PR1 Reviewer Final Term 1st Semester PDF

**PR1 REVIEWER** **FINAL TERM 1^ST^ SEMESTER** **WEEK 1** **DATA COLLECTION** - **Process of gathering data** which can be used in different fields (business to have better decision-making, strategic planning, research etc.) **QUANTITATIVE DATA COLLECTION METHODS** 1. **INTERVIEW ME...

**PR1 REVIEWER** **FINAL TERM 1^ST^ SEMESTER** **WEEK 1** **DATA COLLECTION** - **Process of gathering data** which can be used in different fields (business to have better decision-making, strategic planning, research etc.) **QUANTITATIVE DATA COLLECTION METHODS** 1. **INTERVIEW METHOD** - The researcher has a direct contact with the respondents/participants. - Gathers data by asking questions to respondents. - It is a good approach for ensuring a high response rate and gather better quality data. 2. **QUESTIONNAIRE METHOD** - The researcher distributes the questionnaire either personal/via email and collects them by the same process. - Can save a lot of time and money in gathering data cause questionnaire can be given in many respondents. 3. **REGISTRATION METHOD** - Collecting data governed by existing law, policies and regulations. - The lists are always updated. 4. **EXPERIMENTAL METHOD** - Used to find out the cause-effect relationship. **SAMPLE** is a smaller group selected from a larger group **(the population).** **REASONS FOR USING SAMPLE** - Samples can be studied more quickly than populations. - Less expensive because smaller subjects are examined. This consideration is important in large studies that require long follow-up. - Study of the entire population is impossible in most situations. **Can we make inferences/conclusions about the population through sample?** - In order to draw conclusions, researchers generally draw a sample. The sample is the representative of the population in order for the researcher to draw conclusions. By studying the sample, researchers hope to learn things that apply to the entire population. **SAMPLING TECHNIQUES** - Used to determine which element is to be included in the sample to obtain an unbiased sample. **PROBABILITY SAMPLING** - Each member of the population has an equal chance of being selected as members of the sample. - Not biased 1. **RANDOM SAMPLING** - Basic type of probability sampling. - You randomly select people, and everyone has an equal chance of being chosen. It\'s like a lottery for selecting who gets included in your study. 2. **SYSTEMATIC SAMPLING** - Done systematically and by numbering each member of the population and successively drawn the elements from the population. - Every nth element is drawn for inclusion in the sample (like picking every 10th person in a line). **EX:** If you have 10 people in a group, you might number them from 1 to 10. Then, you start at one random number (let\'s say number 3), and after that, you pick every 2nd person, so you'd pick person 3, then person 5, then person 7, and so on. 3. **STRATIFIED SAMPLING** - By dividing the population into its categories, strata (groups) / subpopulation, then we obtain the sample proportionately from each stratum. **EX:** In a school of 100 students, divide them into three groups based on their grade levels: 30 students from 1st grade, 40 from 2nd grade, and 30 from 3rd grade. Then, you randomly select 10 students from each grade. A screenshot of a computer Description automatically generated 4. **CLUSTER SAMPLING** - **"Area sampling"**, used in large population. - Select members of the sample by area and individuals are randomly chosen. - Like breaking a big group into smaller groups, or \"clusters,\" and then randomly picking a few clusters to study in full. **EX:** You want to survey 1,000 people in a big city, but instead of picking people from all over the city, you divide the city into neighborhoods (each neighborhood is a "cluster"). Then, you randomly select a few neighborhoods and survey *everyone* in those chosen neighborhoods. 5. **MULTI-STAGE SAMPLING** - Combination of several sampling techniques. - Usually used by researchers who are interested in studying a very large population. **NON-PROBABILITY SAMPLING** - Researcher draws sample based on his/her own judgement. - Biased and not reliable. 1. **CONVENIENCE SAMPLING** - Used for its convenience to the researcher. - Conducts the study at his own convenient time, preferred place. He specifies the place and time. 2. **QUOTA SAMPLING** - The researcher limits the number of his samples based on the required number of the subject under investigation. 3. **PURPOSIVE SAMPLING** - Non-sampling method that researchers choose their samples based on certain criteria and rules set by them. 4. **SNOWBALL SAMPLING** - When a member of the sample is chosen through referral of the other member of the sample. - **"Suggesting"** **EX:** You're organizing a book club for people who love mystery novels, but you don't know many mystery fans. So, you start by asking a friend who's into mysteries, and they suggest another friend who might like it. 5. **MULTI-STAGE SAMPLING** - Non-probability sampling where the members of the sample are selected based on the typical, most frequent observations and modal cases. **EX:** If a researcher wants to know how most high school students spend their free time, they'd pick students who do the most common activities, like watching TV or playing sports.  **WEEK 2** **MIXED METHODS OF RESEARCH AND ITS IMPORTANCE IN DAILY LIFE** **MIXED METHOD RESEARCH** - Conducting research that involves collecting, analyzing and integrating quantitative and qualitative research. - Used when the integration provides better understanding of the research problem than either of each alone. **PARTICULARLY SUITED:** - When one wants to validate/corroborate the results obtained from other methods. - When one needs to use one method to inform another method. - When it is necessary to first learn about what variables to study through qualitative research, and then study those variables with large sample using quantitative research. - When one wants to continuously look at a research question from different angles and clarify unexpected findings or potential contradictions. - When one wants to elaborate, clarify or build on findings from other methods. - If a causal relationship has been established through experimental research but one wants to understand and explain the causal processes involved through qualitative research. - When one wants to develop a theory about a phenomenon of interest and test it. - Usually, **qualitative research** is more suitable to build a theory, while **quantitative research** provides a better way of testing theories. - When one wants to generalize findings from qualitative research. **ADVANTAGES:** - Mixed methods research offsets the weaknesses of both quantitative and qualitative approaches. - **Quantitative research** struggles to understand the context or setting of behaviors, which qualitative research addresses. - However, **qualitative research** can be limited by potential biases and difficulty in generalizing findings, weaknesses that quantitative research overcomes. - By combining both, mixed methods leverage the strengths of each to provide a more balanced and comprehensive understanding. - Provides a more complete and comprehensive understanding of the research problem than either quantitative or qualitative approaches alone. - Provides an approach for developing better, more context-specific instruments. - **Qualitative research** can gather information about a specific topic or construct to create an instrument with greater construct validity, meaning it effectively measures what it is intended to measure. - Helps to explain findings or how causal processes work. - Reflects participants\' point of view. Mixed methods give a voice to study participants and ensure that study findings are grounded in participants\' experiences. - Fosters scholarly interaction/encouraging communication and collaboration. **DISADVANTAGES AND LIMITATIONS:** - The **research design** can be very complex. - It takes much more time and resources to plan and implement this type of research. - It may be difficult to plan and implement one method by drawing on the findings of another. - It may be unclear how to resolve discrepancies/differences that arise in the interpretation of the findings. **TYPES OF MIXED METHODS RESEARCH DESIGN** 1. **SEQUENTIAL EXPLANATORY DESIGN** - Collection and analysis of quantitative data followed by the collection and analysis of qualitative data. - Quantitative followed by qualitative. - The priority is given to the quantitative data, and the findings are integrated during the interpretation phase of the study. - **WHEN TO USE IT:** - To help explain, interpret, or contextualize quantitative findings. - To examine in more detail unexpected results from a quantitative study. - **STRENGTHS:** - Easy to implement because the steps fall into clear, separate stages. - The design is easy to describe, and the results are easy to report. - **WEAKNESSES:** - Requires a substantial amount of time to complete all data collection due to the two separate phases. - **EXAMPLE:** - The researcher collects data about people\'s risk and benefit perceptions of red meat using a survey and follows up with interviews with a few individuals who participated in the survey to learn in more detail about their survey responses (to understand the thought process of people with low-risk perceptions). 2. **SEQUENTIAL EXPLORATORY DESIGN** - In this design, qualitative data collection and analysis are followed by quantitative data collection and analysis. - Qualitative followed by quantitative. - The priority is given to the qualitative data, and the findings are integrated during the interpretation phase of the study. - **WHEN TO USE IT:** - To explore a phenomenon and expand on qualitative findings. - To test elements of an emergent theory resulting from the qualitative research. - To generalize qualitative findings to different samples, determining the distribution of a phenomenon within a chosen population. - To develop and test a new instrument. - **STRENGTHS:** - Easy to implement because the steps fall into clear, separate stages. - The design is easy to describe, and the results are easy to report. - **WEAKNESSES:** - Requires a substantial length of time to complete all data collection, given the two separate phases. - It may be difficult to build from the qualitative analysis to the subsequent data collection. - **EXAMPLE:** - The researcher explores people\'s beliefs and knowledge regarding nutritional information by starting with in-store interviews. Then, they use an analysis of the information to develop a survey instrument, which is later administered to a sample from the population. 3. **CONCURRENT TRIANGULATION** - Only one data collection phase is used, during which quantitative and qualitative data collection and analysis are conducted separately but concurrently. - The findings are integrated during the interpretation phase of the study. - Usually, equal priority is given to both types of research. - **WHEN TO USE IT:** - To develop a more complete understanding of a topic or phenomenon. - To cross-validate or corroborate findings. - **STRENGTHS:** - Provides well-validated and substantiated findings. - Compared to sequential designs, data collection takes less time. - **WEAKNESSES:** - Requires great effort and expertise to adequately use two separate methods at the same time. - It can be difficult to compare the results of two analyses using data of different forms. - It may be unclear how to resolve discrepancies that arise while comparing the results. - Given that data collection is conducted concurrently, results of one method (interview) cannot be integrated into the other method (survey). - **EXAMPLE:** - The researcher uses a survey to assess people\'s self-reported food safety practices and also observes those practices in their natural environment. By comparing the two types of data, the researcher can determine if there is a match between what people think they are doing and what they are actually doing in terms of food safety practices. 4. **CONCURRENT NESTED** - Only one data collection phase is used, during which a predominant method \"nests\" or embeds the less-priority method. - This nesting may mean that the embedded method addresses a different question than the dominant method or seeks information from different levels. - The data collected from the two methods are mixed during the analysis phase of the project. - Two things happening at the same time, but one is a smaller part of the other. - **WHEN TO USE IT:** - To gain broader and in-depth perspectives on a topic. - To offset possible weaknesses inherent to the predominant method. - **STRENGTHS:** - Two types of data are collected simultaneously, reducing time and resources (number of participants). - Provides a study with the advantages of both quantitative and qualitative data. - **WEAKNESSES:** - The data needs to be transformed in some ways so that both types can be integrated during analysis, which can be difficult. - Inequality between different methods may result in unequal evidence within the study, which can be a disadvantage when interpreting the results. - **EXAMPLE:** - The researcher collects data to assess people's knowledge and risk perceptions about genetically modified food by using a survey instrument that mixes qualitative (open-ended) and quantitative (closed-ended) questions. Both forms of data are integrated and analyzed together. **WEEK 3** **FORMULATING RESEARCH QUESTIONS** - The question around which you center your research. 1. **CLEAR** - **Unclear:** How should social networking sites address the harm they cause? - **Clear:** What action should social networking sites like MySpace and Facebook take to protect users' personal information and privacy? 2. **FOCUSED** - **Unfocused:** What is the effect on the environment from global warming? - **Focused:** What is the most significant effect of glacial melting on the lives of penguins in Antarctica? 3. **CONCISE "Expressing ideas in a few words"** - **Not concise:** What effect does social media have on people's minds? - **Concise:** What effect does daily use of Twitter have on the attention span of under-16s? 4. **COMPLEX "Detailed"** - **Not complex:** Has there been an increase in homelessness in the UK in the past ten years? - **Complex:** How have economic and political factors affected patterns of homelessness in the UK over the past ten years? 5. **ARGUABLE** - Should the death penalty be abolished? **STEPS TO DEVELOPING A RESEARCH QUESTION:** 1. Choose an interesting general topic. 2. Do some preliminary research on your general topic. 3. Consider your audience. 4. Start asking questions. 5. Evaluate your question. 6. Begin your research. **GUIDE TO WRITING THE SPECIFIC RESEARCH QUESTIONS:** The specific questions can be written in numbered from. The order of questions should be progressive. - When your **main objective** is **to find out the relationship between sleep quality and mental health.** Your questions should follow the sequence of: 1. Finding out whether the respondents are deprived of sleep or not. 2. Finding out the status of mental health of the respondents. 3. Find out if there is a significant correlation between sleep deprivation and mental health. - **Establish each variable first in the research objective,** as they are essential for achieving the research objective. These variables are typically expressed in question form. - **Specific objectives:** 1. How much sleep do the respondents have in a day? 2. What is the status of the mental health of the respondents? 3. Is there a significant correlation between sleep quality and mental health of the respondents? +-----------------------------------+-----------------------------------+ | **QUANTITATIVE RESEARCH** | **QUALITATIVE RESEARCH** | +===================================+===================================+ | - State first the **general | - Instead of research | | objective** of the study, | questions, qualitative | | followed by the **specifics | research studies have | | in the form of questions**. | **research objectives**. | | | | | - There are two types of | - These objectives state the | | questions: | goal and sole purpose of the | | | study. | | | | | | | | - **descriptive** (objective) | | | | | | - **inferential** (hypothesis). | | +-----------------------------------+-----------------------------------+ **SAMPLE: RESEARCH QUESTIONS** - This study aimed to determine the correlation between students\' level of perceived effects and their level of participation in class with the implementation of technology-based teaching strategies among Grade 11-STEM students at the University of Saint Louis-Tuguegarao. - Specifically, this study seeks to address the following questions: 1. What is the level of participation of students when technology-based teaching strategies are implemented in the classroom? 2. What is the level of perceived effects of the implementation of technology-based teaching strategies? 3. Is there a significant association between the level of participation of students and their level of perceived effects with the implementation of technology-based teaching strategies? **WRITING THE SIGNIFICANCE OF THE STUDY** - **SIGNIFICANCE OF THE STUDY** - The importance of your research. - Must be stated in the Introduction section of research paper. **CHARACTERISTICS OF THE SIGNIFICANCE OF THE STUDY** - Mainly anchored from the gaps and research problem. - Significance is inclusive. - No less than written as a reason. - Written as general to specific and brief. - Still a part of introduction. **FORMAT AND COMPOSITION** - Traditionally, this is written in bulleted form where each receiver/participant of the study will be of segments. This is true in our university format. The more refined it is, the better. - We may also utilize this as a strategy to classify individually the contributions of the study, while it may serve as a blueprint before writing the final one. **EXAMPLES:** 1. **LEVEL OF SATISFACTION OF TEACHERS ON THE USE OF NEO LMS** - The result of this study can become the basis for the Neo LMS Administrator to improve their facilities and determine how to provide a good quality system for the teachers. This study can also benefit the administrators, particularly in identifying which aspects of online learning are most effective for lesson delivery and for the easy submission of learning tasks. - **BREVITY:** This study helps Neo LMS administrators enhance system quality and identify effective methods for lesson delivery and task submission. 2. **THE PARENTS' STRATEGIES OF CONTROLLING CHILDREN'S USE OF INTERNET** - The main beneficiaries of the study are the parents, as it will provide them with new and improved knowledge on how they can control their children\'s internet usage. Lastly, for future research, the study can serve as a reference for expanding the set of respondents and the locale of the study. - **BREVITY:** The study benefits parents by providing insights into managing their children\'s internet usage and can serve as a reference for future research expanding the respondent pool and study locale. 3. **BIODEGRADABILITY OF CELLULOSE-BASED BIOPLASTIC FROM ZEA MAYS (CORN)** - The results of this study will benefit manufacturers, as it can provide an abundant ingredient for making bioplastics, which can be used in other plastic products. The study may also pave the way for finding easier extraction methods for biodegradable ingredients found in other natural resources, thus reducing the amount of destructive waste in the environment. - **BREVITY:** This study benefits manufacturers by providing an abundant ingredient for bioplastics and may lead to easier extraction methods for biodegradable ingredients, helping reduce environmental waste. **RESEARCH PARADIGM/SIMULACRUM** - **RESEARCH PARADIGM** - The variables used are the ones to be included in the diagram to be used. - The variables are defined. - Applicable in a quantitative study. - **RESEARCH SIMULACRUM** - If the study cannot identify the variables, only concept. - Applicable in a qualitative study. - It could be presented both in **graphical** (paradigm) and **narrative** **form** (for qualitative studies). - These are supported by **hypotheses** (quantitative studies) or **assumptions** (qualitative studies). **EXAMPLES:**  A diagram of a group Description automatically generated  - **In the case of qualitative study, concepts are the ones which connected to one another, which can be presented similarly to descriptive study.** **Pay attention to the symbols used in each of the examples, as each has a meaning.** - **BOX** - it contains the variables. - it answers a question in the Statement of the Problem which needs descriptive analysis. - **ONE-HEADED ARROW** - illustrates influence on one variable or another. - **TWO HEADED ARROW** - represents association or relationships between variables. - **CONNECTOR LINE** - connects one variable with another but does not necessarily mean that the variables will be subjected to a statistical tool. **GOODLUCK!!!**