Practical Research 1 PDF Quarter 1 - Module 1

Practical Research 1 Quarter 1 - Module 1: Nature of Inquiry and Research CO_Q1_SHS Practical Research 1_Module 1  Lesson IMPORTANCE OF RESEARCH IN 1 DAILY LIFE Directions: Complete the concept map by writing...

Practical Research 1 Quarter 1 - Module 1: Nature of Inquiry and Research CO_Q1_SHS Practical Research 1_Module 1  Lesson IMPORTANCE OF RESEARCH IN 1 DAILY LIFE Directions: Complete the concept map by writing words associated with the middle word. Reseach What Is It What is RESEARCH? Research is an organized investigation and study of materials and sources to create facts and reach new inferences. Research has come up with developing appropriate solutions Although it may take place in a different setting and may use different methods, scientific research is universally a systematic and objective search for reliable knowledge (Walker, 2010). Research is a verified approach of thinking and employing legalized instruments and steps to obtain a more adequate solution to a problem that is otherwise impossible to address under ordinary means (Crawford, as cited by Alcantara & Espina, 1995). In most cases, research helps society to answer the WHAT and HOW questions. It must be a proper investigation and should reach a valid conclusion that would facilitate the finding of answers to the questions. Some of these questions are: How can research affect society? What is the impact of the research to daily life? Research can be categorized into two: Basic Research This is the type of research that is a purely direct application but increasing the nature of understanding about the problem. It develops the scientific theories to be more understandable to the readers. 3 CO_Q1_SHS Practical Research 1_Module 1  Applied Research It is a type of research that needs an answer to a specific question. It provides solutions and validation in order to apply to the real setting. Directions: Arrange the scrambled words properly to form a logical sentence. 1. answer to a specific question is a type of research applied research that needs 2. is a type of research that is purely direct application but expanding the nature of understanding basic research Your answers: 1. _________________________________________________________________ ___________________________________________________________________ 2. _________________________________________________________________ ___________________________________________________________________ What I Have Learned This part of the module, you will brush up on your knowledge of the lesson by filling in the blanks below Research is Give at least two (2) importance of research. 1. 2. What I Can Do Directions: Imagine that you are a detective, and you will look for evidence on the crime scene. Supply possible evidence to solve the problem. Situations: Possible Evidences: 1. medical examination/ victim injuries 1. A Rape Case 2. toxicology report 1. bodybuilding 2. 2. Carnapping Case 2. dismantling 4 CO_Q1_SHS Practical Research 1_Module 1  Lesson FORMULATING RECOMMENDATIONS 2 BASED ON CONCLUSIONS In the previous lesson, you have learned about the meaning and importance of research. Now, you will be entering Lesson 2. Just fasten your seatbelt then, go! Directions: Read the statements below that describe each sentence and find the answers on the box that are diagonally, horizontally, and vertically. 1. It is a systematic investigation with its purpose to establish facts and conclusions. 2. It develops the scientific theories to be more understandable to the readers. 3. It is a type of research that needs answers to a specific question. R Q W E R T Y U I R E D M A S D D A E S S Q S D F D P D F D E S S C F P S G D C A H V G L Z H D V B R N H I C J B A S I C J E B B B N H U D H D Directions: Write possible steps/processes in the given situations below. 1. To impress someone. a. b. c. 2. To fry a chicken. a. b. c. 5 CO_Q1_SHS Practical Research 1_Module 1  3. To go to school. a. b. c. In the activity above, you have learned the processes/ steps on some given situations. This time, you will be learning more about research. What Is It CHARACTERISTICS, PROCESSES, AND ETHICS IN RESEARCH Prieto, et.al. (2017) stated that the following are the major characteristics of research: 1. EMPIRICAL - is based on observations and experiments of theories. 2. SYSTEMATIC - follows orderly and sequential procedures, based on valid procedures and principles. 3. CONTROLLED - In research, all variables, except those that are tested/ experimented on, are kept constant. 4. EMPLOYS HYPOTHESIS - refers to a search for facts, answers to questions and solutions to problems. 5. ANALYTICAL - shows analytical procedures in gathering the data, whether historical, descriptive, and or case study. 6. OBJECTIVE - it is unbiased and logical. All findings are logically based on real-life situations. 7. ORIGINAL WORK - it requires its own examination and produces the data needed to complete the study. It is said that research can be done in different ways. It can be either a well-planned and methodical process that is based on keen observation and concrete and valid evaluation. Integration is the best way to evaluate the validity of a certain study. Prieto, et.al. (2017) also added that the following are involved in the Research Processes: 1. DEFINE RESEARCH PROBLEM: What is the problem? 2. REVIEW OF RELATED LITERATURE: What evidence is already presented? 3. FORMULATING HYPOTHESIS: How are we going to find/look for the answer to questions being studied? 4. RESEARCH DESIGN: Where will the study be shown and with what population? 5. COLLECTING DATA: Are we ready to gather the data? Where do we find the data? 6. ANALYZING DATA: How do the data answer the research queries? 7. INTERPRET AND REPORT: What are the implications of the results? According to Resnik, 2007, ethical norms are significant in conducting research studies as explained in the following: First, ethics promotes the pursuit of knowledge, truth, and credibility. It also fosters values that are essential to collaborative work. Second, ethical norms help individuals to be accountable in every act that the researcher/s undertake. 6 CO_Q1_SHS Practical Research 1_Module 1  Third, ensure that researchers are held accountable to the public. Lastly, an ethical norm in research also needs public awareness. This can be evaluated by the researcher before conducting the study because this may help a certain population in an area once the study is completed. Ethical Codes and Policies for Research, Resnik, 2007 Given the importance of ethics in the conduct of a research, you will follow codes and policies for research: Honesty Maintain all communication. Data should not be faked. Objectivity Avoid biases in experimental designs, data analysis, interpretation, expert testimony, and other aspects of research. Integrity Keep your promises and agreements. Carefulness Avoid careless errors and negligence. Openness Share data, results, ideas and tools. Be open to criticism and new ideas. Confidentiality Protect confidential communication. Responsible Publication Avoid duplicating publications. Responsible Mentoring Help to educate, mentor, and advise others. Respect Colleagues Treat all peers fairly. Social Responsibility Strive to promote social good. Avoid social harm. Non- Discrimination avoid discrimination against colleagues or students on the basis of sex, races, ethnicity, and or others. Legality Be informed and obey relevant laws and institutional governmental policies. Respect of Intellectual Property Give proper acknowledgment or credits to all researchers. Human Subject Minimize risks that involve human lives, dignity, and privacy. Directions: Match the characteristics of a research from Column A to Column B and write your answer in Column C. Column A Column B Column 1. Research is empirical. a. own investigation 1. 2. Research is systematic. b. unbiased and logical 2. 3. Research is controlled. c. order and sequence 3. 4. Research employs hypothesis. d. direct experience 4. 5. Research is analytical. e. critical analysis 5. 6. Research is objective. f. variables 6. 7. Research is original work. g. search for facts 7. h. copyright 7 CO_Q1_SHS Practical Research 1_Module 1  What I Have Learned This time, you will use what you have learned from the discussion. I know you can do it! 1. Enumerate at least four (4) characteristics of research. 2. Give at least three (3) processes of a research. 3. Explain briefly the importance of ethics in research. Your answer: 1. 2. 3. What I Can Do Directions: If given a chance to research about your favorite food during Christmas Eve, what characteristic would you choose? Explain your choice. Your answer: Your answer: Lesson QUANTITATIVE RESEARCH AND 3 QUALITATIVE In the previous lesson, you have learned the characteristics, processes and ethics of research. In the next lesson, we will talk about the difference between quantitative and qualitative research. Are you ready to learn? 8 CO_Q1_SHS Practical Research 1_Module 1 Directions: Sort out the RED letters to supply and to form new words which will be written on the boxes provided below. 1. QUALITY 2. EQUALLY N I I V E I T T I V In the activity above, you have formed words that will be our topic for this lesson. What Is It KINDS OF RESEARCH: QUANTITATIVE VERSUS QUALITATIVE RESEARCH There are two categories of research methodology: QUANTITATIVE RESEARCH - is a QUALITATIVE RESEARCH - is defined positivist scientific method which refers to a general set of orderly discipline which deals with the concern of human procedures to acquire information (Beck, difficulty by 2004). (Beck, 2004) Mostly, it is concerned with numbers and It is concerned with the experiences, measurement. understanding and words of the individual. Directions: Use the graphic organizer to differentiate qualitative and quantitative research. Common: Quantitative Qualitative 9 CO_Q1_SHS Practical Research 1_Module 1  What I Have Learned Directions: Answer the following questions. 1. What is the difference between qualitative and quantitative research? Your answer: 2. State the qualities of qualitative and quantitative research Qualitative ____________________________________________________________. Quantitative ___________________________________________________________. What I Can Do Directions: Present your understanding of the lesson through a topical outline and give examples. Qualitative Research Quantitative Research Lesson KINDS OF RESEARCH 4 ACROSS FIELD Last time, we learned the difference between quantitative and qualitative research. Today, we are about to reach the finish line going to lesson 4, so hold on and do the activity. 10 CO_Q1_SHS Practical Research 1_Module 1 It starts with letter Q and ends with letter E. It is a kind of research. It seeks in-depth understanding. It is a naturalistic process. It is concerned with understanding and words. Q A L I A T I E What is It The following are some examples of titles and abstract studies in different strands in Senior High School. Information and Commuication Technology (ICT) Why Does the Use of Social Network Site (SNS) Make Users Happy? A Qualitative Analysis Dogan, Ugur; Uysal, Humeyra; Sidekli, Sabri International Journal of Educational Methodology, v4 n3 p109-124 2018 This study investigated the reasons why the usage of Social Network Sites (SNS) makes users happy. To this end, the study was conducted with as a qualitative research method. The phenomenological design, which is a qualitative research method, was utilized for determining why SNS usage cause happiness and having a better understanding of how SNS users describe SNSs and what they feel about it. The study group was composed of 137 university students (60 males and 77 females) attending the Faculty of Education, Faculty of Science, Faculty of Literature, and Faculty of Economics and Administrative Sciences at a university in the southwestern of Turkey. A structured, open-ended interview was used as the data collection instrument. The contributors were asked the question "Why does SNS usage cause happiness?" and their answers were retrieved. The answers were encoded and entered to the NVivo software to conduct analyses. Based on the most frequent answers of the participants, three different experts were consulted, and seven themes were created accordingly. These seven themes include Need for Stroke, Self-Concealment, Ease of Interaction, Ease of Accessing and Disseminating Information, Ease of Shopping, Leisure Activity, and Fear of Missing Out. Subcategories were also created for these seven themes. It was concluded that the theme of FoMO is nourished by all other themes. Science, Technology, Engineering and Mathematics (STEM) Black Undergraduate Women and Their Sense of Belonging in STEM at Predominantly White Institutions Dortch, Deniece; Patel, Chirag NASPA Journal About Women in Higher Education, v10 n2 p202-215 2017 11 CO_Q1_SHS Practical Research 1_Module 1  Because little work exists on the sense of belonging focusing on just Black undergraduate women in Science, Technology, Engineering, and Math (STEM), especially at highly selective predominantly white institutions (PWIs), this study takes a phenomenological approach to understand the lived experiences of Black undergraduate women in STEM by exploring how racial and gendered micro-aggressions influence how three African American women majoring in the sciences experience sense of belonging at PWIs. A phenomenological inductive analysis was used to compile the research findings, which indicated that racial and gender discrimination, isolation, marginalization, and alienation resulting from micro- aggressions occurred. Implications for inclusive practices are discussed. Arts and Design Social Phenomenological Analysis as a Research Method in Art Education: Developing an Empirical Model for Understanding Gallery Talks, Hofmann, Fabian International Journal of Education & the Arts, v17 n33 Dec 2016 Social phenomenological analysis is presented as a research method to study gallery talks or guided tours in art museums. The research method is based on the philosophical considerations of Edmund Husserl and sociological/social science concepts put forward by Max Weber and Alfred Schuetz. Its starting point is the everyday life world; the researcher interprets the phenomena that can be observed there as an individual, intersubjective accessible reflection of subjective meaning. This approach is suitable for research projects that seek correlations and structures of certain typical situations in domains that are theoretically few restructured. The article explains the methodological principles, the use and the profit of this research method. Humanities and Social Sciences Challenging Normative Assumptions Regarding Disengaged Youth: A Phenomenological Perspective Lewthwaite, Brian; Wilson, Kimberley; Wallace, Valda; McGinty, Sue; Swain, Luke International Journal of Qualitative Studies in Education (QSE), v30 n4 p388-405 2017 This paper explored the experiences of 12 young people, all teenagers, who have chosen to attend alternative schools known as flexible learning options within the Australian context. Using a phenomenological approach, the study seeks to understand their experiences outside the normalized public discourse that they had "disengaged" from mainstream school. A phenomenological approach is employed because of its potential to draw attention to predetermined assumptions about, in this study's case, student disengagement, a concept commonly framed within a pathologist and deficit perspective. The study gives evidence for the utility of a phenomenological approach in providing insight into how macrosystem policy, such as a nationalistic neoliberal agenda, influences "schooling" and subsequently students' experiences with schools. The implications of this study with attention to the nexus between methodology and policy are discussed, especially in drawing attention to how phenomenology as a qualitative methodology provides a means of agency for the disenfranchised to challenge existing policy and public assumptions. Sports Parents' Perceptions of Their Children's Experiences in Physical Education and Youth Sport Na, Jaekwon Physical Educator, v72 n1 2015 The purpose of this study was to examine parents' perceptions of their children's 12 CO_Q1_SHS Practical Research 1_Module 1 experiences in physical education and youth sport. Qualitative research design was employed in this study. Data collection methods included phenomenological interviews and qualitative questionnaires. Forty-one questionnaires were collected and analyzed through inductive analysis method to identify themes. Ten parents (either father or mother) participated in the interview process. Parents indicated aspects of physical education classes (learning life skills, playing time, and health promotion) and aspects of youth sport (learning life skills and health promotion). Parents believed that their children learned more from youth sport than physical education because of deeper understanding in one sport, children's choice of activities, and parental involvement. Agriculture Reflective Journeys of Five Women Agriculturists in Australia: A Qualitative Study Stephens, Carrie A.; Brawner, Shelby; Dean, Amanda; Stripling, Christopher T.; Sanok, Danielle Journal of Agricultural Education, v59 n1 p271-286 2018 Women comprise the minority in production agriculture leadership, and their leadership roles in agricultural industries are rarely explored. The purpose of this study was to explore the reflective journeys of five Australian women in production agriculture. The central research questions asked were "What lived experiences helped you obtain your leadership position and what leadership characteristics do you identify as essential in your success?" This study used a phenomenological approach, as reflecting upon the subjects past cultural experiences was crucial in understanding their current positions in life and leadership. Five women in agriculture from Australia served as the participants for this study, and they were selected based upon their leadership presence in Australia. Specific themes were generated which included (a) childhood experiences, (b) current family dynamics, (c) hardship, and (d) perception of leadership style. The perception of leadership style is further divided into three sub-themes: (a) self-perception of leadership, (b) leading by example, and (c) outreach efforts for women in the industry. The five women whose personal journeys were explored are primarily concerned with improving the knowledge given to them and presenting new opportunities to other women when they can. Some recommendations for future research are "What are the reflective journey stories of women agriculturists in the United States?", "What are reflective journey stories of men engaged in agriculture industries?" and "What mentoring strategies are being utilized to recruit and retain women in agriculture industry fields? Directions: Answer the following situations below: 1. What are the possible Your Answer: 2. You are chosen in the class to give possible problems in school, family, and population. Your answer: School: Family: Population: 13 CO_Q1_SHS Practical Research 1_Module 1  What I Have Learned Directions: Answer the following questions below 1. Enumerate the sample learning areas that can be used in research. What I can do Directions: Reread your answers to the activity about giving possible problems in the School: Family: Population: Assessment Directions: Encircle and choose the best answer that corresponds to each question. 1. It is a research method that refers to a general set of orderly, disciplined procedures to acquire evidence. A. Quantitative C. Case Study B. Qualitative D. Thesis 2. It is a research method that refers to a naturalistic method of inquiry of research which deals with the issue of human complexity by exploring it directly. A. Case Study C. Thesis B. Quantitative D. Qualitative 3. It is an ethics of a research that gives proper acknowledgment or credit to all researchers. A. Intellectual Property C. Socially Responsible B. Responsible Mentoring D. Confidentiality 4. It is an ethics of research that means keeping promises and agreements. A. Honesty C. Integrity B. Objectivity D. Openness 14 CO_Q1_SHS Practical Research 1_Module 1  5. It is a characteristic of research that refers to searching facts, answers to questions and solutions to problems. A. Systematic C. Objective B. Employs Hypothesis D. Empirical 6. It is a characteristic of research that refers to the unbiased and logical. A. Objective C. Analytical B. Original Work D. Empirical 7. It is a characteristic of research that follows orderly and sequential procedures, based on valid procedure and principle. A. Systematic C. Original Work B. Objective D. Analytical 8. It is a characteristic of a research that is based on direct experience or observation by the researcher. A. Objective C. Controlled B. Systematic D. Empirical 9. It is a process that answers how to identify or select your respondents. A. Sampling C. Review of Related Literature B. Data Analysis D. Interpreting Data 10. It is a process that answers what information is already available. A. Review of Related Literature C. Interpreting Data B. Sampling D. Data Analysis 11. It is a process that answers how the findings are in relation to the hypothesis A. Drawing conclusion C. Interpreting Data B. Data Analysis D. Formulating Hypothesis 12. It is a process that answers what is the problem and why it should be studied. A. Formulating Hypothesis C. Identifying Problems B. Review of Related Literature D. Analyzing Data 13. It is a structured way of collecting and analyzing data obtained from different sources. A. Hypothesis C. Variables B. Quantitative Research D. Qualitative Research 14. It is a process of naturalistic inquiry that seeks an in-depth understanding of social phenomena within their natural setting. A. Qualitative Research C. Variables B. Quantitative Research D. Hypothesis 15. It is a systematic inquiry that describes, explains, predicts, and controls the observed phenomenon. A. Research B. Analysis C. Thesis D. Case Study 15 CO_Q1_SHS Practical Research 1_Module 1