MODULE 1

WHAT IS RESEARCH
A. THE MEANING OF RESEARCH
 Research is NOT AN ARGUMENT.
 Research is NOT MERE COMPILATION of facts, opinion or ideas.
 Research is NOT A SUMMARY OF A SINGLE WORK no matter how authoritative.
 Research is NOT A HALFHAZARD GROUPING OF IDEAS full of gaps and missing links.
 Research is NOT A COLLECTION OF FOOTNOTES AND BIBLIOGRAPHIES
o Research is concerned with finding answers (Mason and Bramble, 1989)
o Research is a systematic process of collecting and logically analyzing information or data
for some purpose (Macmillan and Schumacher, 1989)
o Research is the process of obtaining knowledge through techniques, where truth, accuracy,
validity, reliability, and other criteria can be ascertained (Genato, et.al, 11993)
o Research is a critical and exhaustive investigation or experimentation, having for its aim
the discovery of new facts and their correct interpretation, the revision of accepted
conclusions, theories, or laws in the light of newly discovered facts (Leedy, 1993)
o It is a systematic inquiry aimed at providing information to solve problems (Emory, 1995)
o It is a systematic and empirical approach to answering questions (Bieger and Gail, 1996)
concerned with understanding phenomenon within the context of theories and experiences
regarding the phenomenon.
o It is the continuous discovery and exploration of the unknown. It entails an investigation
of new facts, leading to the discovery of new ideas, new methods, or improvements.

RESEARCH – is a purposive, systematic process of gathering, analyzing, classifying,

organizing, presenting and interpreting data for the solution of a problem, for prediction,
invention, for the discovery of truth, or for the expansion and verification of existing
knowledge all for the preservation and improvement of the quality of human life.
RESEARCH has to be original.
Research should build on a body of knowledge (Creswell, 2012)

B. THE PURPOSE OF RESEARCH

The ultimate purpose of research is “to serve man and for good life” (Goods and Scates)
1. To discover new facts about known phenomena.
2. To find answers to problems which are partially solved by existing methods and information
3. To improve existing techniques and develop new instruments and products.
4. To discover previously unrecognized substances or elements.
5. To find basis for decision-making in business, industry, education, government, and in other
undertakings.
6. To find answers to queries by means of scientific methods.
7. To expand or verify existing knowledge.
8. To promote health and prolong life.
9. To provide man with more and better basic needs – food, clothing, shelter, etc.
10. To make work, travel, and communication faster, easier, and more comfortable.

C. CHARACTERISTICS OF RESEARCH
1. SYSTEMATIC – there are interrelated steps or procedure a researcher has to observe in
solving problem.
2. OBJECTIVE – It is not based of guesswork, not bias but logical. Empirical data have to be
gathered by the researcher before making conclusion or proposing any solution to an identified
problem. No effort should be made to alter the result of the research.

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 3. COMPREHENSIVE – the researcher has to examine and analyze all aspects or angles before
making generalization or conclusion.
4. CRITICAL – There is a critical analysis of all the data used so that there is no error in the
interpretation. The result should be able to withstand critical scrutiny by other researcher.
5. RIGOROUS – Research requires much effort and time. Procedures should be relevant,
appropriate, justified, and strictly observed. Research involves patience and unhurried
activities to get accurate result.
6. VALID – Conclusions drawn must be based on actual findings
7. VERIFIABLE – Other researchers can check on the correctness of its result by replicating the
study, based on the method and procedure used by the researcher.
8. EMPIRICAL – Generalizations drawn by the researcher is rooted upon hard evidence,
gathered from information collected and from real life experiences and observations.

D. TYPES OF RESEARCH
There are different ways to classify research
1. Based on who undertakes the research:
a. Academic research – requirements for the conferment of academic degree
b. Research Project – research undertaken as part of their professional work or assignment
2. Based on the final use or application of the research result:
a. Pure or Theoretical Research – done to formulate theory, principle or law
b. Applied or Practical Research – to test or evaluate a theory in the solution of a problem or
for useful ends.
3. Based on the methodology or Research Design:
a. DESCRIPTIVE RESEARCH – seeks to describe “what is”
b. CORRELATIONAL/ASSOCIATIONAL RESEARCH – It probes the significance of
relationship between two or more factors or characteristics.
c. EXPLANATORY RESEARCH – seeks to clarify why and how the relationship exists
between two or more aspects of a situation or phenomenon.
d. EXPLORATORY RESEARCH – explores areas where little is known about the research
problem.
e. EX-POST FACTO/CAUSAL-COMPARATIVE RESEARCH – analyzes the possible
effect of a factor which cannot be manipulated or controlled.
f. ETHNOGRAPHIC RESEARCH – explains or describes a phenomenon holistically with
the use of multiple data collection techniques
g. EXPERIMENTAL RESEARCH – the researcher probes into the cause and effect by
exposing one or more experimental groups to one or more treatments or conditions.
h. HISTORICAL RESEARCH – the researcher attempts to reconstruct the past objectively
and accurately or to explain an incident happened in the past with the use of data taken
from the past.

E. RESEARCH PROCESS
1. IDEA-GATHERING PHASE
Research begins with an idea. In this phase the researcher has to identify the topic which
interests him/her the most. He/she has to justify why such study is needed. If the chosen topic
is found to be significant, the researcher should conduct initial researches to develop the idea
through reading articles, journals and books, converse with knowledgeable individuals and
start thinking about it.

2. PROBLEM-DEFINITION PHASE
Since the ideas generated in the first phase are very general and vague, the researcher has t
refine them. The problem-definition phase involves the following activities: identification and
definition of the variables to be studied; formulation of theoretical and conceptual framework
of the study; identification of major and specific problems to be investigated and the
formulation of hypothesis.

3. PROCEDURES-DESIGN PHASE
This refers to the methods and procedures to be used in the collection and analysis of data.
This phase includes: decision on what research methodology to employ; selection of research
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 participants; development and validation of data gathering tools; specification of procedures to
be observed in the actual collection of data and planning the analysis of the data gathered.

4. DATA COLLECTION PHASE

After preparing the research plan, the researcher has to proceed to data gathering from the
subjects of the study. It is in this phase where the procedures devised in the previous step are
implemented by the researcher rigorously.

5. DATA ANALYSIS PHASE

Data collected are analyzed based on the analysis plan. Appropriate qualitative and
quantitative techniques and procedures are then applied for the data that have been recorded,
coded and tabulated.

6. INTERPRETATION PHASE
Having analyzed the data, the researcher continues to make sense out of them by interpreting
the result in terms of how they aid in responding to the research problem posed at the
beginning of the study, and how this answers the problem stated. The researcher has to
compare the results predicted based on the theoretical framework of the study.

7. COMMUNICATION PHASE
The researcher has to prepare a written or oral report of the study conducted.

F. RESEARCH ETHICS
 ETHICS - norms for conduct that distinguish between acceptable and unacceptable behavior.
(Resnik, D.B., 2011)
 ETHICS – ensures validity and credibility of a body of knowledge
 Generating and providing knowledge for the public is a huge responsibility. ETHICS are there to
guide
RESEARCHERS to produce not only excellent research but also responsible and socially relevant
knowledge.

ETHICAL RESEARCH CONDUCT (Shamoo&Resnik, 2003)

 HONESTY – knowledge cannot be built on falsified data and manipulated results. Full disclosure
of results, tools, methodologies, and data sets is required unless bound by confidentiality
agreements
 RESPECTING INTELLECTUAL PROPERTY – CITING sources of information does not only
give RECOGNITION to all efforts exerted by previous RESEARCHERS but also shows
TRANSPARENCY. PLAGIARISM is a crime. BSU has corresponding disciplinary sanctions for
academic misconduct (Student Handbook, p. 42)

G. QUALITIES OF A GOOD RESEARCHER

– Good Moral Attitude - Zealous
– Good Reasoning Power - Power of Organization
– Alert - Resourceful
– Accurate - Smart

H. SOME HINDRANCES TO SCIENTIFIC INQUIRY

 1. Tradition
 2. Authority
 3. Inaccurate Observation
 4. Overgeneralization
 5. Selective Observation
 6. Made-Up Information
 7. Illogical Reasoning
 8. Ego-Involvement In Understanding
 9. Mystification
 10. To Err Is Human
 11.
RMDogmatism
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 MODULE 2 :
THE RESEARCH PROBLEM
RESEARCH TOPICS
THE NATURAL ENVIRONMENT
Green Architecture
Tropical Design
Sick-Building Syndrome
Architecture in Response to Natural Phenomena

THE HUMAN ENVIRONMENT

Anthropometrics
Ergonomics
Proxemics
Environmental-Behavior Studies

THE SOCIAL IMPLICATIONS

Historical Preservation
Urban Renewal
Social Engineering
Filipino Architecture
THEORIES OF ARCHITECTURE
Psychological Effects of Spaces
Principles of Scale and Proportion
Design of Interior Environments
Theories of Territoriality and Defensible Spaces

ARCHITECTURAL TECHNOLOGY
Intelligent Building Design
Indigenous Technology
Architectural Innovations
Interior Architecture
High-rise Structures
B. TRANSFORMING AN INTEREST INTO RESEARCH TOPIC
Research starts with an idea that the researcher is interested with. An INTEREST is a general area
of inquiry that the researcher chooses to explore or study. This interest may spring from your
personal experiences, social issues, current events and others. An interest carries with it a topic set
as focus specific enough to support the research. The first step in planning the research is to settle
for a topic.
1. Find an interest in a broad subject area
2. Narrow the interest to a plausible topic
3. Question that topic from several points of view
4. Define a rationale for the research project

C. SOURCES RESEARCH PROBLEM

Once the topic of interest is identified, the following lists of activities are suggested as initial
conduct of research to enrich the conceived ideas:
o Reading enough literature in your field of concentration and be critical of what you read;
o Attending professional lectures;
o Being keen observant to situations and happenings around you;
o Attending research colloquiums or seminars;
o Careful study of finished researches and closely noting the obtained findings;
o Compiling researches with special emphasis on content and methodology;
o Visiting various libraries or surfing internet for possible discovery of researchable topics;
o Subscribing to journals in your field and in research;
o Building-up library of materials in your field.

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 SOURCES RESEARCH PROBLEM
1. Finished studies
2. Critical reviews & summary researches
3. Professional periodicals
4. Exposure to professional stimulation
5. Systematic notes
6. Pressing problems
7. Suggestions by others

D. HOW TO SELECT A RESEARCH PROBLEM (as suggested by Almack)

1. Analyze what is known including historical record.
2. Look for gaps or deficiencies in explanations, that is, for “areas of darkness”
3. Watch out for incongruities and contradictions, the point of controversy, the untested
conclusions.
4. Follow clues and suggestions obtained from reading, conferences and thinking. Observe
where activity is greatest and where there is evidence of neglect.

E. CHARACTERISTICS OF A GOOD RESEARCH PROBLEM

A RESEARCH PROBLEM is any significant, perplexing and challenging situation that requires
reflective thinking for the solution. It implies investigation, inquiry or study.
There are certain elements that a problem must possess before it can be a RESEARCH
PROBLEM: Ask the standard journalistic questions who, what, when and where, but focus on
how and why
 POPULATION,
 SUBJECT MATTER
 TIME OF STUDY
 LOCALE
 METHOD
 AIM

1. NOVEL – a study that has not been investigated before, original.

2. RELEVANT – the results of the study is valuable and significant to others.
3. INTERESTING – The researcher should consider his interest in the choice of the research
problem.
4. FEASIBLE – It means that the study can be completed without undue amount of time, money
and effort. The researcher has the competence and expertise to conduct the study.
5. RESEARCHABLE – data can be collected
6. ETHICAL – does not involve physical or psychological harm or damage to human beings or
organizations. It should not put people or institution in a bad light.

E. FACTORS TO CONSIDER IN CHOOSING A RESEARCH PROBLEM

This will ensure that your study will remain MANAGEABLE and you will remain MOTIVATED:
1. INTEREST
2. MAGNITUDE
3. MEASUREMENT OF CONCEPTS
4. LEVEL OF EXPERTISE
5. RELEVANCE
6. AVAILABILITY OF DATA
7. ETHICAL ISSUES

F. CONSIDERATIONS IN THE SELECTION OF RESEARCH PROBLEM

PERSONAL CONSIDERATIONS. The following questions should be asked:
1. Is the problem in line with my goal and expectations and also of others?
2. Am I genuinely interested in this problem and free from any biases?
3. Do I possess or can acquire the necessary skills, abilities and background knowledge to study the
project?
4. Do I have the time, money, health and freedom from other responsibilities required to complete it?

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 5. Can I obtain adequate data?
6. Do I have the access to the tools, equipment, laboratories and subjects necessary to conduct the
investigation?
7. Does the problem meet the scope, significance and topical requirements of the institution or
periodical to which I submit the report?
8. Can I obtain administrative support, guidance and cooperation for the conduct of the study?
SOCIAL CONSIDERATIONS. Social factors must also be carefully evaluated when selecting a
problem for research, not only to achieve personal satisfaction but also to advance knowledge for
the good of mankind.

1. Will the solution of the problem advance knowledge in the field appreciably?
2. Will the findings be of practical value to others?
3. What will be the breadth of the application of the findings in terms of range of individuals,
years of applicability and areas of coverage?
4. Will the investigator duplicate work that has been or is being done adequately by someone
else?
5. If the topic has been covered, does it need to be extended beyond its present limit?
6. Is the topic sufficiently delimited to permit an exhaustive treatment yet sufficiently significant
to warrant investigating it?
7. Will the conclusions of the study be of doubtful value because of the tools and techniques
available to conduct the inquiry are adequately refined and sufficiently reliable?
8. Will the study lead to the development of other investigation?

G. STEPS LEADING TO THE FORMULATION OF RESEARCH PROBLEM

Out of that topic, develop QUESTIONS that will guide the research and point you toward a

RESEARCH PROBLEM that you intend to solve. Formulating a RESEARCH QUESTION is an

important process as it will determine what strategies to use and how to execute the whole study:

 Adapted from (Deming and Swaffield, 2011. Landscape Architecture Research)

STEP QUESTION

1. TOPIC Which category is my inquiry included?

2. QUESTION What specific problem do I want to solve? Or
What do I specifically want to find out?
3. STRATEGY Which research strategy /strategies will I use to arrive at an answer?
4. MOTIVE Who will benefit from this discovery?

Example:
TOPIC PUBLIC PRE-SCHOOL
QUESTION HOW CAN THE PHYSICAL ENVIRONMENT SUPPORT
INTELLECTUAL DEVELOPMENT
STRATEGY SPECIALIZED POSITIVE LEARNING ENVIRONMENT
MOTIVE CHILDREN WITH SPECIAL NEEDS

HOW CAN THE PHYSICAL ENVIRONMENT SUPPORT THE INTELLECTUAL DEVELOPMENT

OF CHILDREN WITH SPECIAL NEEDS THROUGH SPECIALIZED POSITIVE LEARNING
PUBLIC PRE-SCHOOL?

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MODULE 3 :
THE RESEARCH TITLE
 TITLE -must be specific, clear and concise as can be allowed. It must reflect the purpose of the
study.

GUIDELINES IN WRITING THE TITLE/ CHARACTERISTICS OF TITLE

 Start at WORKING TITLE. It can be revised if needed
 Must contain 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.
 Must indicate what is expected to be found
 Must be brief and concise as possible.
 Avoid using the terms “An Analysis of,” “A Study of,” “An Investigation of,” and the like.
 If the title contains more than one line, it must be written like an inverted pyramid, all words in
capital letters

Example:

SUBJECT MATTER OF THE STUDY Specialized Positive Learning Environment

THE LOCALE OF THE STUDY Public Pre-School in Bulacan
THE POPULATION INVOLVED Children with Special Needs
THE PERIOD WHEN THE DATA WERE 2019-2020
GATHERED OR WILL BE GATHERED

TITLE: A SPECIALIZED POSITIVE LEARNING ENVIRONMENT: Public Pre-School in Bulacan for

Children with Special Needs SY 2019-2020

REQUIREMENTS:
As a final requirement for this subject, you are to develop an architectural research proposal in
preparation for your thesis next school year.

For Part One of this requirement, the student has to seek for approval of his/her working title.
How to generate a working title:
1. Find an interest in a broad subject area. If you have many choices, make a list of ideas that
you are interested to pursue in your research.
2. Narrow the interest to a plausible topic. You can choose from the given research topics on
page 4. Conduct an initial review of related literature and studies to have general information
about the topic you are to undertake in your research.
3. Question that topic from several points of view. This will help you ascertain the specific focus
of your study. Make sure that architecture will be the means to solve the problem and will
yield to architectural translation and the study to be undertaken is original.
4. Define a rationale for the research project.
The rationale of your research is the reason for conducting the study. The rationale should
answer the need for conducting the said research. It is a very important part of your publication
as it justifies the significance and novelty of the study. (Google, Sep 18, 2018)
5. Formulate the research problem using the table on page 6.
6. Construct your research working title.

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MODULE 4 :
REVIEW OF RELATED LITERATURE
And STUDY
RELATED LITERATURE – is composed of discussions of facts and principles to which the present
study is related. RELATED STUDIES, on the other hand, are studies, inquiries, or investigations already
conducted to which the present proposed study is related or has some bearing or similarity. (Calderon and
Gonzales, 1993). The Review of Related Literature and Study (RRL/S) is very important because it
serves as a foundation of the research at hand. In initial RRL/S should be conducted as early as seeking
for topic and framing the research problem. And a comprehensive RRL/S should again be conducted to
establish the framework of the study.

A. IMPORTANCE OF REVIEW OF RELATED LITERATURE AND STUDIES

1. Serves as source of research problem which can be deduced from existing studies
2. Familiarizes the reader with the previous studies done related to the present study
3. Ensures that the important variables relevant to the study are not overlooked
4. Establishes the need, significance and justification in conducting the present study
5. Helps to give more focus, direction , and clarity to the study
6. Provide historical background or perspective about the study
7. Avoids unnecessary duplication of selecting a research problem which had been done before
8. Serves as basis for the development of the theoretical and conceptual framework of the study

B. REQUISITES FOR REVIEWING LITERATURE (According to Ardales)

1. patience, persistence and industry
2. good knowledge of library techniques, tools and skills
3. pen and 3x5 index card (but for our class always use journal)
4. knowledge of internet

C. SOURCES OF RELATED LITERATURE (from Calderon and Gonzales)

1. books
2. journals, magazines, newspaper, periodicals and other publications
3. manuscripts, memoirs, speeches, letters, diaries
4. unpublished theses and dissertations
5. bulletins, circulars, and orders
6. constitution, laws, and statutes
7. records
8. seminars
9. other sources

D. GUIDELINES IN DOING THE REVIEW

1. Select materials not older than 12 years
2. Materials should be objective, relevant, valid and reliable
3. Review sufficient numbers of materials, 6-10 materials is recommended
4. Prepare a working bibliography, record important details of what you have reviewed.
5. Plan on how to present the review
6. Discuss the relatedness of the materials to your study
7. Do not just copy paste. Be critical, review materials and make your own composition.

RRL/S is more than simply reading, it involves evaluation based on criteria. Critical writing is the ability
to apply and develop your own arguments (notes from Arch. Bonaobra).
In our class, the presentation of RRL/S is thematic not per book.
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MODULE 5:
CONTENTS OF RESEARCH WRITING
CHAPTER I. The Problem and Its Setting
A. Introduction/Background
B. Statement of the Problem (Main Problem and Sub-Problems)
C. Research Goals and Objectives
D. Scope and Limitations
E. Significance of the Study
F. Assumptions
G. Definition of Terms and Concepts

CHAPTER II. Theoretical and Conceptual Framework

A. Introduction
B. Review of Related Literature and Studies
C. Theoretical and Conceptual Framework

CHAPTER III: Methodology of Research

A. Introduction
B. Research Design
C. Research Methods
D. Research Work Plan

CHAPTER IV: Presentation of Data and Case Studies

A. Introduction
B. Statistical Data
C. Tables And Graphs
D. Other Data And Information
E. Research Topics
F. Case Studies
6.a. Introduction
6.b. Scope And Delimitations
6.c. Presentation Of Case Studies
6.d. Summary And Analysis

CHAPTER V: Summary of Findings, Conclusions, and Recommendations

1. Introduction
2. Restatement Of The Problem
3. Summary Of Findings
4. Identification Of Needs
5. Conclusion And Recommendations

CHAPTER VI: Design Proposal

CHAPTER VII: The Site

A. Introduction/Background
B. Site Selection Criteria
C. Site Selection And Justification
D. Site Analysis – Macro And Micro
E. Factors And Issues Relevant To The Site

CHAPTER VIII: Programming (Quantitative and Qualitative Analysis)

A. Introduction
B. Qualitative Analysis

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 C. Behavioral Analysis
D. Interrelationship Analysis
E. Quantitative Analysis
CHAPTER IX: Design Synthesis
A. Introduction
B. Design Problem
C. Design Goals/Objectives
D. Design Philosophy
E. Design Concept
F. Design Parameters
G. Design Considerations

BIBLIOGRAPHY

The Research Outline shown above should be the content of your thesis. Chapters I, II, and III
including Bibliography should be the content of your proposal to be submitted as final
requirement for this subject.

DOs AND DON’Ts IN WRITING YOUR PAPER

1. Do remember that writing your paper is demanding and laborious as conducting
your research.
2. Do not afraid to make changes as you go along. There might be some twists and
changes in your plans and drafts.
3. Do identify who are you writing for / your audience or reader.
4. Do not copy paste, do not include photocopied materials.
5. Do acknowledge and cite your source/s. This applies to all possible data sources
including images, tables, graphs, and interviews.
6. Do read and check your work. This includes grammar, spelling and composition.
7. Do include pictures, graphs, maps, charts, sketches.
8. Do not use abbreviations, acronyms, and unnecessary contractions.
9. Do not be afraid of computer.

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MODULE 6
THE PROBLEM AND ITS SETTING
CHAPTER I. The Problem and Its Setting
A. Introduction/Background
B. Statement of the Problem (Main Problem and Sub-Problems)
C. Research Goals and Objectives
D. Scope and Limitations
E. Significance of the Study
F. Assumptions
G. Definition of Terms and Concepts

A. INTRODUCTION
Getting started in writing your paper is the most difficult part. Introduction sets the stage about
your paper and stimulates your reader’s desire to read further your paper. Therefore, a careful
presentation of the importance and validity of the problem, its role in current controversy/problem
should be established.
Since this is an Architectural Research, it should systematically and orderly present the
background information to make clear the premise of the study highlighting the Architectural
concerns and issues to be settled by the research. This should give the reader a clear idea of what
your thesis all about.
A proper introduction will give the reader an understanding the reason why such study is
undertaken and will establish a strong vision of the direction you want your project to take. This
introduces how the current study relates to other studies.
The beginning of the introduction is the presentation of the topic. It defines all the variables of the
study. The introduction sets a clear understanding what the study is all about and why such study
is to be undertaken. You may cite here some legal basis related to the topic or the historical
background of the research topic to highlight its importance.
The next part of the introduction is the reference to the existence of unsatisfactory condition, a
problem that needs to be solved.
The ending of the introduction should be the rationale of the study, the need to solve the problem,
the reason for conducting the study.
You may also follow the outline below called CARS:

Creating A Research Space (CARS) Model for Introduction, by John Swales:

Move 1 : Establishing a Territory
Step 1: claiming centrality
Step 2: making topic generalization/s
Step 3: reviewing items of previous research

Move 2: Establishing a Niche

Step 1a: counter-claiming
Step 1b: indicating a gap
Step 1c: question raising
Step 1d: continuing a tradition

Move 3: Occupying the Niche

Step 1a: outlining purposes
Step 1b: announcing present research
Step 2 : announcing principal findings
Step 3 : indicating article structure

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 B. STATEMENT OF THE PROBLEM - the research problem should be adequately stated in simple,
precise, clear and direct manner. There should be general statement of the problem, and then this
should be broken down into as many subproblems or specific question as necessary.
– General Problem Statement– the main problem which states the primary issues that need
to be addressed by research. It states clearly what you want to find out in your research. It
is usually stated in declarative form and covers the broad problem area. It states the intent
of the investigation in a clear grammatical sequence, shows congruence with the title and
theoretical framework, and provides for linkages with the methodology to be employed.
– Sub-Problems – specific questions to make the research problem manageable. These are
interrelated parts of the main problem into smaller sub-parts.

Guidelines in Formulating Research Problem

1. The Statement of the Problem should be formulated first before conducting the Research;
2. It is customary to state specific subproblems in interrogative form, hence, called specific
problems;
3. Each subproblems must be clear and unequivocal;
4. Each specific question is researchable apart from the other questions;
5. Answers to each specific question must contribute to the complete development of the study.
6. The number of specific questions must be enough to cover the development of the whole research
problem or study. Before writing down the specific questions, determine first the different aspects
of the research problem where you can draw your specific questions.

Identifying VARIABLES
A VARIABLE is a property or characteristic that takes on different values (Kerlinger, 1986;
Wiersma, 1991). Variables are what to be examined and investigated in the study to which
numbers or values can be attached or assigned. The most commonly used classifications of
variables are independent variables, dependent variables, controlling/intervening variables, and
moderating variables.

C. RESEARCH GOALS AND OBJECTIVES

ARCHITECTURAL THESIS GOAL – the major aim or result, the expected output or end product
of thesis, not programs. The goal should be congruent with the general statement of the problem.
OBJECTIVES – specific targets or tasks that would aid in attaining the goal of the study.
Objectives should be parallel with the specific questions. Objectives should be S.M.A.R.T.
meaning Specific, Measurable, Attainable, Realistic, Time bound. Use action oriented words or
verbs. Each objective should contain one aspect of the study
STRATEGIES – are simply particular actions to achieve objectives. It states the intent of the
Researcher undertaking the study

D. SCOPE AND LIMITATIONS

SCOPE – the extent or the coverage of the study. It establishes the boundaries of the study. It
defines what, who, where, when and how of the study. It defines sufficient delimitation of the
problem area in terms of content, time, place, and subjects of the investigation.

LIMITATION – constraints of the study (time, budget, inaccessibility to data…). This is a phase
or aspect of the investigation which may affect the result of your study but over which you have
no control.
Scope and limitations give the parameters in which the study will be operating. These may
include time and spatial extent as well as theoretical limits of the study

E. SIGNIFICANCE OF THE STUDY

Provide points on why there is a need to focus on the chosen topic. This portion stresses the
importance of the study and its contribution to the improvement of the problems situations. This
should mention the target beneficiaries and how they can benefit from the study.

– Who will benefit from the study?

– Rationale, timeliness, importance
– Possible solutions
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 – Contribution
– Possible implications

F. ASSUMPTIONS
The researcher has to state his assumptions to enhance the understanding of the problem to be
studied. An ASSUMPTION is a statement that the researcher will presume to be true in his study
but will no longer be proven. This has to be based on the research problem.
Set limits of the study
Conditions
Client’s name
Funding source
Organization / agency

G. Definition of Terms and Concepts

unfamiliar terms or use of terms that are seen throughout the paper should be listed and defined in
this section
Give the operational meaning of the term or concept

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MODULE 7
THEORETICAL AND CONCEPTUAL
FRAMEWORK
A. REVIEW OF RELATED LITERATURE AND STUDY
– RELATED LITERATURE – composed of discussion of facts and principles to which the present
study is related.
– RELATED STUDIES – studies, inquiries, or investigations already conducted related to the study

CHARACTERISTICS OF THE MAT’LS

1. must be as recent as possible
2. must be as objective and as unbiased as possible
3. must be relevant to the study
4. must not be too few but not too many

This topic was already discussed in Module 4. Use APA format for citing your sources, we do not use
footnotes. Review of related literature and studies will be presented in Chapter II together with
theoretical and conceptual framework.

B. THEORETICAL FRAMEWORK
A THEORY is made up of a set of concepts which explains and predicts the occurrence of certain
phenomenon. If the researcher is not aware of an existing theory that applies to a field problem, a simple
one may be formulated from the review of related literature and studies.
A THEORY is a set of constructs (concepts) definitions and prepositions that present a systematic
view of the phenomena by specifying relations among the variables with the purpose of explaining or
predicting the phenomena.
1. Set of prepositions consisting of refined and interrelated constructs;
2. Set out the interrelations among a set of variables (construct) and in so doing present a
systematic view of the phenomena described by the variables;
3. It explains phenomena. It does so by specifying what variables are related thus enabling the
researcher to predict from certain variables to certain other variables.

Functions of Theory
1. It identifies the start for the research problem by presenting the gaps, weak points and
inconsistencies in the previous researches. This provides the study with conceptual
framework, justifying for the need for investigation;
2. It puts together all the constructs or concepts that are related with the researcher’s topic. The
theory that leads you leads you into the specific question to ask in your own investigation;
3. It presents the relationship among variables that have been investigated. This process enables
you to view the topic on hand against the findings earlier bared.

THEORETICAL FRAMEWORK is a structure that presents the theory that serves as a basis for
conducting the research.

1. The Theoretical Framework outlines the theory that one wishes to espouse to verify in the study.
2. The Theoretical Framework is the basic theory which explains why he study exists.
3. The Theoretical Framework is the basis structure upon which concepts are built on.
4. The Theoretical Framework is the research study’s frame of reference that provides the very
foundation for which the study is being conducted.

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C. CONCEPTUAL FRAMEWORK
While theoretical framework is the theory on which the study was based, the conceptual
framework is the operationalization of this theory. Some consider this as the direction of the study or the
researcher’s own position on the problem. It may be an adaptation of a model used in a previous study,
with modifications to suit the inquiry. It is therefore, the researcher’s model patterned after previous
models that he had analyzed leading to the creation of a new conceptual framework. This is the
researcher’s map that guides him/her in undertaking the study. It shows how the researcher understands
and looks at the problem by means of presenting relationships of variables.

1. A conceptual framework is the set of terms and relationships within which the problem is
formulated. 
2. The Conceptual Framework relates or translates the basic theory / postulate into more specific
concepts.
3. The Conceptual Framework is usually depicted by a diagram or schematic framework called
paradigm. The paradigm is the operational framework of the research study which illustrates the
interrelationships among variables.

RESEARCH PARADIGM

Research is the union between theory and data. Research should have theoretical underpinning
that provides a legitimate basis for defining its parameters. It is the theory not the existence of
relationship that provides or confers meaning on the relationship of variable. The fact that variables can
be shown to be associated does not guarantee that the relationship has significance. Research will do this.

Research is useful in evaluating or testing theories while a theory is used to go and direct research.
A theory can be compared to a prospector’s map which leads the researcher to a rich mine that may never
be found by an unguided hit and miss search alone.

Conceptual Framework is presented through a paradigm or model that presents the

interrelationship among concepts stated in the theory. A paradigm is a set or sets of associated ideas
organized around a concept of what the research problem ought to be like and not it ought to be viewed.
The research paradigm serves to simplify and organize the process of research and provides the grounds
for interpreting and generalizing the empirical data to be obtained after.

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MODULE 8
METHODOLOGY OF RESEARCH
METHODOLOGY – Explains the step-by-step process or the HOW TO of the study including the
research design. This part is always presented in past tense.

A. RESEARCH DESIGN – is researcher’s work plan for the research which includes the following:
skillful management and planning of research activities; overall research plan or structure of the
study; and an action plan for getting from here to there. Planning includes selecting subjects,
locale, and data collection procedure to answer research question. The researcher has to develop a
set of methods and procedure that will lead to the answers to the research problems. This is an
outline of proposal of the researcher how to solve the problem.

RESEARCH DESIGNS can be formulated based on one of or a combination of the following:

a. DESCRIPTIVE RESEARCH – seeks to describe “what is”
b. CORRELATIONAL/ASSOCIATIONAL RESEARCH – It probes the significance of
relationship between two or more factors or characteristics.
c. EXPLANATORY RESEARCH – seeks to clarify why and how the relationship exists
between two or more aspects of a situation or phenomenon.
d. EXPLORATORY RESEARCH – explores areas where little is known about the research
problem.
e. EX-POST FACTO/CAUSAL-COMPARATIVE RESEARCHA. – analyzes the possible
effect of a factor which cannot be manipulated or controlled.
f. ETHNOGRAPHIC RESEARCH – explains or describes a phenomenon holistically with
the use of multiple data collection techniques
g. EXPERIMENTAL RESEARCH – the researcher probes into the cause and effect by
exposing one or more experimental groups to one or more treatments or conditions.
h. HISTORICAL RESEARCH – the researcher attempts to reconstruct the past objectively
and accurately or to explain an incident happened in the past with the use of data taken
from the past.
The method of research used in the study should be discussed briefly which includes
procedure, its appropriateness to the study, and some of its advantages.

B. METHOD OF COLLECTING DATA – the tactics and procedure to be used in collecting data or
information should be properly discussed. There are appropriate tactics or techniques depending
on the research methods used. TACTICS – any skillful move and specific techniques used. Some
of the tactics are as follow:
 DESCRIPTIVE RESEARCH STRATEGIES – Observation, secondary descriptions, descriptive
social surveys, complex description, descriptive case studies
 MODELLING STRATEGIES – Predictive Models and Alternative Futures
 CORRELATIONAL STRATEGIES – Used in explaining relationships between variables
 EXPERIMENTAL STRATEGIES – Classic, Field And Quasi-experiments
 CLASSIFICATION AS A RESEARCH STRATEGY – Cataloguing, typology, taxonomy,
indexing, literature review
 ENTERPRETIVE STRATEGY
 ENGAGED ACTION RESEARCH STRATEGY
 INTERPRETATIVE-HITORICAL – entails fact finding, fact evaluation, fact organization, and
fact analysis. The possibility of accessing evidence from the past should be explored where past
conditions will be interpreted.
 QUALITATIVE – data collected is not quantifiable, based on the lived experiences of the
informants. It may include interviews, focus group discussion, observation

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 C. DEVELOPMENT OF RESEARCH INSTRUMENT
After choosing the most appropriate data gathering techniques, research instrument should be
developed. Research instruments may be any of the following:
a. Questionnaire
b. Interview Questions
c. Observation Form
d. Maps
e. Other forms where to record data gathered

At this stage, the researchers should identify first the respondents or informants in data gathering,
the location where data gathering will be conducted, and the number of participants to be
involved.

The instruments should be well planned. He may refer to other completed research before he
formulates his own instrument. Experts or knowledgeable person may be consulted. The
instrument should contain all necessary items to cover all aspects of the study. The instrument
should be approved by the adviser. A dry-run should be conducted to validate the instrument.
The findings in the validation will be used to polish the instrument.

The respondents or the informants should already be identified including the sampling design
before the distribution or filling up information on the instruments.

For quantitative research, statistical treatment is needed.

So dear students, you can now finish your proposal for your RM 423. Make sure it is an
architectural research acceptable as your thesis proposal next School Year 2020-2021, and that the output
can be translated on the second semester of the same SY. Proposal contains Chapter I (the problem and
its setting), Chapter II (Theoretical and Conceptual Framework), and Chapter III (Methodology of
Research).

“Trust in the Lord with all your heart, and lean not on your own understanding,
In all your ways acknowledge Him, and He will direct your path.” - Proverbs 3: 5&6

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MODULE 9
DATA PRESENTATION, ANALYSIS
AND INTERPRETATION
DATA – plural for datum, collection of numbers, quantities, facts or records, used as bases for
drawing conclusions or making inferences (Good)
Data presented should be analyzed and interpreted and discussed thoroughly in this Chapter II
which is the Data Presentation, Analysis and Interpretation.

– CLASSIFICATION OF DATA ACCDG. TO SOURCE:

• Primary data – data directly gathered by the researcher himself.
• Secondary data – data gathered by other researches or agencies. Sources of these
data should be recognized through proper citation.

CATEGORIES OF DATA GATHERED FROM THE RESPONDENTS

• 1. FACTS personal data, what they do
• 2. ATTITUDES / FEELINGS respondents’ ideas/thoughts about the topic
• 3. JUDGEMENTS what respondent’s think a thing should be or what is
• 4. PSYCHOMOTOR SKILLS – manipulative skills
• 5. RESULTS OF TESTS/ EXPERIMENTS
• 6. OTHERS

METHOD OF COLLECTING DATA

• A. CLERICAL TOOLS
– 1. questionnaire
– 2. interview
– 3. empirical observation
– 4. registration
– 5. testing
– 6. experimental
– 7. Library

• B. MECHANICAL DEVICES

ORGANIZE YOUR DATA

1) Segregate The Facts From The Concepts
Factual Data – info based on existing
Conceptual Data – written ideas
2) Recognize What Data To Present
Qualify your information
3) Organize Your Data
Proper sequencing

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 TYPES OF DATA TO BE PRESENTED
• A. STATISTICAL DATA
– Data already processed by the agency where you got them e.g. population growth

• B. TABLES AND GRAPHS

– Table – systematic arrangement of related data
– Graph – chart representing the quantitative variations of a variable
Tables and graphs should be numbered/coded and sources should be cited.

• C. RESEARCH TOPIC – usually these are architectural data and concepts to be investigated as
architectural tool or strategies for solving the problem.

D. CASE STUDIES – involves a comprehensive and extensive investigation of a particular

individual, group, or situation over a period of time. For this subject, actual architectural
development applying the principles related to the research topics or concepts under study should
be taken as cases for study. In-depth study should be conducted showing architectural details and
features, or how the topics were effectively used in the development.
At least 2 local and 2 foreign case studies should be explored and presented.

• CHARACTERISTICS OF CASE STUDIES

– Focus on either single or multiple cases, studied in their real-life contexts;
– The capacity to explain causal links;
– The importance of theory development
– A reliance on multiple sources of evidence
– The power to generalize to theory

• PARTS OF CASE STUDY

– Introduction/Scope and delimitations
– Case Studies
– Summary and Recommendations

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MODULE 10
SUMMARY OF FINDINGS,
CONCLUSION AND
RECOMMENDATIONS
The research undertaking is supposed to end in this chapter. It presents the final output of study
after that all the data gathered have been analyzed and interpreted. This chapter includes the following:

A. Introduction
B. Restatement of the problem
C. Summary of findings
D. Identification of Needs / Conclusion
E. Recommendations
F. Design Proposal

A. INTRODUCTION
This part should include brief description of the main purpose of the study, the respondents or the
informants, the period of study, study locale, research method used, the research instruments, and
the sampling design.

B. RESTATEMENT OF THE PROBLEM

The specific questions stated in chapter I have to be restated or copied in this part. This will make
the presentation of findings easier.

C. SUMMARY OF FINDINGS
The findings should be textual generalizations, that is, summary of important data consisting of
texts and numbers, or statistical measure woven into a meaningful statement. No deduction, no
inference nor interpretation should be made. Findings are not explained or elaborated upon
anymore. No new data should be introduced in the summary of findings. Otherwise, they should
be included in Chapter II.

D. IDENTIFICATION OF NEEDS / CONCLUSIONS

Conclusions are answers to the specific questions based on the presented findings. Through the
conclusions, the needs for architectural development will be identified to provide innovation or
improvement in the built environment.

E. RECOMMENDATIONS
Recommendations aim to solve or help solve problems discovered in the investigation. It should
offshoot from the findings and conclusion. It is not acceptable to recommend something that was
not discovered or discussed in the study.

F. DESIGN PROPOSAL (GUIDELINES)

This is concrete and detailed architectural solution as output of the study. Usually specific
architectural guidelines are formulated and will be used in the design translation for the following
semester.

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BIBLIOGRAPHY

Calderon, JF & Gonzales, EC (1993). Methods of Research and Thesis Writing. Philippines: National
Bookstore

Creswell, JW. (2012). Planning, Conducting and Evaluating Quantitative and qualitative Research 4th
Ed. Boston. MA: Pearson Education Inc.

Groat, L. & Wang, D.(2002) Architectural Research Methods, 2nd Ed. New York: John Wiley and Sons
Inc.

Panlingbatan, P. C. (2014). Architectural Research Handbook. (Navarra, N.L., Ed.). Quezon City:
University of the Philippines, College of Architecture Research Program.

The contents of this handout are from different sources: notes, research manuals, books and other
materials
“…SEEK AND YOU SHALL FIND….” – MATTHEW 7:7

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