The-Context-of-Basic-Research.powerpoint

The Context of Basic
Research
Edcel G. Jose
Riverside ES

Activity!!
• 3 Scenarios to be presented
• Guess the type of research for each
scenario
• Make justifications of your answer.

Scenarios
Scenario 1:
A study collects survey data from 500 people to find out how
many hours they sleep each night and compares the results
across different age groups.
Scenario 2:
A researcher conducts in-depth interviews with 10 teachers to
explore their experiences and feelings about online teaching
during the pandemic.
Scenario 3:
A project combines surveys and interviews to understand both
the number of hours students study and their personal
experiences with study stress.
QUANTITATIVE
QUALITATIVE
MIXED METHOD

Session Objectives
• Identify the features of quantitative,
qualitative, and mixed methods research, and
when to use each one.
• Choose the best research approach in making
a research proposal based on the different
features of each research.

Research Designs
Quantitative
Qualitative
Mixed Method

Quantitative Research
• According to Aliaga and Gunderson (2000)
quantitative research attempts to explain things
‘by collecting numerical data that are analysed using
mathematically based methods (in particular
statistics)’.
• The important distinction is that quantitative data
needs to be numerical (otherwise it can’t be
analysed)

• As such there are some questions that are
particularly suited to collecting numerical data –
- How many teachers in Davao City Division
have conducted action research?
- What is the overall percentage of learners in
frustration reading level, instructional reading
level and independent reading level?

• There are also types of data that aren’t
naturally numerical but we can transform them
e.g.
E.g. questionnaires that ask people to rate their
mood on a number of statements (e.g. ‘strongly
agree’, ‘agree’, ‘disagree’ or ‘strongly disagree’).
Each statement may be assigned a number from 1
-4)

• Advantages:
– Sometimes we need to answer population level questions
(e.g. how many of those in care have experienced
trauma?)
– Sometimes we need to test a hypothesis (e.g. if X
engaged in Y their outcomes would improve by Z
%
– Sometimes we need to know the link between to
things (e.g. diet and disease)

• Kinds of Quantitative Research
– Non-Experimental
• Descriptive
• Correlational
• Comparative
– Experimental
• True Experimental
• Quasi-Experimental

• Non-Experimental
– There is no manipulation done to any variable in the study
– Variables are measured as they occur naturally,
without interference of any kind by the
researcher.
– This lack of manipulation may exist because the
variable was naturally “manipulated” before the
study began or because it is not possible, or feasible,
for the researcher to manipulate a particular variable
(Mertler, 2014).

• Descriptive
– The purpose of descriptive studies is to describe, and
interpret, the current status of individuals, settings,
conditions, or events (Mertler, 2014).
– The researcher is simply studying the phenomenon of
interest as it exists naturally; no attempt is made to
manipulate the individuals, conditions, or events.
– Appropriate to answer the following research questions
including “What is the level of COVID-19 knowledge of
teachers in Riverside Elem. School?”, What is the extent of
satisfaction of students in Riverside Elem. School in terms
of facilities and instruction?”

• Comparative
– It involves comparing and contrasting two or more groups
of the study subjects based on a particular dependent
variable.
– It compares two or more distinct groups on the basis of
selected attributes such as knowledge level, perceptions
and attitudes and others.
– Appropriate to answer the following research questions
including “Is there a significant difference in the reading
level between grades 5 and 6?”, “Is there a significant
difference in the teaching competence of the teachers
when grouped according to teaching positions (T-1, T-2, T-
3, MT1 …)?

• Correlational
– The purpose of correlational studies is to discover, and
then possibly measure, relationships between two or
more variables.
– The word relationship means that an individual’s status on
one variable tends to reflect his or her status on another
variable.
– Correlational research is appropriate to answer the
following research questions “ Is there a significant
relationship between hours of study and academic
performance of grade 6 students in Riverside ES?”

• Experimental
– It is a group of techniques where the researcher
establishes different treatments or conditions and then
studies their effects on the participants.
– It is because of this ability to manipulate the treatment
conditions and control for many extraneous factors that
experimental studies are the most conclusive of all
research designs.
– Two (2) common types of experimental research designs
include true experimental and quasi-experimental
research designs

– True experimental. True experimental research
designs share one important characteristic in
common: They all involve the random assignment
of participants to treatment conditions (Gay et
al., 2009).
– Random assignment is one of the most powerful
techniques for controlling for extraneous threats
to validity (Fraenkel et al., 2012).
– Samples are also randomly selected before they
are randomly assigned.

– A group of students wanted to determine if the Strategic Intervention Material (SIM-
Module) is effective in increasing students’ performance in research. The researcher
randomly selects two (2) sections from a group of five (5) sections. Sections B and D
were randomly selected. Furthermore, the researcher randomly assigns the module to
section D.

– It comes close to true experiments;
however, there is still no random
assignment of the participants to
groups, which weakens the ability to
control for extraneous influences.

– A group of students wanted to determine if the Strategic Intervention
Material (SIM-Module) is effective in increasing students’ performance in
research. The researcher randomly selects two (2) sections from a group of
five (5) sections. Sections B and D were randomly selected. However, the
researcher did not randomly assign the module to section D.

• There are two major classifications of
quantitative research: experimental and non-
experimental.
– A. Non-experimental research designs embody a group of
techniques used to conduct quantitative research where there is
no manipulation done to any variable in the study. Three
common types of non-experimental research design include
descriptive, comparative and correlational.
– B. Experimental design involves the establishment of different
treatments or conditions and then studies their effects on the
participants. True experiment involved random selection and

random assignment Quasi-experimental only involves

random selection.

Qualitative Research
• Shank (2002) defines qualitative research as “a form of
systematic empirical inquiry into meaning”
By systematic he means “planned, ordered and
public”, following rules agreed upon by members of
the qualitative research community.
By empirical, he means that this type of inquiry is
grounded in the world of experience.
By inquiry into meaning, he means researchers try
to understand how others make sense of their
experience.

• Involves immersion in the situations of everyday
life
• Researcher’s role is to gain an overview of the
whole of the culture/situation under study
• The researcher seeks to capture data from the
inside, rather than having preconceived notions
of what will be found
• Qualitative research is interpretive (making
sense of what’s happening)
• Most analysis is done in words

Characteristics and Uses of Qualitative Research
• It develops from specific to general understanding of
concepts.
• It is a process of describing a situation, analyzing data
for themes or categories, and making interpretations or
drawing conclusions.
• It may be subjected to researcher’s personal
interpretation.
• The researcher, as primary instrument in data collection,
views social phenomena and situations holistically

Types:
1. Phenomenological Research
2. Grounded Theory Research
3. Ethnographic Research
4. Case Study
5. Narrative Research
6. Historical Research

Phenomenological Research:
• describes the meaning for several individuals of
their lived experiences of a concept or a
phenomenon
• focuses on describing what all participants have in
common as they experience a phenomenon
• is the study of how people give meaning to their
experiences, like death of loved ones, care for the
people, and friendliness of the people

Phenomenological Research

Phenomenological Research
Guide in Making Research Questions:
- Lived experiences
- Challenges and coping mechanism
- Insights

• Unveiling the Lived Experiences of Teachers with
Meager Take-Home Salary: A Phenomenological
Inquiry
• Research Questions:
– What are the lived experiences of teachers who have a
meager take-home salary?
– How do teachers cope with the challenges of having a
meager take-home salary ?
– What insights can be shared to the academe pertaining to
the lived experiences and coping strategies of teachers with
meager take-home salary?

Grounded Theory Research
• the intent is to move beyond description and to generate
or discover a theory
• a key idea is that this theory-development does not come
“off the shelf”, but rather is generated or “grounded” in
data from participants who have experienced the
process
• it is more than a set of findings; it offers an explanation
about phenomena” (Strauss & Corbin, 1998)

- Contribution
- Factors that are influential
- Specific theory to be designed

• A Grounded Theory Study on the Teachers’ Reading Strategies to
Address Illiteracy Among Struggling Reader Learners
– How do teachers’ reading strategies contribute to address
illiteracy among struggling readers?
– What specific factors of the teachers’ reading strategies are
most influential to address illiteracy among struggling readers?
– How do the different reading strategies of teachers impact the
illiteracy of struggling readers?
– What specific theory can be designed to support addressing of
illiteracy among struggling readers

Ethnographic Research
• the study participants are located in the same
place or interacting on frequent basis that they
develop shared patterns of behavior, beliefs
and language
• this study is interested in examining these shared
patterns, and the unit of analysis is larger –
focuses on the entire cultural group

• consists of what people do (behaviors), what they say
(language), the potential tension between what they do and
ought to do, and what they make and use
• The main purpose is to obtain a deep understanding of people
and their culture
• “to grasp the native’s point of view… to realize his vision of the
world” (Malinowski, 1922)
• One distinguishing feature is FIELDWORK
• Ethnographers immerse themselves in the life of people they
study and seek to place the phenomena studied in their social
and cultural context

- Contribution of cultural norms
- Strategies
- Aspirations

• Balancing Academics and Employment: An Ethnographic Study of
Students' Part-Time Jobs and Their Impact on College Life
– How do students' part-time jobs influence their daily routines,
time management, and overall college experiences, including
academic performance, extracurricular activities, and social
interactions?
– What are the cultural and social dynamics within the workplace
environments of college students, and how do these dynamics
shape their identities, aspirations, and long-term career
perspectives?
– In what ways do students' part-time jobs impact their well-
being, including physical and mental health, stress levels, and
the development of critical life skills, and how do they navigate
these challenges within the context of their college lives?

Narrative Research
• has many forms, uses variety of analytical practices and
is rooted in different social and humanities disciplines
• it begins with the experiences as expressed in lived and
told stories of individuals
• understood as a spoken or written text giving an
account of an event/action or series of events/actions
chronologically connected

Narrative Research

Narrative Research
- Experiences on the Challenges
- Coping mechanism
- Strategies

• Stories of the Victors: Narratives of Student-Mothers Who
Pursued their Education Despite of their Parental Obligations
– How do student-mothers balance their parental obligations
with their pursuit of education, and what personal and
external factors influence their ability to do so?
– What are the key challenges and support systems that
student-mothers encounter while navigating the education
system, and how do these experiences shape their
educational journeys and personal narratives?
– What are the empowering and transformative elements
within the stories of student-mothers who successfully
complete their education, and how can their narratives serve
as inspiration for other women facing similar circumstances?

Case Study
• Involves a study of an issue
explored through one or
more cases within a
bounded system (i.e. a
setting, a context)
• An in-depth investigation
of a phenomenon in its
real-world context

Case Study
• The boundaries indicate what will and will not be
studied in the scope of the research project.
• The establishment of boundaries is similar to the
development of inclusion and exclusion criteria
for sample selection in quantitative study.
• The difference is that these boundaries also
indicate the breadth and depth of the study
and not simply the sample to be included.

Case Study

Case Study
- Experiences
- Strategies/ impact
- Challenges and coping

• Making Sense: A Qualitative Case Study of Teacher Handling a Learner
with Special Needs in a Mainstream Classroom
– What are the teacher’s experiences and management strategy of
learner with special needs enrolled in a mainstream classroom?
– What certain strategy and action did the teacher take in providing
and sustaining teaching-learning process to a learner with special
needs in a mainstream classroom?
– What were the key challenges or obstacles that the teacher
encountered in providing basic quality education to a learner with
special needs, and how did the teacher overcome these challenges?

Historical Research
• examining past events to draw conclusions and
make predictions about the future.
• The steps in historical research are: formulate an
idea, formulate a plan, gather data, analyze data,
and analyze the sources of data

Historical Research
• Context: Understanding the historical context is crucial. Analyze the events, social
dynamics, and cultural norms of the time period you are researching to provide a
comprehensive understanding of the past.
• Narrative: Construct a compelling narrative that weaves together the historical
facts and personal experiences of individuals from the past. This narrative
approach can engage readers and convey the historical significance of your
research.
• Evidence: Rely on primary and secondary sources as well as archival materials to
support your findings. Carefully evaluate and interpret the evidence to ensure the
accuracy and credibility of your historical qualitative research.

Historical Research

• Datu Abeng: The Historical Exploration of Socio-Political
and Cultural Influence in Barangay Calinan
– How did Datu Abeng emerge as a prominent figure in the socio-political
landscape of Barangay Calinan, and what were the key leadership roles
and actions that contributed to his influence in the community?
– In what ways did Datu Abeng's socio-political influence intersect with
and shape the cultural practices, traditions, and identity of the people in
Barangay Calinan, and how did this influence evolve over time?
– What is the enduring legacy of Datu Abeng's socio-political and cultural
influence in Barangay Calinan, and how have his contributions continued
to impact the local governance and cultural heritage of the barangay,
offering insights into the interplay between leadership and culture?

Mixed Methods Research
• Mixed methods research combines the elements of two
types of research: quantitative and qualitative.
• Quantitative data is collected through the use of surveys and
experiments, for example, containing numerical measures
such as ages, scores, and percentages.
• Qualitative data involves non-numerical measures like beliefs,
motivations, attitudes, and experiences, often derived
through interviews and focus group research to gain a deeper
understanding of a research question or phenomenon.
• Mixed methods research is often used in the behavioral,
health, and social sciences, as it allows for the collection of
numerical and non-numerical data.

Types:
• Convergent Parallel
• Embedded Design
• Explanatory Sequential Design
• Exploratory Sequential Design

Convergent Parallel
• When data collection and analysis of both quantitative and
qualitative data occur simultaneously and are analyzed
separately. This design aims to create mutually exclusive sets
of data that inform each other.
• For example, you might interview people who live in a certain
neighborhood while also conducting a survey of the same
people to determine their satisfaction with the area.
QUALITATIVE DATA
QUANTITATIVE DATA
Analysis
Analysis

Embedded Design
• The embedded design is when the quantitative and qualitative
data are collected simultaneously, but the qualitative data is
embedded within the quantitative data. This design is best used
when you want to focus on the quantitative data but still need
to understand how the qualitative data further explains it.
• For instance, you may survey students about their opinions of
an online learning platform and conduct individual interviews
to gain further insight into their responses.
QUALITATIVE DATA
QUANTITATIVE DATA

Explanatory Sequential Design
• Quantitative data is collected first, followed by qualitative
data. This design is used when you want to further explain a
set of quantitative data with additional qualitative
information.
• An example of this would be if you surveyed employees at a
company about their satisfaction with their job and then
conducted interviews to gain more information about why
they responded the way they did.
QUALITATIVE
DATA
QUANTITATIVE
DATA

Exploratory Sequential Design
• Collects qualitative data first, followed by quantitative data.
This type of mixed methods research is used when the goal is
to explore a topic before collecting any quantitative data.
• An example of this could be studying how parents interact
with their children by conducting interviews and then using a
survey to further explore and measure these interactions.
QUALITATIVE
DATA
QUANTITATIVE
DATA

Strengths
• Through a mixed methods approach, researchers
could more easily compare and contrast their results
to better understand the phenomenon as a whole.
• It gives a fuller understanding by combining insights
from both qualitative and quantitative data, which
would not be possible with just one type of data
alone. By using data from different sources,
researchers can get a deeper and more complete
picture of the topic.

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