Practical Research 1 Module 1 PDF

11 SENIOR HIGH SCHOOL Practical Research 1 Quarter 1 – Module 1: The Nature of Inquiry and Research Subject Name – Practical Research 1 for Grade 11 Alternative Delivery Mode Quarter 1 – Module 1: The Nature of Inquiry and Research First Edition, 2020 Rep...

11 SENIOR HIGH SCHOOL Practical Research 1 Quarter 1 – Module 1: The Nature of Inquiry and Research Subject Name – Practical Research 1 for Grade 11 Alternative Delivery Mode Quarter 1 – Module 1: The Nature of Inquiry and Research First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writers: Mary Ann C. Torres, MAED – A&S Jean G. Fabugais, MAED-ELT, TMC-1 Editors: Lorilyn N. Nudalo, Ed.D. Reviewers: Lorilyn N. Nudalo, Ed.D. Illustrator: None Layout Artist/Typesetter: Richie C. Naingue/Mae Ricarl S. Moreto Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid Adolf P. Aguilar, Ed.D. Elmar L. Cabrera Nilita L. Ragay, Ed.D. Anna Lee A. Amores Ed.D. Printed in the Philippines by ________________________ Department of Education –Region VII Schools Division of Negros Oriental Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental Tele #: (035) 225 2376 / 541 1117 E-mail Address: [email protected]  11 Practical Research 1 Quarter 1 – Module 1: The Nature of Inquiry and Research Introductory Message For the Facilitator: Welcome to Practical Research 1 Alternative Delivery Mode (ADM) Module on The Nature of Inquiry and Research! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Research is creating new knowledge. As a facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. ii For the Learner: Welcome to Practical Research 1 the Alternative Delivery Mode (ADM) Module on The Nature of Inquiry and Research! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: This will give you an idea of the skills or What I Need to Know competencies you are expected to learn in the module. This part includes an activity that aims to check what you already know about the What I Know lesson to take. If you get all the answers correct (100%), you may decide to skip this module. This is a brief drill or review to help you link What’s In the current lesson with the previous one. In this portion, the new lesson will be What’s New introduced to you in various ways; a story, a song, a poem, a problem opener, an activity or a situation. This section provides a brief discussion of What is It the lesson. This aims to help you discover and understand new concepts and skills. This comprises activities for independent practice to solidify your understanding and What’s More skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. This includes questions or blank What I Have Learned sentence/paragraph to be filled in to process what you learned from the lesson. This section provides an activity which will What I Can Do help you transfer your new knowledge or skill into real life situations or concerns. This is a task which aims to evaluate your Assessment level of mastery in achieving the learning iii  competency. In this portion, another activity will be given Additional Activities to you to enrich your knowledge or skill of the lesson learned. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! iv  TABLE OF CONTENTS CONTENT PAGES TITLE PAGE ------------------------------------------------ i INTRODUCTORY MESSAGE --------------------------------- ii For the Facilitator --------------------------------- ii For the Learner ----------------------------------------- iii WHAT I NEED TO KNOW --------------------------------- 1 Learning Competency --------------------------------- 1 Learning Objectives --------------------------------- 1 WHAT I KNOW ------------------------------------------------ 1 WHAT’S IN ------------------------------------------------ 2 WHAT’S NEW ------------------------------------------------ 3 WHAT IS IT ------------------------------------------------ 3 WHAT’S MORE ------------------------------------------------ 10 WHAT I HAVE LEARNED --------------------------------- 11 WHAT I CAN DO ---------------------------------------- 11 ASSESSMENT ------------------------------------------------ 12 ANSWER KEYS ------------------------------------------------ 14 GLOSSARY ------------------------------------------------ 15 REFERENCE LIST -------------------------------------------- 16 v  What I Need to Know This module presents to you the nature and inquiry of research. Specifically, it will guide you to discover the importance of research in daily life; the characteristics, process, and ethics of research; the difference between quantitative and qualitative research; and the kinds of research across different fields. Learning Competencies At the end of this module, you are expected to 1. Share research experiences and knowledge 2. Explain the importance of research in daily life 3. Describe characteristics, processes, and ethics of research 4. Differentiate quantitative from qualitative research 5. Provide example of research in areas of interest What I Know Activity 1. Let’s check your prior knowledge… Directions: Read each item carefully. Write TRUE if the statement is true and write FALSE if the statement if false. Write your answers in your Activity Notebook. 1. Inquiry is in the form of authentic (real-life) problems within the context of the curriculum and /or community. 2. The inquiry capitalizes on students’ curiosity. 3. Data and information are actively used, interpreted, refined, digested and discuss. Teachers, students and teacher-librarian collaborate. 4. Community and society are connected with the inquiry. 5. Teachers take ownership of their learning. 6. The teacher and students interact more frequently and more actively than during traditional teaching. 7. There is an identifiable time for inquiry-based learning. 8. The teacher uses body language in doing inquiry. 9. The teacher facilitates the process of gathering and presenting information. 10. The teacher models the behaviors of inquiry. 1  What’s In Activity 2: Let’s make words meaningful… Directions. Complete the Concept Maps by writing words that you can associate with the word at the center. Be guided by the clues in the sentences below on each map. Do this activity in your notebook. Inquire Sentence: The detectives need more time to inquire about the case. Crucial Sentence: The witness’ statement is crucial to the solution of the case. Guarantee Sentence: The continuous presence of your name on the Dean’s List guarantees a good future for you. 2  What’s New Activity 3. Let’s begin to share… Directions. Answer the following questions briefly. Write your answers in your Activity Notebook. 1. In your own understanding, what is inquiry? 2. Was there an instance when you did a sort of inquiry or research? Describe your experience. 3. Do you agree that when you inquire about something you are researching? Explain. 4. How is research important in your life? What is It Inquiry and research are two terms that are almost the same in meaning. They are both use in a fact-finding works in which you try to find information about something by examining the object of your search. Inquiry is to look for the information by asking various questions about the thing you are curious about while research on the other hand, is to discover truths by investigating on the chosen topic scientifically. It is a significant learning activity in our everyday doings and a result of thinking process that involves learners in questioning techniques or models. Moreover, it is a delightful way to discover valuable learning and skills. It enhances your abilities in establishing connections, listening, and observing, which are the primary elements needed in the qualitative research process. It also helps you find out how to conduct research with excitement and confidence and you will discover how much fun it is to do research as you eagerly learn new things and develop a new and better perspective about research. The process of inquiry is shown in Figure 1. 3  Figure 1. Process of Inquiry from the Focus on Inquiry: A teacher's Guide to Implementing Inquiry-Based Learning by Alberta, 2004 Research has been defined as a “systematic investigation, including research developments, testing and evaluation, designed to develop or contribute to generalizable knowledge”. It also aims to establish facts and reach new conclusions (Ahmad, 2016). It is a process of executing various mental acts for discovering and examining facts and information to prove the accuracy or truthfulness of your claims or conclusions about the topic of your research. Characteristics of Research Research is a process of collecting, analyzing and interpreting information to answer questions. But to qualify as research, the process must have certain characteristics: it must, as far as possible, be controlled, rigorous, systematic, valid and verifiable, empirical and critical (Goundar, 2012). Controlled - in real life there are many factors that affect an outcome. The concept of control implies that, in exploring causality in relation to two variables (factors), you set up your study in a way that minimizes the effects of other factors affecting the relationship. 4  Rigorous - you must be scrupulous in ensuring that the procedures followed to find answers to questions are relevant, appropriate and justified. Again, the degree of rigor varies markedly between the physical and social sciences and within the social sciences. Systematic - this implies that the procedure adopted to undertake an investigation follow a certain logical sequence. The different steps cannot be taken in a haphazard way. Some procedures must follow others. Valid and verifiable - this concept implies that whatever you conclude on the basis of your findings is correct and can be verified by you and others. Empirical - this means that any conclusions drawn are based upon hard evidence gathered from information collected from real life experiences or observations. Critical - critical scrutiny of the procedures used and the methods employed is crucial to a research enquiry. The process of investigation must be foolproof and free from drawbacks. The process adopted and the procedures used must be able to withstand critical scrutiny. Process of Research There are several existing models of research process across fields. Among different models, two are presented below to guide you in your future researches. The research process by Bordens and Abbott (2007) is a good example for behavioral research. The process is strictly oriented on behavioral science. According to Bordens and Abbott (2007, p. 8), research methods outside of behavioral science are considered non-science. Further, Bordens and Abbott acknowledge only empirical (mainly quantitative) research methods. Figure 2 shows the steps of the process. 5  Figure 2. Process of Research by Bordens & Abbott (2007, p. 24) The process (refer to Figure 2) begins with the generation of new ideas for studying a behavior. If an idea is to be used in scientific research, it has to be clearly defined and the involved variables have to be isolated. The expected relationship of the variables is then described in a hypothesis. The hypothesis serves as a foundation for the study. Once the hypothesis is clear, it is possible to choose the research design (e.g. experimental or correlational study). Then the study subjects are selected. When it is decided, what behavior exactly will be observed and how it will be measured, the study can take place. Finally, the results of the study are analyzed and presented to the panel experts. The study results (as well as the study or the analysis of the data) can trigger a new research process. (Bordens & Abbott, 2007, pp. 22-25). On the other hand, Lacey (2006) presents a research process from the area of nursing. The process (Figure 3) and its steps are described in a very general way, making them suitable also for other disciplines. 6  The research process begins with the development of a research question. The re-search question is often based on an idea or a ‘hunch’. To serve as a foundation for are search, the idea has to be refined to a research question. The researchers then study existing literature to determine the state of research related to the problem. The literature search can lead to a further refinement of the research question. Afterwards, the methodology of the study is chosen and the research design is determined. Different research designs (e.g. quantitative or qualitative) are possible. Figure 3. Research process by Lacey (2006,p.17) Lacey (2006) points out that all approaches are valid, given that they fit the research question and the needs of the research. In the next stage, a research proposal is prepared, giving details about the planned research. Lacey mentions gaining the access to the necessary data as a separate step, due to ethical and legal issues connected to the use of patients’ data. Once the data is available, a suitable sample can be selected and the data collection takes place (preceded if necessary by a pilot study). The data is analyzed according to the selected methods. The results of the research are disseminated, mostly through publications in scientific journals or presentation at conferences. Lacey as cited by Lovasz-Bukvova, Helena & Helena (2009) sees the implementation of the research results as an important part of the research process in nursing (Lovasz-Bukvova, Helena & Helena, 2009). 7 Ethics of Research Ethics are the moral principles that govern a person’s behavior (Parveen, 2017). Research ethics may be referred to as doing what is morally and legally right in research. They are norms for conduct that distinguish between right and wrong, and acceptable and unacceptable behavior. Ethics are central to the research process. Researchers need to take care of various ethical issues at different levels of this process. The reality is there can be ethical concerns at every step of the research process (Bickman & Rog, 2009). The following are ethical issues arising at various stages of the research process and the researcher has a primary responsibility towards the participants and other researchers (Bickman & Rog, 2009). 1. Informed consent is the prime responsibility of the researcher. A standard procedure in professional codes of ethics is ‘informed consent’ (Resnik 1998). Seek consent for the participation from people. In the case of children and few other exceptional cases, the informed consent of participants, as well as their guardians must be obtained. 2. The researcher must reveal all the risks associated with the research to the participants. She should highlight all the negative and positive aspects of the research during the consent process. Aim, objectives and nature of the research, duration of the study, sponsors and other important information must be revealed to the participants. 3. The knowledge gap between the researcher and the participants must be considered. 4. The privacy, anonymity and confidentiality of the participants and data must be given due consideration (Jensen, 2002). As professional guidelines and some form of a cultural consensus are still being negotiated, research projects need to consider carefully issues of anonymity, confidentiality, and ‘informed consent.’ 5. Participants must be given an option of rejecting data-gathering devices like camcorders, audio recorders etc. 6. To make them convenient and easily understandable, the questionnaire and other forms of rating scales must be designed in the native language of the participants. 7. Participants’ safety is the prime concern. They should not be exposed to risks greater than they encounter in their normal lifestyle. 8. In case, it's the responsibility of the researcher to protect participants from the risks arising from their research. 9. The researcher should protect and promote the rights and interests of the participants. 10. The researcher must take care of their own safety. 11. She must take care of cultural, religious, economic, psychological, spiritual, physiological, biological, political, social and other issues of the participants. 8  12. Researchers are expected to consider ethical implications of their research. 13. To uphold the ethical standards in the research process, the researcher must accept and respect the principles integrity, honesty, objectivity and openness. 14. Quantitative vs. Qualitative Research When collecting and analyzing data, quantitative research deals with numbers and statistics, while qualitative research deals with words and meanings. Both are important for gaining different kinds of knowledge (Streefkerk, ed. 2020). Use quantitative research if you want to confirm or test something (a theory or hypothesis) Use qualitative research if you want to understand something (concepts, thoughts, experiences) For most research topics you can choose a qualitative, quantitative or mixed methods approach. Which type you choose depends on, among other things, whether you’re taking an inductive vs. deductive research approach; your research question(s); whether you’re doing experimental, correlational, or descriptive research; and practical considerations such as time, money, availability of data, and access to respondents. Consider the following approaches: Quantitative research approach You survey 300 students at your school and ask them questions such as: “on a scale from 1-5, how satisfied are you with your teachers?” You can perform statistical analysis on the data and draw conclusions such as: “on average students rated their professors 4.4”. Qualitative research approach You conduct in-depth interviews with 15 students and ask them open- ended questions such as: “How satisfied are you with your studies?”, “What is the most positive aspect of your study program?” and “What can be done to improve the study program?” Mixed methods approach You conduct interviews to find out how satisfied students are with their studies. 9  Through open-ended questions you learn things you never thought about before and gain new insights. Later, you use a survey to test these insights on a larger scale. Suggested Research Topics The following are suggested qualitative research topics: 1. Gender and sexual harassment. 2. Cultural expectations and practices. 3. Importance of strengthening public resilience against terrorism. 4. The causes for the emergence of a new religion. 5. What are different learning disabilities? 6. Is physical attraction good? 7. What leads to depression in a person? 8. What are the good and bad effects of political scandals? 9. Role of media for educational purposes. 10. The best prevention for child abuse. For more topics, you may browse the following site: https://www.studentsassignmenthelp.com/research- topics/qualitative/ What’s More Activity 4. Let’s check your understanding… Directions. Give what is asked for in each item. Write your answers in your notebook. 1. Explain the importance of research. 2. Describe the characteristics, process and ethics of research. 3. Differentiate quantitative from qualitative. 10  What I Have Learned Activity 5: Let’s reflect… Directions. Write a short reflection in your Activity Notebook. I thought _________________________________________________________ __________________________________________________________________ I learned that ____________________________________________________ __________________________________________________________________ What I Can Do Activity 6. Let’s prove it… Directions. Choose a topic of your interest for writing qualitative research. Write a brief explanation why you chose that topic and discuss the challenges that you expect to encounter if in case you pursue on writing about it. Topic: _______________________________________________________ Reasons: _______________________________________________________ _______________________________________________________ Challenges _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 11  Assessment Activity 7. Let’s check it out… Directions. Read carefully the statements or questions below and write your answers on your activity notebook. I. Multiple Choices 1. The following are the good values that should be manifested as a researcher except: a. open-minded c. camaraderie b. polite d. narrow minded 2. Which of the following are not included in the group? a. inferential c. integrative b. critical d. tampered 3. In conducting a research, who is the target of the study? a. crowd c. subjects b. co-researchers d. theories 4. The following are examples of inquiry except: a. Imagining c. criticizing b. speculating d. gossiping 5. What will you do to obtain knowledge about the people, places, or events? a. annoying c. triggering b. motivating d. Inquiring II. Identification (6-10). Provide a correct answer. 6. When you engage yourself in many ways of thinking you come to conclude that ________________ is an active learning process. 7. Obtaining knowledge about the surroundings is________________. 8. Looking for information by asking various questions about the thing you are curious about is_________________. 9. Discovering truths by investigating on the chosen topic scientifically is________________. 10. It deals with the beliefs about what is right or wrong, proper or improper, good or bad in conducting research is ____________. 12 III. Modified True or false (11-15): Write true if the statement is true and write false if the statement is false and underline the part of the statement that made it wrong and write/provide the correct one. 11. In conducting research study, the researcher can use other research materials without acknowledging the author. 12. The purpose of research is to learn how to work independently. 13. Analysis and interpretation of data are not shown in conducting research. 14. The ultimate goal of the research is not only to propose ways of studying things, people, places and events, but also to discover and introduce new practices, strategies, or techniques in solving a problem. 15. When you feel perplexed or anxious about what to do about something you are doubtful of or about a question you are incapable of answering, you come to think of conducting research, an investigation or inquiry. Additional Activities Activity 8. Let’s go beyond… Directions. From the internet, copy and save one abstract of a particular qualitative study. Read and evaluate if the study is of relevance in our country/locality. You may submit your evaluation after a week. Research Title: _____________________________________________________ Author(s) _____________________________________________________ Abstract: _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ Brief Explanation: _____________________________________________________ _____________________________________________________ Answer Key 13 Glossary Ethics. The moral principles that govern a person’s behavior or the conducting of an activity Inquiry. An act of asking for information. Qualitative Research. collecting and analyzing non-numerical data (e.g., text, video, or audio) to understand concepts, opinions, or experiences (Bhandari, 2020). Quantitative Research. It is the process of collecting and analyzing numerical data. It can be used to find patterns and averages, make predictions, test causal relationships, and generalize results to wider populations (Bhandari, 2020). Research. It is creative and systematic work undertaken to increase the stock of knowledge (OCED, 2015). It involves the collection, and analysis of information to increase understanding of a topic or issue. 14 References Ahmad, Syed Shoeb. (2016). Research and Its Importance. The Ophthalmology - Open Journal. 1. e1-e2. 10.17140/OOJ-1-e001. Alberta, L. (2004). Focus on Inquiry: A teacher's Guide to Implementing Inquiry-Based Learning Bhandari, Pritha ed. (2020). An introduction to qualitative research. Scribbr. Published June 19, 2020. Scribbr.com Bickman, L., & Rog, D. (2009). Applied research design: A practical approach. In L. Bickman&D. Rog (Eds.), Handbook of applied social research methods (2nd ed., pp. 3–43). Thousand Oaks, CA: Sage. Bordens & Abbott (2007). Lacey, A. (2006). The research process. In K. Garrish & A. Lacey (Eds.), The research process in nursing (5th ed., pp. 16–30). London, UK: Blackwell Publishing. Goundar, Sam. (2012). Chapter 3 - Research Methodology and Research Method. Jensen, K. B. (eds.). (2002). The qualitative research process, pp 242. A handbook of media and communication research: Qualitative and quantitative methodologies. London and New York: Routledge. Lovasz-Bukvova, Helena & Helena, (2009). Research as a Process: A Comparison between Different Research Approaches. Sprouts: Working Papers on Information Systems. 9. Parveen, Huma & Showkat, Nayeem. (2017). Research Ethics. Resnik, D.B. (2015). What is Ethics in Research & Why is it Important? National Institute of Environmental Health Sciences. Retrieved from https://www.niehs.nih.gov/research/resources/bioethics/whatis. Streefkerk, Raimo., ed. (2020) Qualitative vs. quantitative research. Scribbr. https://www.scribbr.com/methodology/qualitative-quantitative- research/ 15 For inquiries or feedback, please write or call: Department of Education – Schools Division of Negros Oriental Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental Tel #: (035) 225 2376 / 541 1117 Email Address: [email protected] Website: lrmds.depednodis.net