5. What?
What are the categories of research?
Basic Research. It develops the
scientific theories to be more
understandable to the readers.
Let’s review…
6. What?
What are the categories of research?
Basic Research. Focuses on the
advancement of knowledge, rather
than solving a problem.
Applied Research. Directs its efforts
toward finding a solution to a specific
problem.
Let’s review…
7. What?
Basic Research or Applied Research?
A study examining whether a
vegetarian diet is healthier than one
with meat.
Let’s review…
8. What?
Basic Research or Applied Research?
A study examining whether a
vegetarian diet is healthier than one
with meat.
“Basic Research”
Let’s review…
9. What?
Basic Research or Applied Research?
A study searching for ways to
encourage high school graduates to
attend college.
Let’s review…
10. What?
Basic Research or Applied Research?
A study searching for ways to
encourage high school graduates to
attend college.
“Applied Research”
Let’s review…
12. How?
How important Research is in our daily
lives?
Without curiosity and research,
progress would slow to a halt, and our
lives as we know them would be
completely different.
Let’s review…
13. Our objective is…
to describe characteristics, processes,
and ethics of research.
Let us continue…
14. Group Activity
Each group will be assigned a topic to discuss in your
group .
● GROUP 1 / GROUP 5: Characteristics of
Research
● GROUP 2 / GROUP 6: Processes of Research
● GROUP 3 / GROUP 7: Ethical Norms of
Research
● GROUP 4 / GROUP 8: Ethical Codes and
Policies of Research
1. 5 minutes to discuss (within your group)
2. Choose 3 expert (will get the oral recitation
points) to share to other groups the key
takeaways of their assigned topic
3. 3 minutes to present to other groups
Let us learn…
15. Let us talk about
Characteristics of Research
Let us continue…
16. Characteristics of Research
Prieto, et.al. (2017) stated that the following are the major characteristics of research:
1. EMPIRICAL
2. SYSTEMATIC
3. CONTROLLED
4. EMPLOYS HYPOTHESIS
5. ANALYTICAL
6. OBJECTIVE
7. ORIGINAL WORK
17. Characteristics of Research
Prieto, et.al. (2017) stated that the following are the major characteristics of research:
1. EMPIRICAL - is based on observations and experiments of theories.
2. SYSTEMATIC
3. CONTROLLED
4. EMPLOYS HYPOTHESIS
5. ANALYTICAL
6. OBJECTIVE
7. ORIGINAL WORK
18. Characteristics of Research
Prieto, et.al. (2017) stated that the following are the major characteristics of research:
1. EMPIRICAL - is based on observations and experiments of theories. ‘
2. SYSTEMATIC - follows orderly and sequential procedures, based on valid procedures
and principles.
3. CONTROLLED
4. EMPLOYS HYPOTHESIS
5. ANALYTICAL
6. OBJECTIVE
7. ORIGINAL WORK
19. Characteristics of Research
Prieto, et.al. (2017) stated that the following are the major characteristics of research:
1. EMPIRICAL - is based on observations and experiments of theories. ‘
2. SYSTEMATIC - 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
5. ANALYTICAL
6. OBJECTIVE
7. ORIGINAL WORK
20. Characteristics of Research
Prieto, et.al. (2017) stated that the following are the major characteristics of research:
1. EMPIRICAL - is based on observations and experiments of theories. ‘
2. SYSTEMATIC - 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 - refers to a search for facts, answers to questions and solutions to
problems.
5. ANALYTICAL
6. OBJECTIVE
7. ORIGINAL WORK
21. Characteristics of Research
Prieto, et.al. (2017) stated that the following are the major characteristics of research:
1. EMPIRICAL - is based on observations and experiments of theories. ‘
2. SYSTEMATIC - 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 - refers to a search for facts, answers to questions and solutions to problems.
5. ANALYTICAL - shows analytical procedures in gathering the data, whether historical, descriptive, and or
case study.
6. OBJECTIVE
7. ORIGINAL WORK
22. Characteristics of Research
Prieto, et.al. (2017) stated that the following are the major characteristics of research:
1. EMPIRICAL - is based on observations and experiments of theories. ‘
2. SYSTEMATIC - 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 - refers to a search for facts, answers to questions and solutions to problems.
5. ANALYTICAL - shows analytical procedures in gathering the data, whether historical, descriptive, and or
case study.
6. OBJECTIVE - it is unbiased and logical. All findings are logically based on real-life situations.
7. ORIGINAL WORK
23. Characteristics of Research
Prieto, et.al. (2017) stated that the following are the major characteristics of research:
1. EMPIRICAL - is based on observations and experiments of theories. ‘
2. SYSTEMATIC - 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 - refers to a search for facts, answers to questions and solutions to problems.
5. ANALYTICAL - shows analytical procedures in gathering the data, whether historical, descriptive, and or
case study.
6. OBJECTIVE - it is unbiased and logical. All findings are logically based on real-life situations.
7. ORIGINAL WORK - it requires its own examination and produces the data needed to complete the
study.
24. Let us talk about
Processes of Research
Let us continue…
25. Characteristics of Research
It is said that research can be done in different ways. It can be either a well-planned and
methodical process that is based on keen observation and concrete and valid evaluation.
Integration is the best way to evaluate the validity of a certain study.
26. Characteristics of Research
Prieto, et.al. (2017) also added that the following are involved in the Research
Processes:
1. DEFINE RESEARCH PROBLEM
2. REVIEW OF RELATED LITERATURE
3. FORMULATING HYPOTHESIS
4. RESEARCH DESIGN
5. COLLECTING DATA
6. ANALYZING DATA
7. INTERPRET AND REPORT
27. Characteristics of Research
Prieto, et.al. (2017) also added that the following are involved in the Research
Processes:
1. DEFINE RESEARCH PROBLEM: What is the problem?
2. REVIEW OF RELATED LITERATURE
3. FORMULATING HYPOTHESIS
4. RESEARCH DESIGN
5. COLLECTING DATA
6. ANALYZING DATA
7. INTERPRET AND REPORT
28. Characteristics of Research
Prieto, et.al. (2017) also added that the following are involved in the Research
Processes:
1. DEFINE RESEARCH PROBLEM: What is the problem?
2. REVIEW OF RELATED LITERATURE: What evidence is already presented?
3. FORMULATING HYPOTHESIS
4. RESEARCH DESIGN
5. COLLECTING DATA
6. ANALYZING DATA
7. INTERPRET AND REPORT
29. Characteristics of Research
Prieto, et.al. (2017) also added that the following are involved in the Research Processes:
1. DEFINE RESEARCH PROBLEM: What is the problem?
2. REVIEW OF RELATED LITERATURE: What evidence is already presented?
3. FORMULATING HYPOTHESIS: How are we going to find/look for the answer to
questions being studied?
4. RESEARCH DESIGN
5. COLLECTING DATA
6. ANALYZING DATA
7. INTERPRET AND REPORT
30. Characteristics of Research
Prieto, et.al. (2017) also added that the following are involved in the Research Processes:
1. DEFINE RESEARCH PROBLEM: What is the problem?
2. REVIEW OF RELATED LITERATURE: What evidence is already presented?
3. FORMULATING HYPOTHESIS: How are we going to find/look for the answer to
questions being studied?
4. RESEARCH DESIGN: Where will the study be shown and with what population?
5. COLLECTING DATA
6. ANALYZING DATA
7. INTERPRET AND REPORT
31. Characteristics of Research
Prieto, et.al. (2017) also added that the following are involved in the Research Processes:
1. DEFINE RESEARCH PROBLEM: What is the problem?
2. REVIEW OF RELATED LITERATURE: What evidence is already presented?
3. FORMULATING HYPOTHESIS: How are we going to find/look for the answer to
questions being studied?
4. RESEARCH DESIGN: Where will the study be shown and with what population?
5. COLLECTING DATA: Are we ready to gather the data? Where do we find the data?
6. ANALYZING DATA
7. INTERPRET AND REPORT
32. Characteristics of Research
Prieto, et.al. (2017) also added that the following are involved in the Research Processes:
1. DEFINE RESEARCH PROBLEM: What is the problem?
2. REVIEW OF RELATED LITERATURE: What evidence is already presented?
3. FORMULATING HYPOTHESIS: How are we going to find/look for the answer to
questions being studied?
4. RESEARCH DESIGN: Where will the study be shown and with what population?
5. COLLECTING DATA: Are we ready to gather the data? Where do we find the data?
6. ANALYZING DATA: How do the data answer the research queries?
7. INTERPRET AND REPORT
33. Characteristics of Research
Prieto, et.al. (2017) also added that the following are involved in the Research Processes:
1. DEFINE RESEARCH PROBLEM: What is the problem?
2. REVIEW OF RELATED LITERATURE: What evidence is already presented?
3. FORMULATING HYPOTHESIS: How are we going to find/look for the answer to
questions being studied?
4. RESEARCH DESIGN: Where will the study be shown and with what population?
5. COLLECTING DATA: Are we ready to gather the data? Where do we find the data?
6. ANALYZING DATA: How do the data answer the research queries?
7. INTERPRET AND REPORT: What are the implications of the results?
34. Let us talk about
Ethics of Research
Let us continue…
35. Ethics in Research
According to Resnik, 2007, ethical norms are significant in conducting research studies as
explained in the following:
● First, ethics promotes the pursuit of knowledge, truth, and credibility. It also fosters values
that are essential to collaborative work. Second, ethical norms help individuals to be
accountable in every act that the researcher/s undertake.
● Third, ensure that researchers are held accountable to the public.
● Lastly, an ethical norm in research also needs public awareness. This can be evaluated
by the researcher before conducting the study because this may help a certain population
in an area once the study is completed.
36. Ethical Codes and Policies for Research, Resnik, 2007
Given the importance of ethics in
the conduct of a research, you
will follow codes and policies for
research:
37. For this activity you will...
Using your phone’s browser, head to…
https://quizizz.com/admin/quiz/63ee38
be8724e6001d3f60a6/pr1-mod1-
l2?selfCreated=true
Let’s assess your
learning….
38. For your homework
You will answer the student activity
section of your Module 1, Lesson 2.
Write your answers on your notebook.
Do a self-check and encircle your
score. There should only be one
lesson per page.
Let’s further learn….
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
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Instructions Template
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Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
Instructions Template
Use this template to display instructions for your activity. Everyone works at a different pace. Help students who finish early know appropriate ways to use their time. For example, maybe you want them to help their peers, discuss with a peer, move on to a more advanced activity, or do some quiet reading.
