Practical Research 1
Quarter 1 - Module 1:
Quarter 1 – Module 1: Nature of Inquiry and Research
First Edition, 2019
Introduction
Nowadays society has many forms of problems that require solutions. These solutions must be based on
facts, valid investigations, experiences and not just on mere beliefs and suggestions. Indeed, to attain
such knowledge and accuracy, a systematic procedure and well-planned research are required. Research
is a process of inquiring about the solution to the problem, collecting data, and logically evaluating
information. To develop good research, one must investigate reliable information. In this lesson, you will
conduct research with a vision to seek information and solution to a problem. You will look for an in-
depth evaluation of everything that is needed in the research.
Learning Objectives:
After studying this chapter, you will be able to:
a. define what is research (CS_RS11-IIIa-1);
b. give the importance of research in daily life (CS_RS11-IIIa-2);
c. enumerate the characteristics, processes, and ethics of research (CS_RS11- IIIa-3);
d. differentiate Quantitative from Qualitative Research (CS_RS11-IIIa-4); and
e. provide examples of research in the area of interest (CS_RS11-IIIa-5).
What I Know
Directions: Read the questions carefully and write the letter that corresponds to your answer
on the blank.
1. It is a systematic inquiry that describes, explains, predicts, and controls the observed
phenomenon.
A. Research
B. Action Plan
C. Thesis
D. Case Study
2. It is a process of naturalistic inquiry that seeks an in-depth understanding of social
phenomena within their natural setting.
A. Qualitative Research
B. Quantitative Research
C. Variables
D. Hypothesis
3. It is a structured way of collecting and analyzing data obtained from different sources.
A. Hypothesis
C. Variables
B. Quantitative Research
D. Qualitative Research
4. It is a process that answers what is the problem and why it should be studied.
A. Formulating Hypothesis
C. Identifying Problems
B. Review of Related Literature
D. Analyzing the Data
5. It is a process that answers what the finding in relation to the hypothesis is.
A. Drawing conclusion
C. Interpreting Data
B. Data Analysis
D. Formulating Hypothesis
CO_Q1_SHS Practical Research 1_Module 1
1
6. It is a process that answers what information is already available.
A. Review of Related Literature
C. Interpreting Data
B. Sampling
D. Data Analysis
7. It is a process that answers how to identify or select your respondents.
A. Sampling
C. Review of Related Literature
B. Data Analysis
D. Interpreting Data
8. It is a characteristic of research that is based on direct experience or observation by the
researcher.
A. Objective
B. Systematic
C. Controlled
D. Empirical
9. It is a characteristic of a research that follows orderly and sequential procedures, based
on valid procedure and principle.
A. Systematic
B. Objective
C. Original Work
D. Analytical
10. It is a characteristic of research that is unbiased and logical.
A. Objective
C. Analytical
B. Original Work
D. Empirical
11. It is a characteristic of research that searches for facts, answers question and solves
problems.
A. Systematic
B. Employs Hypothesis
C. Objective
D. Empirical
12. It is an ethics of research which keeps promises and agreements.
A. Honesty
C. Integrity
B. Objectivity
D. Openness
13. It is an ethics of research that gives proper acknowledgment or credit to all researchers.
A. Intellectual Property
C. Social Responsible
B. Responsible Mentoring
D. Confidentiality
14. This type of research is a purely direct application but expanding the nature of understanding about
the problem.
A. Applied Research
B. Case Study
C. Thesis
D. Basic Research
15. It is a type of research that needs to answer a specific question. It teaches and provides validation in
order to apply to the real setting.
A. Applied Research
B. Case Study
C. Thesis
D. Basic Research
END OF THE PRE-TEST
IMPORTANCE OF RESEARCH IN DAILY LIFE
Directions: Complete the concept map by writing words associated with the middle word.
What is RESEARCH?
Research is an organized investigation and study of materials and sources to create
facts and reach new inferences. Research has come up with developing appropriate solutions
to improve the individual’s quality of life. Although it may take place in a different setting and
may use different methods, scientific research is universally a systematic and objective search
for reliable knowledge (Walker, 2010). Research is a verified approach of thinking and employing
legalized instruments and steps to obtain a more adequate solution to a problem that is otherwise
impossible to address under ordinary means (Crawford, as cited by Alcantara & Espina, 1995).
In most cases, research helps society to answer the WHAT and HOW questions. It must be a proper
investigation and should reach a valid conclusion that would facilitate the finding of answers to the
questions. Some of these questions are: How can research affect society? What is the impact of the
research to daily life? Research can be categorized into two:
Basic Research
This is the type of research that is a purely direct application but increasing the nature of
understanding about the problem. It develops the scientific theories to be more understandable to the
readers.
Applied Research
It is a type of research that needs an answer to a specific question. It provides solutions and validation in
order to apply to the real setting.
What’s More
Directions: Arrange the scrambled words properly to form a logical sentence.
1. answer to a specific question is a type of research applied research that needs
2. is a type of research that is purely direct application but expanding the nature
of understanding basic research
Your answers:
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
What I Have Learned
This part of the module, you will brush up on your knowledge of the lesson by filling
in the blanks below Research is
Give at least two (2) importance of research.
1.
2.
What I Can Do
Directions: Imagine that you are a detective, and you will look for evidence on the crime
scene. Supply possible evidence to solve the problem.
Situations:
1. A Rape Case
Possible Evidences:
1. medical examination/ victim injuries
2. toxicology report
2. 2. Carnapping Case
1. bodybuilding
2. dismantling
FORMULATING RECOMMENDATIONS
BASED ON CONCLUSIONS
What’s In
In the previous lesson, you have learned about the meaning and importance of research. Now, you will
be entering Lesson 2. Just fasten your seatbelt then, go!
Directions: Read the statements below that describe each sentence and find the answers on the box that
are diagonally, horizontally, and vertically.
1. It is a systematic investigation with its purpose to establish facts and conclusions.
2. It develops the scientific theories to be more understandable to the readers.
3. It is a type of research that needs answers to a specific question.
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REDMASDDA
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DFDESSCFP
SGDCAHVGL
ZHDVBRNHI
CJBASICJE
BBBNHUDHD
What’s New
Directions: Write possible steps/processes in the given situations below.
1. To impress someone.
a.
b.
c.
2. To fry a chicken.
a.
b.
c.
3. To go to school.
a.
b.
c.
● In the activity above, you have learned the processes/ steps on some given situations. This time, you
will be learning more about research.
CHARACTERISTICS, PROCESSES, AND ETHICS IN RESEARCH
Prieto, et.al. (2017) stated that the following are the major characteristics of research:
1. EMPIRICAL - is based on observations and experiments of theories.
2. SYSTEMATIC - follows orderly and sequential procedures, based on valid
procedures and principles.
3. CONTROLLED - In research, all variables, except those that are tested/
experimented on, are kept constant.
4. EMPLOYS HYPOTHESIS - refers to a search for facts, answers to questions and
solutions to problems.
5. ANALYTICAL - shows analytical procedures in gathering the data, whether
historical, descriptive, and or case study.
6. OBJECTIVE - it is unbiased and logical. All findings are logically based on real-life
situations.
7. ORIGINAL WORK - it requires its own examination and produces the data needed to
complete the study.
It is said that research can be done in different ways. It can be either a well-planned
and methodical process that is based on keen observation and concrete and valid evaluation.
Integration is the best way to evaluate the validity of a certain study.
Prieto, et.al. (2017) also added that the following are involved in the Research
Processes:
1. DEFINE RESEARCH PROBLEM: What is the problem?
2. REVIEW OF RELATED LITERATURE: What evidence is already presented?
3. FORMULATING HYPOTHESIS: How are we going to find/look for the answer to
questions being studied?
4. RESEARCH DESIGN: Where will the study be shown and with what population?
5. COLLECTING DATA: Are we ready to gather the data? Where do we find the data?
6. ANALYZING DATA: How do the data answer the research queries?
7. INTERPRET AND REPORT: What are the implications of the results?
According to Resnik, 2007, ethical norms are significant in conducting research studies as explained in
the following:
First, ethics promotes the pursuit of knowledge, truth, and credibility. It also fosters
values that are essential to collaborative work.
Second, ethical norms help individuals to be accountable in every act that the
researcher/s undertake.
Third, ensure that researchers are held accountable to the public.
Lastly, an ethical norm in research also needs public awareness. This can be evaluated
by the researcher before conducting the study because this may help a certain
population in an area once the study is completed.
Ethical Codes and Policies for Research, Resnik, 2007
Given the importance of ethics in the conduct of a research, you will follow codes and
policies for research:
Honesty Maintain all communication. Data should not be faked.
Objectivity Avoid biases in experimental designs, data analysis,
interpretation, expert testimony, and other aspects of
research.
Integrity Keep your promises and agreements.
Carefulness Avoid careless errors and negligence.
Openness Share data, results, ideas and tools. Be open to criticism and
new ideas.
Confidentiality Protect confidential communication.
Responsible Publication Avoid duplicating publications.
Responsible Mentoring Help to educate, mentor, and advise others.
Respect Colleagues Treat all peers fairly.
Social Responsibility Strive to promote social good. Avoid social harm.
Non- Discrimination avoid discrimination against colleagues or students on the
basis of sex, races, ethnicity, and or others.
Legality Be informed and obey relevant laws and institutional
governmental policies.
Respect of Intellectual
Property Give proper acknowledgment or credits to all researchers.
Human Subject-minimize risks that involve human lives, dignity, and privacy.
What’s More
Directions: Match the characteristics of a research from Column A to Column B and write your answer in
Column C.
Column A Column B Column
1. Research is empirical. a. own investigation 1.
2. Research is systematic. b. unbiased and logical 2.
3. Research is controlled. c. order and sequence 3.
4. Research employs hypothesis. d. direct experience 4.
5. Research is analytical. e. critical analysis 5.
6. Research is objective. f. variables 6.
7. Research is original work. g. search for facts 7.
h. copyright
What I Have Learned
This time, you will use what you have learned from the discussion. I know you can do it!
1. Enumerate at least four (4) characteristics of research.
2. Give at least three (3) processes of a research.
3. Explain briefly the importance of ethics in research.
Your answer:
1.
2.
3.
What I Can Do
Directions: If given a chance to research about your favorite food during Christmas Eve, what
characteristic would you choose? Explain your choice.
Your answer:
Your answer:
QUANTITATIVE RESEARCH AND
QUALITATIVE
What’s In
In the previous lesson, you have learned the characteristics, processes and ethics of research. In the next
lesson, we will talk about the difference between quantitative and qualitative research. Are you ready to
learn?
What’s New
Directions: Sort out the RED letters to supply and to form new words which will be written on
the boxes provided below.
1. QUALITY
N
I
2. EQUALLY
I
VE
I
T
TIV
● In the activity above, you have formed words that will be our topic for this lesson.
KINDS OF RESEARCH:
QUANTITATIVE VERSUS QUALITATIVE RESEARCH
There are two categories of research methodology:
QUANTITATIVE RESEARCH - is a positivist scientific method which refers to a general set of orderly
discipline procedures to acquire information (Beck, 2004).
QUALITATIVE RESEARCH - is defined as the “naturalistic method of research which deals with the concern
of human difficulty by discovering it straightly.” (Beck, 2004) Mostly, it is concerned with numbers and
measurement.
What’s More
It is concerned with the experiences, understanding and words of the individual.
Directions: Use the graphic organizer to differentiate qualitative and quantitative research.
Quantitative Common Qualitative
What I Have Learned
Directions: Answer the following questions.
1. What is the difference between qualitative and quantitative research?
Your answer:
2. State the qualities of qualitative and quantitative research
Qualitative
Quantitative
What I Can Do
Directions: Present your understanding of the lesson through a topical outline and give examples.
Qualitative Research
⮚
⮚
⮚
Lesson
Quantitative Research
⮚
⮚
⮚
KINDS OF RESEARCH
ACROSS FIELD
What’s In
Last time, we learned the difference between quantitative and qualitative research. Today, we are about
to reach the finish line going to lesson 4, so hold on and do the activity.
What’s New
It’s guessing time!
It starts with letter Q and ends with letter E. It is a kind of research. It seeks in-depth understanding. It is
a naturalistic process. It is concerned with understanding and words.
QALIATIE
What is It
The following are some examples of titles and abstract studies in different strands in Senior High School.
Information and Commuication Technology (ICT) Why Does the Use of Social Network Site (SNS) Make
Users Happy? A Qualitative Analysis Dogan, Ugur; Uysal, Humeyra; Sidekli, Sabri International Journal
of Educational Methodology, v4 n3 p109-124 2018
This study investigated the reasons why the usage of Social Network Sites (SNS) makes users happy. To
this end, the study was conducted with as a qualitative research method. The phenomenological design,
which is a qualitative research method, was utilized for determining why SNS usage cause happiness and
having a better understanding of how SNS users describe SNSs and what they feel about it. The study
group was composed of 137 university students (60 males and 77 females) attending the Faculty of
Education, Faculty of Science, Faculty of Literature, and Faculty of Economics and Administrative
Sciences at a university in the southwestern of Turkey. A structured, open-ended interview was used as
the data collection instrument. The contributors were asked the question "Why does SNS usage
cause happiness?" and their answers were retrieved. The answers were encoded and entered
to the NVivo software to conduct analyses. Based on the most frequent answers of the participants,
three different experts were consulted, and seven themes were created accordingly. These seven themes
include Need for Stroke, Self-Concealment, Ease of Interaction, Ease of Accessing and Disseminating
Information, Ease of Shopping, Leisure Activity, and Fear of Missing Out. Subcategories were also created
for these seven themes. It was concluded that the theme of FoMO is nourished by all other themes.
Science, Technology, Engineering and Mathematics (STEM) Black Undergraduate Women and Their
Sense of Belonging in STEM at Predominantly White Institutions Dortch, Deniece; Patel, Chirag NASPA
Journal About Women in Higher Education, v10 n2 p202-215 2017.Because little work exists on the
sense of belonging focusing on just Black undergraduate women in Science, Technology, Engineering,
and Math (STEM), especially at highly selective predominantly white institutions (PWIs), this study takes
a phenomenological approach to understand the lived experiences of Black undergraduate women in
STEM by exploring how racial and gendered micro-aggressions influence how three African American
women majoring in the sciences experience sense of belonging at PWIs. A phenomenological
inductive analysis was used to compile the research findings, which indicated that racial and
gender discrimination, isolation, marginalization, and alienation resulting from micro aggressions
occurred. Implications for inclusive practices are discussed.
Arts and Design Social Phenomenological Analysis as a Research Method in Art Education: Developing
an Empirical Model for Understanding Gallery Talks, Hofmann, Fabian International Journal
of Education & the Arts, v17 n33 Dec 2016
Social phenomenological analysis is presented as a research method to study gallery talks or guided
tours in art museums. The research method is based on the philosophical considerations of Edmund
Husserl and sociological/social science concepts put forward by Max Weber and Alfred Schuetz. Its
starting point is the everyday life world; the researcher interprets the phenomena that can be observed
there as an individual, intersubjective accessible reflection of subjective meaning. This approach is
suitable for research projects that seek correlations and structures of certain typical situations in
domains that are theoretically few restructured. The article explains the methodological principles, the
use and the profit of this research method.
Humanities and Social Sciences Challenging Normative Assumptions Regarding Disengaged Youth: A
Phenomenological Perspective Lewthwaite, Brian; Wilson, Kimberley; Wallace, Valda; McGinty, Sue;
Swain, Luke International Journal of Qualitative Studies in Education (QSE), v30 n4 p388-405 2017
This paper explored the experiences of 12 young people, all teenagers, who have chosen to attend
alternative schools known as flexible learning options within the Australian context. Using a
phenomenological approach, the study seeks to understand their experiences outside the normalized
public discourse that they had "disengaged" from mainstream school. A phenomenological approach is
employed because of its potential to draw attention to predetermined assumptions about, in this study's
case, student disengagement, a concept commonly framed within a pathologist and deficit perspective.
The study gives evidence for the utility of a phenomenological approach in providing insight into how
macrosystem policy, such as a nationalistic neoliberal agenda, influences "schooling" and subsequently
students' experiences with schools. The implications of this study with attention to the nexus between
methodology and policy are discussed, especially in drawing attention to how phenomenology as a
qualitative methodology provides a means of agency for the disenfranchised to challenge existing policy
and public assumptions.
Sports Parents' Perceptions of Their Children's Experiences in Physical Education and Youth Sport
Na, Jaekwon Physical Educator, v72 n1 2015
The purpose of this study was to examine parents' perceptions of their children's experiences in physical
education and youth sport. Qualitative research design was employed in this study. Data collection
methods included phenomenological interviews and qualitative questionnaires. Forty-one
questionnaires were collected and analyzed through inductive analysis method to identify themes. Ten
parents (either father or mother) participated in the interview process. Parents indicated aspects of
physical education classes (learning life skills, playing time, and health promotion) and aspects of youth
sport (learning life skills and health promotion). Parents believed that their children learned more from
youth sport than physical education because of deeper understanding in one sport, children's choice of
activities, and parental involvement.
Agriculture Reflective Journeys of Five Women Agriculturists in Australia: A Qualitative Study
Stephens, Carrie A.; Brawner, Shelby; Dean, Amanda; Stripling, Christopher T.; Sanok,
Danielle Journal of Agricultural Education, v59 n1 p271-286 2018
Women comprise the minority in production agriculture leadership, and their leadership roles in
agricultural industries are rarely explored. The purpose of this study was to explore the reflective
journeys of five Australian women in production agriculture. The central research questions asked were
"What lived experiences helped you obtain your leadership position and what leadership characteristics
do you identify as essential in your success?" This study used a phenomenological approach, as reflecting
upon the subjects past cultural experiences was crucial in understanding their current positions in life
and leadership. Five women in agriculture from Australia served as the participants for this study, and
they were selected based upon their leadership presence in Australia. Specific themes were generated
which included (a) childhood experiences, (b) current family dynamics, (c) hardship, and (d) perception
of leadership style. The perception of leadership style is further divided into three sub-themes:
(a) self-perception of leadership, (b) leading by example, and (c) outreach efforts for women
in the industry. The five women whose personal journeys were explored are primarily
concerned with improving the knowledge given to them and presenting new opportunities to
other women when they can. Some recommendations for future research are "What are the
reflective journey stories of women agriculturists in the United States?", "What are reflective
journey stories of men engaged in agriculture industries?" and "What mentoring strategies are
being utilized to recruit and retain women in agriculture industry fields?
What’s More
Directions: Answer the following situations below:
1. What are the possible
Your Answer:
2. You are chosen in the class to give possible problems in school, family, and population.
Your answer:
School:
Family:
Population:
What I Have Learned
Directions: Answer the following questions below
1. Enumerate the sample learning areas that can be used in research.
•
•
•
What I can do
Directions: Reread your answers to the activity about giving possible problems in the situations. This
time, provide possible solutions to the WHAT’S MORE ACTIVITY
School:
Family:
Population:
Assessment
Directions: Encircle and choose the best answer that corresponds to each question.
1. It is a research method that refers to a general set of orderly, disciplined procedures to acquire
evidence.
A. Quantitative
B. Qualitative
C. Case Study
D. Thesis
2. It is a research method that refers to a naturalistic method of inquiry of research which deals with the
issue of human complexity by exploring it directly.
A. Case Study
C. Thesis
B. Quantitative
D. Qualitative
3. It is an ethics of a research that gives proper acknowledgment or credit to all researchers.
A. Intellectual Property
B. Responsible Mentoring
C. Socially Responsible
D. Confidentiality
4. It is an ethics of research that means keeping promises and agreements.
A. Honesty
C. Integrity
B. Objectivity
D. Openness
5. It is a characteristic of research that refers to searching facts, answers to questions and solutions to
problems.
A. Systematic
B. Employs Hypothesis
C. Objective
D. Empirical
6. It is a characteristic of research that refers to the unbiased and logical.
A. Objective
C. Analytical
B. Original Work
D. Empirical
7. It is a characteristic of research that follows orderly and sequential procedures, based on valid
procedure and principle.
A. Systematic
B. Objective
C. Original Work
D. Analytical
8. It is a characteristic of a research that is based on direct experience or observation by the researcher.
A. Objective
B. Systematic
C. Controlled
D. Empirical
9. It is a process that answers how to identify or select your respondents.
A. Sampling
C. Review of Related Literature
B. Data Analysis
D. Interpreting Data
10. It is a process that answers what information is already available.
A. Review of Related Literature
C. Interpreting Data
B. Sampling
D. Data Analysis
11. It is a process that answers how the findings are in relation to the hypothesis
A. Drawing conclusion
C. Interpreting Data
B. Data Analysis
D. Formulating Hypothesis
12. It is a process that answers what is the problem and why it should be studied.
A. Formulating Hypothesis
C. Identifying Problems
B. Review of Related Literature
D. Analyzing Data
13. It is a structured way of collecting and analyzing data obtained from different sources.
A. Hypothesis
B. Quantitative Research
C. Variables
D. Qualitative Research
14. It is a process of naturalistic inquiry that seeks an in-depth understanding of social phenomena
within their natural setting.
A. Qualitative Research
B. Quantitative Research
C. Variables
D. Hypothesis
15. It is a systematic inquiry that describes, explains, predicts, and controls the observed phenomenon.
A. Research
B. Analysis
C. Thesis
D. Case Study
Additional Activity
Directions: Have a research notebook for your writing activity.
REFERENCES:
1. Naval, V., Prieto, N., Carey T. (2017). Practical Research 1for Senior High School.Cubao,
Quezon City. Lorimar Publishing Inc. p. 11,15,
2. Cristobal, A., Cristobal, MCD. (2017). Practical Research 1 for Senior High School.South
Triangle, Quezon City.C&E Publishing Company, Inc. Pp,4,17-18,33-34.
