Tool of Research

The Human Mind as a Tool of Research: Deductive Logic

Ms. Jackson’s reasoning:

If learning information in an integrative fashion is more effective than learning information piecemeal, (premise 1)

If the kinds of questions learners ask themselves during a learning activity influence how they learn, (premise 2)

If training in self-questioning techniques influences the kinds of questions that students ask themselves, (premise 3)

And if learning is reflected in the kinds of notes that learners take during class, (premise 4)

Then teaching students to ask themselves integrative questions as they study class material should lead to class notes that are more integrative in nature (conclusion)

The Human Mind as a Tool of Research: Inductive Reasoning

It begins with an observation.

People use specific instances or occurrences to draw conclusions about the entire classes of objects or events.Researchers observe a sample then draw conclusions about the population from which the sample comes.Example:

A sociologist may conduct two surveys, one in 1885 and a second in 1995, asking 500 people to describe their beliefs about AIDS and then draw conclusions about how society’s attitudes toward AIDS have changed over time.

The Human Mind as a Tool of Research: Critical Thinking

It involves evaluating information or arguments in terms of their accuracy and worth (Beyer, 1985)

People use specific instances or occurrences to draw conclusions about the entire classes of objects or events.

Example:In history, scrutinizing events that definitely happened or maybe happened in the past.In psychology, evaluating the way a characteristic (intelligence, personality) is measured.In anthropology, observing people’s behaviors over an extended time and speculating what those behaviors indicate about the society being studied.


1. Verbal reasoning- understanding or evaluating the persuasive techniques found in oral and written language

Forms of Critical Thinking (Halpern, 1998):

2. Argument analysis- discriminating between reasons that do and do not support a particular conclusion


3. Decision making- identifying and judging several alternatives and selecting the best.

Forms of Critical Thinking (Halpern, 1998):

4. Critical analysis of prior research- evaluating the value of data and research results in terms of the methods used to obtain them and their potential relevance to particular conclusions.

Facility with Language as a Tool of Research

1. They reduce the world’s complexity.“I see a herd of cows.”2. They facilitate generalization and inference drawing in new situations.“You are passing through either dairy or beef country.”3. They allow abstraction of the environment.“It connotes characteristics such as female, supplier of milk, economic asset (to the farmer).”4. They enhance the power of thought.“You think about other ideas, and form connections and interrelationships among them.”

Words—even those as simple as cow—and the concepts that the words represent facilitate our thinking in several ways (Omrod,1999):

Communicating Effectively Through Writing

Guidelines in effective writing (Omrod,1999):

1. Say what you mean to say.2. Keep your primary objective in writing your

paper in mind at all times, and focus your discussion accordingly

3. Provide an overview of what you will be talking about.

4. Organize your ideas into general and more specific categories, and use headings and subheadings to guide your readers through your discussion of these categories.

5. Provide transitional phrases, sentences, or paragraphs that help your readers follow your train of thought.

Communicating Effectively Through Writing

Guidelines in effective writing (Omrod,1999):

6. Use concrete examples to make abstract ideas more understandable.7. Use appropriate punctuation.8. Use figures and tables when such mechanisms can more effectively present or organize your ideas and findings.9. At the conclusion of a chapter or major section, summarize what you’ve said.10. Anticipate that you will almost certainly have to write multiple drafts.

Have fun in doing research!

References

Ariola, M. (2006). Principles and methods of research. Manila: Rex Book Store, Inc.

Creswell, John W. (2012). Educational research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Fourth Edition, New Jersey: Pearson Education, Inc.

Leedy, P & Omrod. (2013). Practical Research: Planning and Design, 10th ed. New Jersey: Prentice-Hall, Inc.

Texts

References

Firdawek, E. (2014). Types of Research. Retrieved from http://www.slideshare.net/addisuga/l3-types-of-research. Retrieved on December 7, 2015.

Harris, B. (2006). Wellness Research Design Session 2. Retrieved from http://slideplayer.com/slide/4568571/. Retrieved on December 7, 2015.

Othman, S. (2011). Qualitative vs Quantitative Research. Retrieved from http://shayaaresearch.blogspot.com/2011/04/qualitative-vs-quantitative-research-v.html. Retrieved on December 7, 2015.

Phelan, C. & Wren, J. (2006). Exploring Reliability in Academic Assessment. Retrieved from https://www.uni.edu/chfasoa/reliabilityandvalidity.htm. Retrieved on December 14, 2015.

Pikuoec. (2009). Statistics. Retrieved from http://www.slideshare.net/pikuoec/statistics-presentation-933840. Retrieved on December 7, 2015.

Sharon, T. (2013). A Collaborative Lean UX Research Tool. Retrieved from: http://www.smashingmagazine.com/2013/04/rainbow-spreadsheet-collaborative-ux-research-tool/. Retrieved on December 7, 2015.

Smith, K. (2013). Introduction to Research. Retrieved from http://www.slideshare.net/kevingarysmith/02-introduction-to-research. Retrieved on December 7, 2015.

Statistics Solutions (______). Data Levels of Measurement. Retrieved from https://www.statisticssolutions.com/data-levels-of-measurement/. Retrieved on December 7, 2015.

Electronic Sites

http://slideplayer.com/slide/4568571/

http://slideplayer.com/slide/4568571/

http://shayaaresearch.blogspot.com/2011/04/qualitative-vs-quantitative-research-v.html

http://shayaaresearch.blogspot.com/2011/04/qualitative-vs-quantitative-research-v.html

http://www.slideshare.net/pikuoec/statistics-presentation-933840

http://www.slideshare.net/pikuoec/statistics-presentation-933840

http://www.slideshare.net/kevingarysmith/02-introduction-to-research

http://www.slideshare.net/kevingarysmith/02-introduction-to-research