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

Researcher- Cited from

made previous
researches
BD BK
Blind Blank

No/few Conflicting
researches research
done results

(Both need research)

10
 T I P
trends issue problem

Prevailing Difficulty
tendency controversy

Norm/Popular Opposing
viewpoint
Commonly
occuring Disagreement
Definitions 11
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 Investigatory project

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

13
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It is a must to recognize the work of
others

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 Research Cycle

Research Research Research

Publication

conceptualization Implementation Output

Technology
transfer

Commercialization

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TYPES OF
RESEARCH
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Difference with qualitative and
quantitative research
Q u alitative R e se arc h - A m e t h o d o f i n q u i r y
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
Qualitative Research Types

 Narrative Research
 Phenomenology
 Ethnography
 Grounded Theory
 Case Study

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 Dimension Narrative Phenomenology Grounded Theory Ethnography Case Study

Developing an in-
Understanding the Developing a theory Describing anf
Exploring the Life of depth analysis of a
Focus essence of experiences grounded from data interpreting a culture of
an individual single case or multi
about a phenomenon in the field a social group
cases

Primarily observations Multiple sources

interviews with 20-30 including documents,
and inteviews with
individuals to achival record,
Primary interviews Long interviews with up additional artifacts
Data Collection "saturate" categories interviews,
and documents to 10 people during extended time
and details of a observations,
in the field (6 months
theory
to a year) Physical artifacts

Statements
Open coding Description
Stories Meanings Description
Axial coding analysis
Data Analysis Epiphanies Meanings themes Themes
Selective coding Interpretation
Historical content General description of Assertions
Conditional matrix
the experience

Description of the Description of the

Detailed Pictures of Theory or theoritical In-depth study of a
Narrative form "essence" of the cultural behaviour of a
an individual's Life model 1/7/2020 "case" or cases
experience group or an individual
 Dimension Narrative

Focus Exploring the Life of an individual

Data Collection Primary interviews and documents

Stories
Data Analysis Epiphanies
Historical content

Narrative form Detailed Pictures of an individual's Life

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 Dimension Phenomenology
Understanding the essence of
Focus experiences about a phenomenon

Data Collection Long interviews with up to 10 people

Statements
Meanings
Data Analysis
Meanings themes
General description of the experience
Description of the "essence" of the
Narrative form experience
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 Dimension Grounded Theory
Developing a theory grounded from data in
Focus
the field
interviews with 20-30 individuals to
Data Collection
"saturate" categories and details of a theory
Open coding
Axial coding
Data Analysis
Selective coding
Conditional matrix

Narrative form Theory or theoretical model

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 Dimension Ethnography
Describing anf interpreting a culture of a
Focus
social group

Primarily observations and inteviews with

Data Collection additional artifacts during extended time in
the field (6 months to a year)
Description
Data Analysis analysis
Interpretation
Description of the cultural behaviour of a
Narrative form 1/7/2020

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

Ethics in Research

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CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
QUALITATIVE RESEARCH AND The leaner demonstrates The learner is able to: The leaner:
ITS IMPORTANCE IN DAILY LIFE understanding of:
Decide on suitable qualitative 1. Describes characteristics,
1. The value of qualitative research in different areas of strengths, weaknesses, and
research; its kinds, interest kinds of qualitative
characteristics, uses, research
strengths, and weaknesses
2. Illustrates the importance
2. The importance of of qualitative research
qualitative research across across field
field of inquiry
Why do we need to conduct qualitative
research
 Explain the existing trend of data
 Decribe the behavior of data gathered

120

100

80
Asia
60 Europe
America
40

20

0
Jan Feb Mar Apr
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
Identifying the inquiry and The leaner demonstrates The learner is able to: The leaner:
stating the problem understanding of:
Formulate clearly statements
1. The range of research of research problem 1. Design a research project to
topics in the area of daily life
inquiry
2. Write research title
2. The value of research in
the area of interest 3. Describes the justifications/
reasons for conducting the
3. The specificity and research
feasibility of the problem
posed 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
 MOVES IN INTRODUCTION WRITING
MOVE 1 MOVE 2 MOVE 3

ESTABLISHING A ESTABLISHING A OCCUPYING THE

TERRITORY NICHE NICHE

LACKING IN THE FILL THE LACKING

AREA OF STUDY
AREA AREA

How the present

What is the area of What seems to be
study fill in the
the study? lacking?
lacking area?

Purpose and
What is known? What is unknown? contribution of the
paper

TRENDS ISSUES/PROBLEM SOLUTION

 MOVES IN INTRODUCTION WRITING
MOVE 1

ESTABLISHING A M1-1 CLAIMING CENTRALITY

TERRITORY
States that “topic is a current trend in research”

AREA OF STUDY
M1-2 TOPIC GENERALIZATION

What is the area of Enumerates that current trend in summary

the study?

M1-2 REVIEWING PREVIOUS RESEARCH

What is known?
Providing specific evidences that the topic is a current trend

TRENDS
 MOVES IN INTRODUCTION WRITING
MOVE 2 M2-1 COUNTER-CLAIMING

ESTABLISHING A Blind spot, opposing viewpoint, weakness in previous

NICHE studies

LACKING IN THE M2-2 INDICATING A GAP

AREA
Blank spot

What seems to be
lacking? M2-3 RAISING A QUESTION

A question that arises from the issue/problem

What is unknown?
M2-4 CONTINUING A TRADITION
ISSUES/PROBLEM Need for further research
 MOVES IN INTRODUCTION WRITING
MOVE 3 M3-1 OUTLINING PURPOSE

Aim of the paper

OCCUPYING THE
NICHE
M3-2 ANNOUNCING PRESENT RESEARCH

FILL THE LACKING Aim of paper in terms of steps to be taken

AREA
M3-3 ANNOUNCING RESEARCH FINDINGS

How the present General results of the paper; Outlining contribution

study fill the lacking?
M3-4 ANNOUNCING STRUCTURE OF THE PAPER
Purpose and
contribution of the Parts of the paper if different from IMRAD format
paper
M3-5 ANNOUNCING EVALUATION PROCESS
SOLUTION
Evaluation process if different from the usual
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
Learning from others and The leaner demonstrates The learner is able to: The leaner:
reviewing the Literature understanding of:
1. Select relevant literature
1. The criteria in selecting, 1. select, cite and synthesize
citing, and synthesizing properly related literature 2. Cites related literature
related literature using standard style (APA,
2. Use source according to MLA or Chicago manual
2. Ethical standards in writing ethical standards style)
related literature
3. Present written review of 3. Synthesizes information
related literature from relevant literature

4. Write coherent review of

literature

5. Follow ethical standards in

writing related literature

6. Presents written review of

literature
IDENTIFYING THE RIGHT LITERATURE SOURCES

CONCEPTUAL LITERATURE
Books

RESEARCH LITERATURE
Journals (Printed, Online)

GRAY LITERATURE
Magazines, Newspaper, Flyers, Brochures, Conference Proceedings
RECOMMENDED ONLINE JOURNALS
 GOOGLE SCHOLAR
• 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.
List of Journals with
H-index/ impact
factor
 Research Writing Formats and Styles

• APA (American Psychological Association)

• MLA (Modern Language Association)

• Chicago Manual Style

 American Psychological Association (APA) style

• 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)
 Modern Language Association (MLA) Style
• 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.
 In text citation
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).

name of the author

and page number
 Chicago Manual style
• 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.
 Author – date Reference
• 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 ...

 Reference list
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.
2.2 Literature
Foundation
 S E A
synoptic evidence argument

summary Researches What seems to

done before be lacking
 Analysing Review of related Lterature

Sample Topic: Effect of Web technology to adult

 S synoptic

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.

E evidence A argument
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
Understanding data and ways The leaner demonstrates The learner is able to: The leaner:
to systematically collect data understanding of:
1. Describe qualitative 1. Choose appropriate
1. Qualitative research research designs, sample, qualitative research
designs and data collection and
analysis procedures 2. Describes sampling
2. The description of sample procedure and sample
2. Apply imaginatively
3. Data collection and analysis art/design principles to 3. Plans data collection and
procedures such as survey, create artwork analysis procedure
interview, and observation
4. Presents written research
4. The application of creative methodology
design principles for
execution 5. Utilizes materials and
techniques to procedure
creative work
The leaner demonstrates The learner is able to: The leaner:
understanding of:

Finding answers through Observation and Gather relevant Collects data through
data collection interview procedures information with observation and
and skills intellectual honesty interviews
DATA COLLECTION PROCESS AND
TECHNIQUES

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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)

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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.

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 SAMPLE n
x bar
s

POPULATION
N
µ
δ
Parameters and Statistics
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 Glossary
 Populationelement: an individual member
of the population on which data will be
taken

 Targetpopulation: population for which

representative information is desired

 Sampling frame: a list of all the members

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Why study a sample?
 It is cheaper
 It is faster
 It is more accurate
 It can yield more comprehensive
information

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How to determine the sample size?
Sampling equation [Slovin Formula]

n = sample size
N = population size
e = margin of error (0.01 or 0.05)

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Once the sample size (n) has been
identified, how will the individual
sample be chosen?

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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.
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NON-PROBABILITY SAMPLING

 Accidental Sampling
§ Respondents are selected as they become available

 Purposive Sampling
§ Respondents are selected based on the purpose of
the researcher

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PROBABILITY SAMPLING

 Simple Random Sampling

 Systematic Sampling with a Random Start
 Stratified Random Sampling
 Cluster Sampling
 Multi-Stage Sampling

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SIMPLE RANDOM SAMPLING

 Drawingof Lots (Lottery or Fishbowl

Technique)
§ Restricted Type [with replacement]
§ Unrestricted Type [without replacement]

 Using
Table of Random Digits/ Use of Random
Numbers
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SYSTEMATIC SAMPLING WITH A RANDOM START

 Takingthe kth units from an ordered

population from the first unit which is
selected at random

 Sampling interval (K) = N/n

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STRATIFIED RANDOM SAMPLING
 Samplesare chosen from subgroups into
which a population has been subdivided

[i.e. students: course, sex, year level]

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Stratified Random Samples
Subgroup Size Proporti Sample Size Kth random sample
on
Actual At 4% Actual At 4%
computation computation
allocation allocation
CAFF 131 0.06 7 6 19th 22nd
CAS 371 0.16 59 15 6th 25th
CBA 552 0.23 126 21 4th 26th
CEGS 315 0.13 41 12 8th 26th
CET 981 0.42 412 38 2nd 26th
Total 2,350 1 645 92
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Workshop 2. Individual activity
Subgroup Size Proportion Sample Size Kth random
sample
PPC 698

AB 381

NA 936

ES 582

BP 394

Total 2991

Compute for the following values

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

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ABCDE ABCDE ABCDE ABCDE ABCDE
FGHI J FGHI J FGHI J FGHI J FGHI J

1 2 3 4 5

ABCDE ABCDE ABCDE ABCDE ABCDE

FGHI J FGHI J FGHI J FGHI J FGHI J

6 7 8 9 10
MULTI-STAGE SAMPLING
 Sample selection is done in two or more stages

PROVINCE Stage 1 Stage 2 Stage 3

TOWN BARANGAY SAMPLES
(3) (3/TOWN)
A A 1,2,3 15/BGY
B 1,2,3 15/BGY
C 1,2,3 15/BGY
CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES
The leaner demonstrates The learner is able to: The leaner:
understanding of:

Analyzing the meaning of the Drawing out patterns and Analyze and draw out patterns Infers and explain patterns and
data and drawing conclusions themes from data and themes with intellectual themes from data
honesty

Reporting and sharing the 1. Guidelines in making 1. Form logical conclusions 1. Draw conclusions from
findings conclusions and 2. Make recommendations patterns and themes
recommendations based on conclusions
3. Write and present a clear 2. Formulates
2. Techniques in listing report recommendations based on
references conclusion

3. The process of report 3. Lists references

writing
4. Presents a written research
report
5. Finalizes and present best
design
6. Writes short description
and present best design
Thank you for Active
participation