RES2-REV.pdf

RESEARCH 2 LESSON 1: RESEARCH Johnson, 2007 – combines elements of...

RESEARCH 2 LESSON 1: RESEARCH Johnson, 2007 – combines elements of qualitative and quantitative approaches for the Research – a systematic investigation into and study of materials and broad purposes of breadth and depth of sources in order to establish facts and reach new conclusions. understanding Skidmore, (2023) – a design that utilizes both Definitions of Research according to authors: quantitative and qualitative elements to gain a Babbie – a systematic inquiry to describe, explain, predict and control conclusion for a study, likely to utilize several data the observed phenomenon collection and evaluation processes Phenomenon – natural processes / occurrences Kothari, (2004) – purpose is to contribute to the existing body of Major Parts of a Research Paper knowledge Introduction – provides a clearer view of the research’s Cresswell – process of collecting and analyzing data to have a deeper background, context, and rationale understanding of a topic or issue Methodology – provides different methods, strategies, and techniques of research Reasons for Conducting Research Results/Findings – delineates overall findings and result of 1. To develop and improve new methods all the data gathered all throughout the study 2. To contribute knowledge and progress Discussion – expounds totality and summarization of the 3. To develop better understanding of published works findings garnered by the researchers 4. To develop independent critical thinking skills along with oral and written communication skills. LESSON 2: QUANTITATIVE RESEARCH Qualities of a Good Researcher Quantitative Research 1. Technical Competency – ability to use available technology Slevitch, 2011- organized inquiry about phenomenon 2. Utility Competency – ability to troubleshoot on problems through numerical data and execution of statistical, 3. Patience – inside and outside the research group mathematical, or computational techniques 4. Service – to serve society - Statistical, mathematical, or computational methods 5. Guts and Risks – ability to choose among options - Numerical form 6. Effort – exertion of time and skill - Objectivity of data 7. Care – fundamental and distinct characteristics of a - To find relationship between one variable to another researcher Characteristics: Philosophical Views in Research 1. Clearly defined research questions Post-positivist – everything should be quantified to produce 2. Generalize concepts more widely, predict future results, or meaningful and concrete results investigate casual relationships Constructivist – experience is expressed through words 3. Gathered using structured research instruments can paint a better picture of a certain phenomena 4. Tools: questionnaires Transformative – research should be conducted to increase 5. Results are based on larger sample sizes that are quality of life and produce better societies representative of the population Pragmatic – promotes use of both quantitative and 6. Data are in the form of numbers and statistics, often qualitative data in expressing research findings and output arranged in tables, charts, figures/non-textual forms Understanding the Research Process Types of Quantitative Research 1. Conceptualization phase Experimental – establishes causality and often used when 2. Design phase and intervention is being studied, with manipulation 3. Empirical phase True – controlled and experimental 4. Analytical phase Quasi – experimental 5. Dissemination phase Non-experimental – association of connection between variables, without manipulation TYPES OF RESEARCH Survey research Correlational Relationship – relationship of Qualitative Research variables Formal definition – exploring and understanding Comparative Relationship the meaning individuals or groups ascribe to a social or human problem LESSON 3: VARIABLES Tenny et al. (2022) – gathers participant’s experiences, perceptions, and behavior. (how and Variables why) - anything you can measure, has quantity and quality Cresswell, (2012) – for exploring and - anything that takes on different values, typically numerical understanding the meaning individuals / groups values ascribe to a social human problem - eg. Age of an individual, gender, height, weight, etc. Quantitative Research Bolton and Parker, (1992) – characteristics of persons or things Formal definition – approach for testing objective that can take on two or more values theories by examining relationship among variables Types of Variables Bhandari, (2020) – process of collecting and Statistical Research – attribute of an object of study analyzing numerical data, can be used to find Dependent (Y) Variable – cant stand alone, patterns and averages, make predictions, test outcome (response variables), presumed effect of causal relationships, and generalize results to an experiment, being measured/tested, change wider population brought by independent variables Dawson, (2019) – meant to create numeric Independent (X) Variable – can stand alone, statistics, tends to reach a larger amount of people presumed cause of an experiment, being in a shorter amount of time manipulated by researcher, variable you control, Mixed-Method Research Approach manipulate, or vary to explore its effects Formal definition – inquiry involving collecting both and integrating two forms of data. Extraneous/Erroneous Variable – any variable not being investigated that has the potential to  affect the outcome of the study, unwanted - Aid researcher to improve research question/hypothesis variables, confounding variables, influences the - Enables researcher to discover known and unknown outcome of experiment in an undesirable way, information adds error to an experiment In quantitative research – goal is to Types of Literature limit or control its influence 1. Research Literature – based on research findings 2. Non-Research Literature – not based on research findings LESSON 4: RESEARCH TITLE Types of Sources 3 things to be considered: 1. Primary – studies written by the researchers themselves 1. should embody the main idea of the paper 2. Secondary – description of studies written by someone else, 2. can stand alone other than the researchers who conducted them 3. concise Citation – both a signpost and an acknowledgement Springer, (2014) – readers browse a manuscript in this manner: Title, - within the text, bottom of the page, end of the paper Abstract, Results (Tables and Figures), Full paper Implicit – statement_(authors, year) Explicit – author_(year)_verb_statement, Qualities of a Good Research Title verb_author_(year)_statement - APA – 12-20 words - Easy to understand LESSON 7: PLAGIARISM - Describe contents accurately and specifically - Avoid abbreviations, formulas, jargon Plagiarism (plagiarius – latin, meaning kidnapper) - Doesn’t include any verb - Stealing, using their exact words or ideas without citing the - Doesn’t contain low-impact words (study of…, effects of…, rightful owner observations on… etc.) - Wrongful use of idea or language of another author and claiming them as your original work Sources: - Own experiences and interest Types of Plagiarism - Colleagues and friends 1. Plagiarism of Word – another author’s exact words without - Critical friends (experts) citing them - Literature and studies 2. Plagiarism of Structure – use of another’s logical order, paraphrasing Examples: 3. Plagiarism of Idea – presenting another’s idea as if they are - Interrogative Form eg. What is the motivation for using your own, incorrect citation of original owner of idea Facebook? 4. Plagiarism of Authorship – turning in a replication - Combinatorial: Question and Title eg. Who uses another’s work Facebook? An investigation into the relationship between…, 5. Plagiarism of Self – use of one’s previous work for a Powerful phrase and title separate assignment or requirement - Novel method - Result of the paper Ways to Prevent Plagiarism - Develop a topic, ensuring you wrote something new and Concept paper is consisted of: title, statement of the problem, original research gaps, objective - Look onto other opinions and making a contribution by improving upon them LESSON 5: RESEARCH PROBLEM - Give credits Research problem – clear statement of an inquiry or gap that needs Penalties to be addressed through a systematic approach 1. Receiving a zero/suspension and expulsion 2. Imprisonment (copyright) Guidelines: 1. SMART – Specific, Measurable, Attainable, Realistic, Time- LESSON 8: CONCEPTUAL FRAMEWORK bound 2. Formulate one that reflects the significance of seeking Conceptual Framework solutions and answers - Deal with abstractions (concepts) assembled by virtue of 3. Do not state questions answerable by yes or no their relevance to a common theme 4. Stated in a declarative or interrogative manner - Graphical presentation of concepts under study and the 5. Quantitative research is answerable by an appropriate existing relationships that exist between or among these statistical method concepts 6. Research problems is aligned with research topic - Framework is referred to as theoretical framework; in a study that has its roots in a specified conceptual model (conceptual LESSON 6: REVIEW OF RELTED LITERATURE AND STUDIES framework) International Encyclopedia of Education, (2023) - Review of Related Literature and Studies analytical model/structure that represents and simplifies - Objective, concise, critical summary of published research complex ideas or systems by organizing key concepts and literature relevant to a topic being researched. explaining how they function in the real world - Systematic identification location, analysis of documents Polit and Baek, (2007) – a springboard for - An analysis of RRL (detailed review related to the topic of a generating/formulating research hypotheses, reflects the thesis) assumptions and philosophic views of designer - Survey of scholarly sources, provides an overview of current knowledge, allowing you to identify relevant theories, Purpose methods, and gaps you can later apply to your paper 1. To make research findings meaningful 2. To link observations and focus into meaningful/orderly Process flow structure Searching relevant articles → Reading and analyzing 3. To allow researchers to make predictions research reports → writing description in an ethical manner 4. To serves as catalyst for future research endeavors Purpose Developing a Framework - Allows researcher to identify research problem of interest 1. Select a topic and clarify your objectives  HEADER 2. Review the literature and discuss problem with colleagues 3. Develop ideas based on the reviewed literature based on one’s own experiences 4. Create a conceptual scheme based on the developed ideas Models: IPO (input, process, output), IV-DV (independent and dependent variable) _________ (direct relationship) → (comparison) - - - - - - - - - (indirect relationship) → (correlation) LESSON 9: RESEARCH HYPOTHESIS Research Hypothesis - also known as scientific hypothesis, a statement about an expected relationship between variables, or explanation of an occurrence, that is clear, specific, and testable - statement of expectation or prediction that will be tested by research - most quantitative studies are designed to test hypotheses through statistical analysis - developed based on existing theories, observations, or previous research and aims to provide a direction for further investigation Types of Hypothesis Simple Hypothesis – expresses prediction between one (x) independent variable and (y) dependent variable Complex / Multivariate Hypothesis – has more than one independent and dependent variable, has several variables Null Hypothesis – explicates that no relationship exists between the dependent and independent variable (H 0) o may also show that x has no effect on y Alternative Hypothesis – a relationship exists between the dependent and independent variables (Ha or H1) o x has an effect on y Non-directional Hypothesis – relationship or difference exists between variables but the direction is not explicated o does not predict the exact direction or nature of the relationship between two variables Directional Hypothesis – relationship exists and also explicates the direction of the relationship o specifies the expected direction to be followed to determine the relationship between variables Guidelines 1. Written in declarative form. Clear and specific 2. Hypotheses and research problem are aligned 3. Must state the predicted relationship among variables 4. Based on existing knowledge like previous study results. May also be based on researcher’s experience and observation.