This document discusses research methods and their application in education. It begins by outlining the scientific method and its 5 steps. It then describes and compares 7 common research designs: case study, correlational study, experimental, naturalistic observation, longitudinal, cross-sectional, and sequential. It also lists and defines 5 common data gathering techniques. The document concludes by discussing ethical principles in educational research and the impacts of teacher involvement in research.

1. Discussants
♥ Jessabel E. Marfega
♥ Mark Kevin Libria

2. “Research is to see what everybody else has seen and to think what nobody else has
thought.”
– Albert Szernt
- Gyorgi, Hungarian Biochemist
♥Involves decisions related to educational
policies, curriculum, effective teaching-
learning processes, and even those
involving research.

3. ♥ Conducts of research does not only belong
to thesis dissertation writers. It is for
students and teachers too.

4. The Scientific Method
One important principle of research is adherence to the
scientific method, since research is a systematic and logical
process.
5 Steps of the Scientific Method. (John Dewey)
1. Identify and define the problem
2. Determine the hypothesis
3. Collect and analyze data
4. Formulate conclusions
5. Apply conclusions to the original hypothesis

5. Researches that are done with high level of
quality and integrity provide us with valuable
information about child and adolescent
development.

6. FRESEARCH
DESIGN
DESCRIPTION STRENGTHS WEAKNESS
1. CASE STUDY An in-depth look at
an individual.
It provides
information about
an individual`s
fears, fantasies,
traumatic
experiences,
upbringing, family
relationship, health,
and anything that
helps a
psychologist
understand that
person`s
development
(Santrock, 2002)
Need to exercise
caution when
generalizing from
the information; the
subject of a case
study is unique,
with a genetic
make-up and
experiences no one
else shares;
involves judgments
of unknown
reliability, in that
usually no check is
made to see if other
psychologists agree
with other
observation
(Santrock, 2002)

7. RESEARCH
DESIGN
DESCRIPTION STRENGTHS WEAKNESS
2.
CORRELATIONA
L STUDY
A research design
that determines
associations
Useful because the
more strongly two
events are
corrected, the more
we can predict one
from the other
Because to exercise
correlation research
does not involve
the manipulation of
factors, it is not a
dependable way to
isolate cause
(Kantowitz, et al
2001 cited by
Santrock, 2002)

8. RESEARCH
DESIGN
DESCRIPTION STRENGTHS WEAKNESS
3.
EXPERIMENTAL
A research design
that determines
cause-and-effect
relationships. The
experimental
method involves
manipulating one
variable cause
changes in another
variable. This
method relies on
controlled methods,
random assignment
and the
manipulation of
variables to test a
hypothesis.
The only true
reliable method of
establishing cause
and effect.
Experimental
research is limited
to what is
observable, testable
and manipulable.
Failure to achieve
randomization may
limit the extent to
which the study
sample is
representative of
the parent
population and,
with it,
generalizability of
the findings of the
study.

9. RESEARCH
DESIGN
DESCRIPTION STRENGTHS WEAKNESS
Experimentation with
humans is subject to a
number of external
influences that may
dilute the study results
(Donnan, 2000)
A further limitation of
experimental research is
that subjects may change
their behaviour or
respond in a specific
manner simply because
of awareness of being
observed Hawthorne
effect (Haughey, 1994,
Clifford,1997)

10. RESEARCH
DESIGN
DESCRIPTION STRENGTHS WEAKNESS
4.
NATURALISTIC
OBSERVATION
A research design focuses
on children`s experiences
in natural settings.
This does not involve any
intervention or
manipulation on the part
of the researcher. This
technique involves
observing subjects in their
natural environment. This
type of research in often
utilized in situation where
conducting lab research is
unrealistic, cost-
prohibitive or would
unduly affect the
subject`s behavior.
One of the
advantages of
this type of
research is that
it allows the
research to
directly
observe the
subject in a
natural setting.
The disadvantages
of naturalistic
observation
include the fact
that it can be
difficult to
determine the
exact cause of a
behavior and the
experimenter
cannot outside
variables.

11. RESEARCH
DESIGN
DESCRIPTION STRENGTHS WEAKNESS
5.
LONGITUDINAL
This research
design studies and
follows through a
single group over a
period of time. The
same individuals
Allows them to
record and
monitor
developmental
trends.
They are expensive
and time-consuming.
The longer the study
lasts, the more
subjects drop out –
they move, get sick,
lose interest, etc.
Subjects can bias the
outcome of a study,
because those who
remain may be
dissimilar to those
who drop out.

12. RESEARCH
DESIGN
DESCRIPTION STRENGTHS WEAKNESS
6. CROSS-
SECTIONAL
A research strategy
in which individuals
of different ages are
compared at one
time.
Allows them to
record and monitor
developmental
trends. The re
searcher does not
have to wait for the
individuals to grow
up or become
older.
It gives no
information about
how individuals
change or about the
stability of their
characteristics
(Santrock, 2002)

13. RESEARCH
DESIGN
DESCRIPTION STRENGTHS WEAKNESS
7. Sequential This is the
combined cross-
sectional and
longitudinal
approaches to learn
about lifespan
development.
(Schaie, 1993 cited
by Santrock, 2002).
It provides
information to
obtain from cross-
sectional or
longitudinal
approaches.
It is complex,
expensive, and time
consuming.

14. RESEARCH
DESIGN
DESCRIPTION STRENGTHS WEAKNESS
8. Action Research Action research is a
reflective process of
progressive problem-
solving led by
individuals working with
others in teams or as part
of a “ community of
practice” to improve the
way they address issues
and solve problems.
In the context of
teaching, action
researches of teachers
stem from their own
questions about and
reflections on their
everyday classroom
practice.
Appropriate in
a particular
setting when
the purpose of
study is to “to
create changes
and gain
information on
processes and
outcome of the
strategies used”
(Hunt 1987)
Typically take
place in one
organization only
at a particular time
and could not be
interpreted within
different
organizations in
the same way.
Therefore,
research findings
are hard to
generalize.

15. Data-Gathering Technique Definition/Description
1. Observation - Observations can be made in either
laboratories or materialistic settings. In
naturalistic observation, behavior is
observed in the real world like
classrooms, home in neighborhood.
2. Physiological Measures - Certain indicators of children`s
development such as, among others,
heart rate, hormonal levels, bone growth,
both weight, and brain activity are
measured.
3. Standardized Tests - These are prepared tests that assess
individuals` performance in different
domains. These tests are administered in
a consistent manner.

16. Data-Gathering
Technique
Definition/Description
4. Interviews and
Questionnaires
- Involves asking the participants to provide information
about themselves based on the interview or questionnaire
given by the researchers.
- Gathering of data may be conducted through a printed
questionnaire, over the telephone, by mail, in person, or
on-line.
- Information is obtained by utilizing standardized
procedures so that every participant is asked the same
questions in the same manner. It entails asking participants
for information in some structured format.
5. Life-History Records - These are records of information about a lifetime
chronology of events and activities. They often involve a
combination of data records on education, work, family,
and residence. These include public records or historical
documents or interviews with respondent.

17. Ethical Principles
Ethical principles provide a generalized framework within which
particular ethical dilemmas may be analyzed.
Details of these ethical principles are found in documents:
1. Ethical standards of the American Educational Research
Association
2. Ethical Standards for Research with Children – Society for
Research in Child Development
3. Standards of the American Psychological Association
Concerning Research

18. The following consideration for researches conducted with young
children and other vulnerable population - National Association for
the Education of Young Children (NAEYC).
Some key points are:
1. Research procedures must never harm children, physically or
psychologically.
2. Children and their families have the right to full information about
the research in which they may participate, including possible risks
and benefits. Their decision to participate must be based on what is
called “informed consent”.
3. Children’s questions about the research should be answered in a
truthful manner and in ways that children can understand.
4. There should be respect for privacy. Information obtained through
research with children should remain confidential.

19. Impact of Teachers’ Research
Involvement on Teachers
1. Teachers who have been involved in research may become
more reflective, more critical and analytical in their teaching,
and more open and committed to professional development
(Oja & Pine 1989; Herson 1996; Keyes 2000; Rust 2007).
2. Participating in teacher research also helps teachers become
more deliberate in their decision-making and actions in the
classroom.

20. 3. Teacher research develops the professional dispositions of
lifelong learning, reflective and mindful teaching, and self-
transformation (Mills 2000; Stringer 2007).
4. Engaging in teaching research at any level may lead to
rethinking and reconstructing what it means to be a teacher or
teacher educator and, consequently, the way teachers relate to
children and students.
5. Teacher research has the potential to demonstrate to teachers
and prospective teachers that learning to teach is inherently
connected to learning to inquire (Borko, Liston and Whitcomb
2007)

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