Power point in Practical Research 2 about importance of research in daily life

Power point in Practical Research 2

1. RESEARCH IN DAILY LIFE 1
MR. JOHN LEMUEL J. NOCHE
MTH – STEM 114, STEM 111 – 8:15 – 10;15; 1;:30 – 3:30
TF – STEM 115, 112 – 8:15 – 10;15; 1;:30 – 3:30
W/F - STEM 113 1:30 – 3:30; 3:30 – 5:30

2. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
Nature of Inquiry and
Research
The leaners demonstrates
understanding of:
1. The importance of
research in daily life
2. The characteristics,
processes, and ethics of
research
3. Quantitative and
qualitative research
4. The kinds of research
across fields
The leaner is able to:
Use appropriate kinds of
research in making decisions.
The learner:
1. Shares research experiences
and knowledge
 
2. Explains the importance of
research in daily life
 
3. Describes characteristics,
processes, and ethics of
research
 
4. Differentiates qualitative
from quantitative research
 
5. Provide examples of research
in areas of interest (arts,
humanities, sports, science,
business, agriculture and
fisheries, information and
communication technology, and
social inquiry

3. WHAT IS
RESEARCH?

4. What_is_research[ixconverter.com]
(1).mp4
What_is_research[ixconverter.com].m
p4

6. Research is not rearrangement of
known knowledge

Research is not rearrangement of known
knowledge “If we knew what it was we were
doing, it would not be called research, would it?”
-Albert Einstein

7. Why do we conduct
Research?

8. 1/7/2020

9. BX
Bold
attempt
Cross-
referenced
Researcher-
made
Cited from
previous
researches

10. 10
BDBK
Blind Blank
No/few
researches
done
Conflicting
research
results
(Both need research)

11. 11
TIP
trends issue problem
Prevailing
tendency
Norm/Popular
Commonly
occuring
controversy
Opposing
viewpoint
Disagreement
Difficulty
Definitions

12. 1/7/2020

13. 13
Investigatory project
A.Establish a question/problem
B.Background of Research
C.Formulating Hypothesis
D.Analysis
E.Conclusion

14. 1/7/2020

15. 1/7/2020
It is a must to recognize the work of
others

16. 1/7/2020
Research Cycle
Research
conceptualization
Commercialization
Research
Implementation
Technology
transfer
Research
Output
Publication

17. TYPES OF
RESEARCH
1/7/2020

18. 1/7/2020

19. Difference with qualitative and
quantitative research
Qualitative Research - A method of inquiry
employed in many different academic,
traditionally in the social sciences, but also in
market research and further context
Quantitative Research - Refers to the systematic
investigation of social phenomena via statistical,
mathematical or numerical data or computational
techniques

20. 1/7/2020
Qualitative Research Types
Narrative Research
Phenomenology
Ethnography
Grounded Theory
Case Study

21. 1/7/2020
Dimension Narrative Phenomenology Grounded Theory Ethnography Case Study
Focus
Exploring the Life of
an individual
Understanding the
essence of experiences
about a phenomenon
Developing a theory
grounded from data
in the field
Describing anf
interpreting a culture of
a social group
Developing an in-
depth analysis of a
single case or multi
cases
Data Collection
Primary interviews
and documents
Long interviews with up
to 10 people
interviews with 20-30
individuals to
"saturate" categories
and details of a
theory
Primarily observations
and inteviews with
additional artifacts
during extended time
in the field (6 months
to a year)
Multiple sources
including documents,
achival record,
interviews,
observations,
Physical artifacts
Data Analysis
Stories
Epiphanies
Historical content
Statements
Meanings
Meanings themes
General description of
the experience
Open coding
Axial coding
Selective coding
Conditional matrix
Description
analysis
Interpretation
Description
Themes
Assertions
Narrative form
Detailed Pictures of
an individual's Life
Description of the
"essence" of the
experience
Theory or theoritical
model
Description of the
cultural behaviour of a
group or an individual
In-depth study of a
"case" or cases

22. Dimension Narrative
Focus Exploring the Life of an individual
Data Collection Primary interviews and documents
Data Analysis
Stories
Epiphanies
Historical content
Narrative form Detailed Pictures of an individual's Life1/7/2020

23. Dimension Phenomenology
Focus
Understanding the essence of
experiences about a phenomenon
Data Collection Long interviews with up to 10 people
Data Analysis
Statements
Meanings
Meanings themes
General description of the experience
Narrative form
Description of the "essence" of the
experience
1/7/2020

24. Dimension Grounded Theory
Focus
Developing a theory grounded from data in
the field
Data Collection
interviews with 20-30 individuals to
"saturate" categories and details of a theory
Data Analysis
Open coding
Axial coding
Selective coding
Conditional matrix
Narrative form Theory or theoretical model
1/7/2020

25. Dimension Ethnography
Focus
Describing anf interpreting a culture of a
social group
Data Collection
Primarily observations and inteviews with
additional artifacts during extended time in
the field (6 months to a year)
Data Analysis
Description
analysis
Interpretation
Narrative form
Description of the cultural behaviour of a
group or an individual
1/7/2020

26. Dimension Case Study
Focus
Developing an in-depth analysis of a single
case or multi cases
Data Collection
Multiple sources including documents,
archival record, interviews, observations,
Physical artefacts
Data Analysis
Description
Themes
Assertions
Narrative form In-depth study of a "case" or cases
1/7/2020

27. 1/7/2020
Ethics in Research

28. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
QUALITATIVE RESEARCH AND
ITS IMPORTANCE IN DAILY LIFE
The leaner demonstrates
understanding of:
1.The value of qualitative
research; its kinds,
characteristics, uses,
strengths, and weaknesses
2.The importance of
qualitative research across
field of inquiry
The learner is able to:
Decide on suitable qualitative
research in different areas of
interest
The leaner:
1.Describes characteristics,
strengths, weaknesses, and
kinds of qualitative
research
2.Illustrates the importance
of qualitative research
across field

29. Why do we need to conduct qualitative
research
Explain the existing trend of data
Decribe the behavior of data gathered
0
20
40
60
80
100
120
Jan Feb Mar Apr
Asia
Europe
America

30. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
Identifying the inquiry and
stating the problem
The leaner demonstrates
understanding of:
1.The range of research
topics in the area of
inquiry
2.The value of research in
the area of interest
3.The specificity and
feasibility of the problem
posed
The learner is able to:
Formulate clearly statements
of research problem
The leaner:
1. Design a research project to
daily life
2. Write research title
3. Describes the justifications/
reasons for conducting the
research
4. States research questions
5. Indicates scope and
delimitation of research
6. Cites benefits and
beneficiaries of research
7. Presents written statement
of the problem

31. MOVES IN INTRODUCTION WRITING
ESTABLISHING A
TERRITORY
ESTABLISHING A
NICHE
OCCUPYING THE
NICHE
AREA OF STUDY
LACKING IN THE
AREA
FILL THE LACKING
AREA
What is the area of
the study?
What seems to be
lacking?
How the present
study fill in the
lacking area?
What is known? What is unknown?
Purpose and
contribution of the
paper
MOVE 1 MOVE 2 MOVE 3
TRENDS ISSUES/PROBLEM SOLUTION

32. MOVES IN INTRODUCTION WRITING
ESTABLISHING A
TERRITORY
AREA OF STUDY
What is the area of
the study?
What is known?
MOVE 1
TRENDS
M1-1 CLAIMING CENTRALITY
M1-2 TOPIC GENERALIZATION
M1-2 REVIEWING PREVIOUS RESEARCH
States that “topic is a current trend in research”
Enumerates that current trend in summary
Providing specific evidences that the topic is a current trend

33. MOVES IN INTRODUCTION WRITING
ESTABLISHING A
NICHE
LACKING IN THE
AREA
What seems to be
lacking?
What is unknown?
MOVE 2
ISSUES/PROBLEM
M2-1 COUNTER-CLAIMING
M2-2 INDICATING A GAP
Blind spot, opposing viewpoint, weakness in previous
studies
Blank spot
M2-3 RAISING A QUESTION
M2-4 CONTINUING A TRADITION
A question that arises from the issue/problem
Need for further research

34. MOVES IN INTRODUCTION WRITING
OCCUPYING THE
NICHE
FILL THE LACKING
AREA
How the present
study fill the lacking?
Purpose and
contribution of the
paper
MOVE 3
SOLUTION
M3-1 OUTLINING PURPOSE
M3-2 ANNOUNCING PRESENT RESEARCH
Aim of the paper
Aim of paper in terms of steps to be taken
M3-3 ANNOUNCING RESEARCH FINDINGS
M3-4 ANNOUNCING STRUCTURE OF THE PAPER
General results of the paper; Outlining contribution
Parts of the paper if different from IMRAD format
M3-5 ANNOUNCING EVALUATION PROCESS
Evaluation process if different from the usual

35. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
Learning from others and
reviewing the Literature
The leaner demonstrates
understanding of:
1.The criteria in selecting,
citing, and synthesizing
related literature
2. Ethical standards in writing
related literature
The learner is able to:
1.select, cite and synthesize
properly related literature
2.Use source according to
ethical standards
3.Present written review of
related literature
The leaner:
1.Select relevant literature
2. Cites related literature
using standard style (APA,
MLA or Chicago manual
style)
3. Synthesizes information
from relevant literature
4. Write coherent review of
literature
5. Follow ethical standards in
writing related literature
6. Presents written review of
literature

36. IDENTIFYING THE RIGHT LITERATURE SOURCES
CONCEPTUAL LITERATURE
RESEARCH LITERATURE
GRAY LITERATURE
Books
Journals (Printed, Online)
Magazines, Newspaper, Flyers, Brochures, Conference Proceedings

37. RECOMMENDED ONLINE JOURNALS

38. •Is a freely accessible web search engine that indexes the full
text of scholarly literature across an array of publishing
formats and disciplines
•It includes most peer-reviewed online journals of Europe and
America’s largest scholarly publishers, plus scholarly books
and other non-peer reviewed journals.
GOOGLE SCHOLAR

39. List of Journals with
H-index/ impact
factor

40. •APA (American Psychological Association)
•MLA (Modern Language Association)
•Chicago Manual Style
Research Writing Formats and Styles

41. •a style guide that offers academic authors guidance on various
subjects for the submission of papers to the publications of APA
(APA 2011).
•The APA states that the guidelines were developed to assist
reading comprehension in the social and behavioral sciences, for
clarity of communication, and for "word choice that best reduces
bias in language (APA 2011;2013)
American Psychological Association (APA) style

42. •It is an academic style guide widely used in the United State, Canada, and
other countries, providing guidelines for writing and documentation of
research in the Humanities, especially in English studies; the study of
other Languages and literatures, including comparative literature;
literary criticism; media studies; cultural studies and related disciplines
(Gibaldi and Achtert 1985)
•Note: But not history, which follows the Chicago manual of style.
Modern Language Association (MLA) Style

43. 1. Author name in a signal phrase
Frederick Lane reports that employers do not necessarily have to use software to monitor how their
employees use the Web: employers can “use a hidden video camera pointed at an employee’s
monitor” and even position a camera ”so that a number of monitors [can] be viewed at the same
time” (147).
2. Author named in a parenthesis
Companies can monitor employees’ every keystroke without legal penalty, but they may have to
combat low morale as a result (Lane 129).
In text citation
name of the author
and page number

44. •Used in some social science publications and most historical
journals.
•It remains the basis for the style guide of the American
Anthropological Association and the style sheet for
organization of American Historians Spencer 2011.

Chicago Manual style

45. •The in-text citation can cite a whole work (with no page number given) or cite a specific portion
(include a page number or range of pages). Examples of in-text citations:
•Some economists have indicated that technological advancements spur economic (Johnson 2007,
16)
•Some economists have indicated that technological advancements spur economic growth.
1
1. Thomas Johnson ...
1 Thomas Johnson ...
Author – date Reference

46. 1.APA style - References
Fisher, D., Russell, D., Williams, J., & Fisher, D. (2008). Space, time & transfer in virtual case
environments. Kairos 12(2), 127-165. Retrieved from
http://kairos.technorhetoric.net/12.2/binder.html?topoi/fisher-etal/articleIntro.html
2. MLA style – Works Cited
White, Sabina, Andrew Winzelberg, and James Norlin. "Laughter and Stress."Humor 5.3 (1992): 343-55.
Print.
3. Chicago manual style - Bibliography
Donais, Mary Kate, Greg Whissel, Ashley Dumas, and Kathleen Golden. "Analyzing Lead Content in
Ancient Bronze Coins by Flame Atomic Absorption Spectroscopy: An Archaeometry Laboratory with
Nonscience Majors." Journal of Chemical Education 86, no. 3 (2009): 343-346. doi: 
10.1021/ed086p343.
Reference list

47. 2.2 Literature
Foundation

48. SEA
synoptic evidence argument
summary Researches
done before
What seems to
be lacking

49. Analysing Review of related Lterature

Sample Topic: Effect of Web technology to adult

50. Personal computers and Internet are indeed seen as having the potential to improve quality of life and well-
being of older adults in a variety of ways (Dickinson & Gregor, 2006). They provide a neutral plateau where
individuals can engaged in topics that interest them (Karavidas, Lim & Katsikas, 2005). An extensive review
by Wagner, Hassanein and Head (2010) further substantiate this concept when the five (5) interesting themes
on reasons why older adults use computers were revelaed, namely: (1) communication and social support
(McMellon & Schiffman, 2010; Opalinski, 2001; Mann, Belchoir, Tomita & Kemp, 2005; Thayer & Ray, 2006;
Alexy, 2000; Morrell, Mayhorn & Echt, 2004), (2) leisure and entertainment (McMellon & Schiffman, 2000;
Opalinski, 2001; Campbell, 2008), (3) information-seeking help (Tak & Hong, 2005; Flynn, Smith & Freese,
2006; Campbell, 2008; Macias & McMillan, 2008), (4) information-seeking education (McMellon & Schiffman,
2000; Opalinski, 2001; Dorin, 2007), and (5) productivity (White & Weatherall, 2000; Campbell, 2008). Behind
the fact that technology use among older adults poses a multidisciplinary topic, studies focusing on health
have recently gained momentum (Wagner, Hassanein & Head, 2010). Internet communication tools such as
electronic mail, instant messaging and video conferencing, as promising tools for Telehealth, remains to be
unexplored.
S
synoptic
E
evidence A
argument

51. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
Understanding data and ways
to systematically collect data
The leaner demonstrates
understanding of:
1.Qualitative research
designs
2. The description of sample
3. Data collection and analysis
procedures such as survey,
interview, and observation
4. The application of creative
design principles for
execution
The learner is able to:
1.Describe qualitative
research designs, sample,
and data collection and
analysis procedures
2.Apply imaginatively
art/design principles to
create artwork
The leaner:
1.Choose appropriate
qualitative research
2.Describes sampling
procedure and sample
3. Plans data collection and
analysis procedure
4. Presents written research
methodology
5. Utilizes materials and
techniques to procedure
creative work
Finding answers through
data collection
The leaner demonstrates
understanding of:
Observation and
interview procedures
and skills
The learner is able to:
Gather relevant
information with
intellectual honesty
The leaner:
Collects data through
observation and
interviews

52. DATA COLLECTION PROCESS AND
TECHNIQUES
1/7/2020

53. Population vs. Sample
Population
§Total number of elements to be studied
(i.e. all the 300 grade one pupils in multigrade schools in Tablas island)
Sample
§A representative of the population
(i.e. 50 grade one pupils from three multigrade schools)
1/7/2020

54. 1/7/2020

55. What is Sampling?
SAMPLING is the PROCESS by which
samples are taken from the population.
COMPLETE ENUMERATION or CENSUS does
not use samples because all members of
the population are studied.
1/7/2020

56. 1/7/2020
POPULATION
SAMPLE
N
µ
δ
n
x bar
s
Parameters and Statistics

57. Glossary
Population element: an individual member
of the population on which data will be
taken
Target population: population for which
representative information is desired
Sampling frame: a list of all the members
of the population
1/7/2020

58. Why study a sample?
It is cheaper
It is faster
It is more accurate
It can yield more comprehensive
information
1/7/2020

59. How to determine the sample size?
1/7/2020
Sampling equation [Slovin Formula]
n = sample size
N = population size
e = margin of error (0.01 or 0.05)

60. 1/7/2020
Once the sample size (n) has been
identified, how will the individual
sample be chosen?

61. Types of Sampling
Non-Probability Sampling
§Respondents are chosen as they [reseachers] wish or
wherever they find them [respondents]. It is
judgmental.
Probability Sampling
§Respondents are chosen based on random selection.
All members are given equal chance [equi-
probability] of being selected as a sample.
1/7/2020

62. NON-PROBABILITY SAMPLING
Accidental Sampling
§Respondents are selected as they become available
Purposive Sampling
§Respondents are selected based on the purpose of
the researcher
1/7/2020

63. PROBABILITY SAMPLING
Simple Random Sampling
Systematic Sampling with a Random Start
Stratified Random Sampling
Cluster Sampling
Multi-Stage Sampling
1/7/2020

64. SIMPLE RANDOM SAMPLING
Drawing of Lots (Lottery or Fishbowl
Technique)
§Restricted Type [with replacement]
§Unrestricted Type [without replacement]
Using Table of Random Digits/ Use of Random
Numbers
1/7/2020

65. SYSTEMATIC SAMPLING WITH A RANDOM START
Taking the kth units from an ordered
population from the first unit which is
selected at random
Sampling interval (K) = N/n
1/7/2020

66. STRATIFIED RANDOM SAMPLING
Samples are chosen from subgroups into
which a population has been subdivided
[i.e. students: course, sex, year level]
1/7/2020

67. Stratified Random Samples
1/7/2020
Subgroup Size Proporti
on
Sample Size Kth random sample
Actual
computation
At 4%
allocation
Actual
computation
At 4%
allocation
CAFF 131 0.06
7 6 19
th
22
nd
CAS 371 0.16
59 15 6
th
25
th
CBA 552 0.23
126 21 4
th
26
th
CEGS 315 0.13
41 12 8
th
26
th
CET 981 0.42
412 38 2
nd
26
th
Total 2,350 1
645 92

68. Workshop 2. Individual activity
Compute for the following values
1/7/2020
Subgroup Size Proportion Sample Size Kth random
sample
PPC 698
AB 381
NA 936
ES 582
BP 394
Total 2991

69. CLUSTER SAMPLING
Samples of groups/clusters are selected
Size of the population clusters: nos. of clusters
in the population
Cluster Size: number of elements in a cluster.
1/7/2020

70. A B C D E
F G H I J
A B C D E
F G H I J
A B C D E
F G H I J
A B C D E
F G H I J
A B C D E
F G H I J
A B C D E
F G H I J
A B C D E
F G H I J
A B C D E
F G H I J
A B C D E
F G H I J
A B C D E
F G H I J
1 2 3 4 5
6 7 8 9 10

71. MULTI-STAGE SAMPLING
Sample selection is done in two or more stages
PROVINCE Stage 1
TOWN
(3)
Stage 2
BARANGAY
(3/TOWN)
Stage 3
SAMPLES
A A 1,2,3 15/BGY
B 1,2,3 15/BGY
C 1,2,3 15/BGY

72. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
Analyzing the meaning of the
data and drawing conclusions
The leaner demonstrates
understanding of:
Drawing out patterns and
themes from data
The learner is able to:
Analyze and draw out patterns
and themes with intellectual
honesty
The leaner:
Infers and explain patterns and
themes from data
Reporting and sharing the
findings
1.Guidelines in making
conclusions and
recommendations
2.Techniques in listing
references
3.The process of report
writing
1.Form logical conclusions
2.Make recommendations
based on conclusions
3.Write and present a clear
report
1.Draw conclusions from
patterns and themes
2.Formulates
recommendations based on
conclusion
3.Lists references
4.Presents a written research
report
5.Finalizes and present best
design
6.Writes short description
and present best design

73. Thank you for Active
participation