APP007

DAY 1

LT: Brainstorming for Research Topics/Choosing a Topic

Learning Objectives
1. Conceptualize a research study;
2. Select a relevant topic in the field of interest of the student; and
4. Narrow down a research topic.

CN:
PHASES OF RESEARCH PROCESS
1. Design and Planning Phase - Designing the research plan
2. Conceptual Phase - Formulating the problem
3. Analytic phase - Analyzing the data
4. Analytic phase - Interpreting the results
5. Conceptual phase - Reviewing the related literature

How to Plan a Research Project

1. Find an interesting topic related to your strand

2. Think a particular question
3. Search the literature
4. Test the research question
5. Measure the research question
6. Plan a feasible study
7. Follow ethical standards
8. Write a research protocol

Broad topic means something that covers a lot of area.

When is a topic too broad?
* when it cannot be covered in detail in your assignment
* when all you can write are general statements about a general subject
* when it is hard to research because there is so much information
For example, if during your overview research, you found 100s or 1000s of items
relevant to your topic, it is too broad.

Narrow topic means it has focus and the choices available are defined and specific
When is a topic too narrow?
* when it can be discussed in great detail in less than the required size of your
assignment
* when it is hard to research because there is so little information

How to Narrow down a Broad Topic:

1. State your broad topic
2. Describe your broad area more specifically.
3. Ask familiar questions such as what, who, where, when why and how.
4. Name a specific topic to your broad topic to make it a focused topic.
DAY 2
LT: Finding, Selecting and Reading Resources
Learning Objectives
At the end of the lesson, you should be able to:
1. Identify sources for research
2. Select significant sources for the study
CN:
Sources of Research Undertaking:

1. Primary Sources – are original materials that have been collected specially for the purpose in mind.They are
usually the first formal appearance of results in physical, print or electronic format. They present original
thinking, report a discovery, or share new information. These data has not been published yet and it is more
reliable, authentic and objective. It has not been changed or altered by human beings, therefore its validity is
greater than secondary data.
 2. Secondary sources – are data that has been already collected by and readily available from other sources.
These are more quickly available than primary data.
3. Tertiary sources – these are the indexes, dictionaries, guides and bibliographies/ references that are aid the
researcher in using primary and secondary sources.
4. Non-documentary sources – these are unpublished forms of communication and information, which can be
interviews, conversations with professionals, students and other experts in the field.
5. Online searching – it is the information on the internet through search engines such as Google, Yahoo and
Bing.

DAY 3

LT:Writing the Introduction of the Study

Learning Objectives
At the end of the lesson, you should be able to:
1. identify the purpose of the study
2. Formulate convincing rationale for the study

CN:
1. It is the first paragraph written in a research paper. Introduction
2. It summarized the main idea of the research study. Research title
3. It is the reason for which is something is done or created. Purpose
4. It is a method of acquiring knowledge on the scientific method. Research
5. It is the gathering of spontaneous idea of the member to a certain topic. Brainstorming

Part of Introduction of the Study

Purpose Research
Rationale
Question
This refers to the
This provides ideas
goals and This is usually the
and background
objectives of your end of the
information that
research. introduction. It
cause the researcher
should be related to
to conduct the study. the topic, focused
and clear.
DAY 4

LT: Stating the Research Problem

LO:

CN: 1. Identify the main and specific problem

2. Construct clearly the statement of the problem
Statement of the Problem
- It is the researcher’s guide during the research process.
- It is the verbalization and articulation of the researcher’s question
2 types:
1. Main Problem or Major Problem
2. Sub-Problems
Ways to Present the Problem
1. Interrogative manner (for sub-problems)
Ex: What are the factors that affect the teaching strategies of teachers?
2. Declarative manner (for main problems)
Ex: This study aim to design and develop an online course in Human Behavior in the Organization at the
Senior High School students.
DAY 5

LT: Formulating the Hypothesis

Learning Objectives
At the end of the lesson, you should be able to:
1. identify two types of hypothesis
2. formulate the hypothesis of the study

CN:
Hypothesis is a tentative answer to a research problem. It is a prediction of an expected outcome in terms of significant
effect, difference or relationship. It provides the basis for the testing of the statistical significance of the findings of the
study.

Null Hypothesis (H0)

It states the absence of relationship, effect or difference between dependent and independent variables. The
researcher tries to disprove or nullify. It is always stated in a negative form.

Example: There is no significant relationship between smoking and lung cancer.

Alternative Hypothesis (H1)

It always predicts that there will be a relationship, effect or difference between the variables being studied. The
researchers try to prove. It is an affirmation of the existence of observed phenomena.

Example: Smoking leads to lung cancer.

Guidelines in Formulating Hypothesis:

1. Express your hypotheses in a declarative sentence.
2. Support your hypotheses with ideas based on theories, known facts, previous studies, or your own experience and
wisdom.
3. Establish a logical relationship between the hypothesis and the research problem.
4. Have your hypothesis predict the nature of relationship between or among variables.
5. Determine the possibility of having some means of testing, analyzing, and investigating your hypotheses.
6. Avoid wordiness by using clear, exact, or specific language in stating the hypotheses.
7. Variables used in the study are stated in their operational forms.
Example: The study aimed to determine the relationship between emotional intelligence and
academic performance of Senior High students
Ho: There is no significant relationship between emotional intelligence and academic
performance of senior high students.
Ha: There is a significant relationship between emotional intelligence and academic
performance of senior high students.