Parts if research

1. METHODS OF
RESEARCH
Attendance – 20%
Examination – 30 %
Final Output – 50%
Anna Marie A. Hernandez
amhernandez@spup.edu.ph
psydude_anna@yahoo.com

2. What is
research?

3. What is research?
Research is the systematic
investigation into and study of
materials and sources in order
to establish facts and reach new
conclusions (Wiki Sym 2014).

4. What is research?
Adanza, Bermudo, Rasonable
(2009) simply define research as
looking for answers to a query
using the most logical and valid
methods.

5. What is research?
• According to Baac (2008), research is the process by
which the collection and analysis of data is used to
generate a theory or test a theory and is done
systematically.
• Calmorin (2007) defines research as the scientific
investigation of phenomena which includes collection,
presentation, analysis and interpretation of facts that
link an individual’s speculation with reality.
• Dejillas (2000) defines research as a systematic and
scientific way of investigating a problem with the view
of understanding it and finding solutions to it.

6. What is research?
• According to Mugo (2000), research is a
careful or diligent search, studious inquiry or
examination especially investigation or
experimentation aimed at the discovery and
interpretation of facts, revision of accepted
theories or laws in the light of new facts or
practical application of such new or revised
theories or laws. It can also be the collection
of information about a particular subject.

7. What is research?
• In summary, research is a process of
seeking for new knowledge of
theories, of testing the accuracy of
existing theory, applying established
facts or knowledge in generating new
products or ideas in solving problems.

8. Values of Research to man
Calmorin (2007) listed the following
values of research to man:
 Research improves quality of life.
 Research improves instruction.
 Research improves students’
achievement.
 Research improves teachers’
competence.

9. Values of research to man
 Research satisfies man’s needs.
 Research reduces the burden of work.
 Research has a deep-seated
psychological aspect.
 Research improves the exportation of
food products.

10. Values of research to man
 Research responds to the economic
recovery and austerity measure of the
country.
 Research trains graduates to become
responsive to the economic
development of the country and
compete globally.

11. Characteristics of Research
Calmorin (2007)
 Empirical. Research is based on direct
experience or observations by the
researcher.
 Logical. Research is based on valid
procedures and principles.

12. Characteristics of Research
 Cyclical. Research is a cyclical process
because it starts with a problem and
ends with a problem.
 Analytical. Research utilizes proven
analytical procedures in gathering the
data, whether historical, descriptive,
experimental or case study.

13. Characteristics of Research
 Critical. Research exhibits careful and
precise judgment.
 Methodical. Research is conducted in a
methodical manner without bias using
systematic method and procedures.
 Replicable. The research design and
procedures are replicated or repeated to
enable the researcher to arrive at valid
and conclusive results.

14. Sources of Problems
 Classroom-related
 Work experiences
 Theories which need empirical support
 Technology
 Science

15. Sources of Problems
 Off-shoots/recommendations of other
researches
 Instructional programs
 Management practices of organizations

16. Characteristics of a Good
Problem
Adanza, Bermudo, Rasonabe (2009) gave the
following characteristics of a good problem:
 It should be of interest to the researcher
himself.
 It should have practical value to the
researcher, the school and the community.
 It is a current novel issue.

17. Characteristics of a Good
Problem
 More importantly, it can be finished within
the allotted time, depending on the course
requirement.
 It should not carry moral or legal
impediment, nor should it be
controversial.
 The data are available.

18. Characteristics of a Good
Problem
 The variables are clear, separable, and
updated.
 It shall incur expenses affordable to the
researcher.

19. Kinds of Research
There are three kinds of research
according to Adanza, Bermudo &
Rasonabe (2009):
1. Basic Research deals with the
processes of objects and things, or
information about different topics
with no concerns for a direct
pay-off.

20. Basic research is used to
determine or establish
fundamental facts and
relationships within a
discipline or field of study.
Develop theories …

21. Kinds of Research
2. Applied Research probes into the
unknown using directly the results to
a current problem.
• undertaken specifically for the
purpose of obtaining information to
help resolve a particular problem.

22.  The distinction between
them is in the application.
 Basic research has little
application to real world
policy and management
but could be done to
guide applied research.

23. 23
Disciplinary, Subject-matter, and
Problem-solving Research (Johnson, 1986)

24. Kinds of Research
3. Empirical Research is more specific
than basic research, but implies its
nature from the use of data, whether
quantitative or qualitative.

25. Action Research
 It is simpler than basic and applied research.
 The focus is on the immediate solution of a
problem without necessarily using scientific
principles in order to find solutions to a
problem. In education, action research is used
to remedy common teaching and learning
problems.

26. Classifications of Research
1. Evaluation Research. This is
concerned with the application of
theories and facts in evaluating the
relative worth of two or more
possible alternatives or decisions.

27. Classifications of Research
2. Research and Development. This
research is concerned with the
application of existing theories or
body of knowledge in developing new
products, systems or procedures.

28. Classifications of Research
3. Active Research. This is concerned
with the application of existing
theories in the conceptualization of a
possible alternative solution to an
existing problem situation.

29. Classifications of Research
4. Library Research. Research is
conducted in the library. Data or
information needed to solve the
research problems are available in the
library.
5. Field Study. Research is conducted in
the natural setting.

30. Classifications of Research
6. Laboratory Research. Research is
conducted in artificial or controlled
conditions by isolating the study.

31. How to formulate the
Research Title?
1. It should not be long and should not
be more than 20 words.
2. It should include the variables
(independent and dependent) and the
method of analysis.
3. It should give insight virtually on what
the research is all about.

32. How to formulate the
Research Title?
4. It should serve as a reference for the
whole research report which others
can use.
5. It should enable one to claim the
paper as his own, and helps other
researchers to refer to one’s work as
they survey some theories
themselves.

33. How to formulate the
Research Title?
6. The following words should not be
part of the title since all the
researches are studies, analysis of
variable, and an investigation, like: “A
Study of,” “An Analysis of,” or “An
Investigation of.”

34. How to formulate the
Research Title?
7. It is not important to include the date
and location of the investigation as
these can be placed in the scope and
limitation of the study.

35. Approaches
to
RESEARCH

36. QUANTITATIVE RESEARCH
 This research deals with quantifiable
data.
 Data are gathered using a structured
research instrument.
 It provides less detail on the variables
being studied.
 The results are based on larger sample
sizes that are representative of the
population and are more objective.

37. RESEARCH DESIGNS
Descriptive Survey Studies
 seek to ascertain respondents’ perspectives or
experiences on a specified subject in a predetermined
structured manner.
 some of the common data collection methods are
applied to questions within the realm of descriptive
research which includes surveys, interviews,
observations and the like.

38. Descriptive Survey Studies
Learning Motivations of Elementary Pupils
in English
Impressions of Students from Metro Manila
on AIDS
Job Satisfaction and Attitudes of Employees
Working in Private Institutions

39. RESEARCH DESIGNS
Causal Comparative Studies
 attempts to identify a cause-effect relationship between
two variables.
 the grouping scheme which serves as the independent
variable is not within the researcher’s control.
Culture, Age and Gender Differences on Students’
Learning Motivations in English

40. RESEARCH DESIGNS
Correlational Studies
 attempts to determine how related two or more
variables are; this degree of relationship is expressed as
a correlation coefficient.
 the higher is the correlation coefficient, the higher is the
degree of relationship.
 correlation studies are used for prediction purposes.

41. Correlational Studies
Students’Learning Motivation in English and Its
Relationship to Students’English Proficiency
Mathematics Anxiety and Academic Performance of Select
Freshmen Students
Multiple Intelligence, Career Choice and Academic
Performance

42. RESEARCH DESIGNS
Experimental Research
 is commonly used in sciences such as sociology and
psychology, physics, chemistry, biology and medicine,
etc.
 in this research, the researcher manipulates one
variable, and controls/randomizes the rest of the
variables.

43. RESEARCH DESIGNS
Experimental Research
 it has a control group, the subjects have been randomly
assigned between the groups, and the researcher only
tests one effect at a time.
Bronchodilating Effect of Young Indian Mango Leaves’
Extract

44. Steps in
Quantitative
Research

45. QUALITATIVE RESEARCH
 This research deals with qualitative
data.
 Data are gathered using a less
structured research instrument.
 The findings are more in-depth and
are more detailed since they make
greater use of open-ended questions.

46. QUALITATIVE RESEARCH
 The research is more intensive and
more flexible allowing the researcher
to probe.
 Results are based on smaller sample
sizes and are often not representative
sample of the population.

47. RESEARCH DESIGNS
Historical Research
 This research involves understanding, studying, and
explaining past events.
 Its purpose is to arrive at some conclusions concerning
past occurrences that may help to anticipate or explain
present or future events.

48. Historical Research
Politico-Historical Roots of the Chronic
Mindanao Conflict
Evolution of Teacher Education Curriculum
in the Philippines
Homeroom Practices of Elementary Teachers
During the 1990s
Songs and Dances of Cagayanos from 1980 to 1989

49. RESEARCH DESIGNS
Case Study
 It is an empirical inquiry that investigates a phenomenon
within its real-life context.
 It is an intensive analysis of an individual unit (e.g. a
person, group, or event) stressing developmental factors
in relation to context.

50. Case Studies
Survival Strategies of the Victims of
Typhoon Ondoy
Case Study of the Kawasaki Disease
Case Study of Fraternal Twins
Longitudinal Study of Autistic Patients

51. RESEARCH DESIGNS
Ethnography
 It is a qualitative research design aimed at exploring
cultural phenomena which reflect the knowledge and
system of meanings guiding the life of a cultural group.
Beliefs and Practices of Aetas in
Penablanca, Cagayan

52. RESEARCH DESIGNS
Discourse Analysis
 It enables the researcher to reveal the hidden
motivations behind a test or behind the choice of a
particular method of research to interpret that text.
 Discourse analysis is generally used in analyzing
discourse, writing, conversation, communicative event,
etc.

53. Discourse Analysis
Emerging Values Expressed in the
Paulinian Poetry
Image of a Filipino Woman in the Stories of Nestor
Vicente Madali (NVM) Gonzalez
Analysis of the SONA of PGMA

54. VALIDITY
Quantitative
Mixed
Methods
Qualitative
• Credibility
• Verisimilitude
(Truthlikeness)
• Confirmability
• Researcher
• Replicability
• Reliability
• Probabilistic
• Method & instruments

55. Quantitative
Mixed
Methods
Qualitative
Idiographic statements
(relating to a more
singular case as is done
in case studies)
Similarity & difference
Thick description
Researcher as instrument
Readers judge the
transferability
Nomothetic statements (are
measures that are observed on
a relatively large sample)
Similarity
Sample to population
Justifiability through standard
techniques
Researcher makes explicit claim
about generalizability
GENERALIZABILITY

56. Parts of a
RESEARCH
PROPOSAL

57. Chapter 1
THE PROBLEM AND REVIEW
OF RELATED LITERATURE
This chapter describes the
background of the study, its
conceptual underpinnings, its
research objectives, its benefits and
defined bounds.

58. • Introduction
• Review of Related Literature
• Conceptual / Theoretical Framework
• Statement of the Problem
• Hypothesis
• Significance of the Study
• Scope and Limitation
• Definition of Terms

59. Introduction

60. What Information should be contained in the
INTRODUCTION
1. A brief description of
socio-economic and cultural
characteristics and an overview of the
status of research setting. Include a few
illustrative statistics if available, to help
describe the context in which the problem
occurs (SCENARIO BUILDING).

61. 2. A concise description of the nature of the problem
(discrepancy between what is and what should be)
and of the size, distribution and severity of the
problem (who is affected, where, since when, and
what are the consequences for those affected and
for the services). For a descriptive or evaluation
study you will elaborate the different components of
the problem.
3. An analysis of the major factors that may influence
the problem and a discussion of why certain
factors need more investigation if the problem is to
be fully understood.

62. What Information should be contained in the
INTRODUCTION
4. A brief description of any solutions to the problem
that have been tried in the past, how well they
have worked, and why further research is needed
(justification for your study).
5. A description of the type of information expected
to result from the project and how this information
will be used to help solve the problem.
6. If necessary, a short list of definitions of crucial
concepts used in the statement of the problem.

63. • The thesis should normally begin
with a general introduction
presenting an overview of what it is
about and situating it in the existing
research.
• It should show why the topic
selected is worth investigating and
why it is of significance in the field.

64. • This is normally done with reference
to existing research, identifying
areas that have not been explored,
need to be explored further, or
where new research findings justify a
reconsideration of established
knowledge.

65. • The final section of the introduction
should briefly outline the structure
of the body of the thesis.
• Where appropriate, this can be linked
to and follow logically from the
description of the methodology.

66. Sample Introduction

69. Review of
Related Literature

71.  The purpose of the literature review is to
summarize, evaluate and where appropriate
compare those main developments and
current debates in the field which are
specifically relevant on the research area.
 In effect, the literature review shows that the
writer is familiar with the field and
simultaneously lays the ground for subsequent
analysis or presentation and discussion of
empirical data, as appropriate.

72.  Well-selected sources should convince
the audience that research gaps have been
identified correctly and that the writer has
posed the right research questions, which
will be then be further addressed in
subsequent chapters.
 Rather than simply summarizing other
authors’ work, the chapter should make
clear the writer’s position in relation to
the issues raised.

73.  The literature review should have logical
structure (thematic). Like any other
chapter, a literature review chapter should
have its own introduction and
conclusions.

74. Citations

85. Conceptual
Framework

87.  Examples in narrative form, the main
dimensions to be studied - the key factors
or variables - and the presumed
relationships among them.
 Theoretical or conceptual scheme is
developed from the review of related
literature and is usually presented in
diagram.
 Conceptual or theoretical framework is
not necessary in qualitative research.

88.  Getting the framework as the single
diagram forces the researcher to fixed
the general construct that held the
phenomena, to map relationships, to
divide the variables that conceptually or
functionally distinct, and to work with all
the information at once.
 General constructs come from theories
and previous empirical research.
 As a general rule, the more parsimonious
the framework, the better it is.

89. Theoretical
Framework

91. Statement of the
Problem
This portion should state the problem
clearly as a main problem, written either as a
declarative statement or as a question broken
down to specific sub-problems, usually also
written in the form of questions.
Main Problem
Sub-Problem

92. Statement of the
Problem
The problem should be stated precisely,
accurately, and clearly. The general problem
covers the broad problem area. The specific
problems are interrelated parts of the general
problem that allows the researcher to confront
the general problem into smaller sub-parts.

93. Sample Statement of the Problem
Title: Profitability of Ukay-Ukay Business
Main Problem: The study generally aims to determine the profitability of ukay-ukay
business in __________. Specifically, it seeks answers to the
following questions:
Sub-Problems: 1. What is the profile of the ukay-ukay businessmen?
2. What is the profile of the ukay-ukay business in terms of the
following indicators?
a. capital investment
b. manpower
c. product sources
d. marketing practices
e. pricing practices
3. How profitable is the ukay-ukay business in terms of return of
investment?
4. Is there a relationship between profitability of the ukay-ukay
businessman and their profile characteristics and status
dicators?

94. Statement of the
Problem

97. HYPOTHESIS
 It is a conjectural statement or relationship between two or
more variables.
 It is a prediction of the possible outcome of a study, a
suggested answer to a problem that is stated in a declarative
form (Salkind, 2000).
 For QUANTITATIVE RESEARCHES, where inferential statistics,
such as t-test, z-test, ANOVA, and others, are utilized, the
statistical hypothesis is used.
 Most of the time in QUALITATIVE RESEARCHES, a simple
conceptual hypothesis is formulated. Qualitative researches do
not test hypothesis.
 Some researchers give importance to identifying the general
hypotheses while other researchers present more detailed
hypotheses in the conceptual framework (Dejillas, 2000).

98. Guidelines in Stating the Hypothesis
1. It should be stated in testable form.
2. Level of significance (alpha level) is usually set at .05
before testing.
3. It is recommended that a hypothesis should be stated
in its expected outcome or finding rather than in the
null form. However, in a highly quantitative study, the
null hypothesis is to be preferred.
a. Null Hypothesis – statement of no difference,
relationship, or association.
Examples: There is no relationship between the
profitability of ukay-ukay business and the
characteristics of the businessmen.

99. Guidelines in Stating the Hypothesis
There is no difference in the profitability of the
ukay-ukay business managed by male and female
managers.
a. Alternative Hypothesis - statement of existence of
difference, relationship, or association.
Examples: There is relationship between the
profitability of ukay-ukay business and the
characteristics of the businessmen.
There is difference in the profitability of the
ukay-ukay business managed by male and female
managers.

100. Hypothesis

102. Significance of the Study
 It describes the theoretical and practical values
derived from the study.
 It includes potential contributions to various fields, to
knowledge, or to research literature.
 It is presented in terms of who will benefit from the
investigations and in what ways.
 It states why the problem investigated is important,
and why the results are significant.
 It would proceed by directly identifying the specific
people or agency that would benefit from the results
of the study.

103. Significance of the Study

105. Scope and Limitation
This part of the chapter presents what is generally
included in the study in terms of content and coverage.
It also includes explanation as to why some areas are
not taken into consideration or not included as variables
or concepts.
It specifies the precise boundaries of the study. It
indicates what the study will include and what it will not
include.
This scope is expected to indicate a reasonable area of
study which is large enough to permit careful
treatment.

106. Scope and Limitation
 The scope of the problem should be stated
specifically. It defines when and where the
study is conducted and who the subjects are.
 The SCOPE refers to the parameters of the
study, its coverage, method, and subjects.
 The limitation of the study sets the precise
boundaries of the problem area, the variables
and the samples; what you, the researcher,
include and exclude.

107. Scope and Limitation
 It also defines its inclusive frame of
reference as well as procedural limits.
 The setting of the problem should also be
stated in terms of geography and period
covered.
 LIMITATION refers to the limiting aspects
of the study as well as restrictions to
generalizability of results.

108. Scope and Limitation

110. Definition of Terms
This section is necessary in order for you, the
researcher, and the reader to be thinking in
terms of the same thing.
Generally, the variables to be defined are the
following:
1.Key variables in the title of the study
2.Variables found in the research paradigm
Common terms already understood by the
reader need not be defined.

111. DEFINITION OF TERMS
It lists and defines principle terms used,
particularly where the terms have different
meanings to different people. It includes
both a conceptual and operational or
behavior definitions, that is, how the
variables are manipulated or measured in
the study.
The words defined should be
ALPHABETICALLY ARRANGED.

112. Types of Definition
CONCEPTUAL or CONSTITUTIVE
DEFINITION – found in dictionaries,
textbooks, and journals. It is academic
or universal meaning attributed to a
word. It is the meaning understood by
people.

113. OPERATIONAL or FUNCTIONAL
DEFINITION – definition of the term as it
is used in the study. It is translating
terms and concepts into more concrete
terms. It can be:
1. Measured – it states the way the
concepts is measured in the
investigation.
2. Experimental – is states the way you
spell out the details of the
manipulation of the variable.

114. Definition of Terms

117. Chapter 2
RESEARCH METHODOLOGY
This chapter describes how the
study is conducted. This
information is reported in sufficient
detail so that anyone can refer to
this section and replicate the study.

118. • Research Design
• Respondents/Participants/
Subjects of the Study
• Instrumentation
• Data Gathering Procedure
• Data Analysis

119. RESEARCH DESIGN
This portion describes the
overall plan for the investigation. It
may be descriptive or experimental.

121. PARTICIPANTS/SUBJECTS OF
THE STUDY
This describes the population
or sample population used in the
study. It is mentioned here how the
sample is drawn, the method of
sampling and the rationale for the
sampling method.

123. INSTRUMENTS AND OTHER
SOURCES OF DATA
This describes each of the
instruments used for data gathering
in terms of process of preparation,
information about administration,
scoring, and interpretation,
evidences of reliability and validity.

125. DATA GATHERING
PROCEDURE
This discusses in detail the
procedures, techniques, and
strategies employed in data
gathering. Detailed discussion is
required to enable another
researcher to replicate the method.

127. DATA ANALYSIS
It identifies the statistical
designs used to analyze data
including level of significance
employed and mode of analysis.
Statistical formulas should be
included in the discussion.

128. DATA ANALYSIS
For complex statistical designs
(e.g. regression analysis, factorial
analysis, etc.), there is a need to
include a step-by-step procedure in
using them.

130. Appendices

132. Chapter 3
RESULTS AND DISCUSSION
This reports the findings
objectively.
Modes of presentation include:
Tabular
Graphical
Qualitative

133. Chapter 4
SUMMARY OF FINDINGS,
CONCLUSIONS, AND
RECOMMENDATIONS
• Summary of Findings
• Conclusions
• Recommendations

134. SUMMARY OF FINDINGS
Briefly summarize the
findings of the study; wording of
the summary and abstract
should not be exactly the same;
summary is usually longer than
the abstract presented at the
beginning of the report.

135. CONCLUSIONS
General statements or
conclusions should be logically
inferred from the results.
Generalizations should be clearly
delimited. Conclusions may
either support or not support
the hypotheses.

136. RECOMMENDATIONS
It includes suggestions,
which may involve change in
policies, practices, etc.

137. SUMMARY OF FINDINGS
CONCLUSIONS, AND
RECOMMENDATIONS
• Summary of Findings
• Conclusions
• Recommendations

138. Sample Thesis
Sample Preliminaries
Sample References
Sample Cover Page