Republic of the Philippines

CAVITE STATE UNIVERSITY

Don Severino de las Alas Campus
Indang, Cavite

COLLEGE OF ECONOMICS, MANAGEMENT AND

DEVELOPMENT STUDIES
DEPARTMENT OF DEVELOPMENT STUDIES
 DMGT 26:
RESEARCH IN
DEVELOPMENT MANAGEMENT

FIRST SEMESTER
A.Y. 2022-2023

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 INTRODUCTION
• Student
• Teacher
• Class expectation/s
• Other future concerns for the class
 COURSE OUTLINE
I.INTRODUCTION
II.THE RESEARCH III. RELATED LITERATURE
• Research Writing
PROBLEM AND STUDIES
• Research: A Way of • Definition of a • Importance, Purposes and
Thinking
research problem Functions of Related
• Definition of Elements of research
Research
• Literature and Studies
problem • Characteristics of Related
• Purpose of Sources of Research
Research
• Literature and Studies
Problems • Sources of Related
• Characteristics of Consideration in
Research
• Literature and Studies
Selecting Research Procedure for reviewing the
• Types of Research Problem literature
• Formulation of
Objectives Definition of
Terms
 Course Outline
IV. VARIABLES V. HYPOTHESIS VI. RESEARCH DESIGN
• Definition of variables in • Definition of Hypothesis • The research design
• Functions of hypothesis • Selecting a study design
Research
• Types of Variables • Characteristics of hypothesis
• Types of hypothesis
• Testing hypothesis IX. PROCESSING OF DATA
• Statistical tools
• Financial tools
VII. SAMPLING VIII. DATA COLLECTION • Gender analysis tools
• Definition of • Classification of data X. WRITING A RESEARCH
sampling • Methods of collecting data PROPOSAL
• Types of sampling • Research Instrument
• Determining the sample size • Pre-testing of Questionnaire XI. PRESENTING A RESEARCH
PROPOSAL
 CHAPTER I
INTRODUCTION

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 CHAPTER I
INTRODUCTION
After the completion of the chapter, students should be able to:
• Explain the concept of research and its importance;
• Describe the characteristics of a good research; and
• Differentiate applied and basic research.
 Defining Research
Research is the methodical process of asking questions, finding information, and
interpreting it to answer particular questions or verify hypotheses. Research is the
foundation for developments in various subjects, from science and technology to the
humanities and social sciences, and it is rooted in human curiosity. Research is
described as a "process of steps used to collect and analyze information to increase our
understanding of a topic or issue" by Leedy & Ormrod and others (2005).
The core of research extends beyond just gathering data; it entails a strict process to
guarantee the findings' reliability, validity, and precision. Research stands out from
simple views or anecdotal evidence because of its dedication to methodical
investigation. The qualitative or quantitative research objective is to add to the body of
knowledge, aiding in informed decision-making, influencing policy, and motivating more
study (Creswell, 2013)
 WHAT IS RESEARCH WRITING?
Research Writing
•
writing style that is customized for the purposes of research;
• it is a communication vehicle that presents in logical order the
processes of probing, understanding context, methods and results
of an investigation in a given subject or variables of interest;
• it adheres to proper conventions in terms of structure and
content; and
• research is one’s own way of solving a problem or answering a
question which may also be referred to as the research topic.
 Crucial Components
of Research Writing
• Purpose
• Use of Sources
• standard components
• Style and Tone:
• Original Contribution
• Peer review
Characteristics of Research
• Systematic: Research follows a methodical plan, ensuring consistency and repeatability.
• Objective: Research aims to reduce bias and subjectivity, seeking facts without personal
opinion interference.
• Logical: Every step in the research process is connected logically to the preceding and
succeeding steps.
• Empirical: Research relies on observable, measurable evidence, often gathered through
experiments or data collection.
• Critical: Research entails critical thinking, involving analysis, synthesis, and evaluation of
information.
Types of Research
• Qualitative Research: Focuses on understanding human behavior and the reasons that govern it. It uses
methods like interviews, focus groups, and observations.
• Quantitative Research: Emphasizes objective measurements and numerical analysis of data. Common
tools include surveys and experiments.
• Descriptive Research: Aims to describe characteristics of an object or phenomenon. For example, market
research that provides data about a target market.
• Analytical Research: Goes beyond mere description, analyzing the data to understand patterns,
relationships, or underlying meanings.
• Experimental Research: Tests a hypothesis under controlled conditions to determine cause and effect
relationships.
• Applied vs. Basic Research: While applied research aims at solving a specific, practical problem, basic (or
fundamental) research seeks to deepen understanding without immediate application.
 REFERENCES
Babbie, E. R. (2016). The Basics of Social Research (7th ed.). Stamford, CT: Cengage Learning.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches. Thousand Oaks, CA: Sage.
Planning and Design (11th ed.). Upper Saddle River, NJ: Pearson.
Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks, CA: Sage.
Definition of Research: Leedy, P. D., & Ormrod, J. E. (2015).
Smith, J. (2019). The Art of Research Writing: A Comprehensive Guide. New York: Routledge.
Research: A Way of Thinking: Creswell, J. W. (2014).
Neuman, W. L. (2013). Social Research Methods: Qualitative and Quantitative Approaches (7th
ed.). Boston: Pearson
RECAP
 QUESTIONS
1. What makes up a well-structured research paper's essential elements?

2. How can critical thinking develop via research?

3. What do you mean by "research"?

4. Why is having a clear purpose essential while doing research?

5. What distinguishes routine observation from systematic analysis?

6. When could qualitative research be preferable to quantitative?

 Activity/Assignment
1. Create a one-page outline for a hypothetical research article on a subject of your choosing. The introduction, literature review,

methods, findings, discussion, and conclusion sections must all be included.

2. Watch a brief video or read a short piece about an unusual subject. Three assumptions or hypotheses you had earlier should be

included, along with any revisions or confirmations.

3. Ask three experts or educators to discuss how they define research. Compare their responses and write a brief essay analyzing their

likes and dislikes.

4. Consider a social or personal issue that interests you. Clearly define the goal of your study about that issue.

5. Compare two pieces on the same subject, one from a prestigious publication and the other from a well-known news outlet. What

makes a journal article systematic research? Describe these traits.

6. Look for two papers on the same subject, one using a qualitative and the other a quantitative approach. Record the procedures used,
the kinds of information gathered, and the key conclusions of each article in a table
 CHAPTER II
RESEARCH PROBLEM

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 CHAPTER II
RESEARCH PROBLEM
After the completion of the chapter, students should be able to:
• Evaluate the research problem;
• Identify research problem;
• Formulate objectives of the study; and
• Define the terms to be used in the research.
 Definition of a Research Problem
• A research problem is a specific issue, dilemma, contradiction, or gap in
knowledge that a researcher aims to address through systematic inquiry.
Example: In urban planning, a researcher may identify a problem like "the
effects of urban sprawl on local wildlife."
EXAMPLE OF FINDING THE RESEARCH PROBLEM:
• In the topic exploring the lived experiences of teen mothers someone may
want to focus on those who are public figures such as a daughter of a president
a daughter of a CEO, a daughter of an actor, a daughter of a pastor, and a
daughter of a congressman etc. Although the phenomenon of teen pregnancy
has been explored in the literature there would be a gap on this specific group.
For sure this group would experience the same phenomenon differently than
other teen mothers do.
• Assessment of Profile, Motivation and Academic Performance of Students in a
State University. Specifically BSDM students.
• Community Analysis in a Pro-Poor Community Projects of Non-Government
Institutions in the Philippines
• Job-mismatch among employees in Selected Government Institutions in
CALABARZON
CONT…

• The Impacts of Real Estate and Mining Corporations in the Agricultural Productivity and Economic
Growth of the Philippines by Addressing the disastrous ramifications of Industrialization to the agriculture
sector

• Youth Engagement to the Community Development within/of Municipality ofTrece

• Exploring the factors that determine the efficiency of training of Disaster Risk Reduction Management

• The Struggle of Economically Deprive People in Pandemic Crisis

Source: Amit, 2021
 Elements
A research challenge is defined by several components, including:
• A succinct, unambiguous description of the problem that has to be solved.
• Study's Objective: The rationale or driving force for examining the issue.
• Background: Details around the issue.
• Research scope: The parameters or restrictions of the research.
• Operational Definitions: Detailed explanations of important words or ideas. The
apparent loss in comprehending complicated issues via digital platforms can be the
problem statement in research investigating the impact of digital learning on student
performance.
 Sources of Research Problem
A number of things might lead to research issues, including:
• Review of the Literature: Previous research may have raised issues that still need to
be investigated.
• Personal Experience: The researcher's personal observations or experiences.
• Theoretical Considerations: Theories that already exist but raise issues that need to
be resolved.
• Practical Issues: Investigation-required issues or obstacles in the real world. For
instance, a psychologist may use their own classroom observations to investigate
how peer pressure affects teenage behavior.
 Considerations in Choosing a Research Problem

Choosing a Research Problem: Factors to take into account.

Relevance: The problem should be important and relevant to the field.
Researchability: The issue should be amenable to investigation using established
research techniques.
Novelty: The issue should provide fresh ideas or viewpoints.
Sharp Focus: The issue should have a narrow focus and not be unduly general.
Data Availability: Accessible resources and data that are sufficient should be available.
 Definition of Terms and
Formulation of Objectives

• Formulation of Objectives: This requires explicitly articulating the goals of

the investigation. The study's direction is determined by its objectives.
• Definition of Words: This step ensures that readers comprehend certain
words or concepts within the study context. Research on eating habits may
describe "Processed Foods" as "foods that have been chemically processed
and made solely from refined ingredients and artificial substances."
Source: Amit, 2021
 FORMULATING STUDY OBJECTIVES
RESEARCH QUESTIONS RESEARCH OBJECTIVES

”How do youth/farmers/ To compare youth or farmers

DRRM officers adopt to new practices in adopting to
technology? technology;
“Does attendance to To analyze the causes of why
seminars/training on they prefer to engage or adopt
technology improve their skills to technologies;
and knowledge on leadership
and/or farming?
“Why are many youth are To explain the hindering
encourage to pursue factors in engaging to youth
development works especially initiatives/ adopting
youth advocacies given the technologies
pandemic situation?
 REFERENCES
Babbie, E. (2016). The practice of social research. Cengage Learning.
Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods
approaches. Sage publications.
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction.
Pearson.
Neuman, W. L. (2013). Social research methods: qualitative and quantitative
approaches. Pearson.
Trochim, W. M., & Donnelly, J. P. (2007). The research methods knowledge base.
Cengage Learning
RECAP
 QUESTIONS
1. What does "research problem" signify in academic studies?
2. What essential components make up a research problem?
3. Where do research issues usually come from or are generated from?
4. What elements need to be taken into account while choosing a research
problem?
5. What role do defining terminology and setting goals have in the design of a
research study?
 Activity/Assignment
1. Utilizing three academic sources, compose a one-paragraph explanation of a "research
problem."

2. Give examples for each key component of a research issue and list and briefly discuss
them.

3. List five probable sources of research issues that might arise in your study area.

4. Make a list of the top five things to bear in mind while choosing a research issue.

5. Create three goals for a potential study subject and define five key phrases connected
to it.
 CHAPTER III
REVIEW OF RELATED LITERATURE

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 CHAPTER III
REVIEW OF RELATED LITERATURE
After the completion of the chapter, students should be able to:
• Share insights on the importance of the review of related literature and
studies;
• Describe the characteristics of related literature;
• Enumerate the sources of literature; and
• Explain the procedure in reviewing literature.
• Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods
approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.
• Hart, C. (1998). Doing a literature review: Releasing the research imagination. Sage.
• Fink, A. (2019). Conducting research literature reviews: From the internet to paper.
Sage publications.
• Booth, A., Sutton, A., & Papaioannou, D. (2016). Systematic approaches to a
successful literature review. Sage.
• Dr. Evelie P. Serrano Lecture on Literature Review. Agust 21, 20221. University of
the Philippines Los Banos.
RECAP
 QUESTIONS
1. What are the primary goals and functions of related literature and studies, and why is it

essential to incorporate them in research?

2. What qualities distinguish reputable and pertinent research-related publications and

studies?

3. How many researchers locate relevant literature and studies as sources, and what is

the accepted process for examining them?

 Activity/Assignment
1. In a brief essay, discuss the significance of linked literature in research while

emphasizing its main goals and functions.

2. Make a list of qualities that characterize trustworthy relevant literature and

research.

3. Make a list of five prospective sources for literature and research on your

subject that is relevant. A step-by-step process for examining the literature

from these sources should next be described.

 CHAPTER IV
VARIABLES

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 CHAPTER IV
VARIABLES

After the completion of the chapter, students should be able to:

• Identify the variables that will be investigated in the research; and
• Determine the different categories of variables.
 Definition of Variable
• Any trait, number, or amount that can be measured or counted is a variable
in research. It might differ from one participant group to another or alter
over time (Smith, 2000). Research projects cannot function without variables
since they are what you control and track.
 Types of Variables
• Dependent Variable (DV): What you try to predict or explain.
• Independent Variable (IV): The presumed cause or predictor of the dependent variable.
• Control Variable: Variables that researchers keep constant to isolate the relationship between the IV and DV.
• Extraneous Variables: Other variables, aside from the IV, that might affect the outcome.
• Confounding Variable: Extraneous variables that are not controlled for and may influence the DV, confusing the results.
• Categorical Variable: Variables that can be divided into categories.
• Continuous Variable: Variables that exist on a continuous scale.
• Intervening Variable: Variables that provide a link between the IV and DV.
• Moderating Variable: Variables that influence the strength of the relationship between the IV and DV.
• Mediating Variable: Variables that explain the relationship between two other variables.
 REFERENCES
• Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed
methods approaches. Sage publications.
RECAP
 QUESTIONS
1. What are variables, and how are they used in research studies?
2. What are the primary categories of study variables, and how do they vary from one
another?
 Activity/Assignment

1. Briefly explain "variables" in research and give two real-world instances.

2. Make a table classifying the many variables, and for each category, provide a short
explanation and an example
 CHAPTER V
HYPOTHESIS

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 CHAPTER V
HYPOTHESIS

After the completion of the chapter, students should be able to:

• Explain the terms used in hypothesis formulation, its functions, and
characteristics;
• Differentiate the null (ho) and alternative hypothesis (H1);
• Enumerate the steps used in hypothesis testing; and
• State the null (ho) and alternative hypothesis (H1) to be tested in the research
 Definition of Hypothesis
• A hypothesis is a declarative statement that suggests a possible connection
between two or more variables. It is a precise, verifiable hypothesis about
what you anticipate in your investigation. A hypothesis essentially serves as a
roadmap or framework for the study, giving it direction and emphasis.
 Functions of Hypothesis
Functions of Hypothesis
• Guidance for Research: Directs the research's course and design.
• Explanation and Prediction: Offers insights and anticipates outcomes.
• Interlinking Theory and Research: Bridges theoretical and empirical
questions.
• Basis for Testing: Defines criteria to evaluate assumptions.
 Characteristics
Features of a Hypothesis
• Testability: Should allow for empirical investigation.
• Clarity and precision are required.
• Relevance: In line with the topic and approach of the study.
• Simplicity: Preferably direct and succinct.
• Consistency: Complies with established truths and ideas.
 Types
• Null Hypothesis (H0): Results are random and there is no discernible
difference.
• Contrary to the null hypothesis, alternative hypothese (Ha or H1) suggest an
effect. An effect's direction is predicted by a directional hypothesis.Non-
directional Hypothesis: Makes an impact prediction without indicating its
direction.
• Complex Hypothesis: Examines connections between several variables.
 Testing Hypothesis
• Plan the experiment or research while designing a study.
• Collect Data: Obtain pertinent data in a neutral manner.
• Analyze the Data: Examine the data using statistics.
• Interpreting the findings Choose whether or not you believe the theory.
• Draw Inferences: List the conclusions based on the data.
 REFERENCES
• Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education (7th ed.).
Routledge.
• Kerlinger, F. N. (1986). Foundations of behavioral research (3rd ed.). Holt, Rinehart, and
Winston.
• Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches
(7th ed.). Pearson.
• Pallant, J. (2016). SPSS survival manual (6th ed.). McGraw-Hill Education.
• Popper, K. R. (2002). The logic of scientific discovery. Routledge. (Original work published
1935)
• Trochim, W., & Donnelly, J. P. (2006). The research methods knowledge base (3rd ed.).
Atomic Dog.
RECAP
 QUESTIONS
1. What does a hypothesis mean in terms of scientific study?

2. What are a hypothesis' primary purposes in research?

3. What traits give a theory the ability to be both accurate and useful?

4. What are the primary sorts of hypotheses used in research investigations, and can you

list and explain them?

5. In what ways does the research process test a hypothesis?

 Activity/Assignment
1. Give a short description of the "hypothesis" and an example from a subject that interests you.

2. List the three primary purposes a study hypothesis serves and provide a brief justification for

each.

3. Create a checklist that outlines the five crucial traits of a strong hypothesis

4. Create a table that classifies the many categories of hypotheses. Give a succinct definition

and an example hypothesis for each kind.

5. Create a straightforward experimental situation, then describe how you would test a specific

hypothesis in that setting

 CHAPTER VI
RESEARCH DESIGN

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 CHAPTER VI
RESEARCH DESIGN

After the completion of the chapter, students should be able to:

• Select the research design to be used in their research; and
• Understand the chosen design for a particular research study.
 Research Design
Research Design
• Definition: Systematic plan detailing how a study will be conducted.
• Purpose:
• Provides answers to research questions.
• Guides data collection and analysis methods.
• Offers a structure for interpreting results.
• Considerations:
• Research question type.
• Choice between qualitative or quantitative designs.
 Selecting a Study Design

• Research Question: Understand the primary aim of your research.

• Type of Data: Decide between qualitative or quantitative data.
• Resources: Ensure chosen design fits time and financial constraints.
• Level of Existing Research:
• Little existing research: opt for exploratory designs.
• Abundant research: structured designs may be suitable.
• Ethical Considerations: Prioritize participant well-being.
• Generalizability vs. Depth:
• Broader application vs. deeper specific insights.
• Validity and Reliability: Ensure accurate and consistent results.
 REFERENCES
• Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed
methods approaches (4th ed.). Sage publications.
• de Vaus, D. A. (2001). Research design in social research. SAGE.
• Kothari, C. R. (2004). Research methodology: Methods and techniques. New
Age International.
RECAP
 QUESTIONS
1. What exactly is "research design," and why is it essential in the research process?

2. What elements must be considered while choosing a suitable study design for a

research project?
 Activity/Assignment

1. Explain succinctly what a "research design" entails, including its essential elements.

2. For a fictitious research project, construct a flowchart or decision tree explaining the

procedures and factors to consider when choosing a study design.

 CHAPTER VII
SAMPLING

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 CHAPTER VII
SAMPLING
At the end of the chapter, students should be able to:
• Differentiate sampling from population;
• Described the type of sampling; and
• Determine the sample size.
 Types of Sampling

Two Main Categories:

• Probability Sampling
• Non-probability Sampling
Probability Sampling
• Definition: Every member has a known, non-zero chance of selection.
Methods:
• Simple Random Sampling
• Stratified Sampling
• Cluster Sampling
• Systematic Sampling
• Determining Sample Size - Factors
• Population Size
• Variability in Population
• Desired Precision
• Confidence Level
• Available Resources
• Analysis Complexity
• Non-probability Sampling
• Definition: Not all members have a known or equal chance of inclusion.
• Methods:
• Convenience Sampling
• Judgmental/Purposive Sampling
• Snowball Sampling
• Quota Sampling
Quantitative vs. Qualitative
• Quantitative: Uses statistical formulas; based on confidence, error, and
variance.
• Qualitative: Often guided by data saturation; stops when no new insights
emerge.
•
 REFERENCES
• Bryman, A. (2016). Social research methods (5th ed.). Oxford University
Press.
• Trochim, W., & Donnelly, J. P. (2006). The research methods knowledge
base (3rd ed.). Atomic Dog.
• Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for
research activities. Educational and Psychological Measurement, 30(3),
607-610.
• Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are
enough? An experiment with data saturation and variability. Field
Methods, 18(1), 59-82.
RECAP
 QUESTIONS

1. What does "sampling" mean in the context of scientific research?

2. What are the most common sampling techniques used in research?

3. What variables affect the choice of the ideal sample size for a study?
 Activity/Assignment
1. Briefly define "sampling" and discuss its use in research in a paragraph.

2. Make a table listing and briefly outline the three basic categories of sampling techniques.

3. Create an illustrative research plan and specify the processes you would follow in

choosing the right sample size for the study.

 CHAPTER VIII
DATA COLLECTION

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 CHAPTER VIII
DATA COLLECTION
After the completion of the chapter, students should be able to:
• classify data
• describe the methods of data collection
• prepare the research instrument, and
• pre-test the questionnaire
Classification of Data
• Quantitative vs. Qualitative
• Primary vs. Secondary
• Cross-sectional vs. Longitudinal
Methods of Collecting Data
• Surveys
• Observations
• Experiments
• Case Studies
• Secondary Data Analysis
Research Instrument
• Definition: Tool used to collect, measure, and analyze data.
• Examples: Questionnaires, Interview Guides, Observation Checklists, Tests
and Scales.
Pre-testing of Questionnaire
• Purpose: Refine and ensure accuracy.
• Methods: Cognitive Interviews, Field Testing.
• Benefits: Enhance reliability, reduce errors.
 REFERENCES
• Angrosino, M. (2007). Naturalistic observation. Walnut Creek, CA: Left Coast
Press.
• Babbie, E. (2016). The practice of social research (14th ed.). Cengage Learning.
• Beatty, P. C., & Willis, G. B. (2007). Research synthesis: The practice of
cognitive interviewing. Public Opinion Quarterly, 71(2), 287-311.
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches (4th ed.). SAGE Publications.
RECAP
 Questions
1. What various categories may data be categorized into in research?

2. List and briefly explain the three most used data collection techniques.

3. What is a "research instrument," and why is it necessary for data collection?

4. Why is a questionnaire's pre-testing important, and how is it usually done?

 Activity/Assignment

1. Gather information from 10 of your classmates about their age, favorite color, and mood on a scale of 1 to 10. Sort this data into

the proper categories (categorized or numerical).

2. Pick a study area that interests you. Choose the data-gathering technique that would be most appropriate for it (such as a

survey, interview, or observation) and justify your decision in two words.

3. Create a quick survey about an exciting subject. Make sure to blend yes/no, multiple choice, and short answer questions in your

survey.

4. Talk to a friend or member of your family about your survey. Ask participants for input on clarifying your survey's questions, then

make any necessary changes.

 CHAPTER IX
PROCESSING DATA

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 CHAPTER IX
PROCESSING DATA
After the completion of the chapter, students should be able to:
• Identify the tools for the analysis of data to achieve the objectives; and
• Apply tools in the analysis of data.
 Definition
• A systematic series of operations converting raw data into usable information, comprising:
• Input: Collection of raw data.
• Processing: Transformation of data.
• Output: Generation of comprehensible information.
• Significance:
• Ensures accuracy and quality of information.
• Foundation for informed decision-making.
• Improves efficiency in data handling.
• Aids in better storage and management.
 Statistical Tools
• Purpose: Collect, analyze, and interpret data.
• Examples: Measures of central tendency, dispersion, regression analysis.
 Financial Tools
• Purpose: Manage and assess financial health and objectives.
• Examples: Financial ratios, budgeting worksheets, discounted cash flow.
 Gender Analysis Tools
• Purpose: Understand gender roles, relations, and inequalities.
• Examples: Harvard Analytical Framework, Gender Empowerment Measure.
 REFERENCES
• Laudon, K. C., & Laudon, J. P. (2016). Management information systems: Managing the digital
firm. Pearson.
• Mayer-Schönberger, V., & Cukier, K. (2013). Big Data: A revolution that will transform how we
live, work, and think. Houghton Mifflin Harcourt.
• Kitchin, R. (2014). Big Data, new epistemologies and paradigm shifts. Big Data & Society, 1(1),
2053951714528481.
• Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
• Brigham, E. F., & Ehrhardt, M. C. (2013). Financial management: Theory & practice. Cengage
Learning
• March, C., Smyth, I., & Mukhopadhyay, M. (1999). A guide to gender-analysis frameworks.
Oxfam.
RECAP
 Questions
1. What main roles do statistical tools play in the research process?

2. How can financial tools support financial analysis and decision-making?

3. Why are tools for gender analysis crucial in resolving gender gaps in projects or

research?
 Activity/Assignment

1. Make the mean, median, and mode calculations using a dataset. Compare and contrast each of these metrics of

central tendency.

2. Use any spreadsheet program to create a simple budget for a fictitious project. Make sure to offer a total as well

as itemized expenditures. In the context of the fictitious project, go through the significance of each line item in the

budget.

3. Choose a video, radio, or print commercial or media clip. Apply fundamental gender analysis principles to the

content's analysis. Comment on if the information supports gender equality or reinforces prejudices. If the latter,

suggest changes to make the material more gender inclusive

 CHAPTER X
WRITING A RESEARCH PROPOSAL

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 CHAPTER X
WRITING A RESEARCH PROPOSAL
After the completion of the chapter, students should be able to:
• Develop a group research proposal as a final requirement for the subject.
 Introduction

• What is a research proposal?

• Importance of crafting a strong proposal.
 Purpose of a Research Proposal

• Communicate research intent.

• Provide a blueprint.
• Seek approval or funding.
 Key Components (Part 1)
• Title of the research.
• Introduction to the topic.
• Statement of the problem.
 Key Components (Part 2)

• Research objectives or hypotheses.

• Literature review.
• Research methodology.
 Key Components (Part 3)

• Significance of the study.

• Budget and timeline.
• References.
 Importance of Clarity and Coherence

• Crucial for approval and understanding.

• Ensure logical flow and structure.
 Challenges and Considerations

• Depth of subject knowledge required.

• Ethical considerations.
• Seeking feedback and revisions.
 Navigating Challenges

• Comprehensive preparatory reading.

• Peer and mentor feedback.
• Ethical guidelines.
 Conclusion & Takeaways
• The significance of a well-structured proposal.
• Roadmap for effective research.
• Grounding in literature and methodology.
 REFERENCES
• Creswell, J. W. (2014). Research design: Qualitative, quantitative,
and mixed methods approaches. Sage publications.
• Punch, K. F. (2016). Developing effective research proposals.
Sage.
• Smith, R. (2011). The art of writing a research proposal.
Postgraduate Medical Journal, 87(1023), 52-57.
• Bryman, A. (2015). Social research methods. Oxford university
press.
RECAP
 QUESTIONS
1. What constitutes a research proposal's essential elements?

2. For what reasons is The literature review a crucial component of a study proposal?

3. How does the proposal change when a definite research aim or hypothesis is present?
 Activity/Assignment
1. Write the heading for a fictitious research proposal.

2. List three possible research topics that are connected to the title you choose.

3. Write a succinct literature review (no more than two to three paragraphs) on your chosen

subject, making sure it relates to your research questions.

4. List all conceivable approaches that might be appropriate for your research topics.

5. Describe the anticipated impact or relevance of your study

 CHAPTER XI
PRESENTING A RESEARCH PROPOSAL

Prepared by:
MR. JAYSI T. CORPUZ
Faculty In-Charge
 CHAPTER XI
PRESENTING A RESEARCH PROPOSAL
After the completion of the chapter, students should be able to:
• Be familiar about importance, strategies and challenges in presenting research
proposal; and
• Present a research proposal.
 Introduction
• An essential phase in the research process is presenting a study proposal,
whether to an academic committee, possible funders, or other stakeholders.
In addition to outlining the planned study, the proposal presentation
demonstrates the researcher's readiness and subject knowledge. Clarity,
coherence, and confidence are necessary for a successful presentation
(Creswell, 2014).
 Importance

A presentation of a research proposal has numerous functions:

• Feedback and Validation: It gives the researcher a chance to respond to comments, fix
issues, and validate the path of the study (Punch, 2016).

• Engaging Stakeholders: According to Smith (2011), the presentation enables stakeholders

to grasp the importance and ramifications of the study.

• Allocating Resources: For academics looking for funding, a powerful presentation might
be essential to gaining the required funds.
 Techniques for a Powerful Presentation

• Clarity of Content: The central ideas of the proposal, including its goals, methodology, and relevance, should be stated
clearly. Avoid using jargon or too technical terminology if it is not required. The aim is to ensure that even non-specialists
can understand the fundamentals (Bryman, 2015).
• Slides and other visual aids may be used to emphasize crucial ideas. Compelling images may improve comprehension and
memory. To prevent cluttering or too thick graphics, make sure they enhance the verbal material (Duarte, 2010).
• Practice and rehearsal: Confidence is boosted by topic familiarity. Repeatedly practice the presentation, preferably in front
of peers who can provide feedback. This aids in efficient time management.
• Make the lecture lively and approachable by asking questions, using stories, or giving concrete examples. This may help
make complex study issues easier to understand (Creswell, 2014).
• Prepare for questions by anticipating any the audience may have and having responses ready. This builds trust in addition to
showing thoroughness (Punch, 2016).
 REFERENCES
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed
methods approaches. Sage publications.
• Punch, K. F. (2016). Developing effective research proposals. Sage.
• Smith, R. (2011). The art of presenting a research proposal. Postgraduate
Medical Journal, 87(1023), 52-57.
• Bryman, A. (2015). Social research methods. Oxford university press.
• Duarte, N. (2010). Slide:ology: The art and science of creating great
presentations. O'Reilly Media, Inc.
RECAP
 QUESTIONS

1. What are the key components to include when presenting a research proposal?
 Activity/Assignment
1. Prepare a fake research proposal on a subject of your choosing for a 5-minute
presentation.
2. Make sure you include the following essential elements:
a. A description of the study's subject
c. An explanation of the issue
c. Intentions or theories
c. A synopsis of the literature
e. Technique
f. Result expectations
g. Calendar
3. Summarize your presentation's essential ideas in a one-page handout.
4. After presenting, get comments from your audience or the teacher about the presentation's
clarity, coherence, and thoroughness. Adapt your suggestion in light of the comments received
THE END