LECTURE 1

RESEARCH AND ITS IMPORTANCE

What is not Research?
Research is not just information
gathering. A student going to the
library and reading information about
Jose Rizal is not research.
Research is not rearranging facts. A
student writing a report on behavior of
pendulums is not research.
Adding new flavor to a toothpaste still
cannot be considered as a real
research.
In short
Research isnt information gathering:
Gathering information from
resources such as books or
magazines isnt research.
No contribution to new
knowledge.
Research isnt the transportation of
facts:
Merely transporting facts from
one resource to another doesnt
constitute research.
No contribution to new
knowledge although this might
make existing knowledge more
accessible.
What Research is
Research:
in this age and time means searching for
a theory, for testing a theory or for solving a
problem (Sevilla et.al. 1992). It means that a
problem exists and has been identified and
that a solution to the problem is necessary.
Kerlinger (1973) defines scientific research
as a systematic, controlled, empirical and
critical investigation of hypothetical
propositions about presumed relations
among natural phenomena.
RESEARCH
Defined as a scientific investigation of
phenomena which includes collection,
presentation, analysis, and
interpretation of facts that link mans
speculation with reality
RESEARCH
According to Good: careful, critical,
disciplined inquiry, varying in
technique and method according to
the nature and conditions of the
problem identified, directed toward
the clarification or resolution (or both)
of a problem.

Process of gathering data or

information to solve a particular or
specific problem in ascientific manner.
Systematic study or investigation of
something for the purpose of
answering questions posed by the
researcher.
An attempt to gain solutions to
problems, the collection of data in a
rigorously controlled situation for the
purpose of prediction or explanation.
Purposive, systematic, and scientific
process of gathering, analyzing,
classifying, organizing, presenting and
interpreting data for the solution of a
problem, prediction, for invention, for
the discovery of truth, or for the
expansion or verification of existing
knowledge, all for the preservation
and improvement of the quality of
human life.
Why do we need research?
To get PhDs, Masters and
Bachelors degree
To provide solutions to complex
problems
To investigate laws of nature
To make new discoveries
To develop new products
To save costs
To improve our life
Research Basics
Research is systematic, because it
follows certain steps that are logical in
order. These steps are:
Understanding the nature of
problem to be studied and
identifying the related area of
knowledge
Reviewing literature to
understand how others have
approached or dealt with the
problem.
Collecting data in an organized
and controlled manner so as to
arrive at valid decisions.
Analyzing data appropriate to
the problem.
Drawing conclusions and
making generalizations.
Characteristics of Researcher
Intellectual curiosity eager to get
information
Prudence
Healthy criticism
Intellectual honesty

Ten Good Qualities of Researcher

R research oriented
E efficient
S scientific
E effective
A active
R - resourceful
C creative
H honest
E economical
R religious
Mans Major Problems Which Demand
Research
How to reduce his burden of work
How to relieve suffering
How to increase satisfaction in
fulfilling his cravings and aspirations
Examples of Products
of Research
LRT or Light Rail Transit was
constructed due to problems of traffic
Calculators were invented to solve the
difficulties in computing
Televisions, movies, and betamax
were invented for man to see and hear
events that happen at great distance
Airplane, ships, buses, jeepneys,
automobiles were made to enabled
man to reach far places
Telephone, telegraph, fax machines
and many others were made to solve
the problems of communication
Computers, typewriters,
mimeographing machines, and copier
machines was devised for duplicating
documents
Electricity was discovered and used to
produced light and conveniences
Values of Research to Man
Research improves the quality of life
Research improves instruction
Research improves students
achievement
Research satisfies mans needs
Research reduces the burden of work
Research has deep-seated
psychological aspects
Research improves the exportation of
food products
Purpose and Goals of Research
Discover new facts about known
phenomena.
Find answers to problems which are
only partially solved by existing
methods and information.

Improve existing techniques and

develop new instruments or products.
Discover previously unrecognized
substances or elements.
Discover pathways of action of known
substances and elements.
To order related, valid generalizations
into systematized science.
Provide basis for decision-making in
business, industry, education,
government, and in other
undertakings.
Satisfy researchers curiosity.
Find answers to queries by means of
scientific methods.
Acquire a better and deeper
understanding about one
phenomenon.
Expand or verify existing knowledge.
Improve educational practices for
raising the quality of school products.
Promote health and prolong life
Provide man with more of his basic
needs.
Make work, travel, and
communications faster, easier, and
more comfortable.
NATURE AND CHARACTERISTICS OF
RESEARCH
Characteristics of Research
Empirical based on direct
experience or observation by
the researcher
Logical based on valid
procedures and principles
Cylical starts with a problem
and ends with problem
Analytical utilizes proven
analytical procedures in
gathering data
Replicability designs and
procedures are replicated to
enable the researcher to arrive
at valid and conclusive results
Critical exhibits careful and
precise judgment
Characteristics of Research (Calderon, et.al.)
Systematic
Controlled
Empirical
Analytical
Objective, unbiased and logical
Employs hypothesis
Employs quantitative or statistical
methods
Original work

Done by an expert
Accurate investigation, observation
and description
Patient and unhurried activity
Requires an effort-making capacity
Requires courage
Differences Between Research and ProblemSolving
Research
Interest in answering a question or a
query.
More rigorous and broader in scope.
Problem is not defined specifically.
Problem-solving
A problem to be solved.
Problem to be solved is less rigorous
and less broad.
Problem to be solved has to be defined
specifically and identified definitely.
Research
Intended to solve some kind of
problem, but this is not the primary
aim.
Conducted not primarily to solve a
problem but to make a contribution to
general knowledge.
Problem-solving
Does not always involve research
Always intended to solve a problem
Research
Concerned with broad problems,
recurrent phenomena, and wide
application through generalization.
Problem-solving
Concerned with specific problem and
once the problem is solved that is the
end of it.
Types of Research
Research is being classified based on the
four dimensions:
1. The purpose of doing research
2. The intended uses of research
3. How it treats time i.e. the time
dimension n research; and
4. The research (data collection)
techniques used in it.
Types of Research as to Purpose
Exploratory/Formulative Research
Descriptive Research
Explanatory Research
Exploratory/Formulative Research
The researchers goal is to formulate
more precise questions that future
research can answer.

Goals of Exploratory Research:

1. Become familiar with the basic facts,
setting, and concerns.
2. Develop well-grounded picture of the
situation.
3. Develop tentative theories, generate
new ideas, conjectures, or hypothesis.
4. Determine the feasibility of conducting
the study.
5. Formulate questions and refine issues
for more systematic inquiry
6. Develop techniques and a sense of
direction for future research.
For exploratory research, the researcher
may use different sources for getting
information like (1) experience surveys, (2)
secondary data analysis, (3) case studies,
and 94) pilot studies.
Descriptive Research
Presents a picture of the specific
details of a situation, social setting, or
relationship.
As the terms implies, is to describe
characteristics of a population of
phenomenon.
It seeks to determine the answers to
who, what, when, where and how
questions. Descriptive study offers to
the researcher a profile or description
of relevant aspects of the
phenomenon of interest.
Goals of Descriptive Research
1. Describe the situation in terms of its
characteristics i.e. provide an accurate
profile of a group.
2. Give a verbal or numerical picture (%)
of the situation.
3. Present background information.
4. Create a set of categories or classify
the information.
5. Clarify sequence, set of stages.
6. Focus on who, what, when, where and
how but not why?
Descriptive researchers use most datagathering techniques surveys, field
research, and content analysis.
Explanatory Research
The desire to know why to explain, is
the purpose of explanatory research.
It builds on exploratory and
descriptive research and goes on to
identify the reasons for something that
occurs.
It looks for cause and reasons.
Goals of Explanatory Research

1. Explains things not just reporting.

Why? Elaborate and enrich a theorys
explanation.
2. Determine which of several
explanations is best.
3. Determine the accuracy of the theory;
test a theorys predictions or principle.
4. Advance knowledge about underlying
process.
5. Build and elaborate a theory,
elaborate and enrich a theorys
predictions or principle.
6. Extend a theory or principle to new
areas, new issues, new topics.
7. Provide evidence to support or refute
an explanation or predictions.
8. Test a theorys predictions or
principles.
Types of Research as to Use
Basic Research
Applied Research
Basic Research
Advances fundamental knowledge
about the human world.
It focuses on refuting or supporting
theories that explain how this world
operates, what makes things happen,
why social relations are a certain way,
and why society changes.
It is the source of most new scientific
ideas and ways of thinking about the
world.
It can be exploratory, descriptive or
explanatory; however, explanatory
research is the most common.
It generates new ideas, principles and
theories, which may not be
immediately utilized.
Basic research rarely helps
practitioners directly with their
everyday concerns/
Nevertheless, it stimulates new ways
of thinking about deviance that have
the potential to revolutionize and
dramatically improve how
practitioners deal with a problem.
A new idea or fundamental knowledge
is not generated only by basic
research. Applied research, too, can
build new knowledge.
Nonetheless, basic research is
essential for nourishing the expansion
of knowledge.
Researchers at the center of the
scientific community conduct most of
the basic research.

Applied Research
Applied researchers try to solve
specific policy problems or help
practitioners accomplish tasks.
Theory is less central to them than
seeking a solution on a specific
problem for a limited setting.
It is frequently a descriptive research,
and its main strength is its immediate
practical use.
It is conducted when decision must be
made about a specific real-life
problem.
It encompasses those studies
undertaken to answer questions about
specific problems or to make decisions
about a particular course of action or
policy.
Types of Applied Research
1. Action Research: The applied
research that treats knowledge as a
form of power and abolishes the line
between research and social action.
2. Impact Assessment Research: Its
purpose is to estimate the likely
consequences of a planned change.
Such an assessment is used for
planning and making choices among
alternative policies.
3. Evaluative Research: It addresses
the question, Did it work? The
process of establishing value
judgment based on evidence about
the achievement of the goals of a
program. Evaluation research
measures the effectiveness of a
program, policy, or way of doing
something.
Research as Time Dimension
1. Cross-Sectional Research:
Researchers observe at one point in
time. Cross-sectional research is
usually the simplest and least costly
alternative. Its disadvantage is that it
cannot capture the change processes.
It can be exploratory, descriptive, or
explanatory, but it is most consistent
with a descriptive approach to
research.
2. Longitudinal Research: Researchers
using longitudinal research examine
features of people or other units at
more than one time. It is usually more
complex and costly than crosssectional research but it is also more
powerful, especially when researchers

seek answers to questions about

change. There are three types of
longitudinal research: time series,
panel, and cohort.
Research (Data Collection) Techniques Used
a. Quantitative
The main quantitative techniques are:
1. Experiments
2. Surveys
3. Content Analysis Using Existing
Statistics
B. Qualitative
The major qualitative techniques of
research are:
1. Field Research
2. Case Study
3. Focus Group Discussion
Details about the quantitative and qualitative
techniques of research shall be discussed
later.
Methodology Comparison
Methodology Comparison
Methodology Comparison
Methodology Comparison
Other Categories of Research
(Educational Research)
Types of Research Methodologies
Causal-Comparative
Correlational
Survey
Action Research
Ethnographic
Classification of Research
Library research done in the library
where answers to specific questions or
problems of the study are available
Field research conducted in natural
settings
Laboratory research conducted in
artificial or cntrolled conditions by
isolating the study in a rigorously
specified and operationalized area

Types of Research
Pure research aims to discover
basic truths or principles
Ex. Archimedes principle, Newtons law,
Hookes law, Boyles law, Charles law
Applied research involves seeking
new applications of scientific
knowledge to the solution of the
problem
Action research is a decisionoriented research involving the
application of the steps of the
scientific method in response to an
immediate need to improve existing
practices
Classification of Research (Calderon,
et.al.)
According to purpose
Predictive or prognostic:
purpose of determining the
future operation of the variables
under investigation with the aim
of controlling or redirecting such
for the better.
Directive: determines what
should be done based on the
findings.
Illuminative: concerned with
the interaction of the
components of the variable
being investigated.
Classification of Research (Calderon,
et.al.)
According to goal
Basic or pure research: done for
the development of theories or
principles
Applied: application of the
results of pure research
Classification of Research
(Calderon, et.al.)
According to the levels of investigation

 Exploratory: studies the

variables pertinent to a specific
situation
Descriptive: studies the
relationships of the variables.

Classification of Research
(Calderon, et.al.)
According to time element
Historical: describe what was.

Experimental: studies the

effects of the variables on each
other.

Descriptive: describes what is.

Classification of Research
(Calderon, et.al.)

Classification of Research
(Calderon, et.al.)

According to the type of analysis

Experimental: describes what

will be.

Sociological

Analytic: attempts to identify

and isolate the components of
the research situation.

Social

Holistic: begins with the total

situation, focusing attention on
the system first and then on its
internal relationships.

Anthropological

Classification of Research
(Calderon, et.al.)

Industrial

According to scope: action research

According to choice of answers to
problems.
Evaluation: all possible courses
of action are specified and
identified and the researcher
tries to find the most
advantageous.
Developmental: focus is on
finding or developing a more
suitable instrument or process
than has been available.
Classification of Research (Calderon,
et.al.)
According to statistical content
Quantitative or statistical:
inferential statistics are utilized
to determine the results of the
study.
Non-quantitative: the use of
quantity or statistics is
practically nil, descriptive data

Psychological

Physical
Chemical

Economics
Health
Nursing
Curriculum
Educational
Purpose of Laboratory Research
1. To test hypothesis derived from the
theory
2. To control variance under research
conditions
3. To discover the relations between the
dependent and independent variables

LECTURE 2
Lecture 2: Theses
Calmorin, L.P., Calmorin, M.A. (1995),
Methods of Research and Thesis
Writing, Rex Bookstore, Inc., Quezon
City
Thesis or Dissertation, http://exn
ildpedia,org/ ild/Thesis_or_dissertation
Thesis or Dissertation
The word thesis comes from the
Greek Orn, meaning position, and
refers to an intellectual proposition.
Dissertation comes from the Latin
dissertatio, meaning discourse.
Thesis or Dissertation

 A dissertation or thesis is a document

submitted in support of candidature
for a degree or professional
qualification presenting the authors
research and findings. In some
countries/universities, the word thesis
or a cognate is used as part of a
bachelors or masters course, while
dissertation is normally applied to a
doctorate, whilst, confusingly, in
others, the reverse is true.
Thesis or Dissertation
A typical thesis has a title page, an
abstract, a table of contents, a body,
comprising the various chapters, and a
bibliography or (more usually) a
references section.
Thesis or Dissertation
Dissertations vary in their structure in
accord with the many different areas
of study (arts, humanities, social
sciences, technology, etc.) and the
great differences between them.

Once approved by the thesis

committee, it becomes a guided
researcher with an adviser
Not a course requirement
Done by an expert
With budgetary requirements
To be submitted to a funding or
sponsoring agency
Professional research without an
adviser
Parts of a Thesis
1. Chapter 1 (The Problem and Its
Background)
1.1 Statement of the Problem
1.2 Theoretical/Conceptual Framework
1.3 Assumptions
1.4 Hypotheses
1.5 Significance of the Study

Thesis or Dissertation

1.6 Scope and Limitations of the Study

Dissertations normally report on a

research project of some kind, and the
structure nearly always reflects this by
a) introducing the research topic, with
an explanation of why the subject was
chosen for study, b) reviewing relevant
literature and showing how this has
informed the research issue, c)
explaining how the research has been
designed and why the research
methods being used have been
chosen, d) outlining the findings, e)
analysing the findings and discussing
them in the context of the literature
review, and f) concluding.

1.7 Definition of Terms

Thesis Proposal

Research Project

A course requirement

1.8 General Organization and Coverage of

the Study
Parts of a Thesis
2. Chapter 2 (Review of Related Literature)
2.1 Background of the Study
2.2 Related Readings (Conceptual
Literature)
2.3 Related Literature
2.4 Related Studies Research
Literature (Foreign and local)
2.5 Justification of the Present Study
Parts of a Thesis

Done by an amateur researcher

Descriptive Research

No budgetary requirements

3. Chapter 3 (Methodology)

To be submitted to a thesis committee

3.1 Research Design

3.2 Determination of Sample Size (if

sample survey)

5. Chapter 5 (Summary, Conclusions and

Recommendations)

3.3 Sampling Design and Techniques

(if sample survey)

5.1 General Summary of the Study

3.4 The Subjects

Parts of a Thesis
3. Chapter 3 (Methodology)
3.5 The research instruments
3.6 Validation of the research
instruments
3.7 Data gathering procedure
3.8 Data processing method
3.9 Statistical treatment
Parts of a Thesis
Experimental Research
3. Chapter 3 (Materials and Methods)
3.1 Research design
3.2 Determination of sample size (if
sample experiment)
3.3 Sampling design and technique (if
sample experiment)
3.4 The materials
3.5 The instruments, apparatus, and
equipment
Parts of a Thesis
3. Chapter 3 (Materials and Methods)
3.6 The procedure
3.6.1 Field

5.2 Summary of Findings

5.3 Conclusions
5.4 Recommendations
6. Bibliography
7. Appendix
8. Curriculum Vitae
Functions of Bibliography
To give the reader the scope of the
research behind the paper.
To determine if a particular work has
been used.
To provide the reader foundation for
further research.
To allow the reader to find out easily
the full bibliographic information for
materials referred to in parenthetical
notes where only the name of the
author and year are given.
To give necessary descriptive details
for the source materials as a whole in
order that original statements can be
located and consulted by the reader.
Types of Bibliography
A list of the works cited in notes or
within the text (this list is entitled
Bibliography, Work Cited, or
References.

3.8 Data processing method

Works actually cited in a paper

includes all the works used in
preparation for writing the paper.
(Such a list is titled Works Consulted
or Bibliography.)

3.9 Statistical Treatment

Types of Bibliography

3.6.2 Laboratory
3.7 Data gathering technique

Parts of a Thesis
4. Chapter 4 (Results, Analysis, and
Interpretation of Data)

A comprehensive compilation of works

on a subject (entitled Bibliography)
There is the annotated bibliography
each entry is accompanied by a short

descriptive or evaluative statement

which assesses the nature or the value
of the material.
Appendix contents/materials
Questionnaire
Letter of Transmittal
Verbatim Comments of the
Respondents
Original Data

2.3 School
3. Civil Service Eligibilities
4. Experiences
4.1 Year employed
4.2 Position
4.3 Agency
Curriculum Vitae Contents
5. Honors/Awards Received

Summary

5.1 Honors

Tabulations and Computations of Data

5.2 Local/Regional Awards

Computer print-outs

5.3 National Awards

Appendix contents/materials

5.4 International Awards

Tables that contain data of lesser

importance
Supporting legal documents
Department orders,

6. Scholarships/Grants Received
7. Researches Conducted
Curriculum Vitae Contents
8. Publications

Circular

8.1 Books

Memoranda

8.2 Published researches

Supplementary illustrative materials

Lengthy quotations
Curriculum Vitae Contents
1. Personal Information
1.1 Name
1.2 Birthdate
1.3 Birthplace
1.4 Civil Status

8.3 Published articles

9. Membership in Professional and Scientific
Organizations
10. Seminars/Training/Workshops Attended
Additional Information
Check the following links
Wikipedia source
What is thesis?

1.5 Spouse
1.6 Children
1.7 Parents
Curriculum Vitae Contents
2. Educational Qualifications
2.1 Year completed
2.2 Course

LECTURE 3

 Scientific Method and

Research Process
Mary Rose F. Persincula
Instructor
Batangas State University
Scientific Method of Research
Determining (Recognizing) the
problem
Forming a hypothesis
Doing the library research
Designing the study
Developing the instruments for
collecting data
Collecting the data
Analyzing the data
Determining implications and
conclusions from the findings, and
Making recommendations for further
research
Principles of the Scientific Method
Rigid control: manipulation of the
research variables.
Objectivity: there should be no bias
or partiality in treating the results of
the inquiry.
Systematic organization: proper
and accurate tabulation of data,
presenting them in statistical tables
ready for interpretation.
Rigorous standards: setting up of
standards or principles which serve as
bases for evaluating the findings of a
study.

Those things that vary in quantity and

quality which are to be manipulated
by the researcher.
Type of Variable
1. Independent variable stimulus
variable which is chosen by researcher to
determine its relationship to an observed
phenomenon
2. Dependent variable response variable
which is observed and measured to
determine the effect of the independent
variable
3. Moderate variable secondary or
special type of independent variable chosen
by the researcher to ascertain if it alters or
modifies the relationships between the
independent and dependent variables
Type of Variable
4. Control variable controlled by the
researcher in which the effects can be
neutralized by eliminating or removing the
variable
5. Intervening variable interferes with
the independent and dependent variables,
but its effects can either strenghten or
weaken the independent and dependent
variables
Designing the Study
Aside from choosing the right problem,
forming the hypotheses, and library
research
Deciding on the methods of research
to be used, the study population, the
instrument for gathering data and its
preparation, the sampling design,
statistical treatment of data, and
analysis and presentation of data.
Methods of Research

VARIABLE

Historical

Defined as quantity or a
characteristics that has two or more
mutually exclusive values of properties

Descriptive
Experimental
Methods of Collecting Data

 Interview

Dogmatism. An addition.

Questionnaire

The Research Process

Observation

Choosing a Research Topic

Tests

Identifying a Mentor (Thesis Adviser)

Sampling Designs

Knowledge and expertise

Pre random

Experience on the topic

Systematic

Statistical know how

Stratefied cluster

Grammar check

Others

The Research Process

Common Mistakes Made by Beginning

Researchers: Hindrances to Scientific
Inquiry

Safety and Ethics in Research

Enthusiasm and diligence

Good background in research

and statistics

Authority. Based on the credibility of

the source of information.

Good command of the language

to be used

Inaccurate observation. Describing

wrongly

Adequate resources

Tradition. Believing in customs

Overgeneralization. Establishing a
pattern out of few instances.
Selective observation. Persisting to
believe an observed pattern from an
overgeneralization and ignoring other
pertinent patterns.
Common Mistakes Made by Beginning
Researchers: Hindrances to Scientific
Inquiry
Made-up information.
Illogical reasoning. Attributing
something to another without any
logical basis.
Ego-involvement in understanding.
Giving an explanation when one finds
himself in an unfavorable situations.
Mystification. Attributing to
supernatural powers, the phenomena
that cannot be understood.
To err is human. Attitude that admits
the fallibility of man.

Proper referencing of
literatures used

Convenient room for thinking

and writing
Honesty in the accuracy
of results

mans problem and mans major problem

demands research.
SOURCES OF RESEARCH PROBLEM
Existing and past researches
theses
Dissertations
research journals
GUIDELINES IN THE SELECTION OF A
RESEARCH PROBLEM OR A TOPIC
It must be chosen by the researcher
himself
LECTURE 4
Research Problem and Objectives
Definition
1. any significant, perplexing and challenging
situation real or artificial the solution of
which requires reflective thinking
Definition
Definition
Research Problem
Implies that an investigation, inquiry or study
is to be conducted, or that the problem is
ready for investigation, inquiry or study.
It is researchable when:

It must be within the interest of the

researcher
It must be within the
specialization of
the researcher
GUIDELINES IN THE SELECTION OF A
RESEARCH PROBLEM OR A TOPIC
It must be within the competence of the
researcher
It must be within the ability of the
researcher to finance
GUIDELINES IN THE SELECTION OF A
RESEARCH PROBLEM OR A TOPIC

It is researchable when:

GUIDELINES IN THE SELECTION OF A

RESEARCH PROBLEM OR A TOPIC

CHARACTERISTICS OF A RESEARCH
PROBLEM

GUIDELINES IN THE SELECTION OF A

RESEARCH PROBLEM OR A TOPIC

ELEMENTS OF A RESEARCH PROBLEM

The results are practical and

implementable

1. Aim or purpose of the problem (Why)

2. Subject matter or topic to be
investigated (What)

It requires original, critical and

reflective thinking to solve it

3. Place or locale where the research is to

be conducted (Where)

GUIDELINES IN THE SELECTION OF A

RESEARCH PROBLEM OR A TOPIC

4. Period or time of the study (When)

GUIDELINES IN THE SELECTION OF A

RESEARCH PROBLEM OR A TOPIC

5. Population or universe (Who)

SOURCES OF RESEARCH PROBLEM
Research was born out of

GUIDELINES IN THE SELECTION OF A

RESEARCH PROBLEM OR A TOPIC

 It must not advocate any change in

the present order of things by means
of violence but by peaceful means

Avoid using terms

An Analysis of
A Study of

GUIDELINES IN THE SELECTION OF A

RESEARCH PROBLEM OR A TOPIC
GUIDELINES IN THE SELECTION OF A
RESEARCH PROBLEM OR A TOPIC
CRITERIA OF GOOD RESERCH PROBLEM
Interesting
Relevant to the needs of the people
Innovative
Cost effective
Measurable and time bound
THE RESEARCH OBJECTIVE

An Investigation of
and the like
It must be written like an
inverted pyramid,
ALL WORDS IN CAPITAL LETTERS
SAMPLE:
THE TEACHING OF SCIENCE IN THE HIGH
SCHOOLS OF PROVINCE A AS PERCEIVED BY
THE SCIENCE TEACHERS AND STUDENTS
DURING THE
SCHOOL YEAR

S specific

1989-1990

M measurable

Other Samples:

A achievable
R realistic

A PROPOSED PLANT DESIGN FOR THE

PRODUCTION OF SILICON FROM LAHAR

T time bound

Other Samples:

TITLE

Other Samples:

The title is formulated before the start

of the research work

Other Samples:

It must contain the subject matter of

the study, the locale of the study, the
population involved and the period
when the data were gathered or will
be gathered

Other Samples:

TITLE

Other Samples:

Other Samples:
CHAPTER 1
The Problem and Its Background
Introduction

Must be brief and concise,

researchable, possibilities for further
research can be found, and the time
for completing the study is possible.

Statement of the Problem/Objectives

It must be broad enough to include all

the aspects of the subject mater
studied or to be studied

Scope and Limitations of the Study

It must be brief and concise as

possible

Definition of Terms

TITLE

Assumptions and Hypotheses

Significance or Importance of the Study

Theoretical/Conceptual Framework

HOW TO WRITE CHAPTER 1

1. Presentation of the problem

what the problem is all about

will indicate what will be
covered by the study
HOW TO WRITE CHAPTER 1
HOW TO WRITE CHAPTER 1
HOW TO WRITE CHAPTER 1
HOW TO WRITE CHAPTER 1
6. A desire to find a better way of doing
something or of improving a product
7. A desire to discover something
HOW TO WRITE CHAPTER 1
Statement of the Problem
There should be the general statement
of the whole problem followed by the specific
questions or subproblems into which the
general problem is broken up
Characteristics of Specific Questions
General statement of the problem and the
specific subproblems or questions should be
formulated first before conducting the
research.
Stated in the interrogative form.
Clear and unequivocal, it has one meaning
Answers can be found even without
considering the other questions.
Must be based upon known facts and
phenomena
Characteristics of Specific Questions
Answers can be interpreted apart from the
answers to other specific questions
Answers must contribute to the development
of the whole research problem or topic
Summing up the answers will give a
complete development of the entire study
Number of specific questions should be
enough to cover the development of the
whole research problem or study

The general statement of the problem should

be broken up into as many subproblems or
specific questions as necessary.
Assumptions and Hypotheses
Historical and descriptive investigations do
not need explicit hypotheses and
assumptions.
Only studies need expressly written
assumptions and hypotheses
Hypothesis
is a tentative conclusion or answer to a
specific question at the beginning of the
investigation.
It is an educated guess about the answer to
a specific question
Types of Hypothesis
1. Null Hypothesis
is a denial of an existence of an attribute, a
relationship or a difference of an effect.
It is always stated in negative form.
Types of Hypothesis
Example: (for hypothesis)
Is there any significant difference between
the perceptions of the teachers and those of
the students concerning the different
aspects in the teaching of science?
Example: (for hypothesis)
Example: (for hypothesis)
Guidelines in the formulation of explicit
hypotheses
In experimental investigations, comparative
and correlational studies, hypotheses have to
be explicit.
In descriptive and historical investigations,
hypotheses are seldom expressed if not
entirely absent.
Usually stated in the null form because
testing is easier than a hypothesis in the
operational form.

Formulated from the specific questions upon

which they are based.

research. Such a rationale and defensive

should be made under methodology.

Characteristics of a Good Hypothesis

Guidelines in the Use of Basic

Assumptions

1. It should be reasonable
2. It should be testable
3. It should follow the findings of
previous studies.
Purposes, functions and importance of
hypotheses or specific questions
Help the researcher in designing the study:
methods, research instruments, sampling
design, and statistical treatments to use,
what data to gather.
Serve as bases for determining assumptions
Serve as bases for determining the relevance
of data
Serve as bases for the explanation or
discussion about the data gathered
Help or guide the researcher in consolidating
his findings and in formulating his
conclusions.
Assumptions
An assumption is a self-evident truth, which
is based upon a known fact or phenomenon
Oftentimes, especially in descriptive and
historical researches, assumptions are not
explicitly expressed but left implicit, that is,
they are unwritten.
Assumptions
Generally, every specific question is
implicitly based upon an assumption.
If there is no assumption, expressed or
implicit, there can be no specific question
Guidelines in the Use of Basic
Assumptions
1. You cannot assume the value of your
study. Such an argument should have been
made under the section, significance of the
study.
2. You cannot assume the reliability of the
instruments you propose to use in your

3. You cannot assume the validity of the

basic data. Validity is established under
methodology.
4. You cannot assume that your population is
typical. This point is to be made under
methodology.
5. An assumption is not tested, neither is it
defended nor argued.
SIGNIFICANCE OF THE STUDY
1. INDUCTIVE PERSPECTIVE
The researcher moves from particular to the
general, and presents the importance of the
study from the target beneficiaries to the
researcher himself, to the people in the
community.
Important Contributions of the Study in
Relation to
1. Solving the problem and need
2. Bridging a knowledge gap
3. Improving social, economic and
conditions

health

4. Enriching research instruments

methods

and

5. Supporting government thrusts

Significance or Importance of the Study
Guidelines Explanation
1. The rationale, timeless and/or relevance
of the study
2. Possible solutions to existing problems or
improvement to unsatisfactory
conditions
3. Who are to be benefited and how they
are going to be benefited
4. Possible contribution to the fund of the
knowledge
5. Possible implications

SCOPE AND LIMITATIONS OF THE STUDY

SCOPE
- defines where and when the
study was conducted and who the subjects
were
SCOPE AND LIMITATIONS OF THE STUDY
Scope and Limitations of the Study
Coverage of the study area,
The subjects,
The research instruments,
The research issues and concerns
The duration of the study
The constraints that having direct bearing on
the results of the study.
GUIDELINES IN WRITING THE SCOPE
AND LIMITATIONS:
1. A brief statement of the general purpose
of the study
2. The subject matter and topics studied
and discussed

Shapes the justification of the research

problems/research objectives in order to
provide the legal basis for defining its
parameters.
Symbolic construction which uses abstract
concepts, facts or laws, variables and their
relations that explains and predicts how an
observed phenomenon exists and operates.
Conceptual Framework
Presents specific and well-defined concepts
called constructs.
Consists of the investigators own position on
a problem after his exposure to various
theories that have bearing on the problem.
Serve as the guide in conducting the
investigation.
Conceptual Framework
Paradigm: diagrammatic presentation of a
conceptual framework. Example
Inputs
Outputs

Process

Guidelines for Definition of Terms

3. The locale of the study. Where the data

were gathered or the entity to which the data
belongs

1. Only term, word, or phrases which have

special or unique meanings in the study are
defined

GUIDELINES IN WRITING THE SCOPE

AND LIMITATIONS:

2. Terms should be defined operationally,

that is, how they are used in the study.

EXAMPLE:

3. The researcher may develop his own

definition from the characteristics of the term
defined.

This investigation was conducted to

determine the status of the teaching of
science in the high schools of Province A as
perceived by the teachers and students in
science classes during the school year 19891900. The aspects looked into were the
qualifications of teachers, their methods and
strategies, facilities, forms of supervisory
assistance, problems, and proposed solutions
to problems
EXAMPLE:
EXAMPLE:
Theoretical Framework

Guidelines for Definition of Terms

Guidelines for Definition of Terms
5. Definitions should be as brief, clear and
unequivocal as possible
6. Acronyms should always be spelled out
fully especially if it is not commonly known
or if it is used for the first time.
Definition of Terms
1.

Develop a wider knowledge of the

topic which eventually becomes the

theory on which to base your

hypothesis
2.

Makes the terms precise

TWO WAYS TO DEFINE THE KEY TERMS

1. CONCEPTUAL DEFINITION OR
CONSTITUTIVE
- Based on concepts or hypothetic
ones, which are usually taken from the

dictionary. Usually it is the meani9ng

understood by many people
TWO WAYS TO DEFINE THE KEY TERMS
QUESTIONS?