UNIT 1 : Nature of Inquiry & Research
Lesson 1: The Nature of Research and the Research Process
Lesson 2: Basic Types of Research
Lesson 3 : Basic Principles of Research Ethics
Learning outcomes:
At the end of the unit, the learner :
1. shares research experiences & knowledge;
2. explains the importance of research in daily life;
3. describes characteristics, processes, & ethics of research;
4. differentiates QN from QL research;
5. provide examples of research in areas of interest (arts, humanities, sports, science, business, agriculture &
fisheries, ICT , & social inquiry).
LESSON 1: THE NATURE OF RESEARCH AND THE RESEARCH
PROCESS
READ TO LEARN
A. Research
is a systematic investigation designed to extend the knowledge of what is already known of the
physical, biological, or social world (University of San Diego)
is a truth seeking activity which contributes to knowledge, aimed at describing the world,
conducted and governed by those with a high level of proficiency of expertise (Coryn, 2007)
1. truth seeking –search or investigation of or for a body of real things, events, or facts or the
explanation of them
2. describes – involves representing or giving an account of; explaining by giving a reason for or
cause of
3. conducted and governed by those with a high level of proficiency of expertise – conducted by
one who is an expert in a branch of knowledge derived from training or experience
B. The purpose of research is to produce knowledge through inquiry and discovery
Ø As a process, research is a systematic inquiry that entails collection of data, documentation of critical
information and analysis and interpretation of that data/information in accordance with suitable
methodologies set by specific professional fields and academic disciplines (Hampshire College)
C. Importance of Research in Our Daily Lives
1. Helps explain why things happen in certain ways
2. Predicts what will happen
3. Helps solve problems
A. The Research Process
The National Academy of Sciences states that the object of research is to “extend human knowledge of the
physical, biological, or social world beyond what is already known. Research is different than other forms of
discovering knowledge (like reading a book) because it uses a systematic process called the Scientific Method.
How is research conducted? The following steps make up the research process:
1. Identifying the research problem
2. Formulating hypothesis & designing the study
3. Collecting & organizing data
4. Analyzing data
5. Interpreting data
6. Reporting results
Research involves stages and processes. It usually begins with a research question. Then, the search
for the answer to the question begins through a plan called the research design.
CHECK YOUR UNDERSTANDING
[Link] the definition of research from the University of San Diego and Coryn (2007) state the improtance of research
to our daily lives.
2. What steps make upthe research process as cited in the definition from Hampshire College?
3. Why do you think it is necessary to follow the research process?
LESSON 2: BASIC TYPES OF SCIENTIFIC RESEARCH
READ TO LEARN
Lesson 2: Basic Types of Scientific Research
Research is broadly classified into two main classes:
1. Fundamental or basic research
2. Applied research.
Basic and applied research are performed in accordance with a set of rules, concepts and procedures called
a paradigm, which is well accepted by the scientists working in that field. In addition, the basic and applied
researches can be quantitative or qualitative or even both (mixed research).
[Link]
Basic research is an investigation on basic principles and reasons for occurrence of a particular event or process
or phenomenon. It is also called theoretical research. It provides a systematic and deep insight into a problem and
facilitates extraction of scientific and logical explanation and conclusion on it. It helps build new frontiers of
knowledge. The outcomes of basic research form the basis for many applied research.
Seeks generalization
Aims at basic processes
Attempts to explain why things happen
Tries to get all the facts
Reports in technical language of the topic
[Link]
In an applied research one solves certain problems employing well known and accepted theories and principles.
Most of the experimental research, and case studies are essentially applied research. Applied research is helpful for
basic research.
Studies individual or specific cases without the objective to generalize
Aims at any variable which makes the desired difference
Tries to say how things can be changed
Tries to correct the facts which are problematic
Reports in common language
Basic and applied research, further divided into three types of research bearing some characteristics
feature as follows:
[Link] research
It is numerical, non-descriptive, applies statistics or mathematics and uses numbers.
It is an iterative process whereby evidence is evaluated.
The results are often presented in tables and graphs.
It is conclusive.
It investigates the what, where and when of decision making.
[Link] research
It is non-numerical, descriptive, applies reasoning and uses words.
Its aim is to get the meaning, feeling and describe the situation.
Qualitative data cannot be graphed.
It is exploratory.
It investigates the what, why and how of decision making.
[Link]
Mixed research involves the mixing of quantitative and qualitative methods or paradigm characteristics. Nature of
data is mixture of variables, words and images.
To have a relatively detailed comparison of the Qualitative and the quantitative research paradigms,
refer to the table below.
Paradigm
Ø a cluster of beliefs and dictates which for scientists in a particular discipline influence what should be studied, how
research should be done and how results should be interpreted (Thomas Kuhn, 1970)
Comparison Qualitative Research Quantitative Research
an inquiry process of understanding a social an inquiry into a social or human problem,
or human problem based on a complex, based on testing a theory composed of
Meaning holistic picture, formed with words, reporting variables, measured with numbers and
detailed views of informants and conducted analyzed with statistical procedures, in
in a natural setting (Creswell, 1994) order to determine whether the predictive
generalizations of the theory hold true
(Creswell, 1994)
A technique of investigation that develops A research technique that is used to create
considerate on human and social sciences, to hard facts and numerical data, by
find the way people feel and think. employing the statistical, mathematical
and logical system
Purpose To discover and explore ideas used in the To examine the effect and causal
ongoing procedures. relationship between variables
Elements of Words, pictures , objects Numerical data
Analysis
Researcher interacts with that being Researcher is independent from that being
Role of researched researched
researcher living with or attempt control
observing for bias
informants over a select a
prolonged period of systematic
time sample
actual collaboration objective in
assessing a
situation
Informal Formal
Evolving decisions Based on set definitions
Language of Personal voice Impersonal voice
Accepted qualitative words: understanding, Accepted quantitative words: Relationship,
research
discover, meaning comparison, within-group
Inductive process Deductive process
Mutual simultaneous shaping of factors Cause and effect
Emerging design-categories identified during Static design-categories isolated before
Process of research process study
research Context-bound Context-free
Patterns, theories developed for Generalizations leading to predictions &
understanding understanding
Accurate and reliable through verification Accurate and reliable through validity &
reliability
CHECK YOUR UNDERSTANDING
1. You were given a grant to conduct research by your barangay Chairman . Will you opt to use QLR? Why or why
not?
2. What research paradigm do you think will match this research questions? Why do you think so?
a) “How do people who witness domestic violence understand how it affects their current
relationships?”
b) “Is ‘learner-centered’ teaching more effective than the traditional ‘teacher-centered
‘teaching?
