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St. Vincent de Ferrer College of Camarin, Inc.

SVFC Compound, San Vicente Ferrer St., Area D, Brgy. 178, Camarin, Caloocan City
Tel. No.: 6682575; Email address: [email protected] Website: stvfc.com
___________________________________________________________________________________
Name: JOAN JECIL M. PAREJA Subject Title: The Child and Adolescent Learners
Course / Yr. & Sec. BEED 1ST YR. - 2 Subject Code: Educ. 101
AY: 1st Sem., 2020-2021 Professor: Dr. Peter G. Young Jr.
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Module 4: Research in Child and Adolescent Development 1

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You may have a separate 3-unit course on research. This Module is not intended to be a substitute for
that three-unit course. It is simply meant to supplement what you got or will still get in the Research
course.

As you may have noticed, most if not all of what is presented about the development of the child and
the adolescent are products of research. It might interest you to know how these concepts / theories were
arrived at. Or after having been exposed to a number of researches cited in this course, hopefully, you may
be so inspired that you, too, would like to start conducting researches on your own or join a group for
research.
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Activity:

Read each statement below. Do you agree / disagree with each statement? Put a check mark √ to
indicate your answer.

Statement Yes No
1. Research is only for those who plan to take master’s degree or doctorate þ
degrees.
2. Research is easy to do. þ
3. Research is all about giving questionnaires and tallying the responses. þ
4. Research with one or two respondents is not a valid research. þ
5. Teachers, because they are busy in their classrooms, are expected to use þ
existing research rather than conduct their own research in the classroom.
6. There is no need to go into research because a lot of researches have already þ
been conducted.
7. Students are mere users of knowledge arrived at by research. It is not their task þ
to conduct research.
8. Students do not possess the qualifications to conduct research. þ
9. It is not worth conducting research considering the time and money it requires. þ

Your answers to the short questionnaire indicate your basic attitude about research. As a pre-service
teacher, it is important to have a positive regard for research. Best practices in education are usually borne
out of research. Research informs practice.

Research is a very reliable means for teachers to learn about child and adolescent development. When
conducted in an appropriate and accurate manner, it becomes a strong basis for making decisions about the
things you will do as an effective teacher.

Teachers as Consumers / End Users of Research

Research gives teachers and also policy-makers important knowledge to use in decision-making for
the benefit of learners and their families. Well-informed teachers are able to use and integrate the most
authoritative research findings. Research enables teachers to come up with informed decision on what to teach
and how to teach. This involves decisions related to educational policies, curriculum, effective teaching-
learning processes, and even those involving research, too. It can help us, teachers, to be more knowledgeable
about how to fit our teaching with the developmental levels of our learners.
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St. Vincent de Ferrer College of Camarin, Inc.

SVFC Compound, San Vicente Ferrer St., Area D, Brgy. 178, Camarin, Caloocan City
Tel. No.: 6682575; Email address: [email protected] Website: stvfc.com
___________________________________________________________________________________
Name: JOAN JECIL M. PAREJA Subject Title: The Child and Adolescent Learners
Course / Yr. & Sec. BEED 1ST YR. - 2 Subject Code: Educ. 101
AY: 1st Sem., 2020-2021 Professor: Dr. Peter G. Young Jr.
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Module 4: Research in Child and Adolescent Development 2

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Teachers as Researchers

The conduct of research does not only belong to thesis and dissertation writers. It is for students and
teachers, too. Let us learn how to conduct research by finding out the different research principles and the
research methods and designs with focus on child and adolescent development.

The Scientific Method

One important principle in research is adherence to the scientific method, since research is a
systematic and a logical process. As such, researchers basically follow the scientific method. Dewey gave us 5
steps of the scientific method. They are as follows:

1. identify and define the problem

2. determine the hypothesis
3. collect and analyze data
4. formulate conclusions
5. apply conclusions to the original hypothesis

Simply explained, identifying the research problem is the first step. This is followed by stating a
tentative answer to the research problem called the hypothesis. The hypothesis is also referred to as an
“educated guess.” How correct is your “educated guess” or “hypothesis?” If your research problem is
concerned with determining the cause of an effect or a phenomenon you have to gather and analyze data
derived from an experiment. This is true with experimental research. However, if your research problem is
concerned with describing data and characteristics about the subjects or phenomenon you are studying, you do
not need to perform an experiment. This is descriptive research. After analyzing the data, you formulate your
conclusions.

Compare your conclusions to your original hypothesis to find out if your original hypothesis is correct
or not. If your original hypothesis jibes with your finding and conclusion, affirm your hypothesis. If your
original hypothesis does not jibe with your finding and conclusions, reject your original hypothesis.

Research Designs

Researches that are done with high level of quality and integrity provide us with valuable information
about child and adolescent development. To be able to conduct quality research, it is important that you know
various research designs and different data-gathering techniques used by developmental researchers. Some
given and described below:

Research Description Strengths Weaknesses

Design
1. Case Study An in-depth look at It provides information about Need to exercise caution when
an individual an individual’s fears, hopes, generalizing from the
fantasies, traumatic information; the subject of a case
experiences, upbringing, study is unique, with a genetic
family relationships, health, make-up and experiences no one
and anything that helps a else shares; involves judgments of
psychologist understand that unknown reliability, in that
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person’s development usually no check is made to see if

(Santrock, 2002). other psychologists agree with
other observations (Santrock,
2002).

St. Vincent de Ferrer College of Camarin, Inc.

SVFC Compound, San Vicente Ferrer St., Area D, Brgy. 178, Camarin, Caloocan City
Tel. No.: 6682575; Email address: [email protected] Website: stvfc.com
___________________________________________________________________________________
Name: JOAN JECIL M. PAREJA Subject Title: The Child and Adolescent Learners
Course / Yr. & Sec. BEED 1ST YR. - 2 Subject Code: Educ. 101
AY: 1st Sem., 2020-2021 Professor: Dr. Peter G. Young Jr.
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Module 4: Research in Child and Adolescent Development 3

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Research Description Strengths Weaknesses

Design
2. Correlational A research design Useful because the more Because correlational research
Study that determines strongly two events are does not involve the manipulation
associations correlated, the more we can of factors, it is not a dependable
predict one from the other way to isolate cause (Kantowitz,
et al, 2001 cited by Santrock
2002).
3. Experimental A research design The only true reliable Experimental research is limited
that determines method of establishing cause to what is observable, testable and
cause-and-effect and effect manipulable.
relationships. The
experimental method Failure to achieve randomization
involves may limit the extent to which the
manipulating one study sample is representative of
variable to determine the parent population and, with it
if changes in one generalizability of the findings of
variable cause the study.
changes in another
variable. This method Experimentation with humans is
relies on controlled subject to a number of external
methods, random influences that may dilute the
assignment and the study results (Donnan, 2000). A
manipulation of further limitation of experimental
variables to test a research is that subjects may
hypothesis. change their behavior or respond
in a specific manner simply
because of awareness of being
observed – Howthome effect
(Haughey, 1994; Clifford 1997)
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St. Vincent de Ferrer College of Camarin, Inc.

SVFC Compound, San Vicente Ferrer St., Area D, Brgy. 178, Camarin, Caloocan City
Tel. No.: 6682575; Email address: [email protected] Website: stvfc.com
___________________________________________________________________________________
Name: JOAN JECIL M. PAREJA Subject Title: The Child and Adolescent Learners
Course / Yr. & Sec. BEED 1ST YR. - 2 Subject Code: Educ. 101
AY: 1st Sem., 2020-2021 Professor: Dr. Peter G. Young Jr.
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Module 4: Research in Child and Adolescent Development 4

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Research Description Strengths Weaknesses

Design
4. Naturalistic A research design One of the advantages of this The disadvantages of naturalistic
Observation that focuses on type of research is that it observation include the fact that it
children’s allows the researcher to can be difficult to determine the
experiences in natural directly observe the subject exact cause of behavior and the
settings. in a natural setting. experimental cannot control
outside variables.
This does not involve
any intervention or
manipulation on the
part of the researcher.

This technique
involves observing
subjects in their
natural environment.
This type of research
is often utilized in
situations where
conducting lab
research is
unrealistic, cost-
prohibitive or would
unduly affect the
subject’s behavior.
5. Longitudinal This research design Allows them to record and They are expensive and time-
studies and follows monitor developmental consuming
through a single trends
group over a period The longer the study lasts, the
of time. The same more subjects drop out – they
individuals are move, get sick, lose interest, etc.
studied over a period Subjects can bias the outcome of
of time, usually a study, because those who
several years or more. remain may be dissimilar to those
who drop out.
6. Cross- A research strategy in Allows them to record and It gives no information about how
sectional which individuals of monitor developmental individuals change or about the
different ages are trends. The researcher does stability of their characteristics
compared at one not have to wait for the (Santrock, 2002).
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time. individuals to grow up or

become older.

St. Vincent de Ferrer College of Camarin, Inc.

SVFC Compound, San Vicente Ferrer St., Area D, Brgy. 178, Camarin, Caloocan City
Tel. No.: 6682575; Email address: [email protected] Website: stvfc.com
___________________________________________________________________________________
Name: JOAN JECIL M. PAREJA Subject Title: The Child and Adolescent Learners
Course / Yr. & Sec. BEED 1ST YR. - 2 Subject Code: Educ. 101
AY: 1st Sem., 2020-2021 Professor: Dr. Peter G. Young Jr.
============================================================================================
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Module 4: Research in Child and Adolescent Development 5

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Research Design Description Strengths Weaknesses

7. Sequential This is the combined Allows them to record and It is complex, expensive, and
cross-sectional and monitor developmental time consuming.
longitudinal trends. It provides
approaches to learn information that is
about life-span impossible to obtain from
development (Schaie, cross-sectional or
1993 cited by longitudinal approaches
Santrock, 2002). This alone (Santrock, 2002).
starts with a cross
sectional study that
includes individuals of
different ages. A
number of months or
years after the initial
assessment, the same
individuals are tested
again-this is the
longitudinal aspect of
the design. At this
later time, a new
group of subjects is
assessed at each grade
level.
Action Research Action research is a Appropriate in a particular Typically takes place in one
reflective process of setting when the purpose of organization only at a particular
progressive problem- study is “to create changes time and could not be
solving led by & gain information on interpreted within different
individuals working processes and outcome of organizations in the same way
with others in teams or the strategies used” (Hunt, Therefore, research findings are
as part of a 1987) hard (impossible) to generalize.
‘community of If research participants do not
practice’ to improve Uses different methods, can feel they understand and ‘own’
the way they address get the best out of the the research project, this could
issues and solve different methods lead to a potential conflict of
problems (Wikipedia, employed, if done well. interest between the researcher
the free encyclopedia). Stakeholders are included and those participating in the
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throughout and so organization, but also between

In the context of researchers are more likely the researcher with some
teaching, action to make a “difference.” participants, on the one hand
researches of teachers and other members of the
stem from their own organization, on the other.
questions about and
reflections on their
everyday classroom
practice.

St. Vincent de Ferrer College of Camarin, Inc.

SVFC Compound, San Vicente Ferrer St., Area D, Brgy. 178, Camarin, Caloocan City
Tel. No.: 6682575; Email address: [email protected] Website: stvfc.com
___________________________________________________________________________________
Name: JOAN JECIL M. PAREJA Subject Title: The Child and Adolescent Learners
Course / Yr. & Sec. BEED 1ST YR. - 2 Subject Code: Educ. 101
AY: 1st Sem., 2020-2021 Professor: Dr. Peter G. Young Jr.
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Module 4: Research in Child and Adolescent Development 6

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Data-Gathering Techniques

Data-Gathering
Definition / Description
Technique
1. Observation Observations can be made in either laboratories or natural settings. In naturalistic
observation, behavior is observed in the real world like classrooms, home in
neighborhood.
2. Physiological Certain indicators of children’s development such as, among others, heart rate,
Measures hormonal levels, bone growth, body weight, and brain activity are measured.
3. Standardized These are prepared tests that assess individuals’ performance in different domains.
These tests are administered in a consistent manner.
4. Interviews and Involve asking the participants to provide information about themselves based on
Questionnaires the interview or questionnaire given by the researcher.

Gathering of data may be conducted through a printed questionnaire, over the

telephone, by mail, in person, or on-line.

Information is obtained by utilizing standardized procedures so that every

participant is asked the same questions in the same manner. It entails asking
participants for information in some structured format.
5. Life-History Records These are records of information about a lifetime chronology of events and
activities. They often involve a combination of data records on education, work,
family, and residence. These include public records or historical documents or
interviews with respondent.

Ethical Principles

To serve the genuine purposes of research, teacher researchers are subject to ethical principles. Just as
we have the Code of Ethics that governs the behavior of teachers, there also exist ethical standards that guide
the conduct of research. These ethical standards serve as reminders that as researchers, we should strive to
protect the subjects of our study and to maintain the integrity of our research. Details of these ethical
principles are found in documents such as the following:

1. Ethical standards of the American Educational Research Association.

http://www.aera.net/uploadedFiles/About_AERA/Ethical_Standards/EthicalStandards.pdf
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2. Ethical Standards for Research with Children – Society for Research in Child Development (USA)
http://www.srcd.org/index.php?option=com_content&task=view&id=68&Itemid=110

3. Standards of the American Psychological Association Concerning Research

http://www.lcsc.edu/policy/Policy/1.112a.PDF

St. Vincent de Ferrer College of Camarin, Inc.

SVFC Compound, San Vicente Ferrer St., Area D, Brgy. 178, Camarin, Caloocan City
Tel. No.: 6682575; Email address: [email protected] Website: stvfc.com
___________________________________________________________________________________
Name: JOAN JECIL M. PAREJA Subject Title: The Child and Adolescent Learners
Course / Yr. & Sec. BEED 1ST YR. - 2 Subject Code: Educ. 101
AY: 1st Sem., 2020-2021 Professor: Dr. Peter G. Young Jr.
============================================================================================
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Module 4: Research in Child and Adolescent Development 7

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Common among the three standards given about are the following considerations for researches
conducted young children and other vulnerable population which are enumerated by the National Association
for the Education of Young Children (NAEYC).

Some key points are:

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 possible risks and benefits. Their decision to participate must be based on what is
called “informed consent.” There must be informed consent procedures with research participants.
3. Children’s questions about the research should be answered in a truthful manner and in ways that children
can understand. Researchers must be honest and clear in their communication.
4. There should be respect for privacy. Information obtained through research with children should remain
confidential. Researchers should not disclose personal information or the identity of participants in written
or oral reports and discussions.

The Data Privacy Act of 2012 (R.A. 10173)

This law was passed in the Philippines in 2012 “to protect the fundamental human right of privacy of
communication while ensuring free flow of information to promote innovation and growth.”

The law states that the collection of personal data “must be a declared, specified, and legitimate
purpose and that… consent is required prior to the collection of all personal data.”

For more details, read RA 10173.

Impact of Teachers’ Research Involvement on Teachers

Research itself has proven that teachers have everything to gain and nothing to lose when they get
involved in the research process. Evidence suggests that:

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.

2. participating in teacher research also helps teacher become more deliberate in their decision-making and
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actions in the classroom.

3. teacher research develops the professional dispositions of lifelong learning, reflective and mindful teaching,
and self-transformation.

4. engaging in teacher research at any level may lead to rethinking and constructing what is means to be a
teacher or teacher educator and, consequently, the way teachers relate to children and students.

5. teacher research has the potential to demonstrate to teachers and prospective teachers that learning to teach
is inherently connected to learning to inquire.

Teacher involvement in the conduct of teacher research shows a shift from thinking about teacher
research as something done to teachers to something done by teachers.

St. Vincent de Ferrer College of Camarin, Inc.

SVFC Compound, San Vicente Ferrer St., Area D, Brgy. 178, Camarin, Caloocan City
Tel. No.: 6682575; Email address: [email protected] Website: stvfc.com
___________________________________________________________________________________
Name: JOAN JECIL M. PAREJA Subject Title: The Child and Adolescent Learners
Course / Yr. & Sec. BEED 1ST YR. - 2 Subject Code: Educ. 101
AY: 1st Sem., 2020-2021 Professor: Dr. Peter G. Young Jr.
============================================================================================
===========================================================

Module 4: Research in Child and Adolescent Development 8

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Guide Questions:

Answer the following:

1. Explain the basic principles of research.

Ans. One important principle in research is adherence to the scientific method, since research is a
systematic and a logical process. As such, researchers basically follow the scientific method. Dewey
gave us 5 steps of the scientific method.
2. Describe the role of teachers as consumers and producers of developmental research.
Ans. Teachers are able to use and integrate the most authoritative research findings. Research enables
teachers to come up with informed decision on what to teach and how to teach. This involves
decisions related to educational policies, curriculum, effective teaching-learning processes, and even
those involving research, too.

3. Enumerate and explain the five (5) steps of the scientific method.
Ans.
1. identify and define the problem
The first step in the problem solving and decision making process is to identify and define the
problem. A problem can be regarded as a difference between the actual situation and the
desired situation.
2. determine the hypothesis
A hypothesis is a suggested solution for an unexplained occurrence that does not fit into
current accepted scientific theory. The basic idea of a hypothesis is that there is no pre-
determined outcome.
3. collect and analyze data
Collecting data means putting your design for collecting information into operation. You've
decided how you're going to get information – whether by direct observation, interviews,
surveys, experiments and testing, or other methods – and now you and/or other observers have
to implement your plan.

4. formulate conclusions
A conclusion offers the final word on a paper: the insight you hope to have imparted to your
reader, your paper's moral or lesson. As such, it is important that your conclusion do more than
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merely summarize the contents of your paper.

5. apply conclusions to the original hypothesis
Your conclusions summarize how your results support or contradict your original hypothesis:
Summarize your science fair project results in a few sentences and use this summary to support
your conclusion. Include key facts from your background research to help explain your results
as needed.

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