Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
Main Campus, M. J. Cuenco Avenue and R. Palma St., Cebu City
(SUC Level IV, AACCUP Accredited and ISO 9001 Certified)
url: http://www.cscst.ph e-mail: [email protected]
Tel. No. (032) 416-6585 Fax No. (032) 412-1398
COLLEGE OF TECHNOLOGY TEACHER EDUCATION
Course Syllabus
In
EDUC 601 RESEARCH METHODOLOGY
College:College of Advanced Studies (CAdS)
Course No.:EDUC. 601
Course Title: Research Methodology
Curriculum:Master in Education (M. Ed.)
Major: Special Education
No. of Hour/ Week:3
No. of Weeks/ Sem.:18
Credit Unit:3
Pre-requisite:None
CSCST System Mission Statement
1. Provide effective education and training for the youths and
adults for immediate entry into the industrial, agricultural,
fishery, information technology and distributive occupations
consistent with the manpower requirements of domestic and global
markets.
2. Provide opportunities to the youths for pursuing higher
education, physical and natural sciences, research and graduate
studies for a progressive leadership.
3. Provide special programs for advancement on the job for those
who are gainfully employed through curricular upgrading
thrusts;
4. Address efforts to the environment problems in the area in
collaboration with appropriate agencies. [ B.P. 412 ]
Mission of the College of Advanced Studies (CAdS):
The College of Advanced Studies develops technology and value
oriented executive leaders in education, agri-industrial and
related sectors through research and community services towards
shared productivity in their chosen fields.
Vision of the College of Advanced Studies:
Center of Excellence in Technology Management, education and
research
Aims of the College of Advanced Studies:
1. Completion and continuity of the undergraduate programs;
2. Proviso0n of the needs of the value oriented education
leaders/technologists who are and would be occupying managerial
positions in technical, industrial, education and related
sectors;
3. Contribution to the attainment of regional and national goals
through the promotion of educational and applied researches towards
quality life;
4. Acceleration of high level professionalism and
productivity.
Aim of Master in Education (M. Ed.)
Equip educational leaders with skills in management and
development of instruction, planning, research and community
development.
How to Complete the Course:
The student should be able to complete this course through:
1. on-line instruction
2. Seminar workshop in dissertation/research writing
3. Presentation of a research proposal/baby thesis for
critiquing
4. Passing a mid-term and final exam
Course Description:
This course deals with the use of scientific investigation as
primary tool for research. It aims to provide graduate students
with a working knowledge on the various aspects and requirements
needed in writing a thesis.
General Objectives:
At the end of the semester, the student will be able to:
1. Understand the mission and vision of the CSCST and the
College of Advanced Studies;
2. Know the principles and theories in writing a thesis;
3. Apply the principles of thesis writing to their respective
researches conducted;
4. Value the importance of research in the life of people.
Course Content:
Topics to be Discussed
Specific Objectives
Strategies/
Activities
No. of
Hours
Remarks/
Evaluation
Notes
A. Mission, Goals and Objectives of the College
1. Relate the course to Mission , Goals, and Objectives of the
CSCST to CAdS
3
B. Orientation: Mission of the College, goals and objectives of
the program and course
2. Awareness on the nature, objectives, background and
importance of the course.
3
1. Objectives of the Course
3. Identify the types and various areas of research.
on-line classes
2. Research, Its Nature and Importance
2.2.1 Definitions of
Research
2.2.2 Importance of
research
2.2.3 Types and Areas of
Research
C. The Spectrum
1. Describe the research spectrum.
6
1. Characteristics of Gather Research Process
2. Organization of a Seminar Paper/Thesis Organization of a
Seminar Paper/Thesis
2. Discuss the charac-teristics of the research and the
organization of a seminar paper/thesis/
D. Thesis Format
Enumerate and discuss the various component in writing a thesis
giving in depth discussion on:
Chapter 1 and its parts
Chapter 2 and its parts
Chapter 3 and its parts
14
CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale
Theoretical Background
THE PROBLEM
Statement of the Problem
Emphasis of the discussion
Hypotheses/Assumptions
center in:
Significance of the Study
1) Organization of the introduction
THE RESEARCH METHODOLOGY
2) Formulation of the problem
Method
3) Detailed discussion on the research methodology
The Flow of the Study
4) Steps to be followed on data
Environment
5) Presentation and analysis
Subject/Respondents
6) Summarizing the study:
Instruments
a. Findings
Procedures
b. Conclusions
Gathering of Date
c. Recommendations
Treatment of Data
Scoring Procedures
DEFINITION OF TERMS
ORGANZIATION OF THE STUDY (to be presented only during the
proposal)
CHAPTER 2
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
14
General Introduction
Main Division
Short introduction
Prefatory Statement
Tabular Presentation
Textual Presentation
Analysis and Presentation of Data
Implications
CHAPTER 3
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
14
Summary of the Problems and Its Research Design
Findings
Conclusions
Recommendations
(to include the output if less ten pages)
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
TOTAL NUMBER OF HOURS
54
Requirement of the Course
Evaluation Procedures
1. Report: Oral and Written
1. Recitation
2. Regular Examinations (Mid-Term and Final Term Exams)
2. Critiquing
3. Quizzes
4. Regular Exams (Mid-Term & Final Term Exams)
SUGGESTED FORMAT IN RESEARCH WRITING
THESIS
CASE STUDY
PROJECT IMPLEMENTATION
Title Page
Approval Sheet
Abstract
Acknowledgement
Dedication
Table of Contents
List of Tables
List of Figures
Title Page
Approval Sheet
Abstract
Acknowledgement
Dedication
Table of Contents
List of Tables
List of Figures
Title Page
Approval Sheet
Executive Summary
Acknowledgement
Dedication
Table of Contents
List of Figures
Chapter I
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale
Theoretical and Conceptual
Framework
THE PROBLEM
Statement of the Problem
Hypothesis or Assumptions
Significance of the Study
THE RESEARCH METHODOLOGY
Methods of Research
Research Environment
Research Subjects
Research Respondents
Research Instruments
Research Procedures
Gathering of Data
Treatment of Data
DEFINITION OF TERMS
Chapter I
THE CASE
INTRODUCTION
Rationale
Theoretical Background
Statement of the Case
Significance of the Case
THE CASE METHODOLOGY
Case Environment
Case Subjects
Case Instruments
Case Procedures
Gathering of Data
Treatment of Data
DEFINITION OF TERMS
Chapter I
THE PROBLEM AND ITS DESIGN
INTRODUCTION
Rationale
Theoretical Background
The Project Flow
THE PROJECT
Statement of the Project
Importance of the Project
Scope of the Project
THE IMPLEMENTATION SCHEME
The Project Title
Project Proponents
Project Location
Project Duration
Project Technical Description/Design/Plan
Project Cost
DEFINITION OF TERMS
Chapter II
REVIEW OF RELATED LITERATURES AND STUDIES
Chapter III
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
General Introduction
Main Division
Prefatory Statement
Tabular Presentation
Textual Presentation
Analysis and Interpretation of Data
Implications
Chapter II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
General Introduction
Main Division
Prefatory Statement
Tabular Presentation
Textual Presentation
Analysis and Interpretation
of Data
Implications
Chapter II
PRESENTATION AND IMPLEMENTATION OF THE PROJECT
List of Operation, Tools and Equipment, Materials
Sequence of Operation
Work Breakdown Structures
Resource Management Matrix
Gant Chart
Project Documentation
Accomplishment Report
Chapter IV
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary of the Problem and Its
Research Design
Findings
Conclusions
Recommendations
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
Note: Output of the Study to be Placed after the
Recommendations,
Chapter III
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary
Findings
Conclusions
Recommendations
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
Chapter III
SUMMARY AND RECOMMENDATIONS
Summary
Recommendations
REFERENCES
APPENDICES
CURRICULUM VITAE
References
ADANZA, Estela. G. Research Methods: Principles and
Applications. First Edition. November 2002. Rex Printing Company,
Inc. Quezon City, Philippines
AQUINO, Gaudencio V. Essentials of Research and Thesis Writing.
Quezon City. Alemars Phoenix Publishing House, Inc. 2004
BABBIE, Earl. The Practice of Social Research. Fourth Edition.
Belmont, California: Wadsworth Publishing Company, Inc. 2006
BEST, John W. Research in Education. Second Edition. Englewood
Cliffs, New Jersey: Prentice Hall, Inc. 1990
BORG, Walter and Meredith Gall. Educational Research An
Introduction. New York: David McKay Company, Inc. 1976
CALMORIN, Lauretina P. and Melchor A. Calmorin. Research Methods
and Thesis Writing. Second Edition. Copyright 2007. Rex Bookstore,
Inc. Quezon City, Philippines.
CAMPBELL, William Giles, Stephen V. Ballou and Carole Slade.
Form and Style Thesis. Reports, Term Papers. USA Houghton Mifflin
Co, Eight Edition. 1994
CRAWFORD, Walter B. Research Activity and Writing. Belmont,
California: Dickenson Publishing Company, Inc. 1997
ESTOLAS, Josefina V. and Daisy T. Boquiren. Fundamentals of
Frank jack R. and Norman E. Wallen. How to Design and Evaluate
Research in Education. 2d Edition; New York, McGram Hill Inc.
1993.
GLANZ, Jeffrey. Fundamentals of Educational Research. A Guide to
Competing a Masters Thesis. Norwood, MA: Christopher Gordon
Publishers, Inc. 2004
GOOD, Carter V. and Douglas E. Scates. Methods of Research:
Educational, Psychological, and Sociological. Manila:
Appleton-Century Crofts, Inc. 1992 (Reprinted by National
Bookstore)
Kerlinger, Fred N. Foundations of Behavioral Research. Second
Edition, New York: Holt Rinehart and Winston, Inc. 1973
MANUEL, Bienvenido and Paz C. Medel, A Practical Guide to
Methodology of Research and Thesis Writing. Manila: GIC Enterprises
and Company, Inc. 1986
MCKEE, James, D. and Jelineck Robertson. Educational Research
Methods. New York: The Ronald Press, Inc. 1985.
NORTHEY, Margot. Making Sense: A Students Guide to Research
Writing. Canada: Oxford University Press. 2005
RIVERA,, Maximiano M. Jr. and Roela Victoria Rivera. Practical
Guide to Thesis and Dissertation Writing. Revised Edition. 2007.
Katha Publishing, Inc. Quezon City, Philippines
SANCHEZ, Custodia A. Methods and Techniques of Research. Revised
Edition. Manila: Rex Bookstore, 1993
SANCHEZ, Luz Barrios. Developing and Evaluating a Research
Proposal, Masters Thesis and Dissertation, PAGE, 2000
TREECE, Eleonor Walters and James William Treece, Jr. The
Elements of Research in Nursing. Saint Louis: C. V. Mosby Company,
Inc. 1987 (Reprinted by Phoenix press, Inc.)
TUCKMAN, Bruce W. Conducting Educational Research. New York:
Harcourt.
WOLMAN, Robert E. Research Methods in Education. A Practice
Guide. Englewood Cliffs, New Jersey: Prentice Hall,, Inc. 1984
(Reprinted by National Book Store.)
YOUNG, Frederick L. The Elements of Research. New York: Prentice
Hall, Inc., 1986
______________. A Manual for Writers of Research Papers, Theses
and Dissertations: Chicago Style for Students and Researchers,
Chicago: University of Chicago Press. 2007
Prepared by:
ELPIDIO A. MELGO, Ed. D.
Assoc. Professor V
Upon the recommendation of the
Curriculum Committee
TERESITA T. ROJAS, Ed.D.D.
Chairman
RICARDO Q. YBANEZ, M. Ed. ELPIDIO A. MELGO, Ed. D.
Member Member
APPROVED:
CECILIA ELENA P. DE LOS REYES, Ed. D.
Dean, CTTE
CEBU STATE COLLEGEOF SCIENCEAND TECHNOLOGYCEBU CITY
CAMPUSCSCST
Republic of the Philippines
CEBU STATE COLLEGE OF SCIENCE AND TECHNOLOGY
Cebu City Campus, R. Palma Street, Cebu City
url: http://www.cscst.ph e-mail: [email protected]
Tel. No. (032) 256-1537 Fax No. (032) 256-1181
COLLEGE OF TECHNOLOGY TEACHER EDUCATION
EDUC 601 RESEARCH METHODOLOGY
MODULE 1
THE NATURE AND USES OF RESEARCH
I. Objectives:
a) Define and explain the meaning of the research.
b) Enumerate and discuss the importance of research to
making.
c) Enumerate and discuss the purposes and goals of research
d) Enumerate and discuss the different classification of
research.
II. Direction
a) Read and study the text provided below.
b) Answer the different given challenges.
c) Pass all these through my email within two weeks.
III. Exploration of the Text.
Module 1 provides information about the concepts, nature and
purposes as well as the various meanings and approaches of
research. It includes a challenge in which the students express
their understanding of the word research and its uses.
The Meaning and Nature of Research
Research is one of the more interesting and thought provoking
activities conducted by men and women of scientific minds basically
designed to find solution to a problem. It is one of the most
challenging tasks performed by students who are enrolled in thesis
or dissertation writing class purposely to satisfy the requirements
of the course. It gives the writer a wide opportunity to get
involved in a meaningful task for a worthwhile accomplishment and
productive results.
Research could be classified into two major categories, namely:
basic or pure research and applied research. Research which is done
to discover new knowledge, truth, principle or law is called the
basic or pure research. It can also be done to discover something
with practical used called Applied research.
Research could be used in different field of studies, Biology,
Chemistry, Physics, Sociology, Psychology, Education, Industry,
Anthropology, and other related areas. They are classified
accordingly as Biological Research, Chemical Research, Physical
Research, Sociological Research, Psychological Research,
Educational Research, Industrial Research, Anthropological
Research, among others.
Research literally means to investigate again, since, it comes
from the word re: which means again and search, which mean to find
or investigate. Several authors have made an attempt to define the
terms as follows:
Research is defined as the scientific investigation of phenomena
which includes collection, presentation, analysis and
interpretation of facts that links an individuals speculation with
reality. In other words, research is the systematic study of trend
or event which involves careful collection, presentation, analysis,
and interpretation of quantitative data or facts that relates mans
thinking with reality. (Calmorin, 2007)
1) A scientific process of critical selection of data,
investigation and analysis of such to gain new knowledge or to
complement an existing one. (Martinez, 1988)
2) Is a systematic, controlled, empirical and critical
investigation of hypothetical propositions about the presumed
relations among natural phenomena. (Kerlinger, 1973)
3) Is a careful, critical, disciplined inquiry varying in
technique and method according to the nature and conditions of the
problem identified, directed toward the clarification or resolution
(or both) of a problem (Good, 1972)
4) The systematic search for pertinent information on a specific
topic or problem. After a careful, systematic search for pertinent
information or data on a specific topic or problem, and after the
research worker has analyzed and interpreted the data, he
eventually faces another essential task that of preparing the
research report (Aquino, 1974)
5) The process of gathering data or information to solve a
particular or specific problem in a scientific manner (Manuel and
Medel, 1976)
6) A systematic study or investigation of something for the
purpose of answering questions posed by the researcher (Parel,
1980)
7) It is an investigation conducted to find new facts and gather
information (Webster, 1986)
8) It is systematic investigation purposely to answer question
(Treece, et al. 1977)
9) It is the results of a careful investigation of some chosen
topics. In science, it is the report of the result of experiment
(Hook, 1962).
10) It is an investigation undertaken to discover facts and
reach conclusion through scientific inquiry (Brown, 1993).
11) It is a diligent and systematic inquiry into a subject in
order to discover facts (Stein,. 1966)
12) It is the systematic investigation in order to establish
facts and reach new conclusion (Oxford, 1996)
Characteristics of Good Research (Calmorin, 2007)
1. Empirical - Research is based on direct experiences or
observation by the researcher. The collection of data relies on
practical experience without giving consideration to scientific
knowledge or theory.
2. Logical- Research is based on valid procedures and
principles. Scientific study is done in an orderly manner so that
the investigator has confidence on the results. Systematic
examination of the procedures used in the research enable the
investigator to draw valid conclusions. Thus, the logic of valid
research makes it important for decision making.
3. Cyclical - Research is cyclical process because it starts
with a problem and ends with a problem. For instance, an
investigator who completed his study states his findings and draws
up his conclusions and recommendations. In his recommendations,
several studies may be conducted, hence is cyclical.
4. Analytical - Research utilizes proven analytical procedures
in gathering the data, whether historical, descriptive,
experimental and case study. In historical, the data gathered focus
in the past; in descriptive research, the study focuses on the
present situation; experimental, future, and case study, past,
present, and future.
5. Critical- Research exhibits careful and precise judgment. A
higher level of confidence must be established. For instance, 1.0
percent or 5.0 percent level of confidence may be scientifically
utilized to test the research hypothesis. Based on these levels of
confidence, the investigator is confidently precise in his
interpretations on whether the results are significant or
insignificant, or whether to reject or accept the null
hypothesis.
6. Methodical - Research is conducted in a methodical manner
without bias using systematic method and procedures. For instance,
if the researchers study is experimental research with two
variable, control and experimental groups or two experimental
groups, hence, he uses two-group design,; if three or more
variable, parallel-group design.
7. Replicability - The research design and procedures are
replicated or repeated to enable the researcher to arrive at valid
and conclusive results. Similarities and differences of replicated
researches can be compared. The more replications of researches,
the more valid and conclusive results would be. Replicability of
the study means using the same instrument, method and procedure but
different subjects and venue.
Crawford as cited by Aquino (2004) summarized the following
characteristics of a good research.
1. Research is systematic- It follows an orderly and sequential
procedure that leads to the discovery of truth, solution of a
problem, or whatever is aimed to be discovered.
2. Research is controlled-All variables except those that are
tested or being experimented upon are kept constant (not allowed to
change or vary) so that the changes made on the subjects of the
study can be attributed only to the experimental variable. This is
especially true in an experimental research.
3. Research is empirical- All the procedures employed and the
data gathered are perceived in the same manner by all observers.
For instance, one says that there are five persons in the room, all
agree to the existence of the five persons. However, if one says
that there are five ghosts in the room, one or none at all may
believe it because
all people believe in ghosts. Ghosts are examples of data that
are not empirical.
4. Research is analytical- There is a critical analysis of all
the data used so that there is no error in their
interpretation.
5. Research is objective, unbiased and logical - All the
findings and conclusions are logically based on empirical data no
effort is made to alter the results of the research.
6. Research employs hypothesis- This is to guide the
investigation process. In experimental studies, hypotheses are
expressly stated but in descriptive studies, the specific
sub-problems or specific question serve as the hypothesis and the
hypotheses are tested and not proved.
7. Research employs quantitative or statistical methods. - Data
are transformed into numerical measures and are treated
statistically to determine their significance or usefulness.
8. Research is original work - Except in historical research,
data are gathered from primary sources or first hand sources and
not from secondary sources (usually printed materials such as
books, or theses, etc.0
9. Research is done by an expert- The researcher uses valid and
carefully designed procedures, valid data-gathering instruments,
and valid data. He subjects his data to expert scrutiny.
10. Research is accurate investigation, observation and
description- In fact, every research activity must be done
accurately so t hat the findings will lead to the formulation of
scientific generalizations. All conclusions are based on actual
evidence.
11. Research requires an effort making capacity - No research
can be conducted without the exertion of much effort. No one
without any effort-making capacity can conduct a research because
research involves much work and time.
12. research requires courage - Research requires courage
because the researcher oftentimes undergoes hazards, discomforts
and the like. At times the researcher encounters public and social
disapproval. Also, disagreements with colleagues may arise.
Differences Between Research and Problem-Solving
The researcher must be able to distinguish between research and
problem-solving. His supposed research problem may not only b good
for problem-solving. The differences between the two are summarized
as follows (Treece and Treece, Jr., 1987)
Research
Problem-Solving
1. There may not be a problem, only interest in answering a
question or a query.
1. There is always a problem to be solved.
2. A research problem ism ore rigorous and broader in scope.
2. A problem to be solved is less rigorous and less broad.
3. The research problem is not necessarily defined
specifically.
3. The problem to be solved has to be defined specifically and
identified definitely.
4. All research is intended to solve one kind of problem, but
this is not the primary aim.
4. Problem-solving doe not always involved research.
5. Research is conducted not primarily to solve a problem but to
make a contribution to general knowledge.
5. Problem-solving is always intended to solve a problem.
6. Research is concerned with broad problems, recurrent
phenomena, and wide application through generalization. It is
concerned with defining and outlining the properties of phenomena,
with forecasting future occurrences so that they may be predicted
and controlled, and with describing the relationship or phoneme by
explaining how and why certain events occurred or could have
occurred. In this process research also generates more problems to
explore.
6. Problem-solving is concerned with a specific problem and once
the problem is solved that is the end of it.
Qualities of a Good Researcher
There are 10 qualities of a good researcher. These qualities
are: (1) Research-oriented; (2) Efficient; (3) Scientific; (4)
Effective; (5) Active; (6) Resourceful; (7) Creative; (8) Honest;
(9) Economical; and (10) Religious. The 10 qualities of a good
researcher have the acronym RESEARCHER.
Characteristics of the Researcher
1. Intellectual curiosity- A researcher undertakes deep thinking
and inquiry of the things, problems, and situations around him. He
is keen to get information on these problems and situations often
due to unusualness and newness. He raises questions to answer,
continues to read the related literature and studies, makes use of
his experiences, and exercises his creativeness and inventiveness.
When the problem he confronts becomes clear, he formulates and
tests
hypothesis on them. The hypothesis may be rejected or accepted,
depending on his analysis of the data and information he
gathers.
2. Prudence - The researcher is careful to conduct his research
study at the right time and at the right place wisely, efficiently
and economically. In other words, he does the right thing at the
right time. Likewise, he uses the 7 Ms (manpower, money, materials,
method, machinery, moment of time and marketing) in conducting
research efficiently and economically.
3. Healthy criticism - The researcher is always doubtful as to
the truthfulness of the results. Normally, the investigator always
doubts the authenticity or validity of his findings even if the
data are gathered honestly. For instance, the researcher
administers the questionnaires to the subject of the study. He
doubts if the subjects answer correctly the items. By and large,
there are subject who do not read the items and anymore but they
just encircle or check the items especially if the researcher is in
hurry to retrieve the questionnaires. Hence, the researcher is
always doubtful as to the veracity of the results.
4. Intellectual honesty - An intelligent researcher is honest to
collect or gather data or facts in order to arrive at honest
results. Honesty is the best policy of the researcher. The success
or failure of his research lies on his hand.
5. Intellectual creativity - A productive ad resourceful
investigator always creates new researches. He enjoys inventing
unique, novel and original researches and considers research as his
hobby. In other words, a creative researcher is also
innovative.
Values of Research to Man
1. Research improves quality of life.
2. Research improves instruction
3. Research improves students achievements
4. Research improves teachers competence
5. Research satisfies mans needs. austerity measures of the
country
6. Research reduces the burden of work
7. Research has deep-seated psychological aspects.
8. Research improves the exportation of food products.
9. Research response to the economic recovery and
10. Research trains graduates to become responsive to the
economic development of the country and compete globally.
Uses of Research
Research is undertaken to explore some possible solutions to
existing problems either in any fields of education, biology, or
social sciences. It aims to seek new knowledge, truth, laws or
principles. It provides information in the form of verifiable data.
Research contributes to the progress and develop-
ment of humanity. A nation, city, any organization or
institution could become progressive because of research. Hence,
research plays an important role in every human endeavor and
therefore must be a salient part of organizational structure of any
institution.
Kinds and Classification of Research
There are many kinds of research which are classified according
to their distinctive features. Some of the classifications are as
follows:
1. According to Purpose
a Predictive or prognostic research - has the purpose of
determining the future operation of the variables under
investigation with the aim of controlling or redirecting such for
the better. Predictive research proposes to give he result from one
specific educational practice or pattern and seeks to establish a
close statistical connection between characteristics of students
and prediction of educational outcome.
b Directive research - determines what should be done based on
the findings. This is to remedy an unsatisfactory condition if
there is any.
c Illuminative research - is concerned with the interaction of
the components of the variable being investigated, as for example,
interaction of the components of educational system and aims to
show the connections among
2. According to goal
a Basic or pure research - is done for the development of
theories or principles. It is conducted for the intellectual
pleasure of learning. Much of this kind of research has been done
in psychology and sociology.
b Applied research - is the application of the results of pure
research. This is testing the efficacy of theories and principles.
For instance, a principle says that praise reinforces learning. To
determine if this is true, one conducts an experiment in which
there are two classes. In class, he uses praises but in the other
class there is no praise at all.
3. According to the levels of investigation
a In exploratory research, the researcher studies the variables
pertinent to a specific situation.
b In descriptive research, the researcher studies the
relationship of the variables.
c In experimental research, the experimenter studies the effects
of the variables on each other.
4. According to the types of analysis
a In the analytic approach, the researcher attempts to identify
and isolate the components of the research situation.
b The holistic approach begins with the total situation,
focusing attention on the system first and then on its internal
relationship.
5. According to scope - Under this category is action research.
This type of research is done on a very limited scope to solve a
particular problem which is not so big. It is almost
problem-solving.
6. According to choice of answers to problem
a In evaluation research, all possible courses of action arte
specified and identified and the researcher tries to find the most
advantageous.
b In developmental research, the focus is on finding or
developing a more suitable instrument or process than has been
available.
7. According to statistical content
a Qualitative or statistical research is one in which
inferential statistics are utilized to determine the results of the
study. Inferential statistics such as correlation, chi-square,
analysis of variance, etc. are used to test the hypothesis.
This type of research usually includes comparison studies,
cause-and-effect relationships etc.
b Non-quantitative research. This is research in which the use
of quantity or statistics is practically nil. This is especially
true in anthropological studies where description is usually used.
Descriptive data are gathered rather qualitative data.
8. According to time element
a Historical research describes what was.
b Descriptive research describes what is.
c Experimental research describes what will be.
Historical, descriptive and experimental are the three major
research methods. All other methods, kinds and types of research
whatever the yare called fall under these three major methods.
Other types and kinds of research are named according to the
area or field of activity. Hence, we have sociological research,
social research, psychological research, anthropological research,
physical research, chemical research, industrial research,
economics research, health research, nursing research, curriculum
research, educational research and countless others.
Some Hindrances to Scientific Inquiry (Errors in Personal
Judgment)
Babbie gives the following as some of the hindrances to
scientific inquiry. They are mostly errors in personal judgment.
The explanations are made for local adaptation.
1. Tradition -This is accepting that customs, beliefs, practices
and superstitions are true and parts of the daily lives of men. No
effort is exerted to find out whether they are true or not. For
example, there is traditional belief among some women that women
who are conceiving should avoid eating dark or black food such as
black berries because their children will become dark also. This
may be true or not, but many women believe and practice it without
verifying it truth. This belief is a hindrance to scientific
investigation.
2. Authority - This is accepting without question, an opinion
about a certain subject which is given by someone who is considered
an authority on the subject. If an ordinary person says that
kissing transmit colds, he is not believed much, he may even be
laughed at. On the other hand, when a doctor says the same thing,
he is believed without question. Suppose, a doctor commits a
mistake and it is a fact this some doctors commits mistakes
sometimes. Worse, sometimes persons with big names in the community
make pronouncements about things outside their own expertise and
they are believed because of their big names. They are believed
without scientific inquiry about the truth of their
pronouncements.
3. Inaccurate observation - This is describing wrongly what is
actually observed. For instance, in the dead of a moonlit night, a
man sees a shadow in the form of a person and the man concludes at
once without any investigation that he has seen a ghost.
4. Overgeneralization - This is establishing a pattern out of a
few instances. For instance, when one sees one or two Ilocano
husbands who are hardworking, responsible and trustworthy then he
concludes that Ilocano husbands are hardworking, responsible and
trustworthy.
5. Selective observation - This is persisting to believe an
observed pattern from an overgeneralization and ignoring other
pertinent patterns. For example, one sees for the first time one or
two prosperous Chinese stores beside a poor, struggling Filipino
store. He forms t he conclusion that the Chinese are more shrewd
and competitive than Filipinos. So whenever he sees Chinese and
Filipino stores he always has that idea that idea that Chinese are
better businessmen than Filipinos ignoring the fact that there are
also poor Chinese businessmen and there are also very good and more
competitive Filipino businessmen.
6. Made-up information - This is making up information to
explain away confusion. Suppose a buyer buys from store goods worth
P50.00 and gives to he storekeeper a P100.00 bill. The storekeeper
mistakenly gives a change of P40.00. The buyer goes away without
counting the change but when he gets home he finds that the change
is short of P10.00. Instead of going back to the store to find out
why he was wrong change, he concludes that the storekeeper is a
cheater and he members of his family are also cheaters.
Another example of made-up information is wrongly interpreting
the findings of research materials.
7. Illogical reasoning - This is attributing something to
another without any logical basis. For instance, because of the
extended good weather it may rain at the weekend. Or , because it
is sunny it will not that day. These are beliefs without any
logical basis and no effort is exerted to verify them.
8. Ego-involvement in understanding - This is giving an
explanation when one finds himself in an unfavorable situation. For
instance, when foreigners make a slur on Filipinos, t he latter
counter t hat, that is racial discrimination without investigating
whether the slight is true or not. When a student gets a low grade,
he says that he got low grade because his teacher has a personal
grudge against him and he is a victim of vindictiveness. He does
not make any effort to
his abilities, his habits of study, etc.
9. Mystification - This is attributing to supernatural power,
the phenomena that cannot be understood. This is accepting that t
here are things which are beyond human intelligence to
understand and which are reserved only to a supernatural being.
Thus, no effort is exerted to make a scientific inquiry about this
phenomenon.
10. To err is human - This is an attitude that admits the
fallibility of man. When a man renders a wrong decision or commits
a mistakes, he merely leans on the saying To err is human, He does
not make any effort anymore to study why he committed the error,
how he committed the error, the implications of his error, how he
can correct his error and how to make more sound decisions in the
future.
11. Dogmatism - This is an addition. This is an unwritten policy
of certain institutions and government prohibiting the study of
topics that are believed to run counter to the established
doctrines of such institutions or government. Thus in communistic
states, it is unlikely that one studies and writes about the beauty
of democracy. The same is true in a democracy. There is a veiled
prohibition to study and write about the beauty and adoption of
communism.
The Scientific Method of Research
One of the characteristics of good research is that, it is
systematic. It follows the scientific method of
research which includes the following sequential steps:
1. Determining (recognizing) the problem
2. Forming a hypothesis
3. Doing the library search
4. Designing the study
5. Developing the instruments for collecting data
6. Collecting the data
7. Analyzing the data
8. Determining implications and conclusions from the findings,
and
9. Making the recommendations for further research
It should be borne in mind that the researcher goes through all
the nine steps when he does his research and when he writes his
research report. If the standard format of thesis writing is
followed, the first two steps will be included in Chapter 1, The
Problems and Its Design; the third step will be in Chapter 2,
Related Literature and Studies; the fourth, fifth and sixth steps
will be discussed in Chapter 3. Research Methods and Procedures;
the seventh step will be presented in Chapter 4. Presentation,
Interpretation and Analysis of Data; and the last two steps placed
in Chapter 5, Summary, Conclusions and Recommendations.
Principles of the scientific method. The principles of the
scientific method are:
Rigid control
Objectivity
Systematic organization, and
Rigorous standards
Rigid control refers to the manipulation of the research
variables. Variables are those things that vary in quantity and
quality which are to be manipulated by the researcher. Examples of
variable are age, sex, population, adequacy, efficiency, etc. There
are variables which should bed controlled rigidly, that is, kept
constant or equal in a certain research work.
Objectivity means that there should be no bias or partiality in
treating the results of the inquiry. The results should not be
tampered with, whatever they may be.
Systematic organization refers to proper and accurate
tabuolatui9ons of data as well as presenting them in statistical
tables ready for interpretation.
The fourth principle refers to the setting up of standards or
principles which serve as bases for evaluating the findings of a
study. Such standards should not be changed to suit the
expectations of the researcher. The principle also refers to the
accurate statistical computations and interpretations of qualified
data.
It should be noted that the development of his book follows the
sequential steps of the scientific method of research.
Designing the Study
Designing the study must follow the scientific method of
research. Aside from choosing the right problem, forming the
hypothesis, and library research, designing the study also includes
deciding on the method of research to be used, the study of
population, the instrument for gathering data and its preparation,
the sampling design, statistical treatment of data, and analysis
and presentation of data.
Following are discussion and explanations of each of these
aspects of the research procedure. After carefully studying these
discussions and explanations, the researcher can already make a
workable design of research for his investigation.
There are three major research methods with their respective
variations form which the researcher may choose the method he wants
to use depending upon the nature of his investigation. These are
the historical, descriptive, and experimental methods of
research.
Discussed and explained are the different methods of collecting
data such as the interview, questionnaire, observation, tests, and
others as well as the preparation of their respective
instruments.
Sampling designs such as pure random, systematic, stratified,
cluster and other types are also well elaborated on.
Other activities involved in conducting research inquiries and
writing research reports are also given clear explanations with
illustrations for better understanding. How to write the research
report or thesis has been given very ample explanations and
illustrations, modules by modules for better understanding of the
whole process of research reporting or thesis writing.
IV. Suggested Materials
1. Surf in the net and document the websites of the related
topics found in this module
2. Create a personal file of these websites and reading text for
future use.
3. Explore the hyperlinks for additional knowledge of the
details of research,
4. Read other documents like books and periodicals to
substantiate your learning from this module provided.
V. CHALLENGES FOR STUDY AND DISCUSSION
1. How do you define research?
2. Why is research important to mankind?
3. What are the purposes and goals of research?
4. How do you characterize a good research?
5. How are research and problem-solving differentiated?
6. How is research classified according to the following
a. Purpose
b. Goal
c. Levels of investigation
d. Types of analysis
e. Scope
f. Choice of answers to problems
g. Statistical content
h. Time element
7. What are some hindrances to research? Why are they called
hindrances?
8. Why should the scientific method of research be followed?
What are the steps in the scientific method? Explain.
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