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!
