College of Education - URS Morong

NAME FATIMA GARCE M. AÑAIN

BACHELOR OF SECONDARY EDUCATION MAJOR IN

PROGRAM
SCIENCE
Insert your
SUBJECT Research in Teaching Science
picture
LECTURER PROF. EARTH DP. PADILLA

ACTIVITY
BASIC CONCEPTS ON RESEARCH

Lesson 1

BASIC CONCEPTS ON RESEARCH

MUST DO

Read and analyze major parts of sample undergraduate research study

Learning Outcomes: Specifically, this lesson is geared toward the attainment of the following:

⮚ clarify expectations in research as a course;

⮚ define and identify types of research;

⮚ enumerate various parts of research paper;

⮚ analyze the characteristics of a good research work; and

⮚ cite examples of various parts of a research paper.

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TOPIC 1.1 EXPECTATIONS IN RESEARCH

In the quest for knowledge in research, students enrolled in this course are expected to
observe the following:

1. To submit all the requirements on time

2. To ensure that the topics chosen in the conduct of research is relevant and acceptable.
3. To avoid plagiarism in the development of the study
4. To safeguard all documents needed including instrument, related literature/studies,
articles etc.
5. To avoid procrastination by following the Gantt Chart of Activities
6. To allot time for research work and consultation
7. To sustain interest towards the conduct of the chosen study
8. To maintain unity and cooperation among members of the group
9. To submit soft bound copy of the manuscript in Research 1
10. To submit hard bound copy of the manuscript in Research 2

Activity 1: Setting Expectations and Targets

Complete the sentences below with the items described. Fill-out the table with the
needed information.

1. I enrolled in Research because aside from this is required, I also want to get hands on
experience in my field. I want to know more about the real-world problem. I believe that research
can help me to improve my skills such as critical thinking, problem solving, analytical and
communication sklls. Also, it allows me to explore my interests and potentially discover new
passion and knowledge.
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2.-4. My expectations on Research subject are the following:

Work collaboratively, learn something new related to my field and tackling well defined problems
with clear goals and objectives

5.-7. My expectations on my professor are the following:

My professor will provide clear guidance on research projects, discuss progress, address
problems and receive feedback from her/him about our work

8.-9. My expectations on my groupmates /classmates are the following:

They contribute meaningfully to our research, they are responsible for completing the task on
time and open for receiving feedback and suggestion.

10.-12. My plans to come up with are research work are as follows:

I will start to look for emerging gaps in my field that need further investigation, I will consider also
the resources that is available and to add I will go to the topic that genuinely interest me to make
the research process enjoyable.

13.-15. My strategies to accomplish such plans are as follows:

I think I will read recent research paper, articles and books to identify different gaps with regards
to my field. Also, I will seek guidance from our professor in this subject.

TOPIC 1.2 DEFINITIONS AND APPROACHES OF EDUCATIONAL RESEARCH

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The contemporary society has used the various form of conducting research based on
the different ideas created by the different specialist from the past to current generation. The
following are the definitions of research by different authors.

1. Research is the manner in which we attempt to solve problems in a systematic to push back
the frontiers of human ignorance or to confirm the validity of the solutions to problems others
have presumably solved (Leedy, 1985).

2. Research refers to a systematic collection and analysis of data to illuminate, describe, or

explain new facts and relationship. Research in its broadest sense is an attempt to find
solutions to problems. It is also a collection of data in a controlled situation for purposes of
prediction or explanation (Treece and Treece, 1986).

3. Research means to search again and again or to examine carefully. Most specifically,
research is diligent, systematic inquiry or investigation to validate and refine existing knowledge
and generate new knowledge (Burns and Grove, 1997).

4. Research helps broaden and deepen knowledge, insights and experiences. Results of
research-based studies contribute towards the understanding of the problem and helps in the
attainment of its solution or resolution (Reyes, 1998).

5. Research is a systematic inquiry that uses disciplined method to answer questions or solve
problems. The ultimate goal of research is to develop, refine and expand a body of knowledge
(Polit and Beck ,2004)

6. Research help man – an ever-inquisitive creature- understand himself better and the world in
which he lives that he may live his life to the fullest. It develops his intuition so that his
perceptions will be modified and methods of reasoning be expanded for him to experience
effective interaction with everything around him and eventually helps him to move ahead with
better understanding of the manifold realms of human endeavor thereby making his life worth
living (Asperas , 2005).

7. Learning how to conduct research is a process that hones critical reading and writing as well
as problem-solving skills. These skills are important in the real world. In addition, the finished
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product- research paper-reflects your ability to synthesize information, to evaluate evidence,

and to present new relationships that only careful analysis can provide (Plata et.al, 2006).

Research in education has three main approaches: quantitative research, qualitative

research and mixed method research which are vital in understanding educational phenomena,
assess teaching methods, and improve learning outcomes (Pregoner, 2024). These types of
research have peculiarities in accord to the objectives of conducting the study.

Quantitative research focuses on collecting and analyzing numerical data to test

hypotheses and establish statistical relationships. One of the primary strengths of quantitative
research is its ability to generalize findings to larger populations which is crucial for making
informed decisions and developing theories targeting the assessment of the effectiveness of
interventions, measure student performance, and evaluate educational policies (Pregoner,
2024). Furthermore, quantitative research includes key features: collecting data by utilizing
standardized research instruments; findings are based on larger sample sizes; reporting the
research because of high reliability; responding to research questions and meeting the research
objectives; planning all research phases before data collection (Ghanad, 2023).

Qualitative research is a methodological approach that focuses on understanding

phenomena through the collection and analysis of non-numerical data which seeks to explore
and interpret the underlying meanings, experiences, and contexts of participants. qualitative
research involves gathering rich, detailed data through methods such as interviews, focus
groups, observations, and content analysis. One of the key strengths of qualitative research is
its ability to provide contextually rich and nuanced insights. It helps researchers understand the
complexity of human behavior and social interactions by focusing on the subjective experiences
of individuals. Qualitative research is often exploratory and inductive, meaning that researchers
develop theories and insights based on the data collected rather than testing pre-existing
hypotheses (Pregoner, 2024).

Mixed method research involves a mixture or combination of quantitative and qualitative

methods, approaches, or concepts in a single research study or in a set of related studies. The
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qualitative and quantitative parts of a research study might be conducted concurrently

(conducting both parts at roughly the same time) or sequentially (conducting one part first and
the other second) to address a research question or a set of related questions (Johnson &
Christensen, 2014).

TOPIC 1.3 CHARACTERISTICS OF RESEARCH

The discussion below summarizes the characteristics of a good research.

● Research begins with a problem. The researchers must carefully identify the problem

exists. A good solution to the problem requires analysis. Thus, researchers must
eliminate and suppress their feelings and preferences. They should elevate logic and
clear thinking. Research must deal with facts and meanings.

● Research requires a plan. Researchers must plan for a systematic and accurate

investigation on the problem. They must follow carefully to procedures to carry out the
plan towards the attainment of the solutions. The data gathered must be analyzed and
recorded and the instruments to be used must be valid and reliable.

● Research is essential. The research work must be significant to the researchers

● Research seeks direction through appropriate hypotheses. It must be based on

scientific guess or hypothesis which is stated either positively (alternative hypothesis) or

negatively (null hypothesis).

● Research organizes data through quantitative terms and expresses these data in

numerical measures.

● Research work which is statistically sound presents numerical data which are correct.

● Research is result-oriented. It must produce the desired effects which will benefit other

people.
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TOPIC 1.4 TYPES OF RESEARCH ACCORDING TO APPROACHES

Quantitative Research

1. Experimental – the researcher manipulates the independent variable and is interested in

showing cause and effect (Pregoner, 2024).

2. Quasi-Experimental - are similar to experimental designs but lack random assignment which
allows researchers to study the effects of interventions or treatments in real-world settings while
controlling for confounding variables (Pregoner, 2024).

3. Descriptive - aim to describe characteristics of a population or phenomenon. They do not

involve manipulation of variables but focus on providing a snapshot of the current state of affairs
(Pregoner, 2024).

4. Correlational- the researcher studies the relationship between one or more quantitative
independent variables and one or more quantitative dependent variables; that is, in correlational
research, the independent and dependent variables are quantitative. In involves correlation
coefficient which is a numerical index that indicates the strength and direction of the relationship
between two variables. A positive correlation is present when scores on two variables tend to
move in the same direction. A negative correlation is present when the scores on two variables
tend to move in opposite directions—as one variable goes up, the other tends to go down, and
vice versa (Johnson & Christensen, 2014).

5. Causal-comparative -the researcher studies the relationship between one or more categorical
independent variables and one or more quantitative dependent variables. In the most basic
case, there are a single categorical independent variable and a single quantitative dependent
variable. Because the independent variable is categorical (e.g., males vs. females, parents vs.
nonparents, or public-school teachers vs. private school teachers), the different groups’ average
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scores on a dependent variable are compared to determine whether a relationship is present

between the independent and dependent variables (Johnson & Christensen, 2014).

Qualitative Research

1. Case Study- A form of qualitative research that focuses on providing a detailed account of
one or more cases.

2. Phenomenology- a researcher attempts to understand how one or more individuals

experience a phenomenon.

3. Grounded Theory- A qualitative approach to generating and developing a theory from the
data that the researcher collects.

4. Ethnography- A form of qualitative research focused on discovering and describing the

culture of a group of people.

5. Narrative Inquiry/ Historical Research- The study of life experiences as a storied

phenomenon. In contrast to phenomenology, where the goal is to describe the essence of the
experience of a phenomenon, the narrative researcher works with the participant to discern the
individual storied experience through narrative threads, narrative tensions, plotlines, narrative
coherences, and/or silences and composes a narrative account of the participant’s storied
experience. (Johnson & Christensen, 2014).

Mixed Method Research

1. Convergent - qualitative and quantitative data are collected simultaneously but analyzed
separately. After analysis, the results are compared and integrated to provide a comprehensive
understanding of the research problem.

2. Explanatory Sequential -involves collecting and analyzing quantitative data first, followed by
qualitative data. The purpose of the qualitative phase is to explain or elaborate on the
quantitative findings.
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3. Exploratory Sequential -qualitative data is collected and analyzed first, followed by

quantitative data. The initial qualitative phase helps to develop theories, hypotheses, or
instruments that are then tested in the quantitative phase.

4. Embedded - involves integrating qualitative and quantitative methods within a single phase of
the research which allows for the incorporation of qualitative data into a primarily quantitative
framework, enhancing the understanding of specific aspects of the research.

Activity 2: Research in Educational Setting

Read/Cite educational research studies then identify the type of research used.
Indicate the sources using APA Format. Please use library and online resources including SCOPUS
indexed journals and the like. As a group, present this by providing at least 1 research studies per
type of research.

Title of Research Study Type of Research Evidence (Enumerate here Source/Reference

the content that justifies the
type of research)

Sample:
- The methodology
The role of teachers in Quantitative Research- Rotgans, J. I., Schmidt, H.
mentioned
facilitating situational Correlational G., The role of teachers in
correlational
interest in an active- facilitating situational
statistical analysis
learning classroom interest in an active-
learning classroom,
Teaching and Teacher
Education (2010),
doi:10.1016/j.tate.2010.06.
025

1. Enhancement Qualitative Research - The methodology mentioned Lugay, John Iverson T., et
Activities in Selected Phenomenology- phenomenology statistical al (2022, May)
Topics in Physical Enhancement Activities in
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Science for Grade 11 analysis Selected Topics in

Learners Physical Science for Grade
11 Learners

2. 7E Based Learning Kit Mixed Method The methodology mentioned De Jesus, A. J., et al
in Physics 7 Research – Convergent convergent and explanatory (2024, January). 7E Based
and Explanatory sequential statistical analysis Learning Kit in Physics 7
Sequential Quantitative
Research

3. Artificial Intelligence Quantitative Research - The methodology mentioned Nido, T. S., et al (2024,
Based Manifesto System Correlational correlational statistical March) ARTIFICIAL
analysis INTELLIGENCE-BASED
MANIFESTO SYSTEM

4. QUICK BONDING: Mixed Method The methodology mentioned Villaran, J. S., et al (2024,
DIGITAL GAME-BASED Research - the used of the combination of January). QUICK
ACTIVITIES IN developmental, descriptive, BONDING: DIGITAL
SCIENCE 9 and experimental research GAME-BASED
design ACTIVITIES IN SCIENCE
9

5. MONITORING Mixed Method The methodology mentioned Aragoncillo, J. R. B.,

SYSTEM FOR ALGAE Research- Explanatory the used of the combination of Granale, M. A. R., &
BLOOM IN LAGUNA sequential descriptive and developmental Lipoles, A. D. (2024,
LAKE research design March). MONITORING
SYSTEM FOR ALGAE

6. TRACER STUDY OF Quantitative Research- The methodology mentioned Manlincon, J. D.,

BACHELOR OF descriptive method design Cenidoza, K. C.,
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SECONDARY descriptive and normative survey Sacramento, M. K. C., &

EDUCATION MAJOR IN Decierdo, L. R. (2023,
SCIENCE GRADUATES May). TRACER STUDY
CLASS OF 2017-2022 OF BACHELOR OF
OF UNIVERSITY OF SECONDARY
RIZAL SYSTEM- EDUCATION MAJOR IN
MORONG SCIENCE GRADUATES
CLASS OF 2017-2022 OF
UNIVERSITY OF RIZAL
SYSTEM.

7. E- LEARNING Quantitative Research- The methodology mentioned Llego, K. DC., et al (2023,

WEBSITE IN IDEAL descriptive developmental and descriptive May) E- LEARNING
GAS LAW research design WEBSITE IN IDEAL GAS
LAW

8. Assessment of Food Qualitative Research - The methodology mentioned Abbang, Z. A. H.,

and Safety Practices Phenomenology- The descriptive method and Alejandro, N. S. J., Dela
Among Street Vendors methodology mentioned unstructured interviews. Cruz, R. Z. C., &
in Binangonan, Rizal descriptive method and Montemayor, M. M. (2023,
unstructured interviews. May) ASSESSMENT OF
FOOD AND SAFETY
PRACTICES AMONG
STREET VENDORS IN
BINANGONAN, RIZAL.

9. INFOGRAPHIC Explanatory The methodology mentioned

LEARNING RESOURCE Sequential developmental and descriptive
MATERIALS IN research design
SCIENCE 10

10. Language Mixed Method This study is descriptive in Ma. Fe. B. Belasoto1 et. al.
Training and Research – Explanatory nature because it led to (2021, October 10)
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Language Sequential present facts, It employed the Language Training and

Training qualitative research method, Language Training
Practices in The through individual/face-to-face Practices in The Call
Call Center interview. Center Industry
Industry