Undergraduate Research Notes: Modules 1.1 to 1.3

MODULE 1.1: INTRODUCTION TO RESEARCH

  • Etymology and core idea
    • "Re" — over again, anew; "Search" — examine closely
    • Research: the process of asking/exploring things that matter; the scientific investigation of phenomena
  • Nature and method
    • Systematic & refined technique of: thinking, employing specialized tools, instruments, procedures
    • Research comprises the following stages:
    • Defining & redefining problems
    • Formulating hypotheses or suggested solutions
    • Collecting, organizing, evaluating data
    • Making deductions
    • Reaching conclusions
    • Research aims for original contribution to the existing stock of knowledge
    • It is the pursuit of truth with the help of: study, observation, comparison, and experiment
    • A research could be: systematic, controlled, empirical, inquiry, subject-topic, problem-solving
  • Descriptive vs. Analytical Research
    • Descriptive Research
    • Description of the state of affairs as it exists at present
    • Involves performing surveys
    • Analytical Research
    • Uses facts or information already available
    • Analyzed to make a critical evaluation
  • Applied vs. Fundamental Research
    • Applied Research
    • Finding solutions for immediate problems
    • Addresses issues faced by society or a business organization
    • Fundamental Research
    • Develops generalizations & formulations
    • Mainly concerned with theories
  • Quantitative vs. Qualitative Research
    • Quantitative Research
    • Measurement of quantity/amount
    • Expressed in numbers & tables; tests theories & hypotheses
    • Methods include surveys, graphs, percentages, etc.
    • Qualitative Research
    • Focuses on qualitative phenomena described in words
    • Explores ideas and formulates theory
    • Methods include interviews and open-ended questions
  • Conceptual vs. Empirical Research
    • Conceptual Research
    • Related to abstract ideas or theory; used by philosophers & thinkers
    • Develops new concepts or reinterpretations
    • Example: Explore how the concept of Academic Burnout has evolved in Gen-Z students
    • Empirical Research
    • Relies on experience/observation
    • Research verified by experiment
    • Also called experimental type
  • One Time vs. Longitudinal Research
    • One Time Research
    • Confined to a single time-period
    • Longitudinal Research
    • Carried on over several time-periods
  • Historical Research
    • Uses historical sources to study events of the past
  • Types of Descriptive Research (A–H)
    • A. Descriptive-survey
    • Interested in the extent different conditions/situations are obtained among subjects
    • Example: A researcher distributes Google Forms to ask classmates about their sleeping habits
    • B. Descriptive-normative-survey
    • Surveys to ascertain the normal; compare local test results with state/national norms
    • Example: Compare class stress-level results with national data on student mental health
    • C. Descriptive-analysis
    • Describes the nature of an object by breaking it into parts
    • Example: Breaking down causes of procrastination based on patterns
    • D. Descriptive-classification
    • Used in Biology, Botany, Zoology; specimen classified from phylum to species
    • Example: Classifying peers’ coping mechanisms into categories
    • E. Descriptive-evaluative
    • Appraises the worthiness of the current study
    • Example: Which online learning strategy helps students most during the pandemic?
    • F. Descriptive-comparative
    • Compares two non-manipulated variables; establishes a formal procedure to compare & conclude which is better
    • Example: Academic performance of morning vs. evening classes
    • G. Correlational-survey
    • Determines the relationship of two variables (X and Y) and the strength of the relationship
    • Categories: perfect, very high, high, moderate, slight, negligible
    • Example: Connection of screen time and study productivity
    • H. Longitudinal survey
    • More time allotted for investigation of the same subjects across two or more points in time
    • Example: Tracking the section’s sleeping hours across 3 exam weeks
  • Types of Experimental Research (A–E)
    • A. Single-group design
    • Involves a single treatment with two or more levels
    • B. Two-group design
    • Involves two comparable groups used as experimental & control groups (or both experimental groups)
    • C. Two-pair group design
    • Elaborates on two-group design with two control and two experimental groups
    • D. Randomized Complete Block
    • Tests plants & animals as subjects; usually studied once; treatments replicated to determine cause of change
    • E. Correlational
    • Examines the relationship of two independent variables; studies how they are manipulated by the independent variable

MODULE 1.2: PURPOSE OF RESEARCH

  • Purposes of research (1–5)
    • 1. To gain familiarity with a phenomenon
    • 2. To achieve new insights into the phenomenon (exploratory or formulative research)
    • 3. To accurately portray characteristics of a particular individual, situation, or group (descriptive research)
    • 4. To determine the frequency of occurrences or association of something else (diagnostic research)
    • 5. To test a hypothesis of a causal relationship between variables (hypothesis-testing research)
  • Characteristics of a Good Research
    • Empirical
    • Logical
    • Cyclical
    • Based on direct experience/observation; enables the researcher to draw valid conclusions; research starts with a problem and ends with a problem
    • Analytical
    • Replicability
    • Critical; uses proven analytical procedures in gathering data; enables valid & conclusive results; similarities & differences can be compared; higher level of confidence
    • Methodical
    • Conducted in a methodical manner without bias using systematic methods & procedures
  • Qualities of a Good Researcher
    • Research-oriented
    • Efficient
    • Scientific
    • Effective
    • Active
    • Resourceful
    • Creative
    • Honest
    • Economical
    • Religious
  • Qualities details
    • Intellectual curiosity
    • Prudence
    • Intellectual creativity
    • Undertakes deep thinking & inquiry of anything around him; careful to conduct his research study at the right time & place; wisely productive & resourceful investigator creates new research
    • Healthy criticism
    • Intellectual honesty
    • Always doubts authenticity & validity of findings; honest to collect or gather data/facts in order to arrive at honest results

MODULE 1.3: KINDS & CLASSIFICATION

  • According to Purpose
    • A. Predictive or Prognostic
    • Determines future operation of variables; aim to control/redirect for the better
    • B. Directive
    • Determines what should be done; based on findings; to remedy unsatisfactory condition
    • C. Illuminative
    • Concerned with interaction of components of the variable being investigated; example: components of educational systems; aims to show connection among student’s characteristics, organization & policies, and educational consequences
  • According to Goal
    • A. Basic or Pure
    • For development of theories/principles; conducted for intellectual pleasure
    • B. Applied
    • Application of results of pure research; testing efficiency of theories & principles
  • According to Level of Investigations
    • A. Exploratory
    • Variable is studied pertinent to a specific situation
    • B. Descriptive
    • Studies the relationship of variables
    • C. Experimental
    • Studies the effects of variables on each other
  • According to Types of Analysis
    • A. Analytical Approach
    • Researcher attempts to identify & isolate the components of the research situation
    • B. Holistic Approach
    • Begins with total situation; focuses on the system & its internal relationships
  • According to Scope
    • A. Action Research
    • Seeks more dependable & appropriate means of promoting and evaluating growth; in line with specific & general objectives; improve practices without reference to whether findings would be applicable beyond the group studies or not
  • According to Choice of Answers to Problem
    • A. Evaluation
    • All possible courses of action; specified & identified; researchers find out the most advantageous
    • B. Developmental
    • Focuses on developing a more suitable process than what is available
  • According to Statistical Content
    • A. Quantitative/Statistical Research
    • Inferential statistics are utilized; includes comparison and cause-effect
    • B. Non-Quantitative/Qualitative Research
    • Descriptive data are gathered; includes indigenous & participatory
  • According to Time Allotment
    • Historical Research
    • Descriptive Data Research
    • Experimental Research
    • Describes what was, what is, what will be
  • According to Types & Kinds of Research
    • A. Proprietary Research
    • Conducted for a specific audience; not shared beyond evidence
    • B. Scholarly Research
    • Promotes public access to knowledge
    • C. Behavioral Research
    • Identify & test laws that can explain, predict, & lead to control of behavior; based on the belief that objective knowledge is obtained through careful & systematic observation and measurement of what people do
    • D. Phenomenological Research
    • Based on the belief that what people do depends on what they perceive or what goes in their minds
    • E. Communication Research
    • Investigation of five communication elements; some research problems may be analyzed
    • Control Analysis (source) refers to the communicator’s performance; essential factors affecting their performance
    • F. Content Analysis (Message)
    • Determines the nature & characteristics of a message; manifestations of scopes & themes; slant and treatment; text or visuals; message appeal
    • G. Media Analysis (Channel)
    • Media’s comparative advantages; includes media features & costs
    • H. Audience Analysis (Receiver)
    • Concerns the audience in terms of behavior, tastes, interests, opinions, where they reach & can be conducted, audience level & expectations
    • I. Impact Analysis (Effects)
    • Know current trends that can be done on awareness, attitude, change, behavior change, practice level