APP 007 (Inquiries, Investigations, and Immersion) PDF

APP 007 (INQUIRIES, INVESTIGATIONS AND IMMERSION) SAS 1 : BRAINSTORMING AND SELECTING A RESEARCH -​ when it can be discussed in great detail in TOPIC less than the required size of your...

APP 007 (INQUIRIES, INVESTIGATIONS AND IMMERSION) SAS 1 : BRAINSTORMING AND SELECTING A RESEARCH -​ when it can be discussed in great detail in TOPIC less than the required size of your assignment HOW TO PLAN A RESEARCH PROJECT -​ when it is hard to research because there is 1.​ Find an interesting topic related to your so little information strand Researchers need to consider the sources on which to 2.​ Think a particular question base and confirm their research and findings. They 3.​ Search the literature have a choice between primary data and secondary 4.​ Test the research question sources and the use of both, which is termed 5.​ Measure the research question triangulation, or dual methodology. 6.​ Plan a feasible study SOURCES OF RESEARCH UNDERTAKING 7.​ Follow ethical standards 8.​ Write a research protocol 1. Primary Sources SAS 2 : WRITING CHAPTER I (INTRODUCTION AND -​ are original materials that have been REVIEW OF RELATED LITERATURE) collected specially for the purpose in mind. They are usually the first formal appearance HOW TO NARROW DOWN A BROAD TOPIC of results in physical, print or electronic 1.​ State your broad topic format. They present original thinking, report 2.​ Describe your broad area more specifically. a discovery, or share new information. These 3.​ Ask familiar questions such as what, who, data has not been published yet and it is where, when why and how. more reliable, authentic and objective. It has 4.​ Name a specific topic to your broad topic to not been changed or altered by human make it a focused topic. beings, therefore its validity is greater than Example: secondary data. Broad topic: Paddling as punishment 2. Secondary sources -​ Paddling in grade school (where) -​ are data that has been already collected by -​ Emotional effects of paddling in grade and readily available from other sources. school (what and where) These are more quickly available than -​ Emotional effects of paddling in female primary data. children (what and who) 3. Tertiary sources Broad topic -​ these are the indexes, dictionaries, guides -​ means something that covers a lot of area and bibliographies/ references that are aid When is a topic too broad? the researcher in using primary and -​ when it cannot be covered in detail in your secondary sources. assignment 4. Non-documentary sources -​ when all you can write are general -​ these are unpublished forms of statements about a general subject communication and information, which can -​ when it is hard to research because there is be interviews, conversations with so much information professionals, students and other experts in For example, if during your overview research, you the field. found 100s or 1000s of items relevant to your topic, it is 5. Online searching too broad. -​ it is the information on the internet through Narrow topic search engines such as Google, Yahoo and -​ means it has focus and the choices Bing available are defined and specific When is a topic too narrow? Primary sources define as a tertiary source. Context is -​ are original materials on which other everything. research is based. They are from the time Examples include: period ​ Bibliographies (also considered tertiary) -​ Involved and have not been filtered through ​ Biographical works interpretation or evaluation. ​ Commentaries, criticisms Examples include: ​ Dictionaries, Encyclopedias (also considered ​ Literary creation: novels, short stories, poems, tertiary) etc. ​ Histories ​ Artifacts (e.g. coins, plant specimens, fossils, ​ Literary criticism such as Journal articles furniture, tools, clothing, all from the time ​ Magazine and newspaper articles under study) ​ Monographs, other than fiction and ​ Audio recordings (e.g. radio programs) autobiography ​ Diaries ​ Textbooks (also considered tertiary) ​ Internet communications on email, Tertiary sources ​ Interviews (e.g., oral histories, telephone, -​ consist of information which is a distillation e-mail) and collection of primary and secondary ​ Journal articles published in peer-reviewed sources. publications ​ Almanacs ​ Letters ​ Bibliographies (also considered secondary) ​ Newspaper articles written at the time ​ Chronologies ​ Original Documents (i.e. birth certificate, will, ​ Dictionaries and Encyclopedias (also marriage license, trial transcript) considered secondary) ​ Patents ​ Directories ​ Photographs ​ Fact books ​ Proceedings of Meetings, conferences and ​ Guidebooks symposia ​ Indexes, abstracts, bibliographies used to ​ Records of organizations, government locate primary and secondary sources agencies (e.g. annual report, treaty, ​ Manuals constitution, government document) ​ Textbooks (also be secondary). ​ Speeches SAS 3 : WRITING CHAPTER I (CONCEPTUAL ​ Survey Research (e.g., market surveys, public FRAMEWORK OF THE STUDY: PARADIGM AND opinion polls) DEFINITION OF TERMS) ​ Video recordings (e.g. television programs) Conceptual Framework ​ Works of art, architecture, literature, and -​ A basic structure that serves a mental music (e.g., paintings, sculptures, musical window of the researcher because it scores, buildings, novels, poems). illustrates the research design and the ​ Web site. Secondary sources are less easily relationships of the variables involved. defined than primary sources. -​ It is a written or visual presentation that Generally, they are accounts written after the fact explains either geographically or in narrative with the benefit of hindsight. They are interpretations form, the main things to be studied. and evaluations of primary sources. -​ Flowcharts, tree diagram, shape based Secondary sources diagram, triangles, concentric circles, -​ are not evidence, but rather commentary on overlapping circles, mind map, and software and discussion of evidence. However, what systems some define as a secondary source, others Theoretical Framework  -​ These are statements about mechanism to disprove nullify. It always stated in a underlying a particular behavior. negative form. -​ Theories help organize and verify different -​ Ex. There is no significant observations related to the behaviors and relationship between smoking and good theories will generate predictions lung cancer. about the behavior. Alternative Hypothesis (Ha) -​ It is consist of theories that are interrelated. -​ It always predicts that there will be a -​ If there is a relationship between two or more relationship, effect or difference between the variables, then a theory should be variables being studies. formulated to explain why the relationship -​ The researchers try to prove. It is an exist. affirmation of the existence of observed phenomena. -​ Ex. Smoking leads to lung cancer. Guidelines in Formulating Hypothesis: 1.​ Express your hypotheses in a declarative sentence. 2.​ Support your hypotheses with ideas based on theories, known facts, previous studies, or your own experience and wisdom. 3.​ Establish a logical relationship between the hypothesis and the research problem. 4.​ Have your hypothesis predict the nature of relationship between or among variables. 5.​ Determine the possibility of having some means of testing, analyzing, and investigating your hypotheses. 6.​ Avoid wordiness by using clear, exact, or specific language in stating the hypotheses. 7.​ Variables used in the study are stated in their operational forms. Example: SAS 4 : WRITING CHAPTER I (CONCEPTUAL The study aimed to determine the relationship FRAMEWORK OF THE STUDY: STATEMENT OF THE between emotional intelligence and academic PROBLEM AND HYPOTHESIS) performance of Senior High students HYPOTHESIS Ho: There is no significant relationship between -​ It is a tentative answer to a research emotional intelligence and academic performance of problem senior high students. -​ It is a prediction of an expected outcome in Ha: There is a significant relationship between terms of significant effect, difference or emotional intelligence and academic performance of relationship senior high students. -​ It provides the basis for the testing of the statistical significance of the findings of the SAS 5 : WRITING CHAPTER I (SIGNIFICANCE OF THE study STUDY AND SCOPE AND LIMITATION) Null Hypothesis (H0) Significance of the study -​ It states the absence of relationship, effect or -​ in research is a portion of the study where -​ difference between dependent and researcher will tell the importance and independent variables. The researcher tries  purpose of the study. This portion notes the contribution down to the community or benefits of the study either to a body or society as a whole. scientific knowledge, to practitioners in the -​ The techniques mentioned above will area of research or to any other group which prevent your mind from wandering wildly or will benefit from the results. aimlessly as you explore the significance of your study. 2 STEPS IN WRITING THE SIGNIFICANCE OF THE STUDY SAS 12 : WRITING CHAPTER II (RESEARCH DESIGN, PARTICIPANTS, AND RESEARCH SITE 1. Refer to the statement of the problem -​ Your problem statement can guide you in Research methods identifying the specific contribution of your -​ These are the particular strategies study. You can do this by observing a researchers use to collect the evidence one-to-one correspondence between the necessary for building and testing theories" It statement of the problem and the can be quantitative, qualitative or mixed significance of the study. method (Frey, Botan, Friedman, & Kreps 1991) -​ For example, if you ask the question -Is there -​ Decisions pertaining to what, where, when, a significant relationship between the how much, and by what means with regards teacher's teaching style and the students' to a study make up a research design. long quiz scores in Mathematics?ll then the -​ It is the arrangement of conditions for contribution of your research would collection and analysis of data in a fashion probably be a teaching style or styles which (among say, three teaching styles you The research design guides the researcher in evaluated) that can help students perform planning the following aspects or procedures of better in Mathematics. Your research will research. demonstrate that teaching style really works. -​ Identifying the research environment That could be a ground breaking approach -​ Identifying the population of the study that will change the way teachers teach -​ Decision on whether to take the Mathematics which many students abhor. whole population or just select a 2. Identify the beneficiaries and the benefits they sample can get from the study. It can be written from general -​ How the sample of the study will be to specific contribution (deductive) or specific to selected (sampling method) general contribution (inductive). -​ Criteria the selection of sample -​ Writing the significance of the study in the -​ Consideration on the research instruments deductive way is by looking into the general -​ Identifying the research tool to be contribution of your study, such as its used (standardized or researcher importance to society as a whole, then made) proceed downwards-towards its -​ Validity and reliability of the contribution to individuals and that may researcher made instrument include yourself as a researcher. You start off -​ For qualitative - the proper conduct broadly then taper off gradually to a specific of an interview or focused group group or person. Coupled with reference to discussion the problem statement, this effectively -​ The procedure in gathering and treatment of stimulates the mind to think in a deductive data mode, i.e., from general to specific. -​ The inductive way of writing the significance Almeida, Gaerlan and Manly (2016) pointed out that of the study may start from the individual the choice of study design would depend largely on the philosophical perspective, objective of the study, the inquiry mode and the applicability of research -​ is used to investigate a findings phenomenon, situation problem or issue that has happened in the In quantitative research, some of the commonly used past. The study may be conducted designs are classified by examining them from three either on the basis of the data different perspectives: available for that period or on the 1. Research Design Based on the Number of Contacts basis of respondent recall of the a.​ Cross-sectional studies situation. -​ are commonly used in the social b.​ The prospective study design sciences. These studies aim to find -​ attempts to establish the outcome out the prevalence of phenomenon, of an event or what is likely to situation, problem, attitude or issue happen, such as the likely by taking a cross section of the prevalence of a phenomenon, population. situation, problem, attitude or b.​ The before and after design (also known as outcome in the future. Experiments the pre-test/post-test design. are usually classified as -​ This design can measure changes prospective studies since the in a situation, phenomenon, issue, researcher must wait for an problem or attitude. The before and intervention to register its effect on after design can be described as the study population. two sets of cross sectional data c.​ The retrospective-prospective study collection points on the same design. population to find out the change in -​ This applies to a study wherein the phenomenon or variable available data are analyzed and between two points in time. The used as bases of future projection. change is measured by comparing It does not involve. It does not the difference in the phenomenon involve a control group. Trend or variable before and after the studies fall under this category. intervention. 3. Research Design Based on the Nature of the c.​ The longitudinal study design. Investigation -​ This is useful to determine the a.​ Experimental design pattern of extent of change in a -​ has an assumption of a phenomenon, situation, problem or cause-and-effect relationship. In attitude in relation to time. Under this design, the researcher this design the study population is introduces the Intervention that is visited a number of times at regular assumed to be the cause of intervals, usually over a long period. change and waits until it has Intervals may be as short as week produced the change. or longer than a year. Irrespective b.​ In the non-experimental design of the size of the interval, the type of -​ the researcher observes a information gathered each time is phenomenon and attempts to identical. The data collected may establish what caused it. In this come from the same study instance, the research starts from population but it may or may not the effect or outcome and attempts be from the same respondents. to determine causation. 2. Research Design Based on the Reference Period Survey a.​ The retrospective study design  -​ The objective of the study is to see a general 5. Mixed Methods picture of the population under investigation -​ It uses both quantitative and qualitative in terms of their social and economic approach in answering the research characteristics, opinions and their questions. Researchers may use narratives knowledge about and behavior towards a to add meaning to the gathered numerical certain phenomena. data. Correlational study SAS 13 : WRITING CHAPTER II (MATERIALS AND -​ The aim of this design is to find out the INSTRUMENTS, DATA COLLECTION, AND DATA direction and extent of relationship between ANALYSIS variable of a population under study. The application of appropriate data collection tool Quasi-experimental study and being able to understand its importance would -​ has the properties of both experimental and result in the production of accurate data which is non-experimental studies. sufficient to make your research valid. You and your Research Design in Qualitative Method research team may apply one of these data 1. Case study collection tool in your study. -​ This is a dominant qualitative study design but also prevalent in quantitative research. 1. Observation This is an in depth investigation of a single or -​ If your study does not entail personal small number of units. It is used to describe contact with your respondents, you and your an entity that forms a single unit such as a research team can perform an observation person, an organization or an institution. It method. For example, counting the number offers rich and in-depth information which is of vehicles crossing an intersection every not usually offered by other methods. hour would be a good example of 2. Grounded theory observational data gathering. -​ This is an approach in collecting and -​ There are two ways to do the observation analyzing qualitative data that aims to technique. First, you as a researcher can develop theories and theoretical take active part in the activities of the group propositions grounded on the real world being studied. You can live and learn with observations. your respondents for a certain period of 3. Phenomenology time, while doing this, you observe and -​ This study design describes accurately the occasionally conduct informal interview with lived experiences of people being studied. the members of the group under study. This The primary source of data is the life world of is called a participant observation the individual, in depth interviews are the technique. Another type is where you as a most common means of data collection. researcher are a mere by standard Furthermore, emerging themes are observing the group being studied. This is frequently validated with participants what you call as non-participant because their meanings of that lived observation method. experience are central in phenomenological 2. Interview study (Ploeg, 1999) -​ When you seek in-depth information from 4. Ethnography your participants of the study, you need to -​ This is a research process which deals with use an interview method. For qualitative the scientific description of individual culture study, the researcher may use an involving the origins, development and unstructured interview where you are characteristics of human kind, including allowed to develop your own set of questions social customs, beliefs and cultural adaptive to the context of the situations. You development (Wiersman & Jurs, 2009)  can perform this through the help of your your study makes use of an available interview guide, where you can modify the standardized questionnaire, permission from question in order to suite to the conditions or the author should be sought. Sometimes a situations of the respondents of the study. payment is required from the author of such On the other hand, you can use an interview tool. Once, you are permitted, you need to schedule which is same as a questionnaire. acknowledge the source of your instrument But in this method, you as a researcher will and indicate the description as to items, be the one to read the questions for the scoring and qualification. respondents to answer and furthermore you -​ You can also make your own research will be the one to write and record their questions to provide answers to the problem responses. of the study. If it is patterned or adapted from a previous study and you make some ORDER OF INTERVIEW QUESTION modifications, make sure to recognize the Opening Questions source of your questionnaire. Questions -​ This part you need to establish rapport to should be clear and easy to understand. your respondents of the study Furthermore, it undergoes content and Generative Questions construct validation before it is administered -​ Researchers are encourage to ask open to the respondents. ended questions 4. Database Directive Questions -​ Sometimes you can use information that is -​ These are close-ended questions to elicit already stored in a database, so that you specific answers like those that are don't actually have to find the data. answerable with yes or no, with one type of Databases are simply organized lists of data an object, or with definite period of time and - the list of learners at your school is a kind the like of database. Ending Questions -​ Databases can be computerized, books or -​ You are giving your respondents a chance to paper filing systems. A big advantage of express their satisfaction, reactions, want these is that the data is already organized and comments about the interview. and is easy to access. SAS 16-18 : FIELD WORK (DATA COLLECTION) Focus Group Discussion(FGD) Field research -​ A Qualitative method with consist of a small -​ is a necessary part of data collection. number of participants, usually around six to Researchers engage in this active role when 12 together in a room to engage in a guided they need to understand and observe, as discussion of a topic well as interact, with people while they're in 3. Questionnaire their natural environment. However, this -​ When you get information from people that component of research requires careful are spread over a wide area and that are observation, analysis, collection, and not easy to contact face-to-face, a specialized tools to perform the tasks questionnaire is appropriate for your study. involved. Questionnaire is a predetermined set of -​ When field research is done thoroughly and questions given to a number of respondents correctly, the researcher can more easily to complete. A questionnaire should have a understand the behavior of their subject and short explanation of what your research is how variables affect that behavior. This role about. As with all data collection methods, is integral in healthcare and social sciences, questionnaires should always adhere to but to ensure it's done without interference ethical and moral codes of conduct When  from outside sources, such as the researcher the team is official, but they need to know and their team, there are some dos and some integral factors to help them decide don'ts to abide by. whether to join you or not. ​ Don't use lab settings when natural settings DOs IN YOUR RESEARCH STEPS will give you better, more accurate results Does your organization or funding source have a and are not inaccessible. specific framework you're required to follow when you ​ Don't attempt to manipulate variables to get conduct field research? If so, use that checklist to the results you're hoping for. Your job is to ensure you're following all of the rules they require observe and analyze the subjects, then since they're funding the work (and your paycheck). describe what you see. On top of those vital guidelines, keep these "dos" in ​ Don't skip the ethical aspects of the study. mind while you're getting ready to get in the field, and Field research is often done without when you're immersed in your work: participants knowing they're being studied, ​ Find a team of expert researchers who can but if there is an opportunity to inform them aid you in the field you're studying. You'll ethically without skewing the results, take it need multiple specialists, so look for a ​ Don't summarize the details to minimize the diverse group with different minds that each results. If there are many details that should bring something new to the team. be included, sure to cover all of them. ​ Decide ahead which method of field Leaving one tiny detail out could make the research you plan to engage in. Will your experiment unrepeatable, and therefore team be participating in ethnography, invalid. qualitative interviews, direct observation, or SAS 19 : WRITING CHAPTER III (PRESENTING, participant observation? If you're solely ANALYZING, AND INTERPRETING DATA FOR responsible for making this decision, let the QUALITATIVE, QUANTITATIVE, AND MIXED METHOD) team know before they agree to work with Presentation you on your project. Otherwise, brainstorm -​ is a way of arranging data into logical, the pros and cons of each method together chronological and significant categories and to come up with a team choice. classifications. In the presentation of your ​ Before you begin the study, take some time data for your study, make sure that you are to visit the place where the main subjects able to answer the statement of the problem will be during your research. Get an overview in your study. If your study is a quantitative of what everything looks like, what obstacles approach, you can present your data in or challenges you may face, and what you three ways: may need to bring with you. ​ Once you've compiled your research, QUANTITATIVE DATE analyze the data while watching for 1. Textual presentation potential biases in the subject information -​ your data can present in using phrases, gathered. paragraphs or sentences with numbers to DONTs FOR FIELD RESEARCH describe the given data. It highlights significant data and supplements the The dos sound simple, and they can be, as long as tabular or graphical presentation. you avoid making some very common mistakes in Do you know that researchers like you, used tables in the process. To prevent that, check over these field their textual presentation due to the following research don'ts before your next project begins: reasons? ​ Don't try to keep everything a secret while ​ Researchers need to give little explanation you're choosing your team. Yes, you want to only since data in tables are arranged and hold the important aspects close to you until grouped systematically;  ​ Readers can comprehend and interpret In APA Style, cite your sources by putting the information easily because they can see information about the source in parentheses at the relationships of data at once; and end of a sentence or in the text of your paper as ​ Tables can present ideas that are opposed to a footnote where the source information understood even without reading the textual is at the bottom of the page or an endnote where it presentation. goes at the end of your paper There are slight 2. Tabular presentation differences depending on which style you are using. -​ Your data will be organized and presented -​ Give the author's last name and the through a table. Its common parts are the publication year. title, the heading, its data which is -​ Only use page numbers or paragraph considered as its body. numbers for a direct quote. 3. Graphical presentation -​ Make sure the source information in -​ It shows visuals rather than in words or parentheses matches with your reference in numbers and can help your readers the reference list. The punctuation for the understand the substance of your findings sentence goes AFTER the parentheses rather than the technical details behind the -​ For a quote less than forty words put numbers. quotation marks around the quoted words. -​ Examples: bar graph, multiple bar graph, line For sources with designated page numbers chart, pie chart, pictograph - if the author and date are introduced in the Note: You cannot make tabular data unless you have sentence as a narrative citation, then add a textual data. You cannot make any graph unless the page number in parentheses at the end you have a supporting tabular data that came from a of the quate. If the source does not have textual data. But then, in your research paper, you designated page numbers, then add the need to show first a tabular or graph data and then paragraph number, heading, or a you will put its textual presentation underneath. combination of both the heading and SAS 21 : WRITING CHAPTER IV (WRITING THE paragraph number. If the author and date SUMMARY, CONCLUSION AND RECOMMENDATION) are not introduced as part of the text, then Summary of Findings include the author and date with the page or ​ This section presents the overview of all the paragraph number. The period should come research findings of the study. after the parentheses. ​ It is written according to the order of -​ If your quote is more than forty words, set it presentation of the specific research off in a block text by beginning the block problem. quote on a new line, indent 0.5 inches ​ It is stated as concise as possible, (one-half), and do not add quotation marks ​ No need to indicate the numerical figures of around the block quote. At the end of the the results of the study quote put the period after the last word of ​ No need to explain or elaborate the findings the sentence followed by the parentheses. SAS 22 : WRITING SUPPLEMENTARY PAGES For more information, see Block Quote. (REFERENCES, APPENDICES, AND CURRICULUM VITAE) Some More Basic Reference Page Rules -​ Your references should be alphabetized by REFERENCES the last names of the first author of each -​ Should make use of the current APA Format source. (7th edition). (Refer to APA Referencing). For -​ All references should be double-spaced. But both in-text citations and reference lists. in the university it is single-spaced -​ Arrange all references in alphabetical order. -​ Each reference should use a hanging APA FORMAT indentation: the first line of the reference In-text citations  should be flush left, but each additional line of the reference needs to be Indented. -​ In article titles, only the first letter should be capitalized. If a colon appears in the title, the first letter after the colon should also be capitalized. The title should not be placed in quotations, underlined or italicized. -​ All major words in the title of a journal should be capitalized; ie. The Journal of Personality and Social Psychology. -​ Longer works such as books and journals should appear in italics APPENDICES -​ Should include transmittal letters, informed consent forms, questionnaires, notice to proceed, plagiarism certificate, grammarian certificate, training/seminar, enhancement outputs and other important documents. SAS 23 : WRITING THE PRELIMINARY PAGES (TITLE PAGE, APPROVAL PAGE, ACKNOWLEDGEMENT PAGE, TABLE OF CONTENTS, LIST OF TABLES, LIST OF FIGURES, ABSTRACT) Acknowledgement -​ It contains the appreciation of the researchers to all the people who give intellectual, personal, professional and financial assistance in his research. -​ It is suggested to be just short and simple. Abstract -​ It contains a brief summary of the research. It should have short discussion of the statement of the problem, methods and design, conclusion and findings. -​ The presentation of the abstract varies with the research culture of the school institution. -​ It is usually found the beginning of the research manuscript -​ It is only limited to 120 words