GOOD

DAY!
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 ARRANGE THE
JUMBLED LETTERS!

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1. Conducts practical methods as
substitutes for fundamental and
theoretical approaches.

TSRTAIIC

ARTISTIC

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2. Explains that simple units of
experience have complex
meanings

MENOPLHEACNOGILO

PHENOMENOLOGICAL
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3. Compares collected units of
data with one another to arrive
at a Hypothesis.

ROUNDEDG YROEHT

GROUNDED THEORY
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4. Emphasizes the complexity
of humans.

TAILUAVQEIT

QUALITATIVE
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5. Involves collection and
analysis of data from cultural
groups
THEGRNOAPCIH

ETHNOGRAPHIC

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6. Seeks to explain naturally
occurring phenomena in the
natural world

IENCIFITSC

SCIENTIFIC
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7.Challenges the traditional
qualitative analysis approach.

OSTMNRDEPO

POSTMODERN
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8. Utilizes deductive
reasoning to generate
tested predictions.
UAIAIEQNTTT

QUANTITATIVE
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9. Involves analysis of data
from the past.
TOISRIALCH

HISTORICAL
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10. Provides background data
for broader studies.
EASC YSTDU

CASE STUDY
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READY?
GO!!
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DIFFERENT TYPES
OF RESEARCH

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GENERAL FORMS OF
RESEARCH
1. SCIENTIFIC RESEARCH

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 Isa research method that seeks
to explain naturally occurring
phenomena in the natural world
by generating credible theories.

 Itis a systematic process that

involves formulating hypotheses,
testing predictions using relevant
data and scientific methods and
finally coming up with a theory.
2. RESEARCH IN THE HUMANITIES

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 Seeks to define the purpose of
human existence by tapping into
historical facts and future
possibilities.

 This form of research derive

explanations from human
experiences that cannot be
simply measured by facts and
figures alone.
3. ARTISTIC RESEARCH

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 Conducts practical methods as
substitutes for fundamental and
theoretical approaches.

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RESEARCH DESIGN
 RESEARCH DESIGN

 RESEARCH DESIGN refers

to the plan, structure, and
strategy of research--the
blueprint that will guide the
research process.
TYPES RESEARCH DESIGN
 1. ACTION RESEARCH

Can be described as a family of

research methodologies which
pursue ACTION (change) and
RESEARCH (understanding) at
the same time.
 EXAMPLES:
 CAUSESOF ABSENTEEISM IN A
SUBJECT.

 TEACHING
METHODS/STRATEGIES OF A
TEACHER.
 2. CAUSAL DESIGN

 Research design in which the

major emphasis is on
determining cause-and-effect
relationships.
 EXAMPLES:
1. Study the effect of an
advertising campaign on
product sales.
2. Study the effect of presence
and helpfulness of
salespeople on sales of
housewares.
 3. DESCRIPTIVE DESIGN

 Answers who, what, when,

where, and how questions
related to a particular research
problem. This design is used to
obtain information about the
present situation to gain an
understanding of a certain
phenomena.
 EXAMPLES:
 1. Finding the most frequent disease
that affects the children of a town.
(The reader of the research will know
what to do to prevent that disease thus,
more people will live a healthy life.)

2. What is the level of thinking skills

of GAS students in General
Mathematics?
 4. EXPERIMENTAL DESIGN

 The researchers controls the

factors and variables related to a
certain phenomena and tries to
change or manipulate one or
several factors to determine the
possible effects.
 VARIABLES:
 INDEPENDENT – the thing you are
testing
- Manipulated variable
• DEPENDENT – the thing you are
measuring
• - responding variable

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 EXAMPLE
HYPOTHESIS:
 IF students study 15
minutes/night, THEN will have a
higher test grade than those who
don’t.

INDEPENDENT VARIABLE – STUDY TIME

DEPENDENT VARIABLE – TEST GRADE
 5. EXPLORATORY DESIGN

Research focuses on topics or

problems which have had little or
no studies done about them. The
purpose of this design is to gain
information and insight that can
be used later researches.

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 6. COHORT DESIGN

 Thisresearch identifies a group

of people sharing common
characteristics who are then
studied for a period of time.
 7. CROSS SECTIONAL DESIGN

 Thisresearch design looks into a

large group of people, composed of
individuals with varied
characteristics.
 8. LONGITUDINAL DESIGN

 Research follows a group of

people over a long period of
time. Throughout the period of
study, observations are made on
the group to track changes over
time and identify factors that
may have caused them.
 9. SEQUENTIAL DESIGN

 Thisresearch is carried out in the

stages to gather sufficient data
to test the hypothesis.

 The design is often combined

with a cohort or cross-sectional
study as it identifies specific
groups for each stage.
10. MIXED - METHOD DESIGN

 This research combines aspects

of various research designs and
method. It primarily combines
qualitative and quantitative
research methods to gain a
complete picture of the research
problem and gather data that will
fully determine the validity of the
hypotheses.
QUALITATIVE and
QUANTITATIVE
Research
Methods
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 QUANTITATIVE
 “The traditional positivist
scientific method which refers to
a general set of orderly,
disciplined procedures to acquire
information.” (Polit & Beck,
2004)

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 QUALITATIVE
 Naturalistic
method of inquiry of
research which deals with the
issue of human complexity by
exploring it directly”. (Polit &
Beck, 2008).

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QUANTITATIVE vs. QUALITATIVE
QUANTITATIVE QUALITATIVE
 Aims to characterize  Involves processes,
trends and patterns feelings, and produces
in depth and holistic
 Usually starts with data
neither theory about
the relationship  Usually concerned with
between two variables generating hypothesis

 Uses structured  Uses either

research instruments unstructured or semi-
like questionnaires or structured instruments
schedules 43
 Uses large sample sizes  Uses small sample sizes
that are representatives chosen purposely
of the population
 Has high validity
 Has high output of
replicability  Usesd to gain greater
understanding of
 Uses greater individual differrences in
understanding of group terms of feelings,
similarities motives and experiences.

 Uses structured  Uses more flexible

processes processes

 Methods include census,  Methods include field

survey, experiments and research, case study, and
secondary analysis secondary anaysis
 Characteristics of Qualitative
Research
1. Qualitative research is conducted in a
systematic and rigorous way.
2. It follows an interactive process.
3. It focuses on gathering information from
people who can provide the richest
insights into the phenomenon or interest.
4. collection of data is continuous until
saturation.
5. Qualitative data collection examines
everyday life in natural context.
Common Types of Qualitative
Research
1. Phenomenological study
• seeks to find the essence or
structure of an experience by
explaining how complex meanings
are built out of simple unit of inner
experience.

• It examines human experiences

through the descriptions provided
by subjects or respondents. 46
 Some of the areas of concern for these
studies are humanness, self-
determination, uniqueness, wholeness
and individualism.
EXAMPLE:
What are the common experiences
encountered by a person with a
spouse is undergoing
rehabilitation?
With the given problem, the researcher has
to discover the inner feelings, emotional
hardship, and mental disturbances that the
respondent is experiencing. 47
2. Ethnographic
• Involves the collection and analysis of
data about cultural groups or minorities.
• The researcher immerses with the people
and becomes a part of their culture.
EXAMPLE:
What is the demographic profile and
migratory adaptation s of squatter
families in Barangay Cutcut, Angeles
City(Dela Cruz,1994)?
In studying the problem, the researcher immerses with
the subjects and becomes involved with the activities
that exemplify the cultural practices of the
respondents.
3. Historical Study
• Concerned with the identification,
location, evaluation, and synthesis of
data from the past events.
• Not limited to obtaining data from the
past, but it also involves relating their
implications to the present and future
time.
EXAMPLE:
What were the roles of women in the
Katipunan?

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 Some sources of data for a historical
study are as follows:
a. Documents

b. Relics and Artifacts

c. Oral reports
The Data sources are classified as
follows:
a. Primary sources

b. Secondary sources

Validity of materials used in the

study are assessed through the ff.
a. Internal Criticism

b. External Criticism 50
4. Case Study
• It is an in-depth examination of an
individuals, groups of people, or an
institution.

• Purposes are to gain insights into a

little-known problem, provided
background data for broader studies,
and explain socio-psychological and
socio-cultural processes.
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• Involves a comprehensive and extensive
examination of a particular individual,
group, or situation over a period of time.

EXAMPLE:
How do cancer survivors look at life?

The researcher is able to give an

overview of the problem by interviewing
a cancer survivor about his or her
experiences.
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5. Grounded theory study
• This method involves comparing
collected units of data against one
another until categories, properties, and
hypotheses that state relations between
these categories and properties emerge.
These hypotheses are tentative and
suggestive, and are not tested in the
study.
EXAMPLE:
Ten school counsellors were given
structured interviews to help determine
how their professional identity is formed.
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6. Narrative Analysis
• Main sources of data for this kind of
research are the life and accounts of
individuals based on their personal
experiences.
• The purpose of the study is to extract
meaningful context from these
experiences.
COMMON TYPES OF NARRATIVE ANALYSIS ARE
AS FOLLOWS:
a. Psychological
b. Biographical
c. Discourse Analysis 54
7. Critical qualitative research
• Seeks to bring about change and
empower individuals by describing and
critiquing the social, cultural, and
psychological perspectives on present-
day contexts.

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8. Postmodern research
• Seeks to analyze the facts that have been
established as truths, the ability of
research and science to discover truth,
and generalizations and typologies.

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9. Basic interpretative qualitative study.
• Used when a researcher is interested in
identifying how individuals give meaning
to a situation or phenomenon.

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