DOING RESEARCH IN A WAY

THAT COUNTS

Lecture 1
Research and the Research Process
Learning Objectives
 define “research” within the context of a wide
range of discipline and within your own area
of specialization
 identify and be cognizant of your own reasons
for undertaking research
 assess your capability to do research
The Changed and
Changing Context
of Education

3
Knowledge
Economy
4
 Global
Competiveness

5
 Culture of
Innovation
How do we thrive
in such Context?
 “What we find
changes who we become.”
- Peter Morville
 What is Research?
(Lt “to know”; Fr. recherché –
RESEARCH ACTUALLY IS … “to investigate thoroughly”)
 is a systematic and a
Research is an investigation of an idea using a
scientific, engineering, or research method.
replicable process, which
identifies and defines
specific problems, employs
well-designed method in
collecting and analyzing
data to answer these
problems, and disseminates
the findings to contribute to
existing knowledge
 Research is a Process

 a process of organized and systematic

enquiry and investigation that increases
knowledge
 thorough and rigorous at all stages of the
research process.
 addresses a specific problem or issue (the
research problem)
 Research is a Process

Research is the process I undertake

with the goal of generating
knowledge about what I believe the
world is!
 Types of Research

General Types:

Quantitative vs.
Qualitative
 Quantitative vs. Qualitative
CRITERIA QUANTITATIVE QUALITATIVE
To test hypotheses,
To understand and
look at cause &
Purpose interpret social
effect, and make
interactions
predictions
Group Larger and Smaller & not
Studied randomly selected randomly selected

Specific variables Study of the whole,

Variables
studies not variables
 Quantitative vs. Qualitative
CRITERIA QUANTITATIVE QUALITATIVE

Type of Data Words, images or

Numbers and statistics
Collected objects

Quantitative data based

Qualitative data such as
on precise
open-ended responses,
Form of Data measurements using
participant
Collected structured & validated
observations, field
data-collection
notes, and reflections
instruments

Type of Data Identify statistical Identify patterns,

Analysis relationships features, themes

15
 Quantitative vs. Qualitative
CRITERIA QUANTITATIVE QUALITATIVE

Objectivity &
Objectivity is critical Subjectivity is expected
Subjectivity

Researcher and their

Researcher and their
biases are not known to
biases may be known
participants in the
to participants in the
Role of study, and participants
study, & participant
Researcher characteristics are
characteristics may be
deliberately hidden
known to the
from the researcher
researcher
(double blind studies)

16
 Quantitative vs. Qualitative
CRITERIA QUANTITATIVE QUALITATIVE

Most Common
Describe, explain, and Explore, discover, and
Research
predict construct
Objectives
Wide-angle lens;
Narrow-angle lens; to
examines the breadth
Focus tests a specific
and depth of
hypothesis
phenomena
Study behavior under
Nature of Study behavior in a
controlled conditions;
Observation natural environment.
isolate causal effects
 Quantitative vs. Qualitative
CRITERIA QUANTITATIVE QUALITATIVE

Nature of Multiple realities;

Single reality; objective
Reality subjective

Statistical report with Narrative report with

correlations, comparisons contextual description &
Final Report
of means, & statistical direct quotations from
significance of findings research participants
1. Attitudes of Students
towards Mathematics 1. Beliefs and Practices on
Subject Marriage of the Itawes of
2. Teacher Empowerment Enrile, Cagayan
Example
and Organizational 2. The Lived Experiences
Behaviors of SLCB of Prisoners
Instrcuctors
 Quantitative vs. Qualitative

QUANTITATIVE QUALITATIVE

• Three primary types of • Examples of qualitative

quantitative research methods are:
designs  Action research
 Experimental  Case study
 Quasi-experimental  Grounded theory
 Descriptive  Historical methods
 Correlational  ethnography

19
Types of Research by Purpose

Basic vs. Applied

20
 Basic vs. Applied

BASIC APPLIED
• These are researches • These are researches that
whose purpose is to focuses to finding
extend the base solutions to existing
knowledge in the problems
discipline or to
formulate and refine a
theory

21
Research is purposeful since it is conducted
with a view to achieving an outcome

 review and synthesize existing knowledge

 investigate existing situation/s or problem/s
 provide solutions to a problem
 explore and analyze more general issues
 construct/create a new procedure/system
 explain a new phenomenon
 generate new knowledge
 a combination of any of the above.
 The proper outcome/output of research
in an academic setting:

 publication (Thomson ISI- or Scopus-

indexed journals)
 patent (also “publication” but with
direct financial gain from the use of
IPR)
 research-to-policy activity (more
within the realm of “extension work”)
CHED Memorandum Order No. 13, s.
2009 Guidelines for CHED
Accreditation of
Research Journals and Providing
Incentives
QS WORLD RANKING OF TOP 500
UNIVERSITIES
 SELF S.W.O.T ANALYSIS

1. Internal : My Strengths
: My Weaknesses
2. External : The Opportunities
: The Threats
1. INTERNAL SELF KNOWLEDGE & MASTERY
2. WHO / WHAT AM I ?
3. WHERE AM I GOING ?
4. WHY AM I GOING THERE ?
 Qualities of a good researcher
Communication skills

Independence & Intellectual skills

critical thinking
Perseverance and
Hard Work
Information
technology skills
motivation

Organizational skills
THANK YOU FOR YOUR
INTEREST!