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LONGQUIZ > PRACTICAL RESEARCH > Flashcards

PRACTICAL RESEARCH Flashcards

1
Q

Definition of Research
(Beck & Polit, 2004)

A

Research follows a step-by-step process of investigation that uses a standardized approach in answering questions or solving problems

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2
Q

Definition of Research
(Sanchez, 2002)

A

Research is a continuous undertaking of making known the unknown.

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3
Q

CHARACTERISTICS OF RESEARCH

A
  1. The research should be systematic
  2. The research should be objective.
  3. The research should be feasible
  4. The research should be empirical
  5. The research should be clear
  6. The research should be reliable
  7. The research should be valid
  8. The research should be accurate
  9. The research should be generalized
  10. The research should be controlled
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4
Q
  • There is a system to follow in conducting research as there is a system for formulating each of its parts
A
  1. The research should be systematic
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5
Q
  • Research involves the objective process of analyzing phenomena of importance to any profession or to different fields or disciplines.
A
  1. The research should be objective.
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6
Q
  • Feasibility requires considering factors such as time, resources, and the breadth or scope of the topic in doing research.
A
  1. The research should be feasible
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7
Q
  • There should be supporting pieces of evidence and accompanying details for every variable used in the study.
A
  1. The research should be empirical
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8
Q
  • The choice of variables used in the study should be explained by the researcher.
A
  1. The research should be clear
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9
Q
  • Research is an undertaking that can be repeated.
A
  1. The research should be reliable
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10
Q
  • This means that the research results are true and not manipulated.
A
  1. The research should be valid
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11
Q
  • Research has a process that corresponds to the tools used.
A
  1. The research should be accurate
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12
Q
  • Since most research studies use samples that are selected based on different sampling methods to represent a target population, findings of research can be applied to larger population.
A
  1. The research should be generalized
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13
Q
  • The research has the power to control some insignificant variables to have accurate results, most especially when conducting experimental research
A
  1. The research should be controlled
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14
Q

OUTLINE OF THE RESEARCH PAPER

A

Chapter 1: The problem and its Background
Chapter 2: Theoretical Framework
Chapter 3: Research Methodology
Chapter 4: Presentation, Analysis, and Interpretation of Data
Chapter 5: Summary, Conclusions and Recommendation

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15
Q

Chapter 1: The problem and its Background

A

a) Introduction, Background of the study
b) Statement of the problem
c) Scope and delimitation
d) Significance of the study

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16
Q

Chapter 2: Theoretical Framework

A

a) Review of Related Literature
b) Review of Related Studies
c) Conceptual/Theoretical Framework
d) Hypothesis of the study
e) Assumptions of the study
f) Definition of terms

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17
Q

Chapter 3: Research Methodology

A

a) Research design
b) Respondents of the study
c) Instrument of the study
d) Validity and Reliability
e) Statistical Treatment

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18
Q

Chapter 4: Presentation, Analysis, and Interpretation of Data

A

a) Presentation of Findings
b) Analysis
c) Interpretation
d) Discussion

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19
Q

Chapter 5: Summary, Conclusions and Recommendation

A

a) Summary of Findings
b) Conclusion
c) Recommendation

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20
Q

IMPORTANCE OF RESEARCH

A
  1. Researcher provides a scientific basis for any practice or methodology in any field or discipline
  2. Research is undertaken for the continuous development and further productivity in any field.
  3. Research helps develop tools for assessing effectiveness of any field
  4. Research provides solutions to problems concerning almost all issues encountered in the different areas of work
  5. Research impacts decision making
  6. Research develops and evaluates alternative approaches to the educational aspects of any disciplines
  7. Research aims to advance the personal and professional qualifications of a practitioner
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21
Q

RESEARCH DESIGNS

A
  1. ACTION RESEARCH
  2. CAUSAL DESIGN
  3. DESCRIPTIVE DESIGN
  4. EXPERIMENTAL DESIGN
  5. EXPLORATORY DESIGN
  6. COHORT DESIGN
  7. CROSS-SECTIONAL DESIGN
  8. LONGITUDINAL DESIGN
  9. SEQUENTIAL DESIGN
  10. MIX-METHOD DESIGN
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22
Q

is a research method that involves intervention, it aims to simultaneously investigate and solve an issue

A

ACTION RESEARCH

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23
Q

a type of research that identifies the existing cause of the problem, it examines if there’s a cause-and-effect relationship between two separate events.

A

CAUSAL DESIGN

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24
Q

is a type of research design that aims to systematically obtain information to describe a phenomenon, situation, or population.

A

DESCRIPTIVE DESIGN

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25
Q

is the process of carrying out research in an objective and controlled fashion so that precision is maximized and specific conclusions can be drawn regarding a hypothesis statement. Experimenting to create something new.

A

EXPERIMENTAL DESIGN

26
Q

is conducted about a research problem when there are few or no earlier studies to refer to or rely upon to predict an outcome. It gains insights and familiarity for later investigation.

A

EXPLORATORY DESIGN

27
Q

It is a type of panel study where the individuals in the panel share a common characteristic.

A

COHORT DESIGN

28
Q

are observational studies that analyze data from a population at a single point in time. It looks into a large group of people composed of individuals varied with characteristics.

A

CROSS-SECTIONAL DESIGN

29
Q

is a research design that involves repeated observations of the same variables over short or long periods of time. Follows a group of people over a long period of time.

A

LONGITUDINAL DESIGN

30
Q

the data are collected over the period of time (flow of events) in two consecutive phases.

A

SEQUENTIAL DESIGN

31
Q

is a research approach whereby researchers collect and analyse both quantitative and qualitative data within the same study. “Multimethodology

A

MIX-METHOD DESIGN

32
Q

COMMON TYPES OF QUALITATIVE RESEARCH

A
  1. Phenomenological study
  2. Ethnographic study
  3. Historical study
  4. Case study
  5. Grounded theory study
  6. Narrative analysis
  7. Critical qualitative research
  8. Postmodern research
  9. Basic interpretative qualitative study
33
Q

This study explores the complex meanings of simple units of experience. It seeks to understand a certain phenomenon as it is perceived and experienced by the research participants.

Example: What are the common experiences encountered by a person with a spouse who is undergoing rehabilitation?

A

Phenomenological study

34
Q

This study involves the collection and analysis of data about specific groups of people sharing a common culture.

Example: How do children with an indigenous cultural orientation learn and use several speech varieties in different social contexts? (Jamora, 2014)

A

Ethnographic study

35
Q

This study is concerned with the identification, location, evaluation, and synthesis of data from past events. This is not only limited to obtaining data from the 1900 past, but it also involves relating their implications to the present and future time.

Example: What were the roles of women in the Katipunan?

A

Historical study

36
Q

SOURCES OF HISTORICAL STUDY

A

Documents
Relics and artifacts
Oral reports

37
Q

printed materials that can be found in libraries, archives, or personal collections

A

Documents

38
Q

physical remains or objects from a certain historical period

A

Relics and artifacts

39
Q

information that is passed on by word of mouth

A

Oral reports

40
Q

CLASSIFICATION OF DATA SOURCES IN HISTORICAL STUDY

A

Primary sources
Secondary sources

41
Q

materials providing first-hand information, e.g., oral histories, written records, diaries, eyewitness accounts, pictures, videos, and other physical evidence

A

Primary sources

42
Q

second-hand information such as an account based on an original source, or a material written as an abstract of the original materials

A

Secondary sources

43
Q

VALIDITY OF MATERIALS USED IN HISTORICAL STUDY

A

Internal criticism
External criticism

44
Q

This involves establishing the authenticity or originality of the materials by looking at the consistency of information.

A

Internal criticism

45
Q

This is based on the analysis of the material: the ink and the type of paper used, the layout and physical appearance, as well as the age and texture of the material itself.

A

External criticism

46
Q

It is an in-depth examination of an individual, a group of people, or an institution. It also involves a comprehensive and extensive examination of a particular individual, group, or situation over a period of time.

Example: How do cancer survivors look at life?

A

Case study

47
Q

The method involves comparing collected units of data against one another until categories, properties, and hypotheses that state relations between these categories and properties emerge. These hypotheses are tentative and suggestive, and are not tested in the study.

Example: Ten school counselors were given structured interviews to help determine how their professional identity is formed.

A

Grounded theory study

48
Q

The main sources of data for this type of research are the life accounts of individuals based on their personal experiences. It extracts meaningful context from these experiences by identifying patterns, themes, or meanings, based particularly on chronology. It accepts the idea that knowledge can be acquired through stories that can be relayed, stored, and recollected.

Example: if a student of developmental psychology wants to examine a child’s development of problem-solving techniques, he or she can use narrative analysis to investigate the child’s experiences and make conclusions about his or her problem-solving capabilities (Smith, bas 2000).

A

Narrative analysis

49
Q

COMMON TYPES OF NARRATIVE ANALYSIS

A

Psychological
Biographical
Discourse analysis

50
Q

This involves analyzing the story in terms of internal thoughts and motivations. It also analyzes the written text or spoken words for its component parts or patterns.

A

Psychological

51
Q

This takes the individual’s society and factors like gender and class into account.

A

Biographical

52
Q

This studies the approach in which language is used in texts and contexts.

A

Discourse analysis

53
Q

This type of research seeks to bring about change and empower individuals by describing and critiquing the social, cultural, and psychological perspectives on present-day contexts.

Example: a critical examination of consumer education texts used in adult literacy or programs revealed content that was disrespectful for adult learners, their previous experience as consumers, and promoted certain ideologies regarding consumerism. The texts also defended the status quo by blaming individual inadequacies for economic troubles, ignoring societal inequities (Sandlin, 2000).

A

Critical qualitative research

54
Q

A type of research that’s about art, culture, philosophy, and daily life. It suggests that there is no real “truth” that people can know. All knowledge is constructed and is based on someone’s reality, and all ideas and facts can only be “believed” and not “known.”

A

Postmodern research

55
Q

This is used when a researcher is interested in identifying how individuals give meaning to a situation or phenomenon. It uses an inductive strategy which is a process of analyzing patterns or common themes to produce a descriptive account that summarizes and analyzes the literature that defined the study.

Example: An interview of 45 women from varying backgrounds and a comparison of the developmental patterns discerned with earlier findings on male development. They found women’s lives evolved through periods of tumultuous, structure-building phases that alternated with stable periods (Levinson & Levinson, 1996).

A

Basic interpretative qualitative study

56
Q

RIGHTS OF RESEARCH PARTICIPANTS

A

Voluntary participation.
Informed consent.
Risk of harm.
Confidentiality.
Anonymity.

57
Q

What is the main purpose of research?

A

to produce results that would benefit the stakeholders in the study.

58
Q

Any person should not be coerced to participate in undertaking. As a researcher, an act of refusal to participate must be respected. Feel free to ask another person to participate in case someone rejects a request for participation. Ultimately, remember that the participants are volunteers. Going the extra mile by offering them a token may also be done as an act of goodwill.

A

Voluntary participation.

59
Q

Prospective research participants must be fully informed about the procedures and risks involved in the research. Their consent to participate must be secured. Ask the participants to sign an agreement or disclaimer at the beginning of your survey to ensure informed consent and assure them of their rights and data privacy.

A

Informed consent.

60
Q

Participants should be protected from physical, financial, or psychological harm. The principle of non-maleficence states that it is the researcher’s duty to avoid, prevent, or minimize harm to the participants of the study. While you will need to ensure your participants’ safety, asking them to sign a waiver can also protect the researcher.

A

Risk of harm.

61
Q

Participants must be assured that their identity and other personal information will not be made available to anyone who is not directly involved in the study. Include a clause in your survey questionnaire to inform participants about the confidentiality of data, or mention this in the interview or FGD script, coupled with a form to sign.

A

Confidentiality.

62
Q

The participants must remain anonymous throughout the study even to the researchers themselves. While the researcher may know the participants personally, this must remain irrelevant in the process unless it affects the research processes and results.

A

Anonymity.

LONGQUIZ (3 decks)

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