Week 1 - Contextual Research In Daily Life Flashcards
The ____ is essential in the process of research. Roberts
(2007) considers the _______ in terms of emotions, the
biography of the researcher, researcher identity and insights that the
research “adventure” can bring in relation to the researcher’s self.
-research experience
It examines the personal side of research and how the researcher manages
the research difficulties. Roberts (2007) further explains that personal
elements in research can take many forms, ranging widely in their origin and
nature, from guilt and fear, to delight and euphoria, and all the feelings in
between! Submission dates and deadlines including personal pressures to
complete the research usually affect the research itself.
Emotional aspect of research
The research subject is commonly based on the researcher’s background and
interests. As a researcher, you usually choose a research theme that is close
to your heart, belief or well-being. Hence, it is unavoidable that along the
process of research you make certain sacrifices on your personal life. The
research that you take in becomes a personal importance. Your involvement
in research is a flattering feeling of being an expert or an authority on a
particular issue.
Researchers involvement
Roberts (2007) likened research to a journey by the researcher; it is a
process that demands planning, forethought, commitment and persistence.
And like any journey, it needs to be managed, navigated, and negotiated from early conception to final destination. In other words, there is an excitement
in the quest of something new. It can be painstaking at first, but definitely
rewarding in the end.
Research adventure
Research leads to knowledge and insights, which are sources of competitive
advantage(Augustin & Coleman, 2012). Research enthusiasts start as critical
readers of research projects. Then, they develop their knowledge by realizing
the usefulness of those research outputs by employing the systematic
process of research.
Research knowledge
Dempsey and Dempsey (in Casela& Cuevas, 2010) define research as an
orderly process of inquiry that involves purposeful and systematic analysis
and interpretation of data (units of information) to gain new knowledge or to
verify already existing knowledge. Research has the ultimate goal of
developing an organized body of scientific knowledge.
Good (in Calderon & Gonzales, 2008) defines research as a careful, critical,
disciplined inquiry, varying in technique and method according to the nature
and conditions of the problem identified, directed toward the clarification or
resolution (or both) of a problem.
Hence, research is indeed a systematic, purposive and responsible process of
gaining new knowledge for every scholar.
-read-
Research aims to answer or solve specific issue or problem. In fact, it focuses
on research outputs that are potentially useful to a particular group of people
or institution. Casela and Cuevas (2010)classified the areas of research and
their respective purposes for your reference
Education
provides
scientific
knowledge
contributes to a
particular field of
study
promotes
awareness
provides theories
and scientific
bases
validate theories,
concepts,practices
documents
socially relevant
and efficient
practices
develops critical,
analytical,
thinking skills in
assessing
situations and
decision-making
Profession
strengthens
credibility of the
profession
assures
confidence in
practice
improves practice
through quality
service delivery
provides effective
ways in practical
solutions
helps in sustaining
progressive life
guides and
predicts
outcomes of
decisions
Administration
assures efficient
and effective
implementation
of system
accounts for
regulations and
policies
aims to expand
program for
accreditation
increases
productivity
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Everything started in research and the end can be seen with the help of
research. Everyday, people are adapting and constantly demanding new
things and new ways to do things. Research has brought the human race
farther.
Research must be contextualized to realize its genuine significance or
practical value in a particular field. Hence, it is necessary to see the place of
research in school, office, and the community, as it provides new knowledge
and further explains existing ones to improve practices and policies (Casela&
Cuevas, 2010).
-read-
Good and Scates (in Calderon & Gonzales, 2008) list down the purposes of
research for good life:
to provide fast and comfortable land, sea, and air means of
transportation
to maximize the wonders of electricity like the radio, telephone, air
conditioning, light in the homes, movies, running machinery for
industry, the computer, etc.
to create potent drugs that promote health and prolong life
to satisfy man’s craving for more understanding
to improve human judgment and power
to relieve human suffering
to increase satisfactions in countless ways
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What are the characteristics of research
The unique characteristics of research permit the researcher to have a clear
understanding of research and differentiate it from problem-solving and
other investigating process to avoid false thought.
Hence, Casela and Cuevas (2010) enumerates the distinct characteristics of
research:
Research begins with an unanswered problem or question.
Research divides the major problems into sub-problems.
Research is guided by specific problem or question.
Research follows a logical procedure and data collection.
Research requires interpretation of data.
Research is a cycle
Process of research
Research could be overwhelming in the start but the researcher needs focus
to start the process. A good research is systematic; it needs a scientific
method. Treece and Treece (in Calderon & Gonzales, 2008) explain the
sequential tips to achieve it:
1. Determine (recognize) the problem. A researchable problem must be
original, interesting, significant, practical and measurable (Casela, 2010);
2. Form a hypothesis. It is usually a declarative sentence or a statement
suggested by knowledge or observation that is yet to prove or disprove.
3. Do the library search. This is not only limited to books, journals,
periodicals, theses, dissertations and abstracts; multi-media forms are
potential sources such as videos, films, documentaries, internet, etc. Take
note of the details of the materials you will use for the research such as
the author(s)’ complete names, title, publisher including its date and
place of publication. All of these information are necessary in building the
reference or bibliography.
4. Design the study.It can be a qualitative or a quantitative research. The
details will be in the next discussion.
5. Develop the instruments for collecting data.Instruments aid the
observation, interview processes, and experimentation (Casela, 2010).
6. Collecting the data. It can be in the form of observation, interview,
documentary analysis, survey questionnaire and experimentation
(Casela, 2010).
7. Analyze the data. It must be free from biases and impartiality. All results
must be recorded and interpreted accordingly and objectively.
8. Determine the implications and conclusions from the findings.
Implications are the proposition of the researcher to address the given
findings, while conclusions are the summary of all the findings.
9. Making recommendations for further research.It is necessary to
suggest continuous exploration on other related subjects to develop new
results.
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What are the ethics of research
Humans are often the main participant or respondent of research and
sometimes their rights are not compromised in the process of research. So, in
the 1974 Belmont Report (in CTSI, n.d.), there are three basic ethical
principles relevant to research involving human subjects:
- Respect for persons. Individuals should be treated as autonomous
agents. The investigator must ensure that the subject has received a full
disclosure of the nature of the study, the risks, benefits and alternatives,
with an extended opportunity to ask questions. Persons with diminished
autonomy (e.g., prisoners, students, children, etc) should not be coerced
to participate in a research. - Maximize possible benefits and minimize possible harms.The
investigator should give forethought to the maximization of benefits and
the reduction of risk that might occur from the research. - Observe justice. Justice occurs when some benefit to which a person is
entitled is denied without good reason or when some burden is imposed
unduly. This includes fairness in distribution and equitable selection of
participants.
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Meanwhile, Lo ( in CTSI, n.d.) selected ethical dilemmas in research:
Informed consent. Researchers must be responsible and polite to
ask permission from their research informants or participants
before they collect data from them.
Misconduct in research. Data collected must not be altered,
manipulated or favored. Researchers must be honest and accurate
in recording the data gathered.
Conflicts of interest. It is generally recommended that the
investigator should not participate as a research subject in his or
her study.
Authorship. Misrepresentation of any form is wrong in scientific
research. Authorship requires “significant intellectual
contribution”.
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Research design is classified into two kinds: qualitative and quantitative
method. Taylor and Trumbull (in Taylor, 2005) clearly distinguished and
tabled their similarities and differences. Either or both can be utilized by
researchers depending on the use. Thus, the quanitative method is used when
clarity, reliability and validity are sought and qualitative method is used
when richness, complexity and data are not translated in numerical scale.
Quantitative
1. Representative sample
2. Literature review at the
beginning of the study.
3. Data collected throughinstruments based on precisely
defined variables.
4. Objective, replicable and reliable
5. Deductive
6. Test theories
7. Develop conclusion based on
data outcome.
8. Clarity based on interpreting
numerical data
9. Known reliability and validity
10.Standard measuring devices
11. Intervention; no participant
involvement
12. Adhere to scientific method
13. Numerical data
14. Controlled – laboratory setting
Qualitative
-Small sample
-Literature review at the end of the
study
-Emphasizes in organizing coordinating and synthesizing
large quantities of data.
-Subjective and personal
-Inductive
-Develop theories
-Develop values and judgment
based on data processed.
-Complex and rich experiences;
void of most numerical data
-Unknown reliability and validity
-Non-standard measuring devices
-Participant involvement
-Does not follow scientific method
-Narrative data – words to describe
the complexity
-Conducted in natural setting – (e.g.
public places)
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It is an in-depth investigation focused on one social unit or an
individual. It may use interviews, observations and review of records or
other documents describing the different angles of the group or a person
in a natural environment.
Case study
The research is focused on exploring a personal or
extraordinary experience of a person or group.
Individual experience
It focuses on how different people perceive and event,
behavior or activity.
Perspective taking
It is designed to portray a complete and accurate
description of historical events. It attempts to summarize significant past event s or principles valuable in assisting human kind to profit from past
mistakes and planning appropriately for the future (Taylor, 2005).
Historical research
It analyzes the trends that are developing, as well as
the current situations. The data derived from this research can be used in
diagnosing a problem or in advocating a new or approved program
(Taylor, 2005).
Descriptive research
It shows the relationships between two or more
variables. They are classified as negative or positive and tend to show
strong and weak relationships. These relationships assist the researcher
in explaining, controlling, and predicting phenomena (Taylor, 2005).
Correlational research
provides
scientific
knowledge
Educ
contributes to a
particular field of
study
Educ
promotes
awareness
Educ
provides theories
and scientific
bases
Educ
validate theories,
concepts,practices documents
socially relevant
and efficient
practices
Educ
develops critical,
analytical,
thinking skills in
assessing
situations and
decision-making
Educ
