REFLECTION NO. 2
SCOPES AND TYPES OF RESEARCH
Reported by: Melissa Mae M. Alonzo
Expert researchers have always been and will continue to be students. Individuals and
groups grow and evolve because of research (as a process of knowledge creation). Teachers
bring their experience to the classroom, and through consciously sharing the information they
have acquired through learning, they help to create a professional community and shape the
minds of students.
Experts—people who can manage an analysis, provide data, and then make a claim of
originality about the findings—have traditionally been thought of as conducting research. Good
teachers, on the other hand, have always been good researchers. Any teacher who has asked a
vital problem and used a systematic method to find an answer has engaged in study. Attentive
teachers observe their students and learn about the culture of their learning environment
through systematic and embedded research.
With this, it is very important to know what research approach one has to use when
conducting research most especially when it is all about education. The discussion on the
difference between quantitative and qualitative research set the course on understanding the
essence of each approach. I learned that quantitative research is a type of research that involves
systematic experimental analysis of observable phenomenon. It is more on collecting and
analyzing numerical data to describe characteristics, find correlations, or test hypotheses. On
the other hand, qualitative research is a type of research that enables researchers to gather indepth insights on topics that are well understood. Qualitative research involves collecting and
analyzing non-numerical data. It has also been discussed the data collection methods in both
quantitative and qualitative research. Other than quantitative and qualitative research, other
research methods and approaches were also discussed with their characteristics, advantages,
and disadvantages such as descriptive, analytical, conceptual, and empirical research.
Predominantly, research has been thought of as an endeavor carried out by experts—
people who know what they are doing. After evaluating and addressing the individual needs of
students or learning environments, a good teacher will change her actions to best serve the
needs of students and the system. As the teacher/researcher starts a recursive cycle of questions,
observations, reflections, and intervention with the same or a new group of students, the cycle
repeats itself. Students are constantly inspired by their teachers to establish awareness (just as
teachers do for themselves). Teachers who have researched new instruction, assessed teaching
methods, preferred one new concept over another, or re-evaluated a regular teaching option
based on facts and a guiding question has done so. Both teaching and learning require such
study. We aim to actively accept these patterns and refer to them as science. Outside of the
classroom, research is the domain of an expert; it is also the domain of the teaching profession.
Good teachers are also good researchers; they would not be good teachers if they weren't.
The encouragement to conduct research extends to giving the educators the chance to
improve their strategies and approaches in delivering quality education to the youth today most
especially in the distance learning modality that we are using. Research should be a necessary
extension of the teaching profession and should make our classroom research and professional
knowledge more viable to the public. Teachers as researchers are a simple and natural idea,
and it is not completely understood by teachers. Even though we conduct research projects
daily, we have somehow adopted the idea that we are not research experts—we are just
teachers. Empowering and creating educational growth and knowledge needs research. We
agree that research, in all its forms, holds more promise for educators as leaders.
Submitted by:
School I.D Number:
Subject:
JENNY VHIE S. VINAGRERA
13-17020
MST- Physics
MAED 203: EDUCATIONAL RESEARCH