OVERVIEW OF THE RESEARCH PROCESS

The Research Process is the examination and analysis of systematically

gathered facts about a particular problem. Its main goal is the discovery of
the validation of knowledge.

The Five General Phases of the Research Process

Phase 1 Selecting and defining the problem

Clearly state the research problem

Review of related literature

Identify present variables

Formulate research questions and hypotheses

Develop a framework

Phase II Selecting a Research Design

Identify sample setting

Define all measures

Phase III Collecting Data

Present data

Define all measures

Phase IV Analyzing Data

Phase V Utilizing Research Findings

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Research Process is the examination and analysis of systematically gathered
facts about a particular problem.

Characteristics of a Research Process:

 It is a problem solving activity.

 It involves the application of the scientific method in investigating a
problem.
 Conclusions made from the research process are based on empirical
evidence or observed facts.
 It is an activity which is:
 Systematic
 Objective
 Reproducible

Title of the Research

• Should not have more than 21 words

• Should contain the variables/ phenomenon examined in the study

• Should contain population and/or research locale

• Should give at least a clue on what the research design is

• Should include the intended product or output should there be one

Title Examples

• Parental Involvement as a Predictor of Academic Motivation among Grade 4

Students of Caloocan High School

• Towards a Model of Moral Leadership among Principals in Selected PAASCU

Accredited Schools • Towards the Development of Biblical-Based Science
Manuals for Grade 6 Students: A Delphi Study

Proposal Title: Lived Experiences of Parents of Children with Dyslexia

Final Title: Co-Writing Their Lives: A Phenomenological Study of Parents of

Children with Dyslexia

Abstract

• 150 to 250 Words

• No Citation

• Proposal Abstract: IOM (Introduction, Objectives and Methodology à More

detailed)

• Final Abstract: IOMRaDR (Introduction, Objectives, Methods, Results and

Discussion, Recommendation)

Steps in Conducting Research:

1. IDENTIFY AND DEFINE THE RESEARCH PROBLEM

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 1.1.1 selecting a research topic
1.1.2 formulating research objectives

Criteria for Selecting a Research Topic:

a. Institution’s (BU) Research Agenda:

 Food Security and Poverty Reduction
 Climate Change and Natural Resources Management
 Global Competitiveness of Business and Industry
 Social Development Promotion
 Institutional Policy Research (Nursing)
o Biotechnology
o Health care
o Midwifery and Nursing issues
o Health promotion and mental health
o Nutrition
o Traditional and herbal medicine
b. Relevance
 How large or widespread is the problem?
 Who is affected?
 How severe is the problem?
 Is my topic in line with my field/discipline?
c. Avoidance of duplication
 Has the topic been investigated before?
 Are there major questions which deserve further investigation?
d. Feasibility
 Can the study be done given the existing resources?
 Can data from the required number of samples be collected within
the time frame of the study?
e. Applicability of possible results and recommendations
 What is the chance of the recommendation from the study being
applied?
f. Ethical Acceptability
 How acceptable is the research to those who will be studied?
 Can informed consent be obtained from the subjects?

2. REVIEW THE LITERATURE RELATED TO THE PROBLEM

IDENTIFIED

Uses of the review of the related literature:

a. To know more about previous studies done

 Who has done previous work in the research area considered?
 What research methods (design, variable definition,
instrumentation, etc.) were utilized?
 What problems were met and how were they resolved?
b. To establish the theoretical or conceptual framework for the research

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 3. DEFINE THE ACTUAL PROBLEM FOR INVESTIGATION IN CLEAR
AND SPECIFIC TERMS
 Refers to the process of reviewing, refining or fine-tuning the first
draft of the general and specific objectives based on new learning’s
derived from the review of related literature.
 It may involve delimiting the scope of the study without dealing
with a trivial problem.

4. FORMULATE TESTABLE HYPOTHESIS AND DEFINE BASIC

CONCEPTS AND VARIABLES
 Identifying attributes of the variables to be tested in the research
project
 Estimating magnitudes
 Determining differences
 Looking at relationships

5. CONSTRUCT THE RESEARCH DESIGN

Areas of concern include:

 Study design
 Methods of subject selection
 Sample size
 Strategies for control and manipulation of relevant variables
 Establishment of criteria to evaluate outcomes
 Instrumentation

6. DESIGN THE TOOLS FOR DATA COLLECTION

7. DESIGN THE PLAN FOR DATA ANALYSIS

 Construction of dummy tables
 Identification of statistical techniques to be applied in order to
achieve the research objectives

8. COLLECT THE DATA

9. PROCESS THE COLLECTED DATA

 Editing
 Coding
10. ANALYSE THE DATA
11. WRITE THE RESEARCH REPORT
12. DISSEMINATE THE RESULTS
13. UTILIZE THE RESULT

Objective formulation:
Research objectives

o Directly related to the research problem

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 o Reflect the questions the investigator wishes to answer at the end of the
study
o Provides the general direction in the conduct of the research project

What is research objective?

 They summarize what is/are to be achieved by the study

 They reflect the questions the study wishes to answer
 They serve as the “steering wheel” of the whole research process, by
providing direction regarding the rest of the steps of the research process
 They are derived from the statement of the problem
 They can be stated either in the form of a statement or a question
 To determine if there is a relationship between smoking and lung
cancer
 Is there a relationship between smoking and lung cancer?

General vs Specific Objectives

GENERAL OBJECTIVE

 It reflects the overall purpose of the research study

 It states what is expected to be achieved by the study in general terms

SPECIFIC OBJECTIVES

 They are statements regarding the specific questions expected to be

answered in the study
 They break up the general objective into smaller, logically connected
parts
 They systematically address the various aspects of the problem as
defined in the problem statement

Example of General and Specific Objectives

GENERAL OBJECTIVE:

 To determine the extent and nature to which the government health

workers in Tabaco City are exposed to occupational stress.

SPECIFIC OJECTIVES:

1. To determine the prevalence of occupational stress among government

health workers in Tabaco City.
2. To determine whether the following factors are associated with
occupational stress among government health workers in Tabaco City:
a. sex of the employee
b. length of employment
c. type of position

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Reasons for Specifying Research Objectives:

 To help define the focus of the study.

 To identify the specific variables to be measured, and avoid the collection
of data which are not essential to the problem identified.
 To organize the study into clearly defined parts and phrases.
 To guide the researcher in the development of the research methodology,
and orient the collection, analysis and interpretation of the data.
 They are phrased in such a way they focus on what the study is
attempting to solve, and cover the different parts of the problem in a
logical way.
 They are clearly phrased in measurable and operational terms, specifying
exactly what are the researcher wishing to do.
 They are realistic, considering the constraints within local conditions and
should be feasible.
 They use action verbs which are specific enough to be measured.

ACTION VERBS NON ACTION VERBS

 Determine  Appreciate
 Compare  Understand
 Compute  Explore
 Describe

Some Down to Earth Reminders when Specifying Research Objectives:

1. Write readable and understandable research objectives

 To determine the psychiatric needs of Hospital X through
physician’s assessment- not understandable
2. KISS (Keep It Simple & Short)
 To determine the efficacy of indoctrinating a superannuated
canine with innovative manoeuvres
3. Say what you mean and mean what you say. State your variables
that you wanted to measure/observe and ensure that it will be
clearly measured or observed in your study.

Consider the following research objectives:

1. To determine the mean birth weight of babies born to mothers in the

following age groups: <18, 18-35, and 36- 49.
2. To compare the mean birth weight of babies born to mothers in the
following age groups: <18, 18-35, and 36- 49.
3. To compare the incidence of low birth weight among babies born to
mothers in the following age groups: <18, 18-35, and 36- 49.
4. To determine if there is an association between the incidence of low
birth weight and the age of the mother.
5. To determine if place of age of the mother is a predictor of the incidence
of low birth weight.

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Example of Dummy Table: draft only

Table 1. Incidence of Low Birth Weight among abies……….

Age mothers Incidence of low birth weight

<18
18-35
36-49

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 PARTS OF A THESIS
a. For Social/Health and Educational Researches

CHAPTER 1 THE PROBLEM

I. Introduction

 Consists of the overview discussion of the problem by citing

some phrases and sentences from published materials
relevant to the study.
 Social/Cultural/Historical Relevance of the topic of interest
o Policies and Declarations
o Statistics
o Global—Regional—National--Local
o Theoretical Relevance of the topic of interest
 Contribution to the discipline
 Brief discussion of the phenomenon/variables
and their relationships
 Institutional Relevance of the study and topic of interest

• What is happening in your institution and why is this

needed?

• Does this reflect vision and values of your institution?

 Personal Relevance of the study and topic of interest

• Describe the reason why you were moved to do this study

Note: information shared under background of the study, which

are not your claims (policies, declarations, opinions from other
authors, institutional sources and statistics) NEED TO BE CITED
AND REFERENCED

About diabetes, AIDS, Cancer, Non/Communicable Diseases, etc…

 This gives the reader general idea and impression as well as

motivation of the study. Some researchers integrate related
studies and related literature. Also, the researcher should
include (at the last part of your Introduction) what
motivates him/her in proposing/conducting the study.

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 II. Statement of the Problem
Examples:

GENERAL OBJECTIVE:

 To determine the extent and nature to which the government health

workers in Tabaco City are exposed to occupational stress.

SPECIFIC OJECTIVES:

1. To determine the prevalence of occupational stress among government

health workers in Tabaco City.
2. To determine whether the following factors are associated with
occupational stress among government health workers in Tabaco City:
a. sex of the employee
b. length of employment
c. type of position

III. Scope and Delimitation

 It includes the coverage of the study area, the subjects, the
research instrument, the research issues and concerns, the
duration of the study, and the constraints that have direct
bearing on the result of the study. - In
narrative/paragraph form.
 1st Paragraph: Scope (what is included)
 2nd Paragraph: Limitation (what is not included;
constraints; pitfalls; study characteristics that can
potentially introduce bias or faulty results)
 Ask for WHAT (conceptual), HOW(methodological), WHO
(sampling), WHERE (locale/context) and WHEN (study
duration)

IV. Significance of the Study

 The researcher has to explain that his study has important
implications in relation to (a) solving a problem or a need, (b)
accumulating knowledge gap, (c) improving social, economic,
and health conditions, (d) enriching research instruments
and methods, and government thrusts.
 Identifying the people/groups/institutions that will benefit
from the study and stating the potential benefits that they
would gain from it
 Arrange the beneficiaries logically

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 Example: Significance to Respondents, Student Nurses, Registered
Nurses, DOH, etc. – depending on your topic.

V. Definition of Key Terms

 What should be defined:
 Variables/Phenomenon
 Sub-variables/constructs
 Sample
 Other important words found in your title
 Alphabetically arranged
 There are two ways of defining the key terms of the study.
These are;

(1) CONCEPTUAL DEFINITION- the meaning of the terms is

taken from the dictionary, encyclopaedia, or published
materials such as books and journals.
(2) OPERATIONAL DEFINITION- the definition of terms is
based on an observed characteristics and how it is used
in the study.

 The key terms are arranged in two ways:

(1) They are arranged as they appear in the text.
(2) Alphabetically arranged.

Examples:

Title: Job-Related Problems and Job-Performance of Staff Nurses in

Private and Government Hospitals in the Province of Albay

Definition of Key Terms:

Job performance. This refers to the execution of doing ones work

(Webster, 1995). As used in the study, this refers to job efficiency of staff
nurses outstanding, very satisfactory, satisfactory, fairly satisfactory or
unsatisfactory.

Staff nurses. As used in the study, the plantilla registered nurses

employed in the hospitals performing health services.

VI. Notes
 It includes the sources or references of significant
information used in the study which were taken from
journals, books, internet, published or unpublished theses,
etc. The format of citing the source/reference must be based
on APA style. Notes will be placed at the end of each
chapter, if necessary.

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 Example:

Introduction

Quality health care depends upon many aspects. One of the important
aspects is referral system. In the government health care system, health care is
provided in 3 tiers namely primary, secondary and tertiary. For better patient
management, patient is referred from one level to another. At present some
referral system in the government health care, is not very much structured and
linked to primary health care.

Referral is a two-way communication process between primary care

physicians and specialists in hospitals, both of whom have an important role to
play. Referral letters serve a number of functions including informing the
specialist about the reason for the referral and as a simple request for a test or
opinion (Jiwa et. al, 2005) 3 It is the responsibility of the primary care physician
to convey a clear message about the need and reason(s) for referring a patient.
However, problems in the referral process arise from primary care or hospitals
when the primary care physician fails to clarify the reason(s) for referral 4 or
conveys inappropriate or incomplete information.5 The specialist may also not
address the physician's reason for referral or may fail to communicate his
findings to the referring physician.6

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 Example Notes: (following APA style)

Notes
3
Jiwa, M., Coleman, M., McKinley, R.K. (2005) “Measuring the quality of referral
letters about patients with upper gastrointestinal symptoms”. Postgraduate
Medical Journal 2005; 81:467-469 doi:10.1136/pgmj.2004.027516. Retrieved from
http:// pmj.bmj.com/content/81/957/467.long.
4
Lee, T., Pappius, E.M. and Goldman, L. (1983) “Impact of inter-physician
communication on the effectiveness of medical consultations.” Am J Med. 1983
Jan; 74(1):106-12.
5
Byrd, J.C. and Moskowitz, M.A. (1987) “Outpatient consultation: interaction between
the general internist and the specialist. ” J Gen Intern Med. 1987 Mar-Apr;
2(2):93-8.
6
Sears, C.L. and Charlson, M.E (1983) “The effectiveness of a consultation:
Compliance with initial recommendations”. Am J Med. 1983 May; 74(5):870-6.

CHAPTER 2 REVIEW OF RELATED LITERATURE AND

STUDIES

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 I. Related Legal Bases
 The principal sources of related legal bases are laws,
constitution, department directives, like circulars, orders,
memoranda and many others. The legal bases are important
so that the present study has implications to government’s
thrusts.

II. Related Literature

 The related literature are taken from published articles,
books, journals, magazines, novels, poetry, and many others
which have bearing to the present study.
 An explanation of every related literature is a must. It is
unscientific if related literature is presented but no
explanation on the relevance to the present study.
 They are arranged chronologically from present to past.
 Should have at least 50 (BS) sources
o 50% primary sources (actual research studies)
o 30% secondary sources (research reviews)
o 20% tertiary sources (textbooks, webpages)
 Should be up to date (five years from expected year of
graduation) = unless the paper is classic and there is a
dearth in recent literature
 Presentation should be thematized.
o Themes of presentation is based on:
 the variables phenomenon of interest
 Dependent
 Independent
 Assumed relationships
o the intervention if any
o the context
o the intended output if any.
 RRL is NOT an annotated bibliography
 Presentation of research per theme should be an intelligent
mix and match, using transition devices to show
interanalysis of the contents of the different studies/articles
 Read and take notes first. Identify the literatures that should
come together and rewrite them; make a story
 Do not just copy paste
 RRL should attempt to answer the research question
 Include introductory paragraph: sections + sources
 Paraphrase or summarize in your own words, and then cite
the source = ALL
 Only do direct quotation for sources which are declarations,
definitions that cannot be paraphrased

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  Different presentation for short quotes and long quotes
(more than 40 words)
 Citation of direct quotes require page number
 At the end of the literature, there should be a one page
SYNTHESIS
 Summary of research findings per theme
 Compare and contrast findings. Focus on the areas which
have inconsistent findings
o Present the data gap:
o Conceptual data gap
o Methodological data gap
o Cultural/Contextual data gap
 Situate your study in the body of literature: which of the
identified gaps will your study address?
 No review of literature for phenomenology and grounded
theory
 Therefore, the background of the study needs to be longer
 RRL section is present in the final defense
 Genealogy and historical based review of literature for
critical/orientational research

Examples:

Spetz (1998) published an article entitled hospital employment of

nursing personnel. She stressed that understanding the relationship between
nursing personnel employment and patient care in the hospital is necessary to
evaluate performance of nurses and possible changes in staffing pattern.

Spetz article is related to the present study because good rapport of staff
nurses with her superiors, colleagues and patient care in the hospital are bases
to evaluate their performance in performing their duty as well as changes in
the staffing pattern.

III. Related Studies

 Findings of published and unpublished researches
which are related to the present study are presented in
this section.
 An explanation for every finding of the related
studies is a must to determine its similarities and
differences to the present study.
 Related studies are segregated into local and foreign (if
any) studies. They are arranged chronologically from
present to past.

Examples:

Local

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 Galvez (1996) conducted a study on relationship between organizational
climate and job performance of nurses in selected private hospitals in Iloilo
City. She found out that staff nurses employed in Hospital A, managed by
Baptist, had job performance rating of 3.253 or average; Hospital B, managed
by Roman catholic, the job performance mean score of staff nurses was 3.478
or above average; and Hospital C, managed by non-sectarian, the mean score
job performance rating of staff nurses was 3.479 or above average. She
concluded that job performance was not related to organizational climate.

Galvez study is related to the present study because the latter correlates
jo-related problems and performance of staff nurses in private and government
hospitals in Albay province and the former about the job performance of nurses
in private hospitals in Iloilo City which ranged from average to above average.

Foreign

In 1993, Gray, in her study is on stress and stressors in Nursing showed

that the major sources of stress among nurses in New York includes
inadequate staffing, work overload, and conflict with administrators, physician
and other nurses.

Gray’s study is related to the present study because the same job-related
problems were experienced by practicing nurses of both government and
private hospitals in Albay province.

IV. Gap Bridged by the Study

 The researcher has to discuss the topics/areas which were not
tackled in the related studies but will be covered by the
present study and somehow will bridge the gap.

V. Theoretical Framework
 It gives clear explanation regarding the relationship of
variables.
 Acquaints the reader with the boundaries of the concepts that
you will be measuring/describing in your study
 Some research will present only theoretical; some only
conceptual; and others both
 Begins with a theoretical or conceptual paradigm =illustrative
representation of the concepts to examined in the study
 Then a textual explanation of each concept and the
relationships and the paradigm
 This uses abstract concepts, facts or laws, variables, and
relations that explain and predict how observed phenomena
exist and operate.
 A researcher is required to formulate existing theories that
link his study since theories are useful devices for
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 interpreting, criticizing, and unifying established
scientific laws of facts that guide him to discover new
generalizations.

VI. Conceptual Framework

 Different variables used in the study are presented.
 It presents specific and well-defined concepts which are called
constructs. Its function is similar to the theoretical framework
because the constructs used are derived from abstract
concepts of the theoretical framework. It presents the actual
variables that will be used in the study.
 Philosophical Underpinning
 Acquaints the reader with the philosophy of knowledge that
informs your research methodology
 Begin by identifying the paradigm (positivist, constructivist,
etc.), then defining the ontological and epistemological
assumptions (do not forget the citations), and rationalizing
why it is the most sensible choice.
 Most common in qualitative studies

Example:

Level Independent Intervening Dependent

variables variables variables
Theoretical Academic Rank Values Performance
Conceptual University Professor Attitudes Outstanding
Professor toward work, Very Satisfactory
Associate Professor Socioeconomic Satisfactory
Assistant Professor status, Age, Fair
Instructor Civil Status, Unsatisfactory
Gender

VII. Notes

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 CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY
(DESCRIPTIVE STUDY)
I. Research Design
 The researcher has to choose the most appropriate research
design which is applicable to his study.

 Firstparagraph = Research Approach

o Is this study Quantitative, Qualitative or Mixed?
o Define the research approach (with citations)
o Rationalize: why is this the best for your study (with
citations)
o Application: what type of data will your study be
getting?

 Second paragraph = Research Design

 What type of Quantitative or Qualitative Design or Mixed
Methods Design is this?
 Define the research design(with citations)
 Rationalize: why is this the best for your study (with citations)
 Application: how will this be done in your study?
 How will it help you achieve your research objectives/answer
your research problems?

 Third paragraph = Special Research Design

 Is this an outcomes-based study? Is this a survey study?
 Define the research design (with citations)
 For qualitative, explain philosophical underpinnings if any
 Rationalize: why is this the best for your study (with citations
 Application: how will this be done in your study? How will it
help you achieve your research objectives/answer your
research problems?
 If outcomes based, what is your outcome?

Classifications:

a. Descriptive Design
 The study focuses at the present condition. The purpose
is to find new truth. The truth may have different forms
such as increased quantity of knowledge, a new
generalization or a new “law”, an increased insight into
factors which are operating, the discovery of a new
causal relationship, a more accurate formulation of the
problem to be solved, and many others.

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 Types:

1. Descriptive-survey. This type is suitable wherever the

subjects vary among themselves and one is interested
to know the extent to which different conditions and
situations are obtained among these subjects. The
word survey signifies the gathering of data regarding
present conditions. A survey is useful in: (a) providing
the value of facts, and (b) focusing attention on the
most important things to be reported.
2. Descriptive-normative survey. The term normative is
sometimes used because surveys are frequently made
to ascertain the normal or typical condition for
practice, or to compare local test results with a state
or national norm.
3. Descriptive-status. This approach is to problem-
solving seeks to answer questions to real facts
relating to existing conditions. This is a technique of
quantitative description which determines the
prevailing conditions in a group of cases chosen for
study. Several descriptive-status studies stress
current conditions with the assumption that things
will change. They cover many traits or characteristics
of the group.
4. Descriptive-analysis. This method determines or
describes the nature of an object by separating it into
its parts. Its purpose is to determine the nature of
things. In chemistry, descriptive analysis means the
determination of the kind, quantity, and proportions
of constituents forming a compound or substances. It
aims to discover the nature of things. What are they
composed of? What is their structure? In other words,
the researcher should determine the composition,
structure, substructure that occurs as units within
the larger structure.
5. Descriptive-classification. This is employed in natural
science subjects, namely: Biology, Botany, Zoology,
Phycology, Ichthyology, Conchology, and the like. The
specimens collected are classified from phylum to
species.
6. Descriptive-evaluative. This design is to appraise
carefully the worthiness of the current study. For
example, the researcher wishes to conduct a study
on:
(a) The evaluation of an implementation of No
Smoking Policy in the Public Places in the 1 st
District of Albay.
(b) The evaluation of an implementation of Lactation
Station in the Public Places in Legazpi City.

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 7. Descriptive-comparative. This is a design where the
researcher considers two variables (not manipulated)
and establishes a formal procedure to compare and
conclude that one is better than the other.

b. Qualitative Research Design

 Any kind of research that produces findings not arrived
at by means of statistical procedures or other means of
quantification, (Strauss and Corbin, 1990, p. 17).
 Is an inquiry process of understanding based on distinct
methodological traditions of inquiry that explore a social
or human problem; and conducts the study in a natural
setting, (Creswell).

Types:

1. Ethnography. Literally means “a portrait of a people”. It

is written description of a particular culture – the
customs, beliefs, and behaviour – based on information
collected through fieldwork”, (Harris & Johnsonn, 2000).
2. Case Study. Empirical enquiry that investigates a
phenomenon in its real-life context. Or a systematic
enquiry into an event or a set of related events that aims
to describe and explain the phenomenon.
When to use the case study method?
a. When you want to answer “why” and “how” questions.
b. You cannot manipulate behaviour of people in the
study; researcher has little control over events.

What is the “case”?

Could be a:
a. Person/family
b. Community
c. Program/policy

Examples:

 Health intervention
-polio immunization in a community
-dengue prevention strategy
 Health policy/program
-Devolution
-HIV/AIDS program
 Project evaluation
-effects of IEC program on health seeking behaviour

3. Phenomenology. The “lived” experience of an individual

person. It is focused on the subjective experience of
individuals or groups. It is personal, the world as
experienced by the individual, not relationships between

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 people. It also uses small, purposive samples of 3-10
participants that have experienced the phenomenon.

c. Experimental Design
 It is a problem-solving approach that the study described
in the future on what will be when variables are carefully
controlled and manipulated.
 It is a research wherein a researcher manipulates and
controls one or more independent variables for variation
concomitant to the manipulation of the dependent
variables.

Types:

1. Single-group Design. This involves a single treatment

with two or more levels.
2. Two-group Design. In this design, two comparable
groups are employed as experimental and control groups
or two comparable groups are both experimental groups.
3. Two-pair group Design. It is an elaboration of the two-
group design wherein there are two control groups and
two experimental groups.
4. Parallel-group Design. This is a design in which two or
more groups are used as the same time with only a
single variable (control group) manipulated or changed.
The experimental group varies while the parallel group
serves as control for comparative purposes.
5. Complete Randomized Design (CRD). This is a design in
which a group of test plants or animals is studied only
once but subsequent treatment is applied to determine
the cause of change. There is no control in this design
but the subjects will undergo randomization procedures.
6. Randomized Complete Block Design (RCBD). This uses a
group of test plants and animals as subjects of the study
which are studied once but subsequent treatments
applied are replicated to determine the cause of change.
There is control in this design and the subjects will
undergo randomization process.
7. Correlational Design. This is used to determine the
relationship of two dependent variables, X and Y, on how
they are manipulated by the independent variable.
8. Pre-test-Post-test design. This design involves the
experimental group and the control group which
carefully selected through randomization procedures.

II. Sampling Design

 Sampling is the process of selecting subjects who are
representative of the population being studied.
 Basic Sampling Concepts:

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 1. Population- the group from which representative
information is desired and to which inferences will be
made.
2. Target population- the entire population in which the
researcher is interested.
3. Sampling population- the population from which a sample
will actually be taken.
4. Elementary unit or element- an object or a person on which
a measurement is actually taken.
5. Sampling unit- units which are chosen in selecting the
sample.
 Determination of Sample Size
-If the sample survey is used due to N (total population) is too
large, he has to determine the sample size using the formula
below,
NV + [ (Se)2 x (1 – p) ]
Ss = NSe + [ (V)2 x p (1 – p) ]

Where:
Ss = Sample size
N = Total number of population
V = Standard value (2.58) of 1 percent level of
probability with 99 percent reliability
Se = Sampling error (0.01)
p = Larger possible proportion (0.50)

For instance, the total population (N) of staff nurses is

900. To substitute the formula (11.1), consider the
computation below,

900 (2.58) + (0.01)2 x (1-0.050)

=
900 (0.01) + (2.58)2 x 0.50 (1-0.50)

2322 + 0.0001 x 0.50

=
9 + 6.6564 x 0.50 (0.50)

2322 + 0.00005
=
10.6641

2322.00005
=
10.6641

Ss = 217.7398984 or 218

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  Two categories of Sampling Plan:
1. Probability Sampling- a type of sampling in which some
form of random selection in obtaining the sample units is
used.
Types:
(a) Simple Random Sampling- this is the most basic of the
probability sampling designs. Every element in the
population has an equal chance of being included in the
sample. (Population size= N & Sample size= n).
Procedure: Select n numbers at random between 1 and
N, using either the lottery method or a table of random
numbers.
(b) Stratified Random Sampling- the population is divided
into two or more strata or groups with different
categories of characteristics, such as age, educational
background, occupation, etc. as a final step, a sample is
taken from each group.
Procedure:
1. Identify the stratification variable.
2. Classify the population according to the categories of
the stratification variable.
3. Number the population elements chronologically from
1 to N, within each category of the stratification
variable.
4. Determine the n needed from each stratum.
5. Within each stratum, select the required number of
samples by simple random sampling.
(c) Systematic Sampling- sampling units are selected by
taking every nth element on a population list, for
instance, every 4th name listed on a hospital census
sheet.
(d) Cluster or Multi-stage Sampling- this type of sampling is
used in large-scale studies in which the population is
geographically spread out. The primary sampling unit is
a cluster, which consist of groups, rather than
individuals, that share the same characteristics.
Procedure:
1. Identify the groups or clusters of elementary units.
2. Select a random sample clusters.
3. All elements in the selected clusters will be included
in the survey.
2. Non-Probability Sampling- is a selection process in which
the probability that one element may be selected is not
equal to the probability that another individual may be
chosen.
Types:
(a) Convenience or Accidental or Haphazard Sampling- the
sampling units are selected simply because they are
available- they are in the right place and at the right
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 time for the investigator’ purposes. Whatever comes on
hand or whoever is available is included as sample.
 It is the weakest form of sampling, but also the most
common.
(b) Snowball sampling- is a useful technique in situations
where one cannot get a list of individuals who share a
particular characteristic. It relies on previously
identified members of a group to identify other members
of the population. Frequently used in studying “hidden”
populations like drug users, commercial sex workers,
etc.
(c) Quota Sampling- data collectors are given quotas to
meet; they keep on collecting data in a given place, until
the quota is met.
(d) Purposive or judgemental- a representative sample is
selected based on an expert’s subjective judgement or
on some pre-specified criteria.

III. The Subjects

 The proponent has to explain how and where the subjects will
be taken. It is either using the entire population if N (total
number of population) is small or less than 100 or by using
sample survey if N is larger or more than 100. The agency
where the subjects may be taken and frequency as well as
percentage of the subjects may be presented.

Example:

The subjects on the correlation between job-related problems and job

performance of staff nurses in private and government hospitals in the
province of Albay are 900 staff nurses or 218 samples from the five existing
private and government hospitals in the province. Of the 218 staff nurses as
samples, 50 or 22.94 percent staff will be the nurses from Aquinas University
Hospital; 40 or 18.35 percent will be nurses from Albay Doctors Hospital; 35 or
16.05 percent will be nurses from Esteves Memorial Hospital from private
hospitals; 52 or 23.85 percent will be from Bicol Regional Training and
Teaching Hospital; and 41 or 18.81 percent will be from Josefina Belmonte
Duran Memorial District Hospital from government hospitals. Table 1 shows
the distribution of subjects.

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Table 1. Distribution of Subjects

Hospitals Frequency Percent

Private
Aquinas University Hospital 50 22.94
Albay Doctors Hospital 40 16.05
Esteves Memorial Hospital 35 16.05

Government
Bicol Regional Training and Teaching Hospital 52 23.85
Josefina Belmonte Duran Memorial District 41 18.81
Hospital
Total 218 100.00

IV. Research Instrument

 The research instrument can either be in the form of a
questionnaire. Test, interview, observation schedule or rating
scale, its design must be described by the proponent. Each
part of the research instrument must be clearly stated.

 Research Instrument (Proposal):

 Indicate how many research instruments there are in the
study; each instrument should have its own subsection
 Quantitative survey instruments or tests
o Standardized, modified or researcher made?
o Indicate psychometric properties: how many domains,
items, scoring scheme, type of questions, reliability and
norming test results
o Match test/domain with the variables of the study
o Validation schemes: expert (content + face) and
statistical validation
o Narrate a summary of a pretest or pilot test if it was
done
o If your non-standardized test did not go for
psychometric testing or got low scores, disclose in the
limitations of the study
 Interview or FGD guide
o Open ended, loosely structured, non-leading questions
o Phenomenology: grand tour question; follow-ups must
be experiential
o Life history/narrative analysis: focus on life, story and
episodes
o Triangulated studies: different person/source, different
interview guide
o Indicate recording tools + brand
 Observation

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 o Quantitative structured tests/checklists: present
psychometrics
o Define and rationalize the use of memo, observation
notes, reflexive notes, reflective notes, methodological
notes
o Image capture (photography) and videography must be
justified
o Explain data/file storage
 Online Data
o Explain process of manual and automated data mining
o Explain process of data quality assurance and storage
 Biophysical Data
o Justify the choice of biometric to measure the variable
o Indicate data generation and storage technologies
(+brand and sample image) that will be used; justify the
decision

 Research Instrument (Appendix)

 Actual forms, including cover letter and scoring schemes
 Summary report for pilot testing results
 Correspondences with authors on standardized tests
 Correspondences with expert validators
 Qualitative instruments with less than five questions can be
put on the main section

 Research Instrument (Full Manuscript)

 Reflect if there are changes; justify the need for changing
 For flexible qualitative designs (such as GT, ethnography,
action research, delphi):
 Emergent interview questions and guides must be reflected;
describe how emerging data and iterative analysis gave rise to
these inclusions
 Indicate if new data collection methods would emerge from
iterative analysis (such as in theoretical sampling in GT)
 If instrument development is your research goal or one of
your research objects (like in multi-phasic, mixed methods
studies), the instrument created and tested is in Chapter 3.

Example:

The researcher will use the questionnaire for gathering data to determine
the correlation between job-related problems and job performance of staff
nurses in private and government hospitals in the province of Albay. The
questionnaire as designed by the researcher will include items from books,
hospital directives, civil service directives, unpublished theses, informal
interviews, and observations.

The questionnaire will consist of three parts. Part I will aim to gather
information on the staff nurse’s personal data as his/her name, name of the

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hospital employed, civil status, age, and length of nursing practice. Part II will
deal on the performance rating of staff nurses for the last three years. Part III
will gather data regarding the job-related problems met by staff nurses in
relation to administration of top management (chief of the hospital, chief of
medicine, chief of nursing service, and chief of administration); administration
of middle management (supervisors); administration of lower management
(head nurses); communication; financial condition; hospital facilities; and job
hazard.

V. Data Gathering Procedure

 Apply the guidelines in writing the intervention protocol:
WHAT (materials), WHERE (setting/s), WHO (roles of all
involved), HOW and WHEN (step by step procedure), all of
which are justified accordingly
 If your study has multiple phases, identify and label those
phases, each phase will have a different protocol
 Multimethod study: each method will have a different
protocol
 Describe attainment of clearances: administrative clearance
for institutions, informed consent for individuals, clearance to
access record, social license to participate.
 Having found the research instrument valid and reliable, the
researcher proceeds to ask permission and approval from the
head of the agency where the subjects are employed. Once
permitted, the researcher administers the research
instrument to the subjects of the study. The date of the
administration of the questionnaire, the retrieval date and
percentage retrieval of the research instrument must be
stated. For instance, there are 218 questionnaires
administered to 218 subjects of the study but only 210 or 96
percent are retrieved. Hence, this must be stated that only
210 questionnaires or 96 percent were retrieved.

Example:

Having found the research instrument valid and reliable, the researcher
will secure written permit from the chiefs of the hospital- both private and
government- in the province of Albay to allow the researcher to conduct the
study in their respective hospital. After the permit had been approved by the
chiefs of the hospital, the researcher will administer the questionnaire. The
questionnaire will be administered to 218 staff nurses as subjects of the study
by third week of June 2016. The retrieval of the questionnaire will be done by
the fourth week of June 2016. It will be expected that retrieval of questionnaire
be no less than 90 percent.

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 VI. Data Processing Method
 After the retrieval of the questionnaire, the researcher
tabulates and processes the data either manually or by
machine. Quantitative and qualitative data processing must
be determined to arrive at precise analysis and interpretation
of results. Categorization of the subjects must be mentioned.


Example:

After the retrieval of the questionnaire, the researcher will tabulate and
analyse the data. The data gathered will be organized. The researcher will make
an assessment of the job-related problems met by staff nurses in the private
and government hospitals in the province of Albay and its relationship with
their job performance. The responses will be analysed with the subjects
considered as a whole and when classified, as to civil status, age, and length of
nursing practice.

VII. Statistical Treatment

 The statistical tools to be used to answer the research
questions of the study must be described and formula must
be explained. The level of significance (either one or five
percent) must be stated to determine the significance of the
findings.

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 CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY
(EXPERIMENTAL STUDY)

a. Research Design
b. Materials
 The materials include the ingredients and its formulations.
The ingredients must be quantified.

Example:

Table 2. Materials and Ingredients Used in………..

Materials and Ingredients Quantity

c. Equipment and Utensils

 The researcher states the equipment used in the preparation
of the study.

Example:

Table 3. Equipment and Utensils Used in……………….

Equipment and Utensils Quantity

d. Procedure
 The researcher explains comprehensively the process in
preparing the product. The variables must be emphasized
whether control or experimental group. Flow sheet in
preparing the product must be presented to have clearer
picture of the procedure. It will also include the data
gathering procedure in the conduct of the experiment.
e. Statistical Treatment

VIII. Notes

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 CHAPTER 4 PRESENTATION, ANALYSIS and
INTERPRETATION OF DATA

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 CHAPTER 5 SUMMARY, FINDINGS, CONLCUSIONS and
RECOMMENDATIONS

Bibliography

Appendices

Appendix A Letter Request

Appendix B Instrument

Appendix C Other Legal Documents

Curriculum Vitae

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 REFERENCES:

Cacanindin, E. (2010). Nursing Research Study Notes and Guide. 839 EDSA
South Triangle, Quezon City: C & E Publishing, Inc.

Calmorin, L.P. & Calmorin A.M., (2007). Research Methods and Thesis Writing.
856 Nicanor Reyes, Sr. St. 1977 C.M. Recto Avenue, Manila, Philippines:
Rex Book Store

Cleofas,Jerome (nd). Preparing Manuscript.Saint Paul University Manila

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