1.

RESEARCH PROCESS Research is a process consisting of several essential phases. Best(1959) has conceptualized the essential phases of the research process as follows: 1. Identification of the problem. 2. Formulation of the hypothesis of the hypotheses, in which the researcher entertains one or several tentative propositions. 3. The collection of data. 4. The analysis or classification and tabulation of data, in which the researcher applies the process of deduction. 5. The synthesis of data, or the formulation of generalizations or principles that may substantiate or refute the hypothesis or hypotheses. This is the inductive phase of interpretation. The research process has been conceptualized in other ways. The following basic steps of the research process were formulated by Borg and Gall (1979). 1. Recognition of the problem. 2. Definition of the problem in clear, specific terms. 3. Development of hypothesis. 4. Development of techniques and measuring instruments that will provide objective data pertinent to the hypothesis. 5. Collection of data. 6. Analysis of data. 7. Drawing conclusions relative to the hypothesis based upon the data.

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TYPES OF DATA The type of research data to be gathered is important in relation to statistical computations and data tabulation and analyses. In research, data refers to the results of the study from which inferences are based. Research data can be classified on the basis of their source of their form. By source, the data are either primary or secondary in type. a. Primary data- are those which are gathered directly from the informants of the study. The data generated by a field researcher in a face-to-face interview with a respondent are primary in type. b. Secondary data- are those which have been previously gathered, compiled and stored somewhere and are made available to the researcher who find them useful to his particular study. Many data of this type are found in government agencies, like the National Statistics office (NSO), the National Economic Development Authority (NEDA), the Department of Health (DOH), the Department of Education, Culture and Sports (DECS), the Department of Agriculture (DA), and the Commission on Population (POPCOM). Schools and non-government agencies (NGOs) may also have collections of information useful to the investigation being undertaken. On the basis of form the data are either qualitative or quantitative. They are qualitative when they are descriptions of the basic nature or characteristics of the people or objects under investigation. Examples are descriptions of people on the basis of complexion, color of the hair or eyes, attitudes, active or inactive participation, and so on. The quantitative in form when they are

numerical in nature and have the property of measurability. Statistics on age, height, income, academic grades, distance and the like are examples of quantitative data.

3.

SCOPE AND LIMITATION OF THE STUDY Scope and limitations comprise one important section of a research report. The scope of the study defines the coverage or boundary of the study in terms of the: a. area or locality b. subjects or population c. duration or period d. issues which are explicitly stated in specific objectives of the study. Limitations are statements which alert the reader of the research report to certain conditions which are beyond the control of the researcher. Such limiting conditions or constraints have direct bearing on the result of the study because they may place restrictions on the conclusions of the study and their application to other situations. Stating the study limitations not only provides extra credence to the study but provides the reader caution not to expect beyond what the study can and promises to deliver, not withstanding certain constraints.

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THEORETICAL AND CONCEPTUAL FRAMEWORK From the review of related literature and studies, the researcher may formulate a theoretical scheme for his research problem. This scheme is a tentative explanation or theoretical explanation of the phenomenon or problem and serves as the basis for the formulation of research hypotheses. Thus, the conceptual framework consists of the investigators own position on a problem after his exposure to various theories that have bearing on the problem. This is the researchers new model which has its roots on the previous models which the researcher has studied. The conceptual framework becomes the central theme, the focus, the main thrust of the study. It serves as a guide in conducting the investigation. Briefly stated, the conceptual framework for the teaching of science can be: The effectiveness of a science instructional program depends upon the qualifications of the teachers, the effectiveness of their methods and strategies of teaching, the adequacy of facilities, the adequacy of supervisory assistance, and the elimination of problems hampering the progress.

5.

ASSUMPTIONS OF THE STUDY An assumption is a self-evident truth which is based upon a known fact or phenomenon. Oftentimes, especially in descriptive and historical researches, assumptions are not explicitly expressed but left implicit, that is, they are unwritten.

Generally, every specific question is implicit there can be no specific question. EXAMPLES: 1. Specific question: How qualified are the teachers handling science? Implicit (unwritten) assumption: There are certain qualifications that one should possess before he can teach science. 2. Specific question: How adequate are the facilities that a school should acquire before it can offer science as a subject? Implicit assumption: There are certain required facilities that a school acquire before it can offer science as a subject. 3. Specific question: How effective are the methods used in the teaching of science? Implicit assumption: There are certain methods that are effective in the teaching of science. Guidelines in the use of basic assumptions. The following are the guidelines in the use of basic assumptions 1. You cannot assume the value of your study. Such an argument should have been made under the section, significance of the study. 2. You cannot assume the reliability of the instruments you propose to use in your research. Such a rationale and defense should be made under methodology.

3. You cannot assume the validity of basic data. Validity is established under methodology. 4. You cannot assume that your population is typical. This point is to be made under methodology. 5. An assumption is not tested, neither is it defended nor argued.

6. DEFINITIONS OF TERMS Another important section of a research proposal or report is that in which the key or important terms in the study are clearly defined. This section helps the readers of a proposal or report in understanding the research objectives, the method or methods used, he findings of the study because here the key concepts are defined operationally, that is, according to how they are used in the study. Some studies do not have this section in their report. This is so because the operational definitions of the key terms are integrated in the presentation or discussion where they first appear in the text. Sevilla and others however believe that terms must be defined in the section intended for definitions.

7. TYPES OF HYPOTHESIS A hypothesis may be classified in either of these two major categories:

1. NULL HYPOTHESIS- is a statement of denial of an existence, attribute, relationship, difference or an effect. As such, it is expressed in the negative form of a statement.

Example: There is no significant difference between the academic achievement of students coming from rural areas and that of students who live in urban areas. There is no relationship between the beliefs of mother and their utilization of traditional medicines. 2. ALTERNATIVE HYPOTHESIS- states the very opposite of what the null hypothesis predicts. Best and Kahn call it the research or scientific hypothesis. It is a formal affirmative statement predicting a single research outcome, a tentative explanation of the relationship between two or more variables. Example: There are significantly more users of family planning methods in the city barangays than in the rural barangays. Educational attainment is associated with the social and economic status of the person. There is a relationship between age level of knowledge. There is a significant difference between the incomes of people in the urban and in the rural areas. The high level of awareness of pregnancy contraceptives was brought about by intensive promotional campaign launched by agencies in charge of family planning programs.