Professional Documents
Culture Documents
Im m ersions
Objec t ives of t he Ses ion
At the end of the session, the participants
should be able to:
✓ Discuss the importance of the curriculum
guide
✓ Explain how to use the curriculum guide in
planning for instruction
✓ Explore Grade 12 Inquiries, Investigations
and Immersion Curriculum guide and
instructional materials
✓ Give sample learning activities for the
learning competencies of Inquiries,
Investigations and Immersion
DE PARTME NT OF E DUCATION
What is research?
Research is
□ A study/investigation
□ A scientific investigation
□ Is a study on investigation which is done
systematically, empirically, scientifically,
and logically for the purpose of achieving
knowledge and helping solve situational
problems.
Characteristics of a Research
Process
□ Systematic - well defined designs, an
orderly procedure
□ Empirical – measurable and observable
things or phenomenon that you can put in
print on the bases of your senses.
□ Scientific – can be tested
□ Logical – justifiable and acceptable by
reason
Purpose of Research
(Theories/Principles)
Skills and abilities Pure/Basic research
necessary in (Idealistic)
conducting Solutions to
Research/Scientific problems
Investigation (Social
Responsibility
Input Output
System Framework of research
Aims at developing a person to be-
ENVIRONMENT •Sensitive to
surroundings
Social • Systematic
Political • Critical
Economic • Objective
Educational • Logical
Technological • Rational
Physical • Analytical
Critical Researcher- has the “3rd
eyes”, seeks the truth from what he
reads, does not take them hook-line
and sinker, does not jump into
conclusions. Treat opinions as
opinions
Begin with
a TOPIC in
mind
10
TOPIC
Relevant
Significant
Feasible
11
Brainstorming for Research Topics
1. Scheduling 7.Field trips
2. Team teaching 8. School facilities
3. Evaluation of 9.Extracurricular
learning, programs
reporting to 10.Uses of ICT in
parents Instruction
4. Student 11. Stress
regulation management
5. Learning styles 12.Guidance-
6. Peer Tutoring counseling
programs
I. Brainstorming for Research
Topics
STEP 1: Topic
KIden
ey Qtuifiescta
iotnio
s:n
a.What do I know about the
topic?
b.What should I know about the
topic?
c.What do previous studies say
about my chosen topic?
II. Identifying the Problem and
Asking the Question
Example:
LITERATURE REVIEW
STEP 1a: Literature Review: The Research
Powerhouse
contrast
Argues Conclude Discuss Explain Justify Refer to
Assess Criticize Distinguish Exhibit Narrate Relate to
Debate Differentiate Identify Outline Report
Assert Evaluate Illustrate Persuade Review
Defend
Assume Define Emphasize Imply Propose Suggest
LITERATURE REVIEW
Rule 1: Synoptic Dimension
Literature 2
Finding 1
Finding 2
Finding 3
Finding 4
Literature 3
Finding 1
Finding 2
The Need for
Finding 3 Dendrogramming
Literature 4
Finding 1
Finding 2
Finding 3
Literature 5
Finding 1
Finding 2
Finding 3
Finding 4
Finding 5
Example write-up (CF)
The conceptual framework underlying this study is anchored
on the concepts of research capability, workload, and
research productivity.
Research Capability
Research capability is simply the capability of the faculty to
undertake research. All the resources or inputs which enable
the faculty member to conduct research are considered as
components of research capability (Deza, 1999; Banaag,
1994). Salazar-Clemena and Almonte-Acosta (2007)
enumerated indicators of research capability which include
budget for research, the ability to obtain research grants, the
provision of research infrastructure, the ability to collaborate
with and access to research professionals, and the presence
of rules and procedure on the granting of rewards for
research.
Example write-up (CF)
In this study, research capability is described in terms of
technical skills in doing research, skills in conceptualizing a
research problem, knowledge and skills in designing the
research plan, knowledge and skills on research data
processing, and knowledge and skills in writing the research
paper. Technical skills include written communication
(expressing one’s ideas and arguments using language
rules, presenting and packaging ideas effectively); oral
communication (expressing one’s ideas and arguments
using language rules, presenting and packaging ideas
effectively); critical /analytical thinking (evaluating ideas,
analyzing the arguments of others); problem-solving;
research organization (parts, format of a research paper);
online search , use of electronic resources, databases &
search engines; use of computer commands/programs/
software; and acknowledging or citing sources/ cross-
referencing.
Example write-up (CF)
Determinants of Research Productivity
Previous foreign and local studies have revealed
that the reasons for low research productivity
among faculty members are poor or lack of
research skills (Anunobi & Emerole, 2008; Iqbal,
2011); lack of research funds (Anunobi & Emerole,
2008; Iqbal, 2011; Mahilum, 2010); and heavy
workload or teaching overload (Iqbal, 2011;
Mahilum, 2010; Mordeno, 2002). Iqbal (2011)
added performance of administrative duties along
with academic duties, nonexistence of research
leave, negative attitude of the faculty towards
research and absence of professional journals while
Anunobi & Emerole (2008) included time constraints
as impediments to research publication.
Example write-up (CF)
Determinants of Research Productivity
Predictors of research productivity include
teachers training or having research
orientation (Finkelstein, 1984, Banaag, 1994,
Mordeno, 2002); academic rank (Flanigan, et
al.,1988; Banaag, 1994); highest educational
attainment (Finkelstein, 1984; Flanigan, et
al.,1988; Banaag, 1994);and sufficient time
allocated to research (Finkelstein, 1984).
Example write-up (CF)
While several studies have been made to investigate
correlates of research productivity, studies on research
capability in terms of specific research skills of teachers
were lacking. In this end, the researchers were
motivated to conduct this research that explored the
levels of proficiency of teachers on different skills that
determine their capability in doing research and how
this capability can be associated to research
productivity. Workload in terms of hours of work and
number of teaching preparations was also investigated
to verify its impact on faculty productivity in research. In
the end, it is aimed that this research may contribute to
the existing literatures on determinants of research
productivity.
Read enough background material
todiscuss the research and the theory
giving a reasonably complete account of
our knowledge of the topic
Present data that are based on data
and theory, including conflicting views of
different researchers.
Make it easy for the reader to
understand how all of the studies
interrelate.
Remember!
Writing the Introduction (The
TIOC Approach)
Presenting a
Statistics
Health outcomes are increasingly
recognized as socially patterned, In 2001-
2002, the leading causes of death were
heart disease, cancer and stroke (Jackson,
Kubzansky, & Wright, 2006).
Some Approaches to Starting the
Introduction
Describing common
occurrences
For traditionally male jobs,.. Women are
less likely to be hired than men. They are
also paid less, given less authority, and
promoted less often. ..Conversely, male
applicants are discriminated against for
jobs that are considered feminine (Ulhmann
& Cohen, 2005),
“A
o
Wh
di
in
so
ta
tr
so
Plagiarism
Table 6.1. Basic Citation Styles
Type of citation First citation in Subsequent Parenthetical Parenthetical
text citations in text format, first format,
citation in text subsequent
citations in text
References
1. Research Design
A research design is a plan or strategy in
order to answer the research problem and
control (variance) for validity. This is the
over-all plan for the conduct of the
investigation.
Hence, substantially a design is intended
to answer the problem; and, technically it
provides control for validity.
Understanding Ways to Collect
Data
1. Research Design
Essentially, research designs may be
classified only in two (2) categories on the
basis of maximum control for validity:
2. non-design or non-experimental
(descriptive)
3. True Design or experimental design
Experimental Research
Use matching when necessary
Use subjects as their own
controls (treat same group first in
control condition then in treatment
OR use pre-test/posttest on same
group)
Use analysis of covariance to
statistically equate unequivalent
groups
Experimental Research
Weak Designs(Pre experimental
Designs)
True Experimental
Designs
Quasi Experimental
Designs
Experimental Research
(Group Designs)
Pre-Experimental Designs