Download to read offline
Research presentation...............................................
- 1. Research defined Research defined researchis derived from the old French research is derived from the old French word word cerchier cerchier, which means to “seek or , which means to “seek or search”. “Search” meaning to investigate. search”. “Search” meaning to investigate. The prefix “re” means “again” and signifies The prefix “re” means “again” and signifies of the search. Literally, research means to of the search. Literally, research means to “investigate again”. One seeks new “investigate again”. One seeks new knowledge for the improvement of the knowledge for the improvement of the quality of human life. (Garcia, 2007) quality of human life. (Garcia, 2007)
- 2. What is research Whatis research? ? • a systematic inquiry aimed at providing information to guide decisions • The process of gathering information for the purpose of initiating, modifying, or terminating a particular topic or study • the process of gathering data or information to solve a particular or specific problem in a scientific manner (Manuel and Medel cited by Calderon)
- 3. • Organized study;a methodical investigation into a subject in order to discover facts, to establish or revise a theory, or to develop a plan of action based on the facts discovered. It can be an attempt to find out the truth in a systematically and scientific manner, or a close, careful, and thorough study to be presented in a detailed, accurate manner.
- 4. • 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 cited by Calderon et al) • systematic search for pertinent information on a specific topic or problem (Aquino cited by Calderon et al)
- 5. • a purposive,systematic, and scientific process of gathering, analyzing, classifying, organizing, presenting, and interpreting data for the solution of a problem, for prediction, for invention, for the discovery of truth, or for the expansion or verification of existing knowledge, all for the preservation and improvement of the quality of human life
- 6. • Research maybe defined as a systematic and objective analysis and recording of controlled observations that may lead to the development of generalizations, principles, or theories, resulting in prediction and possibly ultimate control of events
- 7. Assignment 1. From thesubmitted researches, choose 5 which interest you most. Why? 2. What some of the characteristics of research? 3. Enumerate values of Research? 4. What are the purposes of research?
- 8. Characteristics of Research Characteristicsof Research 1. Research is directed toward the solution of a problem. 2. Research emphasizes the development of generalizations, principles, or theories that will be helpful in predicting future occurrences. 3. Research is based upon observable experience or empirical evidence.
- 9. 4. Research demandsaccurate observation and description. 5. Research involves gathering new data from primary or first-hand sources or using existing data for a new purpose. 6. Research is a carefully designed procedures and that apply rigorous analysis.
- 10. 7. Research requiresexpertise. 8. Research strives to be objective and logical, applying every possible test to validate the procedures employed, the data collected, and the conclusions reached. 9. Research involves the quest for answers to unsolved problems.
- 11. 10. Research ischaracterized by patient and unhurried activity. 11. Research is carefully recorded and reported. 12. Research sometimes requires courage.
- 12. Why Research Isof Value? Why Research Is of Value? » » Adding to knowledge about issues Adding to knowledge about issues in any discipline in any discipline » » Improving Practice Improving Practice » » Informing Important Policy Issue Informing Important Policy Issue » » Building Research Skills Building Research Skills » » A way of to obtain accurate and A way of to obtain accurate and reliable information reliable information
- 13. Purposes of Research Purposesof Research • General Purposes – To answer questions or solve problems, to observe in order to know; to know in order to predict, to predict in order to control; and to control in order to practice and prescribe accurately and in a professional manner.
- 14. Ways of Knowing Waysof Knowing • Sensory experience • Agreement with others • Expert opinion • Logic • The Scientific Method
- 15. Specific Purposes Specific Purposes •Description • Exploration • Explanation • Prediction and Control
- 16. The Scientific Methodof Research The Scientific Method of Research • Determining (recognizing) the problem; • Forming a hypothesis; • Doing the library search; • Designing the study;
- 17. • Developing theinstruments for collecting data; • Collecting the data; • Analyzing the data; • Determining implications and conclusions from the findings; and • Making recommendations for further research.
- 18. Principles of ScientificMethod Principles of Scientific Method • rigid control • objectivity • systematic organization • rigorous standards
- 19. • Ignore orRedefine the Problem • Faith, Habit or Traditional practice • Authority • Human experience • Trial and Error • Logical Reasoning • Common Sense • Problem Solving and the Practice in education Alternative Routes to Problem Alternative Routes to Problem Solving Solving
- 20. Some Hindrances toScientific Inquiry Some Hindrances to Scientific Inquiry • Tradition • Authority • Inaccurate observation • Overgeneralization • Selective Observation
- 21. • Made-up information •Illogical reasoning • Ego-involvement in understanding • Mystification • To err is human • Dogmatism
- 22. Value of AcquiringResearch Skills Value of Acquiring Research Skills: : • Evaluating Research Reports • Conducting Research • Thinking Critically About Research
- 23. Ethics in Research Ethicsin Research • Respecting the Rights of Participants. – To know and understand the purposes and the result of the study; – To be assured that the researchers assume the full responsibility of the pursuit of the study;
- 24. – To claimreward that is due; – To be informed of the results of the study and how these will affect them and the target population; and – To refuse to act, if contrary to his or personal values.
- 25. • Respondents mustbe free from any physical and psychological exploitation. • Anonymity and confidentiality. • Honoring Research Sites • Reporting Research Fully and Honestly
- 26. THE MILLENIUM DEVELOPMENTGOALS THE MILLENIUM DEVELOPMENT GOALS • What is MDG? MDG stands for Millennium Development Goals – a set of time-bound and measurable goals and targets for combating poverty, hunger, diseases, illiteracy, environmental degradation and discrimination against women. It consists of 8 goals, 18 targets and 48 indicators, covering the period 1990 to 2015.
- 27. Specifically, what arethe MDGs? Specifically, what are the MDGs? • The proportion of people suffering from extreme poverty and hunger will be halved; • All children will be in primary school; • Girls have the same educational opportunities as boys; • The proportion of people without access to safe drinking water will be halved; • The spread of HIV/AIDS and malaria will be stopped;
- 28. • A child’srisk of dying before the age of five will be reduced by two-thirds; • A mother’s risk of dying while pregnant will be reduced b three quarters; • The world’s ecosystem and biodiversity will be better protected from destruction; • At least 100M slum dwellers will get better housing, health care, and new opportunities for education;
- 29. • People indeveloping countries will have greater access to essential drugs; • The benefits of new technologies, especially information technologies, will flow to more countries and more people; and • Wealthy countries will support developing countries with debt relief, more financial aid, and greater market access
- 30. The 8 MDGsare: The 8 MDGs are: • Eradicate Extreme Poverty – Proportion of population below $1(PPP) per day – Poverty gap ratio – Share poorest quintile in national consumption – Prevalence of underweight children under 5 years of age • Proportion of population below minimum level of dietary energy consumption
- 31. • Achieve UniversalPrimary Education – Net enrolment ratio in primary education – Proportion of pupils starting grade 1 who reach grade 5 – Literacy rate of 15-24 year-olds
- 32. • Promote Genderequality and Empower Women – Ratios of girls to boys in primary, secondary, and tertiary education – Share of women in wage employment in the non-agricultural sector – Proportion of seats held by women in national parliament
- 33. • Reduce ChildMortality – Under-five mortality – Infant mortality rate – Proportion of 1 year-old children immunized against measles
- 34. • Improve MaternalHealth – Maternal mortality ration – Proportion of births attended by skilled personnel • Combat HIV/AIDS, Malaria and Other Diseases • Ensure Environmental Sustainability • Develop a Goal of Partnership for Development
- 35. Research problem arisefrom various Research problem arise from various situations situations • perceived difficulty or no known solution to the problem; • a feeling of discomfort with the way things are; • a discrepancy or a gap of “what is” and what “should be”; • a daily experience of human beings that required further inquiry into an already familiar solution.
- 36. Characteristics of ResearchProblem Characteristics of Research Problem S – Specific. The problem should be specifically stated. • M – Measurable – It is easy to measure by using research instruments • A – Attainable. The data are achievable using correct statistical treatment to arrive at precise solution • R - Realistic. Results are not manipulated • T – Time bound. Time frame is required in every activity because the shorter the completion of the activity the better.
- 37. Sources of Problems Sourcesof Problems • Personal interests and observations • pressing problems needing solution: instructional programs; reading programs, etc • Other investigator’s theories and research • introduction of new technologies, program, curriculum, etc
- 38. • conflicting ideasand ideals; • journals, books, theses, dissertations and mass media • websites of organizations; • personal observations and experiences
- 39. Examples: Examples: • Student Achievementin the Core Curriculum • Assessing Problem Solving in Mathematics: Some Variables Related to Student Performance • A Comparison of Reading Comprehension Knowledge in Above Average, Average and Below Average
- 40. • Current Practicesand Programs Using Computers in the High School Curriculum: Teacher Concerns • Small classes in Early Grades and Course Taking in High School • Issues: Policies- Formulation, Implementation • Policy and Practice in Gifted Education
- 41. The Variable The Variable •Variable. It is a quantity or a “characteristic that has two or more mutually exclusive values of properties.”
- 42. Types of variables Typesof variables • Independent variable. This is the stimulus variable which is chosen by the researcher to determine its relationship to an observed phenomenon. • Dependent variable. This is the response variable which is observed and measured to determine the effect of the independent variable. • Moderate variable. Secondary type of independent variable chosen by the researcher to ascertain if it alters of modifies the relationship of IV and DV.
- 43. • Control variable.A variable controlled by the researcher in which the effects can be neutralized by eliminating or removing the variable. • Intervening variable. This is a variable which interferes with the independent and dependent variables but its effect can either strengthen or weaken the IV and DV.
- 44. Theoretical and Conceptual Theoreticaland Conceptual Framework Framework • Theoretical Framework. It shapes the research problem in order to provide the legal basis for defining the parameters; it is a symbolic construction which uses abstract concepts, facts or laws, variables, and their relations that explains and predicts how an observed phenomena exists and operates.
- 45. Conceptual Framework Conceptual Framework.It presents specific . It presents specific and defined concepts which are called and defined concepts which are called constructs constructs. . Example Level Independent Intervening Dependent Variable Variable Variable Theoretical Ed. Qual. Values Performance Conceptual BS, MA/MS, Ph.D. Age, Sex Outstanding SES, Attitude Very Satisfactory Etc. Satisfactory Fair Unsatisfactory
- 46. COMPONENTS OF RESEARCH COMPONENTSOF RESEARCH PRELIMINARIES PRELIMINARIES PRELIMINARIES Title Page Thesis Committee Approval Sheet Approval Sheet Acknowledgement Dedication Table of Contents List of Tables List of Figures Abstract
- 47. INTRODUCTION Rationale/Background of theStudy Theoretical Framework Conceptual Framework Research Paradigm Statement of the Problem Null Hypothesis Scope and Delimitation of the Study Definition of Terms
- 48. REVIEW OF LITERATUREAND STUDIES Related Literature Foreign Studies Local Studies
- 49. METHODOLOGY Research Design Population andSamples Instrumentation Data Gathering Procedure Statistical Treatment of Data
- 50. PRESENTATION, ANALYSIS AND INTERPRETATION SUMMARY,CONCLUSIONS AND RECOMMENDATIONS Summary Conclusion Recommendations BIBLIOGRAPHY APPENDICES CURRICULUM VITAE LIST OF TABLES LIST OF FIGURES
- 51.
- 52. A. Preliminaries A. Preliminaries •Title • Approval Sheet • Acknowledgement • Table of contents • List of Tables • List of Figures • Abstract
- 53. B. TEXT OFTHE ACTION B. TEXT OF THE ACTION RESEARCH RESEARCH • Introduction 1. Problem Identification 2. Analysis of the Problem 3. Formulation of Hypotheses » Mental Elaboration of the Hypotheses
- 54. 4. Experimentation andAction » Sources of Data » Research Instrument » Data Gathering Procedure » Statistical Treatment
- 55. 5. Presentation, Analysisand Interpretation of Findings 6. Conclusion Bibliography Appendices C. Curriculum Vitae
- 56. GUIDELINES IN WRITINGTHE GUIDELINES IN WRITING THE ACTION RESEARCH ACTION RESEARCH
- 57. Introduction Link the researchproblem of the situation to the existing body of knowledge; present historical development leading to the occurrence of the situation, if applicable; cite statistics and authoritative sources to support ideas. Make a clinching statement that will relate the background to the research problem or situation.
- 58. Problem Identification This iswhere the researcher identifies the problem which he perceived as critical in his work. State what is that needs improvement that might be developed as a new skill or solution. State how the specific problem is identified. Specify the test result and observation that reveal the difficulty of the learner.
- 59. Analysis of theProblem This step offers an opportunity to develop a deeper insight into the causes of the problem. This involves: a) accumulating facts and literature on the problem; b) studying available data; c) finding the causes of the problem; and d) eliminating the least possible cause(s) of the problem.
- 60. Formulation of Hypotheses “Ifsuch and such occur, then so and so the result.” Formulate testable hypotheses or strategies of approach, stating them in clear, specific, pragmatic language.
- 61. Mental Elaboration ofthe Hypotheses Reason out why a hypothesis is chosen or rejected. Deductively reason out that is each hypotheses is true, certain consequences can help lead to wider, more basic and thus ,ore significant problems, as well as to provide (testable) implications of the original hypothesis.
- 62. Experimentation and Action Describein this section the research method used. Description includes the sources of data, research instrument, data-gathering procedure and statistical treatment used.
- 63. Sources of data.Describe th epopulation of interest and the sampling of subjects in the study. Research Instrument. Te research instrument is described in this section. For each instrument used, the nature, purpose, construction for its use is explained. Data Gathering Procedure. Specify the data collection and recording. Statistical Treatment. Specify and explain the statistical measures to be used.
- 64. Presentation, Analysis andInterpretation of Findings Present, analyze and interpret the findings based on the problem hypotheses that were set at the outset of the study. Data are presented in tables and charts. The step-by-step procedure given in th next slides is generally used when presenting each table in the table:
- 65. 1. Start witha brief introductory paragraph, giving the purpose of the data in the table; 2. Follow it with a statement presenting the table itself. 3. Lastly, analyze and interpret the finding therein.
- 66. Conclusion and Recommendations Thissection is the confirmation or disconfirmation of the hypothesis/es about the problem presented. Since the action research is conducted in local situation, generalization must be stated cautiously. The intent is not to generalize a general population but primarily to a school or class where the problem situation being solved exists.
- 67. The recommendations arepractical suggestions for implementation of finding or for additional research on the finding and conclusion. It envisions how such findings could be applied in resolving the problem or issue or only those recommendations, which are feasible for implementation, are included.
- 68. Bibliography Make a listof references. Alphabetize and correctly categorize if there are plenty of them. Appendix Include instruments used, letters, additional tables, figures, and other pertinent materials.