PRACTICAL RESEARCH 2
Writing Your Chapter 1
Learning Competencies
The learner…
 introduces a research useful in daily life;
 writes a research title;
 describes background of research;
 states research questions;
 cites benefits and beneficiaries of study;
 indicates scope and delimitation of study; and
 presents written statement of the problem.
 IDENTIFYING INQUIRY AND
STATING THE PROBLEM
1. A research topic is the broad subject
matter addressed by the study.
Ex. Distance Learning
2. A research problem is a general educational
issue, concern, or controversy addressed in
research that narrows the topic.
Ex. Lack of students in distance
education classes
3. A purpose is the major intent or objective of
the study used to address the problem
Ex. To study why students do not
attend distance education classes at a
community college
4. A research question narrows the purpose
into specific questions that the researcher
would like answered or addressed in the study.
Ex. Does the use of Internet technology
in the classroom deter students from
enrolling in a distance education
classes?
 SEEKING A PROBLEM
What are good sources of researchable
problems?
 Theories to be validated, extended, or
modified
 Other studies, particularly through
research recommendations
 National or international trends or
situations to be described or improved
 Real-life problems, issues, experiences,
or situations of SHS students
 FRAMING THE TITLE
What are the standards in writing the research title?
A research title must…
 Lists key variables
 be written in scientific or technical style
 be concise (no more than 12 words) and non-
repetitive
 reflect SHS students’ context
 not explicitly provide reference to the research
design
 BACKGROUND OF THE STUDY
This is the description that leads the reader to
understanding the research questions and appreciates
why they are asked.
In writing this section,
 Introduce and briefly define the variables under
study
 cite the most important study or related
literature
 be consistent with terms used
 ensure that paragraphs summarize unresolved
issues, conflicting findings, social concerns, or
educational, national, or international issues.
 write the last paragraph to highlight the
research gap
 STATEMENT OF THE PROBLEM
This section contains the purpose statements
and the research question(s).
In writing this section, follow the prescribed format:
“This study (or research) aims to…(make congruent
with title).”
New paragraph:
“Specifically, this research (or study) seeks to answer
the following questions:”
Phrase questions with the data to be collected in mind.
Answer the questions and rephrase question, if your
intended answer does not match the question.
 SIGNIFICANCE OF THE STUDY
Determines the audience who will benefit from a study
of the problem and explains how exactly the results will
be significant to them.
In writing this section,
 In paragraph form, cite beneficiaries (e.g.,
teachers, teacher trainers, educators;
curriculum developers, textbook writers;
officials of school, division, region, central
office; policy makers) of results of study.
 For each beneficiary group, specifically describe
how it will benefit from the findings.
 No need to cite students: understood to benefit
from research; not in a position to implement
recommendations
 SCOPE AND DELIMITATION
This presents the coverage of the research in terms of
location, time, respondents, etc., and the potential
weaknesses or problems with the study identified by
the researcher.
In writing this section,
 cite data collection (period and school
year);
 identify schools involved, number of classes,
their grade/year level, number of
participants (or respondents, subjects), and
topics of lessons covered (if applicable).
 state inadequate measures of variables, loss
or lack of participants, small sample sizes,
errors in measurement, and other factors
typically related to data collection and
analysis.
Writing Your Chapter 2
Learning Competencies
The learner…
 selects relevant literature
 cites related literature using standard style
 synthesizes information from relevant literature
 writes coherent review of literature
 follows ethical standards in writing related literature
 illustrates and explains conceptual framework
 defines terms used in the study
 lists research hypotheses (if appropriate)
 presents written review of related literature and
conceptual framework
 REVIEW OF RELATED LITERATURE
and the purpose it serves in research:
This is a written summary of journal articles,
books, and other documents that describes the
past and current state of information on the
topic of your research study.
 to justify your choice of research question,
theoretical or conceptual framework, and
method;
 to establish the importance of the topic;
 to provide background information needed to
understand the study;
 to show readers you are familiar with significant
and/or up-to-date research relevant to the
topic; and
 to establish your study as one link in a chain of
research that is developing knowledge in your
field.
 ROLLING OUT YOUR RRL
 Identify key terms
 Locate literature
 Critically evaluate and select the literature
 Organize the literature
 Write your literature review
 REVIEW OF RELATED LITERATURE
In writing this section…
 Use the statement of problem as guide to
structure and sequence of topics
 Avoid copy/cut/paste; all literature must form a
coherent whole
 Last part highlights gaps in literature specifically
addressed by your study
 Use appropriate format for citations and
references
 Cited references should be congruent to
bibliography entries
 APA IN-TEXT CITATION
What are the commonly used citation and
reference styles?
 APA, American Psychological Association –
Social Sciences, www.apastyle.org
 MLA, Modern Language Association –
Literature & Humanities, www.mla.org
  Chicago Manual of Style – Humanities &
Social Sciences,
www.chicagomanualofstyle.org
APA REFERENCING STYLE
Book
 Andreasen, N. C. (2001). Brave new
brain: Conquering mental illness in the
era of the genome. Oxford, England:
Oxford University Press.
Journal
 Potente, S., Anderson, C., & Karim, M.
(2011). Environmental sun protection
and supportive policies and practices:
An audit of outdoor recreational
settings in NSW coastal towns. Health
Promotion Journal of Australia, 22, 97-
101.
Website
 Satalkar, B. (2010, July 15). Water
aerobics. Retrieved from
http://www.buzzle.com
 CONCEPTUAL FRAMEWORK
This is a diagram that connects variables of the
study with lines (correlations) or arrows (cause-
effect relationships)
In writing this section,
 start with text and clearly cite the diagram
 Include in the diagram the variables which may
have values or sub-variables
 use the diagram to explain research framework.
Justify each variable (and sub-variable) and each
line or arrow using logic and synthesized
studies.
 ensure congruence with research questions
(most important). Rule of thumb: number of
research questions is at least equal to the
number of lines /arrows in conceptual
framework
RESEARCH HYPOTHESES
A hypothesis is a prediction of the possible
outcomes of a study (Fraenkel & Wallen, 2009).
Hypotheses are statements in quantitative
research in which the investigator makes a
prediction or a conjecture about the outcome of
a relationship among attributes or
characteristics (Creswell, 2012)
 Question: Is there a significant
relationship between the Grade 11
student-respondents’ availability of
internet connection at home and their
average sleeping time?
 Hypothesis: There is no significant
relationship between the Grade 11
student-respondents’ availability of
internet connection at home and their
average sleeping time?
Format:
 The research hypotheses of the study
are: (stated with expected direction)
 Example (Compare with expected
answer to research question):
 The mean attitude of female millennials
is significantly lower than that of the
males.
 Significant or significantly – implies that
results are not due to chance alone.
 DEFINITION OF TERMS
Variables and sub-variables or values in
conceptual framework are defined, except very
common variables like grade level, gender,
school type where the values are indicated in
the framework itself.
Format:
 The following terms are defined as used in the
study: (followed by list of terms with conceptual
and operational definitions, if appropriate)
 Conceptual definition – original author’s
qualitative definition.
 Terms defined operationally are variables
measured using instruments, e.g., test or rating
scale.
 Example: Millennials’ attitude – total rating in a
rating scale.
  Related Literature (relevant headings) Sometimes called survey research, it
 Conceptual Framework (diagram and 1- aims to describe systematically the facts
2 explanatory text) and characteristics of a given
 Research Hypotheses (only if population or area of interest, factually
applicable) and accurately
 Definition of Terms (based on the
Conceptual Framework) Examples:
What are the sleeping habits of SHS
Writing Your Chapter 3 students in DLSAU?
What factors affected the SHS track
Learning Competencies
choice of SHS students?
The learner…
 CORRELATIONAL RESEARCH
 chooses appropriate quantitative research
aims to describe and measure the
design
 describes sampling procedure and the sample; degree of association between two or
 constructs an instrument and establishes its more variables or sets of scores.
validity and reliability;
 describes intervention (if applicable);  Explanatory research design
 plans data collection procedure; determines the
 plans data analysis using statistics and extent to which two variables (or more)
hypothesis testing (if appropriate); and co-vary.
 presents written research methodology.
 Prediction research design
 THE SAMPLE
seeks to identify variables that will
 description of the subjects, number, and grade predict
an outcome or criterion.
level (for students), naming school and its
location, unless with confidentiality conditions. Examples:
Otherwise, only location, type, and size of Does wearing school uniform have any
school are stated; relationship with students’ ability to
 number of classes, class size, and number of participate?
teachers are indicated; Is there a relationship between phone
 how students and teachers are selected brand and Facebook usage among
(sampling procedure) is described. teens?
 After data collection, put actual sample: sample
size, distribution of subjects by sex and average  EXPERIMENTAL RESEARCH
age. attempts to influence a
 If applicable, describe relevant characteristics of particular variable
teachers like sex, teaching experience, tests hypotheses about cause-
educational attainment, and related training. and-effect relationships

THE SAMPLE
Dujali National High School, Dujali, B.E.
Dijali, Davao del Norte Region 11 is purposively
selected due to its big size. One section with a class
of forty (40) Grade 11 students is randomly selected.
The study will be accomplished for the School Year
(SY) 2017-2018.  THE INSTRUMENT

 This refers to the questionnaire or data

 RESEARCH DESIGNS gathering tool to be constructed, validated and
administered.
 If the instrument is prepared by the researcher,
it should be tested for validity and reliability.
However, if the instrument is standardized, the
student should indicate its description as to its
items, scoring and qualification.
 The researcher must explain its parts, and how
 DESCRIPTIVE RESEARCH the instrument will be validated. The instrument
 to be used should be appended (except for 3. Valid and reliable. Underwent pilot testing to
standardized). a small number of individuals.

CRITERIA for CHOOSING a GOOD INSTRUMENT  THE INSTRUMENT

- Is it recent?
- Is it widely cited? Are reviews available? In writing this question,
- Is it reliable?
- Is it valid?
 What instruments will you use to gather
- Does the procedure for recording data fit the
research questions in your study?
data to answer your research
- Does the instrument contain accepted scales of questions? Describe the instruments.
measurement?  Why did you choose these instruments?
o Creswell, 2012  What are the major parts of your
instruments including the major
A survey questionnaire is a commonly used variables and sub-variables to be
type of instrument in research that lists measured?
questions about a topic with spaces for  What rating scale will you use?
responses.
SAMPLE: Dujali NHS, SHS Students’ Social
Yes/No Media Use and Their Attention Span in Class.
 Do you consider research to be
important? This study shall make use of two research
instruments to provide data on the variables being
Recognition studied. A validated questionnaire will be used to
determine the respondents’ level of social media
Which of the following do you consider in use. To measure the respondents’ attention span in
buying a phone? class, the researchers intend to use a mobile
application. These instruments are further described
___ brand name in the succeeding paragraphs.
___ price Social Media Use Questionnaire. The purpose of this
___ specs questionnaire is to assess the respondents’ level of
___ others, please specify social media use in terms of three factors: form of
social media use, frequency of use, and mode of use.
Completion It was developed and tested for validity and
When I hear my phone ring, I reliability by Cruz (2012) for his research on the
impact of social media usage on the academic
_____________________
performance of Grade 10 students in the Philippines.
Coding Aside from being recent, the researchers have
I use my phone during class. decided to use the instruments because it has been
___ 4 Always constructed with the context of Filipino students in
___ 3 Often mind.
___ 2 Seldom
___ 1 Never A cover letter addressed to the researchers is
attached to the questionnaire explaining the
research, its rationale and purpose, and the general
Subjective instructions on how to fill out the form. The
How do you feel when you leave your phone at questionnaire is composed of four parts. Part one
home accidentally. seeks to gather data regarding the demographic
profile of the respondents which includes their sex,
 INSTRUMENT DESIGN age, and SHS strand. Part two of the questionnaire
A good questionnaire must: lists down all available forms of social media and
instructs the respondent to check those which they
1. Contain different types of questions: use, as many as applies. Part three seeks to
personal, attitudinal or behavioral; sensitive determine how frequent the respondents use social
questions (if applicable). media by asking them to rate their level of frequency
to 10 statements. Possible responses are limited to a
2. Use strategies for good construction: uses five-point Likert scale: (5) Always, (4) Often; (3)
clear language, makes sure that answer options Sometimes; (2) Seldom; (1) Never.
do not overlap; posing questions that are
 THE INTERVENTION
applicable to participants.
 Clearly and completely describe how the
intervention will be implemented, such that the
reader can replicate the intervention.
Describe what happens in comparison group.
 How many groups are there? Describe the
group(s). If there are two, state the
similarities and differences.
 What will happen to each group in the
experiment that you intend to do? Discuss
the procedure step-by-step.
 Avoid giving formulas or standard procedures
for statistical tools (reader is expected to know
these or look them up in statistics references).
Ex. DATA ANALYSIS
All the data will be compiled and treated
based on parametric and non-parametric measures.
The data on the frequency of bullying incidence and
attendance will be treated to simple percentage and
will be presented through a bar graph. The test of
difference on two groups will be based on one-
paired T-test for independent sample.

 Explain what each participant will do in

each step. Also, describe how long each of
these steps will take.

 DATA COLLECTION PROCEDURE

 Quickly describe whose permission will be

sought and arrangements to make to
administer instruments.
 Describe when instruments will be
administered and who will administer them.
 Add details on arrangements and
administration of instruments, if needed.

Ex: DATA COLLECTION PROCEDURE

The researchers will seek written permission
from the principal of Dujali National High School
Senior High School for the conduct of the study. An
inform consent will also be provided to the students.
The parents will also be asked through a written
permission.
The respondents will be oriented on the research
objectives and outcomes. The researchers will
administer the following the self-made
questionnaire.

 DATA ANALYSIS PROCEDURE

This section indicates how the data will be

analyzed and reported; it should specify the
qualitative and/or quantitative methods that
will be used in analyzing the data gathered for
the research.

In writing this section,

 Describe analysis to be done for each research

question, following sequence in Statement of
Problem.
 State if tests of hypotheses will be done and for
what purpose.
 Indicate that tests of hypotheses will be done at
. 05 level of significance.
 Level of significance or p value = no. of cases
out of 100 cases that results are due to chance
alone.
 Add scoring system for instruments.