● Consent - ensures that research subjects understand what is

being done to them, the limits to their participation and awareness

of any potential risks (Social Research Ass., 2003)

Justice
● treat each person with what is morally right and proper; give a
Ethics in Conducting Research person what is due to him
Beneficence ● equitable distribution of burdens and benefits
● Beneficence - maximize benefit; risk of research is reasonable; ● provisions must be made to protect the right and welfare of
safeguard the welfare of subjects. vulnerable groups; avoidance of exploitation
● Nonmaleficence - do no harm; avoid infliction of harm or danger
to the research subjects Comparing Qualitative and Quantitative Research
Purpose
Veracity or avoidance of deception ● Quali: To understand & interpret social interactions.
● tell truth based on gathered facts and evidence ● Quanti: To test hypotheses, look at cause and effect, & make
● avoidance of error in data collection and content intellectual predictions.
honesty; avoid plagiarism Group Studied
● transparency- sharing of results ● Quali: Small, purposely selected
● Quanti: Large, randomly selected
Data Security Variables
● Privacy - individuals can limit access information about ● Quali: Study of the whole, not variables.
themselves ● Quanti: Specific variables studied
● Confidentiality - keeping the identity of respondents and other Form of Data Collected
resource persons protected ● Quali: open- ended responses, interviews, field notes,reflections,s
● Anonymity - the participant's identity is unknown to the etc.
researcher. ● Quanti: precise measurements; structured & validated
data-collection instruments.
Respect for Person Type of Data Analysis
● (respect for autonomy) should be treated with respect for their ● Quali: patterns, features ,themes.
capacity for self-determination. ● Quanti: statistical relationships.
● protection of persons with impaired or diminished autonomy Role of Researcher
requires that those who are dependent or vulnerable be afforded ● Quali: Researcher & their biases may be known to participants in
security against abuse the study
● Quanti: Researcher & their biases are not known to participants in
the study
Results Limitations of a Qualitative Research
● Quali: less generalizable ● Findings usually cannot be generalized to the study population or
● Quanti: generalizable community
Scientific Method ● More difficult to analyze; do not fit neatly in standard categories
● Quali: Exploratory or bottom-up ● Data collection is usually time consuming
● Quanti: Confirmatory or top-down
View of Human Behavior Kinds of Qualitative Research
● Quali: Dynamic, situational, social & personal. Types of Qualitative Research Design
● Quanti: Regular & predictable. Case Study
Most Common Research Objectives ● social care, nursing, psychology, rehabilitation centers, education,
● Quali: Explore, discover. & construct. etc.
● Quanti: Describe, explain, & predict. ● focused on a certain condition of a particular
Focus subject/participant
● Quali: Wide-angle lens, examines the breadth & depth of ● spending time with him/her to conduct observations; usually
phenomena. requires longer period of time
● Quanti: Narrow-angle lens; tests a specific hypothesis. Ethnography
Nature of Observation ● study of a particular group
● Quali: Study behavior in a natural environment. ● undergo immersion to observe his subjects
● Quanti: Study behavior in a controlled condition: isolate causal ● takes longer time period of time
effects Phenomenology
Nature of Reality ● study of how people make meaning of their experiences.
● Quali: Multiple realities, subjective ● attempts to understand people's perception, perspectives and
● Quanti: Single reality, objective understanding of a particular event or phenomenon (Van Manen,
Final Report 1990)
● Quali: Narrative report with contextual description & direct Content and Discourse Analysis
quotations from research participants. ● Analysis or examination of the substance or content of the
● Quanti: Statistical report with correlation, companions of means, & mode of communication (oral, written, non-verbal).
statistical significance of findings. Historical Analysis
● examination of primary documents to make you understand the
Strengths of a Qualitative Research connection of past events to the present time.
● Complement and refine quantitative data Grounded Theory
● Provide more detailed information to explain complex issues ● discover a new theory to underlie your study. creates new
● Multiple methods for data gathering on sensitive subjects explanation or better understanding for phenomenon,
● Data collection is usually cost efficient perspectives, or behavior
Problem and Its Nature ● suggestions on how the data will be used and the necessary
● short but clear background of the phenomenon steps that must be taken in how the study can be improved
● goals/objectives, research gap, the problems that are sought to (Recommendation/Rekomendasyon)
be answered Appendices
● purpose of conducting, the benefits it gives, and the risks of ● It includes essential documents used in conducting the study
conducting it
● It clarifies important information Double Titles
(Introduction, SOP, Significance, Scope and Limitations, Definition of Terms) ● Theme/Focus of the Research
Review of Related Literature ● Figures of Speech and Symbolism
● better understanding of the phenomenon, the problem, and ● Pop Culture Reference
the variables of the study ● Puns/Word Play
● debates about the topic based on findings of past studies and
synthesizes them to determine the research gap Statement of the Problem
● methods of data collection in past research that may serve as ● objectives of the study through the questions
a guide . ● main & specific problems of study
● framework of the study , determine the direction of the study Importance
Research questions (S.O.P) are crucial because they will:
Methodology ● guides in literature search, analysis of data, data presentation,
● It describes the type of research. avoiding tangents.
● Who, where, how the subjects are selected. What are not research problems/questions?
● collecting the data and the tools/instruments used to gather ● Questions that are:
and analyze them. ● Yes-No, moral or ethical, self enlightenment or solving a personal
problem, only compare 2 sets of data, no require a mental
(Research Design, Population and Sampling, Research Instrument, Data struggle,
Gathering Procedure, Data Analysis) ● machines can answer Metaphysical questions .

Results and Discussion Problems in Qualitative Research

● answers the statement of the problem , presents results, analysis ● "Interested in explaining why or how individuals do certain things,
and interpretation. how social systems function, or the relationship between two or
● insights and reflections of the researcher more processes... delving deep into internal psychological
processes such as motives, values, and causes of behavior"
Summary, Conclusion, and Recommendation ● Exploratory and descriptive in nature
● (Summary/Lagom) ● Often deal with what and how questions
● It concisely (directly and briefly) answers the questions ● Deals with social aspects of the world
(Conclusion/Konklusyon)
What questions (Grubium & Holstein, 1997) ● The RRL is "the use of ideas in the literature to justify the particular
● Focus on individuals and social settings approach to the topic, the selection of methods, and demonstration
● Looking for meanings that exist in, emerge from, and are that this research contributes something new. (Hart, 1998)"
consequential for the setting Two ways of looking at the RRL
● Addresses content of meaning as articulated through social ● Point of view of Researcher, POV of reader
interactions and as mandated by culture
How questions Purpose
● Emphasize the production of meaning It helps shape the research, identify a research problem, broaden your
● Explore on how are the realities of life accomplished knowledge, determine the topic of inquiry, foundation and justification for
problems and procedures. Helps best in framework and methodology
Why question
● Seek to understand how certain factors play out in an individual's
life
● Is dealt with less often than what or how questions A systematic RRL
● When asked, requires evidence-based assumptions be made first Input
● gathering of relevant data, journals, conference proceedings,
SCOPE AND LIMITATIONS non-refereed materials, dissertations/ theses, internet-based
● Presents the coverage of the study (scope) sources
● Sets the conditions covered and discussed in the study Process
(delimitations) ● know your literature; describe and summarize
● Recognizes problems/questions that may be related to the study ● analyze and synthesize (compare-contrast, combining, integrating
but are not discussed or included in the results (limitations) ● Evaluate (selecting/deselecting, Identifying its relevance to your
Significance of the Study study)
● Explains why the research is important and essential to the Output
society/community, and the agency/sectors of community which ● exhibits the impact of the body of literature as a whole
will benefit. ● what did you learn from the literature
● It intends to address certain issues on the importance of the
study. It explicitly tells why the research study is beneficial. Body of review of literature
Micro-level: ● Structure must be "continuous in the flow of thought". May
Note: Start with an opening line like: contradict or reinforce previous entries. Do not categorize the
● Specifically, the study will be beneficial to the following people: entries into local, national or international.
● In the conclusion part, compare and contrast them, and then come
CHAPTER II: Review of Related Literature up with your own point of view as to why the concept, theory or
findings of the literature
New definition:
The last part of the review should highlight the GAPS in literature specifically Combined Definition
addressed by your study and their connection in the framework and ● needed when there is a conceptual definition, but limitations must
methods of the study. be set

Types of Research Gaps Conceptual Framework or Research Paradigm

Evidence Gap (Contradictory Evidence Gap) ● Follow with explanation with diagram
● Related literature contradict each other ● Provide a synthesis of the literature review.
Knowledge Gap (Knowledge Void Gap) ● Apply answers to "how? the framework connects to your problem,
● Desired research findings do not exist purpose, and significance of the study, and design.
Practical-Knowledge Gap (Action-Knowledge ● provides a solid, descriptive logical structure of how the ideas
Conflict Gap) relate to one another
● Behavior or practice contradict research findings of researchers.
Methodological Gap (Method and Research Design Gap) PLAGIARISM
● A variation of research is needed for further insights. ● Act of passing one's words and ideas as one's own.
Empirical Gap (Evaluation Void Gap) BLATANT PLAGIARISM
● Research findings need to be evaluated with further research. ● DELIBERATE STEALING of another's words/deas
Theoretical Gap (Theory Application Void Gap) ● Motivated by undeserved rewards
● Theory should be applied to new research to test its validity. WHAT IS ACADEMIC INTEGRITY?
Population Gap ● HONESTY
● Different population used for testing instead of desired population. ● The Center for Academic Integrity defines it as, "a commitment,
even in the face of adversity, to five fundamental values: honesty,
Definition of Terms trust, fairness, respect, and responsibility.”
● It discusses words that are important to have a common CLASSIFICATION OF PLAGIARISM
understanding between the researcher and the audience/readers.UNINTENTIONAL PLAGIARISM
● It also sets limits on what the study will cover. ● Paraphrasing, Quoting and Citing poorly
Types of Definitions INTENTIONAL PLAGIARISM
Conceptual Definition ● Saying another’s work is one’s own.(ctrl c, ctrl v).
● based on how references define it;
● used when the definition from a credible reference matches on Types of Plagiarism
how the term is used in the study Plagiarism of Words
Note: Avoid definition from general references like dictionary and ● Exact words used without proper citation and quotation.
encyclopedia Plagiarism of Structure
Operational Definition ● Paraphrasing text without changing structure and using synonyms,
● based on how it is used in the paper, sets the limits covered by the without proper credit/citation.
study
Plagiarism of Ideas
● Presenting someone’s ideas as one’s own without proper Title of References Works Cited Bibliography
credit/citation. reference
Plagiarism of Authorship list
● Turning in someone’s work, even works commissioned by you, as
one’s own. Footnotes N/A N/A Yes, for
Plagiarism of Self or endnotes Notes-Bibliograp
● Use of own work repeatedly for different outputs. hy format
How much should I quote?
● Quote if powerful, cements credibility, argue another's position, or Order of Alphabetical by Alphabetical Alphabetical by
needs further analysis sources author's last by author's last author's last
● summarizing the relevant passage if you wish to sketch only the name name name
most essential points in the passage
Rules in using quotes: Author Last name and Full first and Full first and last
1. <40 words verbatim, use “”, part of text format initials last names names
2. >40 words, separate, flush it 0.5 to 1 inch, no “”
3. indicate the source or apply in-text citation w/page
“&” or Use "&" Use "&” Use "and"
4. After quote, follow up with the author's or researcher's interpretation.
“and?”
Three (3) Most Common Citation Style
American Psychological Association (APA) style In-text (Author, year, (Author page) Superscript
● psychology, education, social sciences and natural sciences citation page) number and
Modern Languages Association (MLA) style format Footnote
● for humanities such as language, literature, and philosophy REFERENCE LIST (APA FORMAT)
Chicago Manual of Style Author. A A, & Author. B. B. (Date). Title of the work. Source where you can
● for business, history, and the fine Arts retrieve the work. URL or DOl if available
APA Style MLA Style Chicago Style Sourcing from the WWW
5Cs of Evaluating Web Sources:
● Credibility, Content, Currency (at least within 10 years),
Focus of Date Author Author
Construction, Connectivity
source
5Cs of reviewing and Writing
● Cite, compare, contrast, critique, connect

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