CONTENT STANDARD: The learner demonstrates understanding of:

1. the definition of research

2. the importance of research in daily life
3. the characteristics, processes, and ethics of research
4. quantitative and qualitative research
5. the kinds of research across fields
1.1. What is Research?
 The word research is derived from the old French word “cerchier” meaning to seek or
search. A researcher seeks exhaustively for three reasons: for more explanations, for
verifiable truth, and to make discoveries.
 Research is the scientific investigation of phenomena which includes collection,
presentation, analysis and interpretation of facts that lines an individual‘s speculation with
reality.
 Research whether art or science based is motivated by two things: understanding and
applications.

1.2. What is the importance of research in daily life?

Doing research is not just an imperative, but a need. The reasons that may drive one to
appreciate research and engage in it are as follows:
 A Tool for Building Knowledge and Efficient Learning
 Thru research finding possible cures for diseases, as well as how to prevent
them becomes possible.
 Means to Understand Various Issues
 Research can shed light on issues we didn’t even know existed, and can raise
questions we hadn’t realised even needed asking.
 A Way to Prove Lies and to Support Truths
 Doing research to reveal lies or truths/ to test the validity and reliability of
claims
 Fact-checking to know the truth is integral to the process of research, for it is
fuelled by an inquisitive and critical mind
 An Aid to Business Success
 Successful companies invest in research and development or R&D to improve
services or for product innovation.
 Means to Find, Gauge, and Seize Opportunities
 Research helps people nurture their potential and achieve goals through
various opportunities. These can be in the form of securing employment,
scholarships, training grants, project funding, business collaboration, and
traveling without spending much, among others.
 A Seed to Love Reading, Writing, Analyzing, and Sharing Valuable Information
 Apart from reading and writing, listening and speaking are also integral in
conducting research. Interviews, attending knowledge-generating events, and
casual talks with anyone certainly aid in formulating research topics.”
“Research contributes to a person's ability to make life-changing decisions. It
encourages self-growth, participation in worthwhile causes, and living
productively;
 Research hones necessary basic life skills and makes learning a life-long
endeavor.
 Nourishment and Exercise for the Mind
 Curiosity may kill not just the cat, but the human as well. Yet, it is the same
curiosity that fuels the mind to seek for answers.
 Scientific research in particular "helps students develop critical reasoning
skills...helpful for any field of higher education..." Such search or the thinking
process is food for the brain, allowing creativity and logic to remain active.”
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 The human quest to seek knowledge, satisfy one's sense of wonder, develop more abilities,
connect with others, and understand society is integral to research. Perpetuating truths, as well as
debunking lies and myths require inquisitive minds and priceless integrity. As the world continues to
evolve, doing research becomes more important as a skill with enduring rewards.

Source: https://owlcation.com/academia/Why-Research-is-Important-Within-and-Beyond-the-
Academe

1.3 What are the characteristics, processes, and ethics of research?

A. Characteristics of a good research
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 is a cyclical process because it starts with a problem and ends with a
problem.
4. Analytical. Research utilizes proven analytical procedures in gathering the data, whether
historical, descriptive, experimental or case study.
5. Critical. Research exhibits careful and precise judgment.
6. Methodical. Research is conducted in a methodical manner without bias using systematic
method and procedures.
7. Replicability. The research design and procedures are replicated or repeated to enable the
researcher to arrive at valid and conclusive results.

B. Research process
1. Select a general problem.
2. Review the literature of the problem.
3. Select a specific research problem, question, or hypothesis.
4. Collect data.
5. Analyze and present or display data.
6. Interpret the findings and state conclusions or generalizations regarding the problem.

Factors to Consider in Selecting a Research Problem

1. Researcher‘s area of interest
2. Availability of funds
3. Investigator‘s ability and training
4. Significance
 Theoretical value
 Practical value
 Timeliness
5. Manageability
 Expertise, time, resources
 Free from personal bias
Finding a Research Problem
• From where ???????
• Curiosity
• Information Gaps
• Controversy
• Replication
• Literature Review
• Other People
Determining Whether a Problem Should Be Researched
• Can you study the problem?
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 • Do you have access to the research site?
• Do you have the time, resources, and skills to carry out the research?
• Should you study the problem?
• Does it advance knowledge?
• Does it contribute to practice?
• Problem Distillation: The process of refining the problem into a research questions and
making it sufficiently specific so that it is amenable to investigation. This process should
lead to the development of a “statement of the problem” that is clear, concise, and
definitive

a. A research topic is the broad subject matter being addressed in a study.

b. A research problem is an educational issue or problem in the study
c. A purpose is the major intent or objective of the study.
d. Research questions are questions the researcher would like to answer or address
in the study.
C. Ethical Considerations in Writing a Research
Ethics generally is considered to deal with beliefs about what is right or wrong, proper or
improper, good or bad. According to a dictionary definition (Webster‘s 1968), to be ethical is to
conform to accepted professional practice.

Ethical considerations in conducting research:

1. Objectivity and integrity
2. Respect of the research subjects‘ right to privacy and dignity and protection of
subjects from personal harm
3. Presentation of research findings
4. Misuse of research role
5. Acknowledgement of research collaboration and assistance
6. Distortions of findings by sponsor

Unethical practices in conducting research

1. Deceiving a respondent about the true purpose of a study
2. Asking a respondent questions that cause him or her extreme embarrassment; guilt
emotional turmoil by remaining him or her of an unpleasant experience
3. Invading the privacy of a respondent
4. Studying the respondents or research subjects without their knowledge
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 5. When analyzing the data—revealing only part of the facts, presenting facts out of
context, falsifying findings or offering misleading presentation such as lying with
statistics

1.4. What are the types of Research?

The following are types of researches according to their various distinctive features:
A. According to goal:
1. Basic or pure research: it is done for the development of theories or principles.
However, it has no immediate or planned application; it may later result in further
research of an applied nature.
2. Applied research: This is the testing of theories and principles. Its purpose is to
improve a product or process – testing theoretical concepts in actual problem
situations.
3. Action research: it is focused on immediate application, not on the development of
theory or on general application.
B. According to approach/data collected:
A. Quantitative research is a type of educational research in which the researcher decides
what to study; asks specific, narrow questions; collects quantifiable data from
participants; analyzes these numbers using statistics; and conducts the inquiry in an
unbiased, objective manner.
B. Qualitative research is a type of educational research in which the researcher relies on
the views of participants; asks broad, general questions; collects data consisting largely
words (text) from participants; describes and analyzes these words for themes; and
conducts the inquiry in a subjective, biased manner.

Differences between Quantitative and Qualitative Research

Areas Qualitative Quantitative
Objectives In-depth understanding of underlying Quantification of data
reasons and motivations Measurement of incidence, etc.
Data Analysis Contextual Statistical
Thematic/Textual Numerical
Outcomes Not conclusive nor generalizable Broad based insights
Population based understanding
Preference for hypotheses that emerge as Preference for precise hypothesis
study develops. stated at the outset.
Preference for definitions in context or as Preference for precise definitions
study progresses. stated at the outset.
Preference for assuming that reliability of Much attention to assessing and
inferences is adequate. improving reliability of scores
obtained from instruments.
Assessment of validity through Assessment of validity through a
crosschecking sources of information variety of procedures with
Methodologies (triangulation). reliance on statistical indices.
Preference for expert information Preference for random
(purposive) samples. techniques for obtaining
meaningful samples.
Preference for narrative/literary Preference for precisely
descriptions of procedures. describing procedures.
Preference for logical analysis in Preference for design or
controlling or accounting for extraneous statistical control of extraneous
variables. variables.
Primary reliance on researcher to deal Preference for specific design
with procedural bias. control for procedural bias.
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 Preference for narrative summary of
results.
Preference for holistic description of
complex phenomena.
Unwillingness to tamper with naturally
occurring phenomena.
Preference for statistical
summary of results.
Preference for breaking down
complex phenomena into
specific parts for analysis.
Willingness to manipulate
aspects, situations, or conditions
in studying complex phenomena.

C. According to purpose:
a. Directive research: tells what should be done according to the findings.
b. Illuminative research: is concerned with the interaction of the components of the
variables being investigated.
c. Predictive or prognostic research: determines the future operation of the variables
under study for the purpose of controlling them.
D. According to type of analysis
a. Analytic research: the researcher attempts to identify and isolate the components of
the research situation.
b. Hellenistic research: the researcher begins with the total situation, focusing attention
on the system first and then on its internal relationships.
E. According to choice of answers to problems
a. Evaluation research: the researcher will find all possible courses of action, specify
and identify them, and tries to find the most advantageous solution to the answer.
b. Development research: the researcher’s focus is on finding or developing a more
suitable instrument or process, or material that has been available.
F. According to the area or field of study
 Sociological, social, psychological, anthropological, physics, chemical, business and
industrial, Economics, health and sanitation, and nursing and medical.
1.5. Comparative Analysis between Basic and Applied Research
1. Basic Research
 Domain- driven - intended to lead theoretical development
 Justified in terms of gaining knowledge for its sake – they focus on making things better
and creating a more humane society
 The main motivation is to expand man's knowledge
 Done for the intellectual pleasure of learning
 Mainly concerned with generalizations and with the formulation of a theory
 Directed towards finding information that has broad base of applications
 No commercial value attached to the discoveries that result from basic research.
 Analytic
 Involves a search for enduring or general truths
 Exploration curious rather than mundane events
2. Applied Research
 Demand-driven – intended to lead to solve specific problems
 Designed to solve practical problems of the modern world
 Can take the research basic research further based on the results, where applicable
 Done to test theories in the field to achieve better validity.
 Aims at finding a solution for an immediate problem facing a society
 The central aim is to discover a solution for some pressing practical problem
 There is commercial value, e.g. research to improve agricultural crop production

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 Synthetic
 Entails a search for pragmatics solutions to particular problems
 Entirely a pursuit of social concerns