Module 4 - Research in CAD

Unit 4: Research in Child and Adolescent Development
Introduction
As you have noticed, most if not all 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 having been exposed to a number of
researchers cited in this course, hopefully, you may inspire that you, too, would like to
start conducting on your own or join a group of research.
This unit is about the research methods, data gathering techniques and ethics in
the lifespan research. These research topics/concepts/principles are crucial in assisting
teachers in becoming responsible consumers of research findings and products, as well
as in applying scientific methodologies to classroom challenges.
In this learning packet, you are expected to:
1. Discuss how current research and theories on child and adolescent development
can be applied to teaching and learning (CLO 2).
I.PREPARATION
Learning Activity No. 1
Warm-up and Review
In your science and research classes, you have been introduced with the steps in
the scientific method. Researchers carefully follow these steps to ensure credible
findings and results. Try to recall them by giving the correct order of the steps in the
scientific method enumerated below:
A. Collect and Analyze Data
B. Formulate Conclusions
C. Identify and Define the Problem
D. Apply Conclusions to the Original Hypothesis
E. Determine the Hypothesis
II.PRESENTATION
Research 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 researches. You may follow the link
https://www.youtube.com/results?search_query=researchin+child+and+adolecentin order
you to know the basic methods on research.
Some are given and describe below:
Child and Adolescent Development Research Methods

1. Case Study - an in-depth look at an individual. It compiles a detailed portrait of a
single individual or group of individuals’ development. It seeks information about the
family background, socio-economic status, health records, or academic or work
history, performance on psychological tests of individual/s. Much of the information
is obtained from interviews and biographies. However, the researcher needs to
exercise caution when generalizing from the information.
2. Naturalistic Observation Method - allows to study behavior as they actually occurs
in a natural environment, making no effort to manipulate environment or to alter
behavior. One disadvantage of this method is that it can be difficult to determine the
exact cause of a behavior and the experimenter cannot control outside variables like
those that typically occur in private settings.
3. Clinical Method - treats the subjects as unique individuals through giving freedom
to search answers to questions asked ensuring that the participant understands the
meaning of the questions asked. This method helps find out how children think.
4. Correlational Method - shows the direction and magnitude of a relationship
between variables, that is, they can tell whether two variables are related positively
or negatively and to what degree. However, it cannot determine cause and effect.
5. Longitudinal Method - observes the same individuals at different point in time like
the children of migrant workers whose development will be studied at yearly
intervals. This will allow the researcher to record and monitor developmental trends.
Disadvantages of Longitudinal Method

a. Practice Effect-when children are given the same test many times, they may
become ‘test wise”. Improvement over time that is attributed to development
may actually stem from practice with a particular test.
b. Selective Attrition- another problem is the constancy of the sample over the
course of research. Some children may drop out because they move away.
Others may simply lose interest and choose not to continue.
c. Cohort Effect- when children in a longitudinal study are observed over a
period of several years, the developmental change may be specific to that
particular generation.
d. This method is expensive and time consuming.
6. Cross-sectional method- Individuals of different ages are compared or tested at
the same time. It uses representative samples at two or more age levels on the
same measures. It allows the researcher to record and monitor developmental trend
and is more convenient to use than longitudinal method. However, it cannot provide
information about how individuals change or about the stability of their
characteristics.
7. Experimental method- The only true and reliable method of determining cause and
effect relationships. It involves manipulating variables to determine if changes in one
variable cause changes in another. Scientific experiments must be conducted and
reported in such a way that another investigator can replicate them to verify validity
of results and conclusions. It is limited to what is observable, testable and
manipulable. Use of human subjects may have number of external influences that
may dilute the results. Hawthorne effect may result if the subjects will change their
behavior or respond in a specific manner simply because of their awareness of
being observed.
8. Action research- a reflective process of progressive problem-solving led by
individuals working with others in teams or as part of a ‘community of practice” to
improve the way they address issues and solve problems. Appropriate in a setting
where changes are to be implemented and stakeholders are involved. Result is
specific to an organization, that is, it cannot be interpreted within different
organization.
Data Gathering Techniques

1. Interview and Questionnaire Method- allows the investigator to gather quick
information and to make direct comparison between data provided by different
participants. Data gathering may be done through a printed questionnaire, over the
phone, by mail, in person or on-line.
2. Life-History Records- consist of records of information about a lifetime chronology
of events and activities. They often involve combination of data records on
education, work, family and residence. Also includes public records or historical
documents or interviews with respondents.
3. Observation- can be made in either laboratories or materialistic settings.
4. Standardized tests- these are prepared tests that assess individuals’ performance
in different domains. Tests are administered in consistent manner.
5. Self-Reports- a special case of using tasks to measure children’s behavior. Are
simply children’s answers to questions about the topic of interest.
6. Physiological measures- certain indicators of children’s development such as heart
rate, bone growth, hormonal levels, body weight and brain activity.
Ethics in Lifespan Research

1. Protection from harm. Participants have the right to be protected from physical
or psychological harm in research.
2. Informed consent. All participants, including children and the elderly, have the
right to have explained to them, in language appropriate to their level of
understanding, all aspects of the research that may affect their willingness to
participate. When children are participants, informed consent of parents as well
as of others who act on the child’s behalf (such as school officials) should be
obtained, preferably in writing.
3. Privacy. Participants have the right to concealment of their identity on all
information collected in the course of research. They also have this right with
respect to written reports and any informal discussions about the research.
4. Knowledge of results. Participants have the right to be informed of the results
of research in language that is appropriate to their level of understanding.
5. Beneficial treatments. If experimental treatments believed to be beneficial are
under investigation, participants in control groups have the right to alternative
beneficial treatments if they are available.
Sources: American Psychological Association, 2002; Canadian Psychological
Association, 2000; Society for Research in Child Development, 1993.
(http://catalogue.pearsoned.co.uk/samplechapter/0205491251.pdf)
III. PRACTICE
Learning Activity No. 2
Research Connection
Surf the internet for samples of research abstracts/researches on child and

adolescent development. Select one research abstract then using the matrix given
below, write the problem, the research methodology, the findings and conclusions.
Problem: Research Methodology:
Source: (bibliographical entry

format)_______________________________________________________
______________________________________________
Findings: Conclusions:
IV. PERFORMANCE
Assessment Task
Comprehension Check
Visit Google Classroom for the Summative Quiz.
References:
Corpuz, B. B., et. al (2018).The Child and Adolescent Learners and Learning Principles.
Quezon City: Lorimar Publishing, Inc.
http://catalogue.pearsoned.co.uk/samplechapter/0205491251.pdf)
https://www.youtube.com/results?search_query=researchin+child+and+adolecent

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Module 4 - Research in CAD

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Unit 4: Research in Child and Adolescent Development

Child and Adolescent Development Research Methods

Disadvantages of Longitudinal Method

Data Gathering Techniques

Ethics in Lifespan Research

Surf the internet for samples of research abstracts/researches on child and

Problem: Research Methodology:

Source: (bibliographical entry

Visit Google Classroom for the Summative Quiz.

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