Ed 201.
RESEARCH METHOD
Module 1
Objectives: At the end of this module, the students are expected to:
1. To explore trends and issues in designing a clearly focused research
problem.
2. To have a working knowledge of the various components of research
design and of the relationships among these components.
3. To prepare and write components of the Research Problem
Introduction
Research is vital for development. Everything that is now enjoyed by man
emanated from simple theories and concepts that were gradually developed
through research. The technologies that have been generated are products of
research, resulting from man endless quest for knowledge. The shift and process
from the primitive society to the information society is attributed to the ability of
man to search for information, and apply this knowledge.
Pre - Test
Define the following comprehensively.
1. Research____________________________________________________________
___________________________________________________________________
2. Hypothesis__________________________________________________________
___________________________________________________________________
3. Variables___________________________________________________________
___________________________________________________________________
4. Dependent Variables________________________________________________
___________________________________________________________________
5. Independent Variables ______________________________________________
___________________________________________________________________
6. Research Paradigm _________________________________________________
___________________________________________________________________
Understanding the Basics of Research
Because of the indispensable role of research in national development,
Article XIV Section 10 of the Philippines Constitution provides that: “The State
shall give priority to research and development, invention, innovation, and their
utilization, and to science and technology education, training and services. It shall
support indigenous, appropriate, and self-reliant scientific and technological capabilities
and their application to the country’s productive systems and national life.” Section 11 of
the same article states that, “Congress may provide for incentives, including tax
deductions, to encourage private participation in programs of basic and applied scientific
research.” (The 1987 Philippine Constitution).
Cognizant of the need for quality research, many government agencies
and non-government organizations designed their own research programs to
solve existing and anticipated problems as well as to improve the quality of their
services.
In higher education, research is one of its important functions. It is
responsible for conducting quality research to develop the future manpower
resources of the country.
To improve the quality of research and to develop a positive research
culture in the academic, the Commission on Higher Education (CHED) is
mandated by law to conduct the following:
a. Formulate and recommend development plans, policies, priorities and
programs in research;
b. Direct or re-direct purposive research on institutions of higher learning
to meet the needs of agro-industrialization and development;
c. Develop criteria for allocating resources such as research and program
development grants; and,
d. Identify, support and develop potential centers of excellence in
program areas needed for the development of world-class scholarship,
nation-building and national development.
To make higher education responsive to the need of the time, the
curriculum in all courses leading to a bachelor’s degree incorporates research as
one of the requirements. Some schools require thesis as a prerequisite for
graduation.
Definition of Research
Here are some definition of research:
“Research is a process of identifying possible solutions to the complex
problems of man. It is the ultimate remedy when he is not capable of
rationalizing the nature, causes and effects of his problems in a short span of
time.”
In a more comprehensive form, Kerlinger as cited by Sevilla, et.al., (1992)
defines research as “a systematic, controlled, empirical and critical investigation
of hypothetical propositions about the presumed relations among natural
phenomena.”
According to Calderon and Gonzales (1993), research may be defined as
“a purposive, systematic and scientific process of gathering, analyzing,
classifying, organizing, presenting, and interpreting data for the solution of a
problem, for prediction, for invention, for the discovery of truth, or for the
expansion or verification of existing knowledge, all for the preservation of
human life,”
Types of Research
The types of research basic research, applied research and action research.
However, some researchers categorize research according to design. Research
designs like historical, correlational, experimental, quasi-comparative, survey,
ect., are the bases for classification. Detailed discussions on these designs are
presented in Chapter 3.
The three types of research:
1. Basic Research. This is sometimes known as pre research. According to
Calderon and Gonzales (1993), it is done for the development of theories
or principles. The goal of the researcher is to explore in order to come up
with principles which will serve as the bases for further knowledge and
development.
2. Applied Research. This is research which primarily aims to test theories
and concepts develop for verification, application, development, support
and their relationships to the existing fund of knowledge.
3. Action Research. It is simpler than basic and applied research. The focus is
on immediate solution of the problem without necessarily using scientific
principles in order to find solutions to a problem. In education, action
research is used to remedy common teaching and learning problems.
Research Format
Research formats help researchers to have an overview of the study.
Conceptualizing picture of a study enables the researcher to anticipate possible
problems. Detailed explanations in all aspects of the research format are made in
this book.
Parts of a Research of Thesis
1. Title/Research problem
2. Chapter 1 – The Problem
Rationale of the Study/Situational Analysis
Theoretical and Conceptual Framework
Statement of the Problem
Assumptions
Hypothesis
Scope and Delimitation
Definition of Terms
Importance of the Study
3. Chapter 2 – Review of Literature
Published Materials (Professional Literature)
Unpublished Materials (Related Studies)
4. Chapter 4 – Methodology
Research Designs
Sources of Data
1. Population of the Study
2. Sampling
3. Data – Gathering Instrument and Procedures
Data Analysis and Statistical Tools
5. Chapter 4 – Presentation, Interpretation and Analysis of Data
6. Chapter 5 – Summary, Findings, Conclusions and Recommendations
7. Appendices
8. Bibliography
9. Curriculum Vitae
The Title of the Study/Research Problem
Identification of a problem is the most fundamental part of research.
Problems are encountered everyday and because of these, researches are
often unable to identify specific subjects of their investigation. Most of these
problems involve limited knowledge and skills.
The problem of limited knowledge and skills in research is a good
problem of tackle because this will prompt the researcher to think of titles
that are brief, specific and relevant to him, his work and the community. The
problem can be used as titles of research such as the following:
1. STUDENTS’ POTENTIALS AND PROBLEMS IN SOCIAL RESEARCH
2. RESEARCH SKILLS AND ATTITUDES OF TEACHER EDUCATION
STUDENTS
3. EFFECTS OF COOPERATIVE LEARNING ON ACHIEVEMENT AND
ATTITUDES OF TEACHER EDUCATION STUDENTS TOWARD
RESEARCH
Several problems require as many questions. The attempt to ask
questions, causes and effects, most often leads to the possibility of mire
research titles.
Some Characteristics of Good Research Problem
1. It must be relevant to the needs of time.
2. It must be within the researcher’s interest and capabilities.
3. It must be clear, specific and attainable within a given period of time.
4. Information should be available.
5. It should be not harmful to people and society.
6. It must be new.
7. It should provide information for planning, development and
legislation.
8. If you are writing research titles avoid redundancies like, “A review of
…,” “An evaluation of…,” “An assessment of…, “An analysis..,, “ etc.,
because even without those terms , the researchers will review,
evaluate assess and analyze the problems anyway.
Sources of a Problem
1. When there is dissatisfaction in services and information.
2. Problems may be encountered in classrooms or at work.
3. Breakthrough in science and technology may present unexpected
problems.
4. Research thrusts and priorities of certain organizations.
5. Misconceptions on culture.
Before doing background of the study, you need to make a
statement of the problem first so that other possible topics may be
included and materials to be reviewed can be identified.
Statement of the Problem
After your title is approved, the statement of the main problem and sub-
problems of your study may now be made. Here is a guide for stating the problem.
1. The major problem of the study can be stated by briefly pointing out the
objectives, the subject and the coverage as well as the time frame.
Example: This study aims to determine the status of Ilocos Sur
Polytechnic State College during the academic year 2001-
2003 to serve as a basis for formulating its three-year
development plan.
2. Specify the sub-problems of the main problem.
3. Include all possible components under the sub-problems of the study.
4. State the sub-problem in either interrogative or declarative form. If the
study is experimental, it is advisable to state it in the declarative form.
5. You should also have advance information on the instrument to be used
for data-gathering. This will help you prepare the methodology of the
study.
6. The statement of the problem must be brief, clear, specific and relevant.
According to Dickoff, as quoted by Adanza (1995), there are three levels of
inquiry:
Level 1. Level 1 questions are usually used in descriptive researches. They
usually start with “what” and are exploratory in nature.
Level 2. Level 2 questions ask relationships or differences between
independent and dependent variables.
Examples:
1. Is there significant correlation between the level of skills and attitudes
of teachers in the use of instructional material?
2. Is there a significant differences between the groups of respondents of
their extent of involvement in the use of implementation of
productions?
Level 3. Level 3 research questions are usually state in “why” and “how”
questions.
Examples:
1. How effective is the adoption of production in raising financial
resources of state universities and colleges in Region I?
2. To what extent do teachers manifest the degree of serious of problems
encountered in the use of instructional materials?
Rationale of the Study/Situational Analysis
This is the first part if Chapter 1. Some researches call it background of the
study while others call it situational analysis. Both refer to the introduction of the
study.
Some aspects of the background are integrated into the theoretical
framework, objectives of the study, scope and delimitation and importance of the
study. Presentation must be brief but enough to justify the need to conduct the
study.
There should be a theme in writing the background of the study. The
theme serves as an outline so that there is continuity of ideas. The theme is based
on the important variables of the study, their scope, nature and characteristics.
Furthermore, the presentation must be from macro to micro, sometimes known
as the deductive approach to data presentation.
The introductory statement must be eye-catching. The issues relating to
the investigation should be quoted or documented to encourage readers to read
on. The study should also be recent.
The last part of the study is a brief situational analysis to present
information on the problem and what prompts the researcher to venture into
such a study. The analysis attempts to show that the study is relevant and
contributes to the existing fund of knowledge.
Theoretical and Conceptual Framework
A research study should be supported with various theories and concepts,
to show that the study is researchable on a scientific basis. The theories relative
to the investigation provide directions on undertaking the study.
Theories are formulated after reviewing related literature. In looking for
theories, you must be organized and logical because you are gathering data for
Chapter II (Review of Literature) of your study. Other researchers place
theoretical and conceptual frameworks in Chapter II of the thesis because these
are made only after researchers have gone through related literature.
Example: The researcher is working on a thesis entitled
“Determinants of job satisfaction and productivity of elementary school
teachers in Northern Luzon.”
The variables in this study are “job satisfaction” and “productivity”
underscoring Maslow’s Theory of Motivation and McClelland’s Theory, some of
the theories on motivation which discuss the level of satisfaction and
productivity.
After incorporating the theories and concepts, the conceptual framework
is made. These concepts are presented in the form of a paradigm or model
showing the steps or processes to be used in the study.
The paradigm illustrates important variables of the study. These are:
independent, moderator and dependent.
Independent variables are the input variables; in descriptive research,
they are not manipulated. Moderator variables are the secondary input variables,
which affect or influence the independent variable. The dependent variable is the
outcome of the study.
The profile working conditions, along with human relations, physical and
equipment, administrative support, financial resources, policies and standards
etc., are independent variables and the level of job satisfaction and productivity
is the dependent variable. Government interventions can be a moderator
variable.
Example of Research Paradigm
(adapted from Vizcarra’s master’s thesis, 2011)
Research Problem: Performance and aspirations of non-education mathematics
teachers of state universities and colleges in Region I
Sub-problems:
1. Profile of respondents as to:
a. academic rank
b. educational qualifications
c. mathematics unit
d. teaching experience
e. membership in mathematics and science organizations
f. honors or scholarships received
2. Level of performance of respondents:
a. commitment
b. knowledge of subject matter
c. teaching for independent learning
d. management of learning
3. Level of aspiration of respondents:
a. social
b. economic
c. Professional
4. Extent of following variables related to:
a. profile and level of performance
b. profile and level of aspiration
c. level of performance and level of aspiration
Based on the brief statement of the problem, the paradigm lists the profile
variables as independent while the level of performance and aspirations are
listed as dependent variables. The paradigm attempts to show that dependent
variables are affected, influence or associated with the profile variables of non-
education mathematics teachers. The study can be illustrated as follows:
Independent Variables Dependent Variables
Profile of respondents as to: Level of Performance
a. academic rank a. commitment
b. knowledge of subject
b. educational
c. teaching or
qualifications
independent learning
c. units in mathematics d. management of
d. teaching experience knowledge
e. teaching experience
f. membership in
mathematics and Level of Aspirations
science associations a. social
g. honors or b. economic
scholarships c. professional
received
The arrows point all interrelationships of independent and dependent
variables.
The paradigm of the study can be illustrated using the inputs,
throughputs. Sometimes the paradigm does not necessarily indicate dependent
and independent variables, but it explains the steps to be undertaken in the
study.
The paradigm also serves as a basis for conducting the study together
with the statement of the problem. All sub-problems are reflected in the
paradigm in order to map out the direction of the study. A guideline for a
theoretical framework follows:
Example No. 2 showing the paradigm based on the statement of the problem
Statement of the problem
This study aims to determine the productivity of master teachers in the
divisions of La Union during school year 2002-2003.
Specifically, it answers the following problems:
1. What is the profile of master teachers in the division of La Union in terms
of:
a. personal attributes
b. educational qualifications
c. professional experience
2. What is the extent of productivity of master teachers on:
a. teaching
b. active research
c. community service
3. Is there a significant relationship between the profile and extent of
productivity of master teachers in the division of La Union?
4. Are there significant correlations between the extent of productivity if
master teachers along the following variables?
a. teaching and action research
b. teaching and community services
c. community services and action research
5. Are there significant differences between the extent of productivity of
master teachers in the division of La Union?
INDEPENDENT VARIABLES DEPENDENT VARIABLES
Master Teachers Extent of Productivity
a. personal attributes a. teaching
performance
b. educational
qualifications b. action research
c. professional c. community
experience service
Guidelines in Making a Theoretical Framework
Topics: learning, education, teaching strategies and motivation
Theories Proponents Contents/Views
1. Classical Conditioning Ivan Pavlov 1.
Theory
2. Operant Conditioning Burrhus F. Skinner 2.
Theory
3. Social Learning Theory Albert Bandura 3.
4. Theory of Moral Lawrence Kohlberg 4.
Development
Hypothesis
A hypothesis is a working guide in research, the expected outcome of the
study. Hypothesis is defined as an “educated guess.” Hypotheses are based on
the statement of the problem and sub-problems. The number of sub-problems is
also the number of hypotheses in the study.
There are two types hypotheses – descriptive and statistical. A descriptive
hypothesis is for descriptive questions while a statistical hypothesis is for
questions on the relationship or differences of data obtained in descriptive
questions.
Example of Hypotheses and sub-problems
Sub-problems
1. What is the profile of the
respondents in terms of:
a. sex Hypotheses
b. b. age 1. Majority of respondents
c. c. educational attainment are male, belonging to the
2. Is there a significant 20-25 age bracket and
correlation between the skills college graduates.
and attitudes of teachers in 2. There is a significant
the use of instructional correlation between the
materials? skills and attitudes of
3. What is the status of waste teachers in the use of
management in selected instructional materials.
LGUs of Ilocos Sur? 3. The status of waste
4. Is there a significant management in selected
difference between the LGUs of Ilocos Sur is
chartered and component “good”.
cities in Northern Luzon in 4. There is no significant
terms of waste management? difference between
chartered and component
cities in Northern Luzon in
terms of waste disposal
management:
Hypotheses are also stated in null or positive form. Positive
hypothesis is the opposite of null hypothesis. In some researchers,
statistical hypothesis is presented in positive form and becomes
negative or null before the interpretations of the findings. The null
form of hypothesis is usually applied in statistical hypothesis.
Example of Descriptive Hypothesis
Sub-problem: What is the status of production of SUCs on
a. programs /projects/activities
b. administrative support
c. policies and strategies
d. problems encountered
1. Descriptive Hypothesis
The status of SUC production is good in terms of
programs/projects/activities, administrative support land policies
and strategies while problems encountered are fairly serious.
(The level of skills and attitudes shall be obtained first to answer this
hypothesis.)
Examples of Positive and Null Forms of Hypotheses
There is a significant difference between the level of awareness
among Sagguniang Kabataan on SK roles and functions in
community programs and projects.
Significant differences exist between perceptions of groups of
respondents on the management of the physical plant and facilities
of the Ilocos Sur Polytechnic State College.
2. Null Form
There is no significant difference between the level of awareness
among Sagguniang Kabataan on SK roles and functions in
community development and their extent of involvement in
community programs and projects.
No significant differences exist between the perceptions of groups
of respondents on the management of the physical plant and
facilities of the Ilocos Sur Polytechnic State College.
Assumption
In some researches, assumption is optional. When hypotheses are stated
together with the sub-problems, assumptions are most likely given. Adanza
(1995) says that an, assumption is the opposite of a hypothesis. However,
assumptions are not necessarily answered or proven because they are assumed
to be true or correct which are beyond the control of the researcher, while
hypotheses are to be answered after the data has been collected and processed
accordingly.
Examples:
1. There are factors associated with the low performance of students in
mathematics.
2. The attitudes of students toward mathematics affect their level of
performance.
3. The performance of students in mathematics can be determined.
4. The attitudinal instrument in mathematics is valid and reliable.
5. Perceptions of respondents on mathematics can be quantified.
Scope and Delimitation of the Study
There are two important matters to consider in Chapter I – the scope and
limitations of the study. Scope of the study answers the “what”, “where,”
“when,” “who,” and “why” of the study. Sevilla, et.al., (1992) state the scope sets
the delimitation and establishes the boundaries of the study.
Limitation of the study points out the variables not included. It discusses
the reasons for excluding them in the investigation. Although research should
consider all related variables and problems for comprehensiveness, we cannot
include them all for the following reasons:
a. The study appears too vague. There is a tendency to lose or de-
emphasize the main objective of the study.
b. When the coverage of the study is very broad.
c. A thesis or dissertation is a partial requirement for a degree. When it is
not accomplished within a given period, it can delay graduation.
Examples (adapted from the author’s dissertation)
The study dealt on the preparation of a five-year development plan for the
Ilocos Sur Polytechnic State College at Tagudin Campus in Tagudin, Ilocos Sur
from school year 2000-2001 to 2004-2005.
The proposed development plan included mission, goals and objectives,
faculty, curriculum and instruction, students, research, extension and
community, library, physical facilities and administration.
The five-year development plan was based on the nine areas of concern.
Identified capabilities were enhanced while constraints were given much
attention. The features of the five-year development plan included:
A. Specific Programs/Projects/Activities on the nine areas of concern.
1. Objectives
2. Strategies
3. Program thrusts/projects
4. Implementation
a. People involved
b. Time frame
c. Funding
5. Monitoring and Evaluation
What are the limitations of the dissertation?
1. The plan is based only on the nine areas of concern and the instrument
used was the AACCUP Accreditation Instrument. Production was not
included because of the instrument had no part or provision or
production or income-generating projects.
2. There was no actual verification of the college’s laboratory chemicals and
equipment, books, faculty qualifications, etc. as specified in the
instrument. The only basis for the study was perception of respondents
(administrators, faculty and students) based on the questionnaire.
3. The study did not attempt to determine the status of the college for the
last three or five years as a basis for the plan.
4. The capabilities and constraints were identified but no discussions were
made on the opportunities and threats.
(The limitations were not considered in the preparation of the five-year
plan)
Definition of Terms
There are two ways of defining terms – the operational and conceptual.
Operational definition is mostly concerned with attributing authorities
like books, magazines, etc., including unpublished materials. Terms are usually
quoted by a researcher.
Technical studies usually define terms as an explanatory device.
Importance of the Study
There is a need to specify the direct beneficiaries of the study. Just like in
the scope and delimitation of the study, its importance shall be pointed out
especially to the end users to serve as a guide in identifying its value.
Furthermore, the importance of the study states its contribution to the
fund knowledge.
In addition, the importance of the study states the need for the study to be
made in that field. It points out the knowledge to be derived.
In making the importance of the study, the macro to micro or from general
to specific approach, is ideal. If the title of the study is “Research Climate and
Productivity of SUCs in Northern Luzon,” you may state the importance of the
study using this approach:
The study is beneficial to the following:
1. legislators
2. school administrators and curriculum planners
3. faculty
4. researchers
5. students
POST - TEST
1. How will you construct a Research Problem and Specific/sub-Problems.
Cite level of questioning.
2. Discuss comprehensively the 7 elements/parts of Chapter I of a thesis.
3. Explain comprehensively the kinds of Research.
Prepared by:
DR. PACIENCIA M. MALAZARTE
Professor
