Department of Education

Region 02
Schools Division Office
NORTHERN ISABELA ACADEMY, INC.
Calinaoan, Sto. Tomas, Isabela

INQUIRIES, INVESTIGATIONS AND IMMERSION

GRADE 12

NAME: _______________________________STRAND: __________DATE: ________SCORE:______

Content: Brainstorming for Research Topic

Learner’s Output: Class Research Agenda
Most Essential Learning Competencies: prepares a plan and a focus on issues and ideas in their
respective field

PRELIMINARY 1: BUILDING ON THE BASICS

Why Research is of Value

■ The scientific method provides us with another way of obtaining information---

information that is accurate and reliable as we can get.
Ways of Knowing
1. Sensory Experience
■ See, hear, smell, taste, touch
■ The information we take in the world through our senses is the most immediate way we
have of knowing something.
■ Many experiments in sensory perception have revealed that we are not always wise to
trust our senses too completely.
■ Our senses can (often do) deceive us.
■ Sensory knowledge is undependable, it is also incomplete.
2. Agreement with Others
 One source is the opinion of others.
 Using agreement with others as a means of obtaining information.
 The problem with such common knowledge is that it, too, can be wrong.
 Hence, we need to consider some additional ways to obtain reliable knowledge.
3. Expert Opinion
 Particular individuals we should consult---experts in their field, people who know a great
deal about what we are interested in finding out.
 To use expert opinion as a means of obtaining information.
 Experts, like all of us, can be mistaken. Even an expert can never be totally sure.

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4. Logic-
■ Our intellect---our capability to reason things out---allows us to use sensory data to
develop a new kind of knowledge. Let’s consider this famous syllogism.
All human beings are mortal (major premise)
Jacob is a human being (minor premise)
Therefore, Jacob is mortal (conclusion)
*Logic tell us it is. As long as the first two statements are true, then the third statement
must be true.
■ There is a fundamental danger in logical reasoning, however: it is only when the major
and minor premises of syllogism are both true that the conclusion is guaranteed to be
true. If either of the premises is false the conclusion may or may not be true.
5. Scientific Method
■ the term “science” suggests a tremendous body of knowledge. Science is a method of
knowing.
■ It is the scientific method that is important to researchers.
■ Involves testing ideas in the public arena.
■ Almost all of us humans are capable of making connections---of seeing relationships
and associations--- among the sensory information we experience.

STEPS OF SCIENTIFIC METHOD

1. IDENTIFYING A PROBLEM OR QUESTION
 First, there is a problem of some sort--- some disturbance in our lives that disrupts the
normal or desirable state of affairs.
 Something is bothering us.
2. CLARIFYING THE PROBLEM
• Second, steps are taken to define more precisely the problem or the questions to be
answered, to become clearer about exactly what the purpose of the study is.
3. DETERMINING THE INFORMATION NEEDED AND HOW TO OBTAIN IT
• Determine what kinds of information would solve the problem.
• 2 possibilities: (a) study what is already known or carry out a piece of result. (b) the first
is prerequisite for the second.
• To obtain information, we have to get the firsthand information in the problem.
4. ORGANIZING THE INFORMATION
• Fourth, we must decide, as far as it is possible, how we will organize the information
that we obtain.
5. INTERPRETING THE RESULTS
• Fifth, after the information has been collected analyzed, it must be interpreted.

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Conclusion:
■ We want to stress two crucial features of research: freedom of thought and public
procedures.
■ At every step, it is crucial that the researcher be as open as humanly possible to
alternative ways of focusing and clarifying the problem, collecting and analyzing
information, and interpreting results.
■ The process must be as public as possible.
■ It is not a private game to be played by a group of insiders.
■ The value of scientific research is that it can be replicated (repeated) by anyone
interested doing so.

PRELIMINARY 2: RESEARCH AND ITS OVERVIEW

The term RESEARCH can mean any sort of “careful, systematic, patient study and
investigation in some field of knowledge.”
RESEARCH can be….
BASIC RESEARCH
Is concerned with clarifying underlying processes, with the hypothesis usually expressed as
a theory.
APPLIED RESEARCH
Is interested in examining the effectiveness of particular educational practices.

TYPES OF RESEARCH
QUANTITATIVE RESEARCH
■ Quantitative data deal primarily with numbers.
QUALITATIVE RESEARCH
■ Qualitative data primarily involve words.
QUANTITATIVE RESEARCH QUALITATIVE RESEARCH

ASSUMPTIONS

-researchers base their work on the belief -assume that the world is made up of
that facts and feelings can be separated, multiple realities, socially constructed by
that the world is a single reality made up of different individual views of the same
facts that can be discovered. situation.

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 ROLE

-detached observer -become immersed in the situations in

which do their research

PROTOTYPE STUDY

-Experiment -ethnographic study

GENERALIZATION

-Generalizations that transcend the -often do not even try to generalize beyond
immediate situation or particular setting. the particular situation.

RESEARCH DESIGNS

1. Descriptive- (e.g. survey) 1. Case Study

2. Associational- (e.g. Causal- 2. Ethnographic
Comparative, Correlational) 3. Historical
3. Intervention- (e.g. Experimental)

EXPERIMENTAL RESEARCH
■ Is the most conclusive of scientific method.
■ Another form of experimental research, involves the intensive study of a single
individual (or sometimes a single group) overtime.
CORRELATIONAL RESEARCH
■ Is done to determine relationships among two or more variables and to explore their
implications for cause and effect. This type of research can help us make more
intelligent predictions.
CASUAL- COMPARATIVE RESEARCH
■ Is intended to determine the cause for or the consequences of differences between
groups of people.
SURVEY RESEARCH
■ involves describing the characteristics of a group by means of such instruments as
interview questions, questionnaires, and tests.
ETHNOGRAPHIC RESEARCH
■ concentrates on documenting or portraying the everyday experiences of people, using
observations and interview.
HISTORICAL RESEARCH
■ involves studying some aspect of the past.
ACTION RESEARCH
■ Is a type of research by practitioners designed to help improve their practice.
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EVALUATION RESEARCH
■ Aims to improve the object or program evaluated, usually by strengthening its delivery,
implementation and outcomes.
GENERAL RESEARCH TYPES
1. Descriptive Studies- describe a given state of affairs.
2. Associational Studies- investigate relationships.
3. Intervention Studies- assess the effects of a treatment or method on outcomes.
4. Meta-analysis- attempts synthesize the results of all the individual studies on a given topic
by statistical means.
5. Mixed-method research- incorporates both quantitative or qualitative researches.

THE RESEARCH PROCESS

1. STATEMENT OF THE RESEARCH PROBLEM

■ The problem of a study sets the stage for everything else.
■ The problem statement should be accompanied by a description of the background of
the problem and rationale or justification for studying it.
2. FORMULATION OF AN EXPLORATORY QUESTION OR A HYPOTHESIS
■ Research problems are usually stated as questions, and often as hypotheses’
■ Hypothesis- is a prediction, a statement of what specific results or outcomes are
expected to occur.
3. DEFINITIONS
■ All key terms in the problem statement and hypothesis should be defined as clearly as
possible.
4. REVIEW OF THE RELATED LITERATURE
■ Other studies related to the research problem should be located and their results briefly
summarized.
■ The literature review (of appropriate journals, reports, monographs, etc..) should shed
light on what is already known about the problem and should indicate logically why the
proposed study would result in an extension of this prior knowledge.
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5. SAMPLE
■ The subjects (the sample) of the study and the larger group, or population(to whom
results are to be generalized), should be clearly identified.
■ The sampling plan (the procedures by which the subjects will be selected) should be
described.
6. INSTRUMENTATION
■ Each of the measuring instruments that will be used to collect data from the subjects
should be described in detail, and a rationale should be given for its use.
7. PROCEDURES
■ The actual procedures of the study---what the researcher will do (what, when, where,
how, and with whom) from the beginning to the end, in the order in which they will occur
–should be spelled out in detail (although this is not written in stone).
8. DATA ANALYSIS
■ Any statistical techniques, both descriptive and inferential, to be used in the data
analysis should be described.

Brainstorming for Research Topic

Natural Inquiry
An inquiry is a method that has the aim of extending knowledge, undertaking doubt, or
solving a problem. A theory of inquiry is an interpretation of the various types of inquiry and an
action of the ways that each type of inquiry attains its aim.

Now, to give you an idea on how to prepare for research, you may do the inquiry-based
learning using the following steps mention below:

Focus. which is an ill-structured problem demands consideration of diverse perspectives

Decide of a topic. think-aloud, asks probing questions, monitors and encourages participants
to decide a topic,
Understanding the problem. This will include clarifications of misconceptions and
possibilities.
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Design on the problem. this the final stage done to address problems within manageable
scales and extend their learning pathways.

Brainstorming is a way of inquiring ideas which will help you to develop concepts and
focusing technique by asking questions and knowing the interests of the persons involve in the
said issues . The potential ideas can be visualized for interpretation.