Introduction to

Research Project
Japhet E. Manzano
International School, Lyceum of the Philippines Cavite
japhet.manzano@lpu.edu.ph
Learning Target
At the end of this lesson, learners are expected to:
1. explain research and its importance in daily life;
2. differentiate qualitative from quantitative research;
3. define the different kinds of research variables; and
4. describe characteristics and types of quantitative
research.
Definition Research
Scientific process of asking questions and answering
them through a systematic use of predefined set of
procedures.
Systematically collects evidence using those
procedures.
Produces findings that are applicable beyond the
immediate boundaries of the study.
 Research is a systematic process of
collecting, analyzing, and interpreting of
information in order to increase our
understanding of a phenomenon about which
we are interested or concerned (Leedy and
Ormrod, 2013).
 Research is a systematic investigation and
study of materials and sources to establish facts
and reach new conclusions (Walker, 2010).
…continuation

A process of inquiring that entails methods of

learning.
A systematic investigation and collection of
information.
A dynamic, multiple, adaptable activity of inquiry.
Inquiry as Foundation of Research
INQUIRY is defined as “a seeking for truth, information or
knowledge”. The information is sought through questioning.
Individuals carry on the process of inquiry from birth until
death, making inquiry as part of human nature.

Remember!
The process of inquiry begins with “gathering
information and data through applying the various human
senses”.
… So if you desire to become competent researcher, you
can keep in mind the following:

You need to gain an understanding of the various

stages of the research process;
Anchored on an experiential learning approach where
you will fuse and build principles with real-life
experiences.
Why We do Research?
Add to the existing body of knowledge
Improve practice
Solve problems
Raise awareness
Explore and discover useful truth
Help the community
Characteristics of Research
Empirical a research that is based on observations
and experimentations of theories.
Systematic a research that follows orderly and
sequential procedures, based on valid
procedures, and principles.
Controlled all variables, except those that are tested
on are kept constant.
…continuation
Employs Hypothesis guides the investigation process;
a research referring to a search
for facts, answers to questions
and solutions to problems.
Analytical critical analysis of all data used.
Objective unbiased and logical.
Original Work requires effort to get at the
researcher’s own investigation.
What are the Different Kinds of Variables in
Scientific Research?
Variable is anything that has quantity or quality that
varies.

2 Kinds of Variable
Numerical (Quantitative)-anything that can numerically be
represented, e.g., height, weight, age, etc.
Categorical (Qualitative)-a naturally descriptive variable
that cannot be quantified, e.g., socioeconomic status,
poverty, nationalism, etc.
 Other Types of Variables
Independent-to be manipulated to affect the
dependent variable.
Dependent-affected by the independent variable.
Confounding-influences strongly, e.g., age of the
participants, physical ability, mental ability, etc.
Extraneous-influences in weaker/less variable, e.g.,
year, location, instruction, etc.

STEM 116: JAN 22

…continuation
Latent-an underlying variable that cannot be
observed in the part of the participants, though
related to the topic being researched as it is
dependent to it, e.g., political preference like being
conservative or liberal, intelligence, etc.
What’s the Difference between Qualitative
and Quantitative Research?
Similarities of Quantitative and Qualitative
Research
 Empirical research is aimed at creating new knowledge.
 Research creates knowledge by observing phenomena.
 All the entities of interest like attitudes, motives, and
learning can be inferred from observing what people do or
say in a given setting.
 All researches are concerned about the universality of ideas
or expressing an idea in a general statement, i.e., they
desire to find meaning for the research results beyond a
particular time.
Quantitative Research
A systematic empirical investigation of
observable phenomena via statistical, mathematical, or
computational techniques.
The objective of quantitative research is to develop
and employ mathematical models, theories,
and hypotheses pertaining to phenomena.
The process of measurement is central to quantitative
research because it provides the fundamental
connection between empirical observation and
mathematical expression of quantitative relationships.
The researcher analyses the data with the help
of statistics and hopes the numbers will yield
an unbiased result that can be generalized to some
larger population.
In a Nutshell…

If the researcher views quantitative design as a continuum,

one end of the range represents a design where the variables are
not controlled at all and only observed. Connections amongst
variable are only described.
At the other end of the spectrum, however, are designs
which include a very close control of variables, and relationships
amongst those variables are clearly established. In the middle,
with experiment design moving from one type to the other, is a
range which blends those two extremes together.
4 Types of Research Design

Descriptive
Correlational

Experimental
Quasi-experimental
Descriptive Research
Seeks to describe the current status of an identified
variable.
The researcher does not usually begin with
hypothesis but is likely to develop one after
collecting data.
The analysis and synthesis of the data provide the
test of the hypothesis.
…continuation
Systematic collection of information requires careful
selection of the units studied and careful
measurement of each variable.
For example:
“A description of how second-grade students spend their
time during summer vacation”
“A description of how parents feel about the twelvemonth
school year”
“A description of the extent to which elementary teachers
use math manipulatives”
Correlational Research
attempts to determine the extent of a relationship
between two or more variables using statistical data.
relationships between and among a number of facts are
sought and interpreted.
This type of research will recognize trends and
patterns in data, but it does not go so far in its analysis
to prove causes for these observed patterns.
 Variables are not manipulated; they are only
identified and are studied as they occur in a natural
setting.

For example:
“The relationship between intelligence and self-
esteem”
“The relationships between the types of activities
used in math classrooms and student achievement”
Quasi-experimental Research
attempts to establish cause-effect relationships among
the variables
An independent variable is identified but not
manipulated by the experimenter, and effects of the
independent variable on the dependent variable are
measured.
When analyses and conclusions are made, determining
causes must be done carefully, as other variables, both
known and unknown, could still affect the outcome.
For example:
“The effect of preschool attendance on social
maturity at the end of the first grade”
“The effect of taking multivitamins on a students’
school absenteeism”
“The effect of gender on algebra achievement”
“The effect of magnet school participation on student
attitude”
Experimental Research
often called true experimentation, uses the scientific
method to establish the cause-effect relationship
among a group of variables that make up a study.
The true experiment is often thought of as a laboratory
study, but this is not always the case; a laboratory
setting has nothing to do with it.
A true experiment is any study where an effort is made
to identify and impose control over all other variables
except one.
  Subjects are randomly assigned to experimental
treatments rather than identified in naturally
occurring groups.

For example:
“The effect of a new treatment plan on breast cancer”
“The effect of positive reinforcement on attitude toward
school”
“The effect of teaching with a cooperative group strategy or
a traditional lecture approach on students’ achievement”
In a Nutshell…
The overall structure for a quantitative design is based in
the scientific method. It uses deductive reasoning, where the
researcher forms a hypothesis, collects data in an investigation
of the problem, and then uses the data from the investigation,
after analysis is made and conclusions are shared, to prove the
hypotheses not false or false. The basic procedure of a
quantitative design is:
Make your observations about something that is
unknown, unexplained, or new. Investigate current
theory surrounding your problem or issue.
Hypothesize an explanation for those observations.
Make a prediction of outcomes based on your
hypotheses. Formulate a plan to test your prediction.
Collect and process your data. If your prediction was
correct, go to step 5. If not, the hypothesis has been
proven false. Return to step 2 to form a new
hypothesis based on your new knowledge.
Verify your findings. Make your final conclusions.
Present your findings in an appropriate form for your
audience.