Practical Research 2

LEAD, EMPOWER, AND AC HIEVE THROUG H DATA-DRIVEN DEC ISIONS …where LEADers create great schools PRACTICAL RESEARCH 2 • Introduction Subject Overview Expectations (1/4) ▷ What is Practical Research 2? ▷ Setting rules ▷ Requirements CLASS RULES IN PRACTICAL RESEARCH 2 1. ATTENDANCE (Before & After) (<30 minutes-late; >30 min2. 3. absent) QUIZZES (every meeting) ORAL RECITATION and No cell phones allowed during class hours 4. Arrange the chairs (Before & After) 5. Ask permission 6. Excuse letter signed by the Parent/guardian with legit contact number 7. 1 mouth rule 8. Notes will be checked (No hand outs shall be given) 9. Strict with deadlines 10. RESPECT one another Requirements ▷ 60 leaves notebook (Lecture) ▷ Pen ▷ Intermediate paper ▷ Long folder (Compilation of quizzes, long exams and term exams) ▷ BIG Notebook (Research Journal)/group ▷ Hard bound research paper (blue color) ▷ Soft copy of research output (CD-R) ▷ Oral defense (Research proposal & final defense) Grading system Written works: 25% ▷Performance task : 45% ▷ Quarterly assessments: 30% ▷ Total: 100% ▷ (20% -60%-20%) - TVL Activity 1. THINK/PAIR/SHARE activity * Some students will be ask to share in front of the class about their knowledge and experience in qualitative research. Activity 2.  Each group must be creative in presenting the meaning of research using the letters of their chosen beauty cosmetics or things that are related to their specialization.  Example: Lip tint  Research is a lip tint because it Lessens Invalid results and Promotes Technology & Invention and New things are Tested. (LIP TINT)  Each group will write their answers on the board and 1 member should explain their answers. The group will be given 3-5 minutes brainstorming and 2 minutes presentation. Activity 3. Identify whether strength or weakness of QR. Write S for strength and W for Weakness. 1. Can be costly, difficult and time-consuming-difficult because most researchers are non-mathematicians. 2. Error can be computed, e.g., sampling error 3. Requires extensive statistical, stringent standards, more so with the confirmation of result. 4. Level of significance (statistical) can be determined – that results are not due to chance alone 5. Precision of numbers. 6. Inadequacy of numbers for total picture and depth of analysis. 7. Sample is less prone to sampling bias. Objectives: Describes characteristics, strengths, weaknesses, and kinds of quantitative research (CS_RS12-Ia-c-1) Specific Objectives 1. Define quantitative research 2. Identify the characteristics, strengths and weaknesses of quantitative research 2.1 Differentiate the characteristics of quantitative from qualitative research The Nature of Inquiry and Research works with a system or method unbiased; all angles presented Research is a systematic and objective creation of knowledge. Defining Research a creative process What is Quantitative Research? ▷ a research design uses numbers in stating generalizations about a given problem or inquiry in contrast to qualitative research. In comparison to qualitative research. (Characteristics) 1 single reality vs. multiple realities establishing relationships and 2 explaining cause of correlation vs. understanding situations in a participant’s perspective 3 Quantitati ve Research 4 5 pre-established design vs. emerging design detached researcher vs. immersed researcher to generalize/predict vs. to Fraenkel & Wallen, 2009 understand Quantitive Research rs e b m nu f o n io s i c e ce r n a P c ifi n r g i o s f e rs of e l b e b n v a m e ts c u l L  f ) n u l o s f a e o c h ti tr pt s cy i a e e t a h n d a t u t o l q d – s ( a e n ed si s ce n y i n l  Inad picture a a a m h r n c a te o e l t d a t e o t du t o d t o n n e a n e t r ro a p c ul s ffi s i e d , sl ul t y i l c t e s l ffi i o p c -d g e s am n b a S i ., i  s g n b . m r a e e u g C s , h n i  rc on ed pl a t c e u m e s a p e s m r ti s. om st n c o a i e c m b i e n at s a u m c a e r c h o rr or at be r E r  , m l e a n g c o ti in l s i p t a m are n t sa es o v s i s e n r o te x m e , s s rd of ire a u d n q n o i e a t a R t st m r n fi e t n g n o c e e m strin t th a e r h t t i . t w resul Its STRENGTHS and WEAKNESSES • Addressing Weaknesses of Quantitative Research • Rigor in doing quantitative research procedures • Addition of qualitative analysis using quotes of subjects (persons from whom data are collected) to support statistical results Activity 4: Students will write a 100-word essay on how quantitative research will be helpful in their strand.  Did you learn something from the discussion?  What did you learn? QUIZ ▷Identify the following statements. Put check S on the space provided if the statement describes the strengths of quantitative research. Mark W, if weaknesses, C for characteristics. ____ 1. Precision of numbers ____ 2. Detached researcher ____ 3. Less prone to sampling bias ____ 4. . It is conducted to generalize or predict something. ____ 5. Single reality Identify the following statements. Put check S on the space provided if the statement describes the strengths of quantitative research. Mark W, if weaknesses, C for characteristics. _____6. Costly and time-consuming ____ 7. Establishing relationships between variables ____ 8. Requires extensive statistical analysis and stringent standards ____ 9. Pre-established design ____ 10. Errors can be computed. Assignment Read about the kinds of quantitative research and its importance across fields Who has a birthday on the month of JULY? Prize ▷ Give a recap/review on about our previous discussion? Activity 1: 1. C _ R _ _ L _ T _ O _ 2. 3. 4. 5. E_ _ E_ I_ E_ _ A _ D_S_R_P__V_ C_M_A_AT_V_ T _ _ E EXPERIMENTAL Objectives  Describes characteristics, strengths, weaknesses, and kinds of research (CS_RS12-Iac-1)  Illustrates the importance of quantitative research across fields (CS_RS12-Ia-c-1) Specific Objectives:  Enumerate and describe the different kinds of quantitative research  Give and identify the importance of quantitative research in their field Helps solve recurring, long1 term real-life problems, not emergencies. 2 Provides data for better Why DO RESEARCH ? understanding of real-life concerns and issues, individual or group (community, national, 3 international). Makes recommendations to Values Research to MAN 1.Research improves quality of life. 2. Research improves instruction and student’s achievements. 3. Research reduces the burden of work. 4. Research satisfies man’s needs. 5. Research improves the exportation of food products. 6. Research improves teacher’s Values Research to MAN Research responds to the country’s effort as economic recovery. 8. Research trains graduates to respond to the socioeconomic development of the society and to compete globally. 9. Research makes the country great again. 7. Activity 1. Pair-Share Pair the words and make a story or relationship. 1. Social Media 2. Socio-Economic Status 3. Poverty 4. Gender/Sex 5. Hunger 6. Crimes 7. Computer 8. Education Example: Poverty and crimes (People who are in poverty line are those who often commit crimes due to lack of income to sustain their daily living. They steal, snatch and rob banks.  How did you find the activity? Kinds of Research Applied Research – a type of research that is used to answer a specific question that has direct applications to the world (solving a problem). Basic Research – a type of research driven purely by curiosity and a desire to expand our knowledge and tends to be not directly applicable to the real world in a direct way (further enhance our general information). Development Research - a type of research geared toward development of a product, technology, or process. The purpose of research is to explore, to describe, and to explain the world around us. Quantitative Research Designs Studying relationships Describing characteristics Correla tional Descrip tive Experi mental Manipulating conditions and studying effects Causal- Comparing known compara groups to tive determine causality Correlational Research Studies relationship between two variables. Studying relationships Correla tional Correlation analysis using correlation coefficients such as Pearson r is used. Example: Is there a relationship between reading comprehension and mathematical ability? Correlational Research Studying relationships Correla tional How to interpret a correlation coefficient r ±.00-.19 ±.20-.39 ±.40-.59 ±.60-.79 ±.80-1.0 “very weak” “weak” “moderate” “strong” “very strong” Descriptive Research Describes data. Describing characteristics Descrip tive Example: What subject(s) do senior high school like and dislike? Descriptive Research Two types: Survey is an example of a descriptive research. Describing characteristics Descrip tive Cross-sectional survey – information is collected at just one point in time. Longitudinal survey – information is collected at different points in time in order to study changes over time. Causal-comparative Research Example: Determines the cause or consequences of differences that already exist between or among groups of individuals. Is there a significant difference between the scientific abilities of male and female SHS students? Causal- Comparing known compara groups to tive determine causality Causal-comparative Research Causal- Comparing known compara groups to tive determine causality Experimental Research Determines the effect of an independent variable on a dependent variable. (Independent variable is manipulated) Experi mental Manipulating conditions and studying effects Example: Is ICT-assisted instruction effective in improving the mathematics achievement of SHS students? Experimental Research 3 Principles of Experimental Research Design: 1. Principle of Replication 2. Principle of Randomization 3. Principle of Local Control Experi mental Manipulating conditions and studying effects Quantitative Research Designs There are many experimental designs used in social and natural sciences. Experimental designs are broadly divided into: Experi mental Manipulating conditions and studying effects 1. Quasiexperimental designs 2. True experimental True Experimental Design R – random assignment O – measurement of the dependent variable X – exposure to the treatment C – control group True Experimental Design Completely Randomized Design This is design in which the test plants or test animals are studied once but subsequent treatment is applied to determine the cause of change. There is no control in this design but the subjects will undergo randomization procedure. True Experimental Design Completely Randomized Design Example: CRD on the yield of culturing catfish using shrimp meal as supplemental feed in the fishpond. Percent (%) Supplemental Feed Per Compartment Sampling 1 2 3 4 5 1 (10%) x x x x x 2 (12%) x x x x x 3 (15%) x x x x x True Experimental Design Completely Randomized Block Design This is design uses a group of test plants and test animals as subjects of the study which are studied once but subsequent treatments applies are replicated to determine the cause of change. There is control in this design but the subjects undergo randomization process. There control in this design but the subjects will undergo randomization procedure. True Experimental Design Completely Randomized Block Design Example: CRBD on the effect of culturing prawn in fishpond using fish meal, bread meal, shrimp meal, and fish silage as supplemental feeds. Sampling Supplemental feeds 1 2 3 Fish Meal x x x Bread Meal x x x Shrimp Meal x x x Fish Silage x x x True Experimental Designs Two types of instruction i.e. health hazard lecture applied to groups of subjects with three levels of depression i.e. low, medium, and high depression more categorical Factorial Design The researcher studies two or independent variables, each examined two or This is a 2 xat 3 factorial design more levels (Vogt, 2005). Quasi-experimental design Quasi literally means ‘as if’ Unlike true experimental designs, there is NO random sample assignment in a quasiexperimental design. Two Group Pretest-Posttest Design Experimental Group Conventional Group where O1 = pretest O2 = posttest O1 O1 X1 X2 O2 02 X1 = treatment or intervention X2 = existing condition w/ slight changes Activity: Identify the kinds of research whether descriptive, correlational, true experimental, causal comparative 1. Bullying Status of Grade 12 students in BCSHS 2. Motivation and Attitude in Learning English among Grade 11 Students in BNHS 3. Effect of Biogesic Tablet on the Migraine Responsiveness among Mice 4. Production of Binagol Ice cream 5. Rubrics Cube Intervention on Math Scores 6. Effect of Gender Preference on SelfConfidence level among Grade 11 Students in