Topic 1.

Nature of Research

I. Learning Outcome:
A. Explain the nature of research.
B. Discuss the values, characteristics, and procedure in conducting research.

II. Discussion and Key Takeaways

A. Definition of research
 It is a term derived from French word ‘Cerchier’ which means to seek or search. The
prefix re signifies replication or repetition of the search. In common usage, research is a
method or process which seeks to discover, find out and explain phenomena that are not
fully understood or something that is not known.
 In the scientific community, it is an activity characterized as diligent, unbiased and
exhaustive inquiry of a particular phenomenon or other subjects of interest to increase
knowledge of science.
 Research may be defined as a scientific investigation of phenomena which includes
collection, presentation, analysis and interpretation of facts that links man’s speculation
with reality (Calmorin, 1995).
 Sanchez (2000) states that ‘research is the continuous discovery and exploration of the
unknown. It entails an investigation of new facts leading to the discovery of new ideas,
new methods, or improvements. It is an attempt to arrive at the truth.
 Research is viewed as a tool for global solution of man’s problem. It is an activity that
endeavors to expand understanding of different situations and giving answers to
problems. The methods used would benefit society either by direct application of the
findings to the social ills or through the use of findings to test theoretical issues in
research (Castillo, 2008).

B. Values of Research to Man

Research is of great value to man. Through research, the quality of man’s life is improved
from conventional to modern because life becomes not only meaningful but enriching as well.
1. Research improves the quality of life. Research has led man to search for ways in
improving his life. It has led him to focus on improving processes and means by which he must
love. The quality of life has improved through research because man is a dreamer, is ambitious,
and is industrious in achieving his dreams.
2. Research improves instruction. Research is unending. Educators, policy makers, and
educational researchers continue to conduct research to improve instruction. Studies on the
different strategies and approaches in the various subject areas and year levels have been
conducted to determine which strategy or approach is best and most effective in teaching.
Several innovations have been introduced to improve instruction.
3. Research improves students’ achievement.
4. Research satisfies man’s needs.
5. Research reduces the burden of work.
6. Research has deep-seated psychological aspects. Research stimulates and ennobles the
human spirit. It challenges man to remove the threat of stagnation. It is an open door to a better
future and it guides him in his efforts to obtain good results which contribute to his satisfaction
and self-fulfilment.
 7. Research improves the exportation of food products.

D. Characteristics of Good Research

1. Empirical. Research is based on direct experience or observation by the researcher. The
collection of data relies on practical experience without benefit of the scientific
knowledge or theory.
2. Logical. It is based on valid procedures and principles. Scientific investigation is done in
an orderly manner so that the researcher has confidence on the results. Logical
examination of the procedures used in the research enables the researcher to draw valid
conclusions. Thus, the logic of valid research makes it important for decision making.
3. Cyclical. It starts with a problem and ends with a problem. For instance, a researcher who
completes his study states his findings and draws up his conclusions and
recommendations. In his recommendations, many problems may crop up as other
subjects for hence, the cycle is repeated.
4. Analytical. Research utilizes proven analytical procedures in gathering the data, whether
historical research, the data gathered focus on the past; in descriptive research, the study
focuses on the present situation; experimental future; and in case study, past, present, and
future.
5. Replicability. The research designs and procedures are replicated to enable the
researcher to arrive at valid and conclusive results. Similarities and differences of
replicated researches can be compared. The more replications of researches, the more
valid and conclusive the results would be.
6. Critical. Research exhibits careful and precise judgment. A higher level of confidence
must be established, i.e, at 1.0 percent or 5.0 percent level of confidence. Based on these
levels of confidence, the researcher is confidently precise in his interpretations on
whether to reject or accept the hypothesis.

Kinds and Classification of Research

Researches may be classified according to the following (Ramos, 2009).
I. According to Purpose
A. Predictive or prognostic research- this type of research proposes to give the result from
one educational practice or pattern and seeks to establish a close statistical connection
between the characteristics of the subjects and prediction of educational outcome.
B. Directive- determines what should be done based on the findings to remedy an
unsatisfactory condition, if there is any.
C. Illuminative research- is concerned with the interaction of the components of the variable
being investigated. Interaction between components of educational systems and subjects’
characteristics and its educational consequences.

Most often, good researches combine prognostic, directive and illuminative processes to
come up with useful quality researches. This makes research works novel and relevant.

II. According to Goal

A. Basic or Pure research- is done for the development of theories and principles. It is
conducted for the intellectual pleasure or learning much of this kind is found on
psychology and sociology.
 B. Applied research- it is the application of the results of pure research. This is testing the
efficacy of theories and principles.

III. According to level of investigation

A. Exploratory- studies the variables pertinent to a specific situation.
B. Descriptive- studies the relationship of the variables.
C. Experimental- studies the effects of the variables on each other.
IV. According to type of analysis
A. Analytical- attempts to identify and isolate the components of the research situation.
B. Holistic- begins with the total situation, focusing attention on the systems first and then
on the internal relationships.

V. According to Choice of Answer

A. Evaluative- all possible courses of actions are specified and identified and the research
tries to find the most advantageous.
B. Developmental- the focus is on finding or developing a more suitable instrument or
process than has been available.

VI. According to Statistical Content

A. Quantitative- is one in which descriptive and inferential statistics are utilized to determine
the results of the study (comparison, cause and effect relationships).
B. Qualitative- these studies are usually ethnographic or anthropological studies that do not
use quantitative analysis at all but bank so much on analysis of content and themes
gathered from primary, secondary and even tertiary sources of information.
C. Mixed methods- these studies use a combination of the quantitative and qualitative
methods in one study.

VII. According to Time Element

A. Historical- describes what was.
B. Descriptive- describes what is.
C. Experimental- describes what will be.

VIII. According to Area of Expertise- researches in this domain include but not limited to the
following: sociological, psychological, physical, chemical, nursing, business, industrial,
economic, curricular, educational, health, nursing, hotel and restaurant, criminology
researches…etc.
E. Research Procedure

By and large, a research process starts with a research problem which the researcher has
identified as researchable and has implications to government thrusts. Based on the identified
major problem, he formulates the specific problem/ objectives of the study. He constructs a
theoretical or conceptual framework as basis for describing properly the relationship of variables
to be used in the study. He then states the assumptions clearly provide the foundation of the
study. Using the specific problems/objectives as basis, he tests the hypotheses, either null or
alternative to have a scientific conclusion of the study. The next step is to review literature and
studies related to the present study to determine the similarities and differences of the findings of
the past studies and to gain insights into the aspects of the problem that are critical and
controversial. From his research design, he can decide the definite research instrument for
collecting data and these data are processed either manually or by machine, whichever is more
economical and accurate using the correct statistical tools in order that a reasonable precise
analysis and interpretation of results can be attained. After the analysis and interpretation of
results, he finally summarizes the whole study, draws conclusions based on the findings and
hypotheses tested and makes recommendations for further research. Such recommendations
should dovetail with the conclusion.

F. Difficulties encountered in conducting research/scientific investigation

 Tradition- it is accepting that customs, beliefs, practices and supertitions are parts of the
daily life of men.
 Authority- this is accepting without question an opinion about a certain subject from a
person in authority.
 Inaccurate observation- describing wrongly what is actually observed.
 Overgeneralization- establishing a pattern out of few instances.
 Made-up information- making up information to explain away confusion.
 Illogical reasoning- attributing something without any logical basis.
 Ego- giving an explanation when someone finds himself in unfavourable circumstances.
  Mystification- attributing to supernatural powers the phenomenon that cannot be
understood.
 Dogmatism- written policy of certain institutions that prohibit the conduct of the study.

G. Qualifications of a good researcher

Conducting a research entails skills. Hence, Calmorin (2007) discussed the following
characteristics of a good researcher.
1. Intellectual curiosity. A researcher takes deep thinking and inquiry of the things,
problems, and situations around him. He is keen to get information on these problems and
situation often due to unusualness and newness. He raises questions to answer, continues
to read the related literature and studies, makes use of experiences, and exercises his
creativeness and inventiveness. When the problem he confronts become clear, he
formulates and tests hypotheses on them. The hypotheses may be accepted or rejected,
depending on his analysis of the data and information he gathers.
2. Prudence. The researcher is careful to conduct his research study at the right time and at
the right place wisely, efficiently, and economically. In other words, he does the right
thing at the right time. Likewise, he uses the 7Ms (manpower, money, materials, method,
machinery, moment of time, and marketing) in conducting research efficiently and
economically.
3. Healthy criticism. The researcher is always doubtful as to the truthfulness of the results.
Normally, the investigator always doubts the authenticity or validity of his findings even
if the data are gathered honestly. For instance, the researcher administers the
questionnaires to the subject of the study. He doubts if the subjects answer correctly the
items. By and large, there are subjects who do not read the items anymore but they just
encircle or check the items especially if the researcher is in hurry to retrieve the
questionnaires. Hence, the researcher is always doubtful as to the veracity of the results.
4. Intellectual honesty. An intelligent researcher is honest to collect or gather data or facts in
order to arrive at honest results. Honesty is the best policy of the researcher. The success
or failure of his research lies on his hand.
5. Intellectual creativity. A productive and resourceful investigator always creates new
researches. He enjoys inventing unique, novel and original researches. In other words, a
creative researcher is also innovative.
III. Learning Task/s
Essay: Answer this question.

“Why do man’s major problems demand research?”

The essay must be at least 500 words long and is organized as follows:

Introduction- one or two paragraphs

Body- at least three paragraphs
Conclusion- one or two paragraphs

Your essay will be marked using the following rubric:

Content
Have you substantially explained the phenomenon you chose to explain? 30 points
Did you provide convincing and adequate support for your
explanations?
Organization
Have you arranged the main points of your essay clearly and logically? 10 points
Are there order and logic in the ideas you presented in each paragraph
and in the entire essay?
Language and Mechanics
Did you observe proper use of language forms (grammar) and 10 points
mechanics (punctuation, capitalization, etc.)
TOTAL 50 POINTS