This document discusses the scientific method and research process. It begins by outlining the objectives of understanding major research steps, quantitative vs qualitative research, and key concepts/definitions. Next, it describes the scientific method, including inductive/deductive reasoning and limitations. It then defines research and its goals. The main steps of the scientific method are outlined as selection of the problem, research procedures, data analysis, and conclusions. Finally, it contrasts quantitative and qualitative research, noting differences in data type, sample size, control, and meaning/context. Key sources are cited.

1. Dr. Francisco J. Brizuela

2. Objectives
 Understand the major steps involved in conducting a
research study.
 Understand the differences between quantitative and
qualitative research.
 Major concepts and definitions.

3. Scientific Method
 I use reasoning in order to use logical thoughts to
reach a conclusion.
 Inductive Reasoning- developing generalizations
basal observation of a limited number of related
events board experiences.
 Deductive Reasoning–arriving at specific conclusions
based on general principles, observations, or
experiences.

4. Limitations of the Scientific
Methods
 Not all questions are answered
 We can’t never each everything or everyone
 We always have a margin of error

5. Research
 It is the formal, systematic application of the scientific
method.
 Goals: Describe, Explain, Predict, & Control
Phenomena.
 Watch “Human Subjects” in educational research.

6. Steps: Scientific Method
 Selection and Definition of the Problem
 Execution of Research Procedures
 Analysis of Data
 Drawing and Stating Conclusions

7. Quantitative vs. Qualitative
Quantitative
 Numerical Data
 Sample of participants
must be large enough to
end up with statistically
meaningful data.
 Manipulated or controlled
by the researcher.
Qualitative
 Comprehensive Narrative
and Visual Data
 Based on different beliefs.
 All meaning is situated in a
particular perspective or
context.
 Not controlled or
manipulated by the
researcher.

8. Gay, L. R., Mills, G. E., & Airasian, P/ (2009). Educational Research: Competencies for analysis and applications. Pearson:
Columbus, Ohio. (p.8).

9. Gay, L. R., Mills, G. E., & Airasian, P/ (2009). Educational Research: Competencies for analysis and applications. Pearson: Columbus, Ohio.
(p.12).

10. Holidays
 No class during the week of Thanksgiving.

11. What’s Due?
 Unit 1- Discussion
 Unit 2- Discussion + Group Analysis
 Unit 3- Research Question
 Unit 4- Discussion + Learning Activity
 Unit 5- Discussion + Article Critique + Lit. Review
 Unit 6- Discussion + ARP Draft Template
 Unit 7- Discussion + Learning Activity
 Unit 8- Discussion + Data Collection Plan
 Unit 9- Discussion + Learning Activity + ARP Plan
 Unit 10- Wrap up

12. Questions?
Dr. Francisco Brizuela
305.380.9740 Office
305.735.8248 Office 2
fbrizuela@kaplan.edu