1.1 Practical Research Aug 1-3 .ppt

SESSION OBJECTIVES
DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

At the end of the session, the participants
are expected to:
1. Analyze the components of the Curriculum
Guide such as content, content standards,
performance standards, learning competencies
and coding
2. Determine the appropriate pedagogy in
translating learning competencies
3. Prepare proper assessment activities for
teaching learning across competencies

“To achieve greatness, start
where you are,
use what you have and
DO WHAT YOU CAN.”-
Arthur Ashe

Setting the Ground (Unpacking )
Form 8 groups and assign a leader, a
scribe and a reporter. Go over your copy of the
Curriculum Guide. Using the prescribed
template, write down the content standard, the
performance standard, the learning
competencies and the appropriate assessment
for Practical Research I. Analyze the
congruency between and among each
component.

Processing:
What observations did you get out of the
activity?
Is there a congruency between and among the
parts of the curriculum guide?
 What are the key concepts and skills to be
developed?
 What are the assessment criteria that need to
be considered? Are they attainable?

Understanding the Components of the
Curriculum Guide
CONTENT
LEARNING
COMPETENCY
CONTENT
STANDARD
PERFORMANCE
STANDARD

Answers the question: What
should students know
(knowledge) and do (skills)?
Shares the most important
and enduring ideas
Expresses the desired results
Answers the question: How well
must students do their work?
Presents product or performance as
evidence of learning or attainment
of content standard
Adds value to what students learned
Demonstrates conceptual
understanding of content and skill
acquisition
Represents real life, authentic tasks
Encompasses the standard
CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING
STANDARDS

Examples of Content Standard and
Performance Standard
Content Standard Performance Standard
The learner demonstrates
understanding of:
1. Qualitative research designs
2. The description of sample
3. Data collection and analysis
procedures such as survey,
interview, and observation
4. The application of creative
design principles for
execution
The learner is able to:
1. Describe qualitative research
designs, sample and data
collection and analysis
procedures
2. Apply imaginatively
art/design principles to
create artwork

Scan and Expand
(Walkthrough of the Curriculum
Guide)

Scan the topics included in Practical Research
I. Comment on the way the topics are selected
and arranged.
 Are the topics properly selected and
arranged?
 What are your observations on the topics
included and the way they are sequenced?
 Are there other topics that need to be
included?
Activity

How important is
research in our
daily life?
Presentation Flow
Content 1: Nature of Inquiry &
Research

It’s a Practical World!

Research . . .
. . . improves the quality of life
. . . improves the teaching and learning process
. . . improves students’ achievement
. . . satisfies man’s needs
. . . reduces the burden of work
. . . has deep-seated psychological aspects
. . . improves the exportation of food products
Importance of Research

SYSTEMATIC
It is systematic as there are interrelated steps or
procedures a researcher has to observe in solving a
problem.
OBJECTIVE
It is not based on guesswork. This is because
empirical data have to be gathered by the researcher
before making any conclusion or proposing any
solution to an identified difficulty or problem.
Characteristics of Research

COMPREHENSIVE
If a researcher is serious about understanding a
phenomenon, he has to examine and analyze all its
aspects or angles before making a generalization or
conclusion.
CRITICAL
This means that procedures employed by the
researcher must be able to withstand critical scrutiny
by other researchers.

RIGOROUS
It is rigorous as procedures to be
followed in solving a problem should be
relevant, appropriate, justified, and strictly
observed.
VALID
Whenever a researcher formulates
conclusions, these are based on actual
findings.

VERIFIABLE
Research is said to be verifiable as other
researchers can check on the correctness of
its results by replicating the study, based on
the methods and procedures employed by the
researcher.
EMPIRICAL
Research is empirical as generalization
drawn by a researcher is rooted upon hard
evidence gathered from information collected
from real life experiences or observations.

The Research Process
IDEA-GERENERATING PHASE
Research begins with an idea in which the
researcher has interest. In this phase, the
researcher has to identify topics that interests
him most, justify why a study on a particular
topic is needed. Once a topic of interest is
already identified, the researcher has to start
reading articles and books, converse with people
who are knowledgeable in the area and begin
thinking about it.

PROBLEM-DEFINITION PHASE
A phase where the researcher has to
refine the ideas generated in the first phase.
It involves the following activities:
identification and definition of the
variables to be studied; development of the
conceptual and theoretical framework; the
formulation of the major and specific
problems and the formulation of
hypothesis.

PROCEDURES-DESIGN PHASE
It includes the following activities:
decision on what research methodology
to employ; selection of research
participants; development and
validation of data gathering tools;
specification of the procedures to be
observed in the actual collection of
data and planning the analysis of data
gathered.

DATA COLLECTION PHASE
It involves data gathering from the
subjects of the study. In this phase, the
procedures devised in the previous
phase are rigorously implemented.

DATA ANALYSIS PHASE
Data previously collected are recorded, coded,
and tabulated. These data are analyzed based on the
researcher’s data analysis plan. Through analysis, a
researcher can do the following:
> describe the data clearly
> identify what is typical or atypical among data
> bring to light differences, relationships and
other patterns existent in the data
> answer research questions or test hypotheses
Appropriate qualitative and quantitative
techniques and procedures are then applied to such
data.

INTERPRETATION PHASE
In this phase, the researcher continues to
make sense out of the analyzed data. This goes
simultaneously with analysis of data.
Major aspects of data interpretation
(Ardales, 1992):
1. the effort to establish continuity in
research undertaking, and
2. the establishment of explanatory
concepts.

(1) the effort to establish continuity in research
undertaking
– the researcher relates the results of the
study with those of other studies
- the researcher has to indicate whether
the results of the study jibe with or run
counter to the results of previous studies
on the same topic or variable

(2) the establishment of explanatory concepts
– this means providing explanation as
to the status of a phenomenon, situation,
environment, people, event or object that was
studied.

COMMUNICATION PHASE
The researcher has to prepare a written or
oral report of the study conducted, either for
publication or presentation to colleagues or a
panel of experts.
A research undertaking does not
contribute to the fund of knowledge if it is not
shared with the public.

COMMUNICATION PHASE
There are three important issues to be
addressed by the researcher in the preparation
of the report:
- to whom is the research report directed;
- what is the content of the report; and
- what is the style of the presentation of
the report.

How can the rights and privacy of
participants in a study be
protected?
Research Ethics
How will data gathered be
safeguarded for possible
contamination?

1. Honesty: Honestly report data,
results, methods and procedure
used, and publication status.
Does not fabricate, falsify, or
misrepresent data.
Research Ethics
2. Objectivity: Avoid bias in design,
data analysis, data interpretation
and peer review.

3. Openness: Share data, results,
ideas, tools, resources and open
to criticism and new ideas.
4. Respect for intellectual property:
Honor patents, copyrights, and
other forms of intellectual
property. Give proper
acknowledgement for all
contributions to research.
Research Ethics

5. Confidentiality: Protect
confidential communications,
such as papers or grants submitted
for publication personnel records
and patent records.
6. Social Responsibility: Strive to
promote social good and prevent or
mitigate social harms through
research, public education, and
advocacy.
Research Ethics

7. Don’t plagiarize: Observance on
the sanctity and inviolate
candidness or originality of
data. Do not fabricate or falsify
data.
Research Ethics

With your original group. select a new leader
and a secretary. For 10 minutes, brainstorm on the
differences between qualitative and quantitative
research. Using an appropriate graphic organizer,
write down your group’s consensus and have your
output posted on the designated area. Be able to
report it creatively to the group.
QL VS. QT

Qualitative Quantitative
(Usually) Non-probability based
sample
Typically a probability-based sample
Non-generalizable Generalizable
Answers Why? How? Answers How many? When? Where?
Formative, earlier phases Tests hypotheses, latter phases
Data are “rich” and time-consuming
to analyze
Data are more efficient, but may miss
contextual detail
Design may emerge as study
unfolds
Design decided in advance
Researcher is the instrument Various tools, instruments employed
Qualitative and Quantitative Approaches

Quantitative Versus Qualitative Papers: IMRAD vs MFAD Style
Expository
Research requires on
the average 4000 to
6000 words
Exploratory
Research requires on
the average 1500 to
3000 words

Quantitative Papers
Preliminaries
Title
Authorship and Affiliation
Abstract
1. Introduction
2. Theoretical Background
(Theoretical Framework,
Literature Review, The
Hypothesized Model)
Qualitative Papers
Preliminaries
Title
Authorship and Affiliation
Abstract
1. Introduction
2. Design (Selection & Study
Site, Data Measure, Data
Collection Procedure,
Ethical Consideration,
Data Explicitation / Mode
of Analysis

Quantitative Papers
3. Method (Subjects,
Instruments, Data Collection
Procedure, Data Analysis,
Ethical Consideration
4. Results
5. Discussion
6. Conclusion
7. References
Qualitative Papers
3. Findings
4. Discussion
5. Conclusion / Lessons
Learned
6. References

Activity
Brainstorm on the
qualities of a good researcher
especially in the
technologically driven
landscape of the 21st century.
After which, choose one trait
and perform a short skit or
scenario portraying/
embodying the chosen trait/
characteristic.

Characteristics of a Researcher
• Honesty. A good researcher is one who reports all
the information gathered on the topic being
investigated.
• Skepticism. As a researcher, one should always
adopt a questioning mind with regard to the
truthfulness of the method, results, and interpretation
of the data gathered. At every step of the research
process, the search for truth prevails.
• Openness to criticism. A good researcher is one
who is open to suggestions of others to improve
his/her methodology, findings, and analysis.

Characteristics of a Researcher
• Creative imagination. This is an important attribute
for a researcher as it enables one to package the
most appropriate combination of approaches and
methodologies for gathering information.
• Resourcefulness. A good researcher is one who
explores many sources of information.
• Logical mind. A researcher must be logical. To be
logical is to be able to apply sound reasoning to
arguments raised in the conduct of research.
• Patience. It is another virtue that a researcher must
have. It takes patience to be able to go through the
several processes of research.

Content 2: Qualitative Research and
Its Importance in Daily Life
Storytelling:
The Essence of Qualitative
Research
“Every human experience is a text to be read.”

• Not measurements, but WORDS!
–Instead of asking how many times someone
purchased an item, you ask "WHY...?"
–Typically the samples are small, and not
"random"
QUALITATIVE RESEARCH

• Perspectival (Subjective) versus objective
views
• Discovery versus proof
- Qualitative research aims to discover
patterns which emerge after close
observation, careful documentation,
and thoughtful analysis of the
topic/issue.
- Generates not sweeping generalizations
but contextual findings.
QUALITATIVE RESEARCH

The Context of QR
• Human Phenomena (naturally occurring; local
groundedness, richness and holism)
• Qualitative versus Quantitative
Quantitative ( objective; etic; nomothetic)
Qualitative (intersubjective; emic; idiographic)
The CIPP of Qualitative Research

The Input of QR
• Tools of Philosophy
• Own Experiences and Experiences of Others

The Process of QR
• Words versus Numbers
• Representational Power versus Rhetorical Power
• Tables and Figures versus Tableaux of Human
Experiences
• Tables and Figures (Conclusive Knowledge; epistemic
authority of science; sense of conviction in their
evidentiary value)
• Data Gathering Orientation (Past, Present, Future)
• Mode of Analysis (Cool versus Warm)

The Product of QR
• Better understanding

• Understanding basic issues
– why do people buy/use our product?
• Pretesting ideas or questions
– do people want a product that cleans their
refrigerator?
• Message testing
– How do people like this ad?
• Recommended to capture the basic feel of a
problem prior to conducting a more analytical
study
Most Frequent Uses of QR:

Strengths
• Can’t extrapolate to the whole population
• Volume of data
• Complexity of analysis
• Time-consuming nature of the clerical efforts required
•Good for examining feelings and motivations
•Allows for complexity and depth of issues
•Provides insights
Weaknesses
S and W of Qualitative Research

1. An exploratory and descriptive focus
2. Emergent design
3. Data collection in the natural setting
4. Emphasis on “human-as-instrument
5. Qualitative methods of data collection
6. Early and on-going inductive analysis
Characteristics of Qualitative Research

1. Biography – narrative; story-oriented
2. Phenomenology - essence
3. Grounded Theory - process
4. Ethnography* – human races and
cultures
5. Case Study – in depth-descriptive
Types of Qualitative Research

1. Nature of the research questions: starts
with a “how” or a “what”
2. Topic needs to be explored: variables
cannot be easily identified, theories are not
available to explain the behavior of the
participants, and theories need to be
developed
3. Need to present a detailed view of the topic
4. To study individuals in their natural setting
When to conduct qualitative research

5. Interest in writing in a literary style: engages
in a storytelling form of narration
6. Sufficient time and resources to spend on
extensive data collection in the field and
detailed data analysis of text information
7. Because audiences are receptive to
qualitative research
8. To emphasize the researcher’s role as an
active learner who can tell the story from the
participants’ view rather than as an expert
who passes judgment on participants.
When to conduct qualitative research

1. Whose experience
2. Which layer of the experience
3. What question to ask
4. What design to have
5. Where to source the data
6. How many selection
7. How to analyze the gathered data
8. How to validate findings
9. What to have after the journey
Doc Allan’s QR Compass

Identifying the Inquiry and
Stating the Problem
Content 3

LECTURE
WORKSHOP

Work with your group. Choose a
leader and a scribe. For 10 minutes,
brainstorm on a social or community
issue that interests you the most. Using
a bubble map, write down the chosen
issue at the center and around it fill in
the reasons for choosing that particular
issue as a research topic. Be ready to
present this to the group.
REEL
TIME

Titles Speak for
themselves

Track
/Strand
Research Titles
HUMMS The Perception of the Stakeholders on the Implementation
of Senior High School in Ilocos Sur
GAS Factors Influencing Secondary Student’s Perception and
Preferences in Choosing a Strand in Senior High School
ABM The Effect of Word of Mouth Advertisement on the Stability
of Julia’s Bakery
TVL-Computer
Programming
Employability of Computer Programmers: Job Market
Analysis
TVL-Bread and
Pastry
Perception of the Trainers on the Effectiveness of Bread
and Pastry Production Training Program in Pasig City
TVL-Tour
Guiding Servicing
The Effect of Tourist Attractions to the Development of
Economy in Pangasinan
TVL-Automotive
Servicing
Awareness on the Responsibilities, Contributions and
Significance of Automotive Technicians in Malolos City

Track
/Strand
Research Titles
HUMMS Do They Really Practice What They Preach: A
Phenomenography of the Health Beliefs and Practices of
Elderly Cultural Group in the Philippines
STEM Direct From the Horses’ Mouth: Understanding the Needs,
Preferences, Moods and Frustrations of Filipino Elderly with
Alzheimer’s Disease: Implications to Disease Literacy
Among Caregivers
GAS University Teachers’ Experiences in Courseware
Development
ABM Switching Barriers in Business-to-Business Services: A
Qualitative Study
ABM Deconstructing the Notion of Blame in Corporate Failure
STEM Mathematics Anxiety: One Size Does Not Fit All

What are the criteria
to be considered in
formulating good
research titles?

Activity
Return to your group.
Formulate three research titles
out of the social or community
issue you have chosen. Post your
output on the designated area.

LRT (Look-React- Transcribe) Station
Assign other group to critique the
work of others utilizing the checklist/
rubrics made in the previous activity. Let
each group roam around each station
(designated group area) and write down
comments and suggestions for
improvements.

Processing:
Are the titles suited to the topic?
Which among the titles is the best?
Which one needs revision?
What are your suggestions on how
to improve the titles?

Research Questions
• Qualitative research questions are open-ended and
general
• They can change and/or emerge during the study
• Most of the time a few general questions are enough
• Neutral and exploratory language is used
– E.g. Generate, discover, understand, describe, explore
– INSTEAD OF
– Affect, relate, compare, determine, cause, influence
• Two types of questions can be used: central question and
subquestions

Central Questions
• It is the overarching question we want to explore.
• We consider the most general question we can ask
• There are some strategies to be used while designing this
quesiton:
• A) Begin with How or What (not Why) so you suggest
exploration
• B) Specify the central phenomenon
• C) Identify the participants
• D) Mention the resarch site

A Sample Script
• What is (the central phenomenon) for
(participants) at (research site)?
Example
• What is the effect of social media on the
study habits of HUMMS students at Pedro
Guevarra NHS?

Typologies of Questions Asked in
Qualitative Research
Questions Concern
What stories does a
school principal tell us
about the accreditation
process?
Question about the life
experiences of an
individual and how
they unfold over time
How do four principals
share problems of
teacher non-
cooperation in the
accreditation activity?
Question about
developing an in-depth
understanding about
how different cases
provide insights into an
issue or a unique case

Typologies of Questions Asked in
Questions Concern
What theory explains
principals’ ability to
encourage teacher
participation and cooperation
in accreditation?
Question about
experiences over
time or changes
that have stages
and phase
What does accreditation
success mean to principals
who encounter roadblocks in
the process?
Question about
what is the essence
that all persons
experience about a
phenomenon

Research
Design
Nature of
Question
Asked
Focus of
Question
Asked
Product
Realized
Narrative Story
oriented
Story Moderatum
Generalization
Case Study In-depth
Descriptive
Issue Lessons
Learned
Grounded
Theory
Process Process Theory
Phenomenology Essence Meaning Collaborative
Description

Moderatum Generalization is a
modest, practical generalization based on
personal experience that makes daily life
possible through semblance of order and
consistency to social interaction. (Payne &
Williams, 2005)

With the same group, discuss among
members the scope and limitation of the
study in the previous activity. Then,
formulate your group’s statement of the
problem and write it down in a manila
paper. Report your finished output to the
group (plenary).
ACTIVITY

1.1 Practical Research Aug 1-3 .ppt

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1.1 Practical Research Aug 1-3 .ppt