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The Nature of Research

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Jo Bartolata
Jo Bartolata

This document defines research and outlines its key characteristics. Research is defined as a systematic process of investigating problems based on facts and logic rather than opinions. It involves gathering original data, analyzing it critically and reaching evidence-based conclusions. Research is characterized as expert, systematic, objective, patient and carefully documented. The main types of research are applied, basic, historical, descriptive and experimental. Descriptive research seeks to characterize existing situations through techniques like content analysis, case studies, surveys and participant observation.

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THE NATURE OF RESEARCH JOCELYN I. BARTOLATA, Ed.D.
DEFINITION  “No longer does man ascribe natural phenomena to supernatural influences, and no longer does he rely blindly upon accepted authority. He has developed an orderly system of searching for truth which, by basing conclusions upon factual evidence and by using logic as a means of showing relationships between related ideas, has given him better and more accurate answers to his many questions. This orderly system is what we call research.”1 Hillway, Introduction to Research (Cambridge, Mass.: Houghton Mifflin, 1956), 18.
Following are other important definitions worth mentioning:  “Ideally, the careful, unbiased investigation of a problem based upon demonstrable facts and involving refined distinctions, interpretations and usually some generalizations.”2  “A systematic and refined technique of thinking, employing specialized tools, tools, instruments and procedures in order to obtain a more adequate solution of a problem than would be possible under ordinary means. It starts with a problem, collects data or facts, analyzes these critically, and reaches decision based on actual evidence.” Carter V. Good, Dictionary of Education, (New York: Mc Graw-Hill Book Company, 1956), 346.
These definitions tell us:  that research involves original work instead of a mere exercise of personal opinion;  that it evolves from a genuine desire to know rather than a desire to prove something;  that it is a systematic search for pertinent information or data on a specific topic and problem; and  that it draws original conclusions based on relevant information.
CHARACTERISTICS OF RESEARCH  A summary of these characteristics is made by Best and is presented as follows:3 1. Research gathers new data or knowledge from primary or first-hand sources.  Do not merely restate or reorganize what is already known or what has already been written. John W. Best, Research in Education (Eaglewood Cliffs, NJ: Prentice Hall, Inc., 1959), 7-8.
2.Research is expert, systematic and accurate investigation.  As a researcher you should know what is already known about your problem. Have an adequate literature review to be able to thoroughly conceptualize the problem. Proceed from this point, carefully planning the procedures. Data are gathered, recorded and analyzed with as much accuracy as possible.
3. Research is logical and objective, applying every possible test to verify the data collected and the procedures employed. Research endeavors to organize data in quantitative terms, IF POSSIBLE. Research is patient and unhurried. You should be willing to exert painstaking effort, suspending judgment to permit the data and logic to lead to a sound conclusion.
4. Research is carefully recorded and reported.  Every term is carefully defined  All procedures are described in detail  All limiting factors are recognized  All references are carefully documented  All conclusions and generalizations are carefully arrived at Thesis is a substantial research project which is scholarly and original. Thesis writing is the end product of research among college and master’s students.
TYPES OF RESEARCH It is customary to classify research as either applied research or basic research. Applied research is directed toward the solution of an immediate, specific, practical problem. Basic research is concerned with the formulation of a theory or a contribution to the existing body of knowledge.  In addition to the broader classification of applied and basic research, nearly all studies may be classified as historical, descriptive, or experimental research. Their classification may be determined by posing the following questions:4 Billy L. Turney and George P. Robb. Research in Education: An Introduction. (Illinois: Dryden Press Inc, 1971), 7.
 Does the research deal with what once was? If it does, then it is historical research. The educational historian may seek either to produce an accurate description of unique events that have happened in the past or to suggest through the survey of these events fruitful generalizations from prior experiences that may act as controls for behavior in the present or future. His purpose is to produce evidence that will help us profit by the experiences of the past in the solution of current problems.
 Does the research deal with what is? If it does, then it is descriptive research. Descriptive research is that process that is concerned with characterizing the features of situations, objects, or practices. It allows one to find out pertinent information about an existing situation. Descriptive research usually is thought of as an effort to determine current practices or status so that we may develop guidelines for future practices.
 3. Does the research deal with what can be when certain factors are controlled? If it does, then quite likely some attempt is being made to establish cause and effect relationships in a controlled situation. Experimental research is an attempt to control all essential factors with the exception of one or more independent variables that can be manipulated, with the purpose of determining and measuring the effect of their operation under given circumstances. Once these effects are determined through demonstration, then true control of behavior or the environment becomes possible.
For AB English researches are normally descriptive in nature. Descriptive research is fact-finding with adequate interpretation. It is something more and beyond data gathering. It is reflective thinking.
SOME DESCRIPTIVE RESEARCH TECHNIQUES 1.Content Analysis – studying and analyzing communications in a systematic, objective and quantitative manner. Instead of observing people’s behavior directly or asking them to respond to questionnaires, the researcher takes hold of communications which the people have produced and he asks questions regarding the communication. Content analysis can be applied to available materials like letters, diaries, newspapers, stories, essays and others.
2. Case study – a complete analysis and report of the status of an individual subject with respect to specific phases of his personality. 3. Survey – the collection of information from a fraction or sample of a population to arrive at generalizations about the population.
4. Key Informant Interview – the source of information depends largely on the recall ability of individuals who have been participants in the given culture. 5. Participant observation – a systematic process of data gathering which requires the researcher to immerse himself/herself totally in the lives of the people and this is done through months of residence in the community and involvement in the various activities of the people he is studying.
REFERENCES: Best, John. Research in Education .Eaglewood Cliffs, NJ: Prentice Hall, Inc., 1959. Good,Carter V. Dictionary of Education. New York: Mc Graw-Hill Book Company, 1956. Hillway,Tyrus. Introduction to Research.Cambridge, Mass.: Houghton Mifflin, 1956. Turney, Billy and and George P. Robb. Research in Education: An Introduction. Illinois: Dryden Press Inc, 1971

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The Nature of Research

  • 1. THE NATURE OF RESEARCH JOCELYN I. BARTOLATA, Ed.D.
  • 2. DEFINITION  “No longer does man ascribe natural phenomena to supernatural influences, and no longer does he rely blindly upon accepted authority. He has developed an orderly system of searching for truth which, by basing conclusions upon factual evidence and by using logic as a means of showing relationships between related ideas, has given him better and more accurate answers to his many questions. This orderly system is what we call research.”1 Hillway, Introduction to Research (Cambridge, Mass.: Houghton Mifflin, 1956), 18.
  • 3. Following are other important definitions worth mentioning:  “Ideally, the careful, unbiased investigation of a problem based upon demonstrable facts and involving refined distinctions, interpretations and usually some generalizations.”2  “A systematic and refined technique of thinking, employing specialized tools, tools, instruments and procedures in order to obtain a more adequate solution of a problem than would be possible under ordinary means. It starts with a problem, collects data or facts, analyzes these critically, and reaches decision based on actual evidence.” Carter V. Good, Dictionary of Education, (New York: Mc Graw-Hill Book Company, 1956), 346.
  • 4. These definitions tell us:  that research involves original work instead of a mere exercise of personal opinion;  that it evolves from a genuine desire to know rather than a desire to prove something;  that it is a systematic search for pertinent information or data on a specific topic and problem; and  that it draws original conclusions based on relevant information.
  • 5. CHARACTERISTICS OF RESEARCH  A summary of these characteristics is made by Best and is presented as follows:3 1. Research gathers new data or knowledge from primary or first-hand sources.  Do not merely restate or reorganize what is already known or what has already been written. John W. Best, Research in Education (Eaglewood Cliffs, NJ: Prentice Hall, Inc., 1959), 7-8.
  • 6. 2.Research is expert, systematic and accurate investigation.  As a researcher you should know what is already known about your problem. Have an adequate literature review to be able to thoroughly conceptualize the problem. Proceed from this point, carefully planning the procedures. Data are gathered, recorded and analyzed with as much accuracy as possible.
  • 7. 3. Research is logical and objective, applying every possible test to verify the data collected and the procedures employed. Research endeavors to organize data in quantitative terms, IF POSSIBLE. Research is patient and unhurried. You should be willing to exert painstaking effort, suspending judgment to permit the data and logic to lead to a sound conclusion.
  • 8. 4. Research is carefully recorded and reported.  Every term is carefully defined  All procedures are described in detail  All limiting factors are recognized  All references are carefully documented  All conclusions and generalizations are carefully arrived at Thesis is a substantial research project which is scholarly and original. Thesis writing is the end product of research among college and master’s students.
  • 9. TYPES OF RESEARCH It is customary to classify research as either applied research or basic research. Applied research is directed toward the solution of an immediate, specific, practical problem. Basic research is concerned with the formulation of a theory or a contribution to the existing body of knowledge.  In addition to the broader classification of applied and basic research, nearly all studies may be classified as historical, descriptive, or experimental research. Their classification may be determined by posing the following questions:4 Billy L. Turney and George P. Robb. Research in Education: An Introduction. (Illinois: Dryden Press Inc, 1971), 7.
  • 10.  Does the research deal with what once was? If it does, then it is historical research. The educational historian may seek either to produce an accurate description of unique events that have happened in the past or to suggest through the survey of these events fruitful generalizations from prior experiences that may act as controls for behavior in the present or future. His purpose is to produce evidence that will help us profit by the experiences of the past in the solution of current problems.
  • 11.  Does the research deal with what is? If it does, then it is descriptive research. Descriptive research is that process that is concerned with characterizing the features of situations, objects, or practices. It allows one to find out pertinent information about an existing situation. Descriptive research usually is thought of as an effort to determine current practices or status so that we may develop guidelines for future practices.
  • 12.  3. Does the research deal with what can be when certain factors are controlled? If it does, then quite likely some attempt is being made to establish cause and effect relationships in a controlled situation. Experimental research is an attempt to control all essential factors with the exception of one or more independent variables that can be manipulated, with the purpose of determining and measuring the effect of their operation under given circumstances. Once these effects are determined through demonstration, then true control of behavior or the environment becomes possible.
  • 13. For AB English researches are normally descriptive in nature. Descriptive research is fact-finding with adequate interpretation. It is something more and beyond data gathering. It is reflective thinking.
  • 14. SOME DESCRIPTIVE RESEARCH TECHNIQUES 1.Content Analysis – studying and analyzing communications in a systematic, objective and quantitative manner. Instead of observing people’s behavior directly or asking them to respond to questionnaires, the researcher takes hold of communications which the people have produced and he asks questions regarding the communication. Content analysis can be applied to available materials like letters, diaries, newspapers, stories, essays and others.
  • 15. 2. Case study – a complete analysis and report of the status of an individual subject with respect to specific phases of his personality. 3. Survey – the collection of information from a fraction or sample of a population to arrive at generalizations about the population.
  • 16. 4. Key Informant Interview – the source of information depends largely on the recall ability of individuals who have been participants in the given culture. 5. Participant observation – a systematic process of data gathering which requires the researcher to immerse himself/herself totally in the lives of the people and this is done through months of residence in the community and involvement in the various activities of the people he is studying.
  • 17. REFERENCES: Best, John. Research in Education .Eaglewood Cliffs, NJ: Prentice Hall, Inc., 1959. Good,Carter V. Dictionary of Education. New York: Mc Graw-Hill Book Company, 1956. Hillway,Tyrus. Introduction to Research.Cambridge, Mass.: Houghton Mifflin, 1956. Turney, Billy and and George P. Robb. Research in Education: An Introduction. Illinois: Dryden Press Inc, 1971