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Research Flashcards

1
Q

making “kuwento” without “kuwenta” of a certain event or phenomenon

A
  • Qualitative Research
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2
Q

– doing “kuwenta” with “kuwento” of a certain event or phenomenon

A
  • Quantitative Research
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3
Q
  • Research =___+____+____
A

Inquiry + Investigation + Immersion

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4
Q
  • Quantitative Research = ___+____
A

Statistics + Language

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5
Q
  • the meanings, concepts, characteristics, metaphors, symbols and description of phenomena, and not to their counts or measures.
A

Qualitative Research

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6
Q
  • The foundations in writing a quantitative research are
A

Language and Statistics.

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7
Q
  • act of asking questions.
  • it is a process that has the aim of augmenting knowledge, resolving doubt or solving problem.
  • in dictionary, “INQUIRY” is synonymous with the word “INVESTIGATION”.
  • questions or situations that can be answered instantly.
A

INQUIRY

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8
Q

has a deeper meaning if we are talking about research process.
- it is a systematic examination of a certain event or phenomenon.
- questions or situations that cannot get instant answers.

A
  • investigation
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9
Q
  • is a process whereby a researcher immerses (deeply involves) himself in the data gathering activities and the data he has gathered are carefully read or examined by him in details.
A

IMMERSION

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10
Q
  • starts with a problem and ends with a problem.
  • systematic and refined technique of thinking, employing specialized tools, instruments, and procedures in order to obtain a more adequate solution to a problem.
A

RESEARCH

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11
Q
  • Research is based on direct experience or observation by the researcher.
  • The collection of data relies on practical experience.
  • Research is learning by doing.
  • A person who has NO EXPERIENCE in conducting a research means that he is NOT YET EXPERT in the research process.
A
  1. EMPIRICAL
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12
Q
  • Research is based on logical reasoning and involves both inductive and deductive methods of data analysis.
  • based on valid procedures and principles.
  • Scientific investigation is done in an orderly manner, so that researcher has a confidence in the results.
  • researcher is able to answer the Why, What and How of the phenomenon through the findings of his research.
    research is free from grammatical and conceptual errors and it is done in accordance with highest ethical standards in research.
A
  1. LOGICAL
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13
Q
  • Research undergoes a cyclical process.
  • It starts with a problem and ends with a problem.
  • Research is repeated.
A
  1. CYCLICAL
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14
Q
  • Research utilizes proven analytical procedures in gathering data, whether historical, descriptive, and experimental or any alternative research methods
  • A researcher has the ability to use facts or evidences already available, and he is able to analyze these data to make a critical evaluation of the research output.
  • He has the ability to establish why it is that way or how it came to be. Analytical skills in research are very important since they allow the researcher to find solutions to common problems and make decisions about what actions to take next.
  • Understanding problems and analyzing the situation for viable solution is a key skill in conducting a research.
A
  1. ANALYTICAL
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15
Q
  • The research design and procedures are replicated to enable the researcher to arrive at valid and conclusive results.
  • The more replicated the researches are, the more valid and conclusive the results would be.
    ” means that “research is replicable”. In layman’s terms, the two characteristics “cyclical” and “replicable” are closely related to each other and they signify that research is repeated.
A
  1. REPLICABLE
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16
Q

CRITICAL

A
  • Research exhibits a careful and precise judgment.
  • A researcher must be critical in treating his hypothesis. A higher level of confidence must be established, i.e., at 99% or 97% or 95% level of confidence. I
  • if the level of confidence is 99%, level of significance (margin of error) is 1%. The commonly employed confidence level is 95% (significance level is 5%). This means that a researcher is 95% certain that his research finding is valid and reliable.
  • ## “Research is critical” means that a researcher is equipped with so much expertise in Statistics and Language.
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17
Q

The soul of the quantitative research is_____and its body is ______

A

Statistics, Language.

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18
Q

CHARACTERISTICS OF QUANTI RESEARCH

A
  1. The data are gathered using structured research instruments.
  2. The results are based on larger sample sizes that are randomly chosen as representatives of the population.
  3. The research can usually be replicated or repeated, given its high reliability.
  4. The researcher has a clearly defined research question to which objective answers are sought.
  5. All aspects of the study are carefully designed before data are collected.
  6. Data are in the form of numbers and statistics.
  7. Data are presented through tables, graphs, figures or other non-textual forms and followed by textual analysis and interpretation.
  8. Project can be used to generalize concepts more widely, predict future results, or investigate causal relationships.
  9. The researcher uses tools, such as questionnaires or computer software, to collect numerical data.
  10. Findings are reusable.
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19
Q

STEPS IN CONDUCTING RESEARCH

A

DEFINING AND ANALYZING RESEARCH TOPIC/PROBLEM (WORKING TITLE)
FINDING BACKGROUND INFORMATION ABOUT A CHOSEN PROBLEM/TOPIC (RRL)
PLANNING RESEARCH DESIGN AND SAMPLE (METHODLOGY)
GATHERING NECESSARY DATA USING SPECIALIZED TOOLS (DATA GATHERING ACTIVITIES)
PRESENTING, ANALYZING, AND INTERPRETING DATA
FORMULATING INSIGHTS (QUALI) AND CONCLUSION (QUANTI)
DEFINING A NEW PROBLEM

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20
Q

STRENGHTS OF QUANTITATIVE RESEARCH

A

CAN BE REPLICATED/REPEATED IN OTHER CONTEXTS
- CAN ESTABLISH CAUSALITY MORE.
- PROVIDES FINDINGS THAT ARE GENERALIZE TO A LARGE POPULATION
- CAN MAKE PREDICTIONS BASED ON NUMERICAL DATA
- FASTER USING STATISTICAL SOFTWARE
- LESS DEMANDING FOR DATA GATHERING
- LOW DEGREE OF SUBJECTIVITY
- ITS VALIDITY AND RELIABILITY CAN BE MEASURED

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21
Q

WEAKNESS OF QUANTITATIVE RESEARCH

A
  • Involves difficulty in data analysis
  • Requires extra resources to analyze the findings/results.
  • Expensive and it requires a lot of time to perform the statistical treatment and analysis.
  • Limited outcomes since it involves structures questionnaires with close-ended questions.
  • Data are prone to manipulation.
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22
Q
  • also known as bottom-up approach.
  • It is concerned with the generation of new theory emerging from the specific data to general idea. It is often times associated with qualitative research.
  • It starts with the observations and theories are proposed towards the end of the research process as a result of personal reflection.
A

INDUCTIVE APPROACH

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23
Q
  • is also known as top-down approach. It usually begins with a hypothesis.
  • Its emphasis is generally on causality.
  • It starts with general idea to specific investigations of a certain phenomenon. It is usually associated with quantitative research. Nevertheless, deductive approach can also be employed in qualitative research.
A

DEDUCTIVE APPROACH

24
Q

NATURE OF QUANTITATIVE RESEARCH

A
  • Quantitative research emphasizes the expressions such as numerical forms, objective measurements, statistical or mathematical methods of collecting data through polls, closed-ended questionnaires and surveys.
  • Numbers, scales, hypotheses, calculations, computations and statistics are applied in quantitative research.
  • Quantitative Research is objective as it only seeks precise measurements and analysis of target concepts to answer inquiries.
  • The researcher employs standard criteria in analyzing data. He doesn’t go beyond what is
  • found in the set research parameters.
  • He employs closed-ended research instrument in gathering data. Conclusion is formulated towards the end of the research process.
  • One word that reflects the true nature of qualitative research is numerical or statistical. Quantitative research is also known as Statistical Research. CLOSED-ENDED QUESTIONS are questions that can only be answered by selecting from a limited number of options, usually “multiplechoice”, “yes or no”, or a rating scale (e.g. from strongly agree to strongly disagree). They are the foundation of all statistical analysis techniques applied on questionnaires and surveys for quantitative research.
25
Q

A progress cannot exist without inquiry. Doubt is often times better than overconfidence. Doubt leads to inquiry, and inquiry leads to inventions. Invention brings progress to the modern community.

A

(Hudson Maxim; 1853-1927).

26
Q

IMPORTANCE OF QUANTITATIVE RESEARCH ACROSS DIFFERENT FIELDS

A
  1. Quantitative Research and Anthropology
  2. Quantitative Research and Communication
  3. Quantitative Research and Psychology
  4. Quantitative Research and Social Science
  5. Quantitative Research and Medicine
27
Q

Kinds of Quantitative Research

A
  1. Experimental Research
  2. Non-experimental Research
28
Q

Three Kinds of Experimental Research

A
  1. True-experimental Research
  2. Quasi-experimental Research/Ex post facto Research/Causal-comparative research
  3. Pre-experimental Research
29
Q

Three Kinds of Quasi-Experimental Research

A
  1. Matched-comparative-group Research
  2. Time-series Research
  3. Single-subject Research
30
Q

Common Types of Quantitative Non-Experimental Research

A
  1. Descriptive Research
  2. Comparative Research
  3. Correlational Research
31
Q

quantitative research that treats or deals with the object or subject of the research in a definite or exact manner and it determines the extent of the effect or influence of the treatment on the object or subject, then discovers the causes of such effect.

A

EXPERIMENTAL RESEARCH

32
Q

a changing quality, attribute or characteristic of a person, a group, an educational system, or any topic that is of interest in a study?

A

RESEARCH VARIABLE

33
Q
  • Is the variable the researcher/experimenter changes or controls and is assumed to have a direct effect on the dependent variable.
  • stimulus or predictor variable.
A
  1. INDEPENDENT VARIABLE
34
Q
  • variable being tested and measured in an experiment, and is ‘dependent’ on the independent variable.
  • It is also known as the outcome or response variable.
A
  1. DEPENDENT VARIABLE
35
Q
  • hypothetical variable used to explain causal links between variables.
  • examples of intervening variables are age, gender, income, religion, tribe, educational qualification, experience and nationality (demographic profile of respondents).
  • also known as mediating or moderating variable.
A
  1. INTERVENING VARIABLE
36
Q

TWO GROUPS INVOLVED IN EXPERIMENTAL RESEARCH

A
  1. Experimental Group
  2. Control Group
37
Q
  • In this group, treatment or influence is applied. For educational experimental research, modern teaching strategy is treated in this group. Students assigned in this group are exposed to new instructional approach aside from the interactive lecture method. A researcher-developed activity sheets are given to the students.
A

Experimental Group

38
Q
  • This group does not receive any treatment or manipulation. For educational experimental research, traditional teaching strategy (pure chalk and talk instructional approach) is subjected in this group. No activity sheets are distributed to the students who belong to this group. Pure chalkboard exercises and seatwork are given to the students.
A
  1. Control Group
39
Q
  • Random assignment of the two groups under study is applied.
  • research uses random selection of respondents who among them to be included in experimental group or control group. In other words, randomization is applicable.
A
  1. True-Experimental Research
40
Q
  • adopts a comparative technique in choosing the subjects.
  • randomization is not applicable. In other words, either random assignment or random selection is absent or both are not applied.
A
  1. Quasi-Experimental Research
41
Q
  • Does not include a control or comparison group.
  • follows some basic steps in experimental research but fails to include a control or comparison group.
  • It is considered “pre” to indicate that it is just only a preparatory or prerequisite to true-experimental research or quasi-experimental research.
A
  1. Pre-Experimental Research
42
Q

The treatment group (experimental group) has similarities with another group (control group).

A
  1. Matched-comparative-group research
43
Q

It applies series of pre-tests and post-tests to test the effectiveness of the program

A
  1. Time-series research
44
Q
  • It is also known as one-group post-test design. It controls treatment and condition applied to just one individual or a group. It is conducted to determine the effectiveness of the treatment in one individual or a group.
A
  1. Single-subject research
45
Q
  • is aimed at finding truth about a subject by describing the collected data and determining the extent of the subject’s variables or investigating the relationship or connection of two or more variables.
  • Quantitative non-experimental researches are also known as Survey Research since they apply checklist or survey questionnaire as a research instrument to gather data
A

NON-EXPERIMENTAL RESEARCH

46
Q

CHARACTERISTICS OF NON-EXPERIMENTAL RESEARCH

A
  • 3 types of data
  • It uses research method that is applicable to both quantitative and qualitative data.
  • It collects data through checklist, survey questionnaire, and observation, historical analysis, case studies, documentary analysis, archived materials and other qualitative research methods.
47
Q

data collected by the researcher himself.

A

 Primary Data

48
Q

– data collected by other people.

A

 Secondary Data

49
Q

data taken from the summary or synthesis of secondary sources of data.

A

 Tertiary Data

50
Q
  • is a method of non-experimental research that aims to determine what a big number of people think and feel about some social issues affecting people’s lives and the community.
  • “representatives” or “respondents” who will explain or describe the society’s thoughts, attitudes and feelings towards environmental issues.
A

SURVEY RESEARCH

51
Q

PURPOSES OF SURVEY RESEARCH

A
  1. To obtain information about people’s opinions and feelings about an issue.
  2. To identify present condition, needs, or problems of people in a short span of time.
  3. To seek answers to social issues.
  4. To give school officials pointers on curricular offerings, decision-making techniques, guidance and counseling services and teacher-evaluation feedbacks.
52
Q

HOW TO CONDUCT A SURVEY RESEARCH

A
  1. Specify the research problem or working title clearly.
  2. Formulate research questions or statement of the problem (SOP) and hypotheses (if any) to determine the extent of subject’s variables or to predict relationship of the variables.
  3. Determine the exact kind of data referred to by research questions and hypotheses.
  4. Assure the population or group of people to which the checklist or survey questionnaire will be distributed.
  5. Finalize the sampling method for selecting the respondents.
  6. Identify the method in collecting data; that is, whether it is survey questionnaire, or through phone, via computer or face-to-face contact with the respondents.
53
Q
  • a type of non-experimental research
  • researcher measures the two variables and investigates the statistical relationship between them.
A

CORRELATIONAL RESEARCH

54
Q

THREE TYPES OF CORRELATIONAL RESEARCH:

A
  1. Positive Correlational Research
  2. Negative Correlational Research
  3. No Correlational Research
55
Q

is a type of correlational research in which an increase/decrease in independent variable is associated with an increase/decrease also in dependent variable. In other words, both the independent and dependent variables move in the same direction.

A
  1. Positive Correlational Research
56
Q

type of correlational research whereby an increase in independent variable is associated in a decrease in dependent variable.

A
  1. Negative Correlational Research
57
Q

no relationship between the variables.

A
  1. No Correlational Research

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