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ayaw > Q3-PracRes > Flashcards

Q3-PracRes Flashcards

1
Q

A learning process that motivates you to obtain knowledge or information about people, things, places, or events.

A

Inquiry

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2
Q

activity that boils down to asking questions

A

Inquire

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3
Q

It allows you to shift from one level of thought to another.

A

Inquisitive thinking

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4
Q

A type of learning started from asking a question

A

Inquiry-based learning

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5
Q

theory of John Dewey’s

A

Theory Connected Experiences for Exploratory and/or reflective thinking

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6
Q

author of Theory Connected Experiences for Exploratory and/or reflective thinking

A

John Dewey’s

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7
Q

theory of Levvy Gotsky

A

Zone of proximal development stressed the essence of provocation and scaffolding in learning

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8
Q

author of Zone of proximal development stressed the essence of provocation and scaffolding in learning

A

Levvy Gotsky

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9
Q

theory of Jerome Brunner

A

Theory for Learner’ varied world perception for their own interpretative thinking in people and things around them

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10
Q

author of Theory for Learner’ varied world perception for their own interpretative thinking in people and things around them

A

Jerome Brunner

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11
Q

Benefits of IBL

A

-Elevates interpretative thinking skills through graphic skills
-Improves student-learning abilities
-Widens learners’ vocabulary
-Facilitates problem-solving acts
-Increases social awareness and cultural knowledge
-Provides mastery of procedural knowledge
-Hastens conceptual learning
-Encourage higher-order thinking skills

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12
Q

Top-level thinking strategies

A

Interpreting
Synthesizing
Creating
Criticizing
Analyzing
Appreciating

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13
Q

Interpreting

A

own understanding

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14
Q

synthesizing

A

rebuilding ideas

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15
Q

creating

A

highest form of education

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16
Q

criticizing

A

looking at the positive and negative points

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17
Q

analyzing

A

breaking things down

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18
Q

appreciating

A

acknowledging good points

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19
Q

importance of research

A
  1. Provides scientific basis
  2. Continues development and further productivity in any field
  3. Develops tools for assessing any practice and operation effectiveness
  4. Provides solutions to problems concerning almost all issues encountered in the different areas of work
  5. Impacts decision-making
  6. Develops and evaluates alternative approaches to the educational aspects of any discipline
  7. To advance the personal and professional qualifications of a practitioner
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20
Q

Characteristics of research

A

Systematic
Objective
Feasible
Empirical
Clear

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21
Q

There is a system in formulating its parts. (characteristics of research)

A

Systematic

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22
Q

Research should never be based on biases (characteristics of research)

A

objective

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23
Q

Unusual phenomena may happen and can turn into potential problems
Achievable (characteristics of research)

A

feasible

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24
Q

There should be supporting pieces of evidence and accompanying details for every variable used in the study. (characteristics of research)

A

empirical

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25
Q

The researcher should explain the choice of variables used in the study. Therefore, there must be sufficient indicators for each variable. (characteristics of research)

A

clear

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26
Q

Ethics

A

Honesty
Objectivity
Integrity
Carefulness
Openness
Respect for Intellectual Property
Competence
Social Responsibility
Confidentiality
Legality
Animal Care
Human Subjects Protection

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27
Q

ethics: report data honestly

A

honesty

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28
Q

ethics: keep promises

A

integrity

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29
Q

ethics: avoid bias

A

objectivity

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30
Q

ethics: care for errors
keep records

A

carefulness

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31
Q

ethics: share data and be open to criticism

A

openness

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32
Q

ethics: give credits honor patents

A

respect for intellectual property

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33
Q

ethics:maintain and improve competence

A

competence

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34
Q

ethics: promote social good

A

social reponsibility

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35
Q

ethics: protect personal info

A

confidentiality

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36
Q

ethics: proper respect and care for animals when using them in research

A

animal care

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37
Q

ethics: minimize harms and risks and maximize benefits

A

human subjects protection

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38
Q

rights of research participants

A

voluntary participation
informed consent
risk of harm
confidentiality
anonymity

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39
Q

Any person should not be coerced to participate in any
research undertaking.

A

Voluntary Participation

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40
Q

Prospective research participants must be fully informed
about the procedures and risks involved in the research.

A

informed consent

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41
Q

Participants should be protected from physical, financial,
or psychological damage; the principle of nonmaleficence
states that the researcher must avoid harm to the
participants of the study.

A

risk of harm

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42
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.

A

confidentiality

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43
Q

The participants must remain anonymous throughout the
study, even to the researchers themselves.

A

anonymity

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44
Q

Categories of Intellectual property

A

industrial property
copy right

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45
Q

which includes patents (a government authority or license conferring a right or title for a set period, especially the sole right to exclude others from making, using, or selling an invention), trademarks, and industrial designs

A

industrial property

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46
Q

includes published works such as literary works, textbooks, reference books, and other artistic works such as creative design, film, music, radio broadcasts, and performance art.

A

copy right

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47
Q

certain situations where the use of copyrighted content is acceptable and constitutes “fair use” of intellectual property.

A

fair use

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48
Q

ethical standards in research

A
  1. Findings should be reported with complete honesty.
  2. Intentional misinterpretation, misinformation, and misleading claims must be avoided.
  3. Appropriate credit should be given when using other people’s work.
  4. Plagiarism should be avoided by fully acknowledging all content belonging to others
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49
Q

things to consider in choosing a topic

A

interest
timeliness and relevance
limitations on the subj
breakdown general subj to small chunks of topic
enough resources
check references
personal resources

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50
Q

topics to avoid

A

controversial
highly technical
hard-to-investigate
too broad
too narrow
vague

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51
Q

title is also know as

A

research project

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52
Q

format of title

A

topic, scope, method

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53
Q

steps in writing a research title

A

-select a topic
-write a working title
-write a final title

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54
Q

types of research title

A

descriptive
declarative
research title with subtitles
interrogative
suggestive
humorous
combination

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55
Q

states subj, topic, design, purpose and method

A

descriptive/indicative title

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56
Q

shows main finding or results

A

declarative/informative titles

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57
Q

provide context to shorter the title
sets time and place understudy or the method used

A

Research tittles with subtitles

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58
Q

title in a form of question
makes the reader wonder what the answer might be

A

interrogative titles

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59
Q

slight ambiguous or overly brief to hint what the finding may be
suspense to the readers

A

suggestive titles

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60
Q

hopes to attract interest through humor

A

humorous/ colloquial title

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61
Q

combination of the types of title

A

combination title

62
Q

it aims to increase your knowledge

A

based on application of the research method

63
Q

used in concepts, principles and abstract things

A

pure research

64
Q

aims to provide solution to problems

A

applied research

65
Q

It depends on the purpose or goal: descriptive,
correlational, exploratory, expository or action.

A

based on the purpose of research

66
Q

Defines or gives a verbal portrayal of a person, thing, event, group, situation, etc.

A

descriptive

67
Q

It only indicates the existence of a relationship, not the cause-and-effect

A

correlational

68
Q

Explains not only the relationship between the two factors but also the ways by which the factors exist.

A

Explanatory

69
Q

finds out how reasonable or possible it is to conduct a research study on a certain topic. This may help you discover or trigger ideas and interest in a certain topic

A

exploratory

70
Q

studies an on-going practice of a school or institution for the purpose of obtaining results that may bring improvements in the system

A

action

71
Q

Requires non-numeric data; it uses words rather than numbers to express the results. It investigates people’s thoughts, beliefs, feelings, views, and lifestyles.

A

Qualitative Data

72
Q

involves measurement of data. Findings rely on numbers or frequency of something. It uses decimals, fractions, percentages, ordinal numbers, and whole numbers, etc.

A

Quantitative Data

73
Q

It is obtained through direct contact with persons, objects,
and surroundings.

A

Primary Data

74
Q

written and documented data that are available for reading, viewing, and listening purposes. They are not new and original-that is, they may have been documented beforehand

A

Secondary Data

75
Q

Approaches to Research

A

scientific approach
naturalistic
triangulation

76
Q

one can discover information on an impersonal manner. It allows control of variables. (approach)

A

Scientific or Positive Approach

77
Q

Data are expressed through numbers. Thus this is used for QUANTITATIVE RESEARCHES (approach)

A

Scientific or Positive Approach

78
Q

uses words to express data. Enables you to be directly involved with the data and speak of how people behave in their surroundings. (approach)

A

Naturalistic Approach

79
Q

USED IN QUALITATIVE RESEARCHES (approach)

A

Naturalistic Approach

80
Q

both approaches are used in collecting data and results are based on both perspectives (approach)

A

Triangulation Method

81
Q

QualRes can offer the best light or best answers to certain phenomenon that cannot be answered by QuanRes (strength or weakness)

A

strength

82
Q

Results are exhaustive: it digs below the surface (strength or weakness)

A

strength

83
Q

Offers several avenues to understand phenomena, behavior, human conditions, etc. (strength or weakness)

A

strength

84
Q

Builds theories based on consistent themes, categories, relationships and interrelationships (strength or weakness)

A

strength

85
Q

Adopts a natural approach to its subject matter: based on what is found meaningful (strength or weakness)

A

strength

86
Q

Instrumental for positive societal change (strength or weakness)

A

strength

87
Q

Includes the researcher’s interest/experience/background in interpreting the study (strength or weakness)

A

strength

88
Q

Subjectivity can happen: conflict between “personal self” and “researcher self” (strength or weakness)

A

weakness

88
Q

Entails total immersion in the setting of the research: time consuming, tedious, resource draining (strength or weakness)

A

weakness

89
Q

Difficulty in knowing the validity of the results (strength or weakness)

A

weakness

90
Q

“Data overload” is possible (strength or weakness)

A

weakness

91
Q

Types of Qual Res

A

-case study
-ethnography
-phenomenology
-content and discourse analysis
-historical
-grounded theory

92
Q

Seeks to find answers why a thing happens to the subject

A

Case Study

93
Q

A longtime study of a person, group, organization, or situation

A

Case Study

94
Q

Study of a particular cultural group to get a clear understanding of its organizational set-up, internal operation, and lifestyle.

A

Ethnography

95
Q

The researcher lives with the group for a long period of time

A

Ethnography

96
Q

person who mediates and serves as the leader in ethnography

A

gatekeeper

97
Q

Refers to the study of how people find their experiences meaningful

A

Phenomenology

98
Q

Requires an analysis or examination of the substance or content of a mode of communication

A

Content and Discourse Analysis

99
Q

A study of language structures used in the medium of communication to discover the effects of sociological, cultural, and ideological factors on the content

A

Content and Discourse Analysis

100
Q

Examination of primary documents to understand the connection of past events to the present

A

Historical Analysis

101
Q

Involves interviews of people who have had first hand experiences or knowledge or events of the past

A

Historical Analysis

102
Q

takes place when you discover a new theory that underlies the study at the time of data collection and analysis

A

Grounded Theory

103
Q

Emergent themes

A

Grounded Theory

104
Q

A comprehensive review conducted with the desire to
summarize what is known.

A

Lit rev

105
Q

It provides an overview of what has been written about a
specific topic.

A

Lit rev

106
Q

SOURCES OF LITERATURE REVIEW

A

Journal articles
* Monographs
* Computerized databases
* Conference proceedings
* Theses and dissertations
* Empirical studies
* Government reports and reports from other studies
* Historical records
* Statistical handbooks

107
Q

It provides a quick overview of current studies.

A

TRADITIONAL OR NARRATIVE

108
Q

It synthesizes findings from other researches.

A

INTEGRATIVE

109
Q

It synthesizes high quality empirical information to answer a given research question (protocols)

A

SYNTACTIC

110
Q

It involves a broad research question that explores the
current evidence base.

A

SCOPING

111
Q

CHARACTERISTICS OF A GOOD LITERATURE REVIEW

A

recent
objective
relevant
not too few not too many

112
Q

steps in making rqs

A

Choose a broad topic
Do some Preliminary reading
Narrow down/find your focus
Identify research problem
Write your research questions

113
Q

Characteristics of a good research question

A

Focused
Researchable - data driven
Feasible
Specific
Complex - Must dig deep and exhaust answers
Relevant

114
Q

associated with qualitative study as related to validity and reliability.

A

Limitation

115
Q

refers to boundaries of the study arising from the researcher’s decision to what to exclude.

A

Delimitation

116
Q

refers to any characteristic with different values or traits that map vary across research participants.

A

Variables

117
Q

are essential elements of a variable. It refers to the value assigned to a specific variables.

A

Attributes

118
Q

essential characteristics of variable

A

-dependence
-mutually exclusive
-exhaustive

119
Q

this refers to how the variable is considered in a cause-and-effect relationship.

A

dependence

120
Q

This means that a participant or respondent cannot possess two attributes of a variable

A

mutually exclusive

121
Q

this means that the researcher should consider all possible attributes of a certain variable.

A

Exhaustive

122
Q

aspects of significance

A

Significance for Theory
significance of policy and practice

123
Q

how the study fits into the theoretical traditions in science and applied fields

A

significance fortheory

124
Q

types of rqs

A

-central\
-sub

125
Q

The most general questions that can be asked

A

Central Questions

126
Q

These questions subdivided the central question into more specific topical questions and are only limited in number

A

Sub-questions

127
Q

types of synthesis

A

-explanatory
-argument

128
Q

It presents facts in a reasonably objective manner. Explanations entail descriptions, sequence of events, and state of affairs.

A

explanatory

129
Q

Enables you to present your own point-of-view supported by relevant facts from sources and presented in a logical manner.

A

argument

130
Q

Techniques in Writing a Synthesis

A

-summary
-example
-2 or more reasons
-compare and contrast

131
Q

parts of chapter 2

A

research design
local
participants and informants
instrument
data collection procedure
ethics

132
Q

types of research design

A

case study
ethnography
phenomenology
descriptive
content and discourse analysis
grounded theory

133
Q

the size/number of Research Participants in your study

A

sampling

134
Q

a method of selecting units from a population using a subjective (i.e. non-random) method

A

Non-Probability Sampling

135
Q

Choosing respondents at the convenience of the researcher

A

Convenience Sampling

136
Q

Population is divided into classes or categories

A

Quota Sampling

137
Q

Probability of being selected is known by the participant

A

Quota Sampling

138
Q

Members of the population selected are not disqualified from being included in the results

A

Quota Sampling

139
Q

The researcher uses their own “expert” judgement

A

Judgmental Sampling

140
Q

The researcher uses the nth member after randomly selecting the first through nth element as starting point

A

Probability Sampling

141
Q

A sample is drawn with an equal chance from all members of the population

A

Simple Random Sampling

142
Q

Categorizing members of the population into mutually exclusive and collective exhaustive groups

A

Stratified Random Sampling

143
Q

Groups are defined in order to maintain heterogeneity of the population

A

Cluster sampling

144
Q

Clusters are representative samples of the population as a whole, then a random sample of clusters is drawn and the members of the chosen clusters are sampled

A

Cluster sampling

145
Q

Selection is based on specific characteristics

A

criterion sampling

146
Q

The whole population is used as the sample

A

Maximum Variation Sampling

147
Q

Maximum Variation Sampling is also know as…

A

total enumeration

148
Q

Seeking cases that differ from the dominant pattern

A

Deviant Case Sampling

149
Q

Selection of participants with the same experiences

A

Homogenous Sampling

150
Q

Primary Data Collection Techniques

A

Interview
Participant Observation
Focused Group Discussion/Interview
Observational Evaluation
Biography/Autobiography
Questionnaire

ayaw (2 decks)

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