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Research-1-Introduction.pptx
- 1. Reference Methods of Researchand Thesis Writing Jose F. Calderon Ed. D. Expectacion C. Gonzales
- 4. Re whichmeans AGAIN Search means to find out something Person Observes Again and Again Phenomena Collection of Data Analysis of Data Conclusion
- 5. The systematic investigation intoand study of materials and sources in order to establish facts and reach new conclusion.
- 6. “Careful, Critical,disciplined inquiry, varying in technique and method according to the nature and conditions of the problem identified, directed toward the clarification or resolution of the problem” (Good, p. 464)
- 7. “A Systematic studyor investigation of something for the purpose of answering questions posed by the researcher.” (Cited by Sanchez, p.2)
- 9. It widen thescope of information through exploration on data gathered from the respondents or environments.
- 10. It has avital role in the business. Most of the business invest in Research and Development or R&D.
- 11. It answers the problems, confirmsissues and the like.
- 12. It reveals whatis lies and truths through verifications using research
- 13. It helps to developthe critical reasoning skills.
- 15. 1. Answers andsolve existing problems 2. Basis for the development, formulation of the business strategies. 3. Redefining Perceptions 4. Source of Information
- 17. Identifying the General orInitial Idea Fact Finding Identifying the General or Initial Idea Planning Take First Action Step Evaluate Amended Plan Take Second Action Step
- 18. Chapter 1 The Problemand Its Background Chapter 2 Review of Related Literature Chapter 3 Methodology Chapter 4 Presentation, Analysis and Interpretation of Data Chapter 5 Summary, Conclusion & Recommendation
- 20. 1. Originateswith a question or problem. 2. Require clear articulation of a goal. 3. Follows a specific plan or goal. 4. Divides main problem into sub- problems 5. Accept critical assumptions 6. Requires collection and interpretation of data.
- 21. 7. Researchis objective, unbiased and logical. 8. Employs hypothesis 9. Employs quantitative or statistical methods 10. Original work 11. Done by an expert 12. Patient and unhurried activity 13. Requires courage
- 23. The ethical consideration in researchare CRITICAL. Ethics are norms or standards for conduct that distinguish between right or wrong.
- 24. Ethical Standards prevents againstthe fabrication and falsifying of data and therefore, promote the pursuit of knowledge and truth which is primary goals of research.
- 25. The researchers must alsoadhere to ethical standards in order for the public to support and believe in the research.
- 28. The systematiccollection and evaluation of data to describe, explain, and understand actions or events that occurred sometime in the past. There is no manipulation or control of variables as in experimental research. An attempt is made to reconstruct what happened during a certain period of time as completely and accurately as possible.
- 29. To makepeople aware of what has happened in the past in order to: ◦ Learn from past failures and successes ◦ Apply them to present-day problems ◦ Make predictions ◦ Test hypotheses concerning relationships or trends ◦ Understand present educational practices and policies more fully
- 30. Defining theProblem Locating relevant sources Documents Numerical records Oral statements Relics Summarizing information obtained from historical sources Evaluation of historical sources Internal criticism External criticism
- 31. Documents ◦ Writtenor printed materials that have been produced in some form or another. Numerical records ◦ Considered as a separate type of source in and of themselves or as a subcategory of documents. Oral Statements ◦ Are stories or other forms of oral expression that leave a record for future generations. Relics ◦ Are any objects whose physical or visual characteristics can provide some information about the past.
- 32. Primary source ◦one prepared by an individual who was a participant in or a direct witness to the event being described. Secondary source ◦ a document prepared by an individual who was not a direct witness to an event, but who obtained a description of the event from someone else.
- 33. Historical researchersuse the following methods to make sense out of large amounts of data: ◦ Theoretical model leading to a content analysis ◦ Use of patterns or themes ◦ Coding system ◦ Quantitative data to validate interpretations
- 34. Advantages ◦Permits investigation of topicsand questions that can be studied in no other fashion Disadvantages ◦ Cannot control for threats to internal validity ◦ Limitations are imposed due to the content analysis ◦ Researchers cannot ensure representation of the sample
- 36. Action Research isconducted by one or more individuals or groups for the purpose of solving a problem or obtaining information in order to inform local practice, new products etc.
- 37. Persuasive andAuthoritative ◦ invested in the legitimacy of the findings. Accessible Problem solving approach Not a fad ◦ Good teachers have always systematically looked at the effects of their teaching.
- 38. A numberof assumptions underlie action research: ◦ Participants have the authority to make decisions ◦ Those involved are seriously committed to improving their performance ◦ Educators and others involved in schools want to engage in research systematically ◦ Those performing the research will make the necessary changes and recommendations
- 39. There aretwo main types of action research: 1) Practical Action Research Addresses a specific problem Primary purpose is to improve practice and inform larger issues A “how to” approach 2) Participatory Action Research Philosophically driven Empower individuals and groups to improve their lives and bring about a social change Stakeholders are involved and are active in all processes
- 40. Provide information Becomeinformed of purpose of the study Receive findings Assist in data collection Review findings Participate in interpretation Participate in designing the project Participate in problem specification Initiate study
- 41. There arefour steps or stages in Action Research: 1) Identifying the research question 2) Gathering the necessary information 3) Analyzing and interpreting the information 4) Developing a plan of action
- 42. It canbe performed by anyone, in any type of school or institution It can help to improve institution practice It can help education and other professionals to improve their craft It can help them learn to identify problems systematically It can build up a small community of research-oriented individuals at the local level
- 44. Experimental research isan attempt by the researcher to maintain control over all factors that may affect the result of an experiment. In doing this, the researcher attempts to determine or predict what may occur.
- 45. Experimental design isa blueprint of the procedure that enables the researcher to test his hypothesis by reaching valid conclusions about relationships between independent and dependent variables.
- 46. Identify anddefine the problem. Formulate hypothesis and deduce its consequence. Construct an experimental that represents all the elements, conditions, and relations to the consequence. Conduct the experiment. Compile raw data and reduce to usable form. Apply an appropriate test of significance.
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- 49. Correlational Study:An approach to research that involves measuring different variables to see whether there is a predictable relation among variables Finding Relationships ◦ The goal of some correlational studies is simply to find out if variables are related ◦ Is there a relation between whether students prefer early or late classes and their grades in those classes?
- 50. Question Do studentgrades relate to whether they are “morning people”? Method The researchers correlated two kinds of variables • Grades in early and late classes • Scores on a scale of “morningness”
- 52. Also knownas “ex post facto” research. (Latin for “after the fact”). In this type of research investigators attempt to determine the cause or consequences of differences that already exist between or among groups of individuals.
- 53. Causal-comparative researchis an attempt to identify a causative relationship between an independent variable and a dependent variable. ◦ The relationship between the independent variable and dependent variable is usually a suggested relationship (not proven) because you (the researcher) do not have complete control over the independent variable.
- 54. There are 3types of causal-comparative research: ◦Exploration of Effects ◦Exploration of Causes ◦Exploration of Consequences
- 55. Problem Formulation Select thesample of individuals to be studied. Instrumentation- achievement tests, questionnaires, interviews, observational devices, attitudinal measures…there are no limit
- 56. The basicdesign is to select a group that has the independent variable and select another group of subjects that does not have the independent variable. The 2 groups are then compared on the dependent variable.
- 57. There mustbe a “pre-existing” independent variable ◦Years of study, gender, age, etc. There must be active variables- variables which the research can manipulate ◦The length and number of study sessions, instructional techniques, etc
- 58. Exploration ofeffects caused by membership in a given group. ◦Question: What differences in abilities are caused by gender? ◦Hypothesis: Females have a greater amount of linguistic ability than males.
- 59. Exploration ofcauses of group membership. ◦Question: What causes individuals to join a gang? ◦Hypothesis: Individuals who are members of gangs have more aggressive personalities than individuals who are not members of gangs.
- 60. Exploration ofthe consequences of an intervention. ◦ Question: How do students taught by the inquiry method react to propaganda? ◦ Hypothesis: Students who were taught by the inquiry method are more critical of propaganda than are those who were taught by the lecture method.
- 61. It is basedin words, feelings, emotions, sounds and other non- numerical and unquantifiable elements. Using Interview, Observations, Documents
- 62. 1. Cultural Research 2. EthnicResearch Etc..
- 63. This is aresearch using Numerical descriptions (frequency, average, standard deviation etc.
- 64. Quantitative analysis of thestrength of relationship between two or more variables
- 65. Are the teachers qualifications correlatedwith students achievement?
- 66. Comparing a groupthat gets a particular intervention with another group that is similar in characteristics but did not receive the intervention.
- 67. Using random assignment toassign participants to an experimental or treatment group and a control or comparison group
- 68. Synthesis of results frommultiple studies to determine the average impact of a similar intervention across the studies.
- 70. 1. Tradition 2. Authority 3. Inaccurate observation 4. Overgeneralization 5. Selective Observation 6. Made-up information 7. Illogical reasoning 8. Mystification 9. Dogmatism
- 72. Authorities that donot want the full truth to be provided can hold back an inquiry from being exposed. The authorities have the power to decide what goes into an inquiry and what stays out.
- 74. Failure to pay attentionto things or information should be gathered.
- 77. Drawing too wide a conclusionfrom the given facts.
- 78. Involves only making observationsthat are connected to the observer’s current beliefs.
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- 82. Attributing supernatural or mystical causesto all situations that seem to lack an explanation
- 84. The expression of anopinion or belief as if it were a fact.
- 86. Give 3 topicsthat interest you to study Each topic give 3 related TITLES coming from 5 colleges and universities.