pr1 unit 1: nature aND INQUIRY OF RESEARCH

Unit 1
Nature and Inquiry of Research

The word research simply means:

-finding a piece of information or making notes and then writing a documented paper.
-refers to the act of informing oneself about what one does not know, perhaps by rummaging through
available sources (such as the internet or library) to retrieve a bit of information.

What Research Is Not

The following are some common misconceptions about research.

1. Research is not mere information gathering- Going to the library (as an example) is just
information gathering.
2. Research is not mere transportation of facts from one location to another. The true essence
of research is not just to gather data or information, but to analyze, interpret data gathered and
to draw conclusions from them. This is just what we called fact transcription, fact organization,
or fact summarization.
3. Research is not merely rummaging for information. Rummaging, whether through one’s
personal records or at the public or college library, is not research. It is more accurately called
an exercise in self-enlightenment.
4. Research is not a catchword used to get attention. The phrase “years of research” on product
labels catching your attention is not the “research” we mean- its misleading.

What Research Is

Research - is a systematic process of collecting, analyzing, and interpreting information (data) in order
to increase our understanding of a phenomenon about which we are interested or concerned.
- formal research, which intentionally sets out to enhance our understanding of a
phenomenon and expect to communicate what we discover to the larger scientific
community.
- a process of executing various mental acts for discovering and examining facts and
information to prove the accuracy or truthfulness of your claims or conclusions about the
topic of your research
- requires you to inquire or investigate about your chosen research topic by asking questions
that will make you engage yourself in top-level thinking strategies of interpreting, analyzing
synthesizing, criticizing, appreciating, or creating to enable you to discover truth about the
many things you tend to wonder about the topic of your research (Litchman 2013)

Importance of Research

1. Research gathers knowledge or information on subjects or phenomena we lack or have little

knowledge about.
2. Research corrects perceptions as well as expands them.
3. Research develops and evaluates concepts, practices and theories.
4. Research also develops and evaluates methods that test concepts, practices and theories.
5. Research obtains practical knowledge for purposes like solving problems on population explosion,
drug addiction, juvenile delinquency and the like.

In business, research is used to test products, ensure the adequate distribution of a company’s
product, measuring advertising effectiveness and helps the company to stay competitive in the
market.

6. Research provides hard facts which serves as bases for planning, decision-making, project-
implementation and evaluation.

Characteristics of Research

1. Accuracy. It must give correct or accurate data, which the footnotes, notes, and bibliographical
entries should honestly and appropriately documented or acknowledged.

2. Objectiveness. It must deal with facts, not with mere opinions arising from assumptions,
generalizations, predictions, or conclusions.

3. Timeliness. It must work on a topic that is fresh, new, and interesting to the present society.

4. Relevance. Its topic must be instrumental in improving society or in solving problems affecting the
lives of people in a community.

5. Clarity. It must succeed in expressing its central point or discoveries by using simple, direct,
concise, and correct language.
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6. Systematic. It must take place in an organized or orderly manner.

Purposes of Research

1. To learn how to work independently

2. To learn how to work scientifically or systematically
3. To have an in-depth knowledge of something
4. To elevate your mental abilities by letting you think in higher-order thinking strategies (HOTS) of
inferring evaluating, synthesizing, appreciating, applying, and creating
5. To improve your reading and writing skills
6. To be familiar with the basic tools of research and the various techniques of gathering data and of
presenting research findings
7. To free yourself, to a certain extent, from the domination or strong influence of a single textbook or
of the professor's lone viewpoint or spoon feeding

Types of Research

1. Based on Application of Research Method

a. Pure Research - it deals with concepts, principles, or abstract things. This type of
research aims to increase your knowledge about something.

b. Applied Research - applying your chosen research to societal problems or issues, finding
ways to make positive changes in society.

2. Based on Purpose of the Research

a. Descriptive Research -This type of research aims at defining or giving a verbal portrayal
or picture of a person, thing, event, group, situation etc. This is liable to repeated research
because its topic relates itself on], to a certain period or a limited number of years. Based
on the result of your descriptive studies about a subject, you develop the inclination
conducting further studies on such topic.

b. Correlational Research -A correlational research shows relationship or connectedness of

two factors, circumstances, or agents called variables that affect the research. It is only
concerned in indicating the existent, of a relationship, not the causes and ways of the
development of sari relationship.

c. Explanatory Research - This type of research elaborates or explain, not just the reasons
behind the relationship of two factors, but also the way. By which such relationship exists.

d. Exploratory Research - An exploratory research’s purpose is to find out reasonable or

possible it is to conduct a research study on a certain topic. Here, you will discover ideas on
topics that could trigger your mom in conducting research studies.

e. Action Research-This type of research studies ongoing practices in a school, organization,

community, or institution for the purpose of obtaining results that will bring improvements
in the system.

3. Based on Types of Data Needed

a. Qualitative research - requires non-numerical data, which means that the research uses
words rather than numbers to express the results, the inquiry or investigation about
people’s thoughts, beliefs, feelings, views, at lifestyles regarding the object of the study.
These opinionated answers inform people are not measurable. So, verbal language is the
right way to explain your findings in a qualitative research.

b. Quantitative research- involves measurement of data Thus, it presents research findings

referring to the number or frequency of something in numerical forms (i.e., using
percentages, numbers). The data you deal with in research are either primary or secondary
data.

Primary data - are obtained through direct observation or contact with people, objects,
artifacts, paintings, etc. Primary data are new and original information resulting from
your sensory experience.

Secondary data – if such data have already been written about or reported on and are
available for reading purposes.
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Approaches to Research

1. Scientific or positive

- in which you discover and measure information as well as observe and control variables in an
impersonal manner.
-It allows control of variables. Therefore, the data gathering techniques appropriate for this approach
are structured interviews, questionnaires, and observational checklists.
-Data given by these techniques are expressed through numbers, which means that this method is
suitable for quantitative research.

2. Naturalistic approach

- the naturalistic approach uses words. This research approach directs you to deal with qualitative
data that speak of how people behave toward their surroundings.
-These are non-numerical data that express truths about the way people perceive or understand the
world.
-Since people look at their world in a subjective or personal basis in an uncontrolled or unstructured
manner, a naturalistic approach happens in a natural setting.

3. Triangulation approach

- combination of the scientific and naturalistic approaches in designing your research.

- In this use, you are free to gather and analyze data using multiple methods, allowing you to
combine or mix up research approaches, research types, data gathering, and data analysis
techniques.
-Triangulation approach gives you the opportunity to view every angle of the research from different
perspectives. (Badke 2012; Silverman 2013)

The Research Process

The research process follows a cycle and begins simply. It follows logical, developmental steps:

a. Observation and Inquiry

A questioning mind observes a particular situation and asks, Why? What caused that? How
come? (This is the subjective origin of research.)

b. Formulation of the General Problem Statement

One question becomes formally stated as a problem. (This is the overt beginning of research.)

c. Formulation of the Specific Problem Statements

The problem is divided into several simpler, more specific subproblems.

d. Preliminary Data Gathering

Preliminary data are gathered that appear to bear on the problem.

e. Formulation of the Hypothesis

The data seem to point to a tentative solution of the problem. A guess is made; a hypothesis or
guiding question is formed.

f. Systematic Data
Collection.

g. Data processing
and Interpretation
The body of data is
processed and interpreted.

h. Discovery of
Concepts and Conclusion
Formulation
The tentative hypothesis
is either supported by
the data or is not
supported; the
question is either
answered (partially
or completely) or not
answered.
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Ethics of Research
There are several reasons why it is important to adhere to ethical norms in research (Resnik, 2015).

1. Norms promote the aims of research, such as knowledge, truth, and avoidance of error.
Example, prohibitions against fabricating, falsifying, or misrepresenting research data promote
the truth and minimize error.

2. Ethical standards promote the values that are essential to collaborative work, such as
trust, accountability, mutual respect, and fairness.
Example, many ethical norms in research, such as guidelines for authorship, copyright and
patenting policies, data sharing policies, and confidentiality rules in peer review, are designed to
protect intellectual property interests while encouraging collaboration. Most researchers want to
receive credit for their contributions and do not want to have their ideas stolen or disclosed
prematurely.

3. Ethical norms help to ensure that researchers can be held accountable to the public.
Example, government policies on research misconduct, conflicts of interest, the human subjects
protections, and animal care and use are necessary in order to make sure that researchers who
are funded by public money can be held accountable to the public.

4. Ethical norms in research also help to build public support for research.
People are more likely to fund a research project if they can trust the quality and integrity of
research.

5. Norms of research promote a variety of other important moral and social values (such as
social responsibility, human rights, animal welfare, compliance with the law, and public health
and safety)

Codes and Policies for Research Ethics

Given the importance of ethics for the conduct of research, it should come as no surprise that many
different professional associations, government agencies, and universities have adopted specific codes, rules,
and policies relating to research ethics.

Many government agencies, both national and abroad, have adopted certain ethical policies for funded
research. These are the following:

1. Honesty
Strive for honesty in all scientific communications. Honestly report data, results, methods and
procedures, and publication status. Do not fabricate, falsify, or misrepresent data. Do not
deceive colleagues, research sponsors, or the public.

2. Objectivity
 pr1 unit 1: nature aND INQUIRY OF RESEARCH

Strive to avoid bias in experimental design, data analysis, data interpretation, peer review,
personnel decisions, grant writing, expert testimony, and other aspects of research where
objectivity is expected or required. Avoid or minimize bias or self-deception. Disclose personal
or financial interests that may affect research.

3. Integrity
Keep your promises and agreements; act with sincerity; strive for consistency of thought and
action.

4. Carefulness
Avoid careless errors and negligence; carefully and critically examine your own work and the
work of your peers. Keep good records of research activities, such as data collection, research
design, and correspondence with agencies or journals.

5. Openness
Share data, results, ideas, tools, resources. Be open to criticism and new ideas.

6. Respect for Intellectual Property

Honor patents, copyrights, and other forms of intellectual property. Do not use unpublished
data, methods, or results without permission. Give proper acknowledgement or credit for all
contributions to research. Never plagiarize.

7. Confidentiality
Protect confidential communications, such as papers or grants submitted for publication,
personnel records, trade or military secrets, and patient records.

8. Responsible Publication
Publish in order to advance research and scholarship, not to advance just your own career.
Avoid wasteful and duplicative publication.

9. Responsible Mentoring
Help to educate, mentor, and advise students. Promote their welfare and allow them to make
their own decisions.

10. Respect for colleagues

Respect your colleagues and treat them fairly.

11. Social Responsibility

Strive to promote social good and prevent or mitigate social harms through research, public
education, and advocacy.

12. Non-Discrimination
Avoid discrimination against colleagues or students on the basis of sex, race, ethnicity, or other
factors not related to scientific competence and integrity.

13. Competence
Maintain and improve your own professional competence and expertise through lifelong
education and learning; take steps to promote competence in science as a whole.

14. Legality
Know and obey relevant laws and institutional and governmental policies.

15. Animal Care

Show proper respect and care for animals when using them in research. Do not conduct
unnecessary or poorly designed animal experiments.

16. Human Subjects Protection

When conducting research on human subjects, minimize harms and risks and maximize
benefits; respect human dignity, privacy, and autonomy; take special precautions with
vulnerable populations; and strive to distribute the benefits and burdens of research fairly.

Qualitative Research vs. Quantitative Research

 pr1 unit 1: nature aND INQUIRY OF RESEARCH

Research can be classified as either qualitative or quantitative. The differences between qualitative and
quantitative research have often been exaggerated in the past (Hancock, et al, 2007). The table below
summarizes some of the ways in which qualitative and quantitative research do differ:

Quantitative research Qualitative research

By definition  A type of educational research in  A type of educational research in
which the researcher decides what which the researcher relies on the
to study. views of the participants.

Characteristics  Ask specific narrow Qs.  Ask broad, general Qs.

 Collects data from participants.  Collecting data consisting largely of
 Analyzes numbers using statistics. words (text) or image (picture).
 Conducts the inquiry in unbiased,  Descriptions and analysis of words for
objective manner. themes.
 Conducts inquiry in subjective, biased
manner.
In identifying  Description of trends or an  An exploration in which little is known
problems explanation of variables’ about the problem.
relationships.  A detailed understanding of a central
phenomenon.
Reviewing  Major role through suggesting the  Minor role in suggesting SRQ to be
Literature RQ to be asked. asked.
 Justifying the R problem and the  Justify the importance of studying the
need for the direction of the study. research problem.
Specifying the  Be specific and narrow.  Be general and broad.
Purpose of the  Seek measurable, observable data  Seek to understand the participants’
Research on variables. experiences.
Collection of  Collecting data using instruments  Collecting data using forms with
Data with preset Qs and Res. general, emerging Qs to permit the
 Collecting info from a large number participant to generate responses.
of individuals.  Gathering word(text) or
image(picture) data.
 Collecting info from a small number
of individuals or sites.

Analysis of Data  Data analysis tends to consist of  Text analysis.

statistical analysis.  A description of themes.
 Describing trends, comparing group  Stating the larger meaning of
differences, relating variables. findings.
 Interpretation tends to consist of
comparing results with prior
predictions and past research.
Reporting and  Tend to use standard fixed structure  A flexible, emerging structure and
Evaluating and evaluation criteria. evaluative criteria.
Research  Take an objective and unbiased  Take a subjective and biased
approach. approach.

Characteristics of qualitative and quantitative researches

Qualitative Quantitative
Subjective Objective
Research questions answer what and why Research questions answer how many or
strength of a relationship or difference
Literature review may be done as the study Literature review is usually done before the
progresses study
Develops theory Tests theory
Interpretive Measurable
Reports narrative, individual interpretation Reports statistical analysis
Basic element of analysis is words/ideas
Basic element of analysis is numbers
Researcher is part of the process Researcher is separate
Participants Subjects
Context dependent Context free
Reasoning is dialectic and inductive Reasoning is logistic and deductive
Describes meaning and discovery Establishes relationships and causation
Source: Anderson, John D. 2006. Qualitative and Quantitative Research.
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Quantitative Methodologies Qualitative Methodologies

Preference for precisely describing procedure Preference for narrative/literary descriptions
of procedures
Data reduced to numerical scores Preference for narrative descriptions
Preference for random sampling for obtaining Preference for expert in informant samples
meaningful samples
Preference for statistical summary of results Preference for narrative summary of results
Willingness to manipulate aspects, situations, Unwillingness to tamper with naturally
or conditions in studying complex phenomena occurring phenomena
Source: Fraenkel, J. and N. Wallen. 2010. How to Design and Evaluate Research in Education. USA:
McGraw-Hill International Edition.