Introduction to Research
Process
Module 1
ERNIE C. CERADO
Facilitator
This chapter contains a comprehensive
description of the following:
• Meaning and importance of research
• Characteristics of research
• Types of research
• Research process
Learning Targets
At the end of the chapter, the students CAN:
• Discuss the meaning and importance of
research.
• Identify the characteristics of research.
• Enumerate the types of research.
• Explain the research process.
Meaning and Importance of Research
• Research as a process is a systematic way of
arriving at answers to substantial and well-
defined problems (Padua, 2000).
Meaning of Research
• Searching for theory, testing theory, or solving
a problem. It means a problem exists and has
been identified and that the solution to the
problem is necessary (Sevilla, 1992).
Meaning of Research
• Research comprises "creative work
undertaken on a systematic basis to increase
the stock of knowledge, including knowledge
of man, culture and society, and the use of
this stock of knowledge to devise new
applications” (OECD, 2002).
Meaning of Research
• Scientific research is a systematic way of
gathering data and harnessing curiosity. This
research provides scientific information and
theories for the explanation of nature and the
properties of the world. It makes practical
applications possible.
Meaning of Research
• In the broadest sense of the word, the definition
of research includes “any gathering of data,
information and facts for the advancement of
knowledge” (Shuttleworth, 2008).
• “Research is a process of steps used to collect and
analyze information to increase our understanding
of a topic or issue”. It consists of three steps: Pose
a question, collect data to answer the question,
and present an answer to the question (Creswell
2008).
Importance of Research
• A tool for generating new knowledge and addressing societal
issues
• A tool for job search and business success
• Ways to understand different issues
• A method for proving lies and supporting truths
• A seed for a lifetime of reading, writing, analyzing, and
sharing useful data
• Mindful nourishment and exercise
• Examine policies that need to be updated and action plans
that need to be changed
• Improve living conditions
Importance of Research
• Research…
…expands your knowledge base
…gives you the latest information
…helps you know what you are up against
…builds your credibility
…helps you narrow your scope
…teaches you better discernment
…introduces you to new ideas
…helps with problem-solving
…helps you reach people
…encourages curiosity https://theimportantsite.com/10-reasons-why-
research-is-important/
Characteristics of Research
• One of the most significant aspects of successful
research is the ability to solve problems.
• Systematic research is required. Procedures are
followed to conduct an inquiry in a logical order,
including data gathering, analysis, and
interpretation.
• Research is critical. The procedure and process
adopted must be able to stand up to
(Singh, 2015)
examination.
Characteristics of Research
• Good research has a clearly defined purpose.
• A research has a well-defined procedure that
is detailed enough.
• Research is empirical. The conclusions reached
are based on hard evidence derived from data
acquired from real-life experiences.
(Singh, 2015)
Characteristics of Research
• Research has a well-planned research design to
generate objective results.
• There is enough data in the research to investigate
the issue. The researcher should double-check the
data's trustworthiness and validity.
• The researcher's integrity and dedication are
critical to good research.
(Singh, 2015)
Types of Research
• Basic (fundamental) research
• Applied research
Fundamental research
• Fundamental or basic research is an investigation
of basic principles and reasons for the occurrence
of a particular event or process or phenomenon. It
is also called theoretical research.
• The study or investigation of some natural
phenomenon or relating to pure science is termed
basic research. The outcomes of basic research
form the basis for much-applied research.
Applied research
• In applied research, one solves certain
problems by employing well-known and
accepted theories and principles. Most of the
experimental research, case studies, and inter-
disciplinary research are essentially applied
research.
Pure vs Applied Research
• Pure research focuses on understanding
basic properties and processes.
• Applied research focuses on the use of
information to create useful materials.
Basic vs Applied Research: 15 Key Differences.
https://www.formpl.us/blog/basic-applied-research
Types of Applied Research
Evaluation
Research
Research and
Development
Action Research
Evaluation Research
Evaluation research Research and
Development
• Evaluation research is a type of applied Action Research
research that analyses existing
information about the research subject
to arrive at objective research outcomes
or reach informed decisions.
• This type of applied research is mostly
applied in business contexts, for
example, an organization may adopt
evaluation research to determine how to
cut down overhead costs.
Research and development
• Research and development is a type Evaluation
Research
of applied research that is focused on
Research and
developing new products and services Development
based on the needs of target markets.
Action Research
• It focuses on gathering information
about marketing needs and finding
ways to improve an existing product
or create new products that satisfy
the identified needs.
Action research
• Action research is a type of applied research
that is set on providing practical solutions to Evaluation Research
specific problems. Research and
Development
Action Research
• It involves the health practitioners, educators,
or businessmen conducting systematic inquiries
to help them improve their practices, which in
turn can enhance their working environment
and the working environments of those who
are part of it – clients, patients, students, users,
and others.
Basic and applied research is further divided into
three types of research bearing some
characteristics feature as follows:
1. Qualitative research
2. Quantitative research
3. Mixed research
Quantitative research deals with data that are numerical
or that can be converted into numbers. The basic methods
used to investigate numerical data are called “statistics”.
Statistical techniques are concerned with the organization,
analysis, interpretation, and presentation of numerical data
(Williamson and Johanson, 2018).
Some forms of data collection for this type of study include:
• Experiments
• Questionnaires
• Surveys
• Database reports
Examples
Only for Multilingual Students at Risk? Cluster-Randomized Trial on
Language-Responsive Mathematics Instruction
• Susanne Prediger, Kirstin Erath, Henrike Weinert, and Kim Quabeck
• DOI: https://doi.org/10.5951/jresematheduc-2020-0193
• Page(s): 255–276
Empirical evidence exists that enhancing students’ language can promote the
mathematics learning of multilingual students at risk, whereas other target groups
(e.g., monolingual students, successful students, both with diverse academic
language proficiency) have hardly been considered. This cluster-randomized
controlled trial (N = 589) investigates differential effects for these extended target
groups, comparing two language-responsive interventions (with or without
vocabulary work) and a control group. The regression analysis reveals that all
students significantly deepened their conceptual understanding in both
interventions. Unlike what was anticipated, multilingual students’ growth of
conceptual understanding had no significant additional benefit from integrated
vocabulary work. These findings call for promoting language-responsive
mathematics instruction for all students and for using a discursive rather than a
vocabulary focus.
Long-Term Relationships Between Mathematics Instructional Time
During Teacher Preparation and Specialized Content Knowledge
• Julien Corven, Joseph DiNapoli, Laura Willoughby, and James Hiebert
• DOI: https://doi.org/10.5951/jresematheduc-2020-0036
• Page(s): 277–306
We investigated how the time elementary preservice teachers (PSTs) spent
studying certain mathematics topics during teacher education coursework
was related to performance on teaching-related tasks administered after
graduation. In two studies, participants completed tasks assessing their
specialized content knowledge (SCK) for teaching 12 mathematical topics
addressed to varying degrees in the preparation program. We found that
instructional time was positively associated with SCK demonstrated both
immediately post-graduation and 2 years later. Several possible confounding
factors were assessed; one, entering PSTs’ average SCK for topics, appeared to
influence the relationship. Accounting for professional learning post-
graduation, such as attending professional development, did not change the
underlying relationship. Considering these findings, we identify policy
implications for the mathematics curriculum of PST education.
The Efficacy of Research-Based “Mathematics for All”
Professional Development
• Kathleen Melhuish, Eva Thanheiser, Alexander White, Brenda Rosencrans, J. Michael
Shaughnessy, Linda Foreman, Andrew Riffel, and Layla Guyot
• DOI: https://doi.org/10.5951/jresematheduc-2019-0053
• Page(s): 307–333
This article contributes to the larger narrative around what makes a
mathematics professional development (PD) successful and in what ways.
We share a research-based PD model that was implemented in
elementary schools in an urban school district for 3 years. The model uses
a pseudo lesson study approach and emphasizes standards-based
instruction. We found that teachers made gains in knowledge and
instruction quality. However, whereas some students saw gains on
standardized assessments, this was the case only for students who were
not members of historically minoritized groups (Black/Latino), countering
our assumptions that the PD would lead to equitable achievement
results. We conclude with a discussion of how a colorblind approach to
PD may account for the inequitable results.
Qualitative research methods include
gathering and interpreting non-numerical data. The
following are some sources of qualitative data:
• Interviews
• Focus groups
• Documents
• Personal accounts or papers
• Cultural records
• Observation
A Qualitative investigation of home-school relationships and
children's mathematics learning in-and out-of-school in Bahrain
• Author links open overlay panelOsamaAl-Mahdi
This study focuses on exploring the perceptions of parents, children, and teachers
regarding home-school relationships and mathematics learning in- and out-of-
school in Bahrain. It drew on theoretical ideas and research which call for more
recognition of the social and cultural resources available in children's homes. It
also drew on action research project carried out in a Year 2 classroom in a
primary boys school. The data was collected through interviews, focus group, and
analysis of photographs taken by children. In addition, novel mathematics
learning activities were carried out by the children at home and in school. The
results indicated that there were variation between the different groups of
parents and between parents and teachers in terms of their perceptions about
home-school relationships and mathematics learning in different contexts.
Parents with different social and cultural backgrounds had different relationships
and types of communication with school. It also showed that children's out-of-
school mathematical practices were not highly recognised by the participant
teachers and parents in mathematics learning process.
Lived Experiences: Secondary Mathematics Pre-Service
Teachers' Perspectives about Multiple Components of Their
Teacher Education Program
• Jao, Limin; Stewart, Alexandra; Rao, Nakita
• Mathematics Teacher Education and Development, v23 n2 p42-58 2021
Reform-based approaches to teaching mathematics are proven to be most effective
for students' learning, yet many novice secondary mathematics teachers still use
traditional approaches. One reason for this is that novice teachers tend to teach the
way that they experienced mathematics as students themselves. There is thus an
onus on teacher education programs to provide pre-service teachers (PSTs) with
new, reform-based experiences with mathematics in order to positively influence
their future teaching practice. Grounded in situated learning theory, this qualitative,
exploratory case study examined PSTs' perceptions and experiences of reform-based
approaches in three components of their teacher education program. PSTs shared
during interviews that they experienced reform-based approaches in both "student"
and "teacher" roles in different ways and to different extents. Findings also highlight
the impact that teacher educators have on PSTs' learning. We conclude by proposing
multiple considerations for how teacher education programs can provide
opportunities for PSTs to experience reform-based approaches in situated ways.
• Mixed research – It is a methodology for
conducting research that involves collecting,
analyzing, and integrating quantitative
(experiments, surveys) and qualitative (focus
groups, interviews) research.
• This research approach is used when this
integration provides a better understanding of
the research problem than either of each
alone.
Writing to Learn Mathematics: A Mixed Method Study
This study sought to address a research gap by studying students who had been
taught mathematics using writing. The purpose of this study was to provide an
analysis of students’ perceptions of the benefits and drawbacks of this
pedagogical approach. The types of writing students performed in mathematics
classes were described, and students’ preferences regarding these tasks were
analyzed. Finally, a comparison was made between female and male students’
responses in order to see whether gender played a significant role in shaping
students’ perceptions of writing as a tool for learning mathematics. Using a
mixed method design, data were collected from 293 middle school students in
Western Pennsylvania. A survey was used to collect quantitative data. Qualitative
data were collected from the student participants in the form of five open-ended
questions. Students also submitted samples of writing from their mathematics
classes.
Based on the results of the data analysis, it can be concluded that students had a
positive attitude towards writing in mathematics classes. This was particularly
evident among students who were struggling with mathematics. Students with
lower letter grades (C, D, and F) indicated that they were much more in favor of
mathematics classes that use writing. v The results also indicate that there is
evidence of students’ mathematical knowledge growth in the students’ writings.
In their responses to the open-ended survey questions, the students gave
detailed explanations of how their approach to mathematics learning and their
understanding of mathematical concepts had changed. Students’ writing samples
showed how the students were learning to use writing to explore alternative
solutions to problems and also to check and reflect on their understanding of
new mathematical concepts. Finally, the findings of the study also suggest a clear
benefit to female mathematics students from the use of writing as a tool for
learning mathematics. When it comes to the problem of helping female students
succeed in mathematics classes, this study shows that writing is the solution for
which mathematics teachers have been searching.
A Mixed Methods Study of Student Engagement, Attitude,
and Achievement in Grade 10 Mathematics
This paper explores the utility of employing a mixed methods methodology
when investigating latent variables that cannot be measured directly. The
larger study investigated the efficacy of a classroom intervention in
modifying student affective dimensions and student achievement. The
study involved 68 students in three classes of Grade 10 Mathematics at one
secondary school in Ontario, Canada. Over a one month period, students
experienced a classroom intervention that was active, hands-on, connected
to real-world situations, made extensive use of student groups, allowed
students choice, and utilized manipulatives and technology to enhance
student engagement while positively influencing students' attitudes.
Statistically significant effect sizes were found for engagement and attitude,
but not for achievement. Several notable results were found that would not
have been revealed without both the quantitative and qualitative
dimensions of mixed methods methodology. The study emphasized the
utility of employing a mixed methods methodology, particularly with
respect to student affective variables.
The Research Process
Identify a Research Problem
Review the Literature
Determine Research Question
Develop Research Methods
Collect & Analyze Data
Document the Work
Communicate Your Research
https://researchwriting.unl.edu/overview-research-process
Identify a Research Problem
• You identify a research problem by first selecting
a general topic that’s interesting to you and to
the interests and specialties of your research
advisor. Once identified, you’ll need to narrow it.
• For example, if teenage pregnancy is your
general topic area, your specific topic could be a
comparison of how teenage pregnancy affects
young fathers and mothers differently.
Review the Literature
• Find out what’s being asked or what’s already
been done in the area by doing some
exploratory reading. Discuss the topic with
your advisor to gain additional insights,
explore novel approaches, and begin to
develop your research question, purpose
statement, and hypothesis(es), if applicable.
Determine Research Question
A good research question is a question worth asking; one that
poses a problem worth solving. A good question should:
• Be clear. It must be understandable to you and to others.
• Be researchable. It should be capable of developing into a
manageable research design, so data may be collected in
relation to it. Extremely abstract terms are unlikely to be
suitable.
• Connect with established theory and research. There should
be a literature on which you can draw to illuminate how your
research question(s) should be approached.
• Be neither too broad nor too narrow. See Appendix A for a
brief explanation of the narrowing process and how your
research question, purpose statement, and hypothesis(es) are
Develop Research Methods
• Once you’ve finalized your research question,
purpose statement, and hypothesis(es), you
will need to write your research proposal -- a
detailed management plan for your research
project. The proposal is as essential to
successful research as an architect’s plans are
to the construction of a building.
Collect & Analyze Data
At this stage in the research process. The researcher now --
• collects data that potentially relate to the problem,
• arranges the data into a logical organizational structure,
• analyzes and interprets the data to determine their
meaning,
• determines if the data resolve the research problem or
not, and
• determines if the data support the hypothesis or not.
Document the Work
• Because research reports differ by discipline,
the most effective way for you to understand
formatting and citations is to examine reports
from others in your department or field. The
library’s electronic databases provide a wealth
of examples illustrating how others in your
field document their research.
Communicate Your Research
• Talk with your advisor about potential local,
regional, or national venues to present your
findings. And don’t sell yourself short--
Consider publishing your research in related
books or journals.
The Research Process
Identify a Research Problem
Review the Literature
Determine Research Question
Develop Research Methods
Collect & Analyze Data
Document the Work
Communicate Your Research
https://researchwriting.unl.edu/overview-research-process
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