- Information
- AI Chat
488325766 Research 1 Quarter 2 Module for Special Science Class
Secondary education
Recommended for you
Preview text
Learning Objectives:
At the end of the week, you are expected to: 1. Demonstrate understanding of the different classifications of research. 2. Compare and contrast qualitative and quantitative research. 3. Identify the traits that differ a type of research from the others.
Introduction: This quarter unveils the types of research and their specific functions; understanding the type of research to be utilized on your own research paper is necessary in order to make you guided along the way.
Let’s Explore This!
Learning Task 1: There are two general types of research, a research can be qualitative or quantitative. Now, let us have a classifying activity. This module provided a diagram; below are descriptions of a qualitative and quantitative research with corresponding letters. Put the letter to the appropriate place in order to classify quantitative and qualitative research.
A. The purpose is to explain, predict, and/or control phenomena through focused collection of numerical data. Test hypotheses, deductive in approach. B. The purpose is to explain and gain insight and understanding of phenomena through intensive collection of narrative data. Generates hypothesis, inductive in approach. C. Subjective, holistic, process-oriented. D. Tentative, evolving, based on particular study. E. Controlled setting not as important. F. Objective, focused, outcome-oriented. G. Controlled to the degree possible. H. Specific, testable, stated prior to particular study. I. Takes purposive sampling, intent to select ‘small’, not necessarily representative, sample in order to get in-depth understanding. J. Takes random sampling, intent to select ‘large,’ representative sample in order to generalize results to a population. K. Structured, inflexible, specified in detail in advance of study intervention, manipulation, and control descriptive correlation causal-comparative experimental consider few variables, large group. L. Flexible, specified only in general terms in advance of study nonintervention, minimal disturbance all descriptive- history, biography, ethnography, phenomenology, grounded theory, case study, consider many variable, small group.
Week 1-
####### QUANTITATIVE & QUALITATIVE:
####### THE GENERAL TYPES OF RESEARCH
Research
1
Learning Task 2: Study the text below. Then, create a Venn Diagram emphasizing the similarities and differences between a qualitative and quantitative research based on the researcher’s dialogue.
QUANTITATIVE QUALITATIVE
QUANTITATIVE OR QUALITATIVE?
I am also studying about beans! I aim to answer the question “What is a bean?”, “What does it meant to be a bean?” So, I go around some field and study about “beanness”. My research is qualitative.
I am researching about beans. I thought that maybe, all beans are alike: beans have no difference. So, I count various types of beans. My research is Quantitative.
Learning Task 3. Research Bingo. Based on your understanding from the lesson; put shade/color to the boxes with word or phrase describing quantitative research. If the word/phrase describes qualitative research do not put any marks.
B I N G O
Specific variables
Precise measurement s
Objective Validatetheory holistic
Numerical and statistics
Diary accounts Open-ended Formal quotes
To test hypothesis
Experimental
design (color this part)FREE
To understand social interaction
Words, images or objects
Large group Study of thewhole generalizedLess Context-free Case study
Application forms Small group
Data are observed but not measured
Field notes General tospecific
Learning Objectives:
At the end of the week, you are expected to: 1. Identify and explain several classifications of research. 2. Familiarize on various classification of research while relating it to current trends and issues.
You are already familiar with the general types of research- the quantitative and qualitative research. Moreover, research is also classified into several forms. These are: 1. Library Research, 2. Field Research, 3. Laboratory Research, 4. Educational Research, 5. Curriculum Research, 6. Historical Research, 7. Descriptive Research, 8. Case Study, 9. Genetic Research, and 10. Data Gathering.
Library Research This is done in the library where answers to specific questions or problems of the study are available. The historical method lends itself to library research because the study is focused in the past, and much of the primary and secondary sources are found in the library. Some historical evidences may of course be from archeological findings.
Field Research This kind of research is conducted in a natural setting. No changes are made in the environment. Field research is both applicable to descriptive survey and experimental methods. An example of field research using experimental method is “The Cultivation of Green Mussel Using Bamboo Raft and Staking methods in Bylobadyang Island, Estancia, Iloilo.” In this study the green mussel is cultured in the natural environment.
Week 3-
SEVERAL CLASSIFICATIONS OF
RESEARCH: AN OVERVIEW
Research
1
The inward direction is represented by an analysis like “What is its purpose?”, “What is the structure?”, and other questions that question a process. Through such analysis the researcher, like the explorer of a new land is seeking to chart a new area. He may find parts or factors which were not previously known to exist; that is one of the rewards of the successful person. In any event, he is constantly on the alert to detect, identify and delineate elements which hit thereto were not understood. It is the purpose of research to deal with the new.
Case Studies The essential procedure of the case study is to take account of all pertinent aspects of one thing or structure, employing as the unit for study which an individual, institution, a community or any group considered as a unit for study which an individual, institution, a community or any group considered as a unit. The case counts of the data relating to some phase of the life history of the unit or relating to the entire life process, whether the unit is an individual, a family, a social group, an institution or a community. Example includes “Rebel without A Cause, the Hypnoanalysis of a Criminal Psychopath” by R. Lindner.
Genetic Research Genetic study is ideally a long-term investigation of origin, direction, trend, rate, pattern, limit and decline in growth. Genetic research should identify causes, interrelationships, and patterns of development among such factors are experimental background, including formal and informal teaching and learning, physiological age, mental age, degree of social maturity, interests, needs, socio-economic status, motivation, attitudes, methods of instruction, learning procedures, problem-solving behavior, adjustment status, and inherent difficulty of the materials to be learned. The purpose of genetic approach in relation to interpretation of behavior must include consideration of direction of approach, rate and optimal development.
Data-Gathering Research Much of the significance and importance of descriptive survey studies lies in the possibility of investigating the status of conditions at any given time and of repeating the survey at a later date thus providing descriptions or cross sections at different period of time in order that comparisons maybe made, the direction of change noted and moderated, and future growth or development predicted. This is directed towards ascertaining the prevailing condition and this method is essentially a technique of growth description of general characteristics of the group. This approach seeks to answer questions as to real facts of relating to existing conditions.
7
Different research methods are appropriate for different research questions. No single approach is best for all the questions that can be asked regarding any particular behavioral phenomenon.
Learning Task 1. Enlisted below are some research questions/problems. Identify the appropriate type of research to be used in each statement. Write the letter that matches the statement on the first column.
- “Can I identify who is likely to have a mutation from this generation based on their roots?”
- “What is the best vaccine for COVID-19?”
- “What are the norms for a population for combating COVID- 19 transmission?”
- “What are the conditions of medical facility in today’s hospitals?”
- “What is Covid 19?”
- “What additional problem does smokers face when they acquire SARS COV 2 virus?”
- “What are the symptoms discovered by WHO from Covid- patients over time?”
- “Did the Covid virus came from pangolins or bats?
- Special Science class follows additional curriculum with advance Science subject.
- “How will audio-visual communication assure the continuity of learning amid this pandemic?”
Learning Task 2. From everyday news and information, you already know some facts about Covid 19. Examine the picture below; then answer the following questions:
1 do you think is the type of research being conducted by the researcher? Why?
Based on news reports, what do you think is the Filipino researcher on the photo is investigating at?
What possible research question can be raised based on the photo?
Learning Task 3. Search for a printed/ digital article which tackles the improvement of research about the Covid 19. In 3-5 sentences, share your thoughts about the article you
A. Library Research B. Field Research C. Laboratory Research D. Educational Research E. Curriculum Research F. Historical Research G. Descriptive Research H. Case Study I. Genetic Research J. Data Gathering
Learning Objectives:
At the end of the week, you are expected to: 1. Determine the significance of an Educational Research. 2. Identify and discuss the three levels of Educational Research. 3. Differentiate Basic/Pure and Applied Research.
The progress of mankind has been a product of innumerable researches. Man’s continuous quest for the best environment that will enhance the satisfaction of his physical, social and spiritual needs is a continuous process. The great progress of recent past has been possible because a greater number of people were at work on continually increasing number of research projects. When we research, what do we really get? What do we mean by EDUCATIONAL RESEARCH? In order to define ‘EDUCATIONAL RESEARCH’ we must first attempt to understand the word RESEARCH. To the beginners, research is a word associated with libraries, books, and journals.
Learning Task 1. Research is an integral part of the academe. In the table below, briefly discuss your understanding of Research before familiarizing its concept in this subject. BEFORE, I THOUGHT RESEARCH IS... NOW, I UNDERSTAND THAT RESEARCH IS ...
The Concepts of Education in Research
- CLASSROOM LEVEL- (teaching and learning) is the main focus of the enhancement of teaching in order to maximize the learning of a pupil or student.
- SCHOOL LEVEL- (Administration) is concerned with determining as optimal resource (human resource or physical resources) to provide an environment conducive to learning.
- POLICY LEVEL- is concerned with the improvement of the entire educational system.
Week 5
UNDERSTANDING
EDUCATIONAL RESEARCH
Research
1
Therefore, Educational Research is one way to obtain knowledge and is concerned with finding new truth about the field of education.
Types of Educational Research A. Basic (Pure) Research This is a type of research that deals with the formulation of new theories on results without need for empirical data. Researchers in the field of mathematics, theoretical physics and philosophy belong to this category. Example: “On the Equilibrium Points of Educational Curves”.
B. Applied Research It deals with the verifications of existing theories or testing of new ones through empirical observations and actual field data. Example: “The Relative Effectiveness of the Method in the Teaching of Basic Mathematics.”
Basic and applied researches play complementary roles in advancing the field of education. Sometime, the cycle starts from a basic research which is then verified empirically culminating in a basic research on the topic. In other words, we may use the principle of deductive reasoning (from basic to applied) or the principle of inductive reasoning (from applied to basic).
Learning Task 2: Identify weather the statement refers to Pure or Applied Research. Write the word PURE if the statement refers to traits of Pure/ Basic Research, and use the word APPLIED if otherwise
_____________ 1. It is used to answer a specific question. _____________ 2. A research question “How do student study?”. _____________ 3. Determining the effectivity of a vaccine is the aim of a research. _____________ 4. Driven by curiosity. _____________ 5. Desire to expand our knowledge. _____________ 6. Has direct use to the world. _____________ 7. The discovered vaccine for a virus. _____________ 8. An automated alcohol dispenser research project. _____________ 9. Ways to determine amount of Covid patient’s viral load. _____________ 10. The usefulness of wearing facemask. _____________ 11. Your Grade 8 Science Investigatory Project. _____________ 12. Fundamental Research. _____________ 13. Scientific laws such as Gas Laws and Newton’s Law of Motion. _____________ 14. Does not require a specific output. _____________ 15. Improve agricultural crop production.
Major Steps in Historical Research
FORMULATING A PROBLEM Your problem might be broad or diffused. This is natural, since you are not yet sure of what it is you really want to investigate, but as you go on reading the related literature, you will notice that you become surer of your investigation. The focus of historical research is as broad as it seems. You may limit your investigation to one era and one sequence of events in a local, provincial, regional, or national setting.
GATHERING HISTORICAL MATERIALS Plan where to get the best materials you will need to answer a problem or problems of your study. Van Dalen (2000) enumerates them as official records, personal records, pictographs, paintings, sculptures, movies, microfilms, slices and coins, published materials like newspaper, journals, pamphlets, literary, philosophical works and periodicals. Mechanical record samples are tape recordings of interviews and conferences, phonograph records of speeches and reading activities, etc.
CLASSIFYING HISTORICAL RESOURCES Historical resources may be classified as primary, secondary, and tertiary.
Primary Source- Sources of information are classified as primary if they are authentic and have not been subjected to evaluation or assessment. Theses report discoveries, sharing of information and first-hand. These are information written at a certain time or period of research. (e. government records, speeches, photographs, communication letter)
1 Formulate a problem
2 Gathering Historical Materials
3 Classifying Historical Resources
4 Systematizing you note taking
5 Criticizing your gathered materials
Secondary Sources- Secondary sources provide information, discussion and/or interpretation of the evidence. These are usually evaluations of primary sources. These are also written by authors who do not personally witness the event or action. Definition of secondary sources vary depending on the contexts and/or discipline. (e. evaluations, critiques, commentaries, history)
Tertiary Sources-These serve as collection of primary and secondary sources. (e. bibliographies, abstract, indexes, dictionaries, encyclopedia)
Learning Task 2. Identify which sources of information does the following materials belong. Write P if the source is primary, S if secondary, and T if tertiary. ____ 1. Interview ____ 6. Newspaper Column ____ 11. Atlas ____ 2. Artifacts ____ 7. Biography ____ 12. Almanac ____ 3. Autobiography ____ 8. Editorial ____ 13. Database ____ 4. Diary ____ 9. History of Philippines ____ 14. Books ____ 5. Videos ____ 10. Commentaries ____15. Directories
SYSTEMATIZING YOUR NOTE TAKING Your notes go hand in hand with your search for valued resources. In fact, until the end of your investigation, you may be taking down more notes, as more and more information come in. Therefore, recall the note taking lessons you have learned.
CRITICIZING YOUR GATHERED MATERIALS One of the skills that you should develop is to be able to determine whether a document or material is erroneous or deliberately produced to some misinformation. Apply meticulous internal and external criticisms, sometime called lower and higher criticisms, respectively.
External Criticisms refer to the assessment of the document itself, its validity and trustworthiness in terms of originality. It should determine the time when the material was published and if it corresponds to the period of historical event. Internal Criticisms. After you ascertained the authenticity of your source material thru external criticisms, you now proceed to internal criticism of the material. Your concern is to check the meaning and trustworthiness of the data within the document. Much of your internal criticism is textual criticism.
- DOCUMENTRAY ANALYSIS OF CONTENT ANALYSIS. This is a study that involves gathering information by examining records and documents.
- TREND ANALYSIS. This type is for a study which seeks future status. It is employed in studies which aim to project the demands or needs of the people in the future.
- CORRELATION STUDY. This type is designed to help determine the extent to which different variables are related to each other in the population interest.
Learning Task 1: Descriptive research provides explanation of a particular phenomenon; for your activity, create a well-argued essay on a specific issue/ problem that we are facing today. Limit your essay from 100-300 words. Provide proper in-text citation and reference if you use a printed/digital reference.
Learning Objectives:
At the end of the week, you are expected to: 1. Define Experimental Research. 2. Identify types of variables in an experimental research. Experimental research is the only type of research that can truly test hypothesis concerning cause -and -effect relationships. It represents the most valid approach to the solution of educational problems both practical and theoretical and the advancement of education as a science. In an experimental study, the researcher manipulates at least one independent variable, controls over relevant variables and observes the effect on one or more variables.
The researcher determines who get, what and which group of subjects get the treatment.
In an experimental research, there are FIVE VARIABLES, namely:
- Independent Variable – this is the stimulus variable which is chosen by the researcher to determine its relationship to an observed phenomenon.
- Dependent Variable – this is the response variable which is observed and measured to determine the effect of the independent variable. It changes when independent variable changes.
- Moderator Variable – this is a secondary or special type of independent variable chosen by the researcher to determine if it changes or modifies the relationships between the independent and dependent variables.
- Control Variable – a variable controlled by the investigator in which the effects can be neutralized by eliminating or removing the variable.
- Intervening Variable – a variable which interferes with the independent and dependent variables, but its effects can either strengthen or weaken the independent and dependent variables.
Learning Task 1: Identify if the statement is true or false. Write the word TRUE is the statement is correct and FALSE if otherwise. _________1. Problems to be undergone in scientific writing can always be solved. _________2. The importance of scientific method is to add new knowledge. _________3. Conduct of actual experiments falls under formulating hypothesis. _________4. Hypothesis refers to any type of guess that can possibly happen after an event. _________5. Testing hypotheses include experimentation.
Week 8
UNDERSTANDING
EXPERIMENTAL RESEARCH
Research
1
488325766 Research 1 Quarter 2 Module for Special Science Class
Subject: Secondary education
- Discover more from:
