RESEARCH PROJECT REVIEWER • Pragmatic - promote the use of both quantitative

and qualitative and quantitative data in expressing

INTRODUCTION TO RESEARCH research findings.
I. What is Research?
• Coined from the French word cerhier, which means V. Approaches in Research
“seek”. • Qualitative Research - an approach for exploring
• The prefix “re” means to repeat. and understanding the meaning individuals or groups
• Literally, RESEARCH is to repeat looking for ascribe to a social or human problem.
something. i. Most common designs: Narrative; Ethnography;
• RESEARCH - is a systematic process geared Case studies; Grounded theory Phenomenological;
towards working on exhaustive inquiry, • Quantitative Research- an approach for testing
investigation or experimentation with the aim of objective theories by examining the relationship
finding new facts (knowledge) in explaining the among variables.
problems associated with our day to day relations i. Most common Designs: Correlational
with our environments (social, natural, political, Descriptive; Experimental; Descriptive
economics) and coming up with solutions in facing Correlational
them. • Mixed Approach- inquiry involving collecting
• It deals in bringing in something new or both quantitative and qualitative data, and
novel through analytical reasoning, which the integrating the two forms of data.
product is an organized knowledge. i. Types Of Mixed Approach: Convergent Parallel;
• It is the crux of human development—a human Explanatory Sequential; Exploratory Sequential
product that is generating more and new products 1. Convergent Parallel - researcher
and/or ideas. merges quantitative and qualitative
data; typically collects both forms
II. Four Old French Word Of Research of data simultaneously.
• Recherche which means “to go about seeking” 2. Explanatory Sequential -
researcher first conducts
• The term itself being derived from the Old French
quantitative research and builds on
term "recerchier"
the results to explain them in more
• A compound word from "re-" + "cerchier", or detail.
"sercher", meaning 'search'. 3. Exploratory Sequential -
researcher begins with a qualitative
III. Why Study Research? approach and builds findings to
• To become research literate develop a quantitative phase.
• To develop critical thinking
• To generate knowledge VI. General Kind of Research
• To come up with solutions to a certain problem • Basic / Fundamental Theoretical or Pure
Research
IV. Philosophical Views In Research i. Done for the purpose of knowing, understanding or
explaining natural and social phenomena;
• Post-Positivist - the idea that everything
ii. uncovers general principles and
should be quantified to produce meaningful
develop theory to explain such
concrete results.
phenomena without direct or specific use
• Constructivist - expressed through words can at once;
paint a better picture of a certain phenomena. iii. most academic form of research.
• Transformative - research should be conducted
• Discovery
to increase quality of life and produce better
i. where a totally new or novel idea or
societies.
explanation emerges and may revolutionize
thinking. • One word that reflects the true nature of this
• Invention type of research is numerical.
i. where a new technique or method is created. • The goals of quantitative research are to test
• Reflection causal relationships between variables, make
i. where an existing theory, technique or group predictions, and generalize results to wider
of ideas is re-examined possibly in a different populations.
organizational or social context. II. Characteristics of Quantitative
• Applied or Practical Research Research
i. done for the purpose of testing or applying an • Objective
existing principle or theory with specific purpose of • Clearly defined research questions
improving human condition. • Structured research instruments
1. Forms of Applied Research • Numerical data
a. Innovation - done in developing and• Large sample sizes
coming up with a new, better or
• Replication
practical product, process or
technique out of the existing ones• Future outcomes
Product development packaging III. Additional Characteristics
research are part of this. • has a clearly defined research question to
b. On Farm or On Field Levelwhich objective answers are sought. • uses
Research - done by testing thenumbers and figures to denote a thing.
theories in the field or limited area of • requires you to focus your full attention on the
application prior to implementation inobject of your study. objective rather than
large scale. subjective
c. Developmental Research - done by• uses tools, such as questionnaires or computer
applying the results of applied orsoftware, to collect numerical data.
practical research in a wider scope of
analysis and interpretation prior to• results are based on larger sample sizes that are
mass implementation or production ofrepresentative of the population.
outputs or results. • can usually be replicated or repeated, given its high
d. Evaluation or Assessment Researchreliability.
- pursues to find out then worth, IV. Strengths of Quantitative Research
merit or quality of a certain object,• It is objective.
program or project. • The use of statistical techniques facilitates
e. Orientational Research - done forsophisticated analyses and allows you to
the purpose of advancing ancomprehend a huge amount of vital characteristics
ideological position; More focus onof data.
inequality, discrimination,
• The numerical data can be analyzed in a unique and
empowering and emancipation of the
easy way.
marginalized groups or ideas to
eliminate alienation and domination. • Quantitative studies are replicable.
f. Action Research - based on the V. Weaknesses of Quantitative Research
concept that ‘action is both an • It requires a large number of respondents.
outcome and a part of research’; • It is costly.
Focuses on solving local problems or • Contextual factors to help interpret results or to
immediate problematic situation forexplain variations are usually ignored.
the practical concerns of the involved• Many information are difficult to gather using
people. structured research instruments (sensitive issues
like pre marital sex)
QUANTITATIVE RESEARCH • If not done seriously and correctly, data from
I. What is Quantitative Research? questionnaires may be incomplete and inaccurate.
 VI. Advantages dependent variables.
• Can be used when large quantities of data need to be • Experimental Research
collected. i. utilizes scientific method to test cause and
• The result is usually numerical effect relationships under conditions
(quantifiable) and hence considered more controlled by the researcher.
“objective”. IX. Major Types of Quantitative Research
• It can provide a clear and quantitative • True Experimental Design
measure to be used for grants and i. randomization of participants (subjects e.g. pupils)
proposals. from a population (e.g. Grade IV) to form the sample
VII. Disadvantages (N) for the experiment
• Results need to be calculated and analyzed using ii. manipulation by having experimental groups
Excel, Access, or data analysis software (such as and control or comparison group that the
SPSS), that may not be always available. treatment will be applied
• The larger the sample, the more time it takes iii. random assignment of treatment to groups
to analyze the data and analyze results. • Quasi Experimental Design
• The larger the sample the more time it takes to i. there is randomization of participants from a
collect data. The quantitative data ignores a very population but restricted to pre assigned groups.
important human element. ii. manipulation with the presence of control groups.
VIII. Kinds of Quantitative Research • Pre-Experimental Design
• Descriptive Research i. no randomization of participants from a population
i. Concerned with describing the nature, ii. presence of control group in
characteristics, and components of the population or some cases, but usually not
a phenomenon. No manipulation of variables or iii. no random assignment of treatment to groups.
search for cause and effect related to the
phenomenon. QUALITATIVE RESEARCH
• Correlational Research I. What is Qualitative Research
i. Systematic investigation of the nature of • Is based on realities and different viewpoints of
relationships, or associations individuals.
between and among variables without necessarily • This type of research is designed to
investigating into causal reasons underlying them. understand the variety of behavior and
• Evaluation Research perception of the target audience.
i. Aims to assess the effects, impacts, or outcomes • It explores the meanings that individual or
of practices, policies or programs. groups ascribes to social phenomena. •
• Survey Research Results are descriptive rather than predictive.
i. Used to gather information from groups of II. Characteristics of Qualitative Research
people by selecting and • Human understanding and interpretation
studying samples chosen from a population. it may • Inductive approach
be cross sectional or longitudinal • Flexible
1. Cross sectional - information is collected • Contextualized
from a sample in just single point in time. • The researcher is the main instrument
2. Longitudinal - information is collected
• Subjective
from the same subjects over a period of
time, sometimes lasting many years. • Open-ended questions
• Causal Comparative Research • Wide and in-depth analysis
i. Also known as ex post facto (after the fact III. Advantages of Qualitative Research
research); this research derives conclusion from • It has in-depth and detailed evaluation of
observations and manifestations that already the issues and topics studied.
occurred in the past and now compared to some • The framework of the study can be revised
when information and findings have been 2. Cultural speech
collected. 3. Cultural artifacts
• The data gathered from this type of research is • Phenomenological Research
stronger than those in quantitative. i. systematic study of the lived experiences of individuals.
• It is less costly. ii. its main objective is to understand life
• Wide variety of information can be gathered experiences and what makes it meaningful.
since questions are open-ended. • Less number iii. a study on how people experience a
of respondents are needed. phenomenon (lived experience of family
IV. Disadvantages of Qualitative Research member caring for a cancer patient).
• The research quality depends on the skills of the • Case Study
researcher. i. in-depth analysis of a single entity or a small group.
• Factors are easily influenced by personal ii. it is often used in the discipline of sociology,
judgment and biases of the researcher. nursing and psychology.
iii. researchers seek to understand and answer the
• Validity and reliability of the data is hard to
question why such situation occurred.
determine.
• Narrative Analysis
• Time-consuming
i. focuses on a specific story as the
• The data may sometimes be difficult to interpret. subject matter of inquiry.
• Its open-ended questions obtain a lot of ii. the premise of a narrative study is on how
data which makes it hard for the individuals make sense of their world by being able
researcher to sort and transcribe it, to communicate through constructing, reconstructing,
requiring longer time to analyze data. and narrating stories.
V. Qualities of a GOOD Qualitative• Grounded Theory
Inquirer
i. systematic collection of data through
• Technical competency observation and interview to
• Utility competency generate a comprehensive explanation of a
• Patience phenomenon grounded in reality.
• Service ii. seeks to understand the actions by discovering
• Effort first the main problem and then the person’s
• Guts and risk behavior on resolving a problem.
• Care VII. Kinds/Designs Of Qualitative
VI. Kinds Of Qualitative Research Research
• Historical Research •
i. Systematic study of past events.
ii. Examines the documents of the past to help
researcher understand and connect
• Ethnographic Research – involves observing,
exploring, documenting, and analyzing the ways
and cultural beliefs of a group of people most •
especially the indigenous or minority group.
i. 2 perspectives involve in Ethnography:
1. Emic – the way members of the culture envision
their own world; insider’s view
2. Etic – people outside a particular culture are the
ones who interpret that culture’s experiences; VIII. Overview of Qualitative Research
outsider’s view.
• Characteristics
ii. 3 aspects of information in Ethnography:
i. Explore Hypothesis
1. Cultural behavior
ii. Semi-structured of persons or things like age, gender, intelligence,
iii. Flexible ideas, achievements, confidence, and so on that are
iv. Inductive Reasoning involved in your research study.
v. Appreciate Contextualized Factors II. Dependent and Independent Variables
• Objectives • Variables can be dependent (DV or effect or
i. Describe variation outcome variable and the other one is independent
ii. Describe and explain relationships (IV) or the causal variable.
iii. Describe individual variables or group norms • Dependent Variable (DV)
• Questions i. variable being tested and measured in
i. Open-ended a scientific experiment.
• Nature of data ii. This is the presumed effect.
i. Words, phrases, sentences iii. This variable assumes the change brought
• Presentation of Data about by the other variable (independent
i. Usually text, narrative, themes, schemes variable).
• Research/Study Design iv. This is the variable that is being
measured by the researcher.
i. May evolve during the study
v. It is commonly known as the Y variable.
QUANTITATIVE VS. QUALITATIVE • Independent Variable (IV)
I. i. variable that is changed or controlled in a
scientific experiment to test the effects on the DV.
ii. This is the presumed cause.
iii. The independent variable is the variable that is
being manipulated by the researcher.
iv. It is stable and unaffected by the other
variable that you are trying to measure.
v. It is commonly known as the X variable.
III. Mediating And Moderator Variable
II. • can be mediating or intervening or go between
variable which affects the test result of the
dependent variable.
• can be moderator variable that affects the
relationships between DV and IV at different
levels.
IV. Extraneous And Confounding Variable
TYPES OF VARIABLES
• can be extraneous variable which compete
I. What are Variables
with the independent variable in explaining the
• building blocks of quantitative methods; central outcome
concept in research
• Extraneous Variable
• concepts that can be measured by indicators.
i. Any variables that you are not intentionally
Indicators can be numerical values or categories
studying in your research; also referred as
• can be unidimensional (e.g. age), undesirable variable.
multidimensional (e.g. intelligence) or ii. Also known as Erroneous Variable
dichotomous (e.g. gender)
iii. Defined as unwanted variables.
• defined as anything that has a quantity or quality that iv. They are also called confounding
varies. variables because their presence influences
• They are anything that takes on different values, the outcome of the experiment in an
typically numerical values. undesirable way, they add error to an
• Variables are “changing qualities or characteristics” experiment.
v. A major goal in a quantitative research design traits
is to limit or control the influence of extraneous • Manifest – can be directly observed to give proofs
variables as much as possible"' to latent variables
• Participant variables - the moods, emotions, • Exogenous – found outside an identified model
or intelligence of the subject • Endogenous – found inside; as a part of identified
• Situational variables - pertain to nature of the model
place: smelly, chilly, cold, hot, spacious, and the
like. IDENTIFYING AND STATING THE
• can be confounding variable if the extraneous PROBLEM: Quantitative Research
variable is really proven as the cause of the Problem
outcome
• Confounding variable - variable proven as the I. Research Topic
cause of the outcome • A research topic or problem is an intellectual
V. Continuous And Discrete Variables stimulus calling for an answer in the form of
• Continuous Variable - a variable that can take scientific inquiry.
the infinite number on the value that can occur i. Research topics must follow the 3Ts: timely,
within a population. Can be categorized as either trending, and trailblazing.
interval or ratio variables. ii. Research topic – area of the study, common
i. Interval variable - a measurement where the ground
difference between the two values have meaning iii. Intellectualized topic – specificity of
(temperature). study, distinctiveness of your research
ii. Ratio variable - has the property of interval • Topic or problems are general questions about
variable and has a clear relations among variables, or characteristics of the
definition of zero indicating that there is none of phenomenon which a researcher needs to undertake.
that variable (height, weight). • A research problem is something that pushes you to
• Discrete Variable - also known as categorical or do an empirical investigation whereby you search
classificatory variable; a variable that has a for answers to a problem by collecting and analyzing
limited number of distinct values. can be data or information through which you can find the
categorized as either nominal or ordinal variables. right answer or solution.
i. Nominal variable - variable with no quantitative • Research topics in qualitative studies primarily
value, used for labeling (gender, religion) focuses on life-related concepts that are
ii. Ordinal variable - variable that has 2 or commonly non-measurable.
more categories that can be ranked (winners in • Qualitative research topics often
a contest) entails narration of past experiences.
VI. There are other types of variables II. What makes a problem,
which are as follows (Russell 2013; Babbie a researchable problem?
2013): • It is requiring you to adopt an empirical attitude
• Constant – do not undergo any changes toward your problem in a way that you depend on
during an experiment your sensory experience, conduct experimentation, or
• Attribute – characteristics of people perform scientific method in arriving at the truth
• Covariate – included in the research study • It is not inclined to explaining or describing
to create interactions with the independent people’s views, values, attitudes, opinions, and
and dependent variables other subjective traits.
• Continuous – quantitative in nature and is III. Sources of Research Topic
used in interval or ratio scale of measurement • Prevailing theories or philosophy
• Dichotomous – has only two possible results: one or • Observations, intuitions or a combination of both
zero • Different subjects taken and from them, identify a
• Latent – cannot be directly observed like personality problem that interests you the most
• Fields of interest of specialization competence
• Existing problems in the classroom, school, campus, c. To identify the components of the grammar book
or university that work
• Existing needs of the community or society for communicative-competence
• Repetition or extension of studies already conducted development
• Related studies and literatures d. To determine the number of Manila private
universities
• Advice of authorities or experts
requiring the use of grammar
• Offshoots of friendly conversations
textbooks
• Incidental from interesting topics of professors VI. Guidelines In Selecting A Topic
during the lecture
• Should be something new or different
IV. Additional Sources of Research Topics
• MUST be original
• One of the following could give rise to a
quantitative research problem (Edmonds 2013; • Should be significant to one’s field of
study or discipline
Punch 2014):
i. Agencies of the government, or any non- • Should be of researcher’s interests
government institutions • Should be a modest one for a
ii. Your own experience or genuine interest in beginner to be carried within a
something limited period of time
iii. Previous research findings which you want • Should be clear
to validate or consider as studies • Should be specific, not general
iv. suffering from some inconsistencies or • Should consider the training and
discrepancies personal qualifications of the
v. Present political social or economic issues in researcher • Should consider the
society availability of data involved and
vi. Review of related literature effective instruments to be used
V. Research Question Vs Quantitative • Should consider the financial capacity
Research Problem of the researcher
• Research Questions • Should consider the time factor
i. Interrogative: VII. Guidelines In Formulating A
1. What is an English grammar textbook? Quantitative Research
2. What is Problem And Research
communicative Questions
competence? • Formulate a research problem that is
3. What components of the grammar new /different but researchable
textbook work for • See to it that you state your
communicativecompetenc quantitative research problem
e development? clearly, concisely, and possibly,
4. How many Manila private universities require the if under APA referencing style,
use of grammar not beyond 12 words.
textbooks? • Have your research problem
• Quantitative Research Problem focus on a general
i. Declarative: understanding of your research
1. Likewise, this study aims at finding answers topic.
to the following • Construct a research problem
specific objectives: that mirrors the importance
a. To define a of carrying out the research
grammar textbook for finding answers or
b. To explain the meaning of communicative solutions to a problem.
 • Let your quantitative research • Analytical Phase
problem state the variables and • Dissemination Phase
their relationships with one II. Conceptualization Phase
another. • This is where the topic is identified.
VIII. Research Title • Studies are recommended to focus on
• The title must contain the following: a not-too-broad but not-too-
i. Subject matter or research specific concept to allow
problem flexibility and further exploration.
ii. Setting or locale of the study • Literature reviews may be
iii. Respondents involved in the present and are required for
study quantitative studies but
iv. Time or period when the optional in qualitative
study was conducted inquiries.
• The title must be broad and • Topic selection is followed by
at the same time, must be objective framing or
brief and concise as identifying the “Central
possible. Question” that needs to be
• “Analysis of”, “A Study of”, “An addressed.
Investigation of” and the like should III. Design Phase
be avoided • If the title contains more • Known as the planning phase where
than one line, it should be written in researchers decide on the detailed
inverted pyramid • In the title page, procedures in gathering and
all words in the title should be in analyzing data.
capital letters. • The phase wherein how,
• If possible, the title should not be where, and when will the
longer than 15 words. study be conducted and
• Avoid long and detailed title that analyzed is addressed.
gives too much information IV. Empirical Phase
IX. Types Of Quantitative Research Questions • Actual data gathering and collection.
• Descriptive research questions - • In this phase, the researchers are
Ask questions on the kind, equipped with the necessary
qualifications, and categories of attitude, behavior, and tools in
the subjects or participants gathering data from different
• Relation questions - Are prospective sources.
questions about the nature and • In qualitative studies,
manner of connection between respondents are known
or among variables as ‘key informants’ or
• Causal questions - reasons behind co researchers.
the effects of the independent V. Analytical Phase
variable on the dependent • Most challenging phase of the
variable is the focus of these research.
types of research questions • Preparation and assessment of the
data through the use of several
THE RESEARCH PROCESS tools and even the researchers
I. Research Process (In Order) own understanding.
• Conceptualization Phase • Analysis of data is supported
• Design Phase by the researchers’ beliefs
• Empirical Phase and previous studies
 published in the same area of ii. The experimental group on
interest. which the treatment or
• In qualitative studies, interview text condition is applied is not
are being delimited to manageable chosen randomly but matched
statements and schematized. or compared with another
• A model or simulacrum can also be group whom you, the
produced to summarize an researcher, believe as having
understanding of the themes the same characteristics as the
that emerged in the study. experimental group under
• Results are interpreted in thisphase treatment.
before the actual writeup. iii. Employing researcher’s
VI. Dissemination Phase influence in sampling or
• Most valuable but often neglected by subject selection, quasi
the researchers. experimental research
• Research results in the form of a fails to qualify as
well-written full research genuine experimental
manuscript are advised to be research.
shared to the general public. Hence, discoveries or findings resulting from this
kind of experimental
EXPERIMENTAL AND NON- research are susceptible to
EXPERIMENTAL RESEARCH doubts
I. Experimental Research III. Example of Experimental Design
• deals with the object or subject of • Pre-test, Post-test Control Group
the research in a definite or exact Design
manner and determines the extent i. subjects are randomly
of the effects or influence of the assigned to the 2
treatment on the groups, both are
object/subject, then discovers the presented, but only
causes of such effects. the experimental
• Two groups are involved in any group is treated.
experimental research: the • Solomon Four Group Design
experimental group, the one on i. This is the combination of
which the treatment or influence the pretest-only and the pretest-posttest control
is applied, and the control groups. In this case, the randomly selected
group, which does not receive subjects are placed into 4 group IV.
any treatment. Experimental Research Design
II. Classification of Experimental Research i. Specify the problem or topic
• True Experimental Design of your research.
i. randomisation of ii. Formulate the research
participants (from a problem or hypotheses.
population to form the iii. Determine the dependent
sample (N) for the and independent variables.
experiment iv. Select the participants or
subjects.
• Quasi-Experimental Design
v. Decide on the specific type
i. there is randomisation of
of experimental research;
participants from a
meaning, whether it will
population but restricted
be a true experimental or
to pre-assigned groups
quasi-experimental
 research. • Explanation of objectives clearly
vi. Conduct the experiment. • Formulation of research
vii. Collect, analyze, and questions or hypotheses to
interpret the results. predict relationships of
• There are many ways of letting a variables
variable, factor, or condition • Determination of the exact kind of
intervene or have an application on data referred to by the
the subjects, and of later hypotheses or research questions
determining the effects of such • Assurance of the population or
intervention. group of people to which the
• Here are some of these methods: findings will be applied to
i. treatment evaluation; and • Finalization of the sampling method
ii. pre-test and post-test of multiple for selecting the participants
treatments or conditions. • Identification of the method or
V. Non-Experimental Research instrument in collecting data; that
• is a way of finding out truths is, whether it is questionnaire on
about a subject by describing paper, through phone, via
the collected data about such computer, or face-to-face.
subject and determining their CHAPTER I THE PROBLEM AND ITS
relationships or connections BACKGROUND
with one another. I. Chapter I
VI. Characteristics of Non-Experimental • This chapter provides an overview of
Research the
• It is incapable of establishing cause- • study and its background.
effect relationships; • Comprises the reasons why the
• It involves various ways of data particular problem is being
analysis: presented, the previous researches
i. Primary – analysis of data collected about similar topics, the
by the researcher himself importance of the study, as well as
ii. Secondary – examination of data the operational terms used
collected by other people throughout the research.
iii. Meta-analysis – analysis of • Chapter I should include the
data expressed numerically. following:
• It uses research method that i. Introduction
applicable to both quantitative and qualitative ii. Background of the study
data. VII. Purpose of Survey Research iii. Objective of the study
• To obtain information about iv. Statement of the problem
people’s opinions and feelings v. Hypothesis
about an issue. • To identify vi. Scopes and delimitation
present condition, needs, or vii. Significance of the study
problems of people in a short viii. Definition of terms
span of time. II. Introduction
• To seek answers to social problems. • Discusses 4 relevant ideas:
• To give school officials pointers on i. Topic or subject matter
curricular offerings, guidance and ii. Importance of the topic
counselling services, teacher iii. Reason for choosing the
evaluation, and so on. topic
VIII. Planning a Survey Research iv. Purpose of the study
 • TIPS: whole problem followed by
i. Keep it short. specific questions or sub-
ii. Define the problem. problems into which the general
iii. Make it well-organized. problem is broken up.
III. Background Of The Study VI. Hypothesis
• Consists of statements and/or • A tentative answer to a research
factors that led the investigator to problem
launch the study • A brief rationale • NULL Hypothesis is the one that
to justify the problem states NO relationship between
• A present state of knowledge variables. Its function is to let the
regarding the problem research test the hypothesis
• The researchers can state the statistically; denoted by Ho •
antecedents of the study, ALTERNATIVE Hypothesis is
the reasons why it is usually taken to show that the
relative to previous studies. observations are the result of a real
• Provides an overview of the study effect; denoted by Ha
and its background. VII. Scope and Delimitation
• Comprises the reasons why the • Scope
particular problem is being i. Describes the coverage of
presented, the previous researches the study;
about similar topics, the ii. Specifies what is
importance of the study, as well as covered in terms of
the operational terms used concept, number of
throughout the research. subjects, and timeline
• It may include: when the study was
i. Discussion of problem conducted.
in general and the • Delimitation
specific situations i. Refers to factors or variables that are not
(macro to micro included in the study and the
approach) boundary in terms of time frame, number of
ii. Concepts and ideas related to the problem subjects who are excluded;
including clarification of ii. Specify those that you will
important terminologies not deal within the study.
iii. Discussion of the existing • This section should BRIEFLY answer
or present conditions and the basic questions:
what is aimed to be in the i. WHAT - the topic and the
future. variables included
IV. Objective Of The Study ii. WHERE – the venue or
• Statement of a long-term setting of the research
objective expected to be iii. WHEN – time frame by which the study was
achieved by the study. • It is conducted
usually prefixed by this iv. WHO – participants or respondents,
introductory phrase: “The main population, and sampling
objective of this study is to…” v. WHY – general purpose of
V. Statement of the Problem the study
• Specific questions which are to be vi. HOW – the methodology of the research
answered in the study. (research design, methods,
research instrument)
• It can be a general statement of the
 VIII. SIGNIFICANCE OF THE STUDY analytical investigation to prove
• In this part, the researchers how true or false it is. (Creswell
defines who will benefit out 2014; Russell 2013)
of the findings of the study II. Purposes of Hypotheses
and how they will benefit • They guide you on which aspect of
from it. the research to focus on.
• Usual beneficiaries of a research: • They provide
i. Experts concerned about the opportunities to prove the
problem relationship between
ii. Administrators who make variables. • They give the
decisions or implement programs right direction of the
iii. The subjects themselves research.
iv. Future researchers • They outline your thoughts on
• Those who are directly and indirectly your manner of summarizing
affected by the problem the results and of explaining
• Field of specialization or the conclusions.
discipline that will gain • They push for an empirical
contribution of knowledge • study to prove the existence of relationship •
Specific sectors who will also of variables and the effects of independent
benefit from the study variable on the dependent variable. III.
• TIPS: Categories of Hypothesis
i. Refer to the statement of the • Null hypothesis (Ho) - states the
problem absence of relationship between
ii. Write from general to the independent and dependent
specific variables.
IX. Definition Of Terms • Alternative hypothesis (Hi/Ha) -
• Only terms, words, or phrases states the relationship between the
which have special or unique independent and the dependent
meanings or roles in the study variables and the fact that the first
are defined. affects the second one. (Morgan
• Terms should be arranged 2014; Thomas 2013)
alphabetically. IV. Types Of Hypotheses
• Conceptual definition – • Theory-driven- based on existing
describes what a construct or theory to explain the relationship
word actually means; of variables and the effects of
dictionary meaning one variable on the other
• Operational definition – describes variables
how the particular construct or • Data-driven - based on the findings
word was used in the study. of previous research studies
• Directional (one-tailed) - state the
HYPOTHESIS relationship of two variables as
I. What is Hypothesis well as of the relationship of
• A hypothesis is a tentative these variables.
explanation or an answer to a • Non-directional (two-tailed) -
question about variables, their state the relationship of
relationships, and other facts variables but not on the
involved in the research. direction of the relationship.
• A hypothesis has to be tested through • Descriptive - a statement specifying
 the relationship between two IV. 3 Kinds of Literature Review
variables due to the influence of • Conceptual Literature - it
something contains foreign and/or local
• Causal - due to cause-effect literature coming from books,
relationship journalism, and other forms of
material, concerning or relevant
CHAPTER II REVIEW OF RELATED to the study, but are data-free or
LITERATURE non-empirical material.
I. Chapter II • Research Literature - these are
• This chapter reviews several studies empirically-based, like scientific
and literature which were written by paper, theses, and dissertations,
local and foreign authors containing both published and unpublished,
valuable information the researchers coming from local and foreign
need as they undertake the study of sources.
the emotional quotient and purpose • Gray Literature - from other
in life of prisoners. This chapter also sources such as magazines,
provides the rational explanation in newspapers, flyers, and other
conducting the study. • Chapter II forms of material.
should include the following: V. Characteristics of the Materials cited
i. Review of foreign literature (books, journals, • The review material must be current,
articles, researches, etc.) at least 10 years back .
ii. Review of local literature (books, journals, • Materials must be as objective and
articles, researches, etc.) unbiased as possible.
iii. Theoretical framework • Materials must be relevant to the
(optional) study.
iv. Conceptual framework • Coherence principle must be
v. Research paradigm observed in writing literature review.
II. What is Literature Review VI. Sources of Related Literature and Studies
• (Reconnaissance) This is the • Graduate theses and dissertation
process of reviewing several • Encyclopedia of Educational
studies and literature which were Research
written by local and foreign • Journals
authors containing valuable • Articles
information the researchers need
• Books
as they undertake the study.
• Internet sites and resources (website,
• Types of Literature Sources:
e-journals, e-books)
i. Research (1st priority)
• Dictionaries in education or other
ii. Conceptual (2nd priority)
field of specialization
iii. Gray
VII. Journal vs. Article
III. Purposes/Functions of RRL
• Journal
• To provide justification of the study
i. comes from Latin word “diurnalis” which
• To identify gaps, problems, and needsmeans daily; a scholarly
of related studies periodical aimed at specialists and researchers
• To provide rationale of the study relating to a particular
as well as the reasons of academic discipline.
conducting the study • To have ii. account of events, topics,
basis that will be used to support issues
findings of the study iii. its content takes in the form
 of articles regarding the chosen topic; it
• Article consists of an overview of existing
i. comes from the Latin word evidence pertinent to a clearly
“articulus” meaning small formulated research question.
joint; the old French word • Theoretical Review - examines the
“article” means separate body of theory that has accumulated in
part of anything written regard to an issue, concept, or
ii. generally written by phenomena; helps establish what
experts in the subject, using theories already exist,
more technical language iii. it the relationship between
is a full-length document on them, to what degree the
original research existing theories have been
VIII. Types of Literature Review investigated, and to develop
• Argumentative Review - examines new hypotheses to be tested.
literature selectively in order to IX. How to Write a Review?
support or refute an argument, • Identify the general topic of the
deeply imbedded assumption, or sources under review.
philosophical problem already • Discuss what was already presented
established in the literature; the about the topic (describe,
purpose is to develop a body of summarize, identify key concepts)
literature that establishes • Explain why the literature
opposite perspective. used is worth reviewing
• Integrative Review - most common (compare and contrast) •
form of review; it reviews, Input of your conclusions or
critiques, and synthesizes inferences
representative literature on a topic X. Theoretical Framework
in an integrated way such that • Foundation of the research study;
new frameworks and perspectives highly related theories and
on the topic are generated. principles that were established
• Historical Review - a flowing, and proven by experts/authorities.
dynamic account of past events • Refers to set of interrelated
which involves an interpretation construct, definitions, and
of these events in attempt to prepositions that presents a
recapture the nuances, systematic view of phenomena.
personalities, and ideas that XI. Conceptual Framework
influenced these events.
• A tentative explanation of the
• Methodological Review- focuses phenomenon or problem and
on HOW authors/researchers serves as the basis for the
came about their study; it formulation research hypotheses
reviews methods conducted in
XII. Research Paradigm
the study which may include
• A diagrammatic representation of a
research approaches, data
conceptual framework.
collection, and analysis
techniques.; this kind of review • It shows the flow of the research and
helps highlight ethical issues that how the study will be conducted.
one should be aware of and • It should follow the IPO Model
consider. (INPUT-PROCESS-OUTPUT)
• Systematic Review - the purpose of i. INPUT: Who are your
this form is to attain conclusion respondents?
 ii. PROCESS: How will the work has more than two
study be conducted? authors, cite all the authors the
iii. OUTPUT: What are the expected results of first time the reference
the study? (main objetive) occurs.
XIII. Citation/Reference iv. When the citation is
• Acknowledgement of the made the second or
authors and/or sources of the third time, you can
article, journal, or any include the surname
literature that was reviewed of the first author
• A way of strengthening or followed by “[Link]”
concretizing one’s idea • In-Text Citation - used when
• Referencing is a method directly quoting or
used to demonstrate to the paraphrasing a source. i.
readers that you have Direct Quotation – use
conducted a thorough and quotation marks around
appropriate literature search the quote and include
and reading. page numbers.
• Citation Style - predefined styles ii. Indirect Quotation – no
stating how to properly cite or give quotation marks.
credit to the sources of your iii. Citations From A Secondary
literature. Source
XIV. Ways to Properly Cite a Source XVI. Bibliography
• Implicit: Statement_(Authors, year) • A list of all the sources of articles,
• Explicit: studies, and journals utilized in the
Author_(Year)_Verb_Statement study. • Each citation found
• Introductory: anywhere on the research should also
Verb_Author_(Year)_Statement be found on the list of references.
XV. Citation Guidelines • Must follow the APA format.
• Works by single author: • REMINDER: ALWAYS save the
i. If the citation is NOT at the end of the text, sources of your RRLs (website
include the surname of the links, authors, title of
author followed by the year (in parenthesis) when the books/journals, articles, etc.).
work was published. • FORMAT OF REFERENCE (APA
ii. If the citation is at the end of STYLE)
the text, include the
author’s surname and the
year the work was
published in one
parenthesis.
• Works by multiple authors:
i. When a work has two
authors, always cite both
names EVERY TIME the
reference occurs in the
text.
ii. In a narrative text, join the
names of the two authors with •
the word “and”. iii. When a
 • • State the reasons why the specific
CHAPTER III RESEARCH METHODOLOGY locale was chosen
IX. Chapter III • In special cases, anonymity must
• This chapter covers the methods of always be observed
the research, the variety of XII. Research Subjects
procedures made, and the entire • Description of the demographic
preparation of the study. characteristics of the participants in
• Research methodology is written the study • Explanation of the
with 2 purposes in mind: population and sampling procedures
i. Replicate should also be discussed: i. Number
ii. Evaluate of respondents
• In this section, the researcher writes ii. Profile of the respondents
each sub-section concisely yet iii. Sampling technique used
completely to provide enough XIII. Research Ethics
detail for a competent reader to • This is the section where the
replicate the study and reproduce researcher can attest that the
the results. study was conducted with
• This section also ensures that the consideration to the rights of
study has undergone scientific the human subjects they will
process and that the tools involve in the study.
utilized in the study are valid and • Ethical principles observed in the
reliable. study and how it was maintained
• Chapter III should include the (ex: ethical board reviews,
following: permissions on animal usage, etc.)
i. Research Design should be enumerated.
ii. Research Locale (or • Research Ethical Considerations:
Research Setting) i. Intellectual property – a
Research Subjects work or invention that is the
iii. Research Ethics result of creativity to which
iv. Research Instruments one has rights and for which
1. Validation of one may apply for a patent,
Instruments copyright, trademark, etc.
v. Data Gathering Procedure ii. Informed-consent –
vi. Statistical Treatment ensures that the
X. Research Design individuals involved are
• Discusses the approach voluntarily participating.
(qualitative/quantitative) and iii. Respect for
design (phenomenology, confidentiality and
experimental, descriptive, etc.) privacy – security
use in the study. measures used to
• In this part, the reason(s) why the protect information
design was chosen must be justified. divulged by the
respondents.
• Identification of the independent and
dependent variables are also 1. Maintaining Anonymity means that the
included on this chapter. researchers do not collect
XI. Research Locale (or Research Setting) identifying information such as name, address,
email address, etc.
• Description of the geographical
XIV. Research Instruments
characteristic of the place of study
• Each questionnaire used in the study must be measures should also be discussed.
described in detail here: • Standard Statistical Treatment
i. Number and types of i. Percentage Formula
questionnaires used; ii. Mean formula
ii. Number of items; • Different Statistical Treatments:
iii. Whether the instruments is borrowed or i. z-test
self-made (for borrowed ii. t-test (Paired sample and
instruments, permission Independent sample)
must be obtained); iii. Spearman rank correlation
• If equipment/tools were used, clear (Spearman’s rho)
description of the materials iv. Pearson product-moment
should be given. Modification correlation (Pearson’s r)
and/or construction of equipment v. Chi-square test
specific for the study must be vi. Analysis of Variance
carefully described in detail. (ANOVA)
• Validation of Instruments • Pearson’s R
i. Reliability and validity of i. Pearson product-moment
the instruments used should correlation (Pearson’ r)
also be explained. 1. ii. statistical treatment to measure the degree
Reliability – consistency of of relationship between
the test/instruments variables.
2. Validity – accuracy of the test/instruments; XVII. Data Analysis
states if the tests • This sub-section explains how data
measures what it intends to measure will be analyzed.
ii. For borrowed test instruments, reliability
and validity testing of the SAMPLING
questionnaire should be I. What is Sampling?
included. • Sampling – process of selecting the
iii. For self-made test instruments, explain sample or a portion of the population •
how did it undergo validity Population – consists of all the
checking. members of the group about which the
XV. Data Gathering procedure (or Data researchers want to draw a conclusion.
Collection)
• Sample – a portion or part of the
• The step-by-step process must be population of interest selected for
explained comprehensively by the analysis; subset of the population
researchers. • For studies where elements
subjects are exposed to a certain i. Representative Sample –
intervention (usually in one whose characteristics
experiments), the intervention must closely approximate
be described in detail. those of the population
XVI. Statistical Treatment • Determining The Optimal Number Of
• This pertains to the statistical Sample:
formula used in the study in i. Slovin’s Formula – used to
order to analyzed the data calculate the sample size
being gathered. given the population size
• Statistical treatment used for
particular variables and the
purpose of this statistical
 Where: i. selection of the
n = sample samples based on the
size convenience of the
N = population researcher. ii. also
size called as the accidental
e = margin of sampling
error • Purposive sampling
ii. Margin of error - an i. the selection of the
amount (usually small) sample is based on
that is allowed for in case the selective
of miscalculation or judgment of the
change of circumstances researcher.
• The bigger the sample, the better and ii. also called as judgmental
this is because of the sampling error. • sampling
Sampling error occurs if the selection iii. there is a criteria set by
of the sample does not take place in the the researchers that is
way that it was planned. relevant to the topic
• Sampling error can result in the over- under study
representation or under- iv. Disadvantage: researcher’s
representation of some segment of judgment may be in error.
the population. • Quota sampling
• Sampling error depends on the size of the i. the researcher
sample. identifies population
sections or strata and
decides how many
participants are
required from each
section.
ii. usually, the
stratification is based
on variables relevant to
the study. iii. allows
better representation of
the population
• Snowball sampling
i. a technique wherein
initial sample
members are asked
to refer other
people who meet
the criteria required
by the researcher.
ii. based on the assumption that
people who share
iii. the same traits or
experiences know each other.
iv. useful for subjects who are
II. Types of Non-Probability Sampling hard to find
• Convenience sampling III. Types of Probability Sampling
• Simple random sampling CHAPTER IV PRESENTATION,
i. most basic probability ANALYSIS, AND
sampling technique. INTERPRETATION OF DATA I.
ii. selection of sample is Chapter IV
purely based on • This chapter provides the
chance and each presentation, analysis, and
member of the interpretation of data which were
population has equal gathered by the researchers. The
chance of being data are presented in tables and
selected as a sample. were analyzed and interpreted to
• Systematic sampling effectively answer the problems
i. a process of selecting the presented in this study through
kth element in the the statistical treatments used by
population until the the researchers.
desired number of • Information presented here
samples is attained. should answer the
ii. the researchers set the Statement of the Problem
sample size (n); the size of the on Chapter I.
population is known (N); then
through dividing N by n, the CHAPTER V CONCLUSIONS AND
sampling interval width (k) is RECOMMENDATIONS
determined. I. Chapter V
iii. Sampling Interval – • This chapter focuses on the summary
standard distance of findings after obtaining the data
between element necessary for this study. This also
chosen for the sample. includes the conclusion of the
• Stratified sampling array of concepts formed with
i. the population is divided corresponding recommendations
into subgroups or strata. based on the results which came
ii. After the stratification, up after conducting series of data
an appropriate number presentation, interpretation, and
of elements are analysis of data.
selected from each • Information presented here should
stratum randomly. be anchored to the Statement of
• Cluster sampling the Problem on Chapter I.
i. a method of selecting PLAGIARISM
cluster from a I. What is Plagiarism?
population that is large • Plagiarism is stealing. It is
and widely dispersed offensive whether it is
over a wide done intentionally or by
geographical area. accident.
ii. also known as multi-stage • Using their exact words or ideas
sampling without citing the rightful owner
iii. the resulting design is of the source is a form of
described in terms of the academic dishonesty.
number of sampling stages • The wrongful use of idea or
(three-stage cluster language of another author and
sampling) representing them as if they are
your original work is Plagiarism.
 II. The Five Types of Plagiarism • One must understand that plagiarism
• Plagiarism of Words – The use is a serious offense in the
of another author's exact academe. Whether it is done
words without citing him/her . intentionally or out of sloppiness
• Plagiarism of Structure –the on the part of the author, it is not
author cited the source, but he just without penalty.
paraphrased another’s words by i. Receiving zero in an assignment or project,
changing sentence construction or suspension & expulsion.
word choice. ii. Losing one's earned degree.
• Plagiarism of Ideas –Presenting iii. Possible penalties are failing
another’s ideas as if they are your the course.
own without giving the owner
credit. Incorrect citation of the INTRODUCTION (1.0
original owner of the idea is also INTRODUCTION) most
considered 'plagiarism of ideas'. galing other ppt kaya parang
• Plagiarism of Authorship – naulit • Main context
Turning in a replication of • Must not contain exhaustive literature
another’s work. Submitting a review
paper that you got off the internet • Discusses 4 relevant ideas: (T-I-O-C)
or from a friend and presenting it i. TOPIC
as your own. This is the worst ii. ISSUES
type of plagiarism. iii. OBJECTIVES
• Plagiarism of Self – This type refers iv. CONTRIBUTIONS
to the use of one's previous work • TIPS:
for a separate assignment or i. Make it brief and concise.
requirement. Although the ideas ii. Define the problem.
and words are owned by the iii. Make it well-organized.
author, receiving two credits for a I. Topic
single output is considered • What are the latest trends about the
cheating. This is not allowed topic?
unless permission is obtained. • Discussion of problem in
III. How to Prevent Plagiarism general and the specific
• Develop a topic based on situations. (macro to micro
previously written material approach)
but ensure that you also write • Concepts and ideas related to
something new and original. the problem including
• Although you can rely on experts' clarification f important
opinions regarding a certain terminologies.
topic ensure that you are • Discussion of the existing or
making a contribution by present conditions and what is
improving upon those opinions. aimed to be in the future.
• Do not fail to give credit where and II. Issues
when it is due. • What are the latest trends about the
• It is advisable that the researcher topic?
follows a certain documentation • Discussion of problem in
format like the American general and the specific
Psychological Association situations. (macro to micro
IV. What are the penalties for plagiarism? approach)
 • Concepts and ideas related to iii. The subjects themselves
the problem including iv. Future researchers
clarification f important v. Those who are directly and indirectly
terminologies. affected by the problem.
• Discussion of the existing or • Field of specialization or
present conditions and what is discipline that will gain
aimed to be in the future. contribution of knowledge. •
• Common Error: Specific sectors who will also
i. Blank Spot – with benefit from the study.
minimal or no literature • TIPS
to address a specific i. Refer to the statement of the
problem or inquiry. problem
ii. Blind Spot – with ii. Write from general to
available literature specific
but with contradicting
results or conclusion. THEORETICAL REVIEW
III. Objectives I. 2.0 Theoretical Review
• ❑ What do the researchers • Foundation of the research study;
intend to do to address the highly related theories and
concern? principles that were established
• ❑ Must be S-M-A-R-T. and proven by experts/authorities.
• ❑ Statement of a long-term • Refers to set of interrelated
objective expected to be construct, definitions, and
prepositions that presents a
achieved by the study. • ❑ It
systematic view of phenomena.
is usually prefixed by this
II. 2.1 Statement of the Problem
introductory phrase: “The
• Specific questions which are to be
main objective of this study answered in the study.
is to…” • It can be a general statement of the
• SMART: whole problem followed by
i. Specific specific questions or sub-
ii. Measurable problems into which the general
iii. Attainable problem is broken up.
iv. Realistic III. 2.2 Research Paradigm
v. Time-bound • A diagrammatic representation of a
IV. Contributions conceptual framework.
• What benefit will the study • It shows the flow of the
offer to the current theories, research and how the
practices, and future study will be conducted. •
researchers? It should follow the IPO
• Determine WHO will benefit out of Model (INPUT-
the findings of the study and PROCESS-OUTPUT)
HOW they will benefit from it. i. INPUT: Who are your
• Usual beneficiaries of a research: respondents?
i. Experts concerned about the ii. PROCESS: How will the
problem study be conducted?
ii. Administrators who make iii. OUTPUT: What are the
decisions or implement programs expected results of the study? (main objective)
IV. 2.3 Conceptual Framework sorting, assigning themes (Warm
• A tentative explanation of the analysis)
phenomenon or problem and I. Steps in Analyzing Qualitative Data (in
serves as the basis for the Order)
formulation of research • Data Collection
hypotheses. • Transcription (Field Text)
• It includes the investigator’s own • Coding
position on the problem based • Clustering/Categorizing
on the various theories that are • Formation of Themes
related to the topic. II. Transcription
• Narrative explanation of the research • Transcription is a translation
paradigm.
between forms of data, most
RESULTS AND DISCUSSION:
commonly to convert audio
ANALYSIS OF THE MEANING OF
recordings to text in qualitative
DATA AND DRAWING
research.
CONCLUSIONS (4.0 RESULTS)
• Verbatim transcription is the art of
from Res 1
converting spoken word into text
• Data analysis of qualitative
such that a message is captured
data is a matter of
exactly the way it has been
describing, summarizing,
spoken. This requires a keen ear
and interpreting data
and attention to detail.
obtained from respondents.
• Verbatim transcription would
• This is how the researcher makes
also include pauses and non-
sense of massive amounts of data,
verbal utterances or fillers
reduce the volume of information,
such as “umm”, throat
identify significant patterns and
clearing, laughter, silence,
construct a framework for
facial expressions and
communicating the essence of
gestures.
what the data reveal.
• Non-Verbatim transcription
• The three frequently used
includes all the fundamental
method for describing and
meaning behind the spoken
analyzing qualitative data are the
statements are captured. Other
methods of Collaizi (1978), Giorgi
factors are eliminated. The
(1985), and Van Kaam (1966).
transcriptionist does not include
i. Collaizi’s Method: one
filler words or sounds and instead
that calls for returning back
focuses only on the core content.
to study participants. ii.
III. Coding
Giorgi’s Method: the
analysis to validate results • Coding requires the researcher to
relies solely on assign a code to extracted
significant statements from the
researchers.
field text.
iii. Van Kaam’s Method:
EX: “I had difficulty adjusting at school since he was
requires that inter-
gone.” (P1:7)
subjective agreement be
i. In this coding scheme, P1 pertains to
reached with other expert
Participant 1 and 7 refers to
judges.
significant statement
• Cool And Warm Analysis – number 7.
extracting significant statements
IV. Clustering/Categorizing
(Cool analysis) and grouping,
 • Another challenge in qualitative presentation, interpretation, and
data analysis is that there are analysis of data.
no fixed rules in analyzing the
data.
• In the steps of clustering and
categorizing, extracted data are
converted to manageable units.
In here, extracted significant
statements which are similar are
put together.
V. Formation of Themes
• Theme – an abstract entity
that brings meaning and
identity to a recurrent
experience.
• A theme captures and
unifies the nature or
basis of the experience
into a meaningful
whole.

RESULTS AND DISCUSSION:

ANALYSIS OF THE MEANING OF
DATA AND DRAWING
CONCLUSIONS (5.0 DISCUSSION)
from Res 1
I. Conclusions
• This section focuses on the summary
of findings after obtaining the data
necessary for this study. This also
includes the conclusion of the
array of concepts formed
• Conclusions answer the research
questions
• This section focuses on the summary
of findings after obtaining the data
necessary for this study. This also
includes the conclusion of the
array of concepts formed
• Construction of framework that
shows the result of the study is
also presented under this.
• TIP: For the framework, refer to
your TITLE.
II. Recommendations
• Corresponding suggestions based
on the results which came up
after conducting series of data