innovate to lead understanding the core of research

8/13/2019 INNOVATE to LEAD Understanding the Core of Research

1/29

1

By the end of the session, the participants are ableto:

Cognitive:

1. Define a research problem

2. Identify the characteristics of a good research question

3. Classify research variables

4. Distinguish the different research methodologies

5. Classify research methodologies into three distinct categories

6. Formulate solutions to the activity

Affective:

7. Appreciate the value of the different research methodologies

in education

8. Increase their level of awareness on the different research

approaches and methodologies

9. Recognize the importance of understanding variables and

stating hypotheses

Psychomotor:

10. Allow participants to actively participate in the activity and

discussion

11. Answer the given worksheet

Topic slides Timer LCD projector Computer unit with MS PowerPoint 2003 and multimedia

player

Computer speakers Whiteboard Whiteboard markers Whiteboard eraser Video Clip 3: Jumping to Conclusions Worksheet 3: My Educational Research Cheat Sheet for My Educational Research Worksheet 4: Research Variables Cheat Sheet for Research Variables Worksheet 5: Matchstick Puzzles Five (5) matchboxes, each with at least 40 matchsticks inside Worksheet 6: Research Methodologies Cheat Sheet for Research Methodologies Copies of Research Categories and Methodologies printed and

pasted on colored papers (one color per

category/methodology)


2/29

2

Innovate to Lead

Slide 1 of 73

Innovate to Lead

Slide 2 of 73

Manila paper divided into 3 Columns and on each columnpaste the Research Categories i.e. Descriptive, Associational

and Intervention

Masking tape Pair of scissors

The topic will revolve around Innovate to Lead: Understanding the Core

of Research. Discussions will include the Research Problem,

Characteristics of a Research Problem, Research Variables and

Hypotheses, Types of Research Methodologies, and Categories of

Research.

SESSION 2 Time Frame: (4 hours and 30 minutes)

This will be the suggested flow of discussion.

1. Video Showing: Jumping to Conclusion(5 minutes)

The trainer will show a video clip that stresses the importance

of not jumping into conclusions and/or making hasty

generalizations about situations they encounter. This serves

as a refresher to the previous session on making unwarranted

assumptions that should be avoided by educators, especially if

they want to comprehend fully the educational concern they

are currently facing.

[Refer to Innovate to Lead

Slides 1-2 of 73]

2. Transition: (5 minutes)

In order to fully comprehend a situation, an educator should

be grounded on principles of science, adopting a systematic

means of gathering and verifying information. However, in

reality, what is evident is that we attempt at finding answers

to our queries or everyday challenges by trying out new

methods of teaching, out-of-the-box strategies of pedagogy,

handful of materials we downloaded from the internet, and

yes, even the latest books we recently bought from a store.

These and more are done in our commitment to help

learners. Unknowingly, our hit and miss strategies have animpact to our students learning for we try to address our

educational concerns by coming up with personal solutions of

what we think is right and not patiently undertake a process-

oriented investigation that would help us discover or establish

facts and principles leading to the appropriate answer. Thus,

the result is a vicious cycle of problems related to academic

learning. Again, in order to obtain reliable information and to

come up with sound educational decisions, we must apply the


3/29

3

Innovate to Lead

Slide 3 of 73

research questions should be researchable

(information can be collected to answer the

problem)

sample questions that cannot be answered

by collecting and analyzing data:

What is the meaning of life?

Should theology be included in the college

curriculum?

Scientific Method in our educational endeavors.

At this point, the trainer asserts that before anyone goes head

on with the daunting task of undergoing research, he or she

should have a problem that merits an investigation. It can be

anything that a person finds unsatisfactory or unsettling, a

difficulty of some sort or a state of affairs that needs to bechanged. It can also be anything that is not working as well as

it might. In short, problems that involve areas of concern to

researchers, conditions that they want to improve, difficulties

that they want to eliminate and questions for which they seek

answers to.

3. Theory Input: Research Problem (5 minutes)

The trainer now proceeds to discuss the research problem

and explains that the focus of the research investigation is the

research problem initially posed as a question.

Research Problem

Educators must bear in mind that the research questions they

may have should be questions that are researchable. For

instance, a researcher can observe and/or interview a group

of people in order to describe the functioning of a computer

laboratory. In short, what makes a question researchable is

that some sort of information can be collected to answer it.

However, there are questions that cannot be answered by

collecting and analyzing data.

Examples:

What is the meaning of life? Should theology be included in the college

curriculum?

The first question is metaphysical in nature, meaning its

beyond the physical or what we described as transcendental.

Answer to such questions is beyond the accumulation of

information. Moreover, the second question is a question of

value it implies notions of right and wrong, proper and

improper are therefore does not have any empirical

(observable) referents. Still, if the question is rephrased to

Do people think Theology should be included in the college

curriculum? it becomes researchable because now, data can

be collected to help answer the question.


Slide 3 of 73]


The trainer flashes the following questions and asks the


4/29

4

Innovate to Lead

Slide 4 of 73

uestion ResearchableIs there heaven?

Are students happier when taught by a teacher of the

same gender?

Does high school achievement influence the academicachievement of university students?

What is the best way to teach Java?

What would schools be like if France colonized the

Philippines?

Innovate to Lead

Slide 5 of 73

Research questions should be feasible

Feasibility means that a research investigation can be made

given available resources

Feasible: How do the students at STI College-Taft feel about

the new student development seminar

recently implemented by the STI Head Office?

Not so feasible: How would giving each

student his or her own Ipad 2 to use for a

semester affect academic performance?

Innovate to Lead

Slide 6 of 73

Research questions should be clear

A good research question is unambiguous. It states exactlywhat is being investigated

Clear: The effects of social networking websites to the

academic performance of third year BSIT students at STI

College-Taft

Unclear: How do teachers feel about special

classes for the educationally handicapped?

Innovate to Lead

Slide 7 of 73

Research questions should be significant

Research questions should be worth investigating

Three essential questions you should ask to determine a

researchs worth:

How might answers to this research question advance knowledge

in my field?

How might answers to this research question improve

educational practice?

How might answers to this research question

improve human condition?

participants to identify which among the research questions

are researchable and which are not.

1. Is there heaven?2. Are students happier when taught by a teacher of

the same gender?

3. Does high school achievement influence theacademic achievement of university students?

4. What is the best way to teach Java?5. What would schools be like if France colonized the

Philippines?

Inform the participants that the correct answers will be

revealed after the lecturette that will follow.


Slide 4 of 73]

5. Theory Input: Characteristics of Good Research Questions (20

minutes)

The trainer conducts a lecturette on Characteristics of Good

Research Questions.

Characteristics of Good Research Questions

There are at least five (5) characteristics of good research

questions:

1. Research questions should be feasible Feasibility means that a research investigation can be

made given available resources.

o Feasible: How do the students at STICollege-Taft feel about the new student

development seminar recently

implemented by the STI Head Office?

o Not so feasible: How would giving eachstudent his or her own Ipad 2 to use for a

semester affect academic performance?

2. Research questions should be clear A good research question is unambiguous. It states

exactly what is being investigated

o Clear: The effects of social networkingwebsites to the academic performance of

third year BSIT students at STI College-Taft


5/29

5

Innovate to Lead

Slide 8 of 73

Research question should be ethical

A specific investigation should not involve physical or

psychological harm or damage to human beings or to the

natural or social environment of which they are part of

Innovate to Lead

Slide 9 of 73

Research question should (but not always) suggest a

relationship

Relationship, as used in research, refers to a connection

association between two or more characteristics or quantities

In research, we researchers may ask questions like:

How does the new ICT program differ from the one

implemented in the school last year?

Has the number of students enrolling in two-year

courses as compared to four-year courses

changed over the last five years?

o Unclear: How do teachers feel about specialclasses for the educationally handicapped?

In the latter research question cited, the first term that needs

to be clarified would be teachers. What age group does this

involve? What level of experience? Are teachers in both public

and private schools considered? Are teachers throughout thenation included, or only those in a specific locale?

Next, the phrase feel about is also ambiguous. Does it mean

opinions? Emotional reactions? Or does it suggest actions?

The term special classes and educationally handicapped

likewise need to be clarified.

Hence, in order to clarify important terms in a research

question, one must be able to define terms. There are

essentially three ways to do this. The first is to use a

constitutive definition - that is to use what is often referred

to as the dictionary approach. For instance the term

classroom might be defined as:

A classroom in which: (1) The needs and interests ofstudents have the highest priority; (2) students work

on their own considerable amount of time in each

class period; (3) the teacher acts as a guide and a

resource person rather than an informant.

The dictionary approach to clarify terms haslimitations; thats why another possibility a

researcher may use is to clarify by example.

Researcher might think of a few examples ofclassrooms in which they are familiar with and try to

describe as fully as possible what happens in these

classrooms.

Finally, a third method to define terms would beoperational. Operational definitions specify the

actions or operations necessary to measure or

identify the terms. For instance, the term humanistic

classroom may be defined operationally as:

1. Any classroom identified by experts asconstituting an example of a humanistic

classroom.

2. Any classroom judged by spending at leastone day per week for four weeks posses all

the following characteristics:

a. No more than three children workingwith the same materials at the same


6/29

6

time.

b. The teacher never spending more than20 minutes per day addressing the class

or group.

c. At least half of every class period openfor students to work on projects of their

own choosing at their own pace.d. More than three sets of educational

materials are available for every student

to use in class.

e. Students sit in circles, small groupings ofseats or even on the floor to work on

their projects.

f. At least two discussions per week inwhich students are encouraged to give

their own opinions on topics they read

on textbooks.

3. Research questions should be significantResearch questions should be worth

investigating. In order to determine a

researchs worth, the researcher should ask

himself three essential questions:

a. How might answers to this researchquestion advance knowledge in my

field?

b. How might answers to this researchquestion improve educational practice?

c. How might answers to this researchquestion improve human condition?

4. Research question should be ethicalA specific investigation should not involve

physical or psychological harm or damage to

human beings or to the natural or social

environment of which they are part of.

5. Research question should (but not always)suggest a relationship

A research suggests a relationship to be

investigated. The term relationship, as used

in research, refers to a connection

association between two or more

characteristics or quantities.

In research, we researchers may ask

questions like.


7/29

7

Innovate to Lead

Slide 10 of 73

uestion ResearchableIs there heaven?

Are students happier when taught by a teacher of the

same gender?

Does high school achievement influence the academic

achievement of university students?

What is the best way to teach Java?

What would schools be like if France colonized the

Philippines?

No

Yes

Yes

No

No

a. How does the new ICT program differfrom the one implemented in the school

last year?

b. Has the number of students enrolling intwo-year courses as compared to four-

year courses changed over the last five

years?

Notice that no relationship is suggested in

such questions. The researcher simply wants

to identify characteristics, behaviors or

thoughts. Since the questions mentioned

were purely descriptive, the answer to them

do not help us understand why people think

or behave in a specific way; why programs

posses certain characteristics, and why a

particular strategy works. For this reason,

research questions that suggest a

relationship are conducted because they

help explain the nature of the world in which

we live. We learn to understand the world by

learning to explain how parts of it are

related. We begin to detect patterns or

connections between parts.


Slides 5-9 of 73]

6. Activity: Research Questions (3 minutes)

The trainer now goes back to the questions posted earlier as

researchable or not. He/She recalls the answers of theparticipants and processes the activity by giving and

explaining the correct answers.

1. Is there heaven?2. Are students happier when taught by a teacher of

the same gender?

3. Does high school achievement influence theacademic achievement of university students?

4. What is the best way to teach Java?5. What would schools be like if France colonized the

Philippines?

Correct answers are:

Items 2 & 3 are researchable; while 1, 4 and 5 cannot be

researched.

Question 1 is a metaphysical question and does not lend itself

to empirical research. Question 4 asks the best way to do

something. This is difficult to determine since its hard to


8/29

8

Innovate to Lead

Slide 11 of 73

Answer items 1-2 of the worksheet.

Sample:

1. My field/area of specialization isPsychology

2. A possible topic or problem I am thinking ofresearching is something related to theimprovem ent of academic performance and

music

Innovate to Lead

Slide 12 of 73

Should I put my

youngster in preschool?

Are some people born

bad?

What is the best way to

learn to read?

NoNot researchable

Do children enrolled in

preschool develop better

social skills than children

not enrolled?

Who commits more crimes

poor people or rich

people?

At which age is it better to

introduce phonics to

children age 5, age 6, or

age 7?

YesResearchable

identify the best way to do something. Furthermore, how

can we be sure that all possible alternatives have been

examined? Meanwhile, Question 5 requires the creation of

impossible conditions. We can, of course investigate what

people thinkschools would be like.

[Refer to Innovate to LeadSlide 10 of 73]

7. Application: Worksheet 3 - My Educational Research (5

minutes)

The trainer reiterates that a research problem is vital for it is

the focus of a research investigation and that many research

problems are stated as questions. He/She adds that one

essential quality of a research question is that it is

researchable; meaning that there should be some sort of

information that can be collected in an attempt to answer it.

The trainer asks the participants to bring out Worksheet 3: My

Educational Research. He/She informs them that the

worksheet will be accomplished as they go along the entire

module. At the end of the module, they are to be group based

on their field of specialization and exchange their work for

peer critiquing. It is assumed that through such process each

participant can reflect on his/her chosen topic based on the

comments given by specific members of the group.

The trainer instructs the participants to answer items 1-2 of

the worksheet.


Slide 11 of 73]

8. Lunch Break: (Time Frame: 1 hour)

9. Review: (5 minutes)

The trainer flashes the following questions and asks the

participants to identify whether these are researchable or not

and allow them to explain why.

1. Should I put my youngster in preschool?2. What is the best way to learn to read?3. Are some people born bad?

Further explain that these questions are not researchable

because:

Question 1 poses no relationship to be investigated.

Question 2 is not feasible since it is asking for a best


9/29

9

Innovate to Lead

Slide 13 of 73

Nido bird spring onions Nido soup

way.

Question 3 poses no significance and at the same time,

not feasible as well.

The trainer asks the participants that these questions could be

revised to make them researchable. The trainer solicits

responses from the participants on how to make thesequestions researchable.

After getting several responses, flash the complete diagram to

the group.

The trainer explains that more often than not, we encounter

situations that require us to conduct research for there isalmost always a question or problem that needs to be

answered or solved. However, not every question we pose

can be researched. Hence, a researcher must be critical on

what questions he/she seeks to be answered because there

are those that are researchable and those that are not.


Slide 12 of 73]

10. Teaser: Connections (5 minutes)

The trainer conducts a game called Connections. In this

activity, participants shall be divided into groups. Each groupis required either to predict outcomes or to fill in the missing

object to complete the pattern.

Example:


10/29

10

Innovate to Lead

Slide 14 of 73

cow tomato _____________

Innovate to Lead

Slide 15 of 73

yellow _________ greenblue

Innovate to Lead

Slide 16 of 73

radiocamera ________________ iPhonelaptop telephone

Innovate to Lead

Slide 17 of 73

male donkey mare (female horse) _____________mule)

+ =Nido bird spring onions Nido soup

Set 1:

+ = ______________

cow tomato

Possible answers:

beef stew beef caldereta burger

Set 2:

+ ___________ =

yellow green

Answer: blue

Set 3:

________ + + + ________ =

camera radio iPhone

Possible answers:

laptop and telephone

Set 4:

+ = ______________

male donkey mare

(female horse)

Answer: mule


Slides 13-17 of 73]


11/29

11

Innovate to Lead

Slide 18 of 73

A variable is a concept that stands for variation within

a class of objects

Examples:

teaching styles

hair color

academic achievement

linguistic proficiency

programming skill

Constantsoccur if all members of a particular class are

identical

Innovate to Lead

Slide 19 of 73

Quantitative

versus

Categorical

Independent

versus

Dependent Variables


The trainer shall now explain that as mentioned a while ago,

an important characteristic of many research questions is that

it suggests a relationship of some sort to be investigated.

Although there are studies worth investigating that describeonly a particular group, individual, program or activity, they

do not help us understand why people think or behave in a

certain way, why a particular teaching strategy is to be used at

a certain time, why programs possess certain characteristics

and so forth. These studies which are purely descriptive in

nature limit our understanding of a situation, group or

phenomenon because we only learn what, when, where or

how something happened but not why it happened. It is for

this reason that research questions that suggest a relationship

are highly valued and explored. Such questions allow us to

gain insights about the world we live in by helping us detect

patterns or connections between parts and by explaining how

these parts are interrelated. The same idea governs the

previous game we had.

12. Theory Input: Research Variables and Categories of Variables

(20 minutes)

At this point, the trainer introduces the idea of variables, since

a relationship is a statement about variables.

Research Variables

A variable is a concept that stands for variation within a class

of objects. Examples are teaching styles, hair color, academicachievement, linguistic proficiency or programming skill.

Individual members in the class of objects must vary or differ

for us to say that there is a variable; otherwise, what we have

are constants. Constants occur if all members of a particular

class are identical. To elucidate, say for example, one is

interested in studying the relationship of age with regard to

academic performance of third year college students in STI

College-Global City. In this study, age would be a variable, as

well as academic performance for each will have several

variations. Meanwhile, the year level of the students would

be a constant.

Categories of Variables

Variables can be classified in several different ways. One way

is to distinguish between quantitative and categorical

variables.

Quantitative versus Categorical


12/29

12

Innovate to Lead

Slide 20 of 73

quantitative variables are

variables wherein we canassign numbers by

measuring intensity,

degree, magnitude or how

much of the variable

subjects (objects or

individuals) possess

categorical variables do

not vary in degree, amount

or quantity but are

qualitatively different

examples are height, weight, science aptitude, etc.examples are gender, socio-economic status, teaching

methods, sexual preference, occupation, etc.

Innovate to Lead

Slide 21 of 73

Which are quantitative and which are categorical?

Qu an ti tat iv e v ar ia bl es C ate go ri cal v ar iab le s

Heartbeat rateNationality

Visual Basic

Proficiency level

AnxietyCohesiveness Gender

Quantitative variables are variables wherein we can

assign numbers by measuring intensity, degree,

magnitude or how much of the variable subjects

(objects or individuals) possess. Examples are height,

weight, science aptitude, etc. On the contrary,

categorical variables do not vary in degree, amount

or quantity but are qualitatively different. Forinstance, gender, socio-economic status, teaching

methods, sexual preference and even occupation.

In the following examples which are categorical and

which are quantitative?

1. Heartbeat rate2. Nationality3. Proficiency level in Visual Basic4. Anxiety5. Cohesiveness

1, 3, 4 and 5 are quantitative variables, while 2 is a

categorical variable.

Item 4 Anxiety might be confusing. Sometimes

researchers have a choice of whether to treat a

variable as quantitative or categorical. In the case of

anxiety for example, you might have found studies

that compared a group of high-anxiety students to

a group of low anxiety students treating it as

though it were a categorical variable. While there is

nothing wrong with doing this, there are good

reasons why it is preferred to be treated as a

quantitative variable:

Conceptually, we consider variables such asanxiety in people to be a matter of degree, not

as a matter of either-or.

Collapsing the variable into two or event threecategories eliminates the possibility of using

detailed information about the variable, since

differences among individuals within a

category are ignored.

The dividing line between groups (High, middleand low anxiety) is relative which lacks any

defensible rationale.

Another common and useful way to comprehend

variables is to classify them as independent or

dependent.

Independent versus Dependent Variables

Independent variables are those that the researcher

wishes to study in order to assess their possible


13/29

13

Innovate to Lead

Slide 22 of 73

Independent variables are

those that the researcher

wishes to study in order to

assess their possible

effect/s on one or more

variables

Dependent variables are

those variables influenced

by the independent

variable

relationship between the independent and

dependent variables

affects

presumed cause presumed result

effect/s on one or more variables. An independent

variable is presumed to affect or at least partly cause

or somehow influence one other variable. The

variable influenced by the independent variable is

referred to as the dependent variable. For instance

one who intends to investigate the relationship

between birth order and success in life is likely torefer to the former as the independent variable and

subsequent success in life as the dependent variable.

Note, however, that it is possible to have more than

one independent and dependent variables in a study.

The relationship between the independent and

dependent variables can be represented graphically

as:

affects

Suppose a teacher plans to investigate the research

question: Will students perform better in their

programming subjects if they are good in Math?

What are the independent and dependent variables?

Performance in programming subjects is the

dependent variable, while mathematical ability is the

independent variable.

A basic problem in research is that there are myriad

possible independent variables that could somehow

affect the dependent variable. Once the researcher

decides which variables to study, he/she must also be

concerned about the influence or effect of other

variables that exist. Such variables are usually called

extraneous variables. The task is to control or

somehow minimize or even eliminate their effect.

Take for example the research question we had a

while ago: Will students perform better in their

programming subjects if they are good in Math?

There are many possible extraneous variables that

could have an effect on the performance of the

students. These include: the experience level of

Independent

Variable (s)

(presumed

cause)

Dependent

Variable (s)

(presumed

results)


14/29

14

Innovate to Lead

Slide 23 of 73

Identify the dependent, independent andextraneous variables for each research

question.

Innovate to Lead

Slide 24 of 73

Will female students who are taught Python

programming language by a teacher of the samegender like the subject more than female students

taught by a teacher of a different gender?

Research Question 1:

Answers:

Dependent variable: liking for Python programming

Independent variable: teachers gender

Extraneous variables: personality and ability of the teacher(s) involved;

the personality and ability level of the students; the materials used,

such as textbooks; the style of teaching; ethnicity and/or age of the

teacher and students; and others

Innovate to Lead

Slide 25 of 73

Do students who receive concert tickets as areward read more books than students whodo not receive concert ticket rewards?


Answers:

Dependent variable: number of books read

Independent variable: reward status

Extraneous variables: personality and ability level

of the students, age and income level of the

students; and others

students in programming, age, gender and even their

socio-economic status. All these and more are

possible extraneous variables that could affect the

performance in this particular study. Hence, the

researcher should control the extraneous variables

and hold them constant. For instance, if the

researcher includes only boys in the study, he/she iscontrolling the variable of gender. Since the gender

of the subjects do not vary, we can say it is a constant

in the study.


Slides 18-22 of 73]

13. Activity: Worksheet 4 -Research Variables (5 minutes)

The trainer makes sure that the participants were able to

grasp the difference between the independent and

independent variables and were aware of the extraneous

variables by giving a short exercise using Worksheet 4.

He/she tells the participants to pair up with their seatmate

and instructs them that together they have to answer the said

worksheet. Give them three (3) minutes to accomplish this

task.

After the given time has elapsed, ask volunteers to share their

answers to the group. Validate their responses and commend

those who got the correct answers.

Expected output:

Research Question #1:

Will female students who are taught Python programming

language by a teacher of the same gender like the subject

more than female students taught by a teacher of a different

gender?

Independent variable: Teachers gender

Dependent variable: Liking for Python programming

Extraneous variables: personality and ability of the teacher(s)

involved; the personality and ability level of the students; the

materials used, such as textbooks; the style of teaching;

ethnicity and/or age of the teacher and students; and others


Do students who receive concert tickets as a reward read

more books than students who do not receive concert ticket

rewards?

Independent variable: Reward status

Dependent variable: Number of books read

Extraneous variables: personality and ability level of the

students, age and income level of the students; and others


15/29

15

Innovate to Lead

Slide 26 of 73

Do students who are sleep deprived score

significantly lower on a test?


Answers:

Dependent variable: test scores

Independent variable: sleep deprivation

Extraneous variables: personality and ability level

of the students, teachers teaching style, time of

test; and others

Innovate to Lead

Slide 27 of 73

hypothesis refers to a prediction of results

before a study commences

normally, the research question is rewritten in a statement

form expressing a foreseen outcome of the study

Example:

Question: Will female students who are taught Python programming

language by a teacher of the same gender like the subject more than

female students taught by a teacher of a different gender?

Hypothesis: Students taught Python programming language by ateacher of the same gender will like the subject more than students

taught Python by a teacher of a different gender.

Innovate to Lead

Slide 28 of 73

Another example:

Question: How do teachers at STI College-Fairview feel about

special classes for the educationally handicapped?

Hypothesis 1: Teachers in STI College-Fairview believe that students

attending special classes for the educationally handicapped will be

stigmatized?

Hypothesis 2: Teachers in STI College-Fairview believe that special

classes for the educationally handicapped will help such studentsimprove their academic skills.

Note that many different hypotheses can come from a single

question.

QH

HH


Do students who are sleep deprived score significantly lower

on a test?

Independent variable: Sleep deprivation

Dependent variable: Test scoresExtraneous variables: personality and ability level of the

students, teachers teaching style, time of test; and others


Slides 23-26 of 73]


After knowing the variables involved in ones study, it is also

important to at least make a prediction of the possible

outcomes of the study. Doing so can lead to a more

sophisticated understanding of what the question implies and

exactly what variables are involved. This leads us now to the

formulation of the research hypothesis.

15. Theory Input: Research Hypothesis (25 minutes)

The Research Hypothesis

The term hypothesis, as used in research, refers to a

prediction of results before a study commences. Normally,

the research question is rewritten in a statement form

expressing a foreseen outcome of the study. Consider the

following examples:

Question: Will female students who are taught Python

programming language by a teacher of the same gender

like the subject more than female students taught by a

teacher of a different gender?

Hypothesis: Students taught Python programming

language by a teacher of the same gender will like the

subject more than students taught Python by a teacher of

a different gender.

Here is another example.

Question: How do teachers at STI College-Fairview feel

about special classes for the educationally handicapped?

Hypothesis 1: Teachers in STI College-Fairview believe

that students attending special classes for the

educationally handicapped will be stigmatized

Hypothesis 2: Teachers in STI College-Fairview believe


16/29

16

Innovate to Lead

Slide 29 of 73

Advantages:

it forces us to think more deeply and specifically about the

outcomes of the study

stating ones hypothesis enables one to make specificpredictions based on prior evidence or theoretical

arguments

Innovate to Lead

Slide 30 of 73

Pitfalls:

stating the hypothesis may lead to a bias,

either conscious or unconscious in descriptive surveys and ethnographic studies, hypothesis

would be too presumptuous and futile to predict what

findings of the inquiry will be

focusing attention on a hypothesis may prevent researchers

from noticing other phenomena significant to the study

Innovate to Lead

Slide 31 of 73

Answer items 3-11 of the worksheet.

that special classes for the educationally handicapped will

help such students improve their academic skills.

Please note that many different hypotheses can come from a

single question.

There are certain advantages gained by posing the hypothesis.One is that it forces us to think more deeply and specifically

about the outcomes of the study. Another advantage is that

stating ones hypothesis enables one to make specific

predictions based on prior evidence or theoretical arguments.

However there are also pitfalls that all should be aware of.

First, stating the hypothesis may lead to a bias, either

conscious or unconscious, on the part of the researcher.

Often, researchers are tempted to arrange the procedures or

manipulate data in such a way as to bring about desired

outcome. Second concerns research projects of certain types

descriptive surveys and ethnographic studies. In such

investigations, it would be too presumptuous, not to mention

futile, to predict what findings of the inquiry will be. The last

would be focusing attention on a hypothesis may prevent

researchers from noticing other phenomena significant to the

study. Like our example: How do teachers at STI College-

Fairview feel about special classes for the educationally

handicapped? Notice that the relationship to be investigated

is between teacher beliefs and type of class. Still, it would

likewise be vital for the researcher to compare what teachers

think about special classes with their beliefs about other kinds

of arrangements. If the researcher wouldnt, he/she would

not know if the teachers beliefs about special classes were in

any way unique or different.


Slides 27-30 of 73]

16. Application: My Educational Research (10 minutes)

The trainer asks the participants to answer items 3-11 of the

worksheet.


Slides 31-34 of 73]

17. Activity: Worksheet 5 -Matchstick Puzzles (10 minutes)

The trainer divides the participants into five groups. Each

group is tasked to provide clever solutions regarding the

puzzles shown in the slides and Worksheet 5. The group who

comes up with the wittiest solution in the fastest time wins

and receives a prize. Inform them to take note of their start

and end times in solving each puzzle, as well as the number of


17/29

17

Innovate to Lead

Slide 35 of 73

Are you clever enough?

Innovate to Lead

Slide 36 of 73

Matchstick Puzzle #1: Remove a square

Move matches to new positions to get only 4 squares, no

overlapping or loose ends.

Innovate to Lead

Slide 37 of 73

Matchstick Puzzle #2: 2 squares to 3

Move matches to make 3 squares.

Innovate to Lead

Slide 38 of 73

Matchstick Puzzle #3: Trash and Dustpan

Move only the matchsticks so that the trash will be inside the

dustpan.

attempts and matchsticks moved.

Give the participants six (6) minutes to accomplish the task

and worksheet.

After the given time has elapsed, ask who among the groups

solved each puzzle with the least number of matchsticksmoved in the fastest time. Allow the members of this group to

demonstrate how they solved the puzzle.

The trainer processes the activity by explaining that just like in

solving the puzzles, there may be different methods in

conducting research but there is one methodology that would

be most effective, efficient and appropriate for a specific type

of research.

Puzzle 1: Remove a square

Move matches to new positions to get only 4 squares, no

overlapping or loose ends

Solution to Puzzle 1: (matchsticks in brown and white are in

their original positions, matchsticks in red are in new

positions after moving those in white)


18/29

18

Innovate to Lead

Slide 39 of 73

Matchstick Puzzle #1: Remove a square

Matchsticks in brown and white are in their original positions,matchsticks in red are in new positions after moving those in

white.

Innovate to Lead

Slide 40 of 73

Matchstick Puzzle #2: 2 squares to 3Matchsticks in brown and white are in their original positions,

matchsticks in red are in new positions after moving those in

white.

Innovate to Lead

Slide 41 of 73

Matchstick Puzzle #3: 2 squares to 3

Matchsticks in transparent color moved to new positions.

Puzzle 2: 2 squares to 3

Move matches to make 3 squares

Solution to Puzzle 2: (matchsticks in brown and white are in

their original positions, matchsticks in red are in new

positions after moving those in white)

Puzzle 3: Trash and Dustpan

Move only the matchsticks so that the trash will be inside

the dustpan.


19/29

19

Innovate to Lead

Slide 42 of 73

is the process undertaken by the researcher in order

to obtain evidence to support or refute proposedfacts or principles

data generated shall be

the basis of sound

educational decisions

Solution to Puzzle 3: (matchsticks in transparent color moved

to new positions)


Slides 35-41 of 73]


Trainer explains that research question is the most important

part of the research. The study question will drive the entireresearch project. It will address the issue, obtain an answer,

and invites research. A weak question which is difficult to

research and difficult to be substantiated for its existence can

render the entire research weak and invalid. Therefore, it is

important to spend time and effort on the question before

embarking on the research project headlong. Also important

to mention is that good research question influences the

methodology that you are going to use. If researchers know

how to use these methodologies where they are appropriate

and if they become more scientific in their research efforts,

they can obtain more reliable information upon which to base

their educational decisions. As you might have noticed by now

our recently concluded activity required you to devise a

method or plan in order to solve the given scenarios. Same is

true for research. In conducting your own investigation, you

have to think of the appropriate research method you can use

to arrive at a particular conclusion. There are many methods

we can use to collect information but we should be wise

enough to choose a method that would allow us to gather

data without expending so much effort, time and resources.

At this point, it is important that we become familiar with the

various research methodologies.

19. Theory Input: Research Methodologies (75 minutes)

The Research Methodologies

A research methodology may be a description of process, or

may be expanded to include a philosophically coherent

collection of theories, concepts or ideas as they relate to a

particular discipline or field of inquiry; or methodology may
http://en.wikipedia.org/wiki/Theorieshttp://en.wikipedia.org/wiki/Theories


20/29

20

Innovate to Lead

Slide 43 of 73

Experimental Research

Correlational Research

Causal-Comparative Research

Survey Research

Ethnographic Research

Historical Research

Action Research

Innovate to Lead

Slide 44 of 73

the most conclusive of scientific

methods

researchers establish differenttreatments and study their effects;

results are likely to lead to the most

clear-cut interpretations

researchers manipulate independent

variables and measure their effects on

dependent variable/s

Innovate to Lead

Slide 45 of 73

Example 1:

Suppose a history teacher is interested in the

following question: How can I most effectively teach

important concepts (such as democracy or

colonialism) to my students?

Innovate to Lead

Slide 46 of 73

Example 2:

At the beginning of a school year, a researcher randomly

assigns all classes in a school district to have either a low

student-teacher ratio (small class, the treatment group)

or a normal student-teacher ratio (large class, the control

group). At the end of the school year, the researcher

measures each students achievement using the state

assessment and compares the average achievement of

students in the two sizes of classes.

refer to nothing more than a simple set of methods or

procedures, or it may refer to the rationale and the

philosophical assumptions that underlie a particular study

relative to thescientific method.

Simply stated, the research method is the process

undertaken by the researcher in order to obtain evidence tosupport or refute proposed facts or principles. Data

generated from the endeavor shall be the basis to which

sound educational decisions are grounded upon.

Various Research Methodologies

Experimental Researchis the most conclusive of scientific

methods. Because the researcher actually establishes

different treatments and then studies their effects, results

from this type of research are likely to lead to the most

clear-cut interpretations.

Example 1: Suppose a history teacher is interested in

the following question: How can I most effectively

teach important concepts (such as democracy or

colonialism) to my students? The teacher might

compare the effectiveness of two or more methods

of instruction (usually called the independent

variable) in promoting the learning of historical

concepts. After systematically assigning students to

contrasting forms of history instructions (such as

inquiry versus programmed units), the teacher could

compare the effects of these contrasting methods by

testing the students conceptual knowledge. Student

learning in each group could be assessed by anobjective test or some other measuring device. The

average scores on the test (usually called the

dependent variable), if they differed, would give

some idea of the effectiveness of the various

methods.

In experimental research, the researcher manipulates or

varies anindependent variable and measures its effects on

one or moredependent variables. In a true experimental

design, the researcherrandomly assigns the participants

who are being studied (also called thesubjects)to two or

more comparison groups. Sometimes the comparison

groups are referred to as treatment andcontrol groups.

Participants in the treatment group receive some type of

treatment, such as a special reading program. Participants

in the control group do not receive the treatment.

(http://www.ecs.org/html/educationIssues/Research/prim

er/appendixA.asp)

Example 2: At the beginning of a school year, a
http://www.ecs.org/html/educationIssues/Research/primer/appendixA.asphttp://www.ecs.org/html/educationIssues/Research/primer/appendixA.asphttp://en.wikipedia.org/wiki/Philosophy_of_sciencehttp://en.wikipedia.org/wiki/Scientific_methodhttp://newwindow%28%27..//primer/glossary_frame.asp?term=independent_variable%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=dependent_variable%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=random_assignment%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=subjects%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=comparison_groups%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=treatment%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=control_group%27,400,250);http://www.ecs.org/html/educationIssues/Research/primer/appendixA.asphttp://www.ecs.org/html/educationIssues/Research/primer/appendixA.asphttp://www.ecs.org/html/educationIssues/Research/primer/appendixA.asphttp://www.ecs.org/html/educationIssues/Research/primer/appendixA.asphttp://www.ecs.org/html/educationIssues/Research/primer/appendixA.asphttp://newwindow%28%27..//primer/glossary_frame.asp?term=control_group%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=treatment%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=comparison_groups%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=subjects%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=random_assignment%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=dependent_variable%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=independent_variable%27,400,250);http://en.wikipedia.org/wiki/Scientific_methodhttp://en.wikipedia.org/wiki/Philosophy_of_science


21/29

21

Innovate to Lead

Slide 47 of 73

is done to determine relationships among two or

more variables and to explore their implications for

cause and effect

this type of research can help us make moreintelligent predictions

Innovate to Lead

Slide 48 of 73

Example 1:

Could a math teacher predict which sorts of

individuals are likely to have trouble learning thesubject matter of Algebra?

Innovate to Lead

Slide 50 of 73

attempts to determine the cause or consequences of

differences that already exist between or amonggroups of individuals

it is sometimes viewed, along with

correlational research, as a form

of associational research, since

both describe conditions that

already exist between or among

groups of individuals

Innovate to Lead

Slide 51 of 73

Example 1:

A researcher measured the mathematical reasoning

ability of young children who had enrolled in private

schools and compared the scores with a group of

similar children who had been to public schools.

researcher randomly assigns all classes in a school

district to have either a low student-teacher ratio

(small class, the treatment group) or a normal

student-teacher ratio (large class, the control group).

At the end of the school year, the researcher

measures each students achievement using the state

assessment and compares the average achievementof students in the two sizes of classes. In this

example, class size is the independent variable

because class size is being varied or manipulated.

Student achievement is the dependent variable

because student achievement is being measured.

Correlational Researchis done to determine relationships

among two or more variables and to explore their

implications for cause and effect. This type of research

can help us make more intelligent predictions.

Example 1: Could a math teacher predict which sorts

of individuals are likely to have trouble learning the

subject matter of Algebra? If we could make fairly

accurate predictions in this regard, then perhaps we

could suggest some corrective measures for teachers

to use to help such individuals so that large numbers

of algebra-haters are not produced.

Example 2: The study which investigated the

relationship between variables such as social life and

organizational affiliation to life satisfaction in 618

older Americans. They found that social life was

critically important in predicting life satisfaction,

especially in those older Americans who were notworking. These finding held up even when factors

such as health, self-reported vitality, social support,

and congeniality were controlled. (Harlow, R. E., &

Cantor, N. (1996). Still participating after all these

years: A study of life task participation in later

life.Journal of Personality & Social Psychology,

711235-1249.)

Causal-Comparative Researchattempts to determine the

cause or consequences of differences that already exist

between or among groups of individuals. As a result, it is

sometimes viewed, along with correlational research, as aform of associational research, since both describe

conditions that already exist between or among groups of

individuals. As a result, it is sometimes viewed, along with

the correlational research, as a form of associational

research, since both describe conditions that already

exist.

Example 1: A researcher measured the mathematical


22/29

22

Innovate to Lead

Slide 53 of 73

a scientific social research method that involves

Selecting a random sample of people to answer some questions

Designing a standardized questionnaire to get information about the

research question(s)

Administering the questionnaire Coding the responses in a standardized form

Analyzing the results to provide descriptions about the people in the

sample and find relationships between different responses

Generalizing the results to the population from which the sample was

drawn

(Earl Babbie (1990). Survey Research Methods, 2nd ed. California: Wadsworth Publishing

Company)

Innovate to Lead

Slide 54 of 73

Example:

A college dean who wants to find out how his facultyfeels about his administrative policies.

reasoning ability of young children who had enrolled

in private schools and compared the scores with a

group of similar children who had been to public

schools.

Example 2: A researcher measured the frequency of

students misbehavior at schools which use corporalpunishment and compared that to schools which did

not use corporal punishment.

The basic casual-comparative approach, therefore, is to

begin with a noted difference between two groups and to

look for possible causes for, or consequences of, this

difference. However, interpretations of causal-

comparative research are limited, therefore, because the

researcher cannot say conclusively whether a particular

factor is a cause or a result of the behavior(s) observed.

Nevertheless, despite problems of interpretation, causal-

comparative studies are of value in identifying possiblecauses of observed variations in the behavior patterns.

Survey Research

A scientific social research method that involves

Selecting a random sample of people to answersome questions

Designing a standardized questionnaire to getinformation about the research question(s)

Administering the questionnaire Coding the responses in a standardized form Analyzing the results to provide descriptions

about the people in the sample and find

relationships between different responses

Generalizing the results to the population fromwhich the sample was drawn

(Earl Babbie (1990). Survey Research Methods, 2nd ed.

California: Wadsworth Publishing Company)

Another type of research that obtains data to determine

specific characteristics of a group.

Example: A college dean who wants to find out how

his faculty feels about his administrative policies.

What do they like about his policies? What do theydislike? Why? Which policies do they like the best or

least?

These sorts of questions can best be answered through a

variety of survey techniques that measure faculty

attitudes toward the policies of the administration.


23/29

23

Innovate to Lead

Slide 55 of 73

the most complex of all research methods

a variety of approaches are used in an attempt to

obtain as holistic a picture as possible of a particular

society, group, institution, setting, or situation

the emphasis is on documenting

or portraying the everyday

experiences of individuals by

observing and interviewing them

and relevant others.

Innovate to Lead

Slide 56 of 73

Part and not the whole

James Peacock illustrates the dangers of only looking at parts

of a situation and not the whole. He gives the example of a

factory worker who at the end of each day leaves the factory

with an empty wheelbarrow. Each day a security guard checksto make sure that there is nothing in the wheelbarrow and

then allows the worker to leave. Several months later it was

discovered that the worker was stealing wheelbarrows the

whole time! No one noticed that the worker never began the

day with a wheelbarrow!

(http://www.nps.gov/history/ethnography/aah/aaheritage/ERCc.htm)

A descriptive survey involves asking the same set of

questions (often prepared in the form of a written

questionnaire or ability test) of a large number of

individuals either by mail, by telephone, or in person.

When answers to a set of questions are solicited in

person, the research is called an interview. Responses are

then tabulated and reported, usually in the form offrequencies or percentages of those who answer in a

particular way.

Thus, the big advantage of survey research is that it has

the potential to provide us with a lot of information

obtained from quite a large sample of individuals. In the

given example, if more details about particular survey

questions are desired, the college dean can conduct

personal interviews with the faculty. The advantages of

an interview (over a questionnaire) are that open-ended

questions can be used with greater confidence, particular

questions of special interest or value can be pursued in

depth, follow-up questions can be asked, and items that

are unclear can be explained.

Now, for methodologies applicable to Qualitative

Research are:

Ethnographic Research

Ethnographic research is, in many respects, the most

complex of all research methods. A variety of approaches

are used in an attempt to obtain as holistic a picture as

possible of a particular society, group, institution, setting,

or situation. The emphasis in this type of research is ondocumenting or portraying the everyday experiences of

individuals by observing and interviewing them and

relevant others. The key tools, in fact, in all ethno-graphic

studies are in-depth interviewing and continual, ongoing

participant observation of a situation. Researchers try to

capture as much of what is going on as they can---the

whole picture, so to speak.

Example 1: Consider PE subject. Just how do physical

education teachers teach their subject? What kinds

of things do they do as they go about their daily

routine? What sort of things do students do? In what

kind of activities do they engage? What explicit and

implicit rules of games in PE classes seem to help or

hinder the process of learning?

Example 2: Part and not the whole

James Peacock illustrates the dangers of only looking

at parts of a situation and not the whole. He gives the

example of a factory worker who at the end of each


24/29

24

Innovate to Lead

Slide 58 of 73

in this research, some aspect of the past is studied

either by perusing documents of the period or by

interviewing individuals who lived during the time

the researcher then attempts to

reconstruct as accurately as possible

what happened then and to

explain why it did

Innovate to Lead

Slide 59 of 73

Example 1:

A Curriculum Coordinator in STI wants to know what

sorts of arguments have been made in the past as to

what should be included in the Social Science

curriculum for BSIT students.

Innovate to Lead

Slide 60 of 73

Example 2:

Educational experiences of minority groups or

women.

day leaves the factory with an empty wheelbarrow.

Each day a security guard checks to make sure that

there is nothing in the wheelbarrow and then allows

the worker to leave. Several months later it was

discovered that the worker was stealing

wheelbarrows the whole time! No one noticed that

the worker never began the day with a wheelbarrow!(http://www.nps.gov/history/ethnography/aah/aahe

ritage/ERCc.htm)

Historical Research

In this type of research, some aspect of the past is

studied, either by perusing documents of the period or by

interviewing individuals who lived during the time. The

researcher then attempts to reconstruct as accurately as

possible what happened during that time and to explain

why it did.

Example 1: A Curriculum Coordinator in STI wants to

know what sorts of arguments have been made in

the past as to what should be included in the Social

Science curriculum for BSIT students. She could read

what various Social Science and other curriculum

theorists have written on the topic and then compare

their positions. The major problems in historical

research are making sure that the documents or

individuals really did come from (or live during) the

period under study and, once this is established;

ascertaining that what documents or individuals say

is true.

Example 2: Educational experiences of minority

groups or women.

Example 3: The replacement of standard paper and

pencil tests with performance tests to assess

competence among students.

Example 4: The effects of family violence on youth

(http://663studygroup.pbworks.com/w/page/105052

8/Chapter-16-Historical-Research)

Action Research

Action research is a special type of education research

that involves the following features:

Collection of data about a current educationpractice or program and the resulting outcomes

Reflection on the information acquired
http://663studygroup.pbworks.com/w/page/1050528/Chapter-16-Historical-Researchhttp://www.nps.gov/history/ethnography/aah/aaheritage/ERCc.htmhttp://www.nps.gov/history/ethnography/aah/aaheritage/ERCc.htmhttp://www.nps.gov/history/ethnography/aah/aaheritage/ERCc.htmhttp://663studygroup.pbworks.com/w/page/1050528/Chapter-16-Historical-Researchhttp://663studygroup.pbworks.com/w/page/1050528/Chapter-16-Historical-Researchhttp://663studygroup.pbworks.com/w/page/1050528/Chapter-16-Historical-Researchhttp://663studygroup.pbworks.com/w/page/1050528/Chapter-16-Historical-Researchhttp://663studygroup.pbworks.com/w/page/1050528/Chapter-16-Historical-Researchhttp://www.nps.gov/history/ethnography/aah/aaheritage/ERCc.htmhttp://www.nps.gov/history/ethnography/aah/aaheritage/ERCc.htmhttp://www.nps.gov/history/ethnography/aah/aaheritage/ERCc.htm


25/29

25

Innovate to Lead

Slide 63 of 73

is a special type of education research that involves the

following features:

Collection of data about a current education practice or program

and the resulting outcomes

Reflection on the information acquired

Development and implementation of

an improvement plan (the action)

Collection of data on the practice or

program after changes have been made

Development of conclusions about the

results of the improvement plan

Innovate to Lead

Slide 64 of 73

can be conducted by individuals such as teachers or by

groups of individuals, such as school staffs, and is called

collaborative action research.(http://www.ecs.org/html/educationIssues/Research/primer/appendixA.asp)

benefits:

reflection on education practice

identification of strategies for improvement

acquisition of research skills

collaboration of teachers and principals

to improve education outcomes

Innovate to Lead

Slide 65 of 73

Example of individual action research:

A teacher wants to know if group activities willimprove the performance of her students in math

using whole-group instruction for three weeks.

Innovate to Lead

Slide 66 of 73

Example of collaborative action research:

The teachers and principal of an elementary school

want to improve their students' writing skills.

Together they examine student writing samples and

identify the specific areas that need improvement.

Development and implementation of animprovement plan (the action)

Collection of data on the practice or programafter changes have been made

Development of conclusions about the results ofthe improvement plan

Action research can be conducted by individuals such as

teachers or by groups of individuals, such as school staffs.

The latter is called collaborative action research.

(http://www.ecs.org/html/educationIssues/Research/prim

er/appendixA.asp)

Example of individual action research:A teacher wants to know if group activities will

improve the performance of her students in

math. She measures the performance of her

students on math problems after using whole-group instruction for three weeks. She then

supplements her instruction with small-group

learning activities for three weeks and again

measures student performance. She finds that

student achievement increased with the use of

group activities compared to whole-group

instruction. On the basis of these action

research results, she changes her approach to

teaching math.

Example of collaborative action research:The teachers and principal of an elementary

school want to improve their students' writing

skills. Together they examine student writing

samples and identify the specific areas that

need improvement. They then purchase a new

writing program that teachers, subsequent to

training, will implement for eight weeks. During

the eight weeks, the teachers and principals

meet weekly as a group to discuss progress and

problems. At the end of the eight weeks, they

compare student writing samples to those

obtained prior to implementation of the new

program. Because there are improvements instudent writing, the school decides to adopt the

program as part of their regular curriculum. The

teachers and principal agree to continue

monitoring the implementation and results of

the new writing program.

For practitioners, action research can have


26/29

26

Innovate to Lead

Slide 67 of 73

How do ancient Filipinos manage their communities?

historical research

How can we predict which students might have troubles learning certain kinds of

subject matters

correlational research

How do the students feel about the implementation o f the new school policy?

survey research

Do teachers behave differently toward students of different genders?

causal comparative research

What goes on in the computer laboratory dur ing an average week?

ethnographic research

Do essay type exams improve critical thinking skills of first year college students?

experimental research

several benefits. These include reflection on

education practice, identification of strategies

for improvement and acquisition of research

skills. Collaborative action research has the

additional benefit of engaging teachers and

principals in joint work to improve education

outcomes.

There are several limitations to action research,

however. Theoretically, action research can be

eitherdescriptive orexperimental.Most action

research studies use descriptive research

designs but attempt to draw conclusions about

the effects of an action on some outcome.

Action research studies rarely employ

experimental methods, such as the use of a

control group or the matching or random

assignment that give experimental studies their

power. Conclusions about cause and effect are

reliable, however, only when they are based on

solid experimental research designs. Another

limitation is that most action research is

restricted to one classroom or school, which

means that the results cannot begeneralized to

other classrooms or schools. Thus, action

research studies often lack bothinternal validity

and external validity , and generally are not

useful for making policy decisions.


Slides 42-66 of 73]

20. Activity: Worksheet 6 - Research Methodologies (5 minutes)

The trainer will reinforce the discussion through a simple

analysis game using Worksheet 6.

Ask the participants to answer the following items about the

various types of research methodologies using Worksheet 6 in

three (3). The following research questions will be flashed on

the screen and the volunteers will determine the most

appropriate or particularly suitable methodology to each

research question.

How do ancient Filipinos manage their communities?(historical research)

How can we predict which students might havetroubles learning certain kinds of subject matters?

(correlational research)

How do the students feel about the implementationof the new school policy? (survey research)

Do teachers behave differently toward students of
http://newwindow%28%27..//primer/glossary_frame.asp?term=descriptive_research%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=experimental_research%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=control_group%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=matching%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=random_assignment%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=random_assignment%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=generalization%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=internal_validity%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=external_validity%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=external_validity%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=internal_validity%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=generalization%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=random_assignment%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=random_assignment%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=random_assignment%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=matching%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=control_group%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=experimental_research%27,400,250);http://newwindow%28%27..//primer/glossary_frame.asp?term=descriptive_research%27,400,250);


27/29

27

Innovate to Lead

Slide 68 of 73

describe a state of affairs as fully and carefully as possible

this research type happens when researchers summarize the

characteristics (abilities, preferences, behaviors and so on) ofindividuals or groups or sometimes even physical environments

Descriptive

Studies

Other than describe situation or events, there are studies focusing

on possible relationships to understand phenomena more completely.

For instance, if a researcher studies teacher ch aracteristics and

student achievement, he/she looks into relationship between the two

Associational

Studies

In the case of intervention studies, a particular method or

treatment is assessed based on its effect on identified outcomes.Intervention

Studies

different genders? (causal comparative research)

What goes on in the computer laboratory during anaverage week? (ethnographic research)

Do essay type exams improve critical thinking skills offirst year college students? (experimental research)

[Refer to Innovate to LeadSlide 67 of 73]


It is useful to consider that individual research

methodologies can be further collapsed into three general

research categories: Descriptive, Associational and

Intervention.

22. Theory Input:General Research Categories (20 minutes)

The trainer then begins to expound on the three general

research categories.

Descriptive Studies

This particular treatment describes a state of affairs as fully

and carefully as possible. Furthermore, this research type

happens when researchers summarize the characteristics

(abilities, preferences, behaviors and so on) of individuals or

groups or sometimes even physical environments.

Associational Studies

Other than describe situation or events, there are studiesfocusing on possible relationships to understand phenomena

more completely. For instance, if a researcher studies

teacher characteristics and student achievement, he/she

looks into relationship between the two.

Intervention Studies

In the case of intervention studies, a particular method or

treatment is assessed based on its effect on identified

outcomes.


Slide 68 of 73]

23. Activity:Categorize(10 minutes)

The trainer posts on the board the printed research

categories and methodologies randomly. He/She then asks

the participants to categorize the various research

methodologies discussed previously and further classify them


28/29

28

Innovate to Lead

Slide 69 of 73

Innovate to Lead

Slide 70 of 73

Descriptive Survey

Ethnographic

Historical

Associational Correlational

Causal-comparative

Intervention Action

Experimental

Innovate to Lead

Slide 71 of 73

Answer item 12 of the worksheet.

Sample:

12.My research methodology is experimental

researchbecause there is a need to establish

different treatments and study their effects and

at the same time, controlling the independent

variable

Innovate to Lead

Slide 72 of 73

the purpose of research is

to find a solution to a particular type of problem,

to provide direction towards a solution, or

to put some light in the unknown areas of

knowledge for enlightenment.

thus, research actually helps us to understand

our reality more clearly, as well as help us to

enjoy better living conditions.

into three (3) distinct types.

Correct answers are:

Descriptiveo Surveyo Ethnographico Historical

Associationalo Correlationalo Causal-comparative

Interventiono Actiono Experimental


Slides 69-70 of 73]

24. Application: My Educational Research (10 minutes)

The trainer asks the participants to answer item 12 of the

worksheet.


Slide 71 of 73]

25. Closure: (5 minutes)

The trainer ends the session by simply saying that the

purpose of research is to find a solution to a particular type

of problem, to provide direction towards a solution or to putsome light in the unknown areas of knowledge for

enlightenment. Thus, research actually helps us to

understand our reality more clearly, as well as help us to

enjoy better living conditions.

The trainer may ask the participants five take-aways from

todays sessions.


Slides 72-73 of 73]

Babbie, E. (1990). Survey Research Methods, 2nd ed. California:

Wadsworth Publishing Company

Fraenkel, J. and Wallen, N. (2006). How to Design and Evaluate

Research in Education. NY: McGraw Hill.

Harlow, R. E., & Cantor, N. (1996). Still participating after all these


29/29

Innovate to Lead

Slide 73 of 73

years: A study of life task participation in later life . Journal of

Personality & Social Psychology, 71 1235-1249

Webster, 2nd Edition.1984

http://663studygroup.pbworks.com/w/page/1050528/Chapter-16-

Historical-Research

http://coursework-writing.co.uk/blog/dissertation-writing/research-

question

http://en.wikipedia.org/wiki/Methodology

http://en.wikipedia.org/wiki/Research

http://wps.prenhall.com/chet_leedy_practical_8/0,9599,1569572-

,00.html

http://www.cals.ncsu.edu/agexed/aee578/research_problem.ppt

www.c00lstuff.com/.../Don_t_Judge_too_Quickly_compilation/

http://www.ecs.org/html/educationIssues/Research/primer/appendix

A.asp

http://www.lesn.appstate.edu/olson/EDL7110/Course_Components/P

owerPoint%20Presentation

http://www.nps.gov/history/ethnography/aah/aaheritage/ERCc.hmm
http://663studygroup.pbworks.com/w/page/1050528/Chapter-16-Historical-Researchhttp://663studygroup.pbworks.com/w/page/1050528/Chapter-16-Historical-Researchhttp://coursework-writing.co.uk/blog/dissertation-writing/research-questionhttp://coursework-writing.co.uk/blog/dissertation-writing/research-questionhttp://en.wikipedia.org/wiki/Methodologyhttp://en.wikipedia.org/wiki/Researchhttp://wps.prenhall.com/chet_leedy_practical_8/0,9599,1569572-,00.htmlhttp://wps.prenhall.com/chet_leedy_practical_8/0,9599,1569572-,00.htmlhttp://www.cals.ncsu.edu/agexed/aee578/research_problem.ppthttp://www.c00lstuff.com/.../Don_t_Judge_too_Quickly_compilation/http://www.ecs.org/html/educationIssues/Research/primer/appendixA.asphttp://www.ecs.org/html/educationIssues/Research/primer/appendixA.asphttp://www.lesn.appstate.edu/olson/EDL7110/Course_Components/PowerPoint%20Presentatiohttp://www.lesn.appstate.edu/olson/EDL7110/Course_Components/PowerPoint%20Presentatiohttp://www.nps.gov/history/ethnography/aah/aaheritage/ERCc.hmmhttp://www.nps.gov/history/ethnography/aah/aaheritage/ERCc.hmmhttp://www.lesn.appstate.edu/olson/EDL7110/Course_Components/PowerPoint%20Presentatiohttp://www.lesn.appstate.edu/olson/EDL7110/Course_Components/PowerPoint%20Presentatiohttp://www.ecs.org/html/educationIssues/Research/primer/appendixA.asphttp://www.ecs.org/html/educationIssues/Research/primer/appendixA.asphttp://www.c00lstuff.com/.../Don_t_Judge_too_Quickly_compilation/http://www.cals.ncsu.edu/agexed/aee578/research_problem.ppthttp://wps.prenhall.com/chet_leedy_practical_8/0,9599,1569572-,00.htmlhttp://wps.prenhall.com/chet_leedy_practical_8/0,9599,1569572-,00.htmlhttp://en.wikipedia.org/wiki/Researchhttp://en.wikipedia.org/wiki/Methodologyhttp://coursework-writing.co.uk/blog/dissertation-writing/research-questionhttp://coursework-writing.co.uk/blog/dissertation-writing/research-questionhttp://663studygroup.pbworks.com/w/page/1050528/Chapter-16-Historical-Researchhttp://663studygroup.pbworks.com/w/page/1050528/Chapter-16-Historical-Research

innovate to lead understanding the core of research

Documents