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AE1: Research
BAFOC CL-22C
| Question | Answer |
|---|---|
| A quest for knowledge through diligent search or investigation or experimentation aimed at the discovery and interpretation of new knowledge, which is done in a scientific method | Research |
| A systematic body of procedures and techniques applied in carrying out investigation or experimentation | Scientific method |
| Types of Research | 1. Application of the research study 2. Objectives in undertaking the research 3. Types of information sought |
| -Not mutually exclusive -Classified from a viewpoint of 'application' can be classified from the perspectives of 'objectives' and 'type of information sought' | Types of Research |
| Types of research in the perspective of application | 1. Pure research 2. Applied research |
| Types of research in the perspective of objectives | 1. Descriptive research 2. Exploratory research 3. Correlational research 4. Explanatory research |
| Types of research in the perspective of information sought | 1. Quantitative research 2. Qualitative research |
| -Academic in nature -Application in the near future -New techniques and procedures | Pure research |
| Application to the collection of information about various aspects of a situation, issue, problem or phenomena | Applied research |
| Involves a search for knowledge without a defined goal of utility or specific purpose | Basic (or pure) research |
| Attempts to describe systematically a situation, problem, phenomenon, service or program | Descriptive research |
| Health Research Triangle | 1. Biomedical research 2. Health research 3. Behavioral research |
| Deals primarily with basic research involving processes at the cellular level | Biomedical research |
| Deals with issues in the environment surrounding man, which promote changes at the cellular level | Health research |
| Deals with the interaction of man and the environment in a manner reflecting the beliefs, attitudes and practices of the individual in society | Behavioral research |
| Is to discover or establish existence of a relationship/association/interdependence between two or more aspects of a situation | Correlational research |
| Attempts to clarify why and how there is association between two aspects of a situation or phenomenon | Explanatory research |
| -Feasibility study or pilot study -Is conducted to develop, refine, and/or test measurement tools and procedures | Exploratory research |
| Type of information sought is dependent on these three criteria | -Purpose of the study -How variables are measured -How information is analyzed |
| Is gathered through the use of variable s measured on nominal or ordinal scales | Qualitative research |
| Helps to quantify the variation | Quantitative research |
| Categories of research | 1. Empirical and theoretical research 2. Basic (or pure) and applied research 3. Health research triangle 4. Social research |
| Three operational interlinked categories of biomedical, health services and behavioral researches | Health research triangle |
| -Following a systematic plan -Classified as quantitative and qualitative -A range of methods in order to analyze a vast breadth of social phenomena (e.g. census, survey data & the likes) | Social research |
| Problem-oriented and is directed towards the solution of an existing problem | Applied research |
| Procedures of Research Process (1-7) | 1. Formulating a research question and objective 2. Conceptualizing a research design 3. Selecting a sample 4. Constructing an instrument for data collection 5. Designing the plan of analysis 6. Writing a research proposal 7. Collecting the data |
| Procedures of Research Process (8-11) | 8.Processing the data 9. Analyzing the data 10. Writing a research report 11. Disseminating and utilizing the results |
| Based upon observation and experience more than upon theory and abstraction | Empirical research |
| Abstraction in mathematical models | Theoretical research |
| Criteria for a Good Research Question | Feasible Interesting to the investigator Novel Ethical Relevant (FINER) |
| -Criteria for a Good Research Question -Adequate number of subjects; adequate technical expertise; affordable in time and money; and manageable in scope | Feasible |
| -Criteria for a Good Research Question -Confirms or refutes previous findings, extends previous findings; and provides new findings | Novel |
| -Criteria for a Good Research Question -With consent form -With the institutional review board | Ethical |
| -Criteria for a Good Research Question -To scientific knowledge; to clinical and health policy; and to future research directions | Relevant |
| -Explain how you will find answers to your research questions; sets out the logic of your inquiry -Includes study design, measurement procedures, sampling strategy, frame of analysis, time-frame -Step 2 | Conceptualizing a research design |
| -Identifies the research destination/statements of the problem, objectives of the study (general, specific) -What the investigator really wants to answer -Step 1 | Formulating a research question and objective |
| -The uncertainty about something the investigator wants to resolve -Origins: build on experience, be alert to new ideas, keep the imagination roaming | Research question |
| Characteristics of Good Objective | Specific Measurable Attainable Relevant Time-referenced (SMART) |
| -Be written using specific, 'doing' verbs -Characteristics of Good Objective | Specific |
| -Be observable or audible (we must be able to see it or hear it) -Characteristics of Good Objective | Measurable |
| -Achievable; be possible to attain - it must be realistic -Characteristics of Good Objective | Attainable |
| -Useful to learners -Characteristics of Good Objective | Relevant |
| -Time-bound; identify when it will be measured -Characteristics of Good Objective | Time-referenced |
| -Means of collecting information for your study -Research tool/research instrument (observation, interview, questionnaires) -Field testing of research tool (Pilot test) | Constructing an instrument for data collection |
| -Statistical data analysis: descriptive or analytic procedures, statistical methods/tests/software, dummy tables | Designing the plan of analysis |
| -A preview of tables to be presented -Helps researchers to clarify instrument protocol | Dummy table |
| -A fairly true reflection of the sampling populations -Sample size estimation -Include study population, sampling design | Selecting a sample |
| -Put everything together in a way that provides adequate info -Overall plan which tells a reader about your research problem -Function: to detail the operational plan for obtaining answers Step 6 | Writing a research proposal |
| -Training of interviewers -Collect the data -Research instruments -Step 7 | Collecting data |
| -Data editing, coding and encoding -Data quality-control -Worksheet format in Excel -Step 8 | Processing data |
| -Perform statistical analysis -Construct tables and graphs for presentation -Step 9 | Analyzing data |
| -Informs the world of what you have done, discovered and conclusions you have drawn from your findings -Step 10 | Writing a research report |
| -Presentation to authorities to implement results of research -Publication in scientific journals and other works for wide distribution of findings -Step 11 | Dissemination and utilizing the results |
| Examples of Research | -Staff study -Commandant's Paper -Action Research -Position Paper -Service Paper -Master's Thesis -Dissertation |
| -Aims to equip or enhance the student-officer's research skills to help them make informed decisions -embodied the results of the student's scholarly investigation to provide solutions to existing problems | Commandant's Paper |
| Written decision briefing | Staff study |
| To describe a position and generate support on an issue and reasons for that position | Position paper |
| Extensive scholarly paper that allows you to dig into a topic, expand on it and demonstrate how you've grown as a graduate student | Master's thesis |
| A long essay on a particular subject, especially one written as a requirement for the Doctor of Philosophy degree | Dissertation |
| -Conducted by one or more individuals or groups for the purpose of solving a problem or exploring issues of everyday practice work to bring about change -Carried out in order to understand, evaluate and then to change, in order to improve some practice | Action research |
| Why use action research? | -To give new opportunities to reflect on and assess current practices -To explore and test new ideas, methods and materials -To evaluate how effective the new approaches were -To share feedback -To make decisions about which new approach to include |
| When do you use action research? | -To look deeper into a problem -To help leaders reflect on their own practices -To address problems -When a student-officer want to improve some practices |
| Action research is characterized as daily practice | Integrated |
| Action research is characterized as a process that alternates between plan implementation and critical reflection | Reflective |
| Action research is characterized as methods, data and interpretation refined in the light of the understanding gained during the research process | Flexible |
| Action research is characterized as a process designed to generate change in small steps | Active |
| Action research is characterized as meets the needs of the personnel/organization | Relevant |
| Action research is characterized as involving a number of cycles with each clarifying issue leading to a deeper understanding and more meaningful outcomes | Cyclical |
| Action research is characterized on a single issue for improvement | Focused |
| Action research is characterized as students and the school working together to improve the student's AR outcomes | Collaborative |
| Action research is characterized as an organized approach to answering questions | Planned |
| Action research is characterized as simultaneous construction of new knowledge by students about the organization | Learning |
| Method used for improving practice. It involves action, evaluation, and critical reflection and – based on the evidence gathered – changes in practice are then implemented | Action research |
| -Participative and collaborative; it is undertaken by individuals with a common purpose. -It is situation-based and context specific. | Action research |
| -It develops reflection based on interpretations made by the participants. -Knowledge is created through action and at the point of application. | Action research |
| -Can involve problem solving, if the solution to the problem leads to the improvement of practice. -Findings will emerge as action develops, but these are not conclusive or absolute. | Action research |
| -Type of action research -Results in action plan -Addresses specific problem w/i school -Involves variety of settings -To improve practice in short term | Practical action research |
| -Type of action research -Collaborative approach -Provides people with means to take systematic action -Consensual, democratic -Formulate accounts and explanations of situation | Participatory action research |
| -to empower individuals to improve their lives -to bring about social change -Focuses on specific issue -Have intensive involvement -Involves sizable group representing diverse experiences | Participatory action research |
| -Studying practices or practices to help enhance studying involving individual or team-based inquiry -Focusing on solution or change -Implementing of a plan of action of the solution or change | Practical action research |
| -Studying issue that affect personnel, unit or entire organization -Emphasizing collaboration -Focusing on “life-enhancing changes” -Implementing of a plan of action based on recommendations | Participatory action research |
| Types of data gathered: Qualitative/Quantitative Inquiry: Systematic | Traditional Research / Action Research |
| Led by researcher who may not be usually involved in the situation | Traditional research |
| Led by student/personnel who are involved/who have experienced the issue | Action research |
| Develop new knowledge | Traditional research |
| Solve practical problem, improve practice | Action research |
| Uses primarily professionally developed instruments | Traditional research |
| Uses primarily students-developed instruments deemed applicable | Action research |
| Little formal training required to conduct such studies | Action research |
| Considerable training required to conduct such studies | Traditional research |
| Primary audience: Members of the org | Action research |
| Primary audience: Other researchers, gov't and private agencies | Traditional research |
| Standard for quality research: The research results in desired change | Action research |
| Standard for quality research: Peer review of methods and results | Traditional research |
| Purpose of gathering and analyzing data: -Explore practical problem -Guide action planning -Evaluate results | Action research |
| Purpose of gathering and analyzing data: -Gain better understanding of phenomenon -Develop or test hypothesis | Traditional research |
| Generalizability is very limited. Only the best recommendation/course of action is recommended | Action research |
| Generalizability is often appropriate. May present several recommendations. | Traditional research |
| Why action research is a valuable form of inquiry for new officers? | -Practical -Empowering -Participative -Tentative |
| Action research is a valuable form of inquiry because it focuses on practical improvements | Practical |
| Action research is a valuable form of inquiry because school administrators, students and other personnel can all be involved in meaningful ways. | Participative |
| Action research is a valuable form of inquiry because all participants can contribute to and benefit from the process | Empowering |
| Action research is a valuable form of inquiry because there are not always right or wrong answers; rather, here are possible solutions based on multiple view points | Tentative |
| Format of Action Research Preliminary Pages | -Title page -Copyright page -Endorsement and certification -Approval sheet -Abstract -Acknowledgement -Table of contents |
| Format of Action Research Problem and its Context | -Background of the study -Problem statement -Purpose of the study |
| Format of Action Research Literature Review | -Related literature -Conceptual framework -Definition of terms -Scope and delimitations |
| Format of Action Research Methodology | -Research design -Data collection procedures -Sampling design -Instruments |
| Format of Action Research Presentation of Findings/Discussion | -Presentation of findings and discussion |
| Format of Action Research Recommendation and Implementation | -Presentation of Recommendation -Presentation of Implementation / Action Plan |
| Format of Action Research Last pages | -References -Appendices/Annexes -Researcher's Profile |
Created by:
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