By: Ms. Arianne Redondo & Mr. Rich Michael M.

Casa-alan
 CONTENT
• Definition of Research and Educational Research
– Characteristics of Research
– Approaches to Education Research
• Basic Research
• Applied Research
– Methodology
• Qualitative Research and its types
• Quantitative Research and its types
• Mixed Methods and its types

• The Research Problem

– Sources of Problems
– Characteristics of a Good Research
What is RESEARCH?
 Manuel and Medel defines
research as “the process of
gathering data or information to
solve a particular or specific
problem in a scientific manner.”
(cited by Calderon & Gonzales, 1993)

 A purposive, systematic, and

scientific process of gathering,
analyzing, classifying, organizing,
presenting, and interpreting data
for the solution of a problem…
(Calderon & Gonzales, 1993)
What is EDUCATIONAL RESEARCH?
 It refers to a variety of methods in
which individuals evaluate different
aspects of education including:
"student learning, teaching methods,
teacher training, and classroom
dynamics.
(https://en.wikipedia.org/wiki/Educational_research)

 Education research is the scientific

field of study that examines education
and learning processes and the
human attributes, interactions,
organizations, and institutions that
shape educational outcomes.
(http://www.aera.net/About-AERA/What-is-Education-Research)
 Characteristics of Research
(According to Calderon & Gonzales, 1993)

1. Research is systematic. It follows an orderly and

sequential procedure that leads to the discovery of truth,
solution of a problem, or whatever is aimed to be
discovered.
2. Research is controlled. All variables except those
that are tested or being experimented upon are kept
constant so that the changes made on the subjects of the
study can be attributed only to the experimental variable.
3. Research is empirical. All the procedures employed
and the data gathered are perceived in the same manner
by all observers.
 Characteristics of Research
(According to Calderon & Gonzales, 1993)

4. Research is analytical. There is a critical analysis of

all the data used so that there is no error in their interpretation.
5. Research is objective, unbiased, and logical.
All findings and conclusions are logically based on empirical
data and no effort is made to alter the results of the research.
6. Research employs hypothesis. This is to guide the
investigation process.
7. Research employs quantitative or statistical
methods. Data are transformed into numerical measures
and are tested statistically to determine their significance or
usefulness.
 Characteristics of Research
(According to Calderon & Gonzales, 1993)

8. Research is original work. Except in historical

research, data are gathered from primary sources.
9. Research is done by an expert. The researcher
uses valid and carefully designed procedures, valid data-
gathering instruments, and valid data. He subjects his data to
expert scrutiny.
10. Research is accurate investigation,
observation and description. Every research activity
must be done accurately so that findings will lead to the
formulation of scientific generalizations. All conclusions are
based on actual evidence.
 Characteristics of Research
(According to Calderon & Gonzales, 1993)

11. Research is patient and unhurried activity.

This is to ensure accuracy and avoid shaky conclusions
and generalizations.

12. Research requires an effort-making activity.

No research can be conducted without the exertion of
much effort, because it involves much work and time.

13. Research requires courage. Researchers

oftentimes undergo discomforts, public and social
disapproval, and disagreements with colleagues.
 Characteristics of Research
(According to Homeres, J., 2014)

1. Empirical – research is based on direct

experience or observation by the
researcher.
2. Logical – research is based on valid
procedures and principles.
3. Cyclical – research starts with a problem
and ends with a problem.
Retrieved from http://www.slideshare.net/jedliam/meaning-and-characteristics-of-
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 Characteristics of Research
(According to Homeres, J., 2014)

4. Analytical – research utilizes proven

analytical procedures in gathering data,
whether historical, descriptive,
experimental, and case study.

5. Critical – research exhibits careful and

precise judgment.

Retrieved from http://www.slideshare.net/jedliam/meaning-and-characteristics-of-

research?from_action=save
 Characteristics of Research
(According to Homeres, J., 2014)

6. Methodical – research is conducted in a

methodical manner without bias using
systematic method and procedures.
7. Replicability – research design and
procedures are repeated to enable the
researcher to arrive at valid and
conclusive results.
Retrieved from http://www.slideshare.net/jedliam/meaning-and-characteristics-of-
research?from_action=save
 BASIC RESEARCH
and
APPLIED RESEARCH
Approaches to Education Research
BASIC RESEARCH
 It is conducted largely for the enhancement of knowledge,
and is research which does not have immediate
commercial potential.
 It is done for human welfare, animal welfare and plant
kingdom welfare. It is called basic, pure, or fundamental
research.
 According to Travers, “Basic Research is designed to add
to an organized body of scientific knowledge and does not
necessarily produce results of immediate practical value.”
Such a research is time and cost intensive.
http://study.com/academy/lesson/basic-research-and-applied-research-definitions-and-differences.html
Approaches to Education Research
(According to Calmorin and Calmorin, 2007)
BASIC RESEARCH
 This is also called as “fundamental research” or “pure
research.”
 It seeks to discover basic truths or principles.
 The results of basic research in theoretical knowledge have
no immediate usefulness or value to man.
Approaches to Education Research
BASIC RESEARCH
Examples:
Robert Boyle’s Law
Jacques Charles’ Law
Archimedes’ Principle
Robert Hooke’s Law
Isaac Newton’s Law
Approaches to Education Research

APPLIED RESEARCH
 Designed to solve practical problem of the modern world,
rather than to acquire knowledge for knowledge's sake.
 The goal is to improve the human condition. It focuses on
analysis and solving social and real life problems.
 According to Hunt, “applied research is an investigation for
ways of using scientific knowledge to solve practical
problems”.
 Examples: improve agriculture crop production, treat or cure a
specific disease, improve the energy efficiency homes, offices, etc.

http://study.com/academy/lesson/basic-research-and-applied-research-definitions-and-differences.html
Approaches to Education Research
(According to Calmorin and Calmorin, 2007)
APPLIED RESEARCH
 This type of research involves seeking new
applications of scientific knowledge to the solution
of a problem.
 The problem is identified and an new system or
new method is applied in order to solve the
problem
Approaches to Education Research

APPLIED RESEARCH
Examples:
To solve the problem of fish wastes pollution,
utilization and commercialization of fish
bone meal as offal of boneless milkfish,
goatfish tapa, canned sardines, canned tuna
and many others into fish value – added
products are conducted.
Approaches to Education Research

APPLIED RESEARCH
Examples:
To solve the problem of gas shortage,
research on the production of gas is
conducted to roll back the prices of oil.
QUANTITATIVE RESEARCH

QUALITATIVE RESEARCH
 QUANTITATIVE RESEARCH
 Quantitative research is an inquiry into an identified
problem, based on testing a theory, measured with
numbers, and analyzed using statistical techniques.

(A research that is based on numeric figures or numbers.)

 The objective/goal of quantitative methods is to determine

whether the predictive generalizations of a theory hold true;
to develop and employ mathematical models, theories or
hypothesis pertaining to phenomena.

(to measure the quantity or amount and compares it with past records
and tries to project for future period. )
 QUANTITATIVE RESEARCH

 In social sciences, “quantitative research refers to the

systematic empirical investigation of quantitative properties
and phenomena and their relationships”.

 Statistics is the most widely used branch of mathematics in

quantitative research.
 ASSUMPTIONS UNDERLYING
QUANTITATIVE RESEARCH
 Reality is objective, “out there,” and independent of the
researcher -- therefore reality is something that can be
studied objectively.

 The researcher should remain distant and independent of

what is being researched.

 The values of the researcher do not interfere with, or

become part of, the research --research is value-free.
 ASSUMPTIONS UNDERLYING
QUANTITATIVE RESEARCH
 Research is based primarily on deductive forms of logic and
theories and hypotheses are tested in a cause-effect order.

 And the goal is to develop generalizations that contribute to

theory that enable the researcher to predict, explain, and
understand some phenomenon.
 THREE (3) GENERAL TYPES OF
QUANTITATIVE RESEARCH
 1) Experiments  True experiments are characterized by
random assignment of subjects to experimental conditions
and the use of experimental controls.
 2) Quasi-Experiments  Quasi-experimental studies
share almost all the features of experimental designs except
that they involve non-randomized assignment of subjects to
experimental conditions.
 3) Surveys  Surveys include cross-sectional and
longitudinal studies using questionnaires or interviews for
data collection with the intent of estimating the
characteristics of a large population of interest based on a
smaller sample from that population.
 OTHER TYPES OF QUANTITATIVE
RESEARCH
 Descriptive Research - there is no manipulation of the
independent variable. There is also no random assignments
of participants to groups.
 Single - Subject Research - is a group of research methods
that are used extensively in the experimental analysis of
behavior and applied behavior analysis with both human and
non-human participants.
 Causal - Comparative Research - there is one categorical
independent variable and one quantitative dependent
variable
 Correlational Research - there is one quantitative
independent variable and one quantitative dependent
variable
 OTHER TYPES OF QUANTITATIVE
RESEARCH
 Meta-analysis - is a statistical analysis that combines the
results of multiple scientific studies.
 The basic tenet behind meta-analyses is that there is a common truth
behind all conceptually similar scientific studies, but which has been
measured with a certain error within individual studies. The aim then
is to use approaches from statistics to derive a pooled estimate
closest to the unknown common truth based on how this error is
perceived.
 QUALITATIVE RESEARCH

 Qualitative research presents non-quantitative type of

analysis.
 It is collecting, analyzing and interpreting data by observing
what people do and say.
 It refers to the meanings, definitions, characteristics,
symbols, metaphors, and description of things.
 It is much more subjective and uses very different methods
of collecting information, mainly individual, in-depth
interviews and focus groups.
 QUALITATIVE RESEARCH

 Qualitative research presents non-quantitative type of

analysis.
 It is collecting, analyzing and interpreting data by observing
what people do and say.
 It refers to the meanings, definitions, characteristics,
symbols, metaphors, and description of things.
 It is much more subjective and uses very different methods
of collecting information, mainly individual, in-depth
interviews and focus groups.
 CLASSIFICATIONS OF QUALITATIVE
RESEARCH
• I. Phenomenology:-a form of research in which the
researcher attempts to understand how one or more
individuals experience a phenomenon. Eg:-we might
interview 20 victims of Yolanda tragedy.

• II. Ethnography:- this type of research focuses on

describing the culture of a group of people. A culture is the
shared attributes, values, norms, practices, language, and
material things of a group of people. Eg:-the researcher
might decide to go and live with the tribal in Andaman island
and study the culture and the educational practices.
 CLASSIFICATIONS OF QUALITATIVE
RESEARCH
• III. Case study:-is a form of qualitative research that is
focused on providing a detailed account of one or more
cases. Eg:-we may study a classroom that was given a new
curriculum for technology use.

• IV. Grounded theory (Narrative Research):- it is an

inductive type of research, based or grounded in the
observations of data from which it was developed; it uses a
variety of data sources, including quantitative data, review
of records, interviews, observation and surveys
 CLASSIFICATIONS OF QUALITATIVE
RESEARCH
• V. Historical research:-it allows one to discuss past and
present events in the context of the present condition, and
allows one to reflect and provide possible answers to
current issues and problems. Eg:-the lending pattern of
business in the 19th century.
 COMPARISON OF QUANTITATIVE AND
QUALITATIVE RESEARCH
• General framework
Quantitative Qualitative
Seek to confirm hypotheses about Seek to explore phenomena
Phenomena

Instruments use more rigid style Instruments use more flexible,

of eliciting and categorizing iterative style of eliciting and
responses to questions categorizing responses to questions

Use highly structured methods Use semi-structured methods such

such as questionnaires, surveys, as in-depth interviews, focus
and structured observation groups, and participant observation
 COMPARISON OF QUANTITATIVE AND
QUALITATIVE RESEARCH

• Analytical objectives
Quantitative Qualitative

 To quantify variation  To describe variation

 To predict causal relationships  To describe and explain

relationships

 To describe characteristics of a  To describe individual

population experiences

 To describe group norms

 COMPARISON OF QUANTITATIVE AND
QUALITATIVE RESEARCH
• Data format

Quantitative Qualitative

 Numerical (obtained by  Textual (obtained from

assigning numerical values to audiotapes, videotapes, and field
responses) notes)
 COMPARISON OF QUANTITATIVE AND
QUALITATIVE RESEARCH
• Flexibility in study design
Quantitative
 Study design is stable from
beginning to end
 Participant responses do not
influence or determine how and
which questions researchers ask
Next
 Study design is subject to
statistical assumptions and
conditions
Qualitative
 Some aspects of the study are
flexible (for example, the addition,
exclusion, or wording of particular
interview questions)
 Participant responses affect how
and which questions researchers
ask next
 Study design is iterative, that is,
data collection and research
questions are adjusted according to
what is learned
MIXED METHODS AND ITS TYPES

• A general type of research in which quantitative and

qualitative methods, techniques, or other paradigm
characteristics are mixed in one overall study.
• Types mixed researches
– Mixed Method Research – The researcher uses the qualitative
research paradigm for one phase and the quantitative research for
another phase.
– Mixed Model Research – The researcher mixes both qualitative and
quantitative research approaches within the stage of a study or
across two of the stages of the research process.
Mixed methods is not that different from
other methods

Identifying a research problem

Reviewing the literature

Identifying a purpose
and stating questions

Collecting data
Analyzing and interpreting data

Reporting and evaluating the study

41
 What is this Method Called?
• Multi-method
• Triangulation
• Integrated
• Combined
• Quantitative and qualitative methods
• Multi-methodology
• Mixed methodology
• Mixed-method
• Mixed research
• Mixed methods
42
 Preliminary Design Considerations (Morse,
1991)
Approach Type Purpose Limitations Resolutions

QUAL + quan Simultaneous Enrich description Qualitative sample Utilize normative

of sample data for
comparison of
results
QUAL qua Sequential Test emerging H, Qualitative sample Draw adequate
n determine random sample
distribution of from same
phenomenon in population
population
QUAN + qual Simultaneous To describe part of Quantitative Select appropriate
phenomena that sample theoretical sample
cannot be from random
quantified sample
QUAN Sequential To examine Quantitative Select appropriate
qual unexpected sample theoretical sample
results from random
sample

43
Parsimonious Designs (Creswell & Plano Clark, 2007)
Concurrent Mixed Methods Designs
Triangulation Design
QUAN QUAL
Data & Data &
Interpretation
Results Results

Embedded Design

QUAN Intervention QUAN

Pre-test Post-test
Interpretation
Data & Data &
qual
Results Results
Process

44
Sequential Designs Mixed Methods Designs
Explanatory Design
QUAN qual
Data & Data & Interpretation
Results Results
Following up

Exploratory Design
QUAL quan
Data & Data &
Interpretation
Results Building to
Results

Sequential Embedded Design

Before-
QUAN After-
Intervention
intervention
Trial intervention
qual qual Interpretation

45
 Types of Research Design

Quantitative, Qualitative and Mixed Methods

Quantitative Qualitative Mixed Methods
research Methods research Methods Research
Methods
• Experimental • Narratives • Sequential
designs •Phenomenologies •Concurrent
•Non- Experimental •Ethnographies •Transformative
designs, such as •Grounded theory
survey •Case Studies

7/4/2019 Elham Ahmadnezhad. Mixed 6

Methods
 RESEARCH PROBLEMS
What is a research problem?

 In the context of selection of a research problem it is

essential to understand what is a problem and its
components.
 A research problem is one which may arise in practice or
theory, which needs some solution by way of
investigation.

“A research problem is a discrepancy between what

one knows and ought to know to solve a problem”.
 RESEARCH PROBLEMS
Are all problems researchable?

 Is Philippine Daily Inquirer the most read newspaper?

 Is President Duterte’s speech beautiful or dreadful?
 Do supernatural entities intervene in human affairs?

Not all human behavior can be guided by scientific

knowledge.
 RESEARCH PROBLEMS
Research problems should :

 Not be too vague or too narrow

 Have an overview of the subject
 Make a general concept more specific by showing its
dimensions, aspects, factors, components or indicators.

The important thing is that the finished product, as a piece

of research ,shows logical conclusions across the different
levels of abstraction.
 RESEARCH PROBLEMS
Research problems should : (continuation)

 Problems that do not have empirical ground are do not

fulfill the criteria of a research problem. Have an
overview of the subject
 Reasons behind………..
1. individual preference,
2. beliefs,
3. traditions,
4. customs
5. and values
cannot be identified by research problems.
 RESEARCH PROBLEMS
The answers to four important questions underpin the
framework for any research problem. (Alam, Z., 2014)

What are you going to do?

The title and aim of the research should answer this.
– Elaboration on the purpose and outcome is also needed.

 Clarity is essential

Retrieved from
http://www.slideshare.net/zaki_du/research-problem-criteria-and-characteristics
 RESEARCH PROBLEMS
Why are you going to do it?

This answer should explain why the research is

necessary.
Also be able to state how the outcomes of the research
should provide the solutions to the problems revealed.
Explain the severity of the problem

Retrieved from
http://www.slideshare.net/zaki_du/research-problem-criteria-and-characteristics
 RESEARCH PROBLEMS
How are you going to do it?
A plan of action laid out to show how the problem is to be
investigated.
What methodology was undertaken.
How the information was analyzed.
When are you going to do it?
Programming your time.

By considering all these issues a problem will be

researchable!
Retrieved from
http://www.slideshare.net/zaki_du/research-problem-criteria-and-characteristics
 SOURCES OF PROBLEMS
 Kumar (2005:41) writes that most research in the
humanities revolves around four Ps:

 People,
Problems,
Programs, and
Phenomena

Retrieved from:
https://www.scribd.com/doc/16739725/Research-Problem-Hypotheses-and-Variables
 SOURCES OF PROBLEMS
(Accdg. to University of South Carolina Libraries Webpage)
 Deductions from Theory
This relates to deductions made from social philosophy or
generalizations embodied in life and in society that the
researcher is familiar with.
 From a theory, the researcher can formulate a research
problem or hypothesis stating the expected findings in
certain empirical situations.
 One can then design and carry out a systematic
investigation to assess whether empirical data confirm or
reject the hypothesis, and hence, the theory.

Retrieved from:
http://libguides.usc.edu/writingguide/introduction/researchproblem
 SOURCES OF PROBLEMS
(Accdg. to University of South Carolina Libraries Webpage)
 Interdisciplinary Perspectives
Identifying a problem that forms the basis for a research
study can come from academic movements and scholarship
originating in disciplines outside of your primary area of study.
 A review of pertinent literature should include examining
research from related disciplines that can reveal new
avenues of exploration and analysis.
 An interdisciplinary approach to selecting a research problem
offers an opportunity to construct a more comprehensive
understanding of a very complex issue that any single
discipline may be able to provide.
Retrieved from:
http://libguides.usc.edu/writingguide/introduction/researchproblem
 SOURCES OF PROBLEMS
(Accdg. to University of South Carolina Libraries Webpage)
 Interviewing Practitioners
The identification of research problems about particular
topics can arise from formal or informal discussions with
practitioners who provide insight into new directions for
future research and how to make research findings more
relevant to practice.
 Discussions with experts in the field, such as, teachers,
social workers, health care providers, lawyers, business
leaders, etc., offers the chance to identify practical, “real
world” problems that may be understudied or ignored within
academic circles.
Retrieved from:
http://libguides.usc.edu/writingguide/introduction/researchproblem
 SOURCES OF PROBLEMS
(Accdg. to University of South Carolina Libraries Webpage)
 Personal Experience
Your everyday experiences can give rise to worthwhile
problems for investigation.
 Think critically about your own experiences and/or
frustrations with an issue facing society, your community,
your neighborhood, your family, or your personal life.
 This can be derived, for example, from deliberate
observations of certain relationships for which there is no
clear explanation or witnessing an event that appears
harmful to a person or group or that is out of the ordinary.

Retrieved from:
http://libguides.usc.edu/writingguide/introduction/researchproblem
 SOURCES OF PROBLEMS
(Accdg. to University of South Carolina Libraries Webpage)
 Relevant Literature
The selection of a research problem can be derived from a
thorough review of pertinent research associated with your
overall area of interest. This may reveal where gaps exist in
our understanding of a topic.
 Research may be conducted to:
1) fill such gaps in knowledge;
2) evaluate if the methodologies employed in prior studies can be
adapted to solve other problems; or,
3) determine if a similar study could be conducted in a different
subject area or applied to different study sample [i.e., different groups of
people].
Retrieved from:
http://libguides.usc.edu/writingguide/introduction/researchproblem
 SOURCES OF PROBLEMS
(According to Calmorin and Calmorin, 2007)

 Specialization of the researcher

 Current and past researches
 Recommendations from theses, dissertations and
research journals
 Original and creative ideas of the researcher based on
the problems met in the locality and country
 CHARACTERISTICS OF A GOOD
RESEARCH PROBLEM (Thakur, L., 2013)
The criteria of a good research problem.
Hornet and Hunt have given following characteristics of
scientific research:
• Verifiable Evidence: That is factual observations which
other observers can see and check.

• Accuracy: That is describing what really exists. It means

truth or correctness of a statement or describe things exactly
as they are and avoiding jumping to unwarranted
conclusions either by exaggeration or fantasizing.
Retrieved from
http://a-smude.blogspot.com/2013/01/the-criteria-of-good-research-problem.html
 CHARACTERISTICS OF A GOOD
RESEARCH PROBLEM (Thakur, L., 2013)
• Precision: That is making it as exactly as necessary, or
giving exact number or measurement. This avoids colorful
literature and vague meanings.

• Systematization: That is attempting to find all the relevant

data, or collecting data in a systematic and organized way so
that the conclusions drawn are reliable. Data based on
casual recollections are generally incomplete and give
unreliable judgments and conclusions.

Retrieved from
http://a-smude.blogspot.com/2013/01/the-criteria-of-good-research-problem.html
 CHARACTERISTICS OF A GOOD
RESEARCH PROBLEM (Thakur, L., 2013)
• Objectivity: That is free being from all biases and vested
interests. It means observations are unaffected by the
observers values, beliefs and preferences to the extent
possible and he is able to see and accept facts as they are,
not as he might wish them to be.

• Recording: That is jotting down complete details as quickly

as possible. Since human memory is fallible, all data
collected are recorded.

Retrieved from
http://a-smude.blogspot.com/2013/01/the-criteria-of-good-research-problem.html
 CHARACTERISTICS OF A GOOD
RESEARCH PROBLEM (Thakur, L., 2013)
• Controlling Conditions: That is controlling all variables
except one and then attempting to examine what happens
when that variable is varied. This is the basic technique in all
scientific experimentations – allowing one variable to vary
while holding all other variables constant.

• Training Investigators: That is imparting necessary

knowledge to investigators to them understand what to look
for, how to interpret in and avoids inaccurate data collection.

Retrieved from
http://a-smude.blogspot.com/2013/01/the-criteria-of-good-research-problem.html
 CHARACTERISTICS OF A GOOD
RESEARCH PROBLEM (Calmorin and Calmorin, 2007)
• Specific
• Measurable
• Achievable
• Realistic
• Time – bound
 CHARACTERISTICS OF A GOOD
RESEARCH PROBLEM (SUMMARY)
• Are specific.
• Are clear.
• Refer to the problem or phenomenon.
• Reflect the intervention in experimental research.
• Note the target group of participants.

Retrieved from
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data.pdf