Practical Research 2 Introduction PDF

PRACTICAL RESEARCH 2 INTRODUCTION TO RESEARCH Developing Appreciation for Research VON CHRISTOPHER G. CHUA [email protected] Session Objectives In this fraction of the course on Practical Research 2, SHS stud...

PRACTICAL RESEARCH 2 INTRODUCTION TO RESEARCH Developing Appreciation for Research VON CHRISTOPHER G. CHUA [email protected] Session Objectives In this fraction of the course on Practical Research 2, SHS students are expected to attain the following competencies: 1. Explain the significance of conducting quantitative researches in the context of a SHS student. 2. Define practical research by stating what it is not. 3. Explore different research opportunities in several areas of interest. This slideshow presentation will be made available through: mathbychua.weebly.com. Download the document to use it as reference. PRACTICAL RESEARCH 2 Course Description: The course aims to develop critical thinking and problem-solving skills through quantitative research. Course Content: The Nature of Inquiry and Research Identifying the Inquiry and Stating the Problem Learning From Others and Reviewing the Literature Understanding Data and Ways to Systematically Collect Data Reporting and Sharing Findings Research is a scientific, experimental, or inductive manner of thinking (Baraceros, 2016). Research is a systematic process of collecting, analyzing, and interpreting information in order to increase our understanding of a phenomenon about which we are interested or concerned (Leedy & Ormrod, 2013). Practical research aims to discover truths about topics that interests or affects the researcher(s) in order to improve. Is research relatable? The Effects of Korean Drama on Students Majority of students who took part in the research do not consider their fanaticism with Korean drama to have affected their sleeping patterns. Also, the study shows the same students are financially responsible and are not even willing to buy products and franchises relative to this type of entertainment. Is research relatable? Today’s Teens: More Materialistic, Less Willing to Work Jean Twenge and Tim Kasser, San Diego State University (2007) “Compared to previous generations, recent high school graduates are more likely to want money and nice things, but less likely to say they’re willing to work hard to earn them” 62 percent of student-teenagers from 2005-07 think it is important to have lots of money as compared to only 48 percent of the teenagers within 1976-78. 39 percent of the group admitted that they are not willing to work compared to only 25 percent from the older group. Is research relatable? Social Media Usage and Depression University of Pittsburgh, School of Medicine “The more time young adults use social media, the more likely they are depressed.” The 1,787 participants of the study used social media 61 minutes per day and visited various social media accounts 30 times per week. 25 percent of these participants were classified as having high indicators of depression. Is research relatable? Teens, Kindness and Cruelty on Social Network Sites Amanda Lenhart (2011) Despite the negative portrayal of adolescent social media usage by most news outlets, nearly 70% of over 800 teens surveyed said that they view people are “mostly kind” to one another online. 20% responded that their peers were “mostly unkind”, while the rest said “it depends.” What research is NOT (Leedy & Ormrod, 2013) 1. Research is not merely gathering information. 2. Research is not merely rummaging around for hard-to-locate information. 3. Research is not merely transporting facts from one location to another.