Module 4

Research in Child and

Adolescent Development

Prepared by:
Vanessa Rose A. Anguay
Saud S. Karim
INTRODUCTION

As you may have noticed, most if not all of what is

presented about the development of the child and the
adolescent are products of research. It might interest you
to know how these concepts/theories were arrived at. Or
after having been exposed to a number of researchers
cited in this Course, hopefully, you may be so inspired
that you, too, would like to start conducting researches on
your own or join group for research.
Teachers as Consumers/End Users of Research

•Research gives teachers and also policy-makers important knowledge

to use in decision-making for the benefit 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 decision on what to teach and how to teach.
This involves decisions related to educational policies, curriculum,
effective teaching-learning processes, 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 to conduct research by finding out
the different research principles and the research methods
and designs with 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 analyze data
4.Formulate conclusions
5.Apply conclusions to the original hypothesis
 Simply explained, identifying the research problem is the first step. This is followed
by stating a tentative answer to the research problem called hypothesis. The hypothesis is
also referred to as an “educated guess”. How correct is your “educated guess” or
“hypothesis”?

If your research problem is concerned with determining the cause of an effect or a

phenomenon you have to gather and analyze data derived from an experiment. This is
true with 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 analyzing
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

Researchers 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 that you know various
research designs and different data-gathering techniques
used by developmental researchers. Some are given and
described below:
 Research Design Description Strengths Weaknesses

1. Case Study An in-depth look at an It provides information Need to exercise caution

individual about an individual’s when generalizing from the
fears, hopes, fantasies, information; the subject of a
traumatic experiences, case study is unique, with a
upbringing, family genetic make-up and
relationships, health, and experiences no one else
anything that helps a shares; involves judgements
psychologist understand of unknown reliability, in
that person’s that usually no check is
development (Santrock, made to see if other
2002). psychologists agree with
other observations (Santrock,
2002
 Research Design Description Strengths Weaknesses

2. Correlational Study A research design that Useful because the more Because correlational
determines strongly two events are research does not involve
associations correlated, the more we the manipulation of factors,
can predict one from the it is not a dependable way to
other. isolate cause (Kantowitz, et
al, 2001 cited by Santrock,
2002)
Research Design Description Strengths Weaknesses

3.Experimental A research design that The only true reliable Experimental research is limited to
what is observable, testable and
determines cause- method of establishing cause manipulable.
and-effect and effect. Failure to achieve randomization may
relationships. The limit the extent to which the study
sample is representative of the parent
experimental method population and, with it,
involves manipulating generalizability of the findings of the
one variable to study.
Experimentation with humans is
determine if changes subject to a number of external
in one variable cause influences that may dilute the study
changes in another results (Donnan, 2000).
variable. This method A further limitation of experimental
research is that subjects may change
relies on controlled their behavior or respond in a specific
methods, random manner simply because of awareness
assignment and the of being observed – Hawthorne effect
(Haughey, 1994;
manipulator of Clifford, 1997).
variables to test a
Hypothesis.
Research Design Description Strengths Weaknesses

4.Naturalistic Observation A research design that One of the advantages of this The disadvantages of
focuses on children’s type of research is that it naturalistic observation
experiences in natural allows the researcher to include the fact that it can be
settings. This does not directly observe the subject difficult to determine the
involve intervention or in a natural setting. exact cause of a behavior
manipulation on the part of and the experimenter cannot
the researcher. This control outside variables.
technique involves observing
subject in their natural
environment. This type of
research is often utilized in
situations where conducting
lab research is unrealistic,
cost-prohibitive or would
unduly affect the subject’s
behavior.
Research Design Description Strengths Weaknesses

5.Longitudinal This research design studies Allows them to record and They are expensive and
and follows through a single monitor developmental time-consuming. The longer
group over a period of time. trends. the study lasts, the more
The same individuals are subjects drop out – they
studied over a period of time, move, get sick, lose interest,
usually several years or more. etc. Subjects can bias the
outcome of a study, because
those who remain may be
dissimilar to those who drop
out.
Research Design Description Strengths Weaknesses

6.Cross-sectional A research strategy in which Allows them to record and It gives no information about
individuals of different ages monitor developmental how individuals change or
are compared at one time. trends. The researcher does about the stability of their
not have to wait for the characteristics (Santrock,
individuals to grow up or 2002
become older.
Research Design Description Strengths Weaknesses

7. Sequential This is the combined Allows them to record and It is complex, expensive and
cross-sectional and monitor developmental time-consuming.
longitudinal approaches to trends. It provides
learn about life-span information that is
development (Schaie, 1993 impossible to obtain from
cited by Santrock, 2002). cross-sectional or
This starts with a
longitudinal approaches
cross-sectional study that
includes individuals of
alone.
different ages. A number of
months or years after the
initial assessment, the same
individuals are tested
again-this is the longitudinal
aspect of the design. At this
later time, a new group of
subjects is assessed at each
grade level.
Research Design Description Strengths Weaknesses
8.Action Research Action research is a reflective Appropriate in a particular Typically takes place in one
process of progressive setting when the purpose of organization only at a
problem-solving led by study is “to create changes & particular time and could not
individuals working with others be interpreted within different
gain information on
in teams or as part of a organizations in the same way.
“community of practice” to
processes and outcome of Therefore, research findings
improve the way they address strategies used” (Hunt 1987). are hard (impossible) to
issues and solve problems Uses different methods, can generalize. If research
(Wikipedia, the free get the best out of the participants do not feel they
encyclopedia) different methods employed, understand and ‘own’ the
In the context of teaching, action if done well. Stakeholders are research project, this could
researches of teachers included throughout and so lead to a potential conflict of
stem from their own questions researchers are more likely to interest between the researcher
about and reflections on their and those participating in the
make a ‘difference’.
everyday classroom practice. organization, but also between
the researcher with some
participants, on one hand and
other members of the
organization, on the other.
 DATA-GATHERING TECHNIQUES
Data-Gathering Techniques Definition/Description

1.Observation Observations can be made in either laboratories or

materialistic settings. In naturalistic observation, behavior
is observed in the real world like classrooms, home in
neighborhood.

2.Physiological Measures Certain indicators of children’s development such as,

among others, heart rate, hormonal levels, bone growth, and
brain activity are measured.

3.Standardized Tests These are prepared tests that assess individuals’

performance in different domains. These tests are
administered in a consistent manner.
Data-Gathering Technique Definition/Description

4.Interviews and Questionnaires -Involve asking the participants to provide information

about themselves based on the interview or questionnaire
given by the researcher.
-Gathering of data may be conducted through a printed
questionnaire, over the telephone, by 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.

5.Life-History Records These are records of information about a lifetime

chronology of events and 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 behavior
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 our research.

Details of these ethical principles are found in documents such as the

following.
1. Ethical standards of the American Educational Research Association
http://www.aera.net/uploadedFiles/About_AERA/Ethical_Standards/EthicalStandards.pdf

2. Ethical Standards for Research with Children – Society for Research in Child
Development (USA)
http://www.scrd.org/index.php?option=com_content&task=view&id=68&Itemid=110

3.Standards of the American Psychological Association Concerning Research

http://www.Icsc.edu/policy/Policy/1.112a.PDF

We invite you to read and reflect on them.

Common among the three standards given above are the
following considerations for researches 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 risks 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 questions 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 respect 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 Teacher’s 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 be more reflective, more critical and
analytical 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; Stringer 2007).
4. Engaging in teacher research at any level may lead to rethinking and
reconstructing 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)
Thank you for listening, guys!
I hope you understand

Let’s answer the questions

 Questions:

1. To serve the genuine purposes of research, teacher researchers are subject to

____________?
a.Research Design

b.Ethical Principles

c.Data-gathering technique
 2. Since research is a systematic and a logical process. Arrange Dewey's five
steps of scientific method in the correct sequence.
I. Determine the hypothesis
II. Identify and define the problem
III. Apply conclusions to the original hypothesis
IV. Collect and analyze data
V. Formulate conclusions

a.V-III-I-II-IV

b.II-I-IV-V-III

c.I-II-III-IV-V
 3. What research design that determines associations?
a. Case Study

b. Experimental

c. Correlational Study

4. A research strategy in which individuals of different ages are compared at

one time?
a. Cross-sectional

b. Action Research

c. Longitudinal
 5. In Data-gathering Techniques, it is a prepared tests that assess individuals’
performance in different domains.
a. Life History Records

b. Standardized Tests

c. Observation
THANK YOU AND GODBLESS ☺
KEEP SAFE ALWAYS