Nature and Characteristics of Research (Theological Perspective)

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This is a presentation on nature and characteristics of research contextualized on theological research...

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RE1. Methods of Theological Research Chapter 1 Nature and Characteristics of  Research By: Jonas P. Villas St. John the Evangelist School of Theology Palo Leyte, Philippines

 What

you've learned is the source of  the background information you use to communicate with others.

 If

you haven't learned more than your audience already knows, there is nothing for you to share.

Thus you do research!

Research is a syste stema mattic, formal rigorous and precise process employed to gain solutions to problems and/or to discover and interpret  new facts and relationships. (Waltz and Bausell, 1981 1981,, p.1) p.1)..

Research is the process of looking for a specific answer to a specific question in an organized objective reliable way (Payton, 1979, p.4)

Research is systematic, controlled, empirical and critical investigation of hypothetical propositions about  the presumed relations among natural phenomena (Ker (Kerliling nger er,, 1973, 973, p.1) p.1)..

 Search

for knowledge or any systematic s ystematic investigation to establish facts.

 Discovering iscovering,,

interpreting, and the development  interpreting, development of  of  methods and systems for the advancement of human knowledge on a wide variety of scientific of scientific matters of our world and the universe. Scientific research relies on the application of the scientific method, a harnessing of curiosity of  curiosity.. Social research refers to research conducted by social scientists. scientists.

rese resear arch ch by definition speaks of  the divine/human encounter, and takes place in a community of people. heolog ogic ical al Theol

Theological research calls the seminarian to reflect on his/her tradition, experience and faith journeyin other words, to examine his/her soul.  an

extension of selfhooda thrust of intentionality tow toward me mea aning ning withi ithin n one oness lif life eworl world d  --faith-based

identity and vocation --form a context  of meaning through which the seminarian learns to live theologically theologically

 A seminarians research interests should emerge from a faith-based identity and journey with God. Selection of a research topicespecially for a major projectcalls for a moment of spiritual journaling.

Theological

writing is a mirror of the soul isc ern by which the researcher d isc  erns the work  of God within. 

Purposes Purposes and Fu Functions of Research













Exploratory ecome e fami familiar with Becom the basic facts, sett se ttin ing g and and conc concer erns ns.. Create a general mental of picture conditions. Formulate and focus ques uestion tions s for futur uture e research. Generate new ideas, conjectures, or hypotheses. D e t er m i n e the feasibility of conductin conducting g research research.. Develop techniques ad locating future







 



Descriptive Provide a detailed highly accurate picture. Locate new data that contradicts past data. Create a set of categories or class assify ify types. Classi fy a sequence of steps or stages. Document a causal process or mechanism. Report on the background or context of the



  





Explanatory Test a theory or prediction principle. Elaborate and enrich theo theory ryÑs Ñs explanation. Extend a theory to new issues or topics. Su pport or refute an explanation or prediction. Link issues or topics with a gener al principle. Determine which or several explanation is bes est. t.

Characteristics

of Good Research

 There should be the possibility of surprise in social research. research.  look for differences that make a difference   build in reality checks   to see if identical analyses yield similar res ults for different samples of people   compare like with like    study change   Let method be the servant, not the master. 

The

Role of Theory heory in Research

Theory is a system of interconnected abstractions or ideas that  conde onden nses or orga rganize zess knowl nowled edg ge abou bout the the soci socia al world. rld. It also defi efined as a generalization or series of generalizations by which we attempt to expl expla ain some some phen pheno ome men na in a syst system ema atic tic manner er.. (Wiersama,1995).

Social

theories explain recurring patterns not unique or one time event.

Social

Social

theories are explanations for aggregates not  particular individuals.

theorist state a probability, chance or tendency of  events to occur, rather than stating that one event must  absolutely follow another

The

Role of Theory heory in Research

Theory in general makes it easier to read someone elses research or to conduct your own. Such awareness of how theory fits into the research process produces better designed, easier to understand, and better conduc conducted ted studie studies. s. A theory provides a framework for conducting research, and it can be used for synthesizing and explaining (through generalization) research results.

Theory helps provide a framework by serving as a point  of departure for the pursuit of a resea res earch rch proble problem. m.

The

Role of Theory heory in Research Th eory identifies th    e crucial factors. It provides guide for systematizing and interrelating h e various facets of research  t h 

Theory also may very well identify gaps, weak points and inco nconsi nsiste stencie nciess that that ind indicate cate the the nee need for add additio itiona nall research. research. The development development of the theory may light the way  for continued research on the phenomena under study.

Steps/ Stages/Components in/of the Research Process

1. Select a Topic

7. Inform Others

2. Focus Question

THEORY 6. Interpret Data 3. Design Study

5. Analyze Data

4. Collect Data

Kinds and classification of Research according to Purpose



Basic research 



Conducted to develop, test, or refine theory Examples related to learning theory 







Piaget  Constructivism Mastery learning Gardners multiple intelligences intelligences

Kinds and classification of Research according to Purpose 

Applied research 



Conducted to to examine the usefulness of theory in solving practical educational problems Examples 





Developing

seventh grade social studies curriculum around a problem-solving approach to learning Examining the effectiveness of a computer-based algebra program developed around a mastery learning approach Accommodating varied learning styles when teaching lessons in modern literature

Kinds and classification of Research according to Purpose 

Evaluation research 

Conducted to assess the merit or worth of  a specific practice in terms of the values operating at a specific site 



Merit is exemplified by a program accomplishing accomplishing what is was supposed to accomplish Worth is exemplified by the value attached to a program by those using it 



Evalu Evaluat atio ion n (cont (contin inue ued) d) 

Examples 



The computerized algebra program being used in Williams Middle School has been installed properly, is being used properly, and student  achievement is increasing as a result of its use The computerized algebra program being used in Willi illiam amss Mi Midd ddle le School is perceived to be an efficient and effective expenditure of district  funds

Kinds and classification of Research according to Purpose

Research and Development R & D The major purpose of an R&D is not to formulate or test a theory but to develop effective products whether in school or in the social sciences. Once completed, products are field tested, revised until a specified level of effectiveness is achieved. achieved.

Kinds and classification of Research according to Purpose Action

Research This is concerned with a local problem and is conducted in a local setting. It is not concerned whether the results are generalizable to any other setting. The primary goal of action research is to generate a so lution of a given problem, not contribution to science.

Examples How can our college move to a performance based model for undergraduate teacher preparation programs? How can disciplinary policies be enforced consistently in our school?

Characteri stic s C yc lical

nat ure of data c ollecti on on and analysi s Four  basic  steps ±  i denti fy fy a pr ob oblem, c ollect  acti on data, analyze data, and take act on t o resolve the pr ob oblem Typically the educat or ÒownsÓ the pr ob oblem i n that they carr y out the research themselves Potential pr ob oblem Insular  nat ure of the pr ocess ri go gor  of the st udy udy

can affect the

Kinds and classification of Research according to Method 

Descriptive/survey  

Purpose  to describe current conditions Examples  







How many students drop out of school in LNU? What are the attitudes of pare ren nts, students, and teachers to an extended school year? What kinds of activities typically occur in sixth-grade art  classes, and how fre req quently does each occur? What have been the re rea actions of school administra rattors to inno innova vati tion onss in teac teachi hing ng phys physic ical al scie scienc nce? e? To what extent are elementary teachers using math manipulatives?



Descriptive/survey 

Characteristics   





(continued)

Use of large samples Use of tests, questionnaires, and surveys Focused on information related to preferences, attitudes, practices, concerns, or interests Statistical analysis of numerical data

Potential problems   

Instrument

development  Low response rates Honest responses from subjects

Kinds and classification of Research according to Method 

Correlational 



Purpose Purpose  to ascertain ascertain the the extent extent to which which two or more variables are statistically related Examples 





is the relationship between  ACT scores and freshmen grades? Is a teachers sense of efficacy related to their effectiveness? Do significant relationships exist between the types of activities used in math classrooms and student achievement? What



Correlational (continued) 

Characteristics 







Measurement with a correlation coefficient  coefficient  One group of subjects measured on two variables Use of instruments to measure variables Focused on the direction and nature of the relationship



Correlational (continued) 

Potential problems 



Instrument

development  development  Inferring cause and effect relationships

Kinds and classification of Research according to Method 

Causal-comparative 



Purpose Purpose  to explore explore relatio relationship nshipss among among variables that cannot be actively manipulated or controlled by the researcher Examples 





What

is the effect of part -time employment on the achievement  of high school students? What characteristics characteristics differentiate students who dropout from those who do not? What is the effect of attending a  magnet school on student  attitude?



Causal comparative (continued) 

Characteristics 





Selection

of subjects from at least two groups in which the cause (i.e., the independent  variable) has already occurred Statistical comparisons of the effect (i.e., the dependent variable) variable) using at least two groups

Potential problems 

Inferring

cause and effect relationships



Potential problems 

 

Inability

of researcher to adequately control extraneous variables Use of complicated research designs Complex statistical analyses of data

Kinds and classification of Research according to Method 

Experimental 



Purpose Purpose  to establis establish h cause cause and effec effect  t  relationships between variables Examples 



Examine the effect of teaching with a 1) co operative groups strategy or 2) traditional lecture approach on students achievement  Examine the effect of teaching with manipulatives manipulatives or a traditional algorithm approach on the test scores of algebra students



Characteristics 

  

Stringent

procedures for selecting subjects and assigning them to groups Manipulation of the causal variable Control of extraneous variables Statistical analysis of numerical data

Kinds and classification of Research according to Method 

Historical research 



Purpose Purpose  to gain insight insight into into past events, events, issues, issues, of personalities to better understand the current  situation Examples 



The difficulties being experienced while implementing a standards based curriculum can be understood more completely if one recognizes the historical top -down control of curriculum imposed on teachers by the State Department of Education Current parochial school policies can be better understood with knowledge of the role these schools have played in the education of students in the community for the last fifty years



Historical research (continued) 

Characteristics 







Focus on specific individuals, social issues, events, or policies Documents and artifacts are the primary sources of data Data is already available and is complied, presented, and interpreted Data is examined carefully carefully for authenticity and truthfulness



Historical research (continued) 

Potential problems 







Authenticity Truthfulness Reliance on secondary sources  Values of researcher can affect interpretation

 Variables





and Measurement Scales

A variable is a concept   -a noun that stands for variation within a class of objects such as gender, hair color, religion, etc. A variable could be characterized a quantitative (numerical) e.g. height, income,, etc. or qualitative A (categorical) e.g. hair color, religion, etc. numerical variable may also be discrete or continuous.

 Variables 

ependent Independ

(Experimental, reatment, Grou rouping) Variable Treatment, 



and Measurement Scales

That That fa fact ctor or whic which h is m easur ed, ed, manipulat ed, ed, or s el ect ed by th e exp erim ent er to de  t ermin e its re  lationship to an o bs erv ed  ph enom enon .

ependent Depend 

Manipulated, lated,

(Outcome) Variable

That That fa fact ctor or whi which is o bs erv ed a n d me  asur ed t o de  t ermin e th e eff  ect of th e ind ep end ent varia bl e, e, i .e., .e., that factor that app ears, disapp ears, or vari es as th e exp erim ent er introduc es, r emov es, or  vari es th e ind ep end ent varia bl e. e.

 Variables 

Mod Moderator  Variable 



and Measurement Scales

That factor  That  factor  which  is  m easur ed, manipulat ed, or  s el ect ed  by th e exp erim ent er to  r  to  discov er  wh eth er  it  modifi es  th e r elationship of   lationship  of  th  th e ind ep end ent varia  nt  varia bl e to  an  o bs erv ed  ph enom enon . I t is  t  is  a  sp ecial  typ e of  ind  of  ind ep end ent varia  nt  varia bl e. e.

Extraneou Extraneous  Variable 

Thos e factors which  factors  which  cannot  be controll ed .

 Variables





and Measurement Scales

S tud  tud ents

who r ec eiv e pizza coupons as a r eward do  not r ead mor e books than stud ents who do not  r ec eiv e pizza coupon r ewards .

High achi eving stud ents do not p erform  bett er than  low achi eving stud ent wh en writing stori es r egardl ess  of wh eth er th ey us e pap er a n d pe  ncil or a word  proc essor .

Measu Meas urement Scales and and their Characteristics Nominal

 A scale in which the numbers serve as labels rather than have numeric value Ordinal Scale

more" or  A scale which " measures" in terms of such values as " mo "less," "larger" or "smaller," but without specifying the size of  the intervals Interval Scale

 A scale which measures in terms of  equal intervals or degrees of d of  diff erence, erence, but whose zero point, or point of  beginning is arbitrarily arbitrarily established Ratio Scale

 A scale which measures in terms of  equal intervals and an absolute zero point of o of  origin

Limitations of Scientific and Disciplined Inquiry  Approaches 

Four limitations 





 Value-based, philosophical, philosophical, or ethical problems or questions cannot be solved These approaches approaches provide a potentially overly simplified views of reality Methodological Methodological concerns    



Access to subjects Data collection strategies Data analysis Limitations of research designs

Legal and ethical responsibilities of the researcher

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