Read the following sentences.

Put a check on the space before

the number if you think that the sentence is description of
research. Put a cross of you think that it is not.
1. Research must be hurriedly conducted.
2. There should be enough data before conducting research.
3. Research must observe a step-by-step process.
4. The researcher must have the final say on his or her findings.
5. A person’s opinion is acceptable and considered as an answer to
the questions asked by the researcher.
6. Any concern or issue confronted by the students is researchable.
7. The causes why students fail in quizzes are worth researching.
8. The student-researcher must read literature related to the
problem he or she is studying.
9. The researcher must avoid listening to another researcher to have
an objective view of his or her study.
10. The steps in conducting research are patterned.
B. Encircle the words in the box that are related to the
definition of research.

Investigation subjective biases literature theories

System phenomena intuition guessing factual
Opinions experiences discovery dreams data
Interview teleserye instrument productivity validate

C. Using all the sentences you checked in Activity A and the

encircled words in Activity B, formulate a good and acceptable
definition of research. (20 points)
 Defined as a “seeking for truth, information
or knowledge”.
Begins with gathering information and data
through applying the various human
senses.

Inquiry is a learning process that motivates you to obtain

knowledge or information about people, things, places
or events.
You do this by investigating questions you are inquisitive
about.

THE FOCUS OF EDUCATION MUST CHANGE FROM “WHAT WE

KNOW” TO “HOW WE COME TO KNOW”.
Assignment #1: Read and study the Governing Principles or
Foundation of Inquiry and the Benefits of Inquiry-Based Learning
on page 4 of Practical Research 1 (REX).
 Research follows a step-by-step process of
investigation that uses a standardized
approach in answering questions or solving
problems (Polit and Beck, 2014)

Research plays an important role in tertiary

education. Though there are many
problems confronted by higher education,
developments are realized through
research. After all, its main purpose is to
answer a question or to solve an issue
(Palispis, 2004)
Research is a continuous process of
making known the unknown (Sanchez,
2002). Thus, the end of research is to
arrive at a new truth.

Research is an investigation following ordered steps

leading to a discovery of new information or concepts
(Sanchez, 1999)
Research is a tested
approach of thinking and
Research is a very careful investigation of employing validated
something that purports the contribution of instruments and steps in
additional or new knowledge and wisdom order to obtain a more
(Bassey, as cited by Coleman and Briggs, adequate solution to a
2002) problem that is otherwise
impossible to address under
ordinary means (Crawford, as
cited by Alcantara and
Espina, 1995)
 3. The research should be
1. The research should be systematic.
feasible.
Macrosystem- composed of chapters that are
organized in a logical and scientific manner.
Any problem of extraordinary
Microsystem- consists of the detailed contents of
nature that directly or indirectly
each chapter.
affects any profession is a
feasible problem to study. In
The contents are further divided into elements that are
certain settings, unusual
organized following a systematic procedure.
phenomena may happen and
can turn into potential problems.
2. The research should be objective.
Research involves the objective process of analyzing
phenomena of importance to any profession or to
different fields or discipline (Nieswiadomy, 2005).
4. The research should be empirical.

PLAGIARISM- constitutes claiming another person’s

idea or intellectual property as one’s own.

Through proper attribution, the researcher states that

the knowledge being shared through the study was
taken from the study of other experts.

5. The research should be clear.

Compare the definition of research that you formulated based on your analysis
with the given definitions of research and its characteristics. Identify which parts
are correct based on the given definitions of research and its characteristics.
Then, try to make an improved version of your own definition of research.
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TWO IMPORTANT ASPECTS
OF RESEARCH:

Research
Foundations

Research
Methodology
BASIC CONCEPTS UNDER RF various
A. Research Problem- requires describing the
undesirable situations related to the problem
and the needed knowledge or information in
order to solve that problem.
B. Purpose (of the research)- describes how the
study will fill this “knowledge-gap”. Research Foundations refer to the
C. Research Questions- may be either framed in fundamental components of
a quantitative (how much, how often, to what research such as the research
extent)or qualitative (what, why, how) problem, purpose, specific
manner. questions to be addressed, and the
D. Conceptual Framework- an outline or conceptual framework to be
paradigm that presents the topics to be applied.
studied, the various variables and contexts,
and how these relate to or influence each
other.
 a. Review of Literature- analyses the existing
knowledge regarding the research topic.
- Identifies gaps in information
- Important basis of the conceptual framework
of the study.
b. Research approach and Design- identifies
what is the best means to collect and analyze
data in the study.
- Used to clarify and improve the research
problem, purpose, and questions.
c. Data Collection- gives the methods to
determine who will be participants in the study,
how the variables will be measured, and how
data will be documented and collected.
d. Data Analysis- consists of the strategies and
methods that makes sense of the data to
answer the research problem and questions.
Research Methodology describes how the
e. Conclusion- summarizes the key results of
researcher will answer the research questions in
a credible manner. This includes review of
the study and discusses how these are relevant
literature, research approach and design,todata
the research problem.
collection, ,methods of analysis, and conclusions.
 OUTLINE OF A RESEARCH
PAPER
Chapter 1: The Problem and Its Background a. Research Design
a. Introduction b. Respondents of the Study
b. Statement of the Problem c. Instrument of the Study
c. Scope and Delimitations d. Validity and Reliability
d. Significance of the Study e. Statistical Treatment
e. Definition of Terms
f. Notes Chapter 4: Presentation, Analysis, and
Interpretation of Data
Chapter 2: Review of Related Literature and a. Presentation of Data
Studies b. Analysis
a. Related Literature c. Interpretation
b. Related Studies d. Discussion
c. Synthesis of the State-of-the-Art
d. Gap Bridged by the Study Chapter 5: Summary, Conclusions, and
e. Theoretical Framework Recommendations
f. Conceptual Framework a. Summary of Findings
g. Notes b. Conclusion
c. Recommendation
Chapter 3: Research Methodology
As stated by Nieswiadomy (2005):

1. As principal investigator
2. As member of a research team
3. As identifier of researchable
problems
4. As evaluator of research findings
5. As user of research findings
6. As patient or client advocate during
study
7. As subject/respondent/participant
 IMPORTANCE OF RESEARCH
1. Research provides a scientific basis for any practice or
methodology in any field or discipline.
6. Research develops and
evaluates alternative
2. Research is undertaken for the continuous development approaches to the
and further productivity in any field. educational aspects of any
discipline.

3. Research helps develop tools for assessing effectiveness

of any practice and operations. 7. Research aims to advance
4. Research provides solutions to problems concerning the personal and
almost all issues encountered in the different areas of professional qualifications
work. of a practitioner.

5. Research impacts decision-making.

 GOALS FOR CONDUCTING
RESEARCH
Research is a scientific endeavor which serves many goals in different
fields (workplaces, profit or non-profit organizations, governmental or
non-governmental entities), educational disciplines (medicine,
engineering, sciences, arts, humanities, and information technology),
and even in the personal life of the researcher.

1. To produce evidence-based
3. To observe accountability for
practice
the profession.

2. To establishcredibility in 4. To promote cost-

the profession. effectiveness through
documentation.
Assignment:
Interview any of your relatives about their
current profession. Ask them how research has
played a major role in their life. Make a written
report about it.
 GENERAL FORMS OF RESEARCH

1. Scientific Research is a research

method that seeks to explain
naturally occurring phenomena in the
natural world by generating credible
2. Research in the humanities theories.
seeks to
- Involves
define the purpose of human formulating hypotheses,
existence by
tapping into historical factstesting
and predictions
future using relevant data
possibilities. and other scientific methods and
- Derives explanations from finally coming
human up with a theory.
experiences that cannot - Requires
be simply rational and statistical
evidence
measured by facts and figures alone. to draw conclusions.
3. Artistic Research provides alternative
approaches to established concepts by
conducting practical methods as
substitutes for fundamental and
theoretical ones.
MAIN PURPOSE: expound on the current
accepted concepts and open them to
further interpretation.
- Generates new knowledge through
artistic practices such as defining new
concepts, creating new processes, and
devising new methods.
This research design follows a cyclical process. First,
the researcher identifies a problem and determines a
plan of action to address it. Then, the action plan is
implemented and data is gathered to determine the
effects of the action implemented. The information
gathered during the implementation phase is analyzed
and evaluated in order to gain a better understanding
of the problem and determine the effectiveness of the
solution implemented. It is pragmatic and solution-
driven, and any information gathered is used to
identify and implement a solution to the problem. This
design is appropriate for community-based situations.
It requires the researcher to directly relate with his or
her subjects and the community.

ACTION RESEARCH
This research explores how a specific change
impacts a certain situation. This research design
employs hypotheses that seek to establish a
cause-and-effect relationship between
variables. Essentially, this research design seeks
to determine whether “variable X caused Y.”

CAUSAL DESIGN
 This design answers who, what,
when, where, and how questions
related to a particular research
problem. This design is used to
obtain information about the present
situation to gain an understanding of
a certain phenomena.

DESCRIPTIVE DESIGN
In this design, the researcher
controls the factors and variables
related to a certain phenomena
and tries to change or manipulate
one or several factors to
determine the possible effects.
EXPERIMENTAL DESIGN
This research focuses on topics
or problems which have had
little or no studies done about
them. The purpose of this
design is to gain information
and insight that can be used for
later researches. This design is
often used to determine which
method or approach to use for
a certain topic or problem.
EXPLORATORY
DESIGN
 This research identifies a group of people
sharing common characteristics who are
then studied for a period of time. The
researcher seeks to identify how these
groups are affected by certain factors or
changes and relates the information
gathered to the research topic or
problem.
This research design looks into a
COHORT DESIGN large group of people, composed
of individuals with varied
characteristics. The researcher
seeks to determine how these
individuals are affected by a
CROSS-SECTIONAL certain variable or change and
gathers data at a specific period
DESIGN of time.
This research follows a group of
people over a long period of time.
Throughout the period of study,
observations are made on the
group to track changes over time
and identify factors that may
have caused them. This design
also explores causal relationships
over time and determines how
long these relationships last and
the extent of their effects on the
group being studied.
SEQUENTIAL
DESIGN
LONGITUDINAL
DESIGN
This research is carried out in
stages to gather sufficient data
to test the hypothesis. This
design is often combined with a
cohort or cross-sectional study
as it identifies specific groups
for each stage. At the end of
each stage, the data is collected
and evaluated. If there is
insufficient data, the researcher
then proceeds to the next stage
with a new group of subjects.
This research combines aspects of
various research designs and
methods. It primarily combines
qualitative and quantitative research
methods to gain a complete picture
of the research problem and gather
data that will fully determine the
validity of the hypotheses.

MIXED-METHOD
DESIGN
 BROAD CATEGORIES:

QUALITATIVE QUANTITATIVE
RESEARCH RESEARCH
 QUANTITATIVE cA
RESEARCH

Traditional positivist scientific

method which refers to a
STATISTICAL IN NATURE
general set of orderly,
disciplined procedures to
acquire information. (Polit and Capability to generalize
Beck, 2004) the effect of the results
to the individuals
Gathers empirical evidence that is within outside of the study.
the realm of the senses.
 DISADVANTAGES (LIMITATIONS)

Can ONLY explain a small fraction of the

human experience (examples:Behavioral
impulses and varying personal preferences)

Human complexities are usually controlled

or removed entirely instead of being
analyzed.

Presents the human experience in

a restricted manner.
 QUALITATIVE
RESEARCH
Puts an emphasis on human complexity
and man’s ability to decide and create
his/her own experience.
Naturalistic method of
inquiry of research which Great emphasis on the analysis of the
deals with the issue of experiences of the individual.
human complexity by Focuses on gaining insights and
exploring it directly. (Polit understanding about an individual’s
and Beck, 2008) perception and interpretation of events.
(*Interviews and Participative
Observation)

PATTERNS AND THEMES > TESTING OF HYPOTHESES

 MAJOR LIMITATION:

SUBJECTIVE NATURE
OF NATURALISTIC
INQUIRY
“Would two naturalistic
researchers studying the same
phenomenon in similar settings
arrive at similar conclusions?
 Quantitative Research
Aims to characterize trends and
patterns.
Usually starts with neither a theory nor
hypothesis about the relationship
between two or more variables.
Uses structured research instruments
like questionnaires or schedules.
Uses large sample sizes that are
representatives of the population.
Has high output replicability
Uses to gain greater understanding of
group similarities
Uses structured processes
Qualitative Research
Involves processes, feelings, and
motives (the why’s and the how’s) and
produces in-depth and holistic data.
Usually concerned with generating
hypothesis from data rather than
testing a hypothesis.
Uses either unstructured or semi-
structured instruments.
Uses small sample sizes chosen
purposely
Has high validity
Used to gain greater understanding of
individual differences in terms of
feelings, motives, and experiences
Uses more flexible processes
Make an insight paper regarding this notion:
“If Quantitative Research represents the skeleton, the
qualitative research represents the flesh.”
 What are the common experiences encountered by a person
with a spouse who is undergoing rehabilitation?
What is the demographic profile and migratory adaptations of squatter families
in Barangay Cutcut, Angeles City (dela Cruz, 1994)?

What were the roles of women in the Katipunan?

How do cancer survivors look at life?

Ten school counsellors were given structured interviews to help determine how
their professional identity is formed.
 COMMON TYPES OF QUALITATIVE
RESEARCH

1. Phenomenological Study
- Seeks to find the essence or structure of an
experience by explaining how complex meanings
are built out of simple units of inner experience.
- It examines human experiences (lived experiences)
through the descriptions provided by subjects or
respondents.
GOAL OF THE STUDY: Describe the meaning that
experiences hold for each subject

Areas of concern: humanness, self-determination,

uniqueness, wholeness, and individualism
2. Ethnographical Study
3. Historical Study
- involves the collection and analysis of data about
cultural groups or minorities. - Concerned with the identification,
- the researcher immerses with the peoplelocation, and evaluation, and synthesis of
becomes a part of their culture. He ordata shefrom past events.
SOURCES
becomes involved in the everyday activities of the OF DATA:
subjects, and gets to empathize with the a. Documents – printed materials that
cultural
groups experiencing issues and problems in cantheirbe found in libraries, archives, or
everyday lives. personal collections
b. Relics and artifacts – physical remains
- During the immersion process, the researcher
talks to the key persons and personalitiesorcalled
objects from a certain historical period
key informants who provide important c. Oral reports – information that is
information for the study. passed on by word of mouth
Classification of Data Sources:
MAIN PURPOSE OF THIS STUDY: The development
a. Primary Sources- materials providing
of cultural theories.
first-hand information (ex.oral
histories, written records, diaries,
eyewitness accounts, pictures, videos,
and other physical evidences)
b. Secondary Sources- second-hand
information such as an account based on
an original sources, or a material written
as an abstract of the original materials.
The validity of materials used in the study
are assessed through the following
processes:
a. Internal criticism. This involves
establishing the authenticity or originality
of the materials by looking at the
consistency of information. Motives and
possible biases of the author must be
considered in trying to determine the
accuracy of the materials.
b. External criticism. This is based on the
analysis of the material: the ink and the
type of paper used, the layout and
physical appearance, and as well as the
age and texture of the material itself.
4. Case Study
- An in-depth examination of an
individual, groups of people, or an
institution.
PURPOSES OF THIS RESEARCH:
 Gain insights into a little known
problem
 Provide background data for broader
studies
 Explain socio-psychological and socio-
cultural processes.
- Involves a comprehensive and
extensive examination of a particular
individual group, or situation over a
period of time.
5. Grounded Theory Study 6. Critical Qualitative Research
- Takes place when you discover a new- Seeks to bring about change and
theory to underlie your study at the empower individuals by describing and
time of data collection and analysis. critiquing the social, cultural, and
- through your observations, you will psychological perspectives on present-
happen to find a theory that applies to day contexts..
your current study - ultimately challenges the current norm,
DATA GATHERING TECHNIQUES: especially on power distributions,
 INTERVIEW building upon the initial appraisal of the
 OBSERVATION said present-day perspectives.
 DOCUMENTARY ANALYSIS
Example: A critical examination of
consumer education texts used in adult
literacy programs revealed content that
was disrespectful for adult learners, their
previous experience as consumers, and
promoted certain ideologies regarding
consumerism. The texts also defended the
status quo by blaming individual
inadequacies for economic troubles,
ignoring societal inequities (Sandlin,
2000).
7. Content and Discourse Analysis
- A method of mixed-method research
that requires an analysis or examination
of the substance or content of the mode
of communication (letters, books,
journals, photos, video recordings, SMS
online messages, digital media, etc.) used
by a person, group, organization, or any
institution in communicating.
Discourse Analysis- a study of language
structures used in the medium of
communication to discover the effects of
sociological, cultural, institutional, and
ideological factors
Assignment:
Choose five types of qualitative
research and find one example of
actual research studies for each.
Provide a summary for each study
and explain why it belongs to that
type of research.
O Based on the article, how will you
define ethics in research?
O Are the Tuskegee syphilis study and
diethylstilbestrol study on pregnant
women unethical?
O If you were part of the research teams
who conducted the research studies,
what will you do to correct the
unethical aspect of the experiments?
 IMPORTANCE OF ETHICS IN
RESEARCH
(Resnik, 2007)

1. Ethics promotes the pursuit of knowledge,

truth, and credibility. It also fosters values
that are essential to collaborative work.
Research often involves a great deal of
cooperation among people in different fields
of disciplines. The important values include
trust, accountability, mutual respect, and
fairness.
2. Many of the ethical norms ensure that
3. Adherence to researchers are heldhelps
ethical principles accountable to the public.
build public
support for research. People are more likely to fund
research studies that promote a variety of important
moral and social values such as social responsibility,
human rights, animal welfare, and health and safety.
ETHICAL
consis CODES AND POLICIES FOR
RESEARCH

1. Honesty. This must be maintained in all communications (e.g., when reporting

data, results, and procedures). Data should never be fabricated, falsified, or
misrepresented.
2. Objectivity. Biases should be avoided in the experimental design, data
analysis, interpretation, expert testimony, and the other aspects of research.
3. Integrity. Consistency of thought and action is the foundation of the
credibility of any research work. Promises and agreements should be kept and
all actions should be made with a sincere purpose.
4. Care. Careless errors and negligence should be avoided. Your work and the
works of your peers should be critically examined. Records of research
activities should be kept in good order and condition.
5. Openness. The researcher should be open to criticisms and new ideas.
Research data, results, ideas, and resources should also be shared with the
public.
6. Respectfor intellectual property.
7. Confidentiality
8. Responsible publication
9. Responsible mentoring
10. Respect for colleagues.
11.Social Responsibility. Social good should be promoted
and social harm should be avoided.
12. Non-discrimination. All those eligible to participate in
research should be allowed to do so.
13.Competence. Professional competence and expertise
should be maintained and improved with the research.
14.Legality. A researcher should know and obey relevant
laws, and institutional and government policies.
15.Human Subject Protection. Harms and risks to human lives should
be minimized. Human dignity, privacy, and autonomy should be among
the primary considerations of research.
 RIGHTS OF RESEARCH
PARTICIPANTS
(Trochim, 2006; Smith, 2003; Polit, 2006)

1. Voluntary Participation. Any

person should not be coerced to
participate in any research
undertaking.
2. Informed consent. Prospective
research participants must be
fully informed about the
procedures and risks involved in
the research. Their consent to
participate must be secured.
3. Risk of Harm. Participants
should be protected from
physical, financial, or
psychological harm.

Principle of Non-maleficence:
states that it is the researcher’s
duty to avoid, prevent, or
minimize harm to the
participants of the study. 5. Anonymity. The
participants must remain
4. Confidentiality. Participants anonymous throughout the
must be assured that their study even to the researchers
identity and other personal themselves.
information will not be made
available to anyone who is not
directly involved in the study.
 ETHICAL STANDARS IN RESEARCH WRITING

For a writing to be considered ethical, it should be clear, accurate,

fair, and honest (Kolin, as cited by Roig, 2006)

The following reminders must be taken into consideration for

ethical research writing (Logan University, 2016):
1. Findings should be reported with complete honesty.
2. Intentional misinterpretation, misinformation, and misleading
claims must be avoided.
3. Appropriate credit should be given when using other
people’s work.
4. Plagiarism should be avoided by fully acknowledging all
content belonging to others.
Plagiarism refers to the act of
using another person’s ideas,
words, processes, and results
without giving due credit.
 ACTS OF PLAGIARISM:
1. Claiming authorship of a work or creation done by another
person
2. Copying an entire written work or a portion of it– including
words, sentences, and ideas—without acknowledging the author
3. Failing to put quotation marks to distinguish a quotation taken
directly from a source
4. Giving incorrect information about the source of a quotation
5. Merely changing the words but retaining the sentence structure
so that the selection or quotes still bears a resemblance to the
original source
6. Using so many words and ideas from the original source that it
makes up a large portion of your work, even if you acknowledge
the original author
Plagiarism should not be tolerated as the
unauthorized use of original ideas and
works constitutes a violation of
intellectual property rights.
“Intellectual property refers to creations of the
mind: inventions; literary and artistic works; and
symbols, names, and images used in commerce.”
(WIPO, 2004)

Industrial Property includes patents,

trademarks, and industrial designs.

Copyright includes published works such as

literary works, textbooks, reference books, and
other artistic works such as creative design,
film, music, radio broadcasts, and performance
art.
 Republic Act 8293 (Intellectual Property Code of the
Philippines)

(Published works):
“Published works” means works,
which, with the consent of the
authors, are made available to the
public by wire or wireless means in
such a way that members of the
public may access these works from
a place and time individually chosen
by them: Provided, that availability of
such copies has been such, as to
satisfy the reasonable requirements
of the public, having regard to the
nature of the work...
(Copyright Ownership):
178.1 Subject to the provisions of this
section, in the case of original literary and
artistic works, copyright shall belong to the
author of the work;
178.2 In the case of works of joint
authorship, the co-authors shall be the
original owners of the copyright, and in the
absence of agreement, their rights shall be
governed by the rules on co-ownership. If,
however, a work of joint authorship consists
of parts that can be used separately and the
author of each part can be identified, the
author of each part shall be the original
owner of the copyright in the part that he
has created.
 REVIEW/QUIZ (“CHALLENGE YOURSELF”)
1. What is the difference between a case study and
Phenomenological study?
2. In the context of research, how do you define Ethics?
3. Cite three (3) scenarios which are considered unethical?
(Research)
4. In your own words, how are you going to compare the
provisions of Republic Act. 8293 in terms of published works
and copyright ownership?
5. Discuss the context of “financial harm” in research.
6. Discuss the Principle of Beneficence.
7. What is the Principle of Non-Maleficence?
8. Provide a sample research topic/problem in the following: (a.
Historical study, b. Ethnographic Study, c. Case Study
 RESEARCH TITLE prefaces the study by
providing a summary of the main idea and is
usually short and concise.

CHARACTERISTICS OF A RESEARCH
TITLE

1. It should summarize the main idea of the paper.

2. It should be a concise statement of the main topic.
3. It should include the major variables of the
research study.
4. It should be self-explanatory
Note: The general problem of the
research 5.orIt should describe
even the specificor imply the participants of the
questionsstudy.
that the researcher
intends to answer, when rewritten
in a statement form, can serve as
the title.
NOTE: THIS SECTION RESEARCH PROBLEM states the
ONLY STATES THE area of concern of the research paper
PROBLEM AND NOT whether it is a circumstance needing
 w development , a difficulty requiring
PREFACE OR SUGGEST
A SOLUTION FOR IT. attention , or an inquiry necessitating
an answer

SOURCES OF RESEARCH PROBLEMS

Hospitals 1. It conveys a feeling of

or clinics discomfort or difficulty.

Schools

Offices

Homes
2. Ithas a perceived difficulty in 3. It displays a gap between
broad subjects such as family theory and practice: what is
affairs, home management, and said by the elders and what
leadership system. the students see and observe.

4. It utilizes a procedure requiring

technologically advanced equipment.
5.It involves the experience of 6. Replication- the repetition
any kind of individual. of a prior research study in a
different setting and time.

7.It relates to an individual’s

curiosity and interest.
A DISCERNED PROBLEM IS SAID TO BE RESEARCHABLE WHEN
THE FOLLOWING CRITERIA ARE MET:

1. Solutions are available but not yet tested and not yet known by
the practitioner.
2. No solutions are available to answer the GAP or the problem
being assessed.
3. When the given answers or solutions, as well as the possible
results, are seemingly untested or are factually contradictory with
each other.
4.A phenomenon requiring an explanation has occurred.
5. There are several possible and plausible explanations for the
existence of an undesirable
 Considerations in Formulating the Research
Problem
1. EXTERNAL CRITERIA
a. Novelty – This refers to the practical value of the problem due to its
“newness” in the field of inquiry.

b. Availability of subjects – This refers to the people with the desired capability
and willingness to participate in the study. The sample of the study participants
must be representative enough to ensure reliability and validity of the results.

c. Support of the academic community – This refers to the assistance given by

the members of the institution, like the principal, teachers, staff, students, and the
parents, in the gathering of data and defraying the cost of the study. Permission of
those concerned for the participation in the study of staff members, children, the
aged, and the mentally challenged should be secured.

d. Availability and adequacy of facilities and equipment

e. Ethical Considerations
II. INTERNAL CRITERIA
a. Experience, training, and qualifications of the researcher – These
constitute the researcher’s knowledge and expertise as a result of experience
and study.
b. Motivation, interest, intellectual curiosity, and perceptiveness of
the researcher – These are essential attitudes that bring anticipated
satisfaction or enjoyment in the completion of research tasks.
c. Time factor – This considers the fact that studies must be pursued within
a given time frame.
d. Costs and returns – These factors matter in choosing a research
problem. Research is an expensive undertaking. The amount of funding
needed, after all, depends on the size of the sample, the place where the
research is to be conducted, the treatment of data, and the kind of research
design.
e. Hazards, penalties, and handicaps – These depend upon the
researcher’s physical and intellectual capacity and moral judgment
 CHOOSING THE RESEARCH PROBLEM AS A HIGH
SCHOOL STUDENT

The background of the researcher is an

important factor that defines the selection
of research problems and topics.

FACTORS IN DETERMINING THE RESEARCH PROBLEM

AND TOPIC
FEASIBILITY OF THE RESEARCH
STUDY

EXTERNAL SUPPORT

INNOVATIVE QUALITY
 RESEARCH ACTIVITY 1
(PROPOSED PROBLEMS)
Enumerate three possible 3. Local Community
problems you may encounter in a.
the following circumstances:
b.
1. Personal Life (family and
c.
friends)
4. Government
a.
a.
b.
b.
c.
c.
2. School
5. Relationship with
a. colleagues and mentors
b.
6. Other areas of interest or
c. concern
Statement of the Problem

WRITING THE GENERAL PROBLEM IN A

QUALITATIVE STUDY
(Creswell and Clark, 2014)

1. It should use single and not compound sentences.

2. It should clearly express the purpose of the study.
3. It should include the central phenomenon.
4. It should use qualitative words (ex.explore, discover,
and explain).
5. It should identify the participants in the study.
6. It should state the research site.
A sample pattern for the purpose statement:

The purpose of this (narrative, phenomenological,

grounded theory, ethnographic, case) is to (understand,
describe, develop, discover) the (central phenomenon of the
study) for (the participants) at (the site). At this stage in the
research, the (central phenomenon) will be generally
defined as (a general definition of the central concept).
(Creswell and Clark, 2014)
Below are some examples of a general
problem:
Example1
The overall objective of this phenomenological
study is to describe the intrapersonal and interpersonal
competencies of school principals, and their
relationship to the school effectiveness in the Division
of Bataan for the school year 2001-2002. The result is
used as a basis for an intervention program (Cristobal,
2003). Here, intrapersonal is the school managers’ own
self-concept and personality while interpersonal is their
communication and expressions in dealing with
subordinates.
Example 2
The objective of this ethnographic study is to
differentiate the customs and traditions of the Aetas and
the locals of Zambales enrolled in Olongapo National
City High School for the school year 2014-2015. In this
research, the customs and traditions are defined as their
practices in the celebration of feasts.
Example 3
The objective of this grounded theory study is to
characterize the general study habits of the high school students
that belong to the top ten of the class. The study habits are
concentrated on the student’s preparation before attending classes
daily.
The GENERAL PROBLEM is followed by an
enumeration of the SPECIFIC PROBLEMS . These
problems are usually stated as questions that the
researcher seeks to answer.

SPECIFIC PROBLEMS MUST MEET THE

FOLLOWING CRITERIA:

1. They must be in question form.

2. They must define the population and the samples
of the study (respondents).
3. They must identify the variables being studied.
 TWO TYPES OF RESEARCH QUESTIONS
(Creswell and Clark, 2014)
1. Central Questions- these are the most general
questions that can be asked.
2. Sub-questions- these questions subdivide the central
question into more specific topical questions and are
only limited in number.
GUIDELINES IN FORMULATING THE RESEARCH QUESTIONS
(Creswell and Clark, 2014)

1. The question should begin with words such as “how” or “what”.

2. The readers should be informed of the information that will be discovered,
generated, explored, identified, or described in the study.
3.The question “What happened?” should be asked to help craft the description.
4. The question “What was the meaning to people of what happened?” should be
asked to understand the results.
5. The question “What happened over time?” should be asked to explore the
process.
 GUIDE IN DESIGNING QUALITATIVE CENTRAL AND
SUB-QUESTIONS (SCRIPTS):
(Creswell and Clark, 2004)

1. Central question script

a. “What is the meaning of/what does it mean to (central phenomenon)?”

Examples:
i.What is the meaning of intrapersonal competencies?
ii. What does it mean to differentiate the customs and traditions of Aetas to
those of the locals?
iii. What does it mean to characterize the study habits of the top 10 students of
the class?
b.“How would (participants) describe (central phenomenon)?”
Examples:
i. How would school managers describe intrapersonal competencies?
ii. How would the Aetas and locals of Zambales differentiate their customs
and traditions?
iii. How would the top ten high school students characterize their
general study habits?

2. Sub-question script
“What (aspect) does (participant) engage in as a (central phenomenon)?”
Examples:
a. What levels of self-concept does the school managers
engage in as a characteristic of interpersonal competencies?
b. What nature of practices do the Aetas and locals of
Zambales engage in as a part of their customs and
traditions?
c. What kind of preparation does the top 10 high school
students engage in as an indicator of their general study
habits?
TYPES OF RESEARCH QUESTIONS
(CONVENTIONAL)

1. Non-researchable questions – These are questions

of value and are answerable by yes or no.
Examples:
a. Should all mothers breastfeed their babies?
b. Should high school teachers be watchful over their
Grade 7 students?
c. Should the schools offering different majors in senior
high schools require their students to have a mandatory
review before taking the National Assessment Exam?
d. Do all head teachers have a master’s degree?
e. Are family members helping their children in reviewing
their lessons?
 TYPES OF RESEARCH QUESTIONS
(CONVENTIONAL)

2. Researchable questions – These are questions of opinions,

perceptions, or policy that are raised to accumulate data.
Examples:
a. What are the common preparations done by Grade 7 students
during their first days in school?
b. How do senior high school students respond to their Math
teacher?
c.What are the study habits of students who are poorly performing?
d. What is the relationship of the attitudes of the adviser to the
classroom behaviour of Grade 9 students?
e. How do the officers of the Parent-Teacher Community
Association assist in the improvement of school facilities?
 Further Classification to Research
Questions:

1. Factor-isolating questions – These ask the question “What is

this?” These questions are sometimes called factor-naming questions
because they isolate, categorize, describe, or name factors and
situations.
Examples:
a. What is the profile of school principals in terms of the following?
i. Age
ii. Management experience
iii. Civil Status
b. What are the levels of competencies of school principals as
described by their respective teachers and themselves in terms of the
following?
i. Intrapersonal
ii. Interpersonal
2. Factor-relating questions – These ask the question
“What is happening here?” The goal of these questions is
to determine the relationship among factors that have been
identified.
Examples:
a. What is the relationship of the level of performance of
the senior high school teachers to the OJT
performance of the students enrolled in the business
track of Saint Paul School of Professional Studies?
b. How does the performance level of volleyball teams of
boys differ to that of the girls?
3. Situation-relating questions – These questions ask
the question “What will happen if...?” These questions
usually yield hypotheses testing or experimental study
designs in which the researcher manipulates the variables to
see what will happen.
Examples:
a. What are the effects of computer-learning assisted
methods of teaching to the interest level of the
sophomores to their history subjects?
b. How significantly different is the performance of the call
center agents who are well rested than those who are
not?
4. Situation-producing questions – These ask the
question “How can I make it happen?” These questions
establish explicit goals for actions, develop plans or
prescriptions to achieve goals, and specify the conditions
under which these goals will be accomplished.
Examples:
a. Based on the findings, what human relation intervention
program can be adopted to enhance or improve
effectiveness of existing teaching methods?
b. What faculty development activities can be sponsored by
the PTCA to improve the performance of graduating
students in the UP College Admission Test (UPCAT)?
 RESEARCH ACTIVITY 2
STATEMENT OF THE PROBLEM
Formulate the SOP part of your research.
1. Title of your research:
__________________________________________
2. Purpose statement:
The investigator seeks to
_______________________________________________
_______________________________________________
______________________________________
3. Central Question:
4. Sub-question:
5. Other Questions (Further classification of questions):
INTRODUCTION
- This is important in establishing the cognitive setting of
the research. It has the following elements:
1. Rationalization of the need to research on the problem
2. Clarification of the important terminologies for the
reader to easily understand what the research is about.
3. Establishment of the degree of seriousness of the
problem which prompted the researcher to look for
the solutions.
The following questions can aid the
researcher in formulating the introduction:
1. What is the rationale of the problem?
- This question is answered by sharing the reasons why the
researcher decided to look for solutions to the problem.
A RATIONALE may include:
a. Narration of personal experiences
b. Description of an article read
c. A scene witnessed
d. A news heard or a theory that needs to be
clarified
 Example:
As a Grade 12 student, Arjohn David, experienced some
difficulties in performing well because of various factors such as the
attitude of his teachers as well as their teaching methods, the absence
of laboratory facilities, and inadequacy of books in the library. He is
having difficulties in his quizzes and class performance.
 2. What is the setting of the problem?
The setting forms part of the delimitation of the study. It
defines the geographic boundaries and certain
demographic characteristics of the research. This describes
the place where the research was conducted, since the setting
has a significant bearing on the variables being studied.
Example:
Puting Capunitan Elementary School is one of the barrio
schools in Orion, Bataan where most enrollees are from
disadvantaged families whose immediate ancestors are either
laborers or fisher folks. This school is one of the schools with poorly
performing students in their division according to the Department of
Education.
3. What is the basic literature foundation of the
study?
This part seeks to provide the researcher clarity on the
terms or variables used in the study. The terms and
variables must be clear to the researcher for an easy
understanding of the readers. As such, sufficient background
can assist the investigator in determining the boundaries
of the study. This part is derived from different literature
sources. The use of various references is crucial in this part
of the first chapter.
Example:
As teaching is considered to be a complex activity
(Medley, as cited in Iqbal, 1996), the scholars and
researchers in the field of education have since long been
exploring into and analyzing the teaching phenomenon.
Teaching is an arrangement and manipulation of a situation
in which a learner tries to overcome the learning problems.
Teaching is also a multidimensional set of activities intended
to facilitate learning (Torrington et al., 2003). However, it is
universally recognized that teachers’ instructional
performance plays a key role in students’ learning and
academic achievement (Panda and Mohanty, 2003).
 4. How serious is the chosen research problem?
The researcher is tasked to identify the intensity and
magnitude of the problem. When the gravity of the
problem has already been described, he or she may then
gauge the kind of action to be used to identify the problem.
In most cases, the researcher at this point looks for
statistical or quantitative evidence to assess the significance
of the problem at hand.
Example:
Based on the DepEd Division Memo series 2012,
among the 12 schools with the most poorly performing
students, Puting Capunitan Elementary Schools ranked
12th.
 5. What is the general objective of the problem?
This is the general statement of the problem or the
major tasks of the researcher to discharge and should
also be the basis of the enumerated statements of specific
problems.
Example:
With the abovementioned scenario and situations,
it is the main objective of the researcher to determine
the common reasons of the poor performance of the
students. Therefore, the research findings on that
objective become the basis of an intervention program
for school effectiveness.
 6. What is the overall purpose of the problem?
It is important to note that the researcher must be totally
aware of the purpose of the research problem. He or
she must fully understand the implications of the
resulting findings of the study.
Example:

This is mainly for the purpose of letting the

students acquire the needed competencies before
graduation and enabling the school to perform better in
the Regional Achievement Examinations.
 SETTING THE SCOPE OF THE STUDY
 The SCOPE of the study is determined primarily by the
selection of variables that the research study will focus
on.
-it requires the careful selection of variables that will be
investigated, as well as the attributes that will define and
measure these variables. Attributes refers to the
A variable refers to any characteristic that can have value assigned to a specific
different values or traits that may vary across variable.
research participants. Variables are measured, Examples:
controlled, and manipulated by the researcher. Variable- GENDER
Examples: age, gender, height, and weight Attributes- male and
female
Variable agreement:
Attributes- strongly agree,
agree, disagree, and strongly
disagree
Important Characteristics of Variables:
1. Dependence – this refers to how the variable is
considered in a cause-and-effect relationship.
Independent variables are those characteristics that
are changed, manipulated, or selected by the researcher.
Dependent variables, on the other hand, are those that
change because of changes to the independent variable.
Example: A study that investigates the use of computer-
aided teaching instruction on student performance
INDEPENDENT VARIABLE is teaching instruction as the
researcher chooses to implement computer-aided
teaching in the classrooms.
DEPENDENT VARIABLE is student performance as it is
expected to change in reaction to the introduction of
computer-aided teaching.
2. Mutually exclusive – this means that a participant or
respondent cannot possess two attributes of a variable.
For instance, a person cannot be both male and female.
3. Exhaustive – this means that the researcher should
consider all possible attributes of a certain variable. In
identifying the possible responses of the participants to
survey questions, the researcher must identify all
possible answers or reactions.
Kinds of Variables:
1. Continuous variables – variables that may have an
infinite number of values and may vary widely among
the research participants. Examples include age and
weight.
2. Discrete variables – variables that have specific limits
to their value. Examples include income, number
of children, or years of employment.
3. Categorical variables – these cannot be expressed in
numbers but are given in non-quantitative, descriptive
terms. Examples include civil status (single,
married, widowed), and educational attainment
Delimitation of the Study
- Describes the various limitations that arose during the
design and conduct of the study. These include the
characteristics of the research design and methodology
that affected or influenced the findings of the study.

Limitations of the study- are defined primarily by the

scope of the study.
Scope of the study- defines the variables that are the
focus of the research
Delimitation of the study- identifies the other variables
that were not
A Study considered
on the for the study
Effect of Computer-Aided Teaching on Student
Performance
Possible limitations that may arise from the research design
and methodology:
a. Sample Size
b. Lack of Available and/or reliable data
c. Lack of Prior Studies
d. Chosen data collection method
e. Nature of the information collected
Significance of the Study- describes the contribution of
the study to the existing body of knowledge. It could be in:
a. The form of new knowledge in the field
b. A confirmation of the major findings of other studies
c. Verification of the validity of findings in a different
population
d. Analysis of trends over time
e. Validation of other findings using different methodologies
RELATED LITERATURE
The Related Literature (Conceptual Literature)
examines facts and principles from other resources that are
related to the present study.
- A research study on the learning curves of high school
students would utilize literatures that deal with the same
subject.
- Serves to clarify the different variables being
studied
Resource Materials: books, encyclopedias, published
journals, newspapers, and magazines
Major Variable- the central idea of the entire literature
Sub-Variables- help specify which particular aspect of the
major variable is being referred to.
Indicators- specific information that describes the sub-
variables
Examples:
Major Variable: Study Habits
Sub-Variable- Time required for studying, methods of
studying, and place for studying
Indicators- Employing patterned time intervals for
effective studying; using mnemonics in memorizing the
terms; studying in one’s ideal environment
Important concepts to consider in
conducting a review of Related Literature:
 .The number of resource materials to be gathered for the
review of literature depends upon the researcher’s
judgment. If he or she believes that the important
concepts and variables have been adequately explained
and that enough indicators have been established, then
the review of related literature is considered sufficient.
 When the related literature is arranged systematically, the
construction of the research instrument
(ex.questionnaire) will be easier since the indicators are
presented logically and sequentially.
 Related Literature also includes works of experts in
refereed or peer-reviewed journals.
Expert readers or peers who are recognized authorities on
the topic are consulted to review the written works of the
researchers to determine if they meet the standards of a
good reference material, i.e., reliability and timeliness.
Refereed journals are published nationally and
internationally.
Essential Elements of a Literature Review:
The literature review serves as in-depth summary of the
related literatures to the study. It does not only restate
facts but rather critique and highlight their relevance to the
research.
1. Overview of the subject or topic, issues, or theories to
be considered
2. Division of works such as those that support a particular
position, those against, and those that offer other ideas
3. Explanation of the comparison of the gathered literature
Stages Observed in Writing the Literature Review
1. Problem formulation. The researcher must determine the
research problem before the review of literature is conducted to
fully understand the variables considered in the study.
2. Literature search. Any reading material that is related to the
study must include a discussion and explanation of at least one
of the variables.
3. Data evaluation. The indicators that are synthesized from
various relevant sources must further build the researcher’s
confidence as the variables of his or her study are made clear.

4. Analysis and interpretation. Breaking the entire reading

article into smaller parts will help the researcher correctly
interpret the information in the reviewed materials.
RELATED STUDIES
The review of the related studies serves as the basis of the
analysis of results because it allows the researcher to compare
and contrast his or her findings with those of past studies.
The results of a study are verified by similar findings or
negated by different findings from other researchers. The
studies can be in the form of theses, dissertation, or journal
articles.
- The gathered studies are related to the present study when
they have the following similarities:
1. They use the same variables, sub-variables, concepts or
construct.
2. They have the same subject or topic.
In writing a review of a related study, the following data
must be indicated:
1. The name of the author, the date, and the setting of the
study
2. The title
3. The salient findings (the most important ingredients to
include since the discussion of the variables and their
relationship/s will be based on them
Research Framework
- It serves as the building blocks for the foundation of the
study
TWO TYPES OF RESEARCH FRAMEWORK:
A. Theoretical Framework- formulated from existing
theories and serves as the foundation of the study.
- The present study can adopt the original model used by
the cited theorist.
B. Conceptual Framework- derived from a combination of
theories or parts of theories. This framework guides the
researcher in synthesizing the different theories used in
formulating a new one.
Elements of the Theoretical Framework
1. Relevant theories. These are theories that are partially or
fully relevant to the present study and are discussed to provide a
basis for the variables being tested.
2. Review of related literature. These are published
materials that compare the study with existing knowledge on the
research topic. This part defines, classifies, and facilitates objective
comprehension of the variables being studied.
3. Review of related studies. This part includes the theses or
dissertations on research topics carrying the same variables. The
findings from the previous studies define the approach that the
researcher took in measuring the variables.
4. Paradigm of the study. This is a diagrammatic
presentation of the study used to visually summarize the
whole study. It is the result of a clearer understanding of
the theoretical or conceptual framework. It is usually
comprised of symbols and figures such as lines, shapes, and
arrows.
 IPO (input-process-input) Model
-Used when the research seeks to discuss a factor or a
major variable that causes a problem, phenomenon, or
transformation in the subject.
INPUT PROCESS OUTPUT
(the variables that causes (the method by which the (the problem,
the problem, phenomenon, variables are collected and phenomenon, or
or transformation) synthesized) transformation; the
outcome of the variables
- Profile of the entrepreneurs
a. Age Analysis of data through:
b. Sex a. Questionnaires - Improved role of
c. Seminars b. Informal interviews entrepreneurs
- Roles of the entrepreneurs c. Statistical and scientific - Higher returns
a. Assessment treatment - Better quality of
b. Planning
c. Implementation services
d. Evaluation
- Specimen collection
- Performance
Paradigm for Entrepreneurs’ Roles Toward Improved Work
Performance
Developing the Theoretical Framework
Relevant Theories
In this part of the theoretical framework, the researcher cites
and discusses related theories that serve as the foundation of
the variables and their relevance to the study. It prefaces the
readers on what theories are used as the basis of the research
story.
In the discussion of the relevant theories, the following parts are
mentioned:
1. Name/s of the author/s
2. Title/s of the their theory/ies
3. Theoretical statement or principles
4. Explanation of the theoretical statement
5. Relationship of the theory to the present study
Gathering and Generating Data
A method is a technique which the researcher uses to
gather and generate data about the subjects of their study.
A methodology is the section of the research paper
which explains why the researcher chose to use particular
methods. The methodology also includes descriptions of any
and all theoretical and/or ideological concepts informing and
influencing the course of the study, and the researcher’s
rationale behind adhering to these concepts.
A research design is a plan which structures a study to
ensure that the data collected and generated will contain
the information.
MAIN METHODS USED IN QUALITATIVE RESEARCH:
a. Individual Interviews- (like conversations) designed to
elicit the information that the researcher needs.
b. Group Interviews- conducted with several participants
simultaneously, and may be more appropriate in some cases,
such as when the study concerns a community issue or
shared experience.
c. Observations- conducted to document and analyze
behavior and social phenomena as they occur in their natural
context.
d. Surveys and Questionnaires- (more often used in
quantitative research) requires that the questions be
structured to be open-ended, with few to no restrictions on
the respondent’s answers—resembling an interview but in
written form.