Practical Research 2 (Midterm Reviewer) PDF

PRACTICAL RESEARCH 2 (MIDTERM REVIEWER) Unit 1: Lesson 1: Quantitative Research True Experimental Research – the primary objective of this research is to identify a Quantitative Research cause-effect relationship betw...

PRACTICAL RESEARCH 2 (MIDTERM REVIEWER) Unit 1: Lesson 1: Quantitative Research True Experimental Research – the primary objective of this research is to identify a Quantitative Research cause-effect relationship between the uses scientifically collected and variables where the samples are randomized. analyzed data to investigate observable phenomena. Quasi-Experimental Research – mirrors from its root word “quantity” which experimental research, a random selection of means “the amount of” or “number of”, samples is not possible due to innate or deals with numerals ethical reasons (not randomized). Characteristics of Quantitative Research Unit 1: Lesson 2: Importance of Controllability - should be in an Quantitative Research Across Fields environment where all variables are identified and can be controlled. The value of quantitative research to Generalizability - from larger sample man’s quest to discover the unknown size that the results are based on as a and improve underlying conditions is representative of the population. undeniable. Objectivity - the results of the data The findings of the quantitative study are observable & measurable using can influence leaders and law- structured instruments. makers’ decisions for crafting and Replicability - should be replicable implementing laws for the safety and by other teams of researchers that will welfare of the more significant eventually come up with similar majority. outcomes. Using quantitative design helps us determine and better understand Strengths and Weaknesses of Quantitative relationships between variables or Research (slide#16-19) phenomenon. Most inventions and innovations are Types of Quantitative Research products of quantitative studies. Descriptive Comparative Unit 1: Lesson 3: Variables in Quantitative Correlation Research True Experimental Quasi-Experimental VARIABLES Has a quantity or quality that varies. Descriptive Research – focuses on Anything that can be observed by describing factors, variables, or phenomena researchers, such as a person, thing, place, situation, or even a phenomenon. Such Comparative Research – also called variables can be changed or can inflict Causal-Comparative Research; non change. experimental research design, aims to compare two variables. This kind of Roles of Variables research usually involves two or more Independent groups and one independent variable. Dependent Extraneous Correlation Research – a non experimental Confounding research design which primary objective is to compare two variables then identify the Independent Variable - also called Causal relationship between them. Variable. Are presumed to cause the change in the setup. These are also the factors or PRACTICAL RESEARCH 2 (MIDTERM REVIEWER) phenomena that may influence another Nominal Variables - simply defines variable. groups of subjects. Here you may have more than 2 categories of Dependent Variable - also called Outcome equivalent magnitude (no rank). Variable. Are variables that change because Examples: basketball player’s of another variable. It also measured by number, blood type, hair color and researchers using standardized tools. mode of transportation. Ordinal Variables - a variable is Extraneous Variable - other factors that may ranked in a certain order. This influence the outcome (dependent variable) variable can have a qualitative or which are not manipulated or pre-defined by quantitative attribute. Examples are a the researcher. survey questionnaire that may have a numerical rating, Spotify Top 20 hits Confounding Variable - are variables that and academic honors. affects other variables. When extraneous Dichotomous Variables - are variable cannot be controlled, it affects all consisting of only two distinct other variables. categories or values. For example, a response to a question either be a yes Variable According to Its Nature or no. Numerical Variable – They are numeric and Unit 2: Lesson 1: Designing Research can be measured. Under this category are Topic discrete and continuous variables. Steps in Developing Research Topic Discrete Variables - are countable 1. Choose a broad topic whole numbers. It does not take A. Choose an interesting topic negative values or values between B. Select a significant topic fixed points. For example: number of C. Choose a topic relevant to your students in a class, group size and field frequency. 2. Do a preliminary research Continuous Variable - take fractional 3. Define the problem (non-whole number) values that can 4. Refine the question either be a positive or a negative. Example: height, temperature. Unit 2 Lesson 2: Research Title Levels of Measurement Basic Guidelines in Making a Research Interval - the interval or differences Title between consecutive values are equal and meaningful but the numbers are Use an accurate description of the arbitrary(meaningful zero). Examples subject and scope of the study are temperature, year and IQ score. instead of using general terms. Ratio - the presence of a true zero Do not use abbreviations except for value. The zero point in this scale commonly known ones like DNA and indicates the absence of the quantity ICT. being measured. Examples are age, Do not include words like “The height, weight and distance. study of,” “analysis of,” “an investigation of” or similar Categorical Variable – are not expressed in construction as these would only numbers but are descriptions or categories. lengthen the title. Include the main dependent and independent variables. PRACTICAL RESEARCH 2 (MIDTERM REVIEWER) Be mindful of the proper use of The research title must show the following grammar and punctuation. elements: Capitalize all nouns, pronouns, Main Topic / IDV and DV verbs, adjectives, adverbs as well Respondents as the first letter of the first and Locale last words. State in a declarative form, although The research title must be written in inverted you may also see titles triangle. Limit the words of your in question form from time to time. research title to 18 words only. The year the study has been conducted should not be indicated Unit 2: Lesson 3: Background of the Study unless it is a historical study. Use current terminology. Chapter 1 Depending on the institutional The Problem and Its Background requirements, 5 to 15 words are Background of the Study sufficient to describe the research Theoretical Framework study. Conceptual Framework Use the common name instead of Statement of the Problem chemical formula (e.g., NH4) Hypothesis Write and italicize the full scientific Significance of the Study names. Scope and Limitation Must reflect the tone of the paper. An Definition of Terms academic research paper has title which is not casual, or informal, or Background of the Study does not contain humor – Is the part of your paper where you inform the reader of the context of the study. Written Steps in Writing Research Title as “Introduction” in the research paper. – Written with literature review and good ∆ Determine what it is that you wish to perception = Articulate the importance and accomplish or know from your study. Write validity of the research problem. one to two sentences to state the main – Justify the need to conduct a research objectives of your research project. study about the topic selected by establishing ∆ Include important keywords and variables. the research gap. Revise the sentences into one complete sentence that includes important keywords Research Gap - Under or unexplored area of and variables of the study. a topic that requires further exploration. It can ∆ Shorten the title by eliminating unnecessary be in a form of other variables, conditions, words. You may also shrink a phrase into a population, methodology, or test subject. simpler phrase or a single word. In doing this, make sure that the main thought of the Guideline Question in Writing the research study is retained. Research Background: ∆ Correct grammar and punctuation errors if What is already known about the topic? there is any. What is not known about the topic? ∆ Observe proper formatting. The format may Why do you need to address those gaps? vary according to the requirements What is the rationale of your study? of the course or school. Please seek guidance from your professor. Unit 2: Lesson 4: Research Questions Research Title Format Research Problem – is simple as a problem you would like to research. PRACTICAL RESEARCH 2 (MIDTERM REVIEWER) Research Questions for Comparative Quantitative Research Problem Research dealt more with the precision and specificity ∆ Aims to compare two or more variables and of the problem. causative relationship in your research describes trends and patterns of a problem. It usually begin with the phrases “Is phenomenon. there a significant difference” or “What is the difference between/among” Research Question – It helps to clarify and specify the research Research Questions for Correlation problem. Research questions are also Research considered as sub-problems of the research ∆ Aims to determine the relationships among problem. These questions are informative two or more variables in your research in nature. It specifies the method of collecting problem. It usually begin with the phrases “Is and analyzing data and the type of data to be there a significant relationship” or “What is collected since you are exploring a the relationship between/among” quantitative research problem. Research Questions for Experimental Characteristics of Good Research Research Questions ∆ It suggests that answers to these questions Feasible are brought about by manipulation or control Clear of a certain variable during the conduct of the Significant study. These questions provide explanation Ethical to the causal relationship of variables. Feasible – Consider the amount of time, Unit 2: Lesson 5: Scope and Limitation energy, money, respondents, and even your current situation as a student-researcher. Scope of the Study Considering the resources, it is more possible It specifies the coverage of your study such to gather the data needed to answer the as variables, population or participant, and question. timeline. Clarity – The clarity of how the questions stated lead to agreement of meaning of the Writing the Scope of the Study readers of your study. General purpose of your study Significant – Research questions are Population involved in the study relevant or important to ask. Time element and duration of the study Ethical – Always consider the welfare of Topics or ideas covered in the study people, animals or who so ever involve in Geographical details your study. Look into ways of answering the Theories and methods involved in the study research questions without inflicting physical and psychological harm to persons involved. Limitation of the Study Refers to uncontrollable factors that can Formulating Research Questions affect the process of conducting the study, specifically on the part of the methodology Research Questions for Descriptive and results. Research ∆ Focuses on observing and reporting factors METHODOLOGICAL LIMITATIONS: or aspects of the research problem. Phrases required number of participants such as how often/frequently, how many sufficiency of references to support claims /much, what is/are, to what extent /degree, data collection and the likes are used in these questions. measurement technique limitations PRACTICAL RESEARCH 2 (MIDTERM REVIEWER) PERSONAL LIMITATIONS: Help in gathering and interpreting data. language barriers Guide in identifying possible threats to time constraints validity. biases financial or budgetary limitations Difference between Theoretical and Conceptual Framework Unit 2: Lesson 6: Significance of the Study SCOPE T: Broader. Can be used in different studies Significance of the Study C: Narrower/ focused. Directly related to a – The section in any research paper that specific study describes the importance of the study to its stakeholders. Identifying the significance of FOCUS OF CONTENT the research provides justifications on why T: The particular theory used already in the the study needs to be conducted. field C: Set of related concepts to a specific study Benefits of the Study – These are the positive impacts of an activity NUMBER OF THEORIES toward a targeted (or sometimes untargeted) T: Presents one theory at a time subject. C: May synthesize one or more theories Beneficiaries of the Study TIME OF DEVELOPMENT – These are the individuals, groups, or organizations that are positively affected by T: Already existing before the conduct of the the research. study C: Develop while planning and writing a Unit 3: Lesson 1: Research Frameworks specific research Theoretical Framework Common examples of Conceptual It is commonly used for studies that anchor Framework on timetested theories that relate the findings of the investigation to the underpinning IDV/DV MODEL relevant theory of knowledge. IPO MODEL MODIFIED IPO MODEL Conceptual Framework It refers to the actual ideas, beliefs, and Unit 2: Lesson 2: Definition of Terms tentative theories that specifically support the study. It is primarily a conception or model of Definition of Terms what is out there that the researcher plans to One of the ways of setting the study. parameters of the research study. It is crucial that the terms used in the Similarities of Theoretical and Conceptual study are defined by researchers so Framework that readers can understand the key terms found in the research and Provide an overall view of the research explain how they are used. study. Anchor a theory that supports the study. Types of Definition Guide in developing relevant research Conceptual - meaning of the term questions/objectives that is based on how it is defined in Help justify assumptions/hypothesis. the dictionary or encyclopedia. Aid in choosing appropriate methodology. PRACTICAL RESEARCH 2 (MIDTERM REVIEWER) Operational - meaning of the term Complex Hypothesis – it expresses a based on how it was used in the connection between two or more independent study. variables and two or more dependent variables. IMPORTANCE OF DEFINING TERMS It is a useful place to include technical terms Empirical Hypothesis – also known as in the topic of the research questions. WORKING HYPOTHESIS. It is presumed to It can clarify the definition of term, especially explain certain facts and relationships of if it has a different meaning. Define the term phenomena. It would mean that it can be according to how it was used in the study. changed or replace anytime as soon as it is It makes it easier to revisit or check the no longer supported or accepted base on the meaning of a term instead of trying to locate it observation and experimentation being done. through the paper. Helps to ensure that the reader can Logical Hypothesis – It expresses understand the technical terminologies and explanation with limited evidence that can be jargons while reading the paper. verified logically. Unit 3: Lesson 3: Research Hypothesis Statistical Hypothesis – It is an analysis of a portion of a population. Hypothesis – It is a tentative statement about the Null Hypothesis – It is denoted with the relationship between two or more variables. symbol Ho. It exists when you consider that – It is a specific and testable prediction on there is no relationship between the what you expect to happen with the variables independent and dependent variables. in your study. – It proposes a possible relationship between Alternative Hypothesis – It is denoted with the independent variable and the dependent the symbol (Ha). It is an alternate statement variable. expressed to be tested in order to generate – It is also described as an “educated guess” the desired output when the empirical or of what possibly the result would be of your working hypothesis is not accepted. research, which should be supported on existing theories and knowledge. Types of Alternative Hypothesis – Hypothesis formulation is only employed Directional Hypothesis - It indicates the type when conducting quantitative research using of difference that exists in the relationship correlational, comparative, quasi between the independent and dependent experimental, and experimental research variables (increase or decrease). designs. Non-Directional Hypothesis - It does not explicitly state the type of difference between Types of Research Hypothesis the independent and dependent variables. Simple Complex Empirical Logical Statistical Null Alternative Simple Hypothesis – It is a prediction of the relationship between two variables. It shows a connection between one independent variable and a single dependent variable.