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DESCRIPTIVE RESEARCH
Meaning of Descriptive Research
Although descriptive research has only one meaning, several authors
have defined it in their own several ways. Some of the definition are:
Manuel and Medel define descriptive research thus: Descriptive research
describes what is. It involves the description, recording, analysis, and
interpretation of the present nature, composition or processes of phenomena.
The focus is on prevailing conditions, or how a person, group, or thing behaves
or functions in the present. It often involves some type of comparison or
contrast. (Manuel and Medel, p.25)
Aquino gives this definition. Descriptive research is fact-finding with
adequate interpretation. The descriptive method is something more and beyond
just data-gathering; the latter is not reflective thinking nor research. The true
meaning of the data collected should be reported from the point of view of the
objectives and the basic assumption of the project under way. This follows
logically after careful classification of data. Facts obtained may be accurate
expressions of central tendency, or deviation, or of correlation; but the report is
not research unless discussion of those data is not carried up to the level of
7. Descriptive studies, except in case studies, are generally crosssectional, that is, it studies the different sections belonging to
the same group.
8. Studies on prevailing conditions may or can be repeated for
purposes of verification and comparison.
Value, Importance, and Advantages of Descriptive Research
Among the value, importance, and advantages of descriptive method of
research are the following:
1. Descriptive research contributes much to the formulation of principles
and generalizations in behavioral sciences. This is especially true in
causal-comparative and correlation studies. When several inquiries
register the same findings on a certain subject, then a principle or
generalization may be formed about that subject.
2. Descriptive research contributes much to the establishment of
standard norms of conduct, behavior, or performance. This is
especially true in psychological testing, as for instance, norms in an
intelligence test. Normative standards are based on what are
prevalent.
3. Descriptive research reveals problems or abnormal conditions so that
remedial measures may be instituted. It reveals to us what we do not
want, what we want, and how to acquire what we want.
4. Descriptive research makes possible the prediction of the future on
the basis of findings on prevailing conditions, correlations, and on the
basis of reactions of people toward certain issues. For instance, the
winning candidate in an election may be predicted on the basis of a
survey.
5. Descriptive research gives a better and deeper understanding of a
phenomenon on the basis of an in-depth study of the phenomenon.
6. Descriptive research provides a basis for decision-making. Business
managers often base their decisions upon business researches.
Government policy makers usually rely upon descriptive investigations
for making the needed policies. In education, the curriculum has been
constructed based upon descriptive researches in child and
adolescent psychology.
7. Descriptive research helps fashion many of the tools with which we do
research, such as, instruments for the measurement of many things,
Case Study
Case study may involved and usually
involves one person, family, small group,
or small community.
Usually all aspects or variables in the life
cycle of the case under study are
included.
Finding
the
causes
of
certain
phenomena is always a part of a case
study.
Representativeness is not important. The
results of a single case study do not
provide certainly that the case is truly
representative.
Abnormalities or undesirable traits or
conditions usually initiate a case study.
Data about the case from birth or origin
or even of the future are considered.
Types of survey technique or approach. The following are the types of survey from
which the researcher may select one depending upon the situation, his interest and
goal, professional competence to tackle the work; and financial capability: (Treece
and Treece, Jr,. pp. 151-154)
1. Total population survey. The entire population is involved in the survey
2. Sample survey. Only a sample or portion of the population is involved in the
survey.
3. Social survey. The investigator researches on the attitudes and behaviors of
different groups of people.
4. School survey. This is used to gather data for and about schools and to assess
educational achievement and education itself. (some or all aspects of the school
may be surveyed: qualifications of teachers, methods and techniques of
teaching, facilities, achievements of pupils in different subjects, administration
and supervision, curriculum, teacher-pupil ratio, and the like)
5. Public option survey. This is used to gauge the reactions of people towards
certain issues or persons. (For instance, people may be asked in a survey how
much they agree with the way President is running the government)
6. Poll survey. This is a survey in which the respondents are asked if they are
voting for a certain candidate in an election. This survey is used to predict the
chance of winning of a certain candidate in an election.
7. Market survey. This is aimed in finding out what kinds of people purchase
which products, and how packaging, advertising, and displaying affect buying,
prices, and so on. Allied to this is the motivation survey in which the subjects
are asked why they purchase certain commodities.
8. Evaluation survey. The researcher looks back to see what has been
accomplished and, with a critical eye, evaluate the results whether they are
satisfactory or not, with the end in view of making improvements.
9. Comparative survey. In this survey, the results from two different groups,
techniques, or procedures are compared. This may be used also to compare the
effectiveness of a new procedures with an old one or with a standard, or two
new procedures may be compared.
10.Short-term survey. In this survey, data are collected over a period of weeks,
months, or even years but the period should be less than five years.
11.Long-term survey. Any survey conducted for more than five years is a long-term
survey. The best example is the survey made by Terman about exceptional
children. It lasted nearly thirty years. Terman studied his subjects during their
academic careers on through their academic life to find it gifted children
accomplish any more than normal children. The difficulty with this type of
survey is the attrition of the subjects through sickness, death, moving to other
places, refusal to participate any longer, and other causes. Change of attitude