Research Methods Guide

Introduction to Research
and its Tools
Reporter: Michael N. Evans
Course: Master of Arts in Literature and Language Instruction- MA-LLI
Professor: Jose Q. Macabalug, DTE
A Report on Research
Methods and Designs

Objectives
By the end of this report, you should be able to:
 Distinguish what is research from what is not;
 Name the types of research according to goal;
 Define and describe the importance of educational
research;
 Describe the six steps in the process of research;
 Identify the characteristics of quantitative and qualitative
research in the six steps;
 Identify the type of research designs associated with
quantitative and qualitative research;
 Discuss important ethical issues in conducting research;
 Recognize skills needed to design and conduct research;
 Discuss the general tools of research

How well do you
know research?
Tell whether the next
slides tell something
about research or not.

How well do you
know research?
Going to library to learn about
Columbus.

How well do you know
research?
It is simply information discovery or
learning about reference skills.

How well do you
know research?
Transportation of facts from one
location to another.

How well do you
know research?
It is mere compilation even with
citations and proper arrangement as it
lacks interpretation of data.

How well do you
know research?
Indicating a product that is scientifically
proven.

How well do you
know research?
It is only a “catchword” used to get the
attention of the consumers.

Research Defined
 It is derived from a French word cerchier meaning to
seek or search.
 “newly discovered facts or the practical application of
such new or revised conclusions, theories, or laws”
(Webster’s Third New International Dictionary)
 “Research contributes to the development of theory.
It clarifies concepts; it initiates; it reformulates; and it
refocuses theory.” (Merton)
 “Research is a careful and systematic means of
solving problems.” (Thomas and Nelson, 1996)
 “It is the systematic search for pertinent information
of a specific topic or problem. After [such]…, he
eventually faces another essential task—that of
preparing the research reports.” (Aquino)

Research Defined
 “A process of scientific thinking that leads to the
discovery or establishment of new knowledge or
truth.” (Isidro & Malolos)
 “It is a systematic study or investigation of something
for the purpose of answering questions posed by the
researcher.” (Parel)
 “A work of love—love for achievement and discovery,
love for creativity, love for innovation or originality,
love for one’s chosen field of specialization, and
above all love for humanity.” (Soriano, J.)
 “A way mankind perfected it very slowly over a
period of several centuries and at present it is
considered as the most reliable means of advancing
knowledge.” (Hillway)

Research Defined
Generally speaking…
Research involves three steps:
Pose a
question
Collect data
to answer
the
question
Present an
answer to
the
question

Importance of Research
Why
research
is
important?
Adds
knowledge
Improves
practice
Informs
Policy
Debates

The Scientific Method and Its Applications in Research
Scientific
Method of
Inquiry
Identify a problem
that defines the
goal of research
Make a prediction
that, if confirmed,
resolves the
problem
Gather data
relevant to this
prediction
Analyze and
interpret the data
Educational
Research
Identifying a
research problem
Reviewing the
literature
Specifying a purpose
for research
Collecting data
Analyzing and
interpreting data
Reporting and
evaluating research

Types of Research
Source: Firdawek, E. (2014). Types of research. Retrieved from: http://www.slideshare.net/addisuga/l3-types-of-research. Retrieved on
December 7, 2015.

Characteristics of Quantitative Research
Leedy & Ormrod, 2001
1. Identifies a research problem.
 Describing a trend means that the research problem
can be answered best by a study in which the
researcher seeks to establish the overall tendency of
responses from individuals and to note how this
tendency varies among people.
Example:

1. Identifies a research problem
 Some problems require to explain how one variable
affects another. By explaining their relationship, you
are interested in determining whether one or more
variables might influence another variable.
Example:
WHY? IS IT BECAUSE OF…

2. Reviews literature
 Literature justifies the need for the research problem,
suggests potential purposes and researches
questions for the study.
Example:
The cause of problem?

3. Asks specific, narrow research questions to obtain
measurable and observable data on variables.
 The major statements and questions of direction in a
study—the purpose statement, the research
questions, and the hypotheses—are specific and
narrow because you identify only a few variables to
study.
Example:
Study of
Adolescent
Career
Choices
Role of the
School
Counselor

4. Collects numeric data from a population using
instruments with preset questions and responses
 You use an instrument to measure the variables in
the study. It contains specific questions and
response possibilities that you establish or develop
in advance of the study.
Example:

5. Analyzes data using mathematical procedures,
called Statistics.
 These analyses consist of breaking down the data
into parts to answer the research questions.
Statistical procedures such as comparing groups or
relating scores for individuals provide information to
address the research questions or hypotheses.

6. Writes the research report using standard, fixed
structures and evaluation criteria, and taking an
objective, unbiased approach
 It follows an overall format for a study follows a
predictable pattern: introduction, review of literature,
methods, results, and discussion. This form creates
a standardized structure for quantitative studies.

Characteristics of Qualitative Research
1. Explores a problem and develops a detailed
understanding of a central phenomenon.
 Qualitative research is best suited to address a
research problem in which you do not know the
variable and need to explore.
 A central phenomenon is the key concept, idea, or
process studied in qualitative research.
Example:
In a research problem—difficulty in teaching deaf
children—you require to:
Qualitative Research Sample.pdf

2. Pays less focus on literature as plays less
substantial role at the beginning
 Although you may review the literature to justify the
need to study the research problem, the literature
does not provide major direction for the research
questions. It relies more on the views of the
participants in the study and less on the direction
identified in the literature by the researcher.
Example:

3. States the purpose and research questions in a
general broad way so as to the participants’
experiences
 The purpose statement and research questions are
stated so that you can best learn from participants.
You research a single phenomenon of interest and
state this phenomenon in a purpose statement.
Example:
A study that examines the “professionalism” of
teachers, asks high school teachers, “What does it
mean to be a professional?”

Characteristics of Qualitative Research,
4. Collects data based on words from a small number
of individuals so that the participants’ views are
obtained.
 You collect data to learn from the participants in the
study and develop forms, called protocols, for
recording data as the study proceeds. These forms
pose general questions so that the participants can
provide answers to the questions.

Sample Specimen of Interview Protocol

Sample Specimen of Observational Protocol
Source: Sharon, T. (2013). A Collaborative Lean UX Research Tool. Retrieved from:
http://www.smashingmagazine.com/2013/04/rainbow-spreadsheet-collaborative-ux-research-tool/. Retrieved on
December 7, 2015.

5. Analyzes the data for description and themes using
text analysis and interprets the larger meaning of the
findings
 Typically, you gather a text database, so the data
analysis of text consists of dividing it into groups of
sentences, called text segments, and determining
the meaning of each group of sentences. Instead of
statistics, you analyse words or pictures to describe
the central phenomenon under study.

6. Writes the report using flexible, emerging structures
and evaluative criteria, and including the researchers’
subjective reflexivity and bias
 You employ a wide range of formats to report your
studies. Good reports, however, need to be realistic
and persuasive to convince the reader that the study
is an accurate and credible account. To be reflexive,
you reflect on your own biases, values, and
assumptions and actively write them into the
research.

Similarities and Differences between Qn and Ql,
Similarities Differences
Both follows the six steps in the
process of research.
In establishing the importance of the
problem, Qn uses the problem
section to direct the types of
questions or hypotheses asked in the
study; Ql uses it for central idea.
Both may employ similar
approaches, such as interviews or
observations.
Qn uses more closed-ended
approaches to identify set response
categories (strongly agree, agree)
while Ql uses more open-ended
questions by asking general ones.
In data gathering, Qn uses statistical
analysis while Ql analyzes words
(transcription from interviews), or
images (photographs).
In reporting, Qn follows a
standardized format whereas Ql
employs open structure or format.

Similarities and Differences between Qn and Ql,

The Research Process
Source:https://www.google.com.ph/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwisk7yxpsvJAh
VDVZQKHdCLCgsQjRwIBw&url=http%3A%2F%2Fwww.slideshare.net%2Fkevingarysmith%2F02-introduction-to-
research&psig=AFQjCNF-qYJ-JDD8IF_Ifw5AptaAEc8T7A&ust=1449630916659729.

Leedy’s & Ormrod’s Skills Needed to Design and
Conduct Research
Solving
Puzzles
Lengthening
Attention Span
Using Library
Sources
Writing, Editing,
and More Writing

Important Ethical Issues in Conducting Research
Data
Reporting
Ethical Issues
in Conducting
Research
Ethical Issues
in Conducting
Research
Data
Collection
Ethical
Practices

Library and its Resources
Spot the Difference!

Library and its Resources
How to access knowledge quickly and efficiently?
 Use the library catalogs.
 Search for the CD-ROMS (compact disk-read-only
memory). Typical of this item can hold 650
megabytes of information, or 300,000 pages of
written text. An example is the 28-volume Grolier’s
Encyclopedia which can be stored on one 4.5-in. CD-
ROM.
 Look for the reference librarian.
 Browse the library shelves. Books are coded and
arranged according to two principal systems: the
Dewey decimal classification system and the Library
of Congress (LC) classification system.

The Computer and its Software
The Internet

Telnet

Electronic Mail or E-MAIL

News

For more questions, visit
the link below:

Read the following scenarios. In each case, think
about how the researcher might use the Internet
to solve his/her problem.
1. Arwin is a professor at a small college. Although
his research is prominent in his field, few people
on campus share his enthusiasm for his
specialty—forensic pathology. Although Arwin
avidly read relevant academic journals, he looks
forward to the annual meetings of his national
organization, where he can exchange ideas with
others who have similar interests. He wishes that
such exchanges could occur more frequently.

SOLUTION!
Being on one or more list servers might enable
Arwin to keep up with the current developments in
his field and communicate regularly with others in
his field.

Read the following scenarios. In each case, think
about how the researcher might use the Internet
to solve his/her problem.
2. Deirdre has a once-in-a-lifetime opportunity to
spend 6 months in Australia collecting data about
the various marine plants of the Great Barrier
Reef. Although she is excited about it, she realizes
that the work of her campus research group will
suffer. Because of the distance, it will be difficult to
provide feedback on the group’s ongoing papers
and projects. Although Deirdre and her colleagues
can use the postal service to transport the work
between them, this will definitely slow the
progress of their work.

SOLUTION!
Deirdre can still be connected with her colleagues
at home via e-mail, and she can easily send
papers back and forth through file transfer
protocol.

Measurement as a Tool of Research
Measurement is limiting the data of any
phenomenon—substantial or
insubstantial—so that those data may be
interpreted and, ultimately compared to
an acceptable qualitative or quantitative
standard.

phenomenon—substantial or insubstantial—so
that those data may be interpreted and,
ultimately compared to an acceptable qualitative
or quantitative standard.
When we measure
something, we set a limit
that restrain the data. (12
inches restraint a foot)

Observable objects are
measured—this is substantial
measurement. (ex. an engineer
measuring the span of a bridge)

These are things that exist only as
concepts, ideas, opinions,
feelings, or other intangible
entities. (ex. measuring the economic
“health” of a business)

Data have been transformed into
units of discovery, of revelation, of
enlightenment, of insight that
hasn’t seen before.

Norms, averages,
accuracy of description

The Human Mind as a Tool of Research

The Human Mind as a Tool of Research: Deductive
Logic
Ms. Jackson’s reasoning:
If learning information in an integrative fashion is more
effective than learning information piecemeal, (premise 1)
If the kinds of questions learners ask themselves during
a learning activity influence how they learn, (premise 2)
If training in self-questioning techniques influences the
kinds of questions that students ask themselves, (premise 3)
And if learning is reflected in the kinds of notes that
learners take during class, (premise 4)
Then teaching students to ask themselves integrative
questions as they study class material should lead to
class notes that are more integrative in nature (conclusion)

The Human Mind as a Tool of Research: Inductive
Reasoning
It begins with an observation.
People use specific instances or
occurrences to draw conclusions about
the entire classes of objects or events.
Researchers observe a sample then draw
conclusions about the population from
which the sample comes.
Example:
A sociologist may conduct two surveys, one in 1885 and a second in 1995,
asking 500 people to describe their beliefs about AIDS and then draw
conclusions about how society’s attitudes toward AIDS have changed over
time.

The Human Mind as a Tool of Research: Critical
Thinking
It involves evaluating information or
arguments in terms of their accuracy and
worth (Beyer, 1985)
People use specific instances or
occurrences to draw conclusions about
the entire classes of objects or events.
Example:
In history, scrutinizing events that definitely happened or maybe happened in
the past.
In psychology, evaluating the way a characteristic (intelligence, personality)
is measured.
In anthropology, observing people’s behaviors over an extended time and
speculating what those behaviors indicate about the society being studied.

Thinking
1. Verbal reasoning- understanding or
evaluating the persuasive techniques
found in oral and written language
Forms of Critical Thinking (Halpern,
1998):
2. Argument analysis- discriminating
between reasons that do and do not
support a particular conclusion

Thinking
3. Decision making- identifying and
judging several alternatives and selecting
the best.
Forms of Critical Thinking (Halpern,
1998):
4. Critical analysis of prior research-
evaluating the value of data and research
results in terms of the methods used to
obtain them and their potential relevance
to particular conclusions.

Facility with Language as a Tool of Research
1. They reduce the world’s complexity.
“I see a herd of cows.”
2. They facilitate generalization and inference drawing
in new situations.
“You are passing through either dairy or beef country.”
3. They allow abstraction of the environment.
“It connotes characteristics such as female, supplier of
milk, economic asset (to the farmer).”
4. They enhance the power of thought.
“You think about other ideas, and form connections
and interrelationships among them.”
Words—even those as simple as cow—and the
concepts that the words represent facilitate our thinking
in several ways (Omrod,1999):

Communicating Effectively Through Writing
Guidelines in effective writing (Omrod,1999):
1. Say what you mean to say.
2. Keep your primary objective in writing your
paper in mind at all times, and focus your
discussion accordingly
3. Provide an overview of what you will be talking
about.
4. Organize your ideas into general and more
specific categories, and use headings and
subheadings to guide your readers through
your discussion of these categories.
5. Provide transitional phrases, sentences, or
paragraphs that help your readers follow your
train of thought.

Communicating Effectively Through Writing
Guidelines in effective writing (Omrod,1999):
6. Use concrete examples to make abstract
ideas more understandable.
7. Use appropriate punctuation.
8. Use figures and tables when such
mechanisms can more effectively present or
organize your ideas and findings.
9. At the conclusion of a chapter or major
section, summarize what you’ve said.
10. Anticipate that you will almost certainly
have to write multiple drafts.

References
Ariola, M. (2006). Principles and methods of
research. Manila: Rex Book Store, Inc.
Creswell, John W. (2012). Educational research:
Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, Fourth
Edition, New Jersey: Pearson Education, Inc.
Leedy, P & Omrod. (2013). Practical Research:
Planning and Design, 10th ed. New Jersey:
Prentice-Hall, Inc.
Texts

References
Firdawek, E. (2014). Types of Research. Retrieved from http://www.slideshare.net/addisuga/l3-types-of-
research. Retrieved on December 7, 2015.
Harris, B. (2006). Wellness Research Design Session 2. Retrieved from
http://slideplayer.com/slide/4568571/. Retrieved on December 7, 2015.
Othman, S. (2011). Qualitative vs Quantitative Research. Retrieved from
http://shayaaresearch.blogspot.com/2011/04/qualitative-vs-quantitative-research-v.html. Retrieved
on December 7, 2015.
Phelan, C. & Wren, J. (2006). Exploring Reliability in Academic Assessment. Retrieved from
https://www.uni.edu/chfasoa/reliabilityandvalidity.htm. Retrieved on December 14, 2015.
Pikuoec. (2009). Statistics. Retrieved from http://www.slideshare.net/pikuoec/statistics-presentation-
933840. Retrieved on December 7, 2015.
Sharon, T. (2013). A Collaborative Lean UX Research Tool. Retrieved from:
http://www.smashingmagazine.com/2013/04/rainbow-spreadsheet-collaborative-ux-research-tool/.
Retrieved on December 7, 2015.
Smith, K. (2013). Introduction to Research. Retrieved from
http://www.slideshare.net/kevingarysmith/02-introduction-to-research. Retrieved on December 7,
2015.
Statistics Solutions (______). Data Levels of Measurement. Retrieved from
https://www.statisticssolutions.com/data-levels-of-measurement/. Retrieved on December 7, 2015.
Electronic Sites

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