MODULE 1: Getting Ready to Write the Thesis

Proposal Report

LESSON 1 Nature of Educational Research

INTENDED LEARNING OUTCOMES
After studying this module, you are expected to:
 Discuss the nature of inquiry and educational research
 Locate the different sources of problems of research topic
 Identify problems and formulate title for research proposal

Thesis is defined as a long essay or dissertation involving personal

research, written by a candidate for a college degree. In other words,
a thesis report’s distinguishing mark is that it is a formal document
whose sole purpose is to demonstrate that the writer has made an
original contribution to knowledge (Bago, 2011).

In other words, as a preservice teacher, one has to understand and appreciate the
nature of inquiry and educational research which play important role in the academe. It
may lead educators to explore new ideas relevant to the present needs of the new
environment. Competencies in research skills such as report writing, data collection,
finding and analysis of information from different sources, planning and scheduling,
interviewing and critical data analysis are targeted for would-be-teachers to be proficient.

You must complete a sequence of tasks in order to develop a thorough research output
and defend your important work to the panelists.

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 Online Discussion forum: What could be the problem?
Direction: Write down possible problems that you perceive below.

Questions for Discussion:

1. What issue s or problems are being portrayed in the picture? Why did
it happen? (Choose and focus only on one picture)

PICTURE 1

PICTURE 2

2. What should it be? What was different about it?

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3. How can it be changed? What should I do next?

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 FUNDAMENTAL CONCEPTS ABOUT EDUCATIONAL RESEARCH
The activity above illustrates common problems in education in terms
of classroom management, teaching competencies, student’s
motivation and engagement, and many more. Those are just few of the topics for the
educational researches that can be done by teachers, researchers and students. These
are problems that need to be addressed through a careful investigation which can result to
an effective solution. If you were able to answer questions in the activity, it is a
manifestation of being a critical thinker and problem-solver. These essential skills are
required for you to pursue while completing your research output as part of the
requirements of the program.

However, Calmorin (2016) underscored that majority of the graduates do not

respond to the socioeconomic development of the country because their theses and
dissertation results have no return on investment. With this, it is advisable to plan and
select topics based on the Research Agenda of the institution which you think will be useful
to the target beneficiaries.

Take note that the word research comes from the French root word “recerche” which
means “to search.” It literally means to “investigate thoroughly.” By definition, it is clear that
research is a problem-solving activity. Thus, one conducts research to find solution to a
problem. In the social sciences, research is only one of the several problem-solving
methods.

Imagine, if you would be able to address some of the problems in the academe, you
Ascan probably establish personal growth and professionalism. In addition, it can also be
an avenue for improvement and change in the new society. As future educator, the 21 st
century skills such as problem solving, creativity, critical and innovative thinking must be
exercised well through research writing. This may be the time for you to be productive in
your chosen career as pre-service teacher.

Furthermore, De Leon (2019) highlighted that educational problems and issues are
best identified and investigated where the action is (i.e. at the classroom and school level).
As such, through action research, findings can be applied immediately and thereby,
problems can be solved more quickly.

Initially, a researcher has to identify the problem by employing a gap analysis, an

effective tool where you can ask yourself about the different gaps or problems encountered
inside the classroom. In the process, you can identify the area of focus, target group and
baseline data. There are three questions to be answered: First, “what should be?” in which
you identify the future state or the standard that you what to achieve. Then, examine what
is the actual or the current state, and then identify the gap. Hence, the gap indicates that
current state does not perfectly match the ideal state. (Bondoc, David, Gueco, Lansangan,
Manabat, Tamayo & Macaspac, 2014)

To clearly demonstrate how it is being done, here is an example taken from Bondoc
et al. (2014) for you to scrutinize. This concept on gap analysis is very important in every
research undertaking that you are in.
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 Table 1. An Example of GAP ANALYSIS
What should it be? What exactly is the case? What is the Gap?
1. All 9 secondary schools must Only 1 secondary school (ACSHS) There are 8 secondary schools
have 75% proficiency in NAT has 75% proficiency in NAT English. whose MPS in NAT English are
English. below 75% proficiency.
2. All elementary pupils must be Only 30, 091 out of 30,770 pupils 679 pupils (Grades III-IV) are still
readers by Grade III. (Grades III-VI) are readers based in non-readers.
Phil-IRI results
3. All Grade 7 teachers and Grade 7 teachers and students only All Grade 7 teachers and students
students must have complete have copies of TG and LM for the do not have copies of TG and LM
copies of TG and LM. first semester for the second semester.
4. All Master Teachers (English) in Only 2 out of 7 Master Teachers Fiver Master Teachers (English) in
secondary level must conduct (English) in the secondary level the secondary level do not conduct
action research at least once a conducted action research last action research at least once a year.
year. year.

5. All Kinder teacher must use the Only 45 out of 95 Kinder teachers 50 Kinder teachers use textbooks
National Kindergarten use the National Kindergarten (per subject area) instead of
Curriculum Guide instead of Curriculum Guide instead of following the National Kindergarten
textbooks (per subject area) textbooks. Curriculum Guide.
6. All English teachers must be Only 50% of English teachers use Fifty percent of English teachers are
adept in using multimedia multimedia instruction and not adept in using multimedia
instruction and interactive interactive learning in their instruction and interactive learning
learning in their classrooms. classrooms in their classrooms.

7. All schools must borrow books Only 30 out of 53 schools borrow 23 schools do not borrow books
from the Library Hub based books from the Library Hub based from the Library Hub based on
on their given schedule. on schedule. schedule
8. Mother tongue classes in Grade Only 32 out of 43 schools organize Eleven schools do not organize
1 must be organized based on Mother Tongue classes in Grade I Mother Tongue classes based on
DepEd guidelines. based on DepEd guidelines. DepEd guidelines
9. All Grade 7 learners must Only 55% of Grade 7 learners 44% of Grade 7 learners do not
exhibit oral and written exhibit oral and written proficiency exhibit oral and written proficiency
proficiency in English. in English. in English
10. All Grade II pupils must have No one among the Grade II pupils All Grade II pupils do not have
copies of Learner’s Materials has copies of Learner’s Materials in copies of Learner’s Materials in all
in all subject areas. all subject areas. subject areas
Meanwhile, similarly to the preceding activity, you were directed in creating research
questions by ATA (2000), as referenced in De Leon (2019). It clearly demonstrates how a
researcher generates questions through contemplation. There are times when
circumstances force one to pause and ponder. These are points to consider in developing
a good question, to wit:

1. Studying this question will enhance my professional practice;

2. This question will be of value to my classroom, school and/or colleagues;
3. The climate of my classroom and school will be supportive of this question;
4. The question focuses on an important issue;

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 5. The question can be studied within the time available;
6. I can access literature or other sources that will provide background information;
7. The data needed to answer this question is accessible; and
8. The question is of personal interest to me.
In general, a researcher must select whether to do fundamental or applied research,
as shown in the table. To minimize confusion, this may serve as a guide for you to
thoroughly comprehend the direction of the research.

Table 2. Comparison of Basic and Applied Research adopted from Bago (2011)
Features Basic Research Applied Research
Objective Theoretical understanding of Practical concerns
relations between/among variables
Motivation Advancement of knowledge, Improvement of human conditions
understanding nature
Driving Force Finding answers to intriguing Finding solutions to practical
questions regarding natural problems of society
phenomena
On the other hand, there are several essential principles in research that need a
distinction between quantitative and qualitative data, as seen in the table below. To
minimize misunderstanding in the design, these ideas must be thoroughly grasped before
writing your study proposal.

Table 3. Comparison of Qualitative and Quantitative Research Based on the

Framework Developed by Neil (2007) cited in Bago (2011)
Features Qualitative Quantitative
Aim Describes completely and in detail Classifies and counts qualities;
constructs statistical models to
explain what is observed
Direction Researcher may only know roughly in Researcher knows clearly in advance
advance what he/she is looking for what he/she is looking for
Design Emerges as the study unfolds Carefully designed before data is
collected
Source of Data Researcher is the data-gathering Researcher uses tools such as
instrument (interviewer) questionnaires or equipment to
collect numerical data
Type of Data In the form of words, pictures or In the form of numbers and statistics
objects
Role of Researcher Subjective-interprets events, uses Objective-seeks precise measurement
participant observation, conducts and analysis of target concepts, e.g.,
indepth interviews, etc. Researcher uses surveys, questionnaires, etc.
tends to become subjectively Researcher tends to remain
immersed in the subject matter objectively separated from the subject
matter.

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 Comprehensiveness “Richer” data, time-consuming, and More efficient; able to test
less able to be generalized hypotheses; may miss contextual
detail
This is a difficult task for you, but this excerpt from Bago (2011) shares study ideas
that address the following problems, which may help you think on your potential research
project:

1. The new knowledge generated by research may provide new information

including, but not limited to, the following concerns:
• Variations in behavior, perceptions, teaching styles, learning styles across
various grade levels, personality types, values orientation, etc.
• Correlation between and among variables, i.e., study habits and social class,
attitude and achievement, behavior and rearing practices, beliefs and
motivation, etc.
• Cause-and-effect relationships between variables, i.e., student achievement as
an effect teacher’s expectations, effect of bilingual education on student’s
attitude or achievement, effect of parenting style on social skills of children, and
effect of culture on social development.
• New ways of classifying elements of behavior for a particular group, i.e., levels
of cognitive development of Filipino pupils and personality traits of ethnic
minorities

All these concerns regarding the need for new knowledge can become the bases for the
resolutions of certain issues in the social sciences such as:

• Clarification of conflicting practices

• Evaluation of alternative practices and policies
• Development of new or better models/frameworks Development of new
or better research procedures for scholarly work
•
• Validation of certain theories and principles
• Interpretation of known facts in the light of new developments in the field
2. Conflicting practices and effectiveness of innovative strategies. A research
work may investigate conflicting practices such as spiral method vs. linear method
in teaching mathematics

3. Evaluating alternative practices, policies, and models. A research study may

investigate the strengths and weaknesses of an institution, policy, model, program,
project, system, etc. as a prelude to developing one. Results of evaluation studies
can provide an adequate database for making important decisions in government
and other social institutions and for developing new and better models, policies,
systems, programs, etc.
4. New or better research procedures. A unique and valuable contribution to a body
of local scholarly work can be made by developing and documenting an innovative
or better procedure for investigating a problem. This procedure should be suitable
to the local setting and may be replicated by others.
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 5. Theory validation and interpretation of known facts. Research provides the
opportunity to synthesize as well as substantiate with actual data and information
conflicting and intriguing propositions, principles and theories (e.g., constructivism
vs. behaviorism, unitary intelligence vs. multiple intelligence, and authoritarian
practices vs. democratic practices).

Bago, A. (2011). Thesis Writing with Confidence. C & E Publishing, Inc.

Illustration 1. Research outcomes addressing different areas of concern

Illustration 1 depicts research outcomes that might assist a researcher in deciding on a

certain design to pursue. In brief, Calmorin (2016) proposed five variables to examine in
determining if an issue is researchable, namely:

1. The problem is existing in the locality or country but no known solution to the
problem.
2. The solution to the problem can be answered using statistical methods and
techniques.
3. There are probable solutions but not yet tested.
4. The occurrence of the phenomena requires scientific investigation to arrive at
precise solution.
5. It is a serious need or problem of the people that demands research.

Faltado, Bombita, Boholano, and Pogoy (2016) offered the following principles in
the creation of a successful research title:

1. The title must contain the following elements:

a. The subject matter or research problem;
b. The setting or locale of the study;
c. The respondents or participants involved in the study; and
d. The time or period when the study was conducted (if the title becomes too long
because of these elements, the time frame or period may be omitted except in
evaluation studies.
2. The title must be broad enough to include all aspects of the study but should be
brief and concise as possible.
3. The use of terms as “Analysis of”, “A Study of”, “An Investigation of” and the like
should be avoided. All these are understood to have been done in a research.
4. If the title contains more than one line, it should be written in inverted pyramid.
5. When typed or encoded in the title page, all words in the title should be in capital
letters.
6. If possible, the title should not be longer than 15 substantive words.
7. Avoid long, detailed title that gives too much information.
8. To shorten the title, delete the terms “assessment” or “evaluation” if these are
already emphasized in the text.

Here is an example of a study title with research questions created by a researcher

borrowed from Calmorin to further describe a research topic (2016). Read the text
attentively and identify variables in a critical manner.

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 9. The major research problem is “UTILIZATION AND COMMERCIALIZATION OF PINEAPPLE
10.PEELINGS AND BANANA PEELINGS INTO SOAP: ITS ACCEPTABILITY, SALABILITY,
AND
11.PROFITABILITY .”
12. Based on the foregoing major research problem, the specific research problems are as
follows:
13. 1. What is the acceptability of pineapple peelings soap and banana peelings soap?
14. 2. What is the salability of pineapple peelings soap and banana peelings soap?
15. 3. What is the profitability of pineapple peeling soap and banana peelings soap?
16. 4. Is there a significant difference on the acceptability of pineapple peelings soap and
banana
17. soap?
5. Is there a significant difference on the salability of pineapple peelings soap and banana
soap?
6. Is there a significant difference on the profitability of pineapple peelings soap and banana
soap?

Notably, the variables in the research questions are mirrored and clearly expressed
in the study's title. This table, adapted from De Leon (2019), displays several example
themes or titles that you may study and observe to offer you additional ideas on how titles
are formed by researchers based on their field of interest.

Table 4. SAMPLE ACTION RESEARCH TITLES

AREA OF INTEREST SAMPLE TOPICS/TITLES

FACULTY Professional Learning Community (PLC): An Action Program to
Revitalize Teachers’ Pedagogic Competency and Content
Mastery
Impact of Online Prototype Assessment Test (OPAT) on
Teachers and Learners: Mitigating Concerns and Elucidating
Progress
Research Hub: Capacitating teachers’ research competency for
mastery and meaning
Team Building and Wellness Program in battling with
workrelated stress among teachers
INSTRUCTION Math JIGSAW Technique in Understanding Fraction among Grade 5
Pupils
Math SIMCARD in Improving Least Mastered Math Competencies in
Grade 1: Facilitating Progress of Learners at Risk
Science Mobile Physics in Reinvigorating Active Classroom
Engagement and Learning Dynamics among Junior High School
Students
Language Relationship between ‘numbered head together’ technique and
extent of students’ participation in language classroom for senior
high school

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 Filipino Human ‘Photoportrait at Lights Camera Action’ tungo sa
epektibong pagtuturo ng El Filibusterismo
Social Studies Effect of utilizing jury trial technique and case studies on
enhancing metacognitive thinking of high school students in a
private school
Values Enabling values redirection and processing through Directed
Education Self-Internalization and Reflection Experience (D-SIRE)
PEHM La Liga: Interactive combat simulation activity towards
reinvigorating junior high school students’ motor skills and
adrenalin
TLE Fine Dining Experience: Enhancing mastery skill and
competency in table setting and food preparation lessons in TLE
STEM Taking R.I.S.K. (Relevant Integrative Scientific Knowledge)
towards mastery learning in higher science courses in Senior
High School-STEM Strand
Pre-School Utilizing Atelier in training preschoolers to enhance their
creativity and skill in the arts as self-expression
Senior High Career-Directed Learning (CDL) in developing students’ career
School awareness and in preparing for their future
LEARNING ASSESSMENT Authentic assessment to strengthen student engagement and
learning management in senior high school
Preboard mock and battery tests in preparing students for board
examination through practice drills
Life skill-based and metacognitive test items in harnessing
critical and analytical skills of Grade 8 students in language class

CLASSROOM MANAGEMENT Bullying reduction through peer facilitation: The case of grade
10 class
Organizing Junior Task Patrol: Addressing rampant tardiness in
high school
CARE (Creative Activities and Reflective Experience)
intervention: Anti-bullying mechanism in classroom
Enabling interactive strategies in resolving disciplinary and
academic-related complaints among grade 10 learners
Action for Reviving Active Learning(ARAL) towards improving
study habits of high school students
PARENT AND COMMUNITY Revisiting Social Integration and Task Exercises (SITE) towards
INVOLVEMENT rediscovering students’ awareness and involvement in
community integration
Practicing contextualized education and utilizing community
resources in developing social responsibility and appreciation of
local culture among students
‘Guro ko si Nanay/Tatay’: Complementing reading readiness and
emergent literacies of preschool children
Bridging home and school: Parent involvement and school
support toward active pupil engagement and learning in the
preschool
The titles in Table 4 show how variables are highlighted in each item. This resulted
in the Gap Analysis, which they opted to focus on. This time, it is assumed that you have
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learned essential principles in this course that you may use as soon as you complete
reading this section.

To summarize, this course has undoubtedly assisted you in considering how to

begin your study as you move forward. So set aside some time this semester to consider
your prospective proposal. Remember to follow the several stages of study inquiry planning
using the visual organizer below. It assists you in developing a concept of how the process
will unfold as you move forward.

Providing a Discussing the

Selecting the problem through a
background of review of related
Problems
the study literature

Selecting the
Conceptualizing Developing the
research
the study research design
procedure

Illustration 2. PHASES OF PLANNING THE RESEARCH INVESTIGATION

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 let us do it now!
You were presented concepts you need to know. Now, it is time for
you to apply your learning. Do the following activities:

Search for journals in your discipline or field of specialization. Make a listing of the
journals.

List down three topics which you intend to prepare as your research undertaking.
Take your time in choosing your topic.

Based on your chosen topic. Conduct your own gap analysis.

What should it be? What exactly is the case? What is the Gap?

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 Formulate your research titles for the three topic s based on the guidelines learned
in this lesson and present them in the class.

How can I use research in my daily activities?

• Identifying my own personal situation and educational goals
• Roles as a pre-service teacher in the knowledge-based
society

REFERENCES

Bago, A. (2011). Thesis Writing with Confidence. C & E Publishing, Inc.

Bondoc, V., David, R., Gueco, A., Lansangan, L., Manabat, E., Tamayo, M., & Macaspac,
I. (2014). Action Research Made Easy. A Practical Gide to the Preparation of action
Research in Education. Lorimar Publishing Inc.

Calmorin, L.P. (2016). Research and Thesis Writing with Statistics Computer Application.
Rex Printing Company,Inc.

De Leon, Elmer B. (2019). Action Research for beginners in classroom-based contexts.

Lorimar Publishing Inc.

Faltado, R.E., Bombita, M.B., Boholano, H.B., & Pogoy, A.M. (2016). Practical Research
2: Quantitative Research. Lorimar Publishing, Inc.

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