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Supplementary Module in Practical Research1 Gr11

This document discusses the nature and importance of research. It provides definitions of research from various sources that commonly describe it as a systematic, objective, and scientific process of investigation aimed at discovering new facts or verifying existing knowledge. Research involves accurately gathering, recording, analyzing, and interpreting data. It can be used to solve problems, develop new theories, or expand human knowledge across various fields. The document emphasizes that research is an important tool that provides knowledge to improve decision-making and quality of life.

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0% found this document useful (0 votes)

43 views

Supplementary Module in Practical Research1 Gr11

Uploaded by

Steve Einstein

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 84

Department of Education

Division of Lapu-Lapu City

SUPPLEMENTARY MODULE IN PRACTICAL RESEARCH 1

(THE QUALITATIVE RESEARCH)

Prepared by:

DR. BRYANT C. ACAR

FOREWORD

The DepEd Lapu Lapu City is starting to propel its commitment for quality output
to produce outcomes –based results through its learning supplementary modules. The
production of this supplementary module is a joint effort between DepEd and the
partner industries ( ICCP Group Foundation, Inc.)) who felt the need to fill in the gap
between academic and industry demands. Hence, it is the fervent expectation of the
partnership to answer the job mismatch between the student graduates in tech-voc
along with the growing demand of workforce in the partner industry or usher the
seamless preparedness of the graduates to higher education endeavour.

This learning Module in Practical Research is believed to be a powerful

instructional tool when shared among constituents. It provides a means to clarify our
vision of excellence and conveys it to our students. Furthermore, it provides a friendly
guide to the teachers complete with objectives, pre-activity, discussion of content,
examples and post-activity.

This Module is a medium through which we can share and examine what we -
as developmental educators believe what we are learning from our experiences. This
output believes to underscore the dialectical relationship between theory and practice.
Therefore, it is hoped that this output will be a propeller to systematize the
understanding of an objective teaching process, practice and application as well as to
provide increased understanding and guidance for the future conduct of similar
undertakings.

We invite you to enjoy using what we call “fruits of labor” from the consolidated
effort of the technical committee and writers. Remember that the best instructional
material is the one that works for students and teachers! We look forward to your
feedback.

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TABLE OF CONTENTS

Period Lesson Title Page

Number Number
Prelim 1 Nature of Inquiry and Research 5

2 Qualitative Research and Its 13

Importance in Daily Life

3 Identifying the Inquiry and 20

Stating the Problem

Mid Term 4 Learning from Others and 42

Reviewing the Literature

5 Understanding Data and Ways To 51

Systematically Collect Data

6 Finding Answers through Data 61

Collection

Finals 7 Analyzing the Meaning of the Data 65

and Drawing Conclusions

8 Reporting and Sharing the 74

Findings

References 83

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Hello Senior High School Students!

You are about to start a journey. This

module is your partner as you explore the
interesting world of Qualitative research.

You will meet conventional and new

concepts which are necessary in acquiring knowledge
and skills in Qualitative research. Our purpose is to make
this journey meaningful and relevant in your life as a
Senior High School student. While we help you
achieve your goal of producing a Qualitative
research paper, we also want you to enjoy this journey.

Have fun. Enjoy learning research.

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Lesson 1

Title: Nature of Inquiry and Research

Objectives: at the end of the lesson, the students would be able to:
1. share research experiences and knowledge
2. explain the importance of research in daily life
3. describe characteristics, processes, and values of research
4. differentiate quantitative from qualitative research
5. provide examples of research in areas of interest (science, math,
engineering, business, information and communication technology, technical-
vocational (clothing, automotive, electronics) and social inquiry.

Pre-Activity:

1. Think Pair Share: Choose a partner and discuss your idea about research and
your previous experience about doing a research. Mention the challenges and the
good things about your experience.

2. Research 1 company in MEPZ and highlight the following:

2.1 Vision; Mission; and nature of business

2.2 Interview at least 2 employees (laborers) of what they can say about the
company and how long have they been in the company.

Discussion:

What is Research?

The term research comes from the French word recerche which means to
travel through or to survey. Webster defines it as the systematic, patient study
and investigation in some fields of knowledge, undertaken to discover and to
establish facts and principles.

RESEARCH - from the French word “cerchier”

- Webster’s Third New International Dictionary defines research as “

newly discovered facts or the practical application of such new or revised
conclusions, theories or laws.

- According to Wiersma (1995) “research is a process, an activity in

the search for knowledge through recognized methods of data collection, analysis
and interpretation.

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- Hillway defined research as a “way mankind perfected it very slowly

over a period of several centuries and at present it is considered as the most
reliable means of advancing knowledge.

- Helmstadler said about research as the activity of solving problems

which leads to new knowledge using methods of inquiry that are currently
accepted as adequate by scholars in the field.
- Kerlinger :Systematic, controlled, empirical and critical investigation of
natural phenomena guided by theory and hypothesis about the “presumed”
relations among such 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.

According to Bowling (2004), research is a systematic and rigorous process

of enquiry that aims to describe process and develop explanatory concepts and
theories, in order to contribute to a scientific body of knowledge. It always
proceeds from the known to the unknown. Its main purpose is the discovery of
truth.

On the basis of structure, the word research or re-search implies that the
person has “to search again”, to take another careful look, to find out more (Selltiz
and Other, 1976). This may be done because what one already knows may not be
enough, misleading or totally wrong. Kerlinger (1986), a social behaviorist, defines
research as “a systematic, controlled, empirical and critical investigation of natural
phenomena guided by theory and hypothesis about the presumed relations among
such phenomena.”

A more basic and all-inclusive definition of research is:

Research is a systematic, objective and comprehensive investigation of

certain phenomenon which involves accurate gathering, recording, and critical
analyzing and interpreting of all facts about the phenomenon.

From this definition, it is clear that the ultimate goal of research is to attain
or to establish facts about the phenomenon being investigated. This means by
which these facts will be attained are explicit.

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SYSTEMATIC OBJECTIVE COMPREHENSIVE

INVESTIGATION PHENOMENON
RESEARCH

Accurate Critical
Gathering
Recording Analyzing Interpreting

Interpreting

DATA

SCHEMA 1: THE NATURE OF RESEARCH

With the ultimate goal of improving the quality of life, researches give
knowledge workers substantive bases for planning and decisions, and provide
tools and means for monitoring as well as evaluating and implementing
interventions.

Research in this age and time means searching for a theory, for testing
theory, or for solving a problem. It means that a problem exists and has been
identified and the solution of the problem is necessary. The problem is not ordinary
in the sense that the solution is here and now. The definition of research says that
research is purposive. The main or principal purpose and goal of research is the
preservation and improvement of human life. All kinds of research are geared
toward this end. “The purpose of research is to serve man,” and the goal of
research is good life” (Good and Scates, 1972)

Interpreting

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Improves the Improves Teaching-Learning

quality and way of Process
life of people
Satisfies man’s various needs
Improves Student
Achievements

Provides wider and better

Improves delivery understanding about man’s
of public services existence and the universe

Improves the quality of work

and labor
SCHEMA 2: VALUES OF RESEARCH TO HUMAN BEINGS

Generally, the purpose of research may be expressed in a capsule as:

To discover is to find truth about a subject which was not yet part of the stream of
knowledge.

To verify is to find whether what was found to be true fifty years ago is still true
today.

Research Functions:

1. Research discovers new facts or new “truths” about known phenomenon

for primal existence.
2. Research corrects perceptions as well as expands them.
3. Research gathers information on subjects or phenomena with little
Knowledge / information.
4. Research expands or verifies existing knowledge.
5. Research finds answers to queries by means of scientific studies.
6. Research develops and evaluates concepts, practices and theories.
7. Research also develops and evaluates method that test concepts,
practices and theories.
8. Research obtained-knowledge can be utilized for practical purposes.

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9. Research provides hard facts which serve as basis for planning, decision
making, monitoring and evaluation.
10.To satisfy the researcher’s curiosity by searching again exhaustively new
facts either for personal satisfaction or society’s gain.

CHARACTERISTICS OF A GOOD RESEARCH

According to Paul Leedy and Best

1. Systematic
2. Controlled
3. Empirical
4. Analytical
5. Objective, unbiased and logical
6. employs hypothesis
7. employs qualitative or statistical methods
8. original work
9. done by an expert
10. patient and unhurried activity
11. requires an effort-making capacity
12. requires courage and intelligence

SCHEMA 4: CHARACTERISICS OF RESEARCH

Qualities of a Good Researcher:

1. Reasoning Power.
2. Alert
3. Accurate
4. Intellectually Honest
5. Zeal for Investigation

6. Organize and systematic

7. Efficient
8. Resourceful/Innovative
9. Prompt / has Time Management
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10. Hard Work

11. Positive thinker
12. Wide reader
13. Patient and has perseverance
14. Has good working knowledge on statistics and grammar
15. Enjoys doing research

RESEARCH FOLLOWS A BASIC PROCEDURE

1. IDENTIFICATION OF THE RESEARCH PROBLEM

2. DATA COLLECTION

3. ANALYSIS

4. SUMMARIZING RESULTS

5. DRAWING CONCLUSIONS

Philippine Research Trends:

1. SHORT TERM RESEARCH

2. LONG TERM RESEARCH

According to Calmorin (2004)

R - research oriented
E - efficient
S - scientific
E - effective
A - active
R - resourceful
C - creative
H - honest
E - economical
R - rational

2 Approaches in Research

Quantitative Research. This is typically concentrates on measuring or counting and

involves collecting and analyzing numerical data and applying statistical tests.

Qualitative Research views the phenomena to be investigated as more personal.

Qualitative research uses methods such as personal accounts, unstructured interviews
and participant observation to gain an understanding of the underlying reasons and
motivations for peoples’ attitudes preferences or behaviors.

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Post Activity

Activity No. 1.1

Name ________________________ Course & Year

Teacher ________________________________ Date __________________

Answer the following briefly.

1. How can research be of help to the present needs of human beings?

2. How has research solved the problems of mankind?

4. What is research in the context of your chosen track? What is its role in the
development process?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

5. Give at least 2 research topics related to your track that are worth undertaking.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

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Lesson 2

Title: Qualitative Research and Its Importance in Daily Life

Objectives: at the end of the lesson, the students would be able to:
1. describe the characteristics, strengths, weaknesses, and kinds of
qualitative research
2. illustrate the importance of qualitative research across fields

Pre-Activity:

Give a quality description of the following pictures:

Discussion:

Definition of qualitative research:

"Qualitative research is a loosely defined category of research designs or

models, all of which elicit verbal, visual, tactile, olfactory, and gustatory data in
the form of descriptive narratives like field notes, recordings, or other
transcriptions from audio- and videotapes and other written records and
pictures or films." --Judith Preissle

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Also called: interpretive research, naturalistic research, phenomenological

research [although this can mean a specific kind of qualitative research as used
by some], descriptive research.

Classic distinction between qualitative and quantitative. [from Cook & Reichardt
(1979)]

Qualitative Quantitative

Research Research

 phenomenological  positivistic
 inductive  hypothetico/deductive
 holistic  particularistic
 subjective/insider centered  objective/outsider centered
 process oriented  outcome oriented
 anthropological worldview  natural science worldview
 relative lack of control  attempt to control variables
 goal: understand actor's view  goal: find facts & causes
 dynamic reality assumed;  static reality assumed; relative
"slice of life" constancy in life
 discovery oriented  verification oriented
 explanatory  confirmatory

Quantitative methods use numbers and statistics. Examples: experiments,

correlational studies using surveys & standardized observational protocols,
simulations, supportive materials for case study (e.g. test scores). General
sequence:

1. Observe events/present questionnaire/ask questions with fixed answers

2. Tabulate

3. Summarize data

4. Analyze

5. Draw conclusions

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Qualitative methods use descriptions and categories (words). Examples: open-

ended interviews, naturalistic observation (common in anthropology),
document analysis, case studies/life histories, descriptive and self-reflective
supplements to experiments and correlational studies. General sequence:

1. Observe events/ask questions with open-ended answers,

2. Record/log what is said and/or done

3. Interpret (personal reactions, write emergent speculations or hypotheses,

monitor methods)

4. Return to observe, or ask more questions of people

5. [recurring cycles of 2-4--iteration]

6. Formal theorizing [emerges out of speculations and hypotheses]

7. Draw conclusions

Today the trend is toward blending and combining aspects of two approaches.

Three Methods: [Patton]

1. Detailed but open-ended interviews (not highly structured or limited

responses).

2. Direct observation (or essentially direct via video).

3. Written documents (work with words and visual data, not numbers).

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The 3 kinds of data collection: Interviews, Observation, Documents

Producing 3 kinds of data: Quotations, Descriptions, Excerpts of documents

Resulting in 1 product: Narrative description (sometimes charts and diagrams

too).

Researcher is an instrument (not a mechanical device or test instrument as in

quantitative).

Strengths of Qualitative Research Weaknesses of Qualitative Research

 Depth and detail--may not get as  Fewer people studied usually

much depth in a standardized  Less easily generalized as a result
questionnaire  Difficult to aggregate data and make
 Openness--can generate new systematic comparisons
theories and recognize phenomena  Dependent upon researcher's
ignored by most or all previous personal attributes and skills (also
researchers and literature true with quantitative, but not as
 Helps people see the world view of easy to evaluate their skills in
those studies--their categories, conducting research with qual)
rather than imposing categories;  Participation in setting can always
simulates their experience of the change the social situation (although
world not participating can always change
 Attempts to avoid pre-judgments the social situation as well)
(although some recent quals
disagree here--we always make
judgments, but just don't admit it--
choice of one location or group over
another is a judgment)--goal is to try
to capture what is happening w/o
being judgmental; present people on
their own terms, try to represent
them from their perspectives so
reader can see their views, always
imperfectly achieved--it is a quest.

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Ten Themes: (Patton)

1. Naturalistic - not manipulating situation, watch naturally occurring events, not

controlling them.

2. Inductive - categories emerge from observing, creation and exploration

centered, theories emerge from data. Often induce hypothesis, test it, then look
for other possible explanations or additional hypothesis.

3. Holistic - look at total, what unifies phenomenon, it is a complex system, see

overall perspective. Often research and academics study smaller and smaller
parts and overlook big picture. Need to try to get larger picture, including the
specific and unique context. But can look at specific variables too.

4. Thick description - lots of detail, lots of quotations.

5. Personal contact - share the experience, not trying to be objective outsider.

Must know people to understand them, and gain insight by reflecting on those
experiences. If try to be objective, probably won't understand their views (but
might understand things about them).

6. Dynamic - constant shifting with the changing phenomenon and context: what
method fits now and also use trial error (but don't get stuck in one approach
that works best at one point in time). Realize things may unfold differently than
expected, go with the flow.

7. Unique case selection - not as concerned about generalizeability (actually

generalization is a cooperative venture of researcher and reader = researcher
describes context fully and reader decides if new context is similar in crucial
respects).

8. Context sensitivity - emphasize many aspects of social, historical, and

physical context.

9. Empathic - trying to take a view of other person via introspection and

reflection, yet non-judgmental. Not subjective in terms of my biases, not
objective in terms of no bias, but taking on their perspective to the degree
possible. How does reality appear to those studied. Yet also reporting own
feelings and experiences as part of the data. Try to defer judgments, but freely
admit own feelings (admitting biases and feelings adds to validity - not trying to
hide them as sometimes occurs in quantitative).

10. Flexible design - you don't always specify it completely before research;
variables and hypotheses and sampling and methods are at least partly
emergent - needs to unfold. Need to be able to tolerate ambiguity. Trial and error
with categories too - need to reformulate many times. "Recursive." Go from
parts to whole and back to parts - cycle back and forth: pull it apart, then
reconstruct, pull data apart again, make better reconstruction, etc. Also may
need to immerse in social situation, then draw apart to reflect, then immerse

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again, etc. Use multiple methods, or many as feasible, as long as get better
picture of what is happening and how it is understood - even use quantitative
methods.

Main Types of Qualitative Research

Attempts to shed light on a phenomena by

studying in depth a single case example of
Case study the phenomena. The case can be an
individual person, an event, a group, or an
institution.

Theory is developed inductively from a corpus

Grounded theory
of data acquired by a participant-observer.

Describes the structures of experience as

they present themselves to consciousness,
Phenomenology
without recourse to theory, deduction, or
assumptions from other disciplines

Focuses on the sociology of meaning through

close field observation of sociocultural
Ethnography
phenomena. Typically, the ethnographer
focuses on a community.

Systematic collection and objective evaluation

of data related to past occurrences in order to
test hypotheses concerning causes, effects,
Historical
or trends of these events that may help to
explain present events and anticipate future
events. (Gay, 1996)

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Post Activity

Activity No. 2.1

Name ________________________ Course & Year

Teacher ________________________________ Date __________________

Answer the following briefly.

1. Create Research Qualitative Titles/Topics on the pictures:

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Lesson 3

Title: Identifying the Inquiry and Stating the Problem

Objectives: at the end of the lesson, the students would be able to:
1. design a research project related to the track or strand

2. write a research title

3. describe the justifications/reasons for conducting the research

4. state research questions

5. indicate scope and delimitation of research

6. cite benefits and beneficiaries of research

7. present written statement of the problem

Pre-Activity:

In a meta card provided, answer the following questions?

1. Why do we need to have a problem in doing a research?

2. What are skills that need to be developed in stating a research problem?

3. What are the elements/characteristics of a good research problem?

Discussion:

The problem statement sets the direction of the study. It is the verbalization of
the “question” which the study proposes to answer. This is divided into the main
problem and the subsidiary problems. These can be stated in declarative (infinitive) or
interrogative (question) form.

The main problem is the whole focus of the study. This is reflected in the title of
the study.

The sub problems are the break down of the main variables into their
components. When the answers to the sub-problems are put together, they answer
the main question.

Questions like what is the demographic profile? What are the implications?
What are the recommendations? are not sub-problems. The numbers of specific/sub
problems are dependent on the research design and the nature of the study.

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STEPS IN PLANNING AND CONDUCTING A RESEARCH

1. Identify the problem area.

2. Survey the related literature.
3. Formulate the conceptual framework
4. Formulate research objectives
5. Formulate the testable hypothesis.
5. Construct research design/method.
6. Identify research subjects and the sampling techniques.
7. Specify the instruments and data gathering procedures.
8. Collection of data
9. Presentation and Interpretation of results.
10. Give the findings
11. Draw the Conclusion.
12. State the recommendations.

FOUR MAJOR STAGES OF RESEARCH WORK

1. PREPARING THE RESEARCH PROPOSAL

2. ORGANIZING AND CONDUCTING THE RESEARCH

3. WRITING THE RESEARCH REPORT

4. EVALUATING THE RESEARCH

A. PREPARING A RESEARCH PROPOSAL

Why? – Identifies the need and significance of conducting the study.

What? – Presents the statement of the research problem, the questions about
which one is seeking answers or the hypotheses one would like to test.

How? - Describes the methodology to be employed for conducting the

research.

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RESEARCH PROBLEM

- Greek word “Probaloin”

- A situation for which there is no ready or successful response as of the
moment.

A. Sources of Problems
1. Field of specialization
2. Academic or professional encounters
3. Collateral reading
a. Extensive reading – covers a range of topics for setting background
purposes
b. Intensive Reading – covers selected themes for in depth, analytical
or evaluative purposes.
4. Existing practices
5. Published/unpublished research reports

B. Evaluating the Problem

- Having a well-constructed research question, it is important to consider the

following:

1. Whether you think the research problem is feasible

2. Whether you feel the research problem is worthwhile.

Is The Problem Feasible? Is the problem Researchable?

1. Has the Problem been specified?

The problem should be a clear statement of the relationship between two or

more variables and it should be possible to measure the relationship in some way in
terms of the degree to which the variables are selected.

Has the problem been stated correctly, or does it still contain some of the
vagueness of a problem situation or the generality of a purpose statement?

If the problem has not been adequately stated, then it is highly likely that any
further research work would be difficult.

2. Is the Problem amenable to research?

The question is asking whether the problem is capable of being subjected to

scientific measurement.

3. Is the problem too large?

Is the problem manageable? It may be necessary to further refine the problem

by breaking it into smaller units or by reducing the number of variables.

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Other suggestions have already been put forward –limiting the size of the
sample (the number of people involved in the study) decreasing the geographical
district, etc.

4. How available are the data?

How accessible are the data? Does the collection of data require you to travel
long distances?

Do you expect people to be willing to cooperate?

Are there enough people available?

No matter how enthusiastic you are as a researcher, the realities of the task of
data collection may force you to modify the problem.

Another question you should ask yourself is, do I have the means of collecting
the data?

5. Am I capable of solving the problem?

Not only does a researcher need a certain skills, but he also needs the
courage and determination to carry the study through the completion. You should
ask yourself:

a. Am I prepared to undertake the research study and complete it?

b. Do I posses the necessary skills and abilities required? Or can they be

acquired?
c. Can I obtain support and guidance from other more experienced people?
d. Do I have sufficient background knowledge in the area?
e. Do I have time and money?

IS THE PROBLEM WORTHWHILE?

Will the results be significant? To evaluate the worthwhileness of your research

problem, you would need to ask questions such as:

1. Will the results advance knowledge?

It is necessary to consider the contribution (whether small or large) that the

research will make. If the problem has already been thoroughly investigated, then
there is no point in continuing – the problem should be abandoned.

2. Will the research have some value?

Even if the results do not have practical value, the conclusion should be of
value to education?

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3. Will the results be of interest to others?

Although the problem will be of particular interest to you, the researcher, it is

also important that it be of interest to others. Naturally, not all research problems will
be of interest to everyone and your problem might only interest a handful of people.
Nevertheless, if it is of no interest to anyone but yourself, what is the value of
the study?

C. CRITERIA IN RESEARCH PROBLEM SELECTION

A. Problem Characteristics

- Novelty and Originality

- Practical Value
- Availability of Data

B. Researcher’s Characteristics

- Researcher’s Special Qualification

- Researcher’s Interest

C. Process Feasibility

- Time requirement
- Cost
- Hazards and Hazardships
- Availability of Facilities

D. FACTORS IN SELECTING A PROBLEM

1. INTEREST

- If you are going to commit yourself to a piece of research, then it is

important that you are interested in the topic you are researching.

- of interest to the researcher

- of interest to others

- By being interested, you are more likely:

- to read widely on the topic and
- to have amore thorough knowledge of the situation
- Background reading is essential requirement for any person wanting to
undertake a piece of research.

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2. SIZE
- Here is where you need to exercise some professional wisdom
- Problems are usually macro in size: often too large for satisfactory results
to be obtained.
- Analysis of a problem situation can reduce a large situation into a smaller,
manageable research problem.

3. ECONOMY
- Researchers are often confronted with practical constraints, such as time
and money.
- At the initial Planning Stages, it is wise to think about the possibility of
receiving some support, both financial and non-financial, either from within
your institution or from outside sources. This may not be realized by direct
monetary grants but could simply be in access to equipment – printing,
papers, encoding, binding.

4. RESEARCHER’S CAPABILITIES AND LIMITATIONS

A researcher must recognize his own capabilities and limitations.

- Choose an adviser/panel in your area of study to monitor your progress

- Have people willing to support you throughout the research – to suggest
alternative approaches, assist in clarification of issues, etc.

5. UNIQUENESS
- A researcher would not want to spend a lot of time and energy researching
a problem if the answer to the problem already existed.

- DO NOT DUPLICATE A STUDY. YOU MAY REPLICATE A STUDY.

- It is similar to a previous study but you:

- may change the methods used.
- modify the design
- use a different sample
- choose to perform different statistical analysis.

E. STATEMENT OF THE PROBLEM

General/Major Problem:

- Brief and with few but precise and clear sentences

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CHARACTERISTICS OF A PROBLEM:

1. It gives direction to the processes involve, in the analysis and interpretation

of data.
2. It has boundary lines “to glean the limitation”
a. subject matter boundary
b. place boundary
c. time boundary

3. Complete and clear. Characteristics and status sought are spelled out
clearly.
4. It gives the direction of the study.
5. It must be eye-catching and functional.
6. Must posses charm and should be timely.

Subproblems/Specific Problems:

- clearly and briefly stated

- in logical order
- segments of your problem. Smaller problems that lead to explanation of
your main topic.
- Guide in stating hypothesis
- Guide in making instrument for data gathering
- Guide in presentation of the problem
- Guide in data analysis

Sample: Problem and sub-problems

“AN EXPERIMENTAL STUDY ON INHIBITORY EFFECTS OF LOCAL FLORA

EXTRACTS TO SPECIES OF DYSENTERIC BACILLI: CONTRIBUTIONS TO
PHARMACOGNOSICAL RESEARCH”

THE PROBLEM

Statement of the Problem

The main purpose of this study was to experiment the inhibitory effects of USPF
local flora to species of dysenteric bacteria as basis of producing a break through
information in pharmacognosical research.

This experimental research aimed to provide answers to the following questions:

1. What is the profile of the selected USP Local Flora as:
1.1 Taxonomic classification, 1.7 Shedding of leaves,
1.2 Size, 1.8 Habitat,
1.3 Body form, 1.9 Water requirement,
1.4 Reproduction, 1.10 Longevity,
1.5 Habits and texture, 1.11 Power of synthesis, and
1.6 Growth, 1.12 Components?

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2 What is the profile of the dysenteric bacilli as:

2.1 Taxonomic classification, 2.7 Disease,
2.2 Type, 2.8 Transmission,
2.3 Shape, 2.9 Incubation period,
2.4 Gram stain, 2.10 Inflammatory chemicals,
2.5 Motility, 2.11 Target Organs, and
2.6 Distribution 2.12 Origin?

3. Which of the selected USPF local flora extracts render the highest and the lowest
inhibitory effect to the species of dysenteric bacilli?

4. What particular species of dysenteric bacilli will exhibit the highest and lowest
susceptibility to the USP local flora extracts?

5. Is there a significant difference in the combined inhibitory effect of the USPF local
flora classified as tree, shrub and herb to species of dysenteric bacilli?

6. What contributions will it benefit to pharmacognosical research?

CHOOSING A TOPIC

“Ideas are like rabbits. You get a couple and learn how to handle them, and
pretty soon you have a dozen” John Steinbeck (1902-68)

Step 1
Make your own list of interests by following the steps outlined below.

People Places Events Trends Controversies Developments Investigation

Step 2
Choose an entry for each category and identify interesting angles.

Topic Interesting Angle

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Step 3
Check if the angles you have chosen is researchable

Topic Important Interesting Interesting Verifiable Relatively Manage-

to To you? to general by a new?
general reader? variety of able?
reader? sources?

NARROWING THE TOPIC

“There is more learning in the question itself than the answer”

Andrew Weremy

GENERAL TOPIC NARROWED DOWN TOPIC NARROWEDDOWN FURTHER

Philippine Music Contemporary Phil. Music Pinoy Rock

Darwin’s Theory The Search for the Australopithecines

Of Evolution Missing Link

Environment Water Pollution The Pasig River

Rehabilitation Project

Plants Herbal plants Inhibitory Effects

Of plant extracts

Philippine Humor The Philippine Pol Medina Jr’s

Comic Strip Pugad Baboy

New Age Using Aromatheraphy

Medicine Aromatherapy as Alternative Stress
Relievers

Psychology The power of suggestion Placebo Effect

Popular TV Noontime Variety Shows Noontime shows as

Shows agents of dehumanization

History Jose Rizal Jose Rizal’s Novel

Review

Philippine Aswang and the Use of myths as means

Mythology Filipino psyche of social control

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Art in Stating the Title:

- you can be creative and go out from the traditional system of following the title
proposal, just be guided of the following:

1. The general thought has to be present

2. the shortest title possible
3. eye-catching, modern touch
4. Play with words

Examples:

Subaltern Romanticism: Jose Rizal’s Novel Cur(s)e

(RE) WRITING THE EMPIRE: THE PHILIPPINES AND FILIPINOS IN THE

HISPANIC CULTURAL FIELD, 188O-1898

Stdy N Txt Mesging As Contribting Factor

In Por Linguistc Performans

Vagina Monologue: Woman’s Shout!

PINOY CULTURE: declining or PROGRESSING?

(Educational Trending)

WHAT ARE NOT RESEARCH PROBLEMS?

1. Problems whose sole purpose is merely to compare two sets of data are not
suitable research problems. Research is not for tallying, tabulating and informing the
reader about the result. Probably this is a good topic for a term paper or poll survey.

What are the directions of the Philippine economy during the Ramos
administration and the Arroyo administration?

2. Problems that result in a YES or NO answer are not problem for research.

Is homework beneficial to children?

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3. Those that deal with ethical questions. It would be very hard to generate an
honest response from these problems.

Is there a relationship between premarital sex and class achievement?

4. Questions that do not require mental struggle.

How many female students are enrolled in English I ?

5. When a machine can take the place of a researcher to provide answers to

questions.

What is the history of genetics?

6. Metaphysical questions where it is impossible to collect publicly verifiable data

and information in order to answer the question.
Is there God? Do you believe in spirits?

Hypothesis – scholarly guess

Two types:
a. Substantive hypothesis
b. Statistical Hypothesis

Guidelines:
1. it must be identical to the problem\
2. it must have a direct relation to at least one subsidiary problem
3. it must actually be tested by the research to determine its workability

Examples: Hypotheses

Null Hypothesis 1. There is no significant difference in the inhibitory effect of

the USPF local flora extracts to the species of dysenteric bacilli?

Null Hypothesis 2. There is no significant difference in the susceptibility rate of

the species of dysenteric bacilli to the USPF local flora extracts.

Guidelines in the Selection of a Research Problem or Topic

1. The research problem or topic must be chosen by the researcher

himself/herself which is within his/her interest, specialization and competence of the
researcher. It must be within the ability of the researcher to finance, otherwise he/she
must be able to find funding for his research.

2. It is researchable and manageable, which means that data are available and
accessible. The data must meet the standards of accuracy, objectivity, and verifiability.
Answers to the specific questions (sub problems) can be found. The hypotheses
formulated are testable, that is, they can be accepted or rejected. Equipment and
instruments for research are available and can give valid and reliable results.
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3. The research can be completed within a reasonable period of time. It is

significant, important, and relevant to the present time and situation.

4. The results are practical and implementable and requires original, critical, and
reflective thinking. It can be delimited to suit the resources of the researcher but big or
large enough to be able to give significant, valid and reliable results and
generalizations.

5. The study must contribute to human knowledge particularly on the national

development goals for the improvement of the quality of human life. It must show or
pave the way for the solution of the problem or problems intended to be solved.

6. It must not undermine the moral and spiritual values and must not advocate any
change in the present order of things by means of violence but by peaceful means.

7. There must be a return of some kind to the researcher. The return may be:
Monetary; advancement of position, promotion; improved specialization, competence,
and skill in professional work; enhanced prestige and reputation; and satisfaction of
intellectual curiosity and interest, and being able to discover truth.

8. There must be a consideration of the hazards involved, either physical, social,

or legal of a person or other living things.

Independent and Dependent Variables

http://nces.ed.gov/nceskids/help/user_guide/graph/variables.asp

A variable is an object, event, idea, feeling, time period, or any other type of category
you are trying to measure. There are two types of variables-independent and
dependent.

An independent variable is a variable that stands alone and isn't changed by the other
variables you are trying to measure. For example, someone's age might be an
independent variable. Other factors (such as what they eat, how much they go to
school, how much television they watch) aren't going to change a person's age. In fact,
when you are looking for some kind of relationship between variables you are trying
to see if the independent variable causes some kind of change in the other variables,
or dependent variables.

A dependent variable is something that depends on other factors. For example, a test
score could be a dependent variable because it could change depending on several
factors such as how much you studied, how much sleep you got the night before you
took the test, or even how hungry you were when you took it. Usually when you are
looking for a relationship between two things you are trying to find out what makes the
dependent variable change the way it does.

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An easy way to remember is to insert the names of the two variables you are using in
this sentence in they way that makes the most sense. Then you can figure out which
is the independent variable and which is the dependent variable:

(Independent variable) causes a change in (Dependent Variable) and it isn't possible

that (Dependent Variable) could cause a change in (Independent Variable).

For example: (Time Spent Studying) causes a change in (Test Score) and it isn't
possible that (Test Score) could cause a change in (Time Spent Studying).

We see that "Time Spent Studying" must be the independent variable and "Test Score"
must be the dependent variable because the sentence doesn't make sense the other
way around.

http://nces.ed.gov/nceskids/help/user_guide/graph/variables.asp

Guidelines for Critiquing Research Problems, Research Questions and

Hypotheses

Formulation of the Research Problem/ Objective

In formulating the problem statement, the following criteria should be

considered:

1. The research problem/objective is written in question (problem) or

declarative/infinitive form (objective).

Example: 1. What is the profile of the respondents in terms of:

1.1 age;

1.2 gender;

1.3 religion; and

1.4 highest educational attainment?

2. to determine the profile of the respondents in terms of age, gender, religion, and
highest educational attainment.

2. The research problem identifies a specific area.

Example: Teaching Performance of Male SHS Teachers in the TechVoc Track in

Division of Lapu-Lapu City

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3. The topic is phrased in workable and manageable terms.

Example: What is the Level of Stress of the SHSeducators in Southwestern

University?

4. The scope is limited to realistic parameters that are not narrow nor too broad.
The words used are unbiased, objective and not emotion-laden and that the
relationship between variables to be studied are clearly cited.

Example: Emotional Quotient and Performance in the Licensure Examination of

Medical Technologist student at University of the Philippines

5. The phrases and words are measurable and can be empirically proven.

Example: What is the level of self-esteem of the grade 11 students in Tech-Voc Track?

6. The research problem identifies the data and techniques needed to answer the
questions which are stated in grammatical terms.

The Title

The following are the guidelines in the formulation of the research title. These are also
the characteristics of the title.

1. Generally, the title is formulated before the start of the research work. It may
be revised and refined later when needed or upon the suggestion of the research
committee.

2. The title must contain the subject matter of the study, the locale of the study
and the population involved.

3. The title indicates what is expected to be found inside the research report by
stating the aspects of the subject matter to be studied.

4. It must be as brief and concise as possible.

5. Avoid using the terms “An Analysis of,” “A Study of,” “An Investigation of,” and
the like. All these things are understood to have been done or to be done when a
research is conducted.

6. If the title has more than one line, it must be written like an inverted pyramid
and all words should be capitalized.

A brief and concise form of the title and a better one follows:

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MULTIPLE INTELLIGENCES OF GRADE 11 STUDENTS NURSES IN STEM

STRAND IN STEC LAPU-LAPU CITY

1. Object of the study/variable: Multiple Intelligences

2. Sample Population included in the study: 11TH Grade students

3. Setting: STEC Lapu-Lapu City

LEARNING STYLES AND BRAIN DOMINANCE OF GRADE 11 STUDENTS IN

TECH-VOC, BABAG NATIONAL HIGH SCHOOL

1. Object of the study/variable: Learning Styles and Brain Dominance

2. Sample Population included in the study: Grade 11 Students in Tech-Voc

3. Setting: Babag NHS

Sample Problem

THE PROBLEM

Statement of the Problem

This study determined the writing skills and academic performance of the Grade

Ten students in English, Science and Math in Froilan Alanano Memorial National High

School, Dauin, Negros Oriental. The findings of the study were the bases for a

proposed Enhancement Plan.

Specifically, the study answered the following inquiries:

1. What is the writing skill of the pre-grouped Grade Ten high school students

in terms of:

1.1 Content;
1.2 Organization;
1.3 Language & Word Choice;
1.4 Format;
1.5 Conventions; and
1.6 Spelling?

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2. What is the academic performance of the pre-grouped Grade Ten high school

students in English, Science and Math?

3. Is there a significant relationship between the writing skills of the Grade Ten

high school students and their performance in the three subjects?

4. Is there a significant difference in the writing skills of the pre-grouped Grade

Ten high school students?

5. What Enhancement Plan can be proposed based on the findings?

Statement of the Null Hypotheses

Ho 1: There is no significant relationship between the writing skills of the Grade

Ten high school students and their performance in the three subjects.

Ho 2: There is no significant difference in the writing skills of the pre-grouped

Grade Ten high school students.

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Post Activity
Activity No. 3.1

Name ________________________ Course & Year

Teacher ________________________________ Date __________________

Descriptive Correlational Research

1. The questions or hypothesis of my study is: _______________________

___________________________________________________________
___________________________________________________________

2. A brief summary of what I intend to do, when, where, and how is as follows:
___________________________________________________________
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___________________________________________________________
___________________________________________________________
___________________________________________________________
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___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3. The major problems I foresee at this point are as follows:

_____________________________________________________________
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Activity No. 3.2

Name ________________________ Course & Year

Teacher _________________________________ Date __________________

Descriptive-Evaluative Research

1. The questions or hypothesis of my study is: ________________________

___________________________________________________________
___________________________________________________________

3. The major problems I foresee at this point are as follows:

_____________________________________________________________
_________________________________________________________
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Activity No. 3.3

Name ________________________ Course & Year

Teacher ________________________________ Date __________________

Product Research

1. The questions or hypothesis of my study is: _______________________

___________________________________________________________
___________________________________________________________

3. The major problems I foresee at this point are as follows:

_____________________________________________________________
_________________________________________________________
___________________________________________________________
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Activity No. 3.4

Name ________________________ Course & Year

Teacher ________________________________ Date __________________