Module 4: Research In Child and Adolescent Development

Statement Yes No
1. Research is only for those who plan to take master’s degree or doctorate
degrees
2. Research is easy to do
3. Research is all about giving questionnaires and tallying the responses
4. Research with one or two respondents is not a valid research
5. Teachers, because they are busy in their classrooms, are expected to use
existing research rather than conduct their own research in the
classroom
6. There is no need to go into research because a lot of researchers have
already been conducted.
7. Students are mere users of knowledge arrived at by research. It is not
their task to conduct research
8. Students do not possess the qualifications to conduct research
9. It is not worth conducting research considering the time and money it
requires

Abstraction:
Your answers to the short questionnaire indicate your basic attitude about research. As a pre-service teacher, it is important
to have a positive regard for research. Best practices in education are usually borne out of research. Research informs practice.
All of the topics discussed in this book is, in one way or another, a product of research. Research is a very reliable means for
teachers to learn about child and adolescent development. When conducted in an appropriate and accurate manner, it becomes a
strong basis for making decision about the things you will do as an effective teacher.

Teachers as Consumers/ End Users of Research

Research gives teachers and also policy-makers important knowledge to use in decision making for the benefits of learners
and their families. Well-informed teachers are able to use and integrate the most authoritative research findings. Research enables
teachers to come up with informed decisions related to educational policies, curriculum, effective teaching-learning process, and even
those involving research, too. It can help us, teachers, to be more knowledgeable about how to fit our teaching with the developmental
levels of our learners.

Teachers as Researchers
The conduct of research does not only belong to thesis and dissertation writers. It is for students and teachers, too. Let us
learn how conduct research by finding out the different research principles and the research methods and designs with the focus on
child and adolescent development.

The Scientific Method

One important principle in research is adherence to the scientific method, since research is a systematic and a logical process.
As such, researchers basically follow the scientific method. Dewey gave us 5 steps of the scientific method. They are as follows:
1. Identify and define the problem
2. Determine the hypothesis
3. Collect and analyse data
4. Formulate conclusions
5. Applying conclusions to the original hypothesis
Simply explained, identifying the research problem is the first step. This is followed by stating the tentative answer to the
research problem called the hypothesis. The hypothesis is also referred to as an “educated guess”, How correct is your “educated
guess” or “hypothesis”? If you research problem is concerned with determining the cause of an effect or the phenomenon you have
to gather and analyze data derived from an experiment. This is true to experimental research. However if your research problem is
concerned with describing data and characteristics about the subjects or phenomenon you are studying, you do not need to perform
an experiment. This is descriptive research. After analysing the data, you formulate your conclusions.
Compare your conclusions to your original hypothesis to find out if your original hypothesis is correct or not. If your original
hypothesis jibes with your finding and conclusion, affirm your hypothesis. If your original hypothesis does not jibe with your finding
and conclusions, reject your original hypothesis.
Research Designs
Researches that are done with high level of quality and integrity provide us with valuable information about child and
adolescent development. To be able to conduct quality research, it is important to that you know various research designs and
different data-gathering techniques used by developmental researchers. Some are given and described below:
Research Description Strengths Weaknesses
Design
Case Study An in-depth look at an It provides information Need to exercise caution when
individual about an individual’s generalizing from the information; the
fears, hopes, fantasies, subject of a case study is unique, with a
traumatic experiences, genetic make-up and experiences no
upbringing, family one else shares; involves judgement of
relationships, health, unknown reliability, in that usually no
and anything that helps check is made to see if other
a psychologist psychologists agree with other
understand that observations (Santrock, 2002)

Correlational A research design that
Study determines associations
Experimental A research design that
determines cause-and-
effect relationships. The
experimental method
involves manipulating
one variable to determine
if changes in one variable.
This method relies on
controlled methods,
random assignment and
the manipulation of
variables to test a
hypothesis
Naturalistic A research design that
Observation focuses on children’s
experiences in natural
settings
This does not involve any
intervention or
manipulation on the part
of the researcher.
This technique involves
observing subjects in the
natural environment. This
type of research is often
utilized in situations
where conducting lab
research is unrealistic,
cost prohibitive or would
un-duty effect the
subject’s behaviour
Longitudinal The research design
studies and follows
through a single group
over a period of time. The
same individuals are
studied over a period of
time usually several years
or more.
Cross-sectional A research strategy in
which individuals of
different ages are
compared at one time
Sequential This is the combined
cross-sectional and
longitudinal approaches
to learn about life span
development. (Schaie,
1993 cited by Satrock,
person’s development
(Santrock, 2002)
Useful because the Because correlational research does not
more strongly two involve the manipulation of factors, it is
events are correlated, not a dependable way to isolate cause
the more we can (Kantowitz, et. al, 2001 cited by
predict one from the Santrock 2002)
other.
The only true reliable Experimental research is what is
method of establishing observable, testable and manipulable.
cause and effect.
Failure to achieve randomisation may
limit the extent to which the study
sample is representative of the parent
population and with it, generalizability
of the findings of the study.
Experimentation with human is subject
to a number of external influences that
may dilute the study results.
(Donnan, 2000).
A further limitation of experimental
research is that subjects may change
their behaviour or respond in a specific
manner simply because of awareness of
being observed-Hawthorne effect
(Haughey, 1994; Clifford, 1997)
One of the advantages The disadvantages of naturalistic
of this type of research observation include the fact that it can
is that it allows the be difficult to determine the exact cause
researcher to directly of a behaviour and the experimenter
observe the subject in a cannot control outside variables.
natural setting.
Allows them to record They are expensive and time-
and monitor consuming.
development trends
The longer the study lasts, the more
subjects drop out – they move, get sick,
lose interest, etc. Subjects can be bias
the outcome of the study, because
those who remain may be dissimilar to
those who drop out.
Allow them to record It gives no information about how
and monitor individuals change or about the stability
developmental trends. of their characteristics (Santrock, 2002)
The researcher does
not have to wait for the
individual to grow up or
become older.
Allow them to record It is complex expensive, and time-
and monitor consuming.
developmental trends.
It provides information
that is impossible to
obtain from cross-
 2002). This starts with a sectional or
cross-sectional study that longitudinal
includes individuals of approaches alone
different ages. A number (Santrock, 2002).
of months or years after
the initial assessment, the
same individuals are
tested again-this is
longitudinal aspect of the
design. At this later time,
a new group of subjects is
assessed at each grade
level.

Action Research Action research is a
reflective process of
progressive problem
solving led by individuals
working with other in
teams or as part of a
“community of practice”
to improve the way they
address issues and solve
problems. (Wikipedia, the
free encyclopedia)
In the context of
teaching, action
researches of teachers
stem from their own
questions about their
reflections on their
everyday classroom
practice
Appropriate in a Typically takes place in one organisation
particular setting when only at a particular time and could not
the purpose of the be interpreted within different
study is “to create organisations in the same way.
changes & gain Therefore, research findings are hard to
information on (impossible) to generalise.
processes and outcome
of the strategies used” If research participants do not feel they
(Hunt, 1987) understand and ‘own’ the research
project, this could lead to a potential
Uses different conflict of interest between the
methods, can get the researcher and those participating in the
best out of the organisation, but also between the
different methods researcher with some participants, on
employed, if done well. the one hand and other members of the
organization, on the other.
Stakeholders are
included throughout
and so researchers are
more likely to make a
difference.

Data-Gathering Technique Definition/Description

Observations can be made in either laboratories or materialistic settings. In
1. Observation naturalistic observation, behaviour is observed in the real world like classrooms,
home in neighbourhood.

Certain indicators of children’s development such as, among others, heart rate,
2. Physiological hormonal levels, bone growth, body weight, and brain activity are measured.
Measures
These are prepared tests that assessed individuals’ performance in different
3. Standardized Test domains. These tests are administered in a consistent manner.

Involve asking the participants to provide information about themselves based on

4. Interviews and the interview or questionnaire given by the researcher
Questionnaires
Gathering of data may be conducted through a printed questionnaire, over the
telephone, mail, in person, or on-line.

Information is obtained by utilizing standardized procedures so that every

participant is asked the same questions in the same manner. It entails asking
participants for information in some structured format.

These are records of information about a lifetime chronology of events and

5. Life-History Records activities. They often involve a combination of data records on education, work,
family and residence. These include public records or historical documents or
interviews with respondent.

Ethical Principles
To serve the genuine purposes of research, teacher researchers are subject to ethical principles. Just as we have the Code of
Ethics that governs the behaviour of teachers, there also exist ethical standards that guide the conduct of research. These ethical
standards serve as reminders that as researchers, we should strive to protect the subjects of our study and to maintain the integrity
of research. Details of these ethical principles are found in documents such as the following:
1. Ethical Standards of the American Education Research Association
2. Ethical Standards for Research with Children – Society for Research in Child Development (USA)
3. Standards of the American Psychological Association Concerning Research
 Common among the three standards given above are the following considerations for researchers conducted with young
children and other vulnerable population which are enumerated by the National Association for the Education of Young Children
(NAEYC).
Some key points are:
1. Research procedures must never harm children, physically or psychologically
2. Children and their families have the right to full information about the research in which they may participate, including
possible risk and benefits. Their decision to participate must be based on what is called – “informed consent”. There must be
informed consent procedures with research participants.
3. Children’s question about the research should be answered in a truthful manner and in ways that children can understand.
Researchers must be honest and clear in their communication.
4. There should be request for privacy. Information obtained through research with children should remain confidential.
Researchers should not disclose personal information or the identity of participants in written or oral reports and discussions.

Impact of Teachers’ Research Involvement on Teachers

Research itself has proven that teachers have everything to gain and nothing to lose when they get involved in the research
process. Evidence suggests that:
1. Teachers who have been involved in research may become more reflective, more critical and analytic in their teaching, and
more open and committed to professional development. (Oja & Pine 1989; Henson 1996; Keyes 2000; Rust 2007).
2. Participating in teacher research also helps teachers become more deliberate in their decision-making and actions in the
classroom.
3. Teacher research develops the professional dispositions of lifelong learning, reflective and mindful teaching, and self-
transformation (Mills 2000; Stinger 2007).
4. Engaging in teacher research at any level may lead to rethinking and constructing what it means to be a teacher or teacher
educator and, consequently, the way teachers relate to children and students.
5. Teacher research has the potential to demonstrate to teachers and prospective teachers that learning to teach is inherently
connected to learning to inquire (Borko, Liston, & Whitcomb 2007).

Teacher involvement in the conduct of teacher research shows a shift from thinking about teacher research as something done
to teachers to something done by teachers (Zeichner 1999; Lampert 2000).

APPLICATION
1. If the research design and the data-gathering techniques were not identified, identify to the best of your ability what must
have been used in the researches.
2. A Research Abstract – A research abstract is a brief summary that appears at the beginning of the article. It has the following
parts
a. Title
b. Researchers
c. Date of Research
d. Introduction
e. Methods
f. Finding/Results of the Study
g. Conclusions and Recommendations
h. References

The first (3) three are self-explanatory and so need no further explanation. The introduction, as the title implies, introduces
the problem or issue that is being studied. It includes a concise review of research relevant to the topic, theoretical ties, and one or
more hypotheses to be tested. The method section consists of a clear description of the subjects evaluated in the study, the measures
used and the procedures that were followed. The results section reports the analysis of the data collected. The conclusion and
recommendations state the author/s’ answers to the specific problems of the study and suggestions on next steps based on the
findings and conclusions of the study, Methods, Findings/Results of the Study and Conclusions and Recommendations constitute the
Body of the Abstract. The last part of the abstract is the references. These include bibliographic information for each source cited in
the research report.

BIG IDEAS
1. Quality research adheres to the scientific method.
2. For research on child and adolescent development to serve its ultimate purpose, researchers must be governed by ethical
principles.
3. There are various research designs and data-gathering techniques. Which research design and data-gathering technique to
use depends on the nature of research problem and objective/s of the research.
4. Teachers are both producers of knowledge when they conduct research and are consumers or end users of knowledge when
they utilize research finding to improve instruction.
5. Research has a transformative effect on teachers’ self-understanding and on their classroom practice. It enables teachers to
develop a better understanding of themselves, their classrooms, and their practice through the act of reflective inquiry.