CHAPTER 1 Research is SYSTEMATIC
NATURE AND CHARACTERISTICS OF RESEARCH
Meaning of Research…
Research is the “continuous discovery and
exploration of the unknown.
A systematic study or investigation of something
for the purpose of answering questions posed by
the researcher.
Research may be defined as a scientific
investigation of phenomena which includes
collection, presentation, analysis,
interpretation of facts that links man’s speculation
with reality.
Research is simply, the systematic search for
pertinent information on a specific topic or
problem.
The process of gathering data or information to
solve a particular or specific problem in a scientific
manner.
PURPOSE OF RESEARCH
The purpose of research is to serve man, and the goal of
research is the good life.”
1. To discover new facts about known phenomena.
2. To find answer to problems
3. Improve existing techniques and develop new
instrument of products.
4. To discover previously
unrecognized substances or elements.
5. To provide basis for decision-making.
6. To satisfy the researcher’s curiosity.
7. To find answer to queries by means of scientific
method.
8. To acquire a better and deeper understanding.
CHARACTERISTICS OF THE RESEARCH
Research is …
1. SYSTEMATIC
2. CONTROLLED
3. EMPIRICAL
4. ANALYTICAL
5. OBJECTIVE, UNBIASED AND LOGICAL.
6. EMPLOYS HYPOTHESIS
7. EMPLOYS QUANTITATIVE OR
STATISTICAL METHODS
8. ORIGINAL WORK
9. DONE BY AN EXPERT
9. ACCURATE INVESTIGATION, OBSERVATION AND
DESCRIPTION
10. PATIENT AND UNHURRIED ACTIVITY.
11. REQUIRES AN EFFORT MAKING CAPACITY
12. REQUIRES COURAGE.
It follows an orderly and sequence procedure that
leads to the discovery of truth, solution, of a problem.
Research is CONTROLLED
All variables except those that are tested or being
experimental upon are kept constant, changes made on the
subjects of the study can attributed only to the experimental
variable.
Research is EMPIRICAL
and Is based on direct experience or observation by the
researcher. The collection of data relies on practical
experience without benefit of the scientific knowledge or
theory.
Research is ANALYTICAL
There is a critical analysis of all the data used so that
there is no error in their interpretation.
Research is OBJECTIVE, UNBIASED AND LOGICAL
All the findings and conclusions are logically based
on empirical data and no effort is made to alter the results
of the research.
Research EMPLOYS HYPOTHESIS
This is to guide the investigation process.
In Experimental studies, hypotheses are expressly
stated but in descriptive studies, the specific subproblems or
specific questions serve as the hypotheses and hypotheses
are tested and not prove.
Research EMPLOYS QUANTITATIVE OR STATISTICAL
METHOD
Data are transformed into numerical measures and
are treated statistically to determine their significance or
usefulness.
Research iS ORIGINAL WORK
Except historical research, data are gathered from
primary sources or first-hand sources and not from
secondary sources (usually printed materials such as books,
or theses etc.)
Research is DONE BY AN EXPERT
The researcher uses valid and carefully designed
procedure, valid data gathering instruments and valid data.
Research is ACCURATE INVESTIGATION, OBSERVATION
AND DESCRIPTION
Every research activity must be done accurately so
that findings will lead to formulation of scientific
generalization.
Research is PATIENT AND UNHURRIED ACTIVITY
This is to ensure accuracy. Research that is hurriedly
done or conducted carelessly due to racing against time may
lead to shaky conclusions and generalization.
Research REQUIRES AN EFFORT-MAKING CAPACITY
No research can be conducted without the exertion of
much effort.
No one without any effort making capacity can conduct
a research because research involves much work and time.
Research REQUIRES COURAGE
Research requires courage because the researcher
oftentimes undergo hazards, discomforts and the like.
The researcher encounters public and social
disapproval. Also disagreements with colleagues may arise.
TYPES OF RESEARCH
There are three types of research namely;
1. Pure Science
2. Applied Research
3. Action Research
Pure Science…
 This is also called “basic research” or “fundamental
research” It aims to discover basic truths or
principles.
 To discover new facts, and learn more accurately
the characteristics.
Applied Research…
 This type of research involves seeking new
applicants of scientific knowledge to the solution of
a problem, such as the development of a new
system or procedure, new device, or new method in
order to solve the problem.
Action Research…
 This is a decision-oriented research involving the
application of the steps of the scientific method in
response to an immediate need to improve existing
practice.
DIFFERENCES BETWEEN RESEARCH
AND PROBLEM SOLVING
Research
There may not be a problem, only interest
in answering a question or a query.
A research problem is more rigorous and
broader in scope.
The research problem is not necessarily
defined specifically.
All research is intended to solve some kind
of problem, but this is not the primary aim.
Research is conducted not primarily to
solve problem but to make a contribution
to general knowledge.
Research is concerned with broad
problems, recurrent phenomena and wide
application through generalization.
Problem-solving
There is always a problem to be solved
A problem to be solved is less rigorous and
less broad.
The problem to be solved has to defined
specifically and identified definitely.
Problem solving does not always involve
research.
Problem solving is always intended to solve
a problem.
Problem solving is concerned with a
specific problem and once the problem is
solved that is the end of it.
DESIGNING THE STUDY
 Designing the study must follow the scientific
method of research.
 Choosing the right problem, forming hypotheses
and library research, designing the study also
includes deciding on the method of research to be
used
 There are three major research methods with their
respective variations from which the researcher
may choose the method he wants to use depending
upon the nature of his investigation.
These are the:
1. Historical Methods
2. Descriptive Methods
3. Experimental Methods
 Conducting research inquiries and writing research
reports are also given clear explanations with
illustrations for better understanding.
Meaning of Variable
 A variable is defined as a quantity or a
characteristics that has two or more mutually
exclusive values of properties numerical values or
categories represent these quantities or
characteristics.
 TYPES OF VARIABLE
There are Five types of variable:
1. Independent Variable
2. Dependent Variable
3. Moderate Variable
4. Control Variable
5. Intervening Variable
INDEPENDENT VARIABLE
This is the stimulus variable which is chosen by the
researcher to determine its relationship to an observed
phenomenon.
DEPENDENT VARIABLE
This is the response variable which is observed and
measured to determine the effect of the independent
variable.
DEPENDENT VARIABLE
The dependent variable is behavior because it
changes when independent variable percentile rank varies.
MODERATE VARIABLE
 This is a secondary or special type of independent
variable chosen by the researcher to ascertain if it
alters or modifies the relationships between the
independent and dependent variables.
CONTROL VARIABLE
 This is a variable controlled by the researcher in
which the effects can be neutralized by eliminating
or removing the variable.
INTERVENING VARIABLE
 This is a variable which interferes with the
independent and dependent variables but its
effects can either strengthen or weaken the
independent and dependent variables.
CHAPTER 2
THESIS TOPIC AND STATEMENT OF THE PROBLEM
THESIS TOPIC
The title of a thesis should indicate the topic or
particular field represented.
The thesis topic must be specific in scope.
RESEARCH PROBLEM AND OBJECTIVES
It is a must theses/dissertation writers and amateur
researchers should know how to formulate research
problems and objectives as well as how to determine what
problem/objective is researchable.
THE RESEARCH PROBLEM
An investigator knows that a problem is really
researchable when.
1. There is no known solution to the problem.
2. The solution can be answered by using statistical
methods and techniques.
3. There are probable solutions but they are not yet
tested.
4. The occurrence of phenomena require scientific
investigation to arrive at precise solution.
CHARACTERISTICS OF A RESEARCH PROBLEM
The characteristics of a good problem possesses
the acronym-SMART. This means that a research problem
should be;
SPECIFIC – The problem should be specifically
stated.
MEASURABLE – It is easy to measure by using
research instruments (i.e..,questionnaire, test, etc)
in collecting data
ACHIEVABLE – The data are achievable using
correct statistical technique to arrive at precise
results.
REALISTIC- Real results are not manipulated and
TIME BOUND – Time frame is required in every
activity because the shorter completion of the
activity the better.
THE TITLE
Guidelines in writing the title.
1. The thesis writer should be guided by the following
in the formulation of his title. Generally, the title is
formulated before the start of the research work. It
may be revised and refined later if there is a need.
2. The title must contains the subject matter of the
study, the locale of the study, the population
involved, and the period when the data were
gathered or will be gathered.
3. It must be broad enough to include all aspects of
the subject matter studied or to be studied. Hence,
the title indicates what is expected to be found
inside the thesis report.
4. It must be as brief and concise as possible.
5. Avoid the terms ”An Analysis of”, “A Study of.” “An
Investigation of” and the like. All these things are
understood to have been done or to be done when
a research is conducted.
6. If the title contains more than one line, it must be
written like inverted pyramid, all words in capital
letters.

STATEMENT OF RESEARCH PROBLEM/OBJECTIVES
 A research objectives is defined as “statement of
purpose for which the investigation is to be
conducted.
 The research objectives are stated specifically in
simple language in order that the researcher finds
them easy to measure by using research
instruments.
THE HYPOTHESIS
 A shrewd guess or inference that is formulated and
provisionally adopted to explain observed facts or
conditions and to guide in further investigation.
 A hypothesis is defined as a wise guess that is
formulated and temporarily adopted to explain the
observed facts covered by the study.
 A hypothesis guides the investigator in that it
describes the procedure to follow in conducting the
study.
 Hypothesis is important for it tells the investigator
what to do, and how to go about solving a research
problem.
 A hypothesis is a tentative conclusion or answer to
a specific question raised at the beginning of the
investigation.
IMPORTANCE OF HYPOTHESIS AND ASPECTS OF
HYPOTHESIS IN THINKING
IMPORTANCE
1. Limits the field of investigation
2. Sensitizes the observation to pertinents facts
3. Collates facts observed about different phenomena
ASPECTS
1. Discovery of hypothesis
2. Testing of hypothesis
These facts suggest three questions:
(a) How does one secure ideas as to most profitable areas of
investigation?
(b) What are the characteristics of a good hypothesis?
(c) How are the hypothesis tested?
TESTING THE HYPOTHESIS
 Hypothesis must be supported by empirical
evidence.
 The evidence must be plausible in terms of
adequate sample in terms of adequate sample,
representative population, valid and reliable data
collection instruments, and measurement.
There are two types of hypothesis, namely;
1. null (Ho)
2. alternative (H1)
 The null hypothesis is a denial of an existence of an
attribute, a relationship or a difference of an effect.
 It is always stated in a negative form.
 The Alternative hypothesis is the opposite extreme
of the null hypothesis because this is always stated
in a positive form. Alternative hypothesis is an
affirmation of the existence of an observed
phenomenon
THEORETICAL FRAMEWORK
 The theoretical framework consists of the theories
that have bearing on the problem, the conceptual
framework and the hypothesis.
 These are theories propounded by experts or
specialist in a particular field of study. These
theories will be the bases of the hypotheses used by
the researcher for his/ her study.
 Some thesis/dissertation writers use both the
theoretical and the conceptual framework.
 Both theoretical conceptual frameworks provide
clear explanations regarding the relationship of
variables.
 The fact that variables can be shown to be
associated but does not guarantee that the
relationship of variables has significance.
 Research study must have theoretical framework as
legal basis to describe properly the process of the
study.
 The theoretical framework shapes the justification
of the research problem/research objectives in
order to provide the legal basis for defining its
parameters.
 Theoretical framework is a symbolic construction
which uses abstract concepts, facts or laws,
variables and their relations that explains and
predicts how an observed phenomenon exists and
operates.
CONCEPTUAL FRAMEWORK
 The conceptual framework presents specific and
well defined concepts which are called constructs.
  Its function is similar with theoretical framework
because the constructs used are derived from
abstract concepts of the theoretical framework.
 The conceptual framework consists of the
investigator’s own position on a problem after
his/her exposure to various theories that have
bearing on the problem.
SIGNIFICANCE OF THE STUDY
 Significance of the study should be presented
comprehensively in order to convince the screening
committee of the importance of the study.
SCOPE AND LIMITATIONS OF THE STUDY
 This include the coverage of the study area, the
subjects, the research instruments, the research
issues or concerns, the duration of the study and
the constraints that have direct bearing on the
result of the study.
DEFINITION OF TERMS
 There are two ways to define the key terms used in
the study.
1. Conceptual
2. Operational
Conceptual Definition …
 The definition of terms are based on concepts or
hypothetic ones which are usually taken from
dictionary.
Operational Definition …
 The definition of terms are based on observable
characteristics and how it is used in the study. It is
advisable that the researcher should use two ways
in defining the terms to make the meaning clear.
 Operational definition is preferable when defining
technical terms.
CHAPTER 3
REVIEW OF RELATED LITERATURE
The review related literature is one of the components of a
research process.
A researcher need to review write ups, readings and
studies related to his present study to determine the
similarities and differences of the findings between the past
and present studies.
 The word related means the readings, literature and
studies which have direct bearing relation to the
present study.
 Related literature is composed of discussions of
facts and principles to which the present study is
related.
LITERATURE
 Literature may be defined as “Written works
collectively especially, those of enduring
importance, exhibiting creative imagination and
artistic skill which are written in a particular period,
language, and subject.
REVIEW OF RELATED LITERATURE…
 The related literature is a section in a research paper
thesis and dissertation in which the sources are
taken from books, journals, magazines, novels,
poetry and many others.
RELATED STUDIES
 The research studies which have direct bearing to
the present study are segregated into foreign and
local studies
 The presentation of foreign and local studies is
similar with related readings and related literature
which are arranged in chronological order.
 Local – If the inquiry was conducted in the
Philippines
 Foreign – If conducted in foreign lands.
CHAPTER 4
RESEARCH DESIGN
 Refers to the entire process of planning and
carrying out a research study.
 A detailed plan of how the research will be
conducted.
THE PLAN
 What the study is about
 Why the study is made
 Where the needed data can be found
 Where or in what areas the study will be carried out.
 When or what periods of time the study will cover.
 How many cases will be needed?
 What bases of selection will be used?
 What techniques of gathering data will have
adopted.
RESEARCH DESIGN
 A research design refers to the description of the
sources of data the data gathering procedure to
follow, the instruments to be used and finally the
data processing techniques and statistical
treatment to be applied.

SOURCES OF DATA
 Should include information about sources of
evidence.
RESEARCH DESIGNS
Research designs are four kinds.
These are follows:
1. Historical Design
2. Descriptive design
3. Experimental design
4. Case study design
HISTORICAL DESIGN
 The study is focused in the past (what was).
 History may be defined as the “branch of
knowledge concerned with past events, especially
those involving human affairs.”
 Historical research therefore, is a systematic and
critical inquiry of the whole truth of past events
using the critical method in.
 The understanding and the interpretations of facts
which are applicable to current issues and
problems.
USES OF HISTORICAL
RESEARCH
1. Historical research is useful in searching through
the past to contemporary problems and needs.
2. It is used to throw light on the present
3. It gives people a sense of continuity of the past to
present.
4. It enables communities to grasp their relationship
with the past to the current issues.
5. By chronicling events of enduring worth which
confers upon the individual consciousness of unity
and a feeling of the importance of human
achievement.
SOURCES OF HISTORICAL RESEARCH
There are two sources of historical research.
1. Primary sources
2. Secondary sources
PRIMARY SOURCES
 There are two major primary sources of historical
research in education, namely, the documents and
remains.
DOCUMENTS
 These include school directives such as orders,
memorandums, circulars, constitution, laws,
charters, court decisions; and other official records
such as proceedings of administrative officers and
bodies.
REMAINS
 These include the physical plant; equipment,
apparatus, teaching aids and devices, picture of
building or furnishing forms of diplomas and
certificates, textbooks and reference books.
SECONDARY SOURCES
 The secondary sources include such materials as
histories of education, bibliographies,
encyclopaedias and many others.
 In some historical studies, it is necessary to start
with secondary sources if primary sources are not
yet available;
DESCRIPTIVE DESIGN
 In descriptive design, the study focuses at the
present condition.
 The purpose is to find new truth.
 Descriptive studies are valuable in providing facts
on which scientific judgements may be based.
 They provide essential knowledge about the nature
of objects and persons.
 Descriptive studies also play a large part in the
development of instruments for the measurement
of many things.
 The instruments that are employed in all types of
quantitative research as data gathering
instruments, for instance; test, questionnaires,
interviews, observations schedules, check list, score
cards and rating scales.
 Descriptive research describes and interprets what
is. It is concerned with conditions of relationship
that exist; practice that prevail; beliefs, processing
that are going on; effects that are being felt, or
trends that are developing.
TYPES OF DESCRIPTIVE RESEARCH
There are nine types of descriptive research.
DESCRIPTIVE…
1. survey
2. normative survey
3. status
4. analysis
5. classification
6. evaluative
7. comparative
8. Correlational survey
9. Longitudinal survey
Descriptive survey…
 “This approach is appropriate wherever the object
of any class vary among themselves and one is
interested in knowing the extent to which different
conditions obtain among these object.” (Good and
Scates, 1972)
Descriptive survey…
 The word survey signifies the gathering of data
regarding present conditions.
 The researcher uses a questionnaire as his
measuring instrument in gathering and collecting
data.
Descriptive survey…
 In descriptive surveys it is necessary to determine
the psychological and social aspects of research by
way of application or implementation of evidence
to recognize between facts and influence.
Descriptive Normative survey…
 The term normative is sometimes used because
surveys are frequently made to ascertain the
normal or typical condition (or practice) or to
compare local test result with a state or national
norm.
Descriptive Normative survey…
 The descriptive normative survey the results
findings of the study should be compared with the
norm.
Descriptive Status…
 This approach to problem-solving seeks to answer
questions to real facts relating to existing
conditions.
 This is a technique of quantitative description which
determine the prevailing conditions in a group of
cases chosen for study.
Descriptive Status…
 Descriptive status studies stress current conditions
with the assumptions that things will change.
 They cover many traits or characteristics of the
group.
Descriptive Analysis...
 This method determines or describes the nature of
an object by separating it into its parts;
 Its purpose is to discover the nature of things.
Descriptive Classification..
 This method is employed in natural sciences subject.
Descriptive Evaluative..
 This design is to appraise carefully the worthiness of
the current study.
Descriptive Comparative..
 It is a comparative survey where the researcher
consider at least two entities (not manipulated) and
establishes a formal procedure for obtaining
criterion data on the basis of which he can compare
and conclude which of two is better.
Correlational Survey..
 This is designed to determine the relationship of
two variables (X and Y) whether the relationship is
perfect, very high, high, marked or moderate, slight
or negligible.
Longitudinal survey..
 This involves much time alloted for investigation of
the same subjects at two or more points in time.
EXPERIMENTAL DESIGN
 Experimental method can be used inside and
outside laboratory conditions.
 It is the most prestigious of advancing scientific
knowledge (Travers,1978)
 It is a technique of discovering information through
experimentation (Chaplin 1978).
 It is a procedure involving a manipulation or control
of conditions for the purpose of studying the
relative effects of various treatments applied to
members of a sample or of the same treatment
applied to members of different samples (Good
1976)
 Experimental design is a problem solving approach
that the study is described in the future on what will
be when certain variables are carefully controlled or
manipulated.
 Experimental design has distinct limitations when
used in the fields of education, psychology and
sociology.
 To conduct experiment means to try in order to see
what happens. In contrast to experiences gained
through trial and error. John Dewey (1959) stressed
that “an experiment represents directed
observation guided by the purpose of the study and
by an understanding of the conditions.
 Greenwood defines an experiment as “proof of a
hypothesis which seeks to hook up factors into a
causal relationship through the study of contrasting
situations which have been controlled on all factors
 except the one of interest, the latter being either
the hypothetical cause or the hypothetical effect.
(Greenwood 1955)
 Experimental design is a research wherein a
researcher manipulates and controls one or more
independent variables for variation concomitant to
the manipulation of the dependent variable.

TYPES OF EXPERIMENTAL DESIGN

There are nine types of experimental designs applicable

in natural science and education.
1. Single group design
2. Two pair group design
3. Parallel group design
4. Two group design
5. Pretest-posttest group
6. Counter balanced or Latin square design
7. Complete randomized design
8. Randomized complete block design
9. Correlational design

CASE STUDY DESIGN

 A case study design is a problem solving technique

that the study is described from the past, present,
and future.
 Some writers categorize this method under
descriptive.
 Case study design is an intensive investigation of a
particular individual, institution, community or any
group considered as a unit which includes the
developmental adjustment, remedial or corrective
procedure that suitably follow diagnosis of the
cause of maladjustment or of favorable
development.