St. Chamuel College, Inc.

College Department S.Y. 2025-2026

2ND SEMESTER

Subject: TEACHING RESEARCH 2

Course Level: BTVTED 3

Module 1

Content Standards: The learner demonstrates understanding of the importance of

research in daily life, the characteristics, processes, and ethics of research, aims and
purposes, and differentiation of quantitative and qualitative research.

Performance Standards: The learner is able to use appropriate kinds of research in

making decisions.
Most Essential Learning Competencies: The learner shares research experiences
and knowledge, explains the importance of research in daily life, describes
characteristics, processes, and ethics of research, and differentiates quantitative from
qualitative research.

Introduction:

Research is "creative and systematic work undertaken to increase the stock of

knowledge". It involves the collection, organization and analysis of information to
increase understanding of a topic or issue. To test the validity of instruments,
procedures, or experiments, research may replicate elements of prior projects or the
project as a whole.

Research is a process of systematic inquiry that entails collection of data;

documentation of critical information; and analysis and interpretation of that

Teaching Research 2
data/information, in accordance with suitable methodologies set by specific professional
fields and academic disciplines.

Research is conducted to...

 Evaluate the validity of a hypothesis or an interpretive framework.

 To assemble a body of substantive knowledge and finding.
 To help generate questions for further inquiries.

LEARNING CONTENT:

MODULE 1: NATURE OF INQUIRY AND RESEARCH

RE (prefix which means “again)

SEARCH (to look for something)

“to look for something again.”

In summary, research is an organized method of finding novel or relatively new

ideas from existing body of knowledge with the help of useful tools for the purpose of
improving the quality of life. By using these ideas resulting from research, most of the
society’s major problems are resolved, needs are satisfied, and demands are met.

Research is a systematic investigation designed to extend the knowledge of

what is already known of the physical, biological, or social world and research can be
creative, exploring or just reassuring in nature.

WHAT IS QUALITATIVE RESEARCH?

Qualitative research is a process of naturalistic inquiry that seeks an in-depth

understanding of social phenomena within their natural setting. It focuses on the "why"

Teaching Research 2
rather than the "what" of social phenomena and relies on the direct experiences of
human beings as meaning-making agents in their everyday lives.

Rather than by logical and statistical procedures, qualitative researchers use

multiple systems of inquiry for the study of human phenomena including biography,
case study, historical analysis, discourse analysis, ethnography, grounded theory, and
phenomenology.

Qualitative Research is simply exploratory research. It is used to gain an

understanding of underlying reasons, opinions, and motivations. It provides insights into
the problem or helps to develop ideas or hypotheses.

CHARACTERISTICS OF QUALITATIVE RESEARCH

1. REALISTIC: Research is a realistic undertaking that must result to empirical

data. Empirical data are those derived from actual observations of a
phenomenon, interviews of people who have witnessed an incident, analysis of
first-hand documents sources, excavation of artifacts and other actions that yield
valid evidences of one’s investigations.

2. LOGICAL: Research follows valid, definite principles, frameworks and

procedures. There are proper logical and ethical approaches to search for
answers to a specific research question. Failure to follow these procedures
correctly may yield invalid and unreliable outcomes.

3. CYCLICAL: Research is cyclical. It starts with a problem and ends with another.
As soon as a research question is answered, other questions may arise. This
process continues until such time that a purified body of knowledge is attained.

4. ANALYTICAL: After employing strictly and correctly the predetermined

procedure and gathering empirical data, the latter must be analyzed to elicit the
desired meaning from the obtained information. It is only through this process

Teaching Research 2
 that research results become relevant not only to the people who participated in
the investigation but also to those who share similar characteristics. Proper
analysis of the data should be done before making final conclusions.

5. OBJECTIVE: Objectivity is defined as the lack of bias or prejudice, which it is

based on facts and not on opinions. Analysis and interpretation of data, and
drawing out implications from research data must be free from bias and
alterations to favor a certain hypothesis, a personality, or an organization.

6. CRITICAL: The research is said to be critical when the researcher is careful and
precise in processing ideas and judgements.

7. REPLICABLE: Research procedures must be written clearly and chronologically

for it to be replicable; such th
8. at other researchers can redo or repeat the investigation with the intent of
verifying the generated information.

9. ACCURATE: Accuracy in research is a research characteristic that provides a

way to know how close are the sample parameters to population characteristics.
So, accuracy means how precisely the measured value or findings reflect the real
or the original values. By measuring the accuracy of the research, the researcher
can prove that the research is generalizable, reliable, and valid.

10. TIMELINESS: Timeliness of research is important for evidence-based policy

making. In order to create timeliness of research, interaction between
researchers and policy makers is important.

11. RELEVANCE: The relevance in research is the understanding of how finding or

studying one thing affects another. “Relevance” can also be seen as the extent to
which a certain study or theory is significant. Research is the pursuit of new
knowledge.

Teaching Research 2
 12. CLARITY: Clarity is important because it helps you as well as the readers in
knowing the research. For you, clarity means ease in conducting the research. A
clear and precise research question helps you in avoiding ambiguities in the later
stages of the research.

13. SYSTEMATIC: Systematic reviews are a type of review that uses repeatable
analytical methods to collect secondary data and analyze it wherein, the
organization of the entire study takes place. Systematic reviews are a type of
evidence synthesis which formulate research questions that are broad or narrow
in scope, and identify and synthesize data that directly relate to the systematic
review question.

PURPOSES OF RESEARCH

Research is the cornerstone of building a case, or a story. It’s the center, the
hub, and the well upon which you can draw your knowledge. Research is what gives the
researchers, storyteller, student or scientist the means to make a conclusion.

According to Chris Coryn (2007), the Associate Professor of Evaluation,

Measurement and Research, “research is a truth-seeking activity which
contributes to knowledge, aimed at describing the world, conducted by governed
by those with a high level of proficiency or expertise".

 Research is truth seeking. It means that investigation or research of or

for a body of real things, events, or facts, or explanation of them.
 Research describes the world. Research is about giving an account of
and explains which is about giving reason cause of.
 Research is conducted and governed by those who have the
requisite proficiency or expertise. It says that research is conducted by
one is who is an expert in a branch of knowledge.

Teaching Research 2
TYPES OF QUALITATIVE RESEARCH

Generally, qualitative research is divided into four types:

1. Basic Research – This research is more descriptive in nature, exploring what,

why, and how question, in order for you to understand and explain the research.
2. Applied Research – This research is to help people understand the nature of
human problems.
3. Evaluation Research – Evaluation research studies the processes and
outcomes aimed at attempted solution.
4. Action Research – An aim of solving problems within a program, organization,
or community.

AIMS OF QUALITATIVE RESEARCH

1. Verification of existing knowledge. Verifying or proving the veracity of existing

theories or knowledge. This may lead to development of new ideas,
strengthening a current knowledge, or debunking a theory.
2. Acquisition of new knowledge. Research brings forth new ideas regarding a
theory or even create a totally new theory.
3. Application of new knowledge. Once new ideas or innovations are proven true,
they are then utilized and translated to something useful to humankind.
4. Advancement of researcher’s expertise. Gain relevant experiences that
enhance and deepen their knowledge and skills in the area of their
investigations.

FUNCTIONS OF QUALITATIVE RESEARCH

Research can be classified into different types according to functions —

exploration, description, and explanation.

Teaching Research 2
 1. Exploration – When its purpose is to provide a foundation for future studies, the
research is called an exploratory investigation. This kind of research seeks to
find more information about a topic and a broader perspective or additional
knowledge to what is currently known. A researcher may explore a new topic of
interest or explore new angles of a theory. Exploring new topics may lead to
unexpected discoveries, ideas, or phenomena.

2. Description – When the primary purpose of research is to give additional

information on newly discovered ideas that are results of exploration, it is called
descriptive research. Descriptive research fills in the details and gaps regarding
a particular idea, with the intent to expand understanding. Here, more information
is needed to be supplied in order to answer the ‘what’ and ‘how’ questions
instead of formulating unsure explanations.

3. Explanation – Once newly discovered ideas are described thoroughly, it is

imperative for researchers to understand why these came into existence. This
task of looking at how things are connected and how they interact is the primary
purpose of an explanatory research. This type of research aims to explain
relationships existing between variables, quantitatively or qualitatively.

PROCESSES OF QUALITATIVE RESEARCH

1. Identifying the research problem.

Teaching Research 2
 The initial step in the research process is the recognition of a research
problem. Research problems are those that cause unfavorable circumstances in a
community or an organization, further investigation as recommended by previous
research studies, or gaps in any field of study. Research gaps are parts of a study
that had not been investigated, or those which research results yielded inconsistent
findings.
Research problems may be in the form of questions that need to be answered
at the end of the research activity. A research problem is the heart of a good
qualitative research. It serves as the researchers’ guide throughout the research
process and the focus of all the research activities.

2. Formulating hypotheses and designing the study.

Reviewing the literature can also help in formulating research hypotheses. A
research hypothesis is an intellectual guess or tentative answer to the research
questions. Hypotheses serve as guide toward designing the research methodology.
A well-designed methodology is the key to success of any research endeavor.

3. Collecting and organizing data.

After designing and carefully planning the methods to be done in the study,
data collection can commence. Data collection is the process of gathering
information by means of a defined method in order to support the hypothesis. Data
could be anything that is used to represent facts and values or anything that may
represent a characteristic of something that is being measured. There are many
possible ways to gather data in qualitative research.

4. Analyzing and testing hypothesis.

Data gathered should be organized to facilitate data analysis. Data analysis
is the process of examining data against the preconceived hypotheses. If the data
gathered support the hypotheses, then the hypotheses cannot be rejected,
suggesting that the present research results conform to the literature. Rejection of

Teaching Research 2
 hypotheses implies that the results deviate from the existing literature, which may be
caused by cultural difference or uncontrolled extraneous variables.

5. Interpreting data.
Presenting data in a manner understandable to readers is not enough for a
scientific investigation. Gathered data must be interpreted correctly to pave the way
for drawing out meaningful implications and in making the research relevant.
Interpretation of data against an established theory may be desirable. Furthermore,
in qualitative research, the need to return to the research subjects for validation
purposes is deemed necessary. This process is termed as member-checking.

6. Reporting results.
Reporting or communicating research results for public information is
essential. With this, the results may be used by stakeholders for their own benefit, a
responsibility needed to be internalized by researchers. Similarly, public
dissemination of research results may give rise to further questions or research
problems to be undertaken by interested parties.

PRINCIPLES OF RESEARCH ETHICS

1. PRINCIPLE #1: MINIMIZING THE RISK OF HARM.

Dissertation research should not harm participants. Where there is the
possibility that participants could be harmed or put in a position of discomfort,
there must be strong justifications for this. Such scenarios will also require (a)
additional planning to illustrate how participant harm (or discomfort) will be
reduced, (b) informed consent, and (c) detailed debriefing.
There are a number of types of harm that participants can be subjected to.
These include:
 Physical harm to participants.
 Psychological distress and discomfort.

Teaching Research 2
  Social disadvantage.
 Financial status.
 Privacy and anonymity.

2. PRINCIPLE #2: OBTAINING INFORMED CONSENT.

One of the foundations of research ethics is the idea of informed consent.
Simply put, informed consent means that participants should understand that
(a) they are taking part in research and (b) what the research requires of
them.
Another component of informed consent is the principle that participants
should be volunteers, taking part without having been coerced and deceived.
You should also be aware that there are instances informed consent is not
necessarily needed or needs to be relaxed.

3. PRINCIPLE #3: PROTECTING ANONYMITY AND CONFIDENTIALITY.

Protecting the anonymity and confidentiality of research participants is
another practical component of research ethics. After all, participants will
typically only be willing to volunteer information, especially information of a
private or sensitive nature, if the researcher agrees to hold such information
in confidence.

4. PRINCIPLE #4: AVOIDING DECEPTIVE PRACTICES.

At first sight, deceptive practices fly in the face of informed consent. After
all, how can participants know (a) that they are taking part in research and (b)
what the research requires of them if they are being deceived. This is part of
what makes the use of deceptive practices controversial. For this reason, in most
circumstances, dissertation research should avoid any kinds of deceptive
practices.

5. PRINCIPLE #5: PROVIDING THE RIGHT TO WITHDRAW.

Teaching Research 2
 Research participants should always have the right to withdraw from the
research process. Furthermore, participants should have the right to withdraw
at any stage in the research process. When a participant chooses to withdraw
from the research process, they should not be pressured or coerced in any
way to try and stop them from withdrawing.

Teaching Research 2