Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Immersions
Objectives of the Session
At the end of the session, the participants
should be able to:
Discuss the importance of the curriculum
guide
Explain how to use the curriculum guide in
planning for instruction
Explore Grade 12 Inquiries, Investigations
and Immersion Curriculum guide and
instructional materials
Give sample learning activities for the
learning competencies of Inquiries,
Investigations and Immersion
DEPARTMENT OF EDUCATION
What is research?
Research is
A study/investigation
A scientific investigation
Is a study on investigation which is done
systematically, empirically, scientifically,
and logically for the purpose of achieving
knowledge and helping solve situational
problems.
Characteristics of a Research
Process
Systematic - well defined designs, an
orderly procedure
Empirical measurable and observable
things or phenomenon that you can put in
print on the bases of your senses.
Scientific can be tested
Logical justifiable and acceptable by
reason
Purpose of Research
(Theories/Principles)
Skills and abilities Pure/Basic research
necessary in (Idealistic)
conducting Solutions to
Research/Scientific problems
Investigation (Social
Responsibility
Input Output
System Framework of research
Aims at developing a person to be-
ENVIRONMENT Sensitive to
surroundings
Social Systematic
Political Critical
Economic Objective
Educational Logical
Technological Rational
Physical Analytical
Critical Researcher- has the 3rd
eyes, seeks the truth from what he
reads, does not take them hook-line
and sinker, does not jump into
conclusions. Treat opinions as
opinions
Begin with
a TOPIC in
mind
10
TOPIC
Relevant
Significant
Feasible
11
Brainstorming for Research Topics
1. Scheduling 7. Field trips
2. Team teaching 8. School facilities
3. Evaluation of 9. Extracurricular
learning, programs
reporting to 10. Uses of ICT in
parents Instruction
4. Student 11. Stress
regulation management
5. Learning styles 12.Guidance-
6. Peer Tutoring counseling
programs
I. Brainstorming for Research
Topics
STEP 1: Topic
Identification
Key Questions:
a.What do I know about the
topic?
b.What should I know about
the topic?
c.What do previous studies
say about my chosen topic?
II. Identifying the Problem and
Asking the Question
E R
FEEL C Religious/Moral
P
Meaningful sensation of
Source of Situational Problem
RESEARCH PROBLEM
-a scientific
the condition in the
investigation of the
environment that bothers
different dimensions
you and which you alone
associated with the
cannot solve.
situational problem
involving 2 or more
factors or variables
Example
Knowledge of child abuse existing
in the environment are problems
that can be derived from this
situation. Problems would be
a. Do children abused sexually
come from
-broken homes or not
-one-parent homes or not
-poor families or not
The research problem is just a
part of the whole pie. It
investigates two or more
variables, particularly, how these
variables are related.
II. Identifying the Problem and
Asking the Question
Background of the Problem
It is the presentation of the concept
of the study in a very effective
manner.
1. It must include an assumption of
significance.
2. It must be a loaded statement that
would drive an impact to emote
interest from the reader.
3. It must be simple, clear, specific and
related to the topic.
II. Identifying the Problem
and Asking the Question
Background of the Problem
This introductory page acquaints
the reader with the problem to be
dealt with. This orientation is
best accomplished by providing
rationale or background.
II. Identifying the Problem
and Asking the Question
Background of the Problem
The background intends to draw
a clearer picture of what you
want to say. It describes clearly,
colorfully and vividly the problem
situation which serves as the
rationale of the study.
II. Identifying the Problem
and Asking the Question
Background of the Problem
It presents in details the problem
situation based on what you
SEE AND OBSERVE HEAR READ
Example:
LITERATURE REVIEW
STEP 1a: Literature Review: The Research
Powerhouse
Compare &
Analyze contrast Determine Expand Judge Reflect
Argues Conclude Discuss Explain Justify Refer to
Criticize Distinguish Exhibit Narrate Relate to
Assess
Debate Differentiate Identify Outline Report
Assert Defend Evaluate Illustrate Persuade Review
Assume Define Emphasize Imply Propose Suggest
Claim Demonstrat Examine Indicate Question Summarize
e
Table 3. Forming critical sentences using signaling words
As a consequence of x then y
Consequently,
Hence
Therefore,
Thus
In short
In effect / It follows that
This indicates that
This suggests that
This points to the conclusion that
This most obvious explanation is
This means that
Finally,
LITERATURE REVIEW
Rule 1: Synoptic Dimension
Literature 2
Finding 1
Finding 2
Finding 3
Finding 4
Literature 3
Finding 1
Finding 2
The Need for
Finding 3 Dendrogramming
Literature 4
Finding 1
Finding 2
Finding 3
Literature 5
Finding 1
Finding 2
Finding 3
Finding 4
Finding 5
Example write-up (CF)
The conceptual framework underlying this study is anchored
on the concepts of research capability, workload, and
research productivity.
Research Capability
Research capability is simply the capability of the faculty to
undertake research. All the resources or inputs which enable
the faculty member to conduct research are considered as
components of research capability (Deza, 1999; Banaag,
1994). Salazar-Clemena and Almonte-Acosta (2007)
enumerated indicators of research capability which include
budget for research, the ability to obtain research grants,
the provision of research infrastructure, the ability to
collaborate with and access to research professionals, and
the presence of rules and procedure on the granting of
rewards for research.
Example write-up (CF)
In this study, research capability is described in terms of
technical skills in doing research, skills in conceptualizing a
research problem, knowledge and skills in designing the
research plan, knowledge and skills on research data
processing, and knowledge and skills in writing the research
paper. Technical skills include written communication
(expressing ones ideas and arguments using language
rules, presenting and packaging ideas effectively); oral
communication (expressing ones ideas and arguments
using language rules, presenting and packaging ideas
effectively); critical /analytical thinking (evaluating ideas,
analyzing the arguments of others); problem-solving;
research organization (parts, format of a research paper);
online search , use of electronic resources, databases &
search engines; use of computer commands/programs/
software; and acknowledging or citing sources/ cross-
referencing.
Example write-up (CF)
Determinants of Research Productivity
Previous foreign and local studies have revealed
that the reasons for low research productivity
among faculty members are poor or lack of
research skills (Anunobi & Emerole, 2008; Iqbal,
2011); lack of research funds (Anunobi & Emerole,
2008; Iqbal, 2011; Mahilum, 2010); and heavy
workload or teaching overload (Iqbal, 2011;
Mahilum, 2010; Mordeno, 2002). Iqbal (2011)
added performance of administrative duties along
with academic duties, nonexistence of research
leave, negative attitude of the faculty towards
research and absence of professional journals while
Anunobi & Emerole (2008) included time constraints
as impediments to research publication.
Example write-up (CF)
Determinants of Research Productivity
Predictors of research productivity include
teachers training or having research
orientation (Finkelstein, 1984, Banaag, 1994,
Mordeno, 2002); academic rank (Flanigan, et
al.,1988; Banaag, 1994); highest educational
attainment (Finkelstein, 1984; Flanigan, et
al.,1988; Banaag, 1994);and sufficient time
allocated to research (Finkelstein, 1984).
Example write-up (CF)
While several studies have been made to investigate
correlates of research productivity, studies on research
capability in terms of specific research skills of teachers
were lacking. In this end, the researchers were
motivated to conduct this research that explored the
levels of proficiency of teachers on different skills that
determine their capability in doing research and how
this capability can be associated to research
productivity. Workload in terms of hours of work and
number of teaching preparations was also investigated
to verify its impact on faculty productivity in research. In
the end, it is aimed that this research may contribute to
the existing literatures on determinants of research
productivity.
Read enough background material to
discuss the research and the theory
giving a reasonably complete account of
our knowledge of the topic
Present data that are based on data and
theory, including conflicting views of
different researchers.
Make it easy for the reader to
understand how all of the studies
interrelate.
Remember!
Writing the Introduction
(The TIOC Approach)
Plagiarism
Table 6.1. Basic Citation Styles
Type of citation First citation in Subsequent Parenthetical Parenthetical
text citations in text format, first format,
citation in text subsequent
citations in text
One work by Walker (2007) Walker (2007) (Walker, 2007) (Walker, 2007)
one author
One work by Walker and Walker and (Walker & (Walker & Allen,
two authors Allen (2004) Allen (2004) Allen, 2004) 2004)
References
1. Research Design
A research design is a plan or strategy in
order to answer the research problem and
control (variance) for validity. This is the
over-all plan for the conduct of the
investigation.
Hence, substantially a design is intended
to answer the problem; and, technically it
provides control for validity.
Understanding Ways to Collect
Data
1. Research Design
Essentially, research designs may be
classified only in two (2) categories on the
basis of maximum control for validity:
2. non-design or non-experimental
(descriptive)
3. True Design or experimental design
Experimental Research
Use matching when necessary
Use subjects as their own controls
(treat same group first in control
condition then in treatment OR use
pre-test/posttest on same group)
Use analysis of covariance to
statistically equate unequivalent
groups
Experimental Research
Weak Designs(Pre experimental Designs)
Experimental Research
(Group Designs)
Pre-Experimental Designs
Do not adequately control for the problems
associated with loss of external or internal
validity
Cannot be classified as true experiments
Often used in exploratory research
Three Examples of Pre-Experimental Designs
One-Shot Design
One-Group Pretest-Posttest Design
Static Group Design
One-Shot Design
A.K.A. after-only design
A single measure is recorded after the treatment
is administered
Study lacks any comparison or control of
extraneous influences
No measure of test units not exposed to the
experimental treatment
May be the only viable choice in taste tests
Diagrammed as: X O1
One-Group Pretest-Posttest Design
Subjects in the experimental group are
measured before and after the treatment
is administered.
No control group
Offers comparison of the same individuals
before and after the treatment (e.g.,
training)
If time between 1st & 2nd measurements is
extended, may suffer maturation
Can also suffer from history, mortality, and
testing effects
Diagrammed as O1 X O2
Static Group Design
A.K.A., after-only design with control group
Experimental group is measured after being exposed
to the experimental treatment
Control group is measured without having been
exposed to the experimental treatment
No pre-measure is taken
Major weakness is lack of assurance that the groups
were equal on variables of interest prior to the
treatment
Diagrammed as: Experimental Group X O1
Control Group O2
Pretest-Posttest Control Group Design
A.K.A., Before-After with Control
True experimental design
Experimental group tested before and after
treatment exposure
Control group tested at same two times without
exposure to experimental treatment
Includes random assignment to groups
Effect of all extraneous variables assumed to be
the same on both groups
Do run the risk of a testing effect
Diagrammed as
R
Experimental Group: O1 X O2
R
Control Group: O3 O4
Effect of the experimental treatment equals
(O2 O1) -- (O4 O3)
Diagrammed as
Experimental Group:R X O1
Control Group: O2R
Effect of the experimental treatment equals
(O2 O1)
Example
Correlation Research
(Predicting Outcomes Through Association)
Correlation Research
(Predicting Outcomes Through
Association)
Correlation Research
(Predicting Outcomes Through Association)
Problem selection usually its are x and y related
or how well does p predict c
Sample random selection of at least 30
Measurement need quantitative data
Design/Procedures need two measures on each
subject
Data collection usually both measures close in
time
Data analysis correlation coefficient, r, and plot
(r is -1 to +1, and the closer to plus or minus 1, the
stronger the relationship)
Correlation Research
(Predicting Outcomes Through Association)
General guidelines:
+.75 to +1.0 Very strong relationship
+.50 to +.75 Moderate strong relationship
+.25 to +.50 Weak relationship
+.00 to +.25 Low to no relationship
Need .5 or better for prediction of any use,
and .65 for accurate predictions
Reliability coefficients should be .7 up
Validity coefficients should be .5 up
Correlation Research
Correlation Research
Correlation Research
Causal Comparative Research
(Ex Determines
Post Facto) cause
(or effect) that has occurred and looks
for effect (or cause) from it
Start w/ differences in groups and examine them
Examples: Difference in math abilities of male/female
students
No random assignment to treatment (it already occurred)
Associational like correlation but primarily interested in
cause/effect
IV either cannot (ethnicity) or should not (smoking) be
manipulated
Causal Comparative versus Correlational
Research
Often an alternative to experimental (faster
and cheaper)
Serious limitation is lack of control over
threats to internal validity
Need to remember the cause may be the
effect; they may only be related and there is
some other variable that is the cause
(lurker)
Both are associational (looking for relationship)
Both are often prelude to experiments
Neither involves manipulation of variables
Causal Comparative works with different groups;
correlation examines one group on different
variables
Correlation is measured w/ coefficient while
Causal comparative compares
means/medians/percents of group members
Survey Research
(Steps to conduct survey research)
Select the sample (randomly, but check to
see respondents are qualified to answer)
Pilot test can indicate likely response rate
and problems with data collection or sample
Prepare instrument (questionnaire and
interview schedule)
Appearance important - look short and easy
Clarity in questions is essential
Survey Research
(Steps to conduct survey research)
Question types (same questions need to be asked
of all respondents)
Closed ended (multiple choice) - easier to
complete, score, analyze
Categories must be all inclusive, mutually
exclusive
Open ended - easy to write, hard to analyze
and hard on respondents
Survey Research
(Steps to conduct survey research)
Population
Nonrandom/purposive - troubles
with
representativeness/generalizing
Names in a hat or table of random
numbers
Multistage sampling
Multistage sampling
Convenience Sampling
Using personal judgment to select
sample that should be representative
(i.e., this faculty seems to represent all
teachers) OR selecting those who are
known to have needed info (interested
in talking only to those in power)
Purposive Sampling
Sample size affects accuracy of
representation
Sampling
Representative sample is required (not the
same thing as variety in a sample)
High participation rate is needed
Multiple
replications enhance generalization
when nonrandom sampling is used
Sampling
Data Collection Procedure
Data Collection Procedure
This represents the logical procedure in
collecting and treating data to answer the research
question and the hypothesis:
The usual order of presentation of this section is
chronological, for instance:
Instrumentation
(Measurement)
Validity measures what it is supposed to
(accurate)
Reliability a measure that consistently
gives same readings (repeatable)
Instrumentation
Objectivity absence of subjective
judgments (need to eliminate subjectivity
in measuring)
Usability of instruments
Consider ease of administration; time
to administer; clarity of directions;
ease of scoring; cost; reliability/validity
data availability
Instrumentation
Instrumentation
(Classifying Data Collection Instruments)
By the group providing the data
Researcher instruments (researchers
observes student performance and
records)
Subject instruments (subjects record
data about themselves, such as taking
test)
Others/Informants (3rd party reports
about subjects such as teacher rates
students)
Instrumentation
(Classifying Data Collection Instruments)
By where instrument came from
Preference is for existing
Can develop your own (requires time,
effort, skill, testing;
By response type
Written response preferred objective
tests, rating checklist
Performance instruments measure
procedure, product
Instrumentation(Examples of
Data Collection Instruments)
Researcher Completed Instruments
Rating scales (mark a place on a continuum
for example numeric rating 1=poor to 5=
excellent)
Interview schedules (complete scales as
interview takes place; use precoding; beware
of dishonesty)
Instrumentation(Examples of
Data Collection Instruments)
Researcher Completed Instruments
Tally sheets (for counting/recording frequency
of behavior, remarks, activities, etc.)
Flow charts (to record interactions in a room)
Anecdotal records (need to be specific and
factual)
Time/Motion logs (record what took place and
when)
Item Formats
Selection items or closed response (T/F;
Yes/No; Right/Wrong; Multiple choice)
Supply items or open ended (short answer;
essay)
Unobtrusive measures (no intrusion into
event usually direct observation and
recording)
Instrumentation
Types of Scores
Raw scores (initial score or count obtained
w/out context)
Derived scores (raw scores translated to
meaningful usage with standardized process)
Age/Grade equivalence; Percentile ranks;
Standard scores (how far a score is from a given
reference point, i.e. z and T scores);
Which to use depends on the purpose; usually
standard scores used
Instrumentation
Norm Referenced v. Criterion Referenced Tests
Norm referenced scores give a score relative to a
reference group (the norm group)
Criterion referenced scores determine if a
criterion has been mastered
These are used to improve instruction since
they indicate what students can or cannot do
or do or do not know
Instrumentation
Instrumentation
(Measurement Scales)
Nominal (in name only)
Numbers are only name tags, they have no
mathematical value (gender: 1=male and 2=
female OR race: 1= Blk, 2=Wht, 3=other)
Ordinal (in name, plus relative order)
Numbers show relative position, but not
quantity (grade level, finishing place in a
race)
Instrumentation
(Measurement Scales)
Interval (in name w/ order AND equal distance)
Numbers show quantity in equal intervals, but an
arbitrary zero (can have negative numbers;
degrees C or F)
Ratio (in name, w/ order, eq. distance AND absolute
zero)
Numbers show quantity with base of zero where
zero means the construct is absent
Higher levels more precisecollect data at highest
level possible; some statistics only work with higher
level data
Instrumentation
(Preparing for Data Analysis)
Scoring data use exact same format for
each test and describe scoring method in
text
Tabulating and Coding carefully transfer
data from source documents to computer
Give each test an ID number
Any words must be coded with numerical
values
Report codes in text of research report
Types of instruments
Cognitive measuring intellectual processes such
as thinking, memorizing, problem solving,
analyzing, or reasoning
Measurement Instruments
Types of instruments (continued)
Affective assessing individuals feelings,
values, attitudes, beliefs, etc.
Typical affective characteristics of interest
Values deeply held beliefs about ideas, persons, or objects
Attitudes dispositions that are favorable or unfavorable
toward things
Interests inclinations to seek out or participate in particular
activities, objects, ideas, etc.
Personality characteristics that represent a persons typical
behaviors
Measurement Instruments
Types of instruments (continued)
Affective (continued)
Scales used for responding to items on affective tests
Likert
Positive or negative statements to which subjects
respond on scales such as strongly disagree, disagree,
neutral, agree, or strongly agree
Semantic differential
Bipolar adjectives (i.e., two opposite adjectives) with a
scale between each adjective
Dislike: ___ ___ ___ ___ ___ :Like
Rating scales rankings based on how a subject would rate
the trait of interest
Measurement Instruments
Finding the Answers to the
Research Question
1. Interpretation of Data
Quantitative
Analysis
For descriptive problems that require
finding out what is, as the term implies,
descriptive statistical analysis can be
used to describe the data. The mean,
median, mode and standard deviation are
the main descriptive statistical treatment
applicable. The mean or median is used
to indicate the average while the
standard deviation provides the variability
of the data/scores in the sample.
Descriptive Statistics
Sample of Computer Output
Sample Interpretation
Age
F %
30-32 5 6.25
27-29 43 53.75
24-26 29 36.25
21-23 3 3.75
Total 80 100
Illustration 2.
Results on the table show that most of the
respondents were within the age range of
27-39 (43 or 53.75%). However it could be
seen that the combined ranges from 24-26
to 27-39 composed almost 90% of the
respondents.
Interpretation
Descriptive Statistics Used in
Evaluation Studies
Illustration
EVALUATION OF THE CONTEXTUAL
TEACHING MATERIALS BY EXPERTS
Contents Mean Verbal Des.
Concept definition 4.6 Excellent
Presentation of concepts 4.6 Excellent
Sufficiency of Problem
scenarios and examples 5.0 Excellent
Sufficiency of questions to
ignite the critical thinking 4.8 Excellent
Writing of the topics within
to the level of the students
understanding 4.8 Excellent
Interpret results on the context
of the study
The concepts in the CTL were presented in
real situations that are familiar to the
students (X=4.6). This is the basic principle
strictly adhered to in a contextual teaching
approach, thus, if the materials fail in this
aspect, there is no contextual approach.
Since the experts judged the criterion as
excellent, it only means that the CTL
materials were successful in translating the
concepts to true-to-life experiences.
Inferential
Statistics
Correlation
Techniques
Bivariate Analysis
Experimental grp. R O1 X O2
Control grp. R O3 O4
Pair 1
PRE 33.70 2.90 61.05 28 .000
POST
Sample of T-test Output
Independent samples
Group Statistics
N Mean Std. Dev Std. Error
of the
mean
Post
Exp Grp 15 40.4 4.3 1.14
Control 4 40.0 3.8 1.01
T Stat continued
T-TEST Std. t df Sig. (2-
FOR = Error tailed)
of
Means
Interpretation
Comparing 3 or
More Groups By
Analysis of
Variance
Illustrating an ANOVA Table
Illustration 1
Illustration 2
Is there an interaction between method
of teaching and the ability of the
students?
Solution
Use two-way ANOVA to compare
between groups and determine
interaction between variables.
Sample Problem
Is Constructivist Strategy In Teaching
Effective?
SV SS df X2 F F
Prob
Group 115.70 3 38.56 6.17 0.029
Math Bck 35.00 2 17.50 2.80 0.115
Interaction 7.10 6 12.85 2.05 0.045
Error 150.10 24 6.25
Total 377.90 35
To interpret the results, observe the
probability of alpha (p-value). This will
indicate whether the result is significant or
not. Since alpha is the probability of
rejecting the Ho when it is true, its value
must be less than the targeted alpha.
Thus, the table shows that the interaction
is significant. This will be the basis for
answering the problem. If it is not
significant, it follows that the researcher
should examine the significance of the row
or column differences between the means.
Since the Interaction effect is significant,
the researcher could pinpoint in the
conclusion the observe differences. The
higher means could be used as basis for
the conclusions.
Since the highest mean was observed for
the average mathematics ability group, it
could be said that the constructivist
method worked well with them.
T2 had the higher mean score compared
to T4 which is also an experimental group.
Compared to the control groups, both
experimental groups had high mean
performances.
Conceptualized Framework for
Qualitative Research
2. Conceptual Framework