Module 4: Research in Child and Adolescent Development

“Research is to see what everybody else has seen and to think what nobody else
has thought.”
– Albert Szent
– Gyorgi, Hungarian Biochemist

Principle of Research

TEACHERS as CONSUMERS/ END USERS

Research gives teachers and policy – makers important knowledge to use in

decision – making for the benefit of learners and their families. Well informed
teachers are able to use and integrate the most authoritative research findings.
Research enables teachers to come up with informed decisions related to
educational policies, curriculum, effective teaching – learning processes, and even
those involving research, too. It can help us , teachers, to be more knowledgeable
about how to fit our teaching with the developmental levels of our learners.

TEACHERS as RESEARCHERS

The conducts of research does not only belong to thesis dissertation writers. It is for
students and teachers too. Let us learn how to conduct research by finding out the
different research principle and the research methods and designs with focus on
child and adolescent development.

The Scientific Method

One important principle in research is adherence to the scientific method,

since research is a systematic and a logical process. As such, research basically
follow the scientific method.

5 Steps of Scientific Method (John Dewey)

1. Identify and define the problem

2. Determine the hypothesis
3. Collect and Analyze data
4. Formulate Conclusion
5. Apply conclusion

Simply explained, Identifying the research problem is the first step. This is
followed by stating a tentative answer to the research problem called hypothesis.
The hypothesis is also referred to as an “educated guess” or hypothesis?” If your
research problem is concerned with determining the cause of an effect or a
phenomenon you have to gather and analyze data derived from an experiment.
This is true with experimental research. However, if you research problem is
concerned with describing data and characteristics about the subjects or
phenomenon you are studying, you do not need to perform an experiment. This is
descriptive research. After analyzing the data, you formulate your conclusions.
Compare your conclusion to your original hypothesis to find out if your original
hypothesis is correct or not. If your original hypothesis jibes with your finding and
conclusion, affirm your hypothesis. If your original hypothesis does not jibe with
your finding and conclusios, reject your original hypothesis.
Research Designs

Research that are done with high level of quality and integrity provide us with
valuable information about child and adolescent development. To be able to
conduct quality research, It is important that you know various research designs
and different data- gathering techniques used by developmental researchers.
Some are given and described below.

RESEARCH
DESCRIPTION STRENGTHS WEAKNESS
DESIGN
1. Case Study An in-depth It provides Need to
look at an information exercise caution
individual about an when generalize
individual’s from the
fears, hopes, information; the
fantasies, subject of a
traumatic case study is
experiences, unique with a
upbringing, genetic make-
family up and
relationships, experiences no
health, and one else shares;
anything that involves
helps a judgements of
psychologist unknown
understand reliability, in that
that person’s usually no
development. check is made
(Santrock, to see if other
2002) psychologist
agree with other
observation.
(Santrock.2002)
2. CORRELATIONAL A research Useful because Because to
STUDY design that the more exercise
determines strongly two correlation
associations events are research does
corrected, the not involve the
more we can manipulation of
predict one factors, it is not
from the other a dependable
way to isolate
cause

(Kantowitz. et al
2001 cited by
Santrock.2002)
3. EXPERIMENTAL A research The only true Experimental
design that reliable method research is
determines of establishing limited to what
cause and cause and is observable,
effect. testable and
effect manipulable.
relationship. Failure to
achieve
The randomization
experimental may limit the
method extent to which
involves the study
manipulating sample is
one variable representative
cause changes
in another of the parent
variable. This population and,
method relies with it,
on controlled generalizability
methods, of the findings
random of the study.
assignment and Experimentation
the with human is
manipulation of subject to a
variables to test number of
a hypothesis.
external
influences that
may dilute the
study results.
(Donnan, 2000)

A further
limitation of
experimentation
of experimental
research is that
subjects may
change their
behavior or
respond in a
specific manner
simply because
of awareness of
being observed
Hawthorne effect.
(Haughey,1994;
Clifford,1997).
4. NATURALSTIC A research One of the The
OBSERVATION design that advantage of disadvantage of
focuses on this type of naturalistic
children’s research is that observation
experiences in it allows the include the fact
natural researcher to that it can be
settings. directly difficult to
observe the determine the
This does not subject in a exact cause of
involve any natural setting. behavior and
intervention or the
manipulation experimenter
on the part of cannot control
the outside
researcher. variables.

This
technique
involves
observing
subjects in
their natural
environment.

This type of
research is
often utilized
in situations
where
conducting
lab research is
unrealistic,
cost
prohibitive or
would unduly
affect the
subject’s
behavior.
5. LONGITUDINAL This research Allows them to They are
design studies record and expensive and
and follows monitor time-
through a developmental consuming.
single group trends.
over a period The longer the
of time. The study lasts, the
same more subjects
individuals are drop out they
studied over a move, get sick,
period of time, lose interest,
usually etc.
several years
or more. Subjects can
bias the
outcome of a
study, because
those who
remain may be
dissimilar to
those who drop
out.

6.CROSS- SECTIONAL A research Allow them to It gives no

strategy in record and information
which monitor about how
individuals of developmental individuals
different ages trends. The change or about
are compared researcher the stability of
at one time. does not have their
to wait for the characteristics.
individuals to (Santrock,2002)
grow up or
become older.

7. SEQUENTIAL This is the Allow them to It is complex,

combined record and expensive, and
cross- monitor time
sectional and development consuming.
longitudinal trends. It
approaches to provides
learn about information to
life- span obtain from
development cross-
sectional or
(Schaie,1993 longitudinal
cited by approaches
Santrock, alone.
2002). (Santrock,2002)
This start with
a cross-
sectional
study that
includes
individuals of
different ages.
A number of
months or
years after the
initial
assessment,
the same
individuals are
tested again-
this is the
longitudinal
aspect of the
design. At the
last time, a
new group of
subjects is
assessed at
each grade
level.
8. ACTION RESEARCH Action Appropriate in Typically take
research is a a particular place in one
reflective setting when organization
process of the purpose of only at a
progressive study is to “to particular time
problem create changes and could not
solving led by and gain be interpreted
individuals information on within different
working with processes and organizations in
others in outcome of the the same way.
teams or as strategies Therefore,
part of a used” research
“community (Hunt1987) findings are
of practice” to hard to
improve the Use different generalize.
way they methods can
address get the best out If research
issues and of the different participants do
solve methods not feel they
problems. employed, if understand and
done well. “own” the
In the context Stakeholders research project
of teaching, are included this could lead
action through out to a potential
researches of and so conflict of
teachers stem researchers are interest
from their more likely to between the
own questions make a researcher and
about and “difference” those
reflections on participating in
their everyday the
classroom organization,
practice. but also
between the
researcher with
some
participants, on
the one hand
and other
members the
organization.
Data- Gathering Techniques

Data- Gathering Definition/ Description

Techniques
1. Observation Observation can be made in either laboratories or
material setting. In naturalistic observation, behavior
is observed in the real world like classroom, home,
and neighborhood
2. Physiological Certain indicators of children’s development such as
Measures among others, heart rate, hormonal levels, bone
growth, body weight, and brain activity are
measured.
3. Standardized These are prepared test that asses individuals’
performance in different domains. These tests are
administered in a consistent manner.
4. Interviews and Involve asking the participants to provide
Questionnaires information about themselves based on the
interview or questionnaire given by the researcher.

Gathering of data may be conducted through a

printed questionnaire, over the telephone, by mail, in
person or on-line.

Information is obtained by utilizing standardized

procedures so that every participant is asked the
same questions in the same manner. It entails
asking participants for information in some
structured format.
5. Life- History These are records of information about lifetime
Records chronology of events and activities. They often
involve a combination of data records on education,
work, family, and residence. These include public
records or historical documents or interviews with
respondent.

Ethical Principles
To serve the genuine purposes of research, teacher researchers are subject to
ethical principles. Just as we have the Code of Ethics that governs the behavior of
teachers, there also exist ethical standards that guide the conduct of research.
These ethical standards serve as reminders that as researchers, we should strive to
protect the subjects of our study and to maintain the integrity of our research,
Details of these ethical principles are found in documents such as the following:
1. Ethical standards of the American Educational Research Association
http://www.aera.net/uploadedFiles/About_AERA/Ethical_Standards/EthicalSta
ndards.pdf
 2. Ethical Standards for Research with Children – Society for Research in Child
Development (USA)
http://www.srcd.org/index.php?option=com_content&task=
view&id=68&Itemid=110

3. Standards of the American Psychological Association Concerning Research

http://www.lcsc.edu/policy/Policy/1.112a.PDF
We invite you to read and reflect on them.

Common among the three standards given above are the following considerations
for researches conducted with young children and other vulnerable population which
are enumerated by the National Association for the Education of Young Children
(NAEYC).
Some key points are:
1. Research procedures must never harm children, physically or psychologically.
2. Children and their families have the right to full information about the research in
which they participate, including possible risks and benefits. Their decisions to
participate must be based on what is called “informed consent”.
3. Children’s questions about the research should be answered in a truthful manner
and in ways that children can understand.
4.There should be respect for privacy. Information obtained through research with
children should remain confidential. Researchers should not disclose personal
information or the identity of participants in written or oral reports and discussions.
The Data Privacy Act of 2012 (R.A 10173)
This law was passed in the Philippines in 2012
“to protect the fundamental human right of privacy of communication while ensuring
free flow of information to promote innovation and growth.”
The law states that the collection of personal data “must be a declared specified, and
legitimate purpose and that.. consent is required prior to the collection of all personal
data.”

For more details, Read RA 10173

Impact of Teachers’ Research Involvement on Teachers
Research itself has proven that teachers have everything to gain and nothing
to lose when they get involve in the research process.
Evidence suggests that:
1. Teacher who have been involved in research may become more reflective,
more critical and analytical in their teaching, and more open and committed
to professional development (Oja & Pine 1989; Henson 1996; Keyes 2000;
Rust 2007).
2. Participating in teacher research also helps teachers become more deliberate
in their decision – making and actions in the classroom.
3. Teacher research develops the professional disposition of lifelong learning,
reflective and mindful teaching, and self transformation (Mills 2000; Stringer
2007).
4. Engaging in teaching research at any level may lead to rethinking and
reconstructing what it means to be a teacher or teacher educator and
consequently, the way teachers relate to children and students.
5. Teacher research has the potential to demonstrate to teachers and
prospective teachers that learning to teach is inherently connected to learning to
inquire (Borko, Liston, &Whitcomb 2007).