RES 111 - PRACTICAL RESEARCH 1 - REVIEWER 2.pdf

Tips for the Exam c. Adaine and Riz should look at the purpose of the study, because qualitative design wants detailed Read instructions thoro...

Tips for the Exam c. Adaine and Riz should look at the purpose of the study, because qualitative design wants detailed Read instructions thoroughly. Make sure that description while quantitative design you follow them upon taking the exam. wants to represent information numerically and generalize. You may answer easy questions first. Start d. Adaine and Riz should look at the with the questions you find easiest to save analysis they want to use, because time for more challenging ones. qualitative design will use qualitative analysis to assess information while Manage your pace. Keep an eye on the time quantitative design will use statistics to and make sure you have enough time to generalize information. review your work at the end. You can eliminate OPTION A right away Stay calm. If you feel anxious, take deep because it is incorrect. Options B, C and D, are breaths and remind yourself that you are correct by nature. So you go back to the item. well-prepared. Since the researchers are still planning to do the study, then the first thing that they have to Read the entire question carefully. Before you consider will be their aims or objectives. You even look at the answer choices, make sure will decide on the sample size and analysis on you fully understand the scenario or situation the latter part. Hence, the best answer here is presented in the question. Pay attention to OPTION C. details and any relevant information. Write down on your test questionnaire. You Look for clues in the question. Sometimes, may underline or highlight key words on the the question itself contains hints or clues item. about the correct answer. Pay attention to keywords, qualifiers, and context. For MODIFIED TRUE OR FALSE, do not overanalyze the statement. No need to make Read all choices. Carefully read all options the statement FALSE if the word that you are before selecting your answer. going to replace has the same meaning with the underlined word. Use the process of elimination. If you are unsure about the correct answer, use the FOR LONG RESPONSE ITEMS: process of elimination to narrow down your choices. Cross out answers you believe are For content, address the question. Ensure your incorrect, which increases your chances of response directly answers the question asked. getting the correct one. Structure your answer. Organize your response TIPS FOR SITUATIONAL QUESTIONS: with a clear introduction, body, and DO ELIMINATION conclusion. ODD ONE OUT LOOK FOR CONTEXT CLUES Elaborate arguments if needed. Support your points with examples and relevant details. Example: Adaine and Riz, who are student-researchers, Use transitional devices. Make the transition would like to conduct in-depth, detailed and presentation of ideas more cohesive and research on the adventuring classes in a seamless. Fantasy High school, a high school that allows their students to go on adventures and quests. Review grammar. Check spelling. Use proper How can they make a distinction between the punctuation marks. two different types of research design? Avoid using contractions. a. Adaine and Riz should look at the people they want to collect information After answering and if you still have the time, from, because qualitative design go back and review your answers, make focuses on no one while a quantitative corrections if necessary. design focuses on a specific group of people. b. Adaine and Riz should look at the size of respondents they want involved in the study, since qualitative design wants fewer participants while quantitative designs wants a lot of participants.  - the process of collecting and analyzing RES 111 - PRACTICAL RESEARCH 1 numerical data - can be used to find patterns and averages, make predictions, test causal UNIT 1 LESSON 1: UNDERSTANDING relationships, and generalize results to RESEARCH AND SELECTING A RESEARCH wider populations TOPIC ADVANTAGES OF QUANTITATIVE RESEARCH RESEARCH - Broader study, involving more people in - a skill and a way of thinking the study - a systematic, objective, and - Greater objectivity and accuracy of comprehensive investigation of a results certain phenomenon which involves - Easier to summarize and make accurate gathering, recording, analyses, comparisons and interpretation of facts about a - Avoids personal bias phenomenon for theoretical or practical DISADVANTAGES OF QUANTITATIVE purposes. RESEARCH - Numerical descriptions are limited TWO MAJOR TYPES OF RESEARCH THROUGH - Unnatural, artificial environment yields THE LENS OF THE TWO RESEARCH laboratory results which may not PARADIGMS correspond to real world results - Potential structural bias INTERPRETIVE PARADIGM - if you believe that the social world often Research problems are found in areas where deviates from the laws of the physical there is/are: world - feeling of discomfort like during - data are constructed, not just collected recitations; perceived difficulties in the - researchers should embrace their management and leadership; subjectivities - gap between theory and practice - Acknowledges multiple realities - daily experience of a person that requires further inquiry, especially if AN INTERPRETIVE APPROACH RECOGNIZES improvements are desired THE SUBJECTIVE WAYS OF KNOWING, HENCE - procedure that requires technologically FINDS PLACE IN QUALITATIVE RESEARCH. advanced equipment - a pattern or trend like classmates failing QUALITATIVE RESEARCH in a lesson - Seeks in-depth understanding of social phenomena in natural settings, These are the following instances of - focusing on "why" rather than "what" researchable problems: through direct human experiences. 1. Solutions are available but not yet - works with a smaller number of cases, tested and not known by the ready to sacrifice scope for details. practitioner. 2. No solutions are available to answer the ADVANTAGES OF QUALITATIVE RESEARCH gap or the problem assessed. - Provides depth - Provides openness 3. Answers, solutions, or results are - Stimulates individual experiences seemingly not tested or are factually - Avoids pre judgements contradictory. 4. A phenomenon exists which requires DISADVANTAGES OF QUALITATIVE explanation. RESEARCH 5. There are several possible and plausible - Fewer subjects - Less generalizability explanations for the existence of an - Difficult comparisons undesirable condition. - Researcher dependent FOUR PURPOSES OF RESEARCH POSITIVIST PARADIGM 1. Verification of existing knowledge: Proving - if you believe that the social world the veracity of existing knowledge or theories. follows the patterns of the physical world 2. Acquisition of new knowledge: Brings new - data is already exist out there, you just have to collect them ideas regarding a theory, or even creates an entirely new theory. A POSITIVIST APPROACH AIMS FOR OBJECTIVITY, HENCE FINDS PLACE IN 3. Application of new knowledge. New ideas QUANTITATIVE RESEARCH. are utilized and translated to something useful. QUANTITATIVE RESEARCH 4. Advancement of researcher’s expertise. Gain relevant experience and deepen the PEOPLE. They provide or collect the knowledge of researchers. required information from or about them (e.g. individuals, organizations, groups, communities). RESEARCH TOPIC - a crucial part of a research journey as PROBLEM, PROGRAM, PHENOMENON- this determines the quality and Information that needs to be collected to relevance of a research project. find answers for the research. CONSIDERATIONS IN SELECTING A PROBLEM - (issues and problems faced, RESEARCH TOPIC (PIRMA-VM-SMART) description of situation, associations , needs, attitudes, profiles/demographic, etc.) PLACE. The smaller and narrower the focus, the easier the collection of information will PROGRAM – (contents, service provided, be. Smaller geographic units ease administrative structure, service outcomes, information collection. consumer satisfaction, profile or demographic of service providers, effectiveness, etc.) INTEREST. Research should be engaging for the researcher to maintain motivation. Topics that do not interest a researcher will PHENOMENON - (Cause and effect, be difficult to sustain and put effort and relationships, study of the phenomenon time on. itself etc.) RELEVANCE. Ensure the problem is STEPS IN SELECTING A RESEARCH relevant to the researcher's field and TOPIC (SIPSO) contributes to existing knowledge. Select a research problem relevant to the 1. Identify the SUBJECT AREA you wish researcher's area (in a student’s case, to study on. (A subject area pertains to a strand). discipline.) MAGNITUDE & AVAILABILITY OF DATA. 2. Consider ISSUES or concerns within The problem should be manageable and that area. specific, with accessible data. Ensure that the information that will be collected is 3. Select at least two PERSPECTIVES you available and easily accessible when wish to explore the subject on. needed. 4. Determine the SPECIFICS of your VISION AND MISSION OF THE chosen perspectives. INSTITUTION. Align research problems with institutional goals. Ensure that the research 5. Set your perspectives in an problem may align or stem from the vision OBJECTIVE. and mission of the institution. A main research question or objective is SMART what any research work begins with. SPECIFIC. The research problem must be exactly stated. ~*~ MEASURABLE. The research problem UNIT 1 LESSON 2: WRITING THE should be quantifiable or noticeable. BACKGROUND OF THE STUDY ATTAINABLE. The research problem should Background of the Study be easily accomplished, solved or - the initial section of a research paper answered. - articulates the origin of the problem and establishes the context for the REALISTIC. The researcher should be able study to perform experimentations or - demonstrates the researchers' observations needed to address the understanding of the research problem. problem - convinces readers of the need to TIME-BOUND. The research problem could study the phenomenon be accomplished in the given time period - provides relevant information about the study and its context. FOUR PS OF PERSPECTIVE (PEOPLE, PROBLEM, PROGRAM, PHENOMENON) Characteristics of a Good Background of the contradictions about the problem, Study historical information or a summary of 1. Sufficient background previous studies on the problem. information 2. History and nature of the TWO SUB-MOVES IN ESTABLISHING problem. Identifies and describes THE PROBLEM the research problem with 1. Counter claiming references to existing literature. 2. Indicating a Gap 3. Indicates the root of the problem, its context in theory, research, or MOVE 03. ESTABLISHING THE OBJECTIVE practice, and the extent to which - Explain the objectives of the study in previous studies have addressed clear language. the problem, highlighting gaps - Describe the purpose in terms of what the study aims to fill. the research aims to accomplish. 4. Proper context. Place the research - Outline the steps taken to reach the problem in an appropriate context. study’s objective, describing the direction of the study with respect to the established problem. PURPOSE OF WRITING THE BOTS - serves as a bridge linking the reader TWO SUB-MOVES IN ESTABLISHING to the research topic THE OBJECTIVE - The length and depth of this bridge 1. Outline Purposes depend on the necessary information 2. Establish Steps to be Taken for readers to understand the topic and appreciate the importance of the issues being investigated. ~*~ Guidelines in Writing the Background of UNIT 2 LESSON 1: REVIEWING OF the Study LITERATURE AND STUDIES CPO (Context - Problem - Objective) REVIEWING - involves gathering, organizing, MOVE 01: ESTABLISHING THE CONTEXT and assessing written research or - Define the general terrain or layout of literature on a particular topic or the research problem - Present the context or situation surrounding the research problem in TYPES OF SOURCES: the first paragraph. 1. General Sources: Provide factual - Describe the current situation, features, information, overviews of topics, and and characteristics of the study area, its guides for in depth research. importance, and previous work. - Discuss the context from a broad 2. Primary Sources: Offer first-hand perspective to a specific or local accounts or direct evidence regarding a perspective. topic, event, object, or person. - Ensures the background information 3. Secondary Sources: Describe, interpret, matches the depth and complexity of discuss, comment upon, assess, the target audience. evaluate, summarize, or analyze information from primary sources. TWO SUB-MOVES IN ESTABLISHING THE CONTEXT RELATED LITERATURE VS RELATED 1. Claiming Importance/Centrality STUDIES Writing Formula: Topic sentence + Support 1 + Support 2 + RELATED LITERATURE (CONCEPTUAL Conjecture and/or implication LITERATURE) 2. Synthesizing Prior Research - includes references like Writing Formula: Topic sentence encyclopedias, books, and + Findings 1 + Findings 2 + newspapers. Conjecture and/or implication - clarifies different concepts, perspectives, or variables being MOVE 02. ESTABLISHING THE PROBLEM studied - Provide evidence supporting the claim - elaborates on the indicators, after the topic sentence. explaining what is known about - Use references to overview the current the concept and how it is perceived state of the terrain and show factual or measured. information about the problem. - Define the research problem the study The review of a related literature should aims to address, demonstrating its contain: importance and relevance. 1. Overview of the subject, topic, issue or - Present controversies, debates, or theory considered  2. Division of works, such as those in CONCLUSION support of a particular position, those - Summarizes the synthesis and against and those that offer other ideas observed trends/themes from the 3. Explanation of the comparison sources - Highlights the research gap and provides context and rationale for RELATED STUDIES the chosen problem. - consist of previous research studies TYPES OF GAPS that are similar to the current 1. EVIDENCE GAP research - Contradictory findings - provide insights into past study - Conclusions drawn from individual methods and help interpret the studies make sense in specific results of the current study situations, but when looked at together, It must be noted that when reviewing a they contradict each other related study, the following data must be 2. KNOWLEDGE GAP indicated: - exists when the needed research 1. Name of the author, date of the findings or essential knowledge are research, title and setting of the study currently unavailable 2. Methodology (especially the research - when there is a dearth of information design) 3. PRACTICAL-KNOWLEDGE GAP 3. Findings - professional practices don't align with existing research findings or when some REVIEWING LITERATURE AND STUDIES aspects aren't covered by research gaps in terms of practicality - offers a description, summary, and 4. METHODOLOGICAL GAP critical assessment of sources - arises when using different research relevant to the chosen problem. It methods is necessary to gain new provides researchers and readers insights or to prevent distorted findings with a broad understanding of the 5. EVALUATION GAP problem, aligns the current study - when there is a need for empirical with existing knowledge, and evaluation or verification of research identifies research gaps findings or propositions verify if the information is true and to what extent is SEARCHING FOR SOURCES it true 1. Identify topics/concepts to incorporate 6. POPULATION GAP in the review. - This gap refers to insufficient research 2. Specify the type of sources to use. on certain populations, such as those underrepresented or not studied 3. Consider reputable journals, publishers, enough, like specific genders, experts, and reliable links. ethnicities, ages, etc. 4. Use tools like the RevLit Matrix. RevLit Matrix is a useful organizational tool in identifying various ideas or themes of the ETHICAL WRITING literature review. 1. Respect for Intellectual Property: Properly - cite all authors and sources used DRAFTING THE LITERATURE REVIEW (BC - 2. Report with Complete Honesty: Body and Conclusion) Avoid misinterpretation, misinformation, and misleading BODY claims. Avoid plagiarism by citing - Elaborates on the gathered studies sources accurately. and literature, synthesizing and critiquing them in relation to the topic or problem. Plagiarism includes: Claiming authorship of another's STRUCTURES IN WRITING THE work. BODY Copying without acknowledgment. 1. Thematic Failing to use quotation marks for direct - Divides sources based quotes. on themes, topics, Providing incorrect source information. research objectives, Retaining sentence structure with variables, or categories. different words. Using excessive words and ideas from 2. Chronological the original source. - Based on the publication date, examining how the discussion regarding a topic has evolved over time. UNIT 2 LESSON 2: STATING THE PROBLEM - Establishes goals for actions, develops AND FORMULATING QUESTIONS plans or prescriptions, and specifies conditions to achieve goals. STATEMENT OF THE PROBLEM HYPOTHESIS - It contextualizes the identified gap - A tentative prediction about the - allows the conceptual need to relationship between two or more research a gap to be established populations under study and grounded in the real world, - a prediction of expected outcomes and further strengthening the relevance of the study and the problem is commonly used in quantitative - Puts the problem in a context studies involving inferential statistics. - Describes precise issue that the research will address TYPES OF HYPOTHESES - Shows the relevance of the problem 1. Null Hypothesis - Sets the objectives of the research - Expressed as a negative statement - posits no difference among groups A good problem statement should: or no relationship among variables Ground the gap in knowledge in the and is tested statistically to be accepted or rejected. problem of the community (or context). 2. Alternative Hypothesis Render itself to investigation through - Something happened collection of data. - There is an effect, impact, Approach the problem ethically. difference - States a claim that portrays what researchers expect the data to show. Can be: Main Objective vs. Research Objectives o Directional: Specifies the Main Objective: Derived from the existence and expected contextualized problem in the direction of a relationship study's background, connected or effect between to the research gap from the variables. literature review. o Non-directional: Specifies the Research Objectives: Parts that existence but not the make up the main objective; direction of a relationship or achieving these fulfills the main effect. objective. Guidelines in Writing Statement of the The main objective is followed by specific Problem research objectives, broken down into aspects or steps to answering the main problem and 1. General Problem research gap. These usually: 2. Specific problem, including Define the respondents or subjects of the localized problem location the study. 3. Research Gap: Identified Identify the variables (major and main) from the literature review being studied. 4. Objective: The intended Must be empirically tested. goal of the researcher. Main task or goal in relation to TYPES OF RESEARCH OBJECTIVES the research gap and contextualized problem 1. Factor-Isolating (Factor-Naming) (e.g., to assess, measure, - Answers "What is this?". determine). - Isolates, categorizes, describes, or Establishing Specific Research Objectives: names factors and situations. 2. Factor-Relating Determine the type of research - Answers "What is happening here?". objective. - Determines relationships among Specify the variables or factors. factors identified, but without the Identify the respondents/subjects and intervention/manipulation of the location (if applicable). researchers. 3. Situation-Relating ~*~ - Answers "What will happen if…?". - Tests hypotheses through experimental Study HARD and SMART. Nothing great ever study designs by manipulating comes easy. You will eventually harvest the variables. fruits of your labor once you’ve worked hard 4. Situation-Producing for it. God bless you on your exams! - Answers "How can I make it happen?". Love, Sir Dan