app 005 Flashcards
(174 cards)
1
Q
Is a process or way for us to learn and find answers in our everyday questions
Goal is to give an answers or solve a problem.
Systematic process
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RESEARCH
2
Q
Refers to the overall strategy that you choose to integrate the different components of the study in a logical way, ensuring that you will effectively address the research problem.
Structures framework or blueprint for conducting the study.
It is an outline.
A
RESEARCH DESIGN
3
Q
A
4
Q
key features of research design
A
CLARITY OF PURPOSE
METHODOLOGICAL RIGOR
FEASIBILITY
VALIDITY AND RELIABILITY
5
Q
defines the objectives and the goals of the study
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CLARITY OF PURPOSE
6
Q
ensures that the study can be conducted within available resources and constraints
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FEASIBILITY
7
Q
ensures that the research accurately measures what is intended to measure and produces consistent result
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VALIDITY AND RELIABILITY
8
Q
Involves analyzing and gathering numerical data to uncover trends, calculate averages, evaluate relationships, and derive overarching insights.
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QUANTITATIVE RESEARCH
9
Q
It is a statistical technique for processing and interpreting numerical data.
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QUANTITATIVE RESEARCH
10
Q
Research combines elements of quantitative research and qualitative research in order to answer your research question.
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MIXED METHODS
11
Q
It can help you gain a more complete picture than a standalone quantitative or qualitative study, as it integrates benefits of both methods.
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MIXED METHODS
12
Q
Is scientific research used to collect non-numerical data through different qualitative research methods like observational methods, Face-to-Face interviews, case studies.
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QUALITATIVE RESEARCH
13
Q
Used to obtain detailed answers to the questions. Participants of the research are asked open-ended questions rather than asking close-ended questions through surveys and questionnaires.
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QUALITATIVE RESEARCH
14
Q
It explains how and why something happens and do not answer what and how much happens.
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QUALITATIVE RESEARCH
15
Q
Refers to studying real-world situations as they unfold naturally; non-manipulative and noncontrolling; the researcher is open to whatever emerges.
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NATURALISTIC
16
Q
Acceptance of adapting inquiry as understanding deepens and/or situations change; the researcher avoids rigid designs that eliminate responding to opportunities to pursue new paths of discovery as they emerge.
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EMERGENT
17
Q
They offer useful manifestations of the phenomenon of interest; sampling is aimed at insight about the phenomenon, not empirical generalization derived from a sample and applied to a population.
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PURPOSEFUL
18
Q
Set of rules that need to follow by the researchers.
Written or Unwritten
Govern the expectation of our own and others’ behavior.
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RESEARCH ETHICS
19
Q
report data, results, methods and procedures, and publication status.
Do not fabricate, falsify, or misrepresent data.
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HONESTY
20
Q
Strive to avoid bias in experimental design, data analysis, data interpretation, peer review, personnel decisions, grant writing, expert testimony, and other aspects of research.
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OBJECTIVITY
21
Q
Keep your promises and agreements; act with sincerity; strive for consistency of thought and action.
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INTEGRITY
22
Q
Avoid careless errors and negligence; carefully and critically examine your own work and the work of your peers. Keep good records of research activities.
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CAREFULNESS
23
Q
Share data, results, ideas, tools, resources. Be open to criticism and new ideas
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OPENNESS
24
Q
Honor patents, copyrights, and other forms of intellectual property. Do not use unpublished data, methods, or results without permission. Give credit where credit is due. Never plagiarize.
A
RESPECT FOR THE INTELLECTUAL PROERTY
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Protect confidential communications, such as papers or grants submitted for publication, personnel records, trade or military secrets, and patient records.
CONFIDENTIALITY
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Strive to promote social good and prevent or mitigate social harms through research, public education, and advocacy.
SOCIAL RESPONSIBILITY
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Maintain and improve your own professional competence and expertise through lifelong education and learning; take steps to promote competence in science as a whole.
COMPETENCE
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Know and obey relevant laws and institutional and governmental policies.
LEGALITY
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When conducting research on human subjects, minimize harms and risks and maximize benefits; respect human dignity, privacy, and autonomy.
SUBJECTS PROTECTION
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5 qualitative methods
ETHNOGRAPHY
CASE STUDY
GROUNDED THEORY
NARRATIVE
PHENOMENOLOGY
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Research is probably the most familiar and applicable type of qualitative method to UX professionals.
ETHNOGRAPHY
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You immerse yourself in the target participants' environment to understand the goals, cultures, challenges, motivations, and themes that emerge.
ETHNOGRAPHY
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Rather than relying on interviews or
surveys, you experience the environment first hand, and sometimes as a "participant observer."
ETHNOGRAPHY
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Weaves together a sequence of events, usually from just one or two individuals to form a cohesive story
NARRATIVE
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Is an appropriate qualitative method.
PHENOMENOLOGICAL
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You use a combination of methods, such as conducting interviews; reading documents, watching videos, or visiting places and events, to understand the meaning participants.
PHENOMENOLOGICAL
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You rely on the participants' own perspectives to provide insight into their motivations.
PHENOMENOLOGICAL
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Describe the essence of an activity or event, it looks to provide an explanation or theory behind the events.
GROUNDED THEORY
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It involves a deep understanding through multiple types of data sources.
CASE STUDY
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Can be explanatory, exploratory, or describing an event.
CASE STUDY
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1. State your broad topic
2. Describe your broad area more specifically.
3. Ask familiar questions such as what, who, where, when why and how.
4. Name a specific topic to your broad topic to make it a focused topic.
TECHNIQUES IN NARROWING DOWN A BROAD TOPIC
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A subject or issue that a researcher is interested in when conducting research.
RESEARCH TOPIC
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A well-defined research topic is the starting point of every successful research project.
RESEARCH TOPIC
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Choosing a topic is an ongoing process by which researchers explore, define, and refine their ideas.
RESEARCH TOPIC
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contains the fewest possible words that adequately describe the contents and/or purpose of your research paper.
RESEARCH TITLE
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is a statement about an area of concern, a condition to be * improved, a difficulty to be eliminated, or a troubling question that exists in scholarly literature, in theory, or in practice that / points to the need for meaningful understanding and deliberate investigation.
RESEARCH PROBLEM
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The reader should be able to understand your topic and its importance.
PROVIDING BACKGROUNF INFORMATION
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WHAT MAKES THE INTRODUCTION DIFFERENT FROM THE BACKGROUND?
Your introduce tion is different from your background in a number of ways.
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provides direct or firsthand evidence about an event, object, person, or work of art
PRIMARY SOURCES
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oExample: historical and legal documents, eyewitness accounts, results of experiments
PRIMARY SOURCES
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Describe, discuss, interpret, comment upon, analyze, evaluate, summarize, and process primary sources
SECONDARY SOURCES
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Example: article in newspapers, magazines, book or movie reviews
SECONDARY SOURCES
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Provides an overview, preliminary data about the research study.
INTRODUCTION
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Provides the overall data about the study.
BACKGROUND
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This is the first part of Chapter 1, and it consists of the following: background of the study, statement of the problem, significance of the study, and scope and delimitation of the study.
INTRODUCTION
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An effective introduction may be achieved by:
using a relevant and striking quotation relating a relevant but striking anecdote or incident
asking a series of questions
using a striking statement of your own
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This is a brief statement of the origin of the problem. It is an account describing the circumstances which suggest the research.
BACKGROUND OF THE STUDY
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The definition of the problem is the first main step in writing the research paper. It should be stated precisely, accurately, and clearly. The problem can be expressed in question or declarative form.
STATEMENT OF THE PROBLEM
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An alphabetical list of important terms or acronyms that you define, particularly ambiguous terms or those used in a special way.
DEFINITION OF TERMS
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Characteristics of design or methodology that impacted or influenced the interpretation of the findings from your research.
LIMITATION OF THE STUDY
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They are the constraints on generalizability, applications to practice, and/or utility of findings that are the result of the ways in which you initially chose to design the study and/or the method used to establish internal and external validity.
LIMITATION OF THE STUDY
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Two elements of a research paper that inform the reader what information is included in the research and explain why the author chose that information.
SCOPE AND DELIMITATION OF THE STUDY
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Although scope and delimitation explain the way a study is limited, this information adds credibility to research.
SCOPE AND DELIMITATION OF THE STUDY
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actual place where the study will only be conducted
duration of the conduct of the study
variables involved or to be tested
respondents of the study
SCOPE
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anticipated weaknesses or limitations of the study
ways and means to handle weaknesses and limitations of the study
LIMITATION
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It directly addresses the research gap by emphasizing how the research aims to fill the identified void or address the existing deficiencies in knowledge.
SIGNIFICANCE OF THE STUDY
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It underscores the relevance and necessity of the research by demonstrating how it will advance understanding, address critical issues, provide solutions, or contribute to theory and practice in the field.
SIGNIFICANCE OF THE STUDY
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It explains which specific groups of people will benefit from your research paper.
SIGNIFICANCE OF THE STUDY
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Actual place where the study will only be conducted.
Duration of the conduct of the study
Variables involved or to be tested respondents of the study
SCOPE
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Anticipated weaknesses or limitations of the study
Ways and means to handle weaknesses and limitations of the study.
LIMITATION
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It is your guide for you to finish your research.
Overall strategy used in your research.
RESEARCH DESIGN
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“blueprint”, “foundation”, “framework”
RESEARCH DESIGN
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QUALITATIVE METHOD, QUANTITATIVE METHOD, and MIXED METHOD
RESEARCH DESIGN
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This may include answering the 5Ws:
What? Why? Who? Where? When?
RESEARCH DESIGN
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explains the importance of these questions on how you are going to get the answers for your research questions.
DAWSON (2002)
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There are 4 approaches in research design:
ETHNOGRAPHY
CASE STUDY
PHENOMENOLOGY
*HISTORICAL APPROACH
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From the word ETHNO = people and GRAPHY = writing.
ETHNOGRAPHY
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It translates to writing about people. (way of living)
ETHNOGRAPHY
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Research aims to study a particular group of people in their natural settings.
ETHNOGRAPHY
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Describe and interpret the behavior of different kinds of people, culture or population.
ETHNOGRAPHY
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This can pertain to a specific type of culture, community, school, or workplace.
ETHNOGRAPHY
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If you want to learn deeper and more specific details of a certain situation, group of people or an individual.
CASE STUDY
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It gives a more in-depth analysis to a topic with a use of more data gathering procedures at the same time.
CASE STUDY
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One of the most difficult.
“interview” “observation”
Mixed method
Get a deeper understanding on a topic.
CASE STUDY
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Study the phenomenon or experiences of people.
PHENOMENOLOGY
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The purpose of this approach is to give an idea on how individuals or a group of people react or experience a certain phenomenon.
PHENOMENOLOGY
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A systematic collection and evaluation of information which have occurred in the past.
HISTORICAL APPROACH
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This can be in a form of documents, stories, artifacts, videos, etc.
HISTORICAL APPROACH
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To give the readers an idea/understanding on what happened in the past.
HISTORICAL APPROACH
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Powerful qualitative methodology used to develop theories grounded in empirical data.
GROUNDED THEORY RESEARCH DESIGN
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It allows researchers to explore phenomena without preconceived theories, enabling a deeper understanding of complex social processes.
GROUNDED THEORY RESEARCH DESIGN
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Is a qualitative methodology focused on exploring and interpreting stories, accounts, and experiences shared by individuals or groups.
NARRATIVE RESEARCH DESIGN
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It aims to understand the meaning, context, and significance embedded within narratives, allowing researchers to uncover complex human phenomena
NARRATIVE RESEARCH DESIGN
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Clearly articulate the research problem or question you want to address. Understanding the scope and objectives of your study will help guide your choice of research design.
DEFINE THE RESEARCH PROBLEM
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Conduct a thorough review of existing literature related to your research topic. Identify gaps, controversies, theories, and methodologies used in previous studies. This will help inform your selection of an appropriate research design and methodology.
REVIEW EXISTING LITERATURE
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Clarify the goals and objectives of your research. Consider what you hope to achieve, the specific research questions you want to answer, and the outcomes you aim to produce.
DETERMINE RESEARCH GOALS AND OBJECTIVES
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Formulate clear and specific research questions that align with your research problem and objectives. Your research questions will influence the type of data you need to collect and the methods you will use to analyze it.
CONSIDER YOUR RESEARCH QUESTIONS
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Familiarize yourself with various research designs, including experimental, quasi-experimental, correlational, descriptive, exploratory, qualitative, and mixed-methods designs. Understand the characteristics, strengths, and limitations of each design.
UNDERSTAND DIFFERENT RESEARCH DESIGNS
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In gathering data for your research using different data gathering instruments, you would want to choose only a few people to interview or be part of your study. That is the
CONCEPT OF SAMPLING
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The complete group of people, animals or objects that have the same characteristics that the research needs
POPULATION
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A group of individuals that represent the population.
SAMPLE
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The process of choosing a sample
SAMPLING
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Every member of the population has an equal chance of being selected for the sample. This technique minimizes bias and ensures that each member of the population has an equal opportunity to be included in the sample.
RANDOM SAMPLING
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It involves dividing the population into distinct subgroups or strata based on certain characteristics (e.g., age, gender, income level) and then randomly selecting samples from each stratum. This technique ensures representation from all relevant subgroups within the population.
STRATIFIED SAMPLING
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It involves dividing the population into clusters or groups and then randomly selecting entire clusters to be included in the sample. This technique is often used when it is impractical or cost-prohibitive to sample individuals directly
CLUSTER SAMPLING
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It involves selecting every nth individual from a list of the population members after a random starting point is chosen. This method is straightforward and can be more efficient than simple random sampling when there is a list of the population available.
SYSTEMATIC SAMPLING
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It involves selecting individuals who are readily available and accessible to the researcher. While convenient, this method may introduce bias and may not accurately represent the entire population.
CONVINIENCE SAMPLING
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It involves recruiting participants through referrals from existing participants. This technique is useful for studying hard-to-reach populations or those with specific characteristics, but it may also introduce bias.
SNOWBALL SAMPLING
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It involves selecting participants based on specific criteria or characteristics relevant to the research question. Researchers deliberately choose participants who can provide valuable insights into the phenomenon under study.
PURPOSIVE SAMPLING
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It involves setting quotas for certain demographic characteristics (e.g., age, gender, ethnicity) and then purposively sampling individuals to meet these quotas. This technique ensures representation from different demographic groups but may not be truly random.
QOUTA SAMPLING
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When choosing your population of interest, you should think WHO will be directly affected from this study and WHO will be the potential respondents.
IDENTIFY THE POPULATION OF INTEREST
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Therefore, we need to specify WHO we want to include in our study. You may want to choose your sampling frame to a place where you are residing so that it will be easier to gather respondents.
SPECIFY A SAMPLING FRAME
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Easiest sampling methods to be used. You can either choose one method to use or have a mix of two or more methods
SPECIFY A SAMPLING FRAME
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this is done by asking relevant people if they know someone who will be willing to participate in your research.
SNOWBALL SAMPLING
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You can put criteria or other qualifications for your respondents. You can use social media for "crowd sourcing" or ask someone in your community on who is willing and qualified to participate in your research.
SNOWBALL SAMPLING
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this is a type of sampling that takes sample or respondents that are readily available.
OPPORTUNISTIC SAMPLING
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using this kind of sampling technique involves selecting people that are the most convenient for you as a researcher.
CONVINIENCE SAMPLING
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You may use someone you already know as a respondent because it will save you time and effort in looking for someone who will participate in your study
CONVINIENCE SAMPLING
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A book on high school research by Clemente R. F., Julaton A. B. E. and Orleans, A. V. discusses how to determine your sample sizes. There can be TWO APPROACHES to determine your sample size:
DETERMINE YOUR SAMPLE PRIZE
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It discusses the site/s where the sampling and data collection will take place
RESEARCH LOCALE
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1.Only identify the locale by its name only if you have sought permission. If the permission was not granted, refer to the locale to its characteristics (ie. an autonomous university in Quezon City, a tertiary, two-hundred bed capacity hospital; fisher folk community in Cavite).
RESEARCH LOCALE
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2.Describe the area in terms of its geographic location (up to city or municipal level, unless contraindicated by the institution): For locations outside the city capital/main city, always indicate how far it is from the capital in terms of kilometers, for instance, "Lingayen Pangasinan (221 km from Manila)."
RESEARCH LOCALE
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is all the information that you will gather throughout your research.
DATA
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It refers to first-hand information based on actual experiences or observations.
PRIMARY DATA
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This kind of data is more reliable to use because it is gathered by the actual researchers.
PRIMARY DATA
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are data that are gathered from secondary sources, meaning it is not you that have obtained the information but rather, it comes from previous research, audio recordings or books.
SECONDARY DATA
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One advantage of secondary data is that it is readily available to use, comparing it to primary data where you have to gather the information yourself.
SECONDARY DATA
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These are the tools that you need to use so that you can gather your primary data when you conduct your research. You can even choose one or more instruments to use.
DATA COLLECTION INTERESTS
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It is the most common type of instrument that is being used
INTERVIEW
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Done by having a set of questions to your respondents and letting them answer as truthfully as possible.
INTERVIEW
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This type of interview has a set of predetermined questions that are ready to use. You should not ask beyond what is written in your interview questions.
STRUCTURED INTERVIEW
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This type of interview is the opposite of structured interview. You are not required to make a set of pre-made questions, but rather make an OUTLINE or what kind of questions you want to ask your respondents.
UNSTRUCTURED INTERVIEW
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Life history interview
UNSTRUCTURED INTERVIEW
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A mix of structured and unstructured interview.
SEMI-STRUCTURED INTERVIEW
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It may be one of the most common types of interviews.
SEMI-STRUCTURED INTERVIEW
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You have to prepare a set of questions; however, you are also free to ask to follow up questions to your respondents if you want to clarify something or add information that is not available to you.
SEMI-STRUCTURED INTERVIEW
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Flexible type of interview
SEMI-STRUCTURED INTERVIEW
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Another data gathering instrument that is being used most in ethnography.
OBSERVATIONS
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This happens when a researcher observes and takes notes of the behavior of people that they want to be a part of their research.
OBSERVATIONS
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Researcher observes the behavior of a group of people in their natural setting.
NATURALISTIC OBSERVATIONS
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Researcher takes part on the activities of the group of people that they are observing.
PARTICIPATIVE OBSERVATIONS
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This type of observation happens when you take your respondents out of their natural environment and put them in an environment of your choice.
NON-NATURALISTIC OBSERVATIONS
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You observe how people behave when they are not in their usual settings.
NON-NATURALISTIC OBSERVATIONS
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These are also one of the most common types of instruments that is being used by qualitative researchers. This is somewhat similar to interviews based on the format of questions that is being used.
QUESTIONNAIRES
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This type of questionnaire is similar to a structured interview.
CLOSED-ENDED QUESTIONNAIRES
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This is mostly used when you want to conduct surveys on your respondents.
CLOSED-ENDED QUESTIONNAIRES
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This is mostly for statistical purposes and the questions are already prepared for your respondents to answer. These types of questionnaires usually have boxes for the respondents to put a check mark.
CLOSED-ENDED QUESTIONNAIRES
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Unlike close-ended questionnaires, this type of questionnaire leaves a blank space for the respondents to give their point of view about a specific question.
OPEN-ENDED QUESTIONNAIRES
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This type of questionnaire combines both the close-ended and open-ended questionnaires.
COMBINATION OF BOTH
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This type of data gathering instrument focuses on groups of people being interviewed at the same time.
FOCUS GROUP DISCUSSION
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This relies on the respondents to give a discussion amongst themselves on the questions that you, the researcher, give.
FOCUS GROUP DISCUSSION
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most often a word phrase which symbolically defines a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data.
CODE
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It can compose of interview transcripts, participant observation field notes, journals, documents, literature, artifacts, photographs, video, websites, e-mail and correspondence.
DATA
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something that happens in a regular and repeated way.
PATTERN
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It generated when similar issues and ideas expressed by participants within qualitative data are brought together by the researcher into a single category or cluster.
THEME
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There are two strategies on how to infer data
THEMATIC ANALYSIS and QUALITATIVE DATA ANALYSIS (QDA)
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This phase involves reading and re-reading the data, to become immersed and intimately familiar with its content.
FAMILIARIZATION WITH THE DATA
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this phase involves generating succinct labels (codes) that identify important features of the data that might be relevant to answering the research question.
CODING
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It involves coding the entire dataset, and after that, collating all the codes and all relevant data extracts, together for later stages of analysis.
CODING
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This phase involves examining the codes and collated data to identify significant broader patterns of meaning (potential themes).
SEARCHING FOR THEMES
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It then involves collating data relevant to each candidate theme, so that you can work with the data and review the viability of each candidate theme.
SEARCHING FOR THEMES
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This phase involves checking the candidate themes against the data set, to determine if they tell a convincing story of the data, and one that answers the research question.
REVIEWING THEMES
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In this phase, themes are typically refined, which sometimes involves them being split, combined, or discarded.
REVIEWING THEMES
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This phase involves developing a detailed analysis of each theme working out the scope and focus of each theme, determining the "story" of each.
5. DEFINING AND NAMING THEMES.
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It also involves deciding on an informative name for each theme.
5. DEFINING AND NAMING THEMES.
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This final phase involves weaving together the analytic narrative data and extracts and contextualizing the analysis in relation to existing literature
WRTING UP
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An ongoing and cyclical process which includes identification, examination, and interpretation of certain patterns and themes in the data.
QUALITATIVE DATA ANALYSIS
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It determines how these patterns and themes help answer the research questions. This part will guide you on how to make this task easy.
QUALITATIVE DATA ANALYSIS
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Reread your written observations, relisten the audio recorded interviews, or rewatch the movie or clip.
KNOW YOUR DATA
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Focus yourself on consistent and or varied responses.
FOCUS YOUR ANALYSIS
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Always consult your research questions or you might end up coding unnecessary information. Coding is simply categorizing the data and reducing them.
DO CODING
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Go through your data once more if there are data errors.
CLEAN YOUR DATA
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Identifying meaningful patterns and the theme is the heart and soul of the entire qualitative data analysis. In this stage, you can look at the data
IDENTIFY MEANINGFUL PATTERNS AND THEMES
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After analyzing, coding, and organizing the data, identifying the patterns and themes, you are now ready to interpret your data. In interpreting the data, you will synthesize your tables to a paragraph.
INTERPRET YOUR DATA
