Research Proposals

Module No. 6
A.
TOPIC LEARNING OBJECTIVES
 Turning Research Ideas into Research  Conceptualize research topics/proposals
Proposals  Create and defend a research proposal:
 Writing a Proposal using APA Style o Write the different parts of a
research proposal
o Use APA in preparing a research
proposal

B. DISCUSSION
Writing Research Questions

 It is important that the question is sufficiently involved to generate the sort of project
that is consistent with your expected standards.

 Clough and Nutbrown (2002) use what they call the ‘Goldilocks test’ to decide if
research questions are either ‘too big, ’ ‘too small, ’ ‘too hot, ’ or ‘just right. ’ Those too
big probably need significant research funding because they demand too many
resources. Questions that are too small are likely to be of insufficient substance, while
those that are too ‘hot’ may be so because of sensitivities aroused from doing the
research. This may be because of the timing of the research or the many others that may
upset key people who have a role to play, either directly or indirectly, in the research
context.

 Research questions that are ‘just right’, note Cloughand Nutbrown (2002:34), are those
that are ‘just right for investigation at this time, by this researcher in this setting’.

 The pitfall that you must avoid at all costs is asking research questions that will not
generate new insights.

 This raises the question of the extent to which you have consulted the relevant
literature. It is perfectly legitimate to replicate research because you have a genuine
concern about its applicability to your research setting.
Examples of research ideas and their derived focus research questions

Now, you are ready to write your research proposal. As a group, you have identified a topic
that interests you most. You have talked about the research questions you want to answer. Your
respondents, research design, sampling design, and locale of your study have been determined.
The next step would be for you to prepare a plan to do research – we call it the research
proposal. This proposal will be subjected to the assessment of the panel of three faculty
members. Once you have the approval of the panel, you will implement the proposal.

Parts of the Research Proposal

INTRODUCTION

Background to the Study

 "What problem do I want to address or what question(s) do I want to answer?"
- Elaborate on the variables and their relationships.
 Why is this problem or question significant? You narrate the analysis of the problem situation
in general terms - what brings about this problem. This establishes the relation of the current
study to the existing literature and studies.
 Were there researchers who have worked on this or similar problems? (Review of related
studies)
 What methods were used? (Experimental, descriptive, survey, evaluation, etc.?)
 What were the results, findings or conclusions of previous researches? Cites findings of existing
studies reviewed, issues about their research methods and designs, conclusions, and
recommendations that lead you to conduct the current study
 Show the relevance of your research to other research that has been done. This provides a
strong need for and is practically important for the study.

Review of Related Literature (5-7 pages)

(This is your section header centered on the page)
 Type your literature review here, double spaced, and cite in APA style throughout
Brief history
 It is helpful for your readers to understand the context of your problem and the
solutions that have been attempted to date. Is this a recent problem? An ongoing one?
What brought it to the attention of the public?
Review
 You need to summarize what the existing literature says about your problem and the
existing solutions: What has been tried, what has worked, what has not, and why.
 As you begin, you need to share your theory base with the readers so they understand
how what you are presenting is influenced by that theory base. As you read articles on
your topic, look for what other authors say about a theoretical framework to understand
the problem and suggest solutions.
 This section should flow from past to present. What were the earliest interventions or
solutions? What are the most recent? Be sure to present all sides and whether or not
they agree with your hypothesis. Your research typically involves some information gap
(why research what we already know?).
 After you present what is already known, make your case for your research by either
answering a new question, getting a new answer to an old question, answering a
question about a new population, etc. After you have made your case that your research
will give new information, you will summarize the major points. Finally, you will
formulate (in the last sentence) your research question or hypothesis.
 Remember that the Introduction discusses the problem. The literature review should
concentrate on solutions (those that exist and those that are still required).

Objectives of the Study

 Objectives clearly state what the researcher intends to achieve. This helps to narrow the
focus of the study and prevent it from becoming too broad or unfocused.

Key Characteristics of Effective Research Objectives:

 Specific:
o Objectives should be clear and precise, avoiding vague or ambiguous language.
 Measurable:
o Objectives should include criteria for evaluating progress and success.
 Achievable:
o Objectives should be realistic and attainable within the constraints of the research
project.
 Relevant:
o Objectives should be aligned with the research problem and contribute to the overall
purpose of the study.
 Time-bound:
o Objectives may include a timeline for completion, especially in studies where time is
a critical factor.

Statement of the Problems

Expresses the general problem and its logical components in the specific research questions.
The "statement of the problem" is crucial to any research project. It's the foundation upon which the
entire study is built.
Purpose of the Statement of the Problem:
 Identify the Issue:
o It clearly articulates the specific problem or gap in knowledge that the research aims
to address.
 Establish Significance:
o It explains why the problem is important and why it deserves investigation.
 Provide Context:
o It sets the stage for the research by outlining the relevant background information
and existing knowledge.
 Justify the Research:
o It demonstrates the need for the study and explains how it will contribute to the
field.

Scope and Limitation

 The scope of a study defines the extent to which the research area will be explored. It
specifies the parameters within which the study will operate. It outlines what the research will
cover, including the population, variables, timeframe, and geographical area.

Key Elements:
 Population: Who or what will be studied? (e.g., specific age group, organization, species)
 Variables: What factors will be investigated? (e.g., specific behaviors, attitudes, outcomes)
 Geographical Area: Where will the study take place? (e.g., specific city, region, country)
 Timeframe: Over what period will the study be conducted? (e.g., a specific year, a
longitudinal study)
 Topics: Which topics will be included, and which will be excluded?

Limitations are potential weaknesses or shortcomings in a study beyond the researcher's

control. They may affect the validity and generalizability of the results/findings.

Common Limitations:
 Sample Size: A small sample size may limit the generalizability of the results/findings.
 Sampling Bias: A non-representative sample may introduce bias into the results.
 Data Collection Methods: Limitations of the chosen methods (e.g., self-report bias, limited
access to data).
 Time and Resources: Constraints on time and resources may limit the scope or depth of the
study.
 Measurement Tools: Limitations in the accuracy or reliability of measurement tools.

METHOD (3-5 pages)

Research Design
Write what you intend to study, not what you intend to find, then detail the procedures of
how the study will be conducted for the reader’s assessment of the appropriateness of the methods
to be employed, to assess the reliability and the validity of the findings of the study later.
The introductory part identifies and describes the research design used in the study. Do not
introduce the topic again. Introduce the general methodology most authors have taken on this
topic, the one you will use, and why (tie to the literature review). The research design may be
historical, descriptive, or experimental. Then, the specific type of study under the design selected is
described.

The Participants of the Study

 This includes the study's respondents or subjects, the sample size, the sampling design, the
tools for data gathering, and the procedures to be followed to complete the study. It describes the
study's sample or population in terms of the significant demographic characteristics in relation to
the study's variables.

The Data Gathering Tools

This includes the instruments of the study such as questionnaires, tests, interview guides,
observation guides, or rating scales. A brief description of the instrument used in the study is given,
including how this instrument will be developed. If the instrument is adapted, what revisions were
made, and was permission to use the instrument sought from the author? This part briefly explains
how the instrument was validated and tested for reliability, gives the instrument's different parts,
and describes what variable each part measures.

Data Gathering Procedure

This portion is a brief discussion of the steps undertaken to gather data for the study. The
discussion includes the interactions with the respondents in administering the instrument. The
steps also include executing the sampling plan and other control measures undertaken during the
data gathering.

Data Analysis
The treatment of the data includes statistical tools for analyzing it. This section identifies
and describes statistical tools for treating the data gathered to answer research questions in the
study.

Ethical Consideration
It involves identifying, analyzing, and addressing potential ethical issues that may arise in
various contexts, such as research, business, healthcare, technology, and public policy. It also
ensures that research participants are treated with respect and that the research itself is conducted
with integrity.

Key Ethical Considerations:

 Informed Consent:
o Participants must voluntarily agree to take part I n the research.
o They must be provided with clear and comprehensive information about the study's
purpose, procedures, potential risks, and benefits.
o They should understand that they can withdraw from the study anytime.
 Confidentiality and Anonymity:
 o Confidentiality means that the researcher knows the participants' identities but will
not disclose them to others.
o Anonymity means that the researcher does not know the participants' identities.
o Researchers must take steps to protect participants' privacy and data.
 Voluntary Participation:
o Participants should never be coerced or pressured into participating in a study.
o They must have the freedom to choose whether or not to participate.
 Potential for Harm:
o Researchers must minimize potential physical, psychological, or social harm to
participants.
o They need to weigh the risks and benefits of the research carefully.
 Integrity and Honesty:
o Researchers must conduct their work with honesty and integrity.
o This includes accurately reporting data, avoiding plagiarism, and disclosing any
conflicts of interest.
 Respect for Vulnerable Populations:
o Special care must be taken when conducting research with vulnerable populations,
such as children, the elderly, or individuals with disabilities.
o Additional safeguards may be needed to protect their rights and well-being.
 Data Handling and Storage:
o Researchers must follow strict protocols regarding the safe storage and destruction
of data.
 Fairness:
o Researchers must be fair in the way they treat participants and in the way they
distribute the benefits of the research.

Basic Things to Remember When Encoding a Research Proposal (Pradhan, 2013)

On Margin
1. Margins are to be as follows:
o 1" from top,
o 1" from bottom
o 1.5" from left
o 1" from right sides
On spacing and Font to Use
2. Sentences are double-spaced in all situations.
 3. Use Arial font 11
4. Justification on the left side of the paper.
On Numbering and indention
5. Place the page number in the bottom center of the paper. All pages except the title page,
references, and appendices are numbered.
6. Indent 5 spaces or ½ inch for every new paragraph.
7. Spaces between paragraphs should be maintained at two spaces.
On Punctuation and writing of numbers.
8. After the sentences, two spaces after the period, then the next sentence but still use one
space after commas, colons: and semicolons; after periods separating parts of a
reference citation, and after periods in personal.
On writing numbers
9. When writing numbers below 10, the numbers should be written in words, e.g., five, and
not 5; when 10 and above, the number is written in figures, e.g., 30 students; any
number that begins a sentence should be written in words, e.g., Thirty respondents
submitted the questionnaires out of 35.
On writing references
10. In writing the thesis, you have to cite sources of information so that the readers would
know and be able to locate your sources. Usually, sources are cited when you do the
following actions:
o Discuss, summarize, or paraphrase the ideas of an author;
o Borrow a direct quotation from the author; and
o Use statistical treatment or other data in your writing
On type of references
11. In writing your thesis, you use two types of references.
 In-text citation: These are the ideas you cited within the body of your thesis taken
from sources of the information you have read or studied. The citations are made to
support your ideas and views.
 References: The references are usually found in alphabetical order at the end of the
thesis, including the complete details of your citations. The list of references shows
the author's ethics, the writer’s regard for the authors, respect for intellectual
property rights, and credence to your writing.
On citing authors
12. If sources or references have two authors, always cite both authors every time the
reference occurs.
13. When a reference has three to five authors, cite all authors the first time the reference
occurs. After that, cite only the first author’s surname followed by the abbreviation “et
al.” (and others). When a reference has six or more authors, cite only the surname of the
first author followed by “et al.” and the year of publication for the first and the following
citations.
On listing the references
14. All sources of information should be listed in one list, arranged alphabetically. Do not
create separate lists for each type of information source, such as books, articles, web
documents, brochures, etc. Use American Psychological Association (APA) Format 7th
Edition.

REFERENCES

Boudah, D. J. (2011). Conducting Educational Research. Los Angeles: Sage Publication.

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FoodRisk Resource Center. (2016). Retrieved from resourcecentre.foodrisk.org.
Fraenkel, J. R. (2010). How to design and evaluate research in education. Boston: McGrawHill.
Glen, S. (n.d.). Null hypothesis definition and examples, how to state. Retrieved from StatisticsHowTo.com: Elementary Statistics for the rest of us.:
https://www.statisticshowto.com
Helmenstine, A. M. (2020, February 11). What are examples of a hypothesis? Retrieved from https://www.thoughtco.com/examples-of-a-hypothesis-609090.
Intervening variable. (2014). Retrieved from StatisticsHowTo.com: https://www.statisticshowto.com/intervening-variable
Lacaba-Bago, A. (2011). Thesis writing with confidence. Quezon City: C & E Publishing, Inc.
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