Practical Research 2 PDF

**PRACTICAL RESEARCH 2** **RESEARCH** \- is a systematic process of collecting, analyzing, and interpreting information-data in order to increase our understanding of a phenomenon about which we are interested or concerned. **QUALITATIVE VS. QUANTITATIVE** +-----------------------+--------------...

**PRACTICAL RESEARCH 2** **RESEARCH** \- is a systematic process of collecting, analyzing, and interpreting information-data in order to increase our understanding of a phenomenon about which we are interested or concerned. **QUALITATIVE VS. QUANTITATIVE** +-----------------------+-----------------------+-----------------------+ | | QUALITATIVE | QUANTITATIVE | +-----------------------+-----------------------+-----------------------+ | ELEMENTS OF ANALYSIS | Words | Numeric | | | | | | | \- pictures, | \- or statistical | | | documents, objects, | (measurable) | | | artifacts | | +-----------------------+-----------------------+-----------------------+ | RESEARCH TYPE AND | Exploratory | Conclusive | | OBJECTIVE | | | | | \- to explore or | \- to describe, | | | discover ideas or | examine, relationship | | | concepts | and differences among | | | | variables | +-----------------------+-----------------------+-----------------------+ | HYPOTHESIS | None or generated | Tested | | | | (relationship/differe | | | | nces) | +-----------------------+-----------------------+-----------------------+ | SAMPLES AND SAMPLING | Individualized | Groups (large) | | | (small) | | | | | Probability (random) | | | Non-probability | | | | (purposive) | | +-----------------------+-----------------------+-----------------------+ | INSTRUMENTS | Open-minded | Close-ended | +-----------------------+-----------------------+-----------------------+ **CHARACTERISTICS OF A RESEARCH** **Objective** \- data gathering and analysis of results are done accurately and are unaffected by the researcher's intuition and personal guesses. **Large Sample Size** \- to obtain more meaningful statistical result, the data must come from a large sample size n= N/ItNE\*2 **Generalizable and Reliable Data** \- data taken from a sample can be applied to the population if sampling is done accordingly. **Fast Data Collection** \- it uses standardized research instruments that allow the researcher to collect data from a large sample size efficiently. **Visual Presentation** \- data is numerical which makes presentation through graphs, charts, and tables possible and for better conveyance and interpretation. **Fast Data Analysis** \- the use of statistical tools give way for a less time-consuming data analysis. **Replication** \- can be repeated to verify findings, enhancing its validity, free from false or immature conclusions. **STRENGTHS** \- provides the researchers a clearer picture of what to expect in his research. \- the objective in approach in the sense that it only seeks precise measurements and analysis of the target concepts to answer his inquiry. \- quantitative research design is an excellent way of finding results and proving or disapproving a hypothesis. **WEAKNESSES** \- experiments can be difficult, expensive, and require much time to perform. \- it visually requires extensive statistical analysis, which can be difficult. \- large sample size makes data collection more costly. **IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS FIELDS** **Education** \- innovation, academic topic, teaching strategy, approving theory, assessment \- form of organized inquiry that uses empirical approaches to address educational issues. **Psychology** \- cultural differences, empirical study on behavior, intervention, stereotypes, patterns \- perform their own research and cooperate with other scientists in a diverse of areas to develop research projects and techniques, as well as analyze the results, via quantitative research in the field of psychology. **Social Science** \- politics, unemployment, trend in society, policy and practices, economic growth \- individuals\' mental frames and experiences within specific social and cultural situations are the target of qualitative research. **Economics** \- trade, sustainable growth, standard of living, globalization, wage \- in order to make decisions and predict future trends of economic implications and systems, quantitative approaches and models help in the generating more accurate and efficient analysis of phenomena and issues. **Healthcare** \- health interventions, practices, guidelines, patterns, food and drug \- it teaches you how to examine systems and work methods that are complicated. it also teaches how to build and implement new or altered work processes or subsystems in healthcare settings. **KINDS OF VARIABLES AND THEIR USES** **Variables** \- in research, a variable is essentially a person, place, object, or phenomena that you are attempting to quantify in some manner. \- the quantifiable qualities that can vary during the course of a scientific investigation are denoted as variables. \- interaction between variables and can affect your research **EXPERIMENTAL:** **Cause** \- untouched by the other factors you\'re attempting to quantify; in an experiment this is methodically manipulated by the researcher. **Effect** \- this variable is anticipated to be modified as the outcome of the manipulation throughout the experiment of the independent variable **Independent Variable** \- is the variable being controlled in the problem \- is the cause. Its value is independent of other variables in your study. **Dependent Variable** \- is the variable that changes because of this control \- is the effect. Its value depends on changes in the independent variable. Dependent Independent PLANT GROWTH WATER DRIP \- Height \- Yield \- Color **Intervening Variable** \- used to explicate causal links between other variables. as the term \[hypothetical variable\] implies, this cannot be observed during an experiment. **Confounding Variable** \- also known as a third variable, influences both the independent variable and dependent variable. **NON-EXPERIMENTAL:** **Predictor** \- predicts an outcome (criterion) **Criterion** \- criterion variable, often known as a dependent variable, is a type of variable that is commonly employed in non-experimental research. **CATEGORIAL VARIABLES:** **Nominal** \- two or more categories but no inherent order are known as nominal variables. ex. blood type **Ordinal** \- have two or more classifications but no underlying hierarchy. ex. socioeconomic status **Dichotomous** \- nominal variables with only two categories or levels are known as dichotomous variables. ex. gender (male/female) and yes/no. **CONTINOUS VARIABLES:** **Interval** \- ('distance between two entities' )are variables that may be assessed along a spectrum and have a quantitative value as their core attribute. ex. Temperature (Celsius or Fahrenheit) and sat score (200-800). **Ratio** \- a ratio variable contains just about all the features of an interval variable, plus a distinct definition of 0.0. **QUANTITATIVE RESEARCH DESIGN** **Experimental Group** **-** receives the variable being tested in an experiment **Control Group** \- does not receives variable being tested in an experiment **True Experimental Research** \- helps investigate the cause-and-effect relationships between the variables under study \- use random selection in determining who among the participants should compose the experimental group and control group. **Quasi-Experimental Research** \- aims to identify the causal relationship between an independent and dependent variable. \- are those forming a class that remains as one group incapable of disintegration. \- the not randomly chosen participants are subjected to any types of quasi-experimental **HYPOTHESIS** \- a tentative explanation or an answer to a question about variables, their relationships, and other facts involved in the research. \- it has to be tested through analytical investigation to prove how true or false it is. \- expected outcome and prediction **Null Hypothesis** \- symbolized by Ho \- there is no relationship between the variables \- therefore, a statement to disprove the fact that the independent variable (treatment) has an effect on dependent variable. **Alternative Hypothesis** \- symbolized by Hi \- there is relationship between the variables \- the fact that the first affects the second one **Importance**: \- provide opportunities to prove the relationship between variables \- guides researchers on which aspects of the research to focus on **Formulation**: \- express your hypothesis in a declarative sentence. \- support it with ideas based on theories, known facts, previous studies. **EFFECTIVE RESEARCH TITLE** \- should be written in the form of a phrase with proper capitalization. \- should have at least 12 substantiative words. \- include significant factors such as predictor, criteria, IV and DV. \- should be brief, indicating the respondents and the scope of the research. \- sometimes, it has catchy phrase to provide a substantive and appealing literary title. \- consider the SMART (specific, measurable, attainable, realistic, time-bound. \- use of abbreviations should be avoided. **BACKGROUND OF THE STUDY** \- highlighting the different nature of the topic **Rationale**- justification of the study **TIOC** **Trends** (3-5 paragraphs) \- explanation about the topic \- previous investigation/researches about that certain topic **Issues** (3-5 paragraphs) \- restating the topic, but more widen/broad \- research gap (what else do you need to investigate?) **Objectives** (1 paragraph) \- researchers must state why the study needs to be investigated (rationale) \- goal, investigate, objectives **Contribution** (1 paragraph) \- significance of the research study **RESEARCH PROBLEM** \- an area of concern wherein people are having difficulties or seeking for solution. \- it is a challenging question that arises from contrasting claims from literature or theory \- underlines the necessity or further in-depth information and through investigation. **Sources of the Problem:** \- personal experiences \- relevant literature \- theory \- practitioners **Considerations**: \- new social and technical developments and social trends \- replicability \- time-factor \- availability of the respondents \- novelty -hazard \- qualifications of the researchers **STATEMENT OF THE PROBLEM** \- the subject addressed by a researcher is articulated in the statement of the problem \- formulation of focused and well-defined problems \- helps the researcher to disclose additional important aspects such as the key variables, objectives, and methodology. **General Problem** \- **main task** (action verb- assess, determine, describe, compare) \- **central phenomenon/variable** (main variable- predictor, criterion, IV, DV) \- **participants** (target respondents) \- **locale/setting** (study takes place) \- **time frame** (duration of the study) \- **intended output** (end point of the study- optional) **STRUCTURE OF RESEARCH QUESTIONS** \- choose the type of quantitative research question you are trying to create ex. descriptive, comparative or relationship-based \- identify the different types of variables you are trying to measure, manipulate/control, as well as any groups you may be interested in. \- select the appropriate structure for the chosen type of quantitative research question, based on the variables and/or groups involved. \- write out the problem or issues you are trying to address in the form of a complete research question. **TYPES OF QUESTIONING:** **Factor-Isolating Question** \- they isolate, categorize, describe, or name factors and situations. \- sometimes called factor-naming questions. **Factor-Relating Question** \- their goal is to determine the relationship among factors that have identified. \- aim to establish relationship. **Situation Relating Questions** \- the researchers manipulate the variables to find out what will happen (what will happen if....?) **Situation Producing Question** \- require a proposed output \- it suggest developmental and action plans where the researchers have to establish areas for proposals of plans to achieve the goals (how can I make it happen?) **LITERATURE REVIEW** **RRL**- Review of Related Literature \- examine all the connected written works **Paraphrasing vs Summarizing** **Paraphrasing**- reconstructing without changing the meaning (PARA) **P**ut the text in your own words **A**void copying the text **R**earrange all similar text **A**sk yourself if you include all the information needed **Summarizing**- summing up a work or passage concisely using key points. **SCOPE AND DELIMINATION** **Scope** \- determines how comprehensive it must be in order to meet the research objectives. \- this contains the demographic and time frame parameters within which it will operate. **Elements of Scopes** \- general purpose \- setting/locale \- population \- time frame **Limitation vs. Delimitation** **Limitations** \- are apparent weaknesses in a study that a researcher cannot regulate, such as situations, conditions, and influences. **Delimitation** \- parameters of the research investigation are defined and clarified by delimitations. **CONCEPTUAL FRAMEWORK** \- also known as a research model or conceptual model, is a graphic depiction of variables associated with one another (correlation) or one variable influences another one. \- the crafted conceptual framework must be anchored to the formulated research title. **Framework** \- the frames are used to set up the key variables such as iv, dv, predictor, and criteria. **Arrow** \- the arrow between the two frames denotes the cause (from which the arrow originated) and effect (from which the arrow is pointed) **Line** \- is employed when a relationship (correlation) between two variables is predicted. **Crafting a Conceptual Framework** \- select a topic which falls under your area of specialization \- read various sources (literature review) \- determine the relationships between the particular variables presented in the literature. \- create a conceptual framework for your research undertaking. **IPO Model** \- input-process-output **-P Model** \- (proposing program/intervention) **POM Model** \- propose original model **DEFINITION OF TERMS** \- clarification and explanation of key concepts, terms, and terminology used in the study \- researchers define the present variables in your research study 1. **Conceptual**- definitions lifted to different sources (general) 2. **Operational**- based on how you used it in your research study.