Lesson 1 RESEARCH EXPERIENCE AND KNOWLEDGE

What Is RESEARCH?-
- Research is a systematic investigation for information. It is a process of inquiring.
- IT IS THE ACT OF STUDYING SOMETHING CAREFULLY AND EXTENSIVELY IN ORDER TO
ATTAIN DEEP KNOWLEDGE.

Nature of Inquiry
INQUIRY- is defined as “seeking for truth, information or knowledge”. The information is sought
through questioning. The process of inquiry begins with gathering information and data through the
various human process.
When knowledge moved from the unknown, there is a need to generate that knowledge through
research and experts. Content and knowledge is effectively generated and transmitted through
concepts, skills and habits of mind.

EXPERIENCE and KNOWLEDGE

Experience is a well-used source of knowledge. However, one may be limited in terms of
experiences as a source of knowledge. Events may happen in the same way but may have different
effect on individuals. For things that are difficult or impossible to know by personal experience, you
may turn to authority. Particularly in research, knowledge is sought from other people who had
experienced what the problem is or some other sources of expertise.

Lesson 2. IMPORTANCE OF RESERCH IN DAILY LIFE

The development of the society from this simple to complex state will reveal the many and
varied problems faced by human kind. Thus solutions to problems must be based on knowledge, not on
mere beliefs, guesses or theories. To require knowledge and to continuously evaluate its accuracy and
usefulness requires a well planned and systematic procedure on which research has been devised to
meet the needs.
RESEARCH HOLDS THE FOLLOWING SIGNIFICANT DATA:
 TO GATHER NECESSARY INFORMATION
 TO MAKE CHANGES
 TO IMPROVE THE STANDARDS OF LIVING
 FOR A SAFER LIFE
 TO KNOW THE TRUTH
 TO EXPLORE HISTORY
 TO UNDERSTAND ARTS

Research and Society

Research is closely connected with development. The results/findings of studies also affect
society and the lives of each one of us. Research is vital to our everyday decision making. The
research you do and evidences you gather will be useful for future endeavours. It hones basic life skills
and makes learning a lifelong endeavour.

Research and Other Fields

Research leads to an expansion of knowledge and discoveries of new medical treatment and
cures. Research lead to a breakthrough in agriculture, and environmental development. Research
benefits therefore, can be seen and felt in following fields:
1. ECONOMIC RESEARCH- refers to matters concerning the environment and which may lead to
improve techniques to ensure sustainable food production.
2. SOCIAL RESEARCH- leads to increase knowledge of people and their interactions with one
another, which could be relevant to policy makers.
3. ENVIRONMENTAL RESEARCH- focuses on improved techniques to ensure sustainable food
production.
4. CULTURAL RESEARCH- leads to increased understanding of cultural values or social
approaches.
5. HEALTH RESEARCH- contributes to a better understanding of the causes of medical conditions.

Lesson3. CHARACTERISTICS, PROCESSES AND ETHICS OF RESEARCH

Characteristics of Research

1. EMPIRICAL- research is based on observations and experimentation of theories. Most

researchers are based on real-life situations.
2. SYSTEMATIC- research follows orderly and sequential procedures, based on valid procedures
and principles.
3. CONTROLLED- in research, all variables, except those that are tested /experimented on, are
kept constant.
 4. EMPLOYS HYPOTHESIS- the hypothesis guides the investigation process. Research refers to
a search for facts, answers to questions and solutions to problems.
5. ANALYTICAL- There is a critical analysis of data used so that there is no error in the
researcher’s interpretation.
6. OBJECTIVE- the term also refers to the research as unbiased and logical. All findings are
logically based on empirical data.
7. ORIGINAL WORK- requires effort to get at the researcher’s own investigation and produce the
data needed to complete the study.

ETHICS and RESEARCH

The most common way of defining “ethics” is to refer to it as norms for conduct that distinguish
between acceptable and unacceptable behaviour. Another way of defining “ethics” is to consider it as a
method, procedure or perspective for deciding how to act and for analyzing complex problems and
issues.

ETHICAL PRINCIPLES
1. Honesty Objectivity
2. Integrity Carefulness
3. Openness Respect for Intellectual Property
4. Confidentiality Responsible Publication
5. Respect for Colleagues Social Responsibility
6. Non- discrimination Competence
7. Legality

ETHICAL CONSIDERATIONS in QUALITATIVE RESEARCH

1. The kind of information obtained because of the length or personal interactions that ensues
when doing a qualitative inquiry may give rise to an issue or issues.
2. Researcher is expected to act professionally, maintaining respect towards them. The issues of
anonymity and confidentiality are to be observed.
3. The researcher is expected to give back the subjects/ participants of the research and to show
appreciation for their commitment of time, effort and cooperation.
4. The researchers write a letter and seek to be allowed to conduct a study.

Research is a process that requires patience and thought. There is no easy way to make certain
that you have exhausted resources and found the best research. Research is more of an art rather than
a science.

DEFINE REVIEW THE FORMULATE

DESIGN COLLECT
RESEARCH LITERATURE HYPOTHESIS
RESEARCH DATA
PROBLEM

ANALYZE
INTERPRET
DATA
AND REPORT

Research is expected to be organized which is shown when it utilizes a planned procedure because
there is a structure or method in going about doing research. It is also systematic when there is a define
set of procedures and steps which you will follow.

These processes are considered and selected, based on the following factors:
1. Validity and appropriateness to the research topic.
2. Manageability including time reserved
3. Safety and ethical matters.
LESSON 4 DIFFERENCES BETWEEN QUANTITATIVE AND QUALITATIVE RESEARCH

QUALITATIVE RESEARCH
 PRIMARILY AN EXPLORATORY RESEARCH.
 Give understanding and underlying reasons, opinions and motivations.
 Provides insights, helps to develop ideas.
 Used to uncover trends in thoughts and opinions- digs deeper into the problem.
 Is a type of educational research in which the researcher relies on the views of participants; ask
broad, general questions; collects data consisting largely words (text) from participants;
describes, analyses these words for themes; and conducts the inquiry in a subjective, biased
manner.
QUANTITATIVE RESEARCH
 OFTEN ASSOCIATED WITH HARD DATA
 Used to quantify- that is to put numerical equivalents to findings.
 Used to quantify the problem with use of mathematical data that can be transformed into
usable statistics.
 Quantifies results from large sample of populations.
SIMILARITIES
Bachman(2009) identifies the following commonalities:
 1. Empirical research is aimed at creating new knowledge.
 Research creates knowledge by observing new phenomena.
 All entities of interest like attitude, motives, and learning can be inferred from observing what
people do or say in a given setting.
 All researchers are concerned of the universality of idea; they desire to find meaning for the
research results.
LESSON 5
TYPES AND EXAMPLES OF RESEARCH IN DIFFERENT AREAS / FIELDS
1. APPLIED RESEARCH
 Is designed to solve practical problems of the modern world, rather that to acquire
knowledge for knowledge’s sake.
 It’s goal is to improve human condition.
 It is used to find solutions to everyday problems, current illness and develop
technologies.
 Improve agricultural crop production, treat or cure specific diseases and to improve
energy efficiency of homes, offices or modes of transportation.
2. BASIC RESEARCH
 Also referred to as fundamental or pure research.
 Driven by scientist’s curiosity or interest in scientific questions.
 Designed to add an organized body of knowledge and does not necessarily produce results of
practical value.
3. CORRELATIONAL RESEARCH
 Refers to the systematic investigation or statistical study of the relationship among two or
more variables, without necessarily determining cause and effect.
 It seeks to establish a relation or association between two or more variable that do not
readily lend themselves to experimental manipulation.

4. DESCRIPTIVE RESEARCH
 Refers to research that provides an accurate portrayal of a class or a particular individual
situation or group.
 These studies are a means of discussing new meanings, describing what exists,
determining the frequency with which something occur and categorizing information.
5. ETHNOGRAPHIC RESEARCH
 Refers to the investigation of a culture through an in-depth study of the members of the
culture.
 Involves systematic collection, description and analysis of data development of theories
of cultural behaviour.
 It studies people ethnic groups in their setting and to interpret the data gathered so
implication could be formed from those data.
TWO APPROACHES TO ETHNOGRAPHY
 Realist-researcher provides an objective account of the situation.
 Critical- researcher shows his advocacy for a marginalized group or attempts to empower the
group by giving it voice.

6. EXPERIMENTAL RESEARCH
 Is an objective, systematic, controlled investigation.
 Establishes a cause and effect relationship.
 Studies the effects f variable from each other.
7. EXPLORATORY RESEARCH
 Conducted for a problem that has not been clearly defined.
 It helps determine the best research design, data collection method and selection of
subjects.
 It can be informal relying on secondary research such as reviews, available literature
and/or data.
8. HISTORICAL RESEARCH
 Is one involving the analysis of events that occurred in the remote or recent past.
 Shows patterns that occurred in the past and over time, helps to see where we came
from and what kind of solutions we have used in the past.
 Can add perspectives on how we can examine the current events and educational
practices.
9. PHENOMENOLOGICAL RESEACH
 Is an inductive descriptive research developed from phenomenological philosophy.
 Aims to describe an experience as it is actually lived by the person.
 Attempt to understand one or more individual’s experiences of a phenomenon by one or
more individuals.
10. ACTION RESEARCH
 Involves the application of the steps of the scientific method in the classroom problems.
 Done is a very limited scope. Population to be studied is not too big
 This study might be answered through interview of students at various high school levels.
TYPES OF CASE STUDIES
 INTRINSIC CASE STUDY is conducted to understand a particular case that may be unusual or
unique.

 INSTRUMENTAL CASE STUDY represents some other issues under study and the researcher
believes that this particular case can provide additional insights to that issue.

 MULTIPLE OR COLLECTIVE CASE STUDY uses several cases selected to further understand
and investigate a phenomenon, population or general condition.
QUALITATIVE RESEARCH AND ITS IMPORTANCE IN DAILY LIFE
KINDS OF QUALITATIVE RESEARCH
1. PARTICIPANT OBSERVATION- demands immersion in the natural setting.
2. OBSERVATION- noting and recording the events, behaviours and artefacts in social
settings.
3. IN-DEPTH INTERVIEWING – resembles conversations, but with pre-determined response
categories.
4. FOCUS GROUP INTERVIEWING- involves 7-10 or 6-8 people, who are unfamiliar with one
another and have been selected because they share certain characteristics that are relevant to
the research.
5. CONTENT ANALYSIS- calls for systematic examination of forms of communication to document
patterns objectively-as shown in letters, emails, minutes of meetings, and a lot more.
6. NARRATOLOGY - can be applied to any spoken or written story.
7. FILMS, VIDEOS & PHOTOGRAPHY- these provides visual records of events, especially the
films and videos which captures the perspectives of the filmmaker.
MAJOR CHARACTERISTICS OF QUALITATIVE RESEARCH
 NATURALISTIC INQUIRY
 Studying real-world situations as they unfold naturally; non-manipulative, unobtrusive,
and non-controlling; openness to whatever emerges – lack of predetermined constraints
on outcomes.
 INDUCTIVE ANALYSIS
 Immersion in the details and specifics of the data to discover important categories,
dimensions, and interrelationships; begin by exploring genuinely open questions.
 HOLISTIC PERPESCTIVES
 Whole phenomenon under study is understood as a complex system that is more than
the sum of its parts.
 QUALITATIVE DATA
 Detailed, thick description; inquiry in depth; direct quotations capturing people’s personal
perspectives and experiences.
 PERSONAL CONTACT AND INSIGHT
 Researcher has direct contact with gets close to the people, situations, and phenomenon
under study; researchers ‘s personal experiences and insights are important part of the inquiry an
critical to understanding the phenomenon.
 DYNAMIC SYSTEMS
 Attention to process; assumes change is constant and on-going whether the focus is on an
individual or an entire culture.
 UNIQUE CASE ORIENTATION
 Assumes all case is special and unique; capturing the details of the individual cases being
studied.
 CONTEXT SENSITIVITY
 Places findings in a social, historical ad temporal context; dubious of the possibility or
meaningfulness of generalization across time and space.
 EMPHATIC NEUTRALITY
 Complete objectivity is impossible; not proving something, not advocating, not
advancing personal agenda, but understanding.

 DESIGN FLEXIBILITY
 Open to adapting inquiry as understanding deepens and/or situations change;
avoids getting locked into rigid designs that eliminate responsiveness.
STRENGHTS OF QUALITATIVE RESEARCH

 OFFERS THE BEST LIGHTS OR ANSWERS TO PHENOMENA.

 RESEARCH RESULTS ARE EXHAUSTIVE;EVEN UDERLYING MEANINGS SURFACE.
 OFFERS SEVERAL AVENUES TO UNDERSTAND PHENOMENA, BEHAVIOR, HUMAN
CONDITIONS AND THE LIKE.
 IT CAN BUILD ON OR DEVELOP THEORIES THROUGH CONSISTENT THEMES,
CATEGORIES AND RELATIONSHIPS.
 WEAKNESS OF QUALITATIVE RESEARCH

 TOTAL IMMERSION IN THE NATURAL SETTING OF THE RESEARCH CAN BE TIME

CONSUMING AND TEDIOUS AND RESOURCE DRAINING.
 PERSONAL SELF AND RESEARCHER SELF ARE INSEPARABLE, SO SUBJECTIVITY CAN
HAPPEN.

LESSON 5
SCOPE AND DELIMITATIONS
 Sets boundaries and parameters of the problem inquiry and narrows down the scope of the inquiry.

Examples
 1. This study covers only those families in Barangay San Jose, Pasig City, benefited by the
government’s Pantawid Pamilyang Pilipino Program.
Examples
 2. This study includes only those English freshman classes that use both Blended Learning and
standard ways Language teaching.
Examples
 3.This research investigation covers only Landbank-sponsored livelihood projects in Barangay San
Juan, Apalit, Pampanga.

SIGNIFICANCE OF THE STUDY

 Informs the reader on how the study will contribute to the well-being of a person or progress of a
group or society in general.
For example, in addressing social problems likes malnutrition of children in a specific barangay or
locality, in a research study, the findings can benefit, first and foremost, the malnourished children
themselves and their respective families, policy makers like DOH, DepEd, DSWD, health practitioners,
leaders both local and national government as well as the NGO’s.

ASPECTS OF SIGNIFICANCE
1. SIGNIFICANCE FOR THEORY
 Researchers may use concepts developed by previous researchers and formulate questions
similar to those used in previous research.
 Data collection may be in different settings with different groups at different time. Results will be
an extension of a previous theory.
2. SIGNIFICANCE FOR PRACTICE AND POLICY
 Presents data that shows how often the problem occurs and how costly it can be.

CHAPTER 4 SELECTING A RELEVANT LITERATURE

WHAT IS LITERATURE REVIEW?

 Provides an overview of what has been written about a specific topic.
 RRL includes practically all the information and data which are authoritative and relevant to the
topic.

TYPES OF SOURCES OF LR
 PRIMARY SOURCES
 Publications in which researchers reports the results of their studies. Findings are
communicated by the author directly to the readers.
 SECONDARY SOURCES
 Publications in which authors described the work of others.
 Encyclopaedias, research reviews and yearbooks.
GENERAL REFERENCES
* Articles, books and other documents.
SOURCES OF LITERATURE
 Journal Articles * Monographs
 Computerized databases * Conference proceedings
 Theses and dissertations * Empirical studies
 Government reports * Historical records
 Statistical handbooks
 KINDS OF LITERATURE REVIEW
 TRADITIONAL
 Referred to as narrative literature review, provides quick overview of literature. Helps
explain why your study is important in the context of literature.
 INTEGRATIVE
 Synthesizes findings from different approaches. Allows for the integration of qualitative
with integrative studies.
 SYNTACTIC
 Review synthesizes high quality empirical information to answer a given research
question.
 SCOPING
 Involves a broad research question that explores the current evidence base. It can help
inform areas that are appropriate for a systematic review.

CHARACTERISTIC OF A GOOD LITERATURE REVIEW

 Materials must be as recent as possible. (CURRENT)

 Materials must be objective and unbiased as possible.
 Materials must be relevant to the study.
 Materials must not be too few but nor too many.

CITING LR USING STANDARD STYLE

REFERENCING STYLES
 APA- is an author/date based style.
Ex. Corpuz B. & Salandanan G. (2013) Principles of Teaching I. Quezon City: LORIMAR
Publishing Inc.
 MLA- is the most often applied in the arts and humanities, particularly in the USA.
 HARVARD- is very similar to APA. It is the most well used referencing style in the UK and
Australia, and it is encouraged for use with the humanities.
 CHICAGO AND TURABIAN- are two separate styles but very similar. They are also widely
used for history and economics.

WAYS OF CITING RELATED LITERATURE

 BY AUTHOR or WRITER
 EXAMPLE: According to Felipe (2015) ......
 BY TOPIC
 EXAMPLE: It has been found out that ......
 BY CHRONOLOGY
 EXAMPLE: According to the year, the literatures were written, usually from earliest to the
latest................
SAMPLES OF CITATIONS
 BOOKS
Last Name, First Name (year). Book Title. Subtitle, (edition) Place: Publisher.
 IN-text:
Example: Vega, Prieto, Carreon, 2009; Corpuz and Salandanan, 2013

Reference List:
 Examples: Vega V., Prieto N. And Carreon M, 2009 ( Revised Edition) Social dimensions of
education. Quezon City: LORIMAR Publishing Inc.
 WEBSITES
 Example: Gussie-Fink-Nottie has set up a discussion for the new financers.
(http://gfnnff.livejournal.com)
 Example: Author, (date). Title of document [(formal description)]. Retrieved from http://......
 E-BOOKS
 Author, Initial. (date) Title of the book. Retrieved from http://.... Chapter in an e-book.
 YOU TUBE VIDEOS
 Author’s Last Name, First Initial (Screen name) ( Year month, day of upload) Title of the video.
Retrieved from http://www.youtube.com/......
OTHER CITATIONS
 ENCYCLOPEDIA ENTRY, PRINT
 Ex. Melzshack, R (2010) Pain theories. In I.B. Weiner & W.E. Craighead (eds.) The Corsini
Encyclopedia of Psychology (4th ed.) Vol. 3, pp 1139-1141 Habeoken, N.J., Wiley.

LESSON 3 SYNTHESIZING INFORMATION FROM RELEVANT LITERATURE

WHAT IS SYNTHESIS?
 Is a discussion that draws on or more sources.
 Bringing together the materials from different sources, and the creation of an integrated whole.
TYPES OF SYNTHESIS
 EXPLANATORY SYNTHESIS
 Primary aim is to present the facts in a reasonably objective manner.
 Sequence of event, descriptions, state of affairs.
 ARGUMENT SYNTHESIS
 Its purpose is for you to resent your own point of view with the support of relevant facts drawn
from services and presented in a logical manner.
 What is presented may be debatable.
Categories of sources
 DOCUMENTS
 Written or printed materials that have been produced in some form or another such as annual
reports, books, artworks, diaries, record, notebooks etc.
 Published or unpublished intended for public consumption.
 They may be original works or copies.
 NUMERICAL RECORDS
 Includes any type of numerical data n printed form : test scores, figures, census reports, school
budgets.
 ORAL STATEMENTS
 Includes stories, myths, tales, legends . These materials leave a record for future generations.
 RELICS
 Formal types of historical sources. Any object that provides physical or visual characteristics that
can provide information from the past.

Techniques for writing a synthesis

 SUMMARY- It

gathered.
 EXAMPLE AND ILLUSTRATION- it is a reference to a particularly illuminating example. You
need to credit your sources.
 TWO (or more) REASONS- can be an effective method by simply stating your thesis, then give
reasons why it is true. Reasons need to be supported by evidences from data sources.
 COMPARISON AND CONTRAST- considers similarities and highlights differences.

Guidelines for Writing a Literature Review

 Rule 1. Define the topic and the audience.
 Rule 2. Search and Re-search reference lists.
 Rule 3. Prepare conceptual diagram of the need for the different literature review.
 Rule 4. Take notes while reading.
 Rule 5. Choose the type of review you wish to write.
 Rule 6. Keep the review focused and make it of broad interest.
 Rule 7. Be critical and consistent.
 Rule 8. Find a logical structure.
 Rule 9. Make use of feedback.

CHARACTERISTIC OF A GOOD LITERATURE REVIEW

 Focused- it presents only ideas and reports on studies that are closely related to the topic.
 Concise- the ideas should be presented economically.
 Logical- the flow within and among paragraphs should be a smooth, logical progression from the
idea to the next.
 Developed- the ideas are fully and completely written.
 Integrative- it shows how ideas are related and how all reviewed materials contribute to your
topic.
 Current- it exhibits up-to-date information related to your study.
CHARACTERISTIC OF A GOOD LITERATURE REVIEW

 Materials must be as recent as possible. (CURRENT)

 Materials must be objective and unbiased as possible.
 Materials must be relevant to the study.
 Materials must not be too few but nor too many.