The Nature and

Characteristics
of Research

Ms. Clarisse P. Cacapit

Instructor
TOPIC OVERVIEW
01 Research Defined

02 Purposes of Research

03 Characteristics of Research

04 Types of Research

05 Qualities of a Good Researcher

LESSON OBJECTIVES:
01 Review the fundamentals of
research.

02 Explicate the nature of

research as a scientific inquiry
aimed at providing a basis for
informed classroom decisions.
RESEARCH: Defined
• the systematic investigation into and study of materials
and sources in order to establish facts and reach new
conclusions

• A process of systematic inquiry that entails the

collection of data; analysis and interpretation of that
data/information; and writing the report.
Research is conducted in different fields
• Economics • Languages
• Business • Art and Design
• Marketing • Psychology
• Health and Medicine • Technology
• Engineering • Education
• Social Science • etc.
EDUCATIONAL RESEARCH
• The scientific field of study that examines education and
learning processes and the human attributes,
interactions, organizations, and institutions that shape
educational outcomes.

• The application of the scientific method to study

educational problems.
Examples of Educational Research
• The impact of school funding on student achievement.
• The effects of social and emotional learning on student well-being.
• The effects of parental involvement on student behavior.
• The impact of teacher training on student learning.
• The impact of classroom design on student learning.
Ways of knowing
Ways of knowing
How do we acquire knowledge?

 Intuition

 Tradition

 Experts and authorities

 Rationalism

 Empiricism

 The scientific method

Ways of knowing
 Intuitions
Relying on one’s guts, emotions, and instincts

Limitations
• Driven by cognitive and motivational biases
Ways of knowing
 Tradition
Doing things as they have always been done

Limitations
• Traditions are often based on an idealized past
• Traditions can be distant from current realities and the
complexities associated with them
Ways of knowing
 Experts or authorities
Accepting new ideas because some authority figure states that
they are true.

Limitations
• Experts can be wrong
• Experts can disagree among themselves, hence a need
for a “second opinion”
Ways of knowing
 Rationalism
Knowledge gained through
logic and reasoning.
Premises are stated and logical rules
are followed to arrive at sound conclusions.

Limitations
• If there are errors in logic, then
conclusions will not be valid.
Ways of knowing
 Empiricism
Knowledge gained through observation and experience.

Limitations
• Limited in what we can experience and observe, and our
senses can deceive us
Ways of knowing
 The Scientific Method
The goal of the scientific method is to explain, predict, and/or
control a phenomenon.
The use of the scientific method is more efficient and reliable
than any other source of knowledge
Limitations
• Inability to capture the full richness and complexities of the
participants
• Not always feasible to use the scientific method due to time
and resources constraints
• Cannot answer all questions; can only address empirical
questions
Ways of knowing
 The Scientific Method
Steps in the scientific method
• Recognition and definition of the problem
• Formulation of hypotheses
• Collection of data
• Analysis of data
• Stating conclusions
Application
Research Problem:

Which is a more effective strategy in teaching Grade 4 science, flipped

learning or traditional learning?

How will the following answer/ address the problem?

• Intuition
• Tradition
• Logic
• The scientific method
Application
Research Problem:

Which grade level should we introduce the lesson on sex education?

How will the following answer/ address the problem?

• Tradition
• Experts and authorities
• The scientific method
Purposes of Research
Purposes of Research
Creswell (2002) notes the following reasons, describing the various purposes of
educational research:

1. Improve Practice
2. Add to Knowledge
3. Expand Knowledge
4. Address Gaps in Knowledge
5. Replicate Knowledge
6. Add Voices of Individuals to Knowledge
Characteristics of
Research
Characteristics of Research
 Reliability

Reliability is a measure of repeatability or replicability. It is the repeatability of any research, research

instrument, tool, or procedure. If any research yields similar results each time it is undertaken with a
similar population and with similar procedures, it is called to be reliable research.
Characteristics of Research
 Validity

The validity of a research study refers to how well the results among the study participants represent
true findings among similar individuals outside the study.

The validity of the research instrument can be defined as the suitability of the research instrument to the
research problem or how accurately the instrument measures the problem. Some researchers say that
validity and reliability are co-related, but validity is much more important than reliability. Without validity,
research goes in the wrong direction.
Characteristics of Research
Characteristics of Research
 Credibility

Credibility comes with the use of the best source of

information in research. If you are using second-hand
information in your research due to any reason your
research might complete in less time; but its credibility will
be at stake because secondary data has been manipulated
by human beings and is therefore not very valid to use in
research. Moreover, when a researcher gives trusted
references in the research, the credibility of the research
increases but fake references also decrease the credibility
of the research.
Characteristics of Research
 Empirical

The empirical nature of research means that the research has been conducted following rigorous
scientific methods and procedures. Each step in the research has been tested for accuracy and is
based on real-life experiences. Quantitative research is easier to prove scientifically than qualitative
research. In qualitative research biases and prejudice are easy to occur. There are tools that can
improve the trustworthiness of qualitative research. The qualitative researcher should know how to
control biases and subjectivity that can make research less scientific.
Characteristics of Research
 Systematic

Every research follows an approach or paradigm of research but regardless of any paradigm, the
research should have one main approach. This systematic approach helps the researcher
understand the steps to be taken and in what order to take each step. There are set of procedures
that have been tested over a period of time and are thus suitable to use in research. Each
research, therefore, should follow a procedure.
Characteristics of Research
 Verifiability

This is an important characteristic of every research. Research methods and findings are
presented to the professional community for other researchers to analyze, confirm or reject them.
Research is a social enterprise and its information is open for public scrutiny.

Only through further investigation or replication of studies can the results of a single study be
confirmed or revised. Through this process, a body of new knowledge is developed and new
questions are identified. Verifiability is achieved primarily through two different approaches: first,
analyzing the same data on the same sample through alternative analytical or statistical methods,
and second, replicating the study on a different sample.
Types of Research
Types of Research
Research can be classified:

1. on the basis of objectives

1.1 Theoretical Research 1.3 Action Research
1.2 Applied research 1.4 Evaluative Research

2. on the basis of the method

2.1 Exploratory Research 2.3 Correlational Research
2.2 Descriptive Research 2.4 Experimental Research

3. on the basis of collecting and analyzing data

3.1 Quantitative Research
3.2 Qualitative Research
Types of Research:
On the basis of objectives
1.1 Theoretical/ Pure/ Basic/ Fundamental Research

Theoretical research also referred to as pure, basic, or fundamental research focuses on generating
knowledge, regardless of its practical application. Here, data collection is used to generate new general
concepts for a better understanding of a particular field or to answer a theoretical research question.

Results of this kind are usually oriented towards the formulation of theories and are usually based on
documentary analysis, the development of mathematical formulas, and the reflection of high-level
researchers.

Examples related to learning theory:

• Constructivism
• Mastery learning
• Gardner’s multiple intelligences
Types of Research:
On the basis of objectives
1.2 Applied Research

Applied research is inspired by the need for social action and aims at finding a practical solution for a
problem making optimal use of the available resources. Applied research draws on theory to
generate practical scientific knowledge, and its use is more common in STEM fields such as
engineering, computer science, and medicine.

Example:
• Developing a seventh-grade social studies curriculum around a problem-solving approach to learning
• Examining the effectiveness of a computer-based algebra program developed around a mastery learning approach
• Accommodating varied learning styles when teaching lessons in modern literature

Note: Applied research is usually based on knowledge or results obtained through theoretical research.
Types of Research:
On the basis of objectives
1.3 Action research

Action research is systematic inquiry done by teachers (or other individuals in an educational setting) to
gather information about, and subsequently improve the ways their particular educational setting operates, how
they teach, and how well their students learn (Mills, 2000).

Action Research has its origin in the works of the social psychologist Kurt Lewin (1946). He developed the
ideas of group decisions and commitment to improvement in work situations (classroom and administrative).

Action research is focused on immediate application. It places the emphasis on the problem here and now,
in a school setting. Its findings are to be evaluated in terms of local applicability and improvement in school
practices.
 Applied and action research share commonalities in a lot of areas. However, they can be
distinguished through the following:

Applied Research Action Research

To find solutions to a problem encountered To find solutions for a problem for local
by a wider population; to test theories concern
Considerable training is required Little training is required to conduct study

More rigorous Less rigorous

General applicability Local applicability

Example of Action Research:

• How can our college move to a performance-based model for undergraduate teacher preparation programs?
• How can disciplinary policies be enforced consistently in our school?
Types of Research:
On the basis of objectives
1.4 Evaluation Research
Evaluation research is conducted to investigate educational programs. Furthermore, it is
used to provide feedback on an event, organization, policy, technology, person, activity, etc.

Evaluative research attempts to:

• Assess implemented activities;
• Examine the effects of activities;
• Assess short-term effects;
• Determine the impact of a program; and
• Evaluate the success of an intervention

Example:
• A Review of Subject Matter Topics Researched in Agricultural and Extension Education
• Evaluating the School Policies
Types of Research:
On the basis of method

2.1 Exploratory Research

Exploratory research is used for the preliminary investigation of a subject that is not yet
well understood or sufficiently researched. It serves to establish a frame of reference and a
hypothesis from which an in-depth study can be developed that will enable conclusive
results to be generated.

Because exploratory research is based on the study of little-studied phenomena, it relies

less on theory and more on the collection of data to identify patterns that explain these
phenomena.
Types of Research:
On the basis of method

2.2 Descriptive Research

It includes case studies, surveys, and fact-finding inquiries of different kinds. The major
purpose of descriptive research is the description of the state of affairs, as it exists at
present.

The main characteristic of this method is the researcher has no control over the variables;
s/he can only report what has happened or what is happening. It deals with the question
‘what is’ of a situation. It determines the current practices, status, or features of situations.
Another aspect of descriptive research is that data collection is either done by asking
questions from individuals in the situation (through questionnaires or interviews) or by
observation.
Types of Research:
On the basis of method

2.3 Correlational Research

The most likely type of research to answer the relationship among variables or events is called
correlational research. It aims at determining the degree of relationship between two or more
quantifiable variables. Secondly, the relationship thus determined could be used for making
predictions. A high value of relationship, however, does not signify a cause-and-effect relationship
which must be verified through experimental study.
Types of Research:
On the basis of method
2.4 Experimental Research:
Experimental research finds out if the characteristics or behaviors or events are related in such a
way that the relationship is a causal one. The primary characteristic of experimental research is
the manipulation of at least one variable and control over the other relevant variables so as to
measure its effect on one or more dependent variables. The variable (s) which is manipulated is
also called an independent variable, a treatment, an experimental variable or the cause.
Experimental research will always have two or more groups for comparison on the dependent
variables. It is the only type of research that can truly establish cause and effect relations.
Types of Research:
Research
On the basis of collecting and analyzing data
3.1 Quantitative Research

Quantitative research is expressed in numbers and graphs. It is used to test or confirm

theories and assumptions. This type of research can be used to establish generalizable
facts about a topic.

Common quantitative methods include experiments, observations recorded as numbers,

and surveys with closed-ended questions.
Types of Research:
On the basis of collecting and analyzing data

3.2 Qualitative Research

Qualitative methods are often used in the social sciences to collect, compare and interpret
information, have a linguistic-semiotic basis, and is used in techniques such as discourse
analysis, interviews, surveys, records, and participant observations.

Qualitative research, however, tends to be subjective, since not all data can be fully
controlled. Therefore, this type of research design is better suited to extracting meaning
from an event or phenomenon (the ‘why’) than its cause (the ‘how’).
Qualities of a Good
Researcher
Qualities of a Good Researcher
Attention to detail

A key characteristic to becoming a good

researcher is being meticulous in your work.
Researchers need to pay attention to every
detail, from the design of an experiment to the
analysis of data, and further in writing their
reports or manuscript. This crucial
characteristic can help you ensure your
research is accurate, testable, and reliable,
and also gives your manuscripts a better
chance of acceptance.
Qualities of a Good Researcher
Objectivity

Nurturing preconceived notions is detrimental to

research. Avoid temptations to make inconclusive
statements or introduce personal biases into
research, which will impact your research and
standing in the long run. Becoming a good
researcher means consciously keeping aside
personal preferences and biases and applying
sound judgment to your work even when under
pressure.
Qualities of a Good Researcher
Analytical ability and foresight

Researchers look for connections. Information is

useless without interpretation. What drives
research forward is finding meaning in our
observations and data. Good researchers
evaluate data from every angle and search for
patterns. They explore cause and effect and
untangle the tricky web that interconnects
everyday phenomena. And then take it one step
further to ask, “What is the bigger picture?” and
“How will the research develop in the future?”
Qualities of a Good Researcher
Curiosity

Good researchers are observant about the world

around them and open to new ideas and
possibilities; they are always asking questions and
looking for answers. This ability to see the bigger
picture while being curious about the smaller
details is what drives good researchers to explore
new ideas, test hypotheses, and make new
discoveries.
Qualities of a Good Researcher
Collaborative spirit

Becoming a good researcher is possible when

you’re able to work well with others. With a shift
toward more collaborative research, successful
researchers often connect with and work with
peers to come up with innovative approaches to
research problems. While sharing ideas and
partnering with other researchers can lead to
breakthroughs and boost your researcher’s
reputation, it also opens the door for your work
to reach and potentially benefit a wider audience.
Qualities of a Good Researcher
Persistence & flexibility

Research can be a long, difficult process with

several hurdles and changes along the way.
One of the key requirements to becoming a
good researcher is being able to adapt to new
technologies and changing circumstances
and persevere despite setbacks and
challenges that inevitably arise. Learning how
to be a better researcher means anticipating
problems, adjusting plans to tackle
challenges head-on, and being patient while
moving forward toward achieving your goals.
Qualities of a Good Researcher
Time management

Most successful researchers organize,

prioritize, and optimize their time efficiently,
allowing them to not only keep up with their
responsibilities but also make time for personal
tasks. If you’re being pulled in different
directions or overwhelmed with trying to
manage your research, stay updated on your
research reading, or meet your writing
deadlines, consider honing this skill as a
prerequisite to becoming a good researcher.
Qualities of a Good Researcher
Focus on self-care

Anxiety, stress, and mental health issues are

common among academics. Successful
researchers are better equipped to manage this
by adopting a healthy balanced lifestyle.
Understanding what works for you can also
improve your efficiency and productivity. Being
aware of your strengths and weaknesses and
using this to your advantage is key to becoming
a good researcher.
ACTIVITY NO. 2
• Formulate three (3) working research titles.
• Include 1 paragraph to explain your rationale/ reason for
choosing each title.
• Yellow Pad Paper
ACTIVITY NO. 2 (Example)
Impact of Modular Learning on the Academic Performance of Grade 6
Pupils of Tayug Central School

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Thank you for listening!

Prepared by:
Clarisse P. Cacapit
Instructor