COLLEGE OF EDUCATION, ARTS AND SCIENCES (CEAS)

BACHELOR OF ELEMENTARY EDUCATION (BEED)

BACHELOR OF SECONDARY EDUCATION (BSED)
Prepared by: Carmel Esther E. Casuga (Instructor 1)
 Explain the basic principles of research;
 Demonstrate appreciation of the role of teachers as
consumers and producers of developmental
research; and
 Read researches on child and adolescent
development and make simple research abstracts
out of researches read.
YES? NO?
 Use and integrate the most
authoritative research findings
 Informed decision on what to teach
and how to teach
 Educational policies, curriculum,
effective teaching-learning
processes
 Teaching with developmental levels
of learners
1. Identify and define the
problem
2. Determine the hypothesis
3. Collect and analyze the
data
4. Formulate conclusions
5. Apply conclusions to the
original hypothesis
 CASE STUDY

 Description: in-depth look at an individual

 Strengths: Provides information about an individual’s fears,
hopes, fantasies, traumatic experiences, upbringing, family
relationships, health, and anything that helps a psychologist
understand that person’s development (Santrock, 2002).
 Weaknesses: Generalization, the subject of a case study is
unique, unknown reliability (Santrock, 2002)
 CORRELATIONAL STUDY

 Description: determines associations

 Strengths: Useful because the more strongly two events are
correlated, the more we can predict one from the other.
 Weaknesses: Because correlational research does not
involve the manipulation of factors, it is not a dependable
way to isolate cause (Kantowitz et al., 2001, cited by
Santrock, 2002)
 EXPERIMENTAL

 Description: determines cause-and-effect; involves

manipulation; relies on controlled methods, random
assignment and manipulation of variables to test hypothesis
 Strengths: only true reliable method of establishing cause
and effect
 Weaknesses: limited to what is observable, testable and
manipulable; randomization issues; experimentation
w/humans subject to external influences; Hawthorne effect
NATURALISTIC OBSERVATION

 Description: focuses on children’s experiences in natural

setting; does not involve intervention or manipulation;
conducted due to lab research limitations
 Strengths: direct observation of the subject in natural setting
 Weaknesses: difficulty determining exact cause of behavior;
lack of control of outside variables
 LONGITUDINAL

 Description: studies and follows through a singe group over

a period of time
 Strengths: record and monitor developmental trends
 Weaknesses: expensive and time-consuming
 CROSS-SECTIONAL

 Description: individuals of different ages are compared at

one time
 Strengths: record and monitor developmental trends
 Weaknesses: It gives no information about how individuals
change or about the stability of their characteristics
(Santrock, 2002).
 SEQUENTIAL

 Description: combined cross-sectional and longitudinal

approaches to learn about life-span development (Schaie,
1993, cited by Santrock, 2002)
 Strengths: record and monitor developmental trends;
provides information that is impossible to obtain from
cross-sectional or longitudinal approaches alone (Santrock,
2002)
 Weaknesses: complex, expensive and time-consuming
 ACTION RESEARCH

 Description: reflective process of progressive problem-

solving; in teaching, it stems from teacher’s own questions
and reflections on classroom practice
 Strengths: appropriate “to create changes and information
on processes and outcome of strategies used” (Hunt, 1987);
uses different methods; stakeholders are included
 Weaknesses: generalization issues; potential conflict of
interest
1. Observation
2. Physiological measures
3. Standardized tests
4. Interviews and
questionnaires
5. Life-history records
*for researches conducted with young children and other vulnerable population by NAEYC

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 may
participate, including the possible risks and
benefits. Note: informed consent
*for researches conducted with young children and other vulnerable population by NAEYC

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.
For more detailed ethical principles, look for the following documents accessible online:

1. Ethical Standards of the American Educational

Research Association
2. Ethical Standards for Research with Childen-Society
Research in Child Development (USA)
3. Standards of the American Psychological
Association Concerning Research
1. Teachers 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
dispositions of lifelong learning, reflective and
mindful teaching, and self-transformation (Mills,
2000; Stringer, 2007).
4. Engaging in teacher 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.
3. 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).
 Problem Research Methodology

 Work on your own.

 Look for a research article related
to child and adolescent
development.
 Read and understand the research
Source:
and supply the information on the (bibliographical entry
matrix given on the right side of Findings format) Conclusions

this slide. 
 Encode on a short bond paper with
the following format: Calibri 12,
single spacing, one-inch margin on
all sides
Reference:
Corpuz, B. B., Lucas, M. R. D. , Borado, H. G. L., & Lucido, P. I. (2015). Child and
Adolescent Development: Looking at Learners at Different Life Stages. Lorimar
Publishing.