Research

The careful, diligent, and exhaustive investigation of a specific matter, having as its aim the
advancement of mankinds knowledge. (Manheim, 1977).
It is the systematic, objective analysis and recording of controlled observation that may lead
to the development of generalization, principles, or theories, resulting in prediction and possibly
ultimate control of events.
A. Nature, scope of educational research
B. Importance of educational research
Uses of Educational Research

Acquire a new or different perspective about education or an educational process that

generates ideas on how to approach a practical problem.

Use research results to aid in policy- and decision-making and to

between alternatives.

Adopt programs identified from a research literature review that have a greater likelihood
of producing desirable effects.

Identify an instructional or educational need systematically rather than intuitively.

Test an assumption or a hypothesis deduced from a theory or a claim to provide more

reliable knowledge and implications for educational practice.

Administer standardized group or individual tests in such a manner as to increase the

validity and reliability of the data.

justify decisions

C. Types of research according to purpose and method

According to Purpose (Purposive Nomenclature)
1. Pure/ Basic/ Fundamental Research
- It aims to discover the basic truths or principles. This is intended to add to a body of
knowledge. This is a research done to test theory with little or no thought of application of
the results to practical problems.
2. Applied Research
- This is the application of scientific knowledge to the solution of a problem. There is a
development of new system or procedure, new device, or new method in order to solve the
problem.
- It tests the usefulness of scientific theories and determines empirical and analytical
relationships within a given field.
3. Action Research
- This is a decision-oriented research where it involves the application of the steps of
scientific method in response to an immediate need for improvement of the existing
practices.
- It involves teacher using research methods to study classroom problems.

According to Method (Descriptive Nomenclature)

1.

Historical research
- describes what was. The process involves investigating, recording, analyzing, and
interpreting the events of the past for the purpose of discovering generalizations that are helpful
in understanding the past and the present, and, to a limited extent, in anticipating the future.

2. Descriptive research
- describes what is, describing, recording, analyzing and interpreting conditions that exist.
It involves some type of comparison or contrast and attempts to discover relationships between
existing nonmanipulated variables.
3. Experimental research
- describes what will be when certain variables are carefully controlled or manipulated.
The focus is on relationships. As defined here, deliberate manipulation is always a part of the
experimental method.
A. Other Classifications:
1. Library research
- research is conducted in the library in such a way that answers to the specific
questions/problems of the research study are available in the library.
2. Field research
- research is conducted in a natural setting. No changes in the environment. Field
research is both applicable to descriptive survey and experimental methods.
3. Laboratory research
- research is conducted in artificial or controlled conditions by isolating the study in a
rigorously specified and operationalized area. This is applicable to both experimental,
descriptive and case study methods.

II.

QUALITIES NEEDED BY A RESEARCHER

A. Characteristics of a good researcher (Calmorin, 1994)
1. Intellectual Curiosity
The researcher has reflective thinking and inquiry of the things around him. He is
eager to get information regarding his problem due to novelty and unusualness. As a result,
he seeks question to answer, continues to read the related literature, makes use of his
experiences and exercises his creativeness and inventiveness.
2. Prudence
Intellectual curiosity ends when prudence begins. Once the investigator has chosen
wisely his research problem his intellectual curiosity ends.
In prudence, the researcher is conducting his research study at a right time and right
place wisely, economically, and efficiently. In other words, he is doing the right thing at the
right time.

3. Healthy Criticism
The investigator is always doubtful as to the veracity of the results. Normally, the
researcher always doubts the truthfulness of his findings even if the data are gathered
honestly.
4. Intellectual Honesty
The intellectual researcher is honest in collecting or gathering the data or facts to
arrive at honest results.
Qualities of a Researcher (Calmorin, et al.)
R research oriented
E efficient
S scientific
E effective
A active
R resourceful
C creative
H honest
E economical
R religious