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NATURE-AND-INQUIRY-OF-RESEARCH.pptx
- 1. The Nature ofInquiry and Research Practical Research 2:
- 2. Our Learning Goals: Afterthis discussion, you are expected to have the ability to⊠1. describe characteristics, strengths, and weaknesses of quantitative research; 2. differentiate kinds of variables according to scales of measure; and 3. contrast kinds of quantitative research. This slideshow presentation will be made available through the trainerâs website: mathbychua.weebly.com. Download the document to use it as reference. The Nature of Inquiry and Research
- 3. 1. How wouldyou define practical research? 2. Why is it important for a SHS student to know the process of conducting research? 3. Give some examples of research opportunities or topics relevant to both your interests and your SHS strand. Letâs look backâŠ
- 4. Research is asystematic process of collecting, analyzing, and interpreting information in order to increase our understanding of a phenomenon about which we are interested or concerned (Leedy & Ormrod, 2013). Defining Research
- 5. Add to existingknowledge. Improve practice. Inform policies Solve problems, not emergencies. Why DO RESEARCH?
- 6. single reality vs.multiple realities establishing relationships and explaining cause of correlation vs. understanding situations in a participantâs perspective pre-established design vs. emerging design detached researcher vs. immersed researcher to generalize vs. to assess applicability In comparison to qualitative research. Fraenkel & Wallen, 2009 Quantitative Research
- 7. Quantitive Research Its STRENGTHSand WEAKNESSES
- 8. Across fields What are someof the inventions, discoveries and innovations you know that are products of research? Can you identify the fields of these?
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- 11. A variable variesand has values. The values of variables under study are the research data. Are these variables? color, chair, shape of table, tweet, shirt style. How are these different? Quantitative and qualitative variables Discrete and continuous variables Variables
- 12. Which goes where? ACTIVITY TWOâą Daily Allowance âą Availability of Internet Connection âą Time âą Temperature âą Test Score âą Position in Student Government âą Cellphone Brand âą Height âą Cellphone number âą Class rank in the honor roll AGE GRADE LEVEL GENDER Classify the variables at the right based on their âlikelihoodâ to the three others in the color-coded columns.
- 13. IDENTITY MAGNITUDE EQUAL INTERVALS ABSOLUTE ZERO Avariable varies and has values. The values of variables under study are the research data. Are these variables? chair, shape of table, tweet, shirt style. RATIO INTERVAL ORDINAL NOMINAL Classifying Variables according to Scales of Measure Variables
Editor's Notes
- #6Â Provides data for better understanding of real-life concerns and issues, individual or group. Undertake research to contribute to existing information about issues. Through research we develop results that help to answer questions, and as we accumulate these results, we gain a deeper understanding of the problems. In this way, researchers are much like bricklayers who build a wall brick by brick, continually adding to the wall and, in the process, creating a stronger structure. When we encourage our students to immerse themselves in researches that seek to understand how they learn and what factors contribute to learning, we give them the opportunity to improve their study habits and their appreciation for improving themselves through education. Research has the ability to change the way we do things. The researches that your students will be doing can be used to review existing school policies or even generate new ones. Makes recommendations to improve existing situations or realities. Students must understand that the conduct of research takes time.
- #7Â Quantitative researchers usually base their work on the belief that facts and feelings can be separated, that the world is a single reality made up of facts that can be discovered. Qualitative researchers, on the other hand, assume that the world is made up of multiple realities, socially constructed by different individual views of the Same situation. The purpose of quantitative research is basically to [READ]. Quantitative research has established widely agreed on general formulations of steps that guide researchers in their work. Qualitative researchers have a much greater flexibility in both the strategies and techniques they use and the overall research process itself. The ideal researcher role in quantitative research is that of a detached observer, whereas qualitative researchers tend to become immersed in the situations in which they do their research. quantitative researchers want to establish generalizations that transcend the immediate situation or particular setting. Qualitative researchers, on the other hand, often do not even try to generalize beyond the particular situation, but may leave it to the reader to assess applicability.
- #8Â The objectivity QNR is almost guaranteed because it seeks answers to questions supported by the analysis of quantitative data. Numbers are precise and bias-proof. In relation to that, in QNR, we are in control of the level of significance. We can account for the possibility for error. Nonprobability sampling is often employed and we can decide how accurate we want our results to be by limiting our samples. Numbers will not be able to explain everything. Sometimes the data that we get only scratches the surface and qualitative data will be needed to make meaning out of the numbers. Error can occur due to sampling, the instrument, and how the tool is administered. QNR tends to start with assumptions that it will need to validate. Because of this, results are restricted to whether the data reject or do not reject that assumption.
- #12Â Quantitative variables are those whose values are numerical. Qualitative variables are those whose values are categories, characteristics, qualities. Continuous variables are quantitative and have infinitely many values even over a limited range. Dicrete variables have limited number of values,
- #14Â Nominal scale is characterized by data that consist of names, labels, or categories only. Ordinal scale involves data that may be arranged in some order but differences between data values either cannot be determined or meaningless. Interval scale is data for which we can determine meaningful amounts of differences between data. However there is no inherent zero starting point. Ratio scale is the interval scale to include the inherent zero starting point. For these values, differences and ratios are both meaningful.