WHAT IS RESEARCH

It is a process of scientific thinking that

leads to the discovery or establishment of
new knowledge or truth.
It is not a subjective expression of ideas
or opinion
It is based on facts, starts from a complex
of problems, free from personal bias or
opinion and uses objective measurements
It is a systematic , controlled, empirical,
and critical investigation of hypothetical
propositions about the presumed relations
among natural phenomena
It is systematic and objective analysis and
recording of controlled observations that
may be lead to the development of
generalizations, principles, or theories,
resulting in the prediction and possibly the
ultimate control of events.
CHARACTERISTICS OF RESEARCH

It is directed towards the solution of a problem. The

ultimate goal is to discover the cause-and-effect
relationship between variables.
It emphasizes the development of generalizations,
principles, or theories that will be helpful in predicting
future occurrences.
It is based upon observable experience or empirical
evidence.
It demands accurate observation and description.
It involves gathering new data from primary or first-hand
sources or using existing data for a new purpose.
It is more often characterized by carefully
designed procedures, always applying rigorous
analysis.
It requires expertise.
It strives to be objective and logical, applying
every possible test to validate the procedures
employed, the data collected, and the
conclusions reached.
It involves the quest for answers to unsolved
problems.
It is characterized by patient and unhurried
activity.
It is carefully recorded and reported.
It sometimes requires courage.
THE RESEARCH PROCESS
Identification of the problem.
Formulation of the hypothesis, in which the
researcher entertains one or several tentative
propositions.
The collection of data
The analysis or classification and tabulation of
data, in which the researcher applies the
process of deduction.
The synthesis of data, or the formulation of
generalizations or principles that may be
substantiate or refute the hypothesis or
hypotheses.
STAGES IN RESEARCH PROCESS

#1
Choosing the Problem
and Stating Hypothesis

#2
#5
Formulating
Interpreting Results
Research Design

#4 #3
Coding and Data Collection
Analyzing Data
ORIGINALITY IN RESEARCH

The discovery or analysis of new data by

old or new methods
The manipulation of old facts by some new
technique
The manipulation of old facts from some
fresh point of view
WHAT IS A THESIS

It is defined as the report of a scholar upon

some piece of research which he has
completed.
It is the culmination of a devious process
extending from the initial insight into the
opportunity for investigation to the insertion of
the final footnote.
Many elements are involved and each offers the
possibility of raising or lowering the quality of the
product.
It should be an undeviating search for truth, and
original in substance.
SCHOLAR

It refers to an individual who is seeking the truth

It refers to an individual who uses scientific methods of
inquiry
It refers to an individual who makes significant
contribution to knowledge
An individual who is impartial, and clear objectiveness of
his viewpoint prevents him from minimizing or distorting
any pertinent facts.
One who is dominated by a passion fro accuracy and an
anxiety to exercise the best possible discrimination in the
handling of data.
FORMS OF SCIENTIFIC WRITING

Thesis
a formal and lengthy research paper especially one
written in partial fulfillment of the requirements for a
degree
Dissertation
a formal and lengthy research paper especially one
written in partial fulfillment of the requirements for the
degree of doctor.
Term Paper
It follows the process of a thesis but it is simpler and
mostly consisting of library research. It has a form which
is suitable to its purpose.
PRELIMINARY STEPS in RESEARCH
PROCESS

The research plan

The pilot study
Reviewing the literature
Selecting the sample
Research on Human subjects
Measuring Human Behavior
The Research Problem
A problem is (1) any significant, perplexing and
challenging situation, real or artificial, the
solution of which requires reflective thinking;(2)
a perplexing situation after it has been translated
into a question or series of questions that help
determine the direction of subsequent inquiry
(Dewey).
It implies that an investigation, inquiry or study is
to be conducted, or that the problem is ready for
investigation, inquiry or study.
Elements of a Research Problem

Aim or purpose of the problem for investigation.

The subject matter or topic to be investigated
The place or locale where the research is to be
conducted
The period or time of the study during which the
data are to be gathered
Population or universe from whom the data are
to be collected
Guidelines in Choosing a Research Problem

The research problem or topic must be chosen by the

researcher himself.
It must be within the interest of the researcher.
It must be within the specialization of the researcher.
It must be within the competence of the researcher to
tackle.
It must be within the ability of the researcher to finance,
otherwise he must be able to find funding for his
research.
It is researchable and manageable.
It can be completed within a reasonable period of time.
The results are practical and implementable
It requires original, critical, and reflective thinking to
solve it.
It can be delimited to suit the resources of the researcher
but big or large enough to be able to give significant,
valid, and reliable results and generalizations.
It must contribute to the national development goals for
the improvement of the quality of human life.
It must contribute to the fund of human knowledge.
It must not undermine the moral and spiritual values of
the people.
It must not advocate any change in the present order of
things by means of violence but by peaceful means.
There must be a return of some kind to the researcher.
There must be a consideration of the hazards involved,
either physical, social or legal.
The Title
The title is formulated before the start of the
research work.
The title 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.
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 contains more than one line, it must be
written like an inverted pyramid, all words in
capital letters.
EXAMPLE

THE TEACHING OF SCIENCE IN THE HIGH SCHOOLS

OF PROVINCE A AS PERCEIVED BY THE SCIENCE
TEACHERS AND STUDENTS DURING
THE SCHOOL YEAR 2015-2016

The contents as required

a. Subject Matter: The teaching of science
b. Locale of the study: High schools of province A
c. Population involved: The science teachers and
students
d. Period of study: School Year 2015-2016
Parts of A Thesis

I. Introduction
II. Review of Related Literature
III.Methodology
IV. Results and Discussion
V. Summary, Conclusion, and
Recommendations
VI. Appendices
CHAPTER I
Introduction
Statement of the Problem
Objectives of the Study
Significance of the Study
Time and Place of the Study
Scope and Limitation of the Study
Definition of Terms
Theoretical/Conceptual Framework
Introduction

Presentation of the problem.

Example: There is no other period in the world

history when science has been making its
greatest impact upon humankind than it is
today. (Prolong the discussion citing the
multifarious and wonderful benefits that
science is giving to humanity today. Later in
connection with science, the topic for inquiry
may be presented as the teaching of science in
the high schools of province A. as perceived by
the science teachers and students.
The existence of an unsatisfactory
condition, a felt problem that needs a
solution.

Example: The teaching of science in the

high schools of Province A has been
observed to be weak as shown by the
results of the survey tests given to the
students recently. The causes must be
found so that remedial measures may be
instituted. (The discussion may be
prolonged further).
Rationale of the Study

The reason or reasons why it is necessary

to conduct the study must be discussed.
Example: One of the thrusts of the
Department of Education and of the
government for that matter is to
strengthen the teaching of science. It is
necessary to conduct this inquiry to find
out how to strengthen the instruction of
science in the province. (This may be
prolonged).
Historical Background of the Problem

Example: Since the sending into space by

Russia of the first satellite that orbited
the earth, educational systems all over
the world including that of the
Philippines have been trying hard to
improve their science curricula and
instruction. (This can be explained
further).
A desire to have a deeper and clearer
understanding of a situation,
circumstance, or phenomenon.

If the teaching of science in the high

schools of Province A is the topic, the
researcher must explain his earnest
desire to have a deeper and clearer
understanding of the situation so that he
will be in a better position to initiate
remedial measures.
A desire to find a better way of doing
something or of improving a product.

The researcher must also explain his

desire to find a better way of teaching
science in the high schools of Province A
to improve the outcome of instruction.
A desire to discover something.

In connection with the teaching of

science in the high schools of Province A,
the researcher may have the desire to
discover what is wrong with the
instruction and a desire to discover
better ways of teaching the subject. He
may discuss his desire to discover such
things.
Geographical Conditions of the Study
Locale.

This is necessary in anthropological

and economic studies. If the subject of
investigation is rice production, then the
terrain, soil, climate, rainfall, etc. of the
study locale have to be described.
A link between the introduction and the
statement of the problem.

A sentence or two should show the link

between the introduction and the
conducting of the researcher.
Example: The researcher got very much
interested in determining the status of
teaching science in the high schools of
Province A and so he conducted this
research.
STATEMENT OF THE PROBLEM

The general statement of the problem and the

specific sub problems or questions should be
formulated first before conducting the research.
It is customary to state specific sub problems in
the interrogative form. Hence, sub problems are
called specific questions.
Each specific question must be clear and
unequivocal, that is, it has only one meaning. It
must not have dual meanings.
Each specific question is researchable apart from
the other questions, that is, answers to each
specific question can be found even without
considering the other questions.
Each specific question must be based upon known
facts and phenomena.
Answers to each specific question can be
interpreted apart from the answers to other
specific questions.
Answers to each specific question must contribute
to the development of the whole research problem
or topic.
Summing up the answers to all the specific
questions will give a complete development of the
entire study.
The number of specific questions should
be enough to cover the development of
the whole research problem or study.
There should be a general statement of
the problem and then this should be
broken up into as many sub problems or
specific questions as necessary.
Example:
This study was conducted to investigate all aspects of the teaching
of science in the high schools of Province A during the school year
2005-2006 as perceived by the science teachers and students.
Specifically, the study attempted to answer the following questions:
1. How qualified are the teachers handling science in the high
schools of Province A?
2. How effective are the methods and strategies used by the teachers
in teaching science?
3. How adequate are the instructional as well as the non-instructional
facilities for the teaching of science?
4. How adequate are the forms of supervisory assistance extended
to the teachers relative to the teaching of science?
5. 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?
6. What problems are being encountered by the teachers of science?
7. What suggestions are offered by the teachers and students to
improve the teaching of science?
8. What are the implications of the findings to the teaching of
science?
OBJECTIVES OF THE STUDY
• Written, if applicable
• Include
– General objective
– Specific objectives
• Parallel with the statement of
the problem
GUIDELINES IN EXPLAINING THE
SIGNIFICANCE OF THE STUDY
It must contain explanations or discussions of all of
the following:
The rationale, timeliness, and/or relevance of
the study
Possible solutions to existing problems or
improvement to unsatisfactory conditions.
Who are to be benefited and how they are going
to be benefited.
Possible contribution to the fund of knowledge
Possible implications.
Time and Place of the Study

• Discusses
the period when the
study was conducted
– Starts
from the proposal
preparation to the writing of
the report
• Presentsthe actual place of
the study
SCOPE AND LIMITATIONS OF THE STUDY

A brief statement of the general purpose of the

study.
The subject matter and topics studied and
discussed
The locale of the study, where the data were
gathered or the entity to which the data belong
The population or universe from which the
respondents were selected.
The period of the study.
EXAMPLE

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
2005-2006. The aspects looked into were
the qualifications of teachers, their
methods and strategies, facilities, forms of
supervisory assistance, problems and
proposed solutions to problems.
LIMITATIONS OF THE STUDY

It includes the weaknesses of the study

beyond the control of the researcher.
This is true in descriptive research where
the variables involved are uncountable or
continuous variables such as adequacy,
effectiveness, efficiency, extent, etc.
DEFINITIONS OF TERMS

Only terms , words, or phrases which have special

or unique meanings in the study are defined.
Terms should be defined operationally, that is, how
they are used in the study.
The researcher may develop his own definition from
the characteristics of the term defined
Definitions may be taken from encyclopedias,
books, magazines and newspaper articles,
dictionaries, and other publications but the
researcher must acknowledge his sources.
Definitions should be brief, clear, and unequivocal
as possible.
Acronyms should always be spelled out fully
especially if it is not commonly known or if it used for
the first time.
Definition of Terms . . . Cont’d

• Terms operationally
defined
o Major variables
o Practices
o Newly invented terms
o Technical terms
CONCEPTUAL FRAMEWORK

It consists of the investigator’s own

position on a problem after his
exposure to various theories that have
bearing on the problem.
It is the researcher’s new model which
has its roots on the previous models
which the researcher had studied
It serves as a guide in conducting the
investigation
It is usually in statement form with a
paradigm which expresses the
relationship between the identified
variables.
Example:

The effectiveness of a science

instructional program depends upon the
qualifications of the teachers, the
effectiveness of their methods and
strategies of teaching, the adequacy of
facilities, the adequacy of supervisory
assistance and the elimination of the
problems hampering the progress
 INPUTS PROCESS OUTPUTS
Qualified teachers Science

Effective Methods Superior

Science
Adequate Facilities Instructional Knowledge
and Skills of
Adequate Students
Supervisory
Assistance
Program

Figure 1. Paradigm for science teaching in high school.

CHAPTER II

Review of Related
Literature and Studies
GUIDELINES

Characteristics of the Materials Cited

1. The materials must be as recent as possible.
2. Materials must be as objective and unbiased as
possible.
3. Materials must be relevant to the study
4. Materials must not be too few but not too many.
Ways of Citing Related
Literature and Studies
By author or writer.
Examples: According to Enriquez(2005), praise helps much
in learning…etc.
Maglague(2006) found out that praise is an
important factor in learning…etc.
By topic
Chronological according to the year they were written.
What to Cite

It should discussed only the major findings, ideas,

generalizations, principles, or conclusions in related
materials relevant to the problem under investigation.
Generally such findings are summarized, paraphrased,
or synthesized
Quoting a Material

A material may be quoted if the idea is so perfectly

stated or it is controversial and it is not too long.
It is written single spaced with wider margins at the left
and right sides of the paper without any quotation
marks.
Example:

Suppose the ff is a quotation:

Said Enriquez,
Praise is an important factor in children’s
learning. It encourages them to study their lessons
harder. Praise, however, should be given very
appropriately.1
Justification of the Study
It should be clear that there is no duplication of other studies but a
replication.
There may also be a need to continue with the present investigation to
affirm or negate the findings of other inquiries about the same research
problem or topic so that generalizations or principles may be formulated.
CHAPTER III

Methodology
Method Of Research

The method of research used whether historical,

descriptive, etc. should be explained briefly.
The procedural part of the method, its appropriateness
to the study, and some of its advantages should be given
attention and should be well discussed.
METHODS OF RESEARCH

Historical Method
Purpose: To reconstruct the past objectively and
accurately, often in relation to the tenability of a
hypothesis.

Examples: A study reconstructing practices in

the study of social studies in the Philippines
during the past fifty years; tracing the history of
agrarian reform in the Philippines; Philippine
education since 1946; testing the hypothesis that
Francis Bacon is the real author of the works of
William Shakespeare.
Descriptive Method
Purpose: To describe systematically a situation
or area of interest factually and accurately.

Examples: Population census studies, public

opinion surveys, fact-finding surveys, status
studies, task analysis, questionnaire and
interview studies, observation studies, job
descriptions, surveys of the literature,
documentary analyses, anecdotal records,
critical incident reports, test score analyses and
normative data.
Developmental Method
Purpose: To investigate patterns and sequences
of growth and/or change as a function of time.

Examples: A longitudinal growth study following

an initial sample of 200 children from six months
of age to adulthood; a cross-sectional growth
study investigating changing patterns of
intelligence by sampling groups of children at
ten different age levels; a trend study projecting
the future growth and educational needs of a
community from past trends and recent building
estimates.
Case and Field Method
Purpose: To study intensively the background,
current status, and environmental interactions of
a given social unit: an individual, a group, an
institution, or a community.

Examples: The case history of a child with an

above average IQ but with severe learning
disabilities; an intensive study of a group of
teenage youngsters on probation for drug
abuse; an intensive study of a typical suburban
community in Luzon in terms of its socio-
economic characteristics.
Correlational Method
Purpose: To investigate the extent to which
variations in one factor correlate with variations
in one or more other factors based on
correlation coefficient.

Examples: To investigate relationships between

reading achievement scores and one or more
variables of interest; a factor-analytic study of
several intelligence tests; a study to predict
success in college based on inter-correlation
patterns between college grades and selected
high-school variables.
Causal-comparative or “Ex post facto”
Method
Purpose: To investigate possible cause-and-
effect relationship by observing some existing
consequence and looking back through the data
for plausible causal factors.

Examples: To identify factors related to the

“drop-out” problems in a particular high school
using data from records over the past ten years;
to investigate similarities and differences
between such groups as smokers and
nonsmokers, readers and nonreaders, or
delinquent and non-delinquents, using data on
file
True Experimental Method
Purpose: To investigate possible cause-and-effect
relationships by exposing one or more experimental
groups to one or more treatment conditions and
comparing the results to one or more control groups not
receiving the treatment, random assignment being
essential.

Examples: To investigate the effectiveness of three

methods of teaching reading to first-grade children using
random assignments of children and teachers to groups
and methods; to investigate the effects of specific
tranquilizing drug on the learning behavior of boys
identified as “hyperactive” using random assignment to
groups receiving three different levels of the drug and
two control groups with and without placebo,
respectively.
Quasi-experimental Method
Purpose: To Approximate the conditions of the true
experiment in a setting which does not allow the control
the control or manipulation of all relevant variables. The
researcher must clearly understand what compromises
exist in the internal and external validity of his design
and proceed within these limitations.

Examples: Most so-called field experiments, operational

research, and even the more sophisticated forms of
action research which attempt to get at causal factors in
real life settings where only partial control is possible;
e.g. an investigation of the effectiveness of any method
or treatment condition where random assignment of
subjects to methods or conditions is not possible.
Action Research
Purpose: To develop new skills or new
approaches and to solve problems with direct
application to the classroom or other applied
setting.

Examples: An in-service training program to help

teachers develop new skills in facilitating class
discussion; to experiment with new approaches
to teaching reading in bilingual children; to
develop more effective counseling techniques
for underachievers.
 Hypothesis
• tentative answer to the
problem
• expresses the probable
relationship between
variables.
• Expressed in null form
 Assumptions
• things taken for granted in the
study
• statements by the researcher
that certain elements of the
research are understood to be
true
• explicitly stated in the body of
the thesis or dissertation
Assumptions . . . Cont’d

• Assumptions are made about the

– theory under investigation
– phenomenon/variables under
investigation
– instrument
– methodology
– participants in the study
– results
Methodology . . . Cont’d

Sources of Data
 discusses specifically all sources
of data (whether primary or
secondary) that will be utilized in
the study
Methodology . . . Cont’d

• Participants of the Study

– describes the individuals or
groups of individuals,
communities, organizations,
agencies, and/or institutions
that will be involved as
subjects in the study utilized as
respondents of a survey or
participants
Methodology . . . Cont’d

• Participants of the Study

– Participants if humans, subjects
if animals
– Specify the number of
participants
– Provide information on relevant
demographic characteristics
(gender, age, race, ethnicity)
Methodology . . . Cont’d

Sampling Technique
 Describes how the samples are
selected
probability vs. non-probability
sampling methods
includes the formula and
computation used
POPULATION
is the totality of the observations or
participants in a particular study

SAMPLE
is the subset of the population

POPULATION SAMPLE
SAMPLING TECHNIQUE
A. Random Sampling (Probability/ Unbiased)
every element is given a chance to be
sampled out
1. SRS/ lottery, raffle
2. Table of Random Numbers
3. Systematic
4. Cluster
5. Stratified
6. Multi-Stage
B. Non-Random (Non-probability/ Biased)
1. Purposive
2. Convenience
3. Quota
 SLOVIN FORMULA

Nn=
1 + Ne2

where:
n = sample size
N = population size
e = margin of error [% = . (decimal)]
 STRATIFIED SAMPLING

section N n
1 35 35 / 96 x 88 = 32
2 29 29 / 96 x 88 = 27
3 32 32 / 96 x 88 = 29

total 96
N 88
1 + Ne2
n=
96
n=
1 + 96(.03)2
96
= n= 88
1.09
Methodology . . . Cont’d

Data to be Gathered
list different parameters or
information that will be
gathered including the
technique, instrument, or
mathematical formula or
equation needed to get the
correct data
describe the research instrument that
will be used
Methodology . . . Cont’d

• Statistical Treatment and Analysis

 Discusses how the data are
analyzed
Presents statistical tools that
measure the variables
Describe properly the statistical
analysis and the reason for its use
Data may be presented in tables or
graphs which is appropriate
RESULTS AND DISCUSSION

 summarize the data collected

 detail the statistical treatment of
that data
 Present results in a logical
sequence based on the objectives
 Use tables and illustrations to
report the data
RESULTS AND DISCUSSION . . . Cont’d

• Evaluate the data and interpret

the findings
– discuss the meaning and
implications of the findings
– interpret the results clearly,
concisely and logically
– summarize, evaluate, and
interpret the major results with
respect to the original research
questions and hypotheses and
relate with previous works.
RESULTS AND DISCUSSION . . . Cont’d

 discuss the theoretical and practical

consequences of the results and the
validity of conclusions
 recognize the limitations of your
study and suggest for future work
 emphasize on new results and
suggest new lines of work or further
research
SUMMARY, CONCLUSION, AND
RECOMMENDATION
brieflydescribe what you did and
the main results
Conclusion
 brief non-numerical statement on
findings
 answer to the stated problem
Example of Conclusion
 This experiment was based on J. Ridley Stroop's (1935) study on
interference on serial verbal reactions. Its aim was to determine whether
interference could influence performance on a recall task.

The results support the findings

of J. Ridley Stroop (1935) and
conclude that interference does
influence performance on a serial
recall task.
Summary of findings, conclusions, and recommendations . . . Cont’d

Recommendations for further

research or applicability
Include the implications of what
the findings of the research mean
 state the theoretical and practical
consequences of the results
References
• list all sources cited in the text
• have a one-to-one match
between the references cited in
the report and the references
listed in the reference section
• listed alphabetically by author
• follow the APA format
Appendices

a good place to put any data that

does not comfortably fit into the
body of the text.
 includes so-called visual aids and
some additional information that
helps to get the research work
better
diagrams, graphs, tables, maps, some
pictures and calculations
Appendices
 Tools and instruments used in the study
 Letter of approval, informed consent
 Instruments (if applicable)
 Descriptions of some tools and equipment used to obtain necessary results
 Raw data (limit to summaries of descriptive and inferential statistics
 Tables (if they are larger than one or two pages)
 Lists of interviewed subjects or archeological sites
 Translations
References Used
 Baron J. (1991). How to write a research report in
psychology. Retrieved January 19,2013 from
http://www.psych.upenn.edu/~baron/labrep.html

 Bordens, Kenneth S. and Abbott, Bruce B. (2011).

Research design and methods: An approach (8th
Ed.). New York: McGraw Hill-Companies, Inc.
 McLeod, S. A. (2011). How to Write a Psychology Research Report.
Retrieved from http://www.simplypsychology.org/research- report.html
References Used . . . Cont’d

 Rudner, Lawrence M. & Schafer, William D. (1999). How

to write a scholarly research report. Practical
Assessment, Research & evaluation, 6(13). Retrieved
January 22, 2013 from
http://PAREonline.net/getvn.asp?=6&n+13.
 Spatz, Chris & Kardas, Ed. (2008). Research methods:
Ideas, techniques and reports. New York:
McGraw Hill
 Slaughnessy, John J, Zechmeister, Eugene B. &
Zechmeister, Jeanne S. (2012). Research methods in
psychology (9th ed). New York: McGraw-Hill, Inc.
Methods of Collecting Data

The method of collecting data and the development of

the instrument for gathering data must also be
explained.
DEVELOPMENT OF THE
INSTRUMENT
After reading and studying samples of questionnaire
from related studies, the researcher prepared his own
questionnaire.
He also consulted some knowledgeable people about
how to prepare one.
Then he submitted the questionnaire to the adviser for
correction after which it was finalized.
For validation purposes, the questionnaire was given to
small sample which is not included in the study. After
they had filled up the copies they were interviewed to
find out their assessment of the questionnaire.
The copies of the questionnaire were then distributed
personally by the researcher to the respondents.
SAMPLING DESIGN

It must explain:
1. The size of the population
2. The study population
3. The margin or error and the proportion of the study
population used
4. The type or technique of sampling used
5. The actual computation of the sample
6. The sample
CONSTRUCTION OF A
QUESTIONNAIRE
Doing library search
Talking to knowledgeable people.
Mastering the guidelines
Writing the questionnaire
Editing the questionnaire
Rewriting the questionnaire
Pretesting the questionnaire
KEY QUESTIONS IN
PRETESTING
Were the directions very clear to you?
Were you able to do exactly what the
directions told you to do?
Did you understand completely the
questions or items?
What difficulties did you meet in
answering the questions?
If the respondents failed to answer
some questions: Why did you not
answer the questions?
Are the spaces where you wrote your replies
sufficient?
Are the number of options from which you
selected your response enough? Were you not
forced to select an option which is not exactly
your choice because your actual choice was not
among the options given?
Is the questionnaire too long that it creates
boredom?
What suggestions can you give to improve the
questionnaire?
GUIDELINES IN THE FORMULATION OF
QUESTIONS FOR A QUESTIONNAIRE

Make all directions clear and unequivocal.

Use correct grammar.
Make all questions unequivocal.
Avoid asking biased questions.
Objectify the responses.
Relate all questions to the topic under study.
Create categories or classes for appropriate
answers
Group the questions in logical sequence.
Create sufficient number of response categories.
Word carefully or avoid questions that deal with confidential or
embarrassing information.
Explain and illustrate difficult questions.
State all questions affirmatively.
Make as many questions as would supply adequate information for the
study.
Add a catch-all word or phrase to options of multiple response questions.
Place all spaces for replies at the left side.
Make the respondents anonymous.
SAMPLE QUESTIONNAIRE

General Direction: Please accomplish this questionnaire

very carefully and honestly. Please rest assured
that any information that you supply will be
treated with the greatest confidentiality and
anonymity.
I. Personal Profile
Age: Address:
Sex: Civil Status:
I. Educational Qualifications of Teachers
1. Please put a check mark before the degree to which your own degree
or degrees correspond.
____BSEd _____BS
____BEEd _____AB
____BECEd _____MA/PhD
_____(others pls.specify)
II. Methods of Teaching Used
Please put a check mark before the methods of
teaching you are using and another check mark
opposite the methods used under the appropriate
headings to show how effective such methods are
and how often you are using them.
Use the following guides:
On Effectiveness On Frequency
VE means very effective VO Means very often
E means effective O means often
FE means fairly effective FO means fairly often
I means ineffective S means seldom
VI means very ineffective NA means not using at all
Method Effectiveness
Frequency
VE E FE I VI VO O FO S NA
__ __ __ __ __ __ ___ __ __
__ __ __ __ __ __ ___ __ __
__Cooperative learning
__ __ __ __ __ __ ___ __ __
__Deductive
__ __ __ __ __ __ ___ __ __
__Inductive
__ __ __ __ __ __ ___ __ __
__Field trips
__ __ __ __ __ __ ___ __ __
__Seminar
__Process approach
STATISTICAL TREATMENT
OF DATA
The role of statistics in research
1. Statistical methods help the researcher
in making his research design.
2. It determines the validity and reliability
of the research instruments.
3. It organizes raw data systematically t
make the latter appropriate for study.
4. It is used to test hypothesis.
5. It gives meaning and interpretation to
data.
6. It is indispensable in determining the
levels of significance of vital statistical
measures.