RESEARCH MISCONCEPTIONS
 As a mere gathering of facts or information
 moving facts from one situation to another.
 As an esoteric activity, far removed from
practical life.
 As a word to get your product noticed.
Oxford Encyclopedic Dictionary defines it as:
 the systematic investigation into the study of
materials, sources etc. in order to establish
facts and reach new conclusions
 an endeavor to discover new or collate old
facts etc. by the scientific study of a subject
or by a course of critical investigation.
Leedy:
Research is a procedure by which we
attempt to find systematically, and with the
support of demonstrable fact, the answer to a
question or the resolution of a problem.
Cohen And Manion
Research is a combination of both
experience and reasoning and must be
regarded as the most successful approach to
the discovery of truth.
Importance of Research in daily life
 develops appropriate treatment to improve
the individual’s quality of life.
Through research findings, people are able
to think and act in certain ways. This helps
to determine disorders and their impact on
the person and society.
Characteristics of Research
Accuracy
It must give correct or accurate data, which the
footnotes, notes, and bibliographical entries should
honestly and appropriately documented or
acknowledged.
Objectiveness
It must deal with facts, not with mere opinions
arising from assumptions, generalizations,
predictions, or conclusions.
Timeliness
It must work on a topic that is fresh, new, and
interesting to the present society.
Relevance
Its topic must be instrumental in improving society
or in solving problems affecting the
lives of people in a community.
Clarity
It must succeed in expressing its central point or
discoveries by using simple, direct, concise, and
correct language.
Systematic
It must take place in an organized or orderly
manner.
PROCESS OF RESEARCH
A Question Is Raised
• A question occurs to or is posed to the
researcher for which that researcher has no
answer.
• The question needs to be converted to an
appropriate problem statement like that
documented in a research proposal.
Suggest Hypothesis
• The researcher generates intermediate
hypotheses to describe a solution to the
problem.
• This is at best a temporary solution since
there is as yet no evidence to support either
the acceptance or rejection of these
hypothesis.
Literature Review
• The available literature is reviewed to
determine if there is already a solution to the
problem.
• Existing solutions do not always explain
new observations.
• The existing solution might require some
revision or even be discarded.
Literature Evaluation
• It’s possible that the literature review has
yielded a solution to the proposed problem.
• On the other hand, if the literature review
turns up nothing, then additional research
activities are justified.
Acquire Data
• The researcher now begins to gather data
relating to the research problem.
 • The means of data acquisition will often
change based on the type of the research
problem.
Data Analysis
• The data that were gathered in the previous
step are analyzed as a first step in
ascertaining their meaning.
• As before, the analysis of the data does not
constitute research.
Data Interpretation
• The researcher interprets the newly analyzed
data and suggests a conclusion.
• ◦This can be difficult.
• Keep in mind that data analysis that
suggests a correlation
• between two variables can’t automatically
be interpreted as suggesting causality
between those variables.
Hypothesis Support
• The data will either support the hypotheses
or they won’t.
• This may lead the researcher to cycle back
to an earlier step in the process and begin
again with a new hypothesis.
• This is one of the self-correcting
mechanisms associated with the scientific
method.
Qualitative Research
• A broad approach encompassing many
research methods (social and soft sciences)
• Systematic collection, organization and
interpretation of textual information (also
images/video)
• Inductive approach to generating novel
insights into phenomena that are difficult to
quantify
CHARACTERISTICS OF QUALITATIVE
RESEARCH
Human Understanding And Behavior
• Data analysis results shows an individual’s
mental, social, and spiritual understanding
of the world
Active, Powerful, Forceful
• A lot of changes occur continuously in every
stage of a qualitative research
• You are not fixated to a certain plan.
Multiple Research Approach And Methods
• Qualitative research allows you to approach
or plan your study in varied ways
• You are free to combine this with
quantitative research and use all gathered
data and analysis techniques.
Specificity To Generalization
• Specific ideas in a qualitative research are
directed to a general understanding of
something
• It follows an inductive or scientific method
of thinking
Contextualization
• Your goal is to understand human behaviour
• It is crucial for you to examine the context
or situation of an individual’s life
• Who, what, why, how, and other
circumstances
Diversified Data In Real Life Situations
• A qualitative researcher prefers collecting
data in a natural setting like observing
people as they live and work, analysing
photos or videos as they genuinely appear to
people, and looking at class rooms
unchanged or adjusted to people’s
intentional observations.
Internal Analysis
• Examining the data yielded b the internal
traits of the subject individual (emotional,
mental, spiritual characteristics)
Types of Qualitative Research
Case Study
• Takes place in the field of social care,
nursing, psychology, rehabilitation centres,
education
• Long-time study of person, group,
organization, or situation
• It seeks to find answers to why such thing
occurs to the subject
Etnography
• Is the study of a particular cultural group to
get a clear understanding of its
 organizational set-up, internal operation, and careful and attentive stand toward people’s
lifestyle. world views

Phenomenology DISADVANTAGES OR WEAKNESSES OF

• “phenomenon” which means something QUALITATIVE RESEARCH
known through sensory experience.
• Phenomenology refers to the study of how Subjectivity
people find their experiences meaningful • Involves a lot of researcher’s subjectivity in
data analysis
Historical Analysis
• Central to this qualitative research method is Data Overload
the examination of primary documents to • Its open-ended questions yield “data
make you understand the connection of pat overload” that requires long time analysis
events to the present time.
Time Consuming
Grounded Theory
• This takes place when you discover a new It Is Hard To Know The Validity Or Reliability of
theory to underlie your study at the time of a Data
data collection or analysis
• Through your observation on your subjects, It involves several processes, which results greatly
you will happen to find a theory that applies depend on the researcher’s views or interpretation.
to your current study.
RESEARCH ETHICS
ADVANTAGES OR STRENGTH OF
QUALITATIVE RESEARCH Ethics
• MORAL PRINCIPLES THAT GOVERN A
Naturalistic Approach PERSON’S BEHAVIOR OR THE
• it adopts a naturalistic approach to its CONDUCTING OF AN ACTIVITY
subject matter, which means hat those • moral principles of right and wrong
involve in the research understand things • not absolute; may vary by person, by time,
based on what they find meaningful by place

Understanding of Behavior Research Ethics

• Promotes a full understanding of human • incorporating ethical principles into research
behaviour or personality traits in their practice
natural setting • may involve a balance between and within
principles and practices
Instrumental For Positive Societal Changes
History
A Way To Understand And Interpret Social 1947- Noremberg Code
Interaction 1968- Helsinki Declaration
1979- Belmont Report
Increases Researcher’s Interest 1993- CIOMS
• It increases the researcher’s interest in the 2005- UNESCO
study as it includes the researcher’s
experience or background knowledge n Economic and Social Research
interpreting verbal and visual data. Council, UK – Guidelines

Promotes The Culture of Respect Research should be designed, reviewed and

• It engenders respect for the people’s undertaken to ensure integrity and quality
individuality as it demands the researcher’s
Research staff and subjects must be informed fully
about the purpose, methods and intended possible
uses of the research, what their participation in the
research entails and what risks if any, are involved.
The confidentiality of information supplied by
research subjects and the anonymity of respondents
must be respected.
Research participants must participate in a Non-Publication Data
voluntary way, free from any coercion.
Harm to participants must be avoided.
The independence of the research must be clear; any
conflicts of interest or partiality must be explicit.
Ethical Principles in Social Sciences
Voluntary Participation
• Subjects must agree to reveal information
about themselves.
• Subjects must be able to provide informed
consent.
• Behaviour observed in public settings is
assumed to imply agreement to being
observed
• Subjects contacted after being observed in a
public setting must be informed they were
observed in a public setting.
No Harm To The Subjects
• Subjects must be free from reasonably
anticipated physical or emotional harm.
• Subjects must be informed of the manifest
content of the information they will be asked
to reveal about themselves.
• It is permissible to deceive subjects, as long
as the deception cannot be anticipated to
create physical or emotional harm.
Informed Consent
• Purpose of study.
• How respondent was selected.
• Results will be used for research and
[other].
• Voluntary participation in the study or any
part of it.
• Respondent can keep any incentives if they
withdraw from the study.
• Confidentiality of responses.
• Contact information of the researcher.
Areas of Academic Misconduct
• Plagiarism
• Fabrication and falsification
• Non-publication of data
• Faulty data-gathering procedures
• Poor data storage and retention
• Misleading authorship
• Sneaky publication practices
• Sometimes called “cooking data”
• Data not included in results because they
don’t support the desired outcome
• Some data are “bad” data
• Bad data should be recognized while it is
being collected or analyzed
Data Gathering
• Collecting data from participants who are
not complying with requirements of the
study
• Using faulty equipment
• Treating participants inappropriately
• Recording data incorrectly
• Always drop non-compliers.
• Fix broken equipment.
• Treat subjects with respect and dignity.
• Record data accurately.
• Store data in a safe and private place for 3
years.
Authorship
• Technicians do not necessarily become joint
authors.
• Authorship should involve only those who
contribute directly.
• Should be regarded as the student’s work
• Committee chair and members may be listed
as secondary authors
Components of Chapter 1
A.
1. Introduction/Rationale
The introduction is a group of paragraphs which is
the start of chapter I. it must be carefully written to
create impact and generate interest and enthusiasm
to read on the part of the reader.
A well written introduction is a good starting
point that sets the tone for the rest of the paper.
The introduction does allow statements of
the researcher’s own ideas or opinions but these
must be logically presented and supported by facts,
records, documents, widely circulated information
and statements from persons of established
authority.
A good introduction must not be lengthy and
should not be more than three (3) pages long.
1. Presentation of the situation of the problem
2. Existence of an unsatisfactory condition, or
problem that needs a solution
3. Rationale of the study- why it is necessary to
conduct to the study
4. A desire to have a clearer understanding of a
situation, circumstances or phenomenon
5. An attempt to find a better way of addressing a
problem
6. Can include ideas, phrases and sentences from
published materials relevant to the study to give the
readers an overview of the study. Surnames of the
authors and the years of publication should be
included in parentheses for proper documentation.
Background of The Study
This part/section discuss the historical
background of the problem, when it started, how
and where, if possible. It describes the problematic
situation, the extent and gravity of the problem, who
are affected by it, its effects, etc. and hoe it le the
researcher to conduct the study and conceptualize
the research problem.
The Problem And It’s Background
The statement in the introduction introduces
the study and signifies its importance to create an
interest and intense desire on the reader to know
more about the investigation. This is the preliminary
part of the problem, leading to its main part and
objectives. It may include legal or other basis
related to or for conducting the study.
1. Describe the problem-situation by considering
global, national, and local situation.
2. Justify the existence of the problem situation by
citing statistical data and authoritative sources as
bases to support the problem.
3. The Introduction/Rationale must be short as
possible, an average of three pages.
4. Use the deductive line of reasoning, from macro
perspective to micro perspective.
5. Maintain an objective tone throughout the paper.
6. The researcher may indicate what is wrong in the
present system and explain his desire to discover
ways of enriching or improving something, thus the
study.
7. At the end of the Introduction, the researcher
should cite motives and justification which
prompted him to conduct such a study. Thus a
clinching statement is made to relate a background
to the research problem.
The introduction maybe composed of three
or four paragraphs which will enable the readers to
see at a glance the entire contents of the research
work.
1. The first paragraph is intended to provide the
readers a mental readiness, thus giving them the
information as to what the problem of the research
is all about. It introduces the study and justification.
2. The second paragraph carries the greater part of
this introduction and the problem that is used as
frame of reference. It tells the readers the scope,
circumstances and the coverage of the study.
3. The third paragraph revolves around the various
conditions that accompany and determine the
purpose of the study.
4. The last paragraph is a sort of closing portion that
arouses the curiosity and interest of the readers to
know the results of the study.
2. Conceptual Framework
Conceptual Framework includes the systems of
concept, assumptions, expectations, and beliefs that
support a research study. Concept must be
expressed out in a diagram or illustration by
identifying the key factors, concepts, or variables of
the study. This illustration serves as a guide in
conducting the study.
1. Always draw the schematic
diagram/illustration and explain the
relationship of the boxes/circles, arrows, and
everything in the diagram for the reader to
clearly understand its significance.
2. 2. If variables are to be related, identify the
independent variables, dependent variables,
and the relationship of the variables.
3. The mapping or framework must be
understood by any reader since it is the “
blueprint of the study”.
4. A figure number below the diagram must be
indicated as a caption.
Conceptual framework is a mental image or
perception anchored on the theoretical framework.
The conceptual framework is the detailed
presentation of the variables to be observed in the
on-going study.
The conceptual framework is drawn from the
review of related literatures and studies.
A paradigm research perspective or view that holds
about what research goals and methods should be, a
paradigm as “ a pattern, example, or model.” the
paradigm is the mental window through which the
researcher views the problem,
The conceptual framework depicts a clear picture
what it wants to convey and a better way of doing
the research work through diagrammatic
representation, the paradigm.
In one glance, the paradigm gives the over-all
outline of the entire research study as it shows the
key variables and their interrelationships clearly and
logically.
3. Theoretical Framework
A theory essentially an explanation how one or
more variables are related to other variables. It is an
attempt to develop a general explanation of
phenomenon . A theory must be in the form of a
diagram or illustration in order to be understood.
1. Always indicate the name of the theory or
theories including its author and what the theory is
all about.
2. Indicate the applicability of the theory to the
study
3. If there are many related theories, select the
nearest theory and explain its applicability to the
present study.
4. As much as possible map out or illustrate the
theory.
5. Do not include theoretical framework in the
thesis if there is no theory involved or to be proven.
The practice of constructing theoretical framework
is to cite different theories, models, and paradigms
related to problem and the hypothesis.
The theoretical framework refers to the set of
interrelated concepts, definitions, and prepositions
that present a systematic view of phenomena by
specifying relations among variables (Kerlinger,
1973)
4. Statement of The Problem
Usually, the general problem starts with the phrase:
“This study” while the sub-problems start with:
“Specifically, this study”.
Sub-Problems
 It is arranged in a logical order from factual
to analytical order following the flow in the
research paradigm.
 It should be specifically, correctly, and
grammatically worded in the language of
research.
 It should not duplicate or overlap the other
sub-problems (mutually exclusive
dimensions).
 It is not answerable by yes or no.
 Each specific problem has a corresponding
statistical tool.
This is one of the most important parts of a research
work. This is the focus of the study and all
questions should be categorically stated, and
answered.
There should be a general statement of the main
problem followed by the specific questions or
subproblems into which the general/main problem
is broken up. Statement of the problem should be
specific , clearly and simply stated and arranged
logically according to the research or conceptual
paradigm.
1. There general statement of the problem and
the specific subproblems or questions should
be formulated first before conducting the
research.
1a. The problem be stated both in general and in
specific terms. The general statement of the
problem is a reiteration of the title of the study.
2. Specific problems are stated in the
interrogative form. Hence, subproblems are
called specific questions.
3. Each specific question is researchable and
can be answered independent of the other
questions.
 4. Answers to each specific question must
contribute to the development of the whole
study.
5. The number of the specific questions should
be enough to cover the development of the
whole problem of the study.
5. Assumptions
Assumptions are so basic that without them the
research problem itself could not exist. Without
assumptions, we have no problem, no experiment,
no research. All assumptions that have material
bearing upon the problem should be openly and
unreservedly set forth.
Assumptions need not be proven nor tested.
To discover assumptions, we ask “What am I taking
for granted with respect to the problems?”. The
answer to that question will bring your assumption
into view. The following may be assumed: general
problem, hypotheses, respondents, locale of the
study, research instrument, among others.
These are statements related to the problem.
They are presumed to be true on the basis of
observation or experience. They are used to provide
general direction to the study and do not require
confirmation or discussion in the thesis or
dissertation nor statistical computation.
6. Hypotheses
Hypothesis is required if significant relationship or
difference between or among variables is measured.
Hypotheses are necessary because (1) the researcher
needs to have some points around which the
researcher may be oriented in terms of searching for
relevant data; (2) they allow us to comprehend on
the research project and the motives of the
researcher.
1. Hypothesis should be measurable. Its states
expected relationship between two or more
variables as an answers to the problems.
2. it is testable and specific.
3. It is the statistical form with a level of
significance. A hypothesis cannot be accepted nor
rejected in a decision-making activity without a
statistical significance which is usually .05 or .01.
 A statement of what one expects to find; a
statement to be proven;
 An initial answer to the research questions;
 An expected relationship between variables;
 An explanation of the phenomenon;
 A common sense statement;
 A statement of patterns of behavior;
Null Hypothesis/Operational/Statistical
This is sometimes described as the hypothesis of no
difference or no relationship. Technically, when a
statistical hypothesis is tested using inferential
statistics, it is a null hypothesis that is being tested.
Where “there is no difference” meaning the
independent variable does not affect the dependent
variable and if the data reject the null hypothesis,
then the alternative hypothesis should be true. It is
testable and should be drawn directly from the
specific problems which basically are related to
theoretical/conceptual framework
Research/Alternative Hypothesis
This says “there is a difference,” meaning, that the
independent variable affects the dependent
variables. The alternative hypothesis serves as the
real concern of the research study. It is a definite
statement of the relationship between variables. In
essence, this is what the investigation hopes to
determine.
The hypothesis is a tentative but intelligent and
logical guess/answer to a specific question/problem
which is carefully formulated before conducting the
study.
A good hypothesis provides direction to a study. It
enables the researcher to formulate the
conclusion(s) of the research work. The results of
the study are the basis for its acceptance or rejection
at the end of the study. A good hypothesis must be
briefly and clearly stated. It should also be worded
in such a way that it would be easy for the reader to
remember it throughout reading the entire research
paper.
7. Importance/Significance of the Study
Of what use is the study? What practical values
does the study have? These questions refer to the
importance of the study. The study is directed to
whom the study will be most useful (beneficiaries
end-users) and why the study would be useful to
them.
In this part of the research study, investigator
expresses the value of the problem to be
undertaken. It is where the significant contributions
maybe viewed from the point of the target
beneficiaries like the researcher himself, service
provider, administrators, parents, teachers, students,
planners, decision makers, legislators, politicians,
implementers, practitioners, the family, the
government, the community and the educational
and political institutions.
It may also be viewed on their contributions to the
accumulations and discovery of knowledge, solving
a problem and refinement of concepts and theories,
improvement of research instruments and methods
and meeting the priorities of the institution.
To be significant, the study should be timely and
relevant and must contribute fruitfully on the
improvement of the situation or development of the
behavior of a group of people, specific individuals,
institutions, and communities or the society in the
general.
This is written or presented by stating the
general importance/significance of the study and
followed by the specific significance of the study to
specific individuals, groups, or institutions who will
benefit from the findings of the study. The benefits
to be gained from the study should be logically and
realistically feasible.
1. The rationale, timeliness and relevance of the
study to existing conditions/situations covered by
investigations
2. What motivated the researchers to conduct the
study?
3. The possible solutions to existing problems or
improvement to satisfactory conditions
4. Show the individuals, groups, or communities
who may be placed in a more advantageous on
account of the study
5. The possible contribution to the fount of
knowledge
6. It should consider and discuss the implications,
including the possible causes of the problems, the
positive effects of the problems, and the remedial
measures to solve the identified problems.
8. Scope And Delimitations
The study should indicate the coverage of the study
(scope) and the variables excluded (delimitation).
Limitation of the study indicates the variables that
are to be contained/studied in the research study,
The limitations of the study is an aspect of the study
which may affect the results adversely but over
which the researcher has no control. This includes a
frank/honest admission of any weaknesses or
limitations of the research study concerning the
sampling technique, scope of treatment, variables
covered in the instrument, time constraints, etc.
The delimitation of the study are those which are
not part (excluded) of the study. Since we cannot
study or include everything in the environment, the
weaknesses and shortcomings of the study should
be indicated in this section.
There has to be a limit in the study of variables by
considering time, money, materials, personnel
among others. In writing this section, the first
paragraph should contain the scope and the second
paragraph is the delimitation.
9. Definition of Terms
Terms must be defined for clearer understanding by
the readers (students, teachers, administrators,
beneficiaries/end-users, future researchers, and the
general public.) technical terms and terms which are
oftenly used in the study but have different
interpretations, or terms that may be misinterpreted,
must have to be defined.
These terms can be found in the research title,
statement of the problem, assumptions, hypothesis,
research paradigm, and some other parts of the
study.
A term may be defined lexically
conceptual/constitutive, authoritatively (published
and unpublished materials), or operationally
functional. If the term is lexically or authoritatively
defined, the source must be cited.
1. There must be an introductory
sentence/paragraph before starting defining
a term.
 2. Terms may be arranged alphabetically or
according to their importance or use in the
study. Refer to your institutional policy.
3. Always indent the terms.
4. Emphasize the terms to be defined either by
a bold print, underlining or by italics. Refer
this matter to your institutional policy.
5. If the term to be defined follows a dash (-),
period(.) or no punctuation, a consistent
format must be followed all throughout.
Refer the matter to your institutional policy.
6. Do not number the terms being defined like
1., 2.,3., and so on.
7. Do not capitalize the terms; only the first
letter is capitalized.
The usual or common practice in dealing with
this portion of research is to state first the
conceptual, then, the operational definition,
however, using either one of them is acceptable.
Acronyms should be spelled out fully, especially
if it is not commonly known or if used for the first
time.
1. Define terms, which, though common, may
have a special specific meaning or are
differently use.
2. Define terms that are absolutely necessary in
the study and do so precisely by using an
authoritative document.
3. If it is difficult to find an authoritative
definition, find one or two such definitions;
cite them and try to create your own
definition as used in the study.
Terms should be defined in a research paper in
order for the researcher and the reader to be
thinking in terms of the same thing. Clear
definitions of terms should be stated for all
important variables (words or group of words) that
need to be defined, especially if these are to be
measured by means of specific instruments. Terms
can be defined conceptually and or operationally for
better understanding.
Conceptual Definition
This is also known as constitutive definition,
and it is that which is given in dictionaries, and nor
universal meaning attributed o a word or group of
words. It is mostly abstract and formal in nature
than the operational or functional definition (Sevilla
et.al., 1992).
Operational/Functional Definition
This definition is the researcher’s own
description of the term/concept according to how
the concept is used in the study.
There are two forms of the operational definition
according to Kerlinger:
a. In Measured operational definition, the researcher
states the way the concept is measured in the study.
b. In Experimental operational definition, the
researcher may spell out the details of the
manipulation of a variable.
DESIGNING THE STUDY
• METHOD OF REASEARCH
• DESIGNING THE STUDY POPULATION
• THE INSTRUMENTS FOR DATA
GATHERING AND ITS PREPARATION
• THE SAMPLING DESIGNS
• STATISTICAL ARRANGEMENT OF
DATA AND ANALYSIS
• PRESENTATION OF DATA
Title is formulated before the start of the research
work. It maybe revised and refined later if there is a
need.
• Subject matter of the study
• The locale of the study
• The population involved
• The period when the data were gathered or
will be gathered
• It must be broad enough to include all
aspects of the subject matter studied or to be
studied
• It must be as brief and concise as possible
• Avoid using the terms “An Analysis of,” “A
Study of,” “An Investigation of,” and the
like.
• If the title fills more than one line, it must be
written like an inverted pyramid, all words
in capital
Introduction
• It is a brief statement of the origin of the
problem. It is an account describing the
circumstances which suggested the research.
It may include a justification of the selection
 of the study. It gives brief origin of the
problem.
Statement of The Problem
• The stated research problem that the
researchers is about to investigate must
relate to his interest, academic background
and training.
• It is expected to yield findings that will
provide him with information useful in the
area of the research to be investigated.
• The problem may be about the relationships
among variables which the study aims to
establish.
• It may also be about finding out the extent
of such relationships.
• When stating the problem the researchers
should specify what he is trying to find out
or discover
• “In this study, the author intends to find
evidence that….”
• “This study intends to get evidence that… is
true”
• “This is an investigation on how the
following factors affect….”
• “This investigation essays to find out…”
weaknesses in methodology and design,
statistical analysis, representative of
sampling and time.
• Delimitation sets the parameter accepting
what should be included ,and rejecting what
should be excluded.
SUBJECTS/TOPICS TO AVOID IN RESEARCH
 Controversial topics
 Too narrow/broad topics
 Highly technicalsubjects
 Personal experience
 Worn-out/overuse topics
 Too recent events
Topics/ research problems must be: interesting
• Practical
• Ethical
• Feasible
• Smart (specific, measurable, achievable,
realistic and time-bound)

Significance of The Study

• In this part of the paper, the researchers cites
the importance, responsiveness or relevance
of expected outcomes of the investigation.
• This also explains that the research is not a
duplication of previous studies..
• It may, however, be a replication in the sense
that the proposed research study follows up
a previous study and builds on it.
• This section must emphasize, first of all, the
contributions of the proposed research study
to the existing body of knowledge in a
particular discipline, and to existing and/or
future researches.

Scope And Delimitations

• To specify Scope, the statement spells out
the coverage of the study in terms of subject,
concepts, specific aspects of a phenomenon,
treatment, sampling and time frame.
• The 5 W’s and 1 H of the study will then be
clarified.
• The researchers delimits the aspects of the
subject being investigated considering
specific constraints such as foreseen