Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY

Main Campus, M. J. Cuenco Avenue and R. Palma St.,
Cebu City
(SUC Level IV, AACCUP Accredited and ISO 9001 Certified)
url: http://www.cscst.ph
e-mail: information@cscst.ph
Tel. No. (032) 416-6585
Fax No. (032) 412-1398

COLLEGE OF TECHNOLOGY TEACHER EDUCATION

Course Syllabus
In
EDUC 601 RESEARCH METHODOLOGY
College

College of Advanced Studies (CAdS)

Course No.

EDUC. 601

Course Title

Research Methodology

Curriculum

Master in Education (M. Ed.)

Major: Special Education

No. of Hour/ Week

No. of Weeks/ Sem.

18

Credit Unit

Pre-requisite

None

CSCST System Mission Statement

1. Provide effective education and training for the youths and adults for immediate entry into the industrial,
agricultural, fishery, information technology and distributive occupations consistent with the manpower
requirements of domestic and global markets.
2. Provide opportunities to the youths for pursuing higher education, physical and natural sciences, research and
graduate studies for a progressive leadership.
3. Provide special programs for advancement on the job for those who are gainfully employed through curricular
upgrading thrusts;
4. Address efforts to the environment problems in the area in collaboration with appropriate agencies. [ B.P. 412 ]
Mission of the College of Advanced Studies (CAdS):
The College of Advanced Studies develops technology and value oriented executive leaders in education, agriindustrial and related sectors through research and community services towards shared productivity in their chosen
fields.
Vision of the College of Advanced Studies:
Center of Excellence in Technology Management, education and research

2
Aims of the College of Advanced Studies:
1. Completion and continuity of the undergraduate programs;
2. Proviso0n of the needs of the value oriented education leaders/technologists who are and would be occupying
managerial positions in technical, industrial, education and related sectors;
3. Contribution to the attainment of regional and national goals through the promotion of educational and applied
researches towards quality life;
4. Acceleration of high level professionalism and productivity.
Aim of Master in Education (M. Ed.)
Equip educational leaders with skills in management and development of instruction, planning, research and
community development.
How to Complete the Course:
The student should be able to complete this course through:
1.
2.
3.
4.

on-line instruction
Seminar workshop in dissertation/research writing
Presentation of a research proposal/baby thesis for critiquing
Passing a mid-term and final exam

Course Description:
This course deals with the use of scientific investigation as primary tool for research. It aims to provide graduate
students with a working knowledge on the various aspects and requirements needed in writing a thesis.
General Objectives:
At the end of the semester, the student will be able to:
1.
2.
3.
4.

Understand the mission and vision of the CSCST and the College of Advanced Studies;
Know the principles and theories in writing a thesis;
Apply the principles of thesis writing to their respective researches conducted;
Value the importance of research in the life of people.

Course Content:

Topics to be Discussed

Specific Objectives

A. Mission, Goals and Objectives 1. Relate the course to Mission , Goals,

of the College
and Objectives of the CSCST to
CAdS
B. Orientation: Mission of the 2. Awareness
on
the
nature,
College, goals and objectives of
objectives,
background
and
the program and course
importance of the course.
1. Objectives of the Course
3. Identify the types and various areas
of research.
2. Research, Its Nature and
Importance

Strategies/
Activities

No. of
Hours

3
3

Remarks/
Evaluation
Notes

3
2.2.1 Definitions of
Research
2.2.2 Importance of
research
2.2.3 Types and Areas of
Research
C. The Spectrum

on-line classes

1. Describe
the
research
spectrum.
1. Characteristics of Gather 2. Discuss the charac-teristics of
Research Process
the research and the
2. Organization of a Seminar
organization of a seminar
Paper/Thesis Organization
paper/thesis/
of a Seminar Paper/Thesis
D. Thesis Format
Enumerate and discuss the
various component in writing a
CHAPTER I
THE PROBLEM AND ITS SCOPE thesis giving in depth discussion
on:
INTRODUCTION
Chapter 1 and its parts
Rationale
Chapter 2 and its parts
Theoretical Background
Chapter 3 and its parts
THE PROBLEM
Statement of the Problem
Emphasis of the discussion
Hypotheses/Assumptions
center in:
Significance of the Study
1)Organization of the introduction
THE
RESEARCH 2)Formulation of the problem
METHODOLOGY
Method
3)Detailed discussion on the research
methodology
The Flow of the Study
4)Steps to be followed on data
Environment
5)Presentation and analysis
Subject/Respondents
6)Summarizing the study:
Instruments
a. Findings
Procedures
b. Conclusions
Gathering of Date
c. Recommendations
Treatment of Data
Scoring Procedures
DEFINITION OF TERMS
ORGANZIATION OF THE STUDY
(to be presented only during the
proposal)

CHAPTER 2
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
General Introduction
Main Division
Short introduction
Prefatory Statement
Tabular Presentation
Textual Presentation
Analysis and Presentation of
Data
Implications

14

14

4
CHAPTER 3
SUMMARY, FINDINGS,
CONCLUSIONS AND
RECOMMENDATIONS
Summary of the Problems and
Its Research Design
Findings
Conclusions
Recommendations
(to include the output if less ten
pages)

14

BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
TOTAL NUMBER OF HOURS
Requirement of the Course
1. Report: Oral and Written
2. Regular Examinations (Mid-Term and Final Term Exams)

54
Evaluation Procedures
1. Recitation
2. Critiquing
3. Quizzes
4. Regular Exams (Mid-Term & Final Term Exams)

5
SUGGESTED FORMAT IN RESEARCH WRITING

THESIS

CASE STUDY

PROJECT IMPLEMENTATION

Title Page
Approval Sheet
Abstract
Acknowledgement
Dedication
Table of Contents
List of Tables
List of Figures

Title Page
Approval Sheet
Abstract
Acknowledgement
Dedication
Table of Contents
List of Tables
List of Figures

Title Page
Approval Sheet
Executive Summary
Acknowledgement
Dedication
Table of Contents
List of Figures

Chapter I

Chapter I

Chapter I

THE PROBLEM AND ITS SCOPE

THE CASE

THE PROBLEM AND ITS DESIGN

INTRODUCTION
Rationale
Theoretical and Conceptual
Framework
THE PROBLEM
Statement of the Problem
Hypothesis or Assumptions
Significance of the Study
THE RESEARCH METHODOLOGY
Methods of Research
Research Environment
Research Subjects
Research Respondents
Research Instruments
Research Procedures
Gathering of Data
Treatment of Data

INTRODUCTION
Rationale
Theoretical Background
Statement of the Case
Significance of the Case
THE CASE METHODOLOGY
Case Environment
Case Subjects
Case Instruments
Case Procedures
Gathering of Data
Treatment of Data
DEFINITION OF TERMS

DEFINITION OF TERMS

INTRODUCTION
Rationale
Theoretical Background
The Project Flow
THE PROJECT
Statement of the Project
Importance of the Project
Scope of the Project
THE IMPLEMENTATION
SCHEME
The Project Title
Project Proponents
Project Location
Project Duration
Project Technical
Description/Design/Plan
Project Cost
DEFINITION OF TERMS

Chapter II
REVIEW OF RELATED LITERATURES AND
STUDIES
Chapter III

Chapter II

Chapter II

PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA

PRESENTATION AND
IMPLEMENTATION OF THE
PROJECT

General Introduction

General Introduction

6
Main Division
Prefatory Statement
Tabular Presentation
Textual Presentation
Analysis and Interpretation of Data
Implications

Main Division
Prefatory Statement
Tabular Presentation
Textual Presentation
Analysis and Interpretation
of Data
Implications

List of Operation, Tools and

Equipment, Materials
Sequence of Operation
Work Breakdown Structures
Resource Management Matrix
Gant Chart
Project Documentation
Accomplishment Report

Chapter IV

Chapter III

Chapter III

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

SUMMARY, FINDINGS,
CONCLUSIONS AND
RECOMMENDATIONS

SUMMARY AND
RECOMMENDATIONS

Summary of the Problem and Its

Research Design

Summary

Findings
Conclusions
Recommendations

Findings
Conclusions
Recommendations

Summary
Recommendations
REFERENCES
APPENDICES
CURRICULUM VITAE

BIBLIOGRAPHY

BIBLIOGRAPHY

APPENDICES

APPENDICES

CURRICULUM VITAE

CURRICULUM VITAE

Note: Output of the Study to be Placed after the

Recommendations,

References
ADANZA, Estela. G. Research Methods: Principles and Applications. First Edition. November 2002. Rex Printing
Company, Inc. Quezon City, Philippines
AQUINO, Gaudencio V. Essentials of Research and Thesis Writing. Quezon City. Alemars Phoenix Publishing House,
Inc. 2004
BABBIE , Earl. The Practice of Social Research. Fourth Edition. Belmont, California: Wadsworth Publishing Company, Inc.
2006
BEST

, John W. Research in Education. Second Edition. Englewood Cliffs, New Jersey: Prentice Hall, Inc. 1990

BORG, Walter and Meredith Gall. Educational Research An Introduction. New York: David McKay Company, Inc. 1976
CALMORIN, Lauretina P. and Melchor A. Calmorin. Research Methods and Thesis Writing. Second Edition. Copyright
2007. Rex Bookstore, Inc. Quezon City, Philippines.
CAMPBELL, William Giles, Stephen V. Ballou and Carole Slade. Form and Style Thesis. Reports, Term Papers. USA
Houghton Mifflin Co, Eight Edition. 1994

7
CRAWFORD, Walter B. Research Activity and Writing. Belmont, California: Dickenson Publishing Company, Inc. 1997
ESTOLAS, Josefina V. and Daisy T. Boquiren. Fundamentals of Frank jack R. and Norman E. Wallen. How to Design
and Evaluate Research in Education. 2d Edition; New York, McGram Hill Inc. 1993.
GLANZ , Jeffrey. Fundamentals of Educational Research. A Guide to Competing a Masters Thesis. Norwood, MA:
Christopher Gordon Publishers, Inc. 2004
GOOD , Carter V. and Douglas E. Scates. Methods of Research: Educational, Psychological, and Sociological.
Manila: Appleton-Century Crofts, Inc. 1992 (Reprinted by National Bookstore)
Kerlinger, Fred N. Foundations of Behavioral Research. Second Edition, New York: Holt Rinehart and Winston, Inc. 1973
MANUEL, Bienvenido and Paz C. Medel, A Practical Guide to Methodology of Research and Thesis Writing. Manila:
GIC Enterprises and Company, Inc. 1986
MCKEE , James, D. and Jelineck Robertson. Educational Research Methods. New York: The Ronald Press, Inc. 1985.
NORTHEY, Margot. Making Sense: A Students Guide to Research Writing. Canada: Oxford University Press. 2005
RIVERA,, Maximiano M. Jr. and Roela Victoria Rivera. Practical Guide to Thesis and Dissertation Writing. Revised
Edition. 2007. Katha Publishing, Inc. Quezon City, Philippines
SANCHEZ, Custodia A. Methods and Techniques of Research. Revised Edition. Manila: Rex Bookstore, 1993
SANCHEZ, Luz Barrios. Developing and Evaluating a Research Proposal, Masters Thesis and Dissertation, PAGE,
2000
TREECE, Eleonor Walters and James William Treece, Jr. The Elements of Research in Nursing. Saint Louis: C. V. Mosby
Company, Inc. 1987 (Reprinted by Phoenix press, Inc.)
TUCKMAN, Bruce W. Conducting Educational Research. New York: Harcourt.
WOLMAN, Robert E. Research Methods in Education. A Practice Guide. Englewood Cliffs, New Jersey: Prentice Hall,,
Inc. 1984 (Reprinted by National Book Store.)
YOUNG , Frederick L. The Elements of Research. New York: Prentice Hall, Inc., 1986
______________ . A Manual for Writers of Research Papers, Theses and Dissertations: Chicago Style for Students and
Researchers, Chicago: University of Chicago Press. 2007

Prepared by:
ELPIDIO A. MELGO, Ed. D.
Assoc. Professor V

Upon the recommendation of the

Curriculum Committee

TERESITA T. ROJAS, Ed.D.D.

Chairman
RICARDO Q. YBANEZ, M. Ed.

ELPIDIO A. MELGO, Ed. D.

8
Member

Member

APPROVED:

OF SCIENCE

CSCST

AND TECHNOLOGY

CE BU STATE COLLEGE

CECILIA ELENA P. DE LOS REYES, Ed. D.

Dean, CTTE

CEBU CITY CAMPUS

Republic of the Philippines

CEBU STATE COLLEGE OF SCIENCE AND TECHNOLOGY
Cebu City Campus, R. Palma Street, Cebu City
url: http://www.cscst.ph
e-mail: information@cscst.ph
Tel. No. (032) 256-1537
Fax No. (032) 256-1181

COLLEGE OF TECHNOLOGY TEACHER EDUCATION

EDUC 601 RESEARCH METHODOLOGY

MODULE 1

THE NATURE AND USES OF RESEARCH

I. Objectives:

9
a)
b)
c)
d)

Define and explain the meaning of the research.

Enumerate and discuss the importance of research to making.
Enumerate and discuss the purposes and goals of research
Enumerate and discuss the different classification of research.

II. Direction
a) Read and study the text provided below.
b) Answer the different given challenges.
c) Pass all these through my email within two weeks.
III. Exploration of the Text.
Module 1 provides information about the concepts, nature and purposes as well as the various meanings and approaches
of research. It includes a challenge in which the students express their understanding of the word research and its uses.

The Meaning and Nature of Research

Research is one of the more interesting and thought provoking activities conducted by men and women of scientific minds
basically designed to find solution to a problem. It is one of the most challenging tasks performed by students who are
enrolled in thesis or dissertation writing class purposely to satisfy the requirements of the course. It gives the writer a wide
opportunity to get involved in a meaningful task for a worthwhile accomplishment and productive results.
Research could be classified into two major categories, namely: basic or pure research and applied research. Research which is
done to discover new knowledge, truth, principle or law is called the basic or pure research. It can also be done to discover
something with practical used called Applied research.
Research could be used in different field of studies, Biology, Chemistry, Physics, Sociology, Psychology, Education, Industry,
Anthropology, and other related areas. They are classified accordingly as Biological Research, Chemical Research, Physical
Research, Sociological Research, Psychological Research, Educational Research, Industrial Research, Anthropological
Research, among others.
Research literally means to investigate again, since, it comes from the word re: which means again and search, which mean to
find or investigate. Several authors have made an attempt to define the terms as follows:
Research is defined as the scientific investigation of phenomena which includes collection, presentation, analysis and
interpretation of facts that links an individuals speculation with reality. In other words, research is the systematic study of
trend or event which involves careful collection, presentation, analysis, and interpretation of quantitative data or facts that
relates mans thinking with reality. (Calmorin, 2007)
1) A scientific process of critical selection of data, investigation and analysis of such to gain new knowledge or to
complement an existing one. (Martinez, 1988)
2) Is a systematic, controlled, empirical and critical investigation of hypothetical propositions about the presumed
relations among natural phenomena. (Kerlinger, 1973)
3) Is a 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 (Good, 1972)
4) The systematic search for pertinent information on a specific topic or problem. After a careful, systematic search for

10
pertinent information or data on a specific topic or problem, and after the research worker has analyzed and
interpreted the data, he eventually faces another essential task that of preparing the research report (Aquino,
1974)
5) The process of gathering data or information to solve a particular or specific problem in a scientific manner (Manuel
and Medel, 1976)
6) A systematic study or investigation of something for the purpose of answering questions posed by the researcher
(Parel, 1980)
7) It is an investigation conducted to find new facts and gather information (Webster, 1986)
8) It is systematic investigation purposely to answer question (Treece, et al. 1977)
9) It is the results of a careful investigation of some chosen topics. In science, it is the report of the result of
experiment (Hook, 1962).
10) It is an investigation undertaken to discover facts and reach conclusion through scientific inquiry (Brown, 1993).
11) It is a diligent and systematic inquiry into a subject in order to discover facts (Stein,. 1966)
12) It is the systematic investigation in order to establish facts and reach new conclusion (Oxford, 1996)
Characteristics of Good Research (Calmorin, 2007)
1. Empirical - Research is based on direct experiences or observation by the researcher. The collection of data relies
on practical experience without giving consideration to scientific knowledge or theory.
2. Logical - Research is based on valid procedures and principles. Scientific study is done in an orderly manner so
that the investigator has confidence on the results. Systematic examination of the procedures used in the research
enable the investigator to draw valid conclusions. Thus, the logic of valid research makes it important for decision
making.
3. Cyclical - Research is cyclical process because it starts with a problem and ends with a problem. For instance, an
investigator who completed his study states his findings and draws up his conclusions and recommendations. In
his recommendations, several studies may be conducted, hence is cyclical.
4. Analytical - Research utilizes proven analytical procedures in gathering the data, whether historical, descriptive,
experimental and case study. In historical, the data gathered focus in the past; in descriptive research, the study
focuses on the present situation; experimental, future, and case study, past, present, and future.
5. Critical - Research exhibits careful and precise judgment. A higher level of confidence must be established. For
instance, 1.0 percent or 5.0 percent level of confidence may be scientifically utilized to test the research hypothesis.
Based on these levels of confidence, the investigator is confidently precise in his interpretations on whether the
results are significant or insignificant, or whether to reject or accept the null hypothesis.

6. Methodical - Research is conducted in a methodical manner without bias using systematic method and
procedures. For instance, if the researchers study is experimental research with two variable, control and
experimental groups or two experimental groups, hence, he uses two-group design,; if three or more variable,
parallel-group design.

11
7. Replicability - The research design and procedures are replicated or repeated to enable the researcher to arrive at
valid and conclusive results. Similarities and differences of replicated researches can be compared. The more
replications of researches, the more valid and conclusive results would be. Replicability of the study means using
the same instrument, method and procedure but different subjects and venue.
Crawford as cited by Aquino (2004) summarized the following characteristics of a good research.
1. Research is systematic - It follows an orderly and sequential procedure that leads to the discovery of truth,
solution of a problem, or whatever is aimed to be discovered.
2. Research is controlled -All variables except those that are tested or being experimented upon are kept constant
(not allowed to change or vary) so that the changes made on the subjects of the study can be attributed only to the
experimental variable. This is especially true in an experimental research.
3. Research is empirical - All the procedures employed and the data gathered are perceived in the same manner
by all observers. For instance, one says that there are five persons in the room, all agree to the existence of the
five persons. However, if one says that there are five ghosts in the room, one or none at all may believe it because
all people believe in ghosts. Ghosts are examples of data that are not empirical.
4. Research is analytical
interpretation.

- There is a critical analysis of all the data used so that there is no error in their

5. Research is objective, unbiased and logical - All the findings and conclusions are logically based on empirical
data no effort is made to alter the results of the research.
6. Research employs hypothesis - This is to guide the investigation process. In experimental studies,
hypotheses are expressly stated but in descriptive studies, the specific sub-problems or specific question serve as
the hypothesis and the hypotheses are tested and not proved.
7. Research employs quantitative or statistical methods.
- Data are transformed into numerical measures
and are treated statistically to determine their significance or usefulness.
8. Research is original work - Except in historical research, data are gathered from primary sources or first hand
sources and not from secondary sources (usually printed materials such as books, or theses, etc.0
9. Research is done by an expert - The researcher uses valid and carefully designed procedures, valid datagathering instruments, and valid data. He subjects his data to expert scrutiny.
10. Research is accurate investigation, observation and description - In fact, every research activity must be
done accurately so t hat the findings will lead to the formulation of scientific generalizations. All conclusions are
based on actual evidence.
11. Research requires an effort making capacity - No research can be conducted without the exertion of much
effort. No one without any effort-making capacity can conduct a research because research involves much work
and time.
12. research requires courage - Research requires courage because the researcher oftentimes undergoes hazards,
discomforts and the like. At times the researcher encounters public and social disapproval. Also, disagreements
with colleagues may arise.
Differences Between Research and Problem-Solving

12
The researcher must be able to distinguish between research and problem-solving. His supposed research
problem may not only b good for problem-solving. The differences between the two are summarized as follows (Treece and
Treece, Jr., 1987)
Research
1. There may not be a problem, only interest in
answering a question or a query.
2. A research problem ism ore rigorous and broader in
scope.
3. The research problem is not necessarily defined
specifically.
4. All research is intended to solve one kind of problem,
but this is not the primary aim.
5. Research is conducted not primarily to solve a
problem but to make a contribution to general
knowledge.
6. Research is concerned with broad problems,
recurrent phenomena, and wide application through
generalization. It is concerned with defining and
outlining the properties of phenomena, with
forecasting future occurrences so that they may be
predicted and controlled, and with describing the
relationship or phoneme by explaining how and why
certain events occurred or could have occurred. In
this process research also generates more problems
to explore.

Problem-Solving
1. There is always a problem to be solved.
2. A problem to be solved is less rigorous and less
broad.
3. The problem to be solved has to be defined
specifically and identified definitely.
4. Problem-solving doe not always involved research.
5. Problem-solving is always intended to solve a
problem.
6. Problem-solving is concerned with a specific
problem and once the problem is solved that is the
end of it.

Qualities of a Good Researcher

There are 10 qualities of a good researcher. These qualities are: (1) Research-oriented; (2) Efficient; (3) Scientific;
(4) Effective; (5) Active; (6) Resourceful; (7) Creative; (8) Honest; (9) Economical; and (10) Religious. The 10 qualities of a
good researcher have the acronym RESEARCHER.

Characteristics of the Researcher

1. Intellectual curiosity - A researcher undertakes deep thinking and inquiry of the things, problems, and situations
around him. He is keen to get information on these problems and situations often due to unusualness and newness. He
raises questions to answer, continues to read the related literature and studies, makes use of his experiences, and
exercises his creativeness and inventiveness. When the problem he confronts becomes clear, he formulates and tests
hypothesis on them. The hypothesis may be rejected or accepted, depending on his analysis of the data and
information he gathers.
2. Prudence - The researcher is careful to conduct his research study at the right time and at the right place wisely,
efficiently and economically. In other words, he does the right thing at the right time. Likewise, he uses the 7 Ms
(manpower, money, materials, method, machinery, moment of time and marketing) in conducting research efficiently and
economically.
3. Healthy criticism - The researcher is always doubtful as to the truthfulness of the results. Normally, the investigator
always doubts the authenticity or validity of his findings even if the data are gathered honestly. For instance, the

13
researcher administers the questionnaires to the subject of the study. He doubts if the subjects answer correctly the
items. By and large, there are subject who do not read the items and anymore but they just encircle or check the items
especially if the researcher is in hurry to retrieve the questionnaires. Hence, the researcher is always doubtful as to the
veracity of the results.
4. Intellectual honesty - An intelligent researcher is honest to collect or gather data or facts in order to arrive at honest
results. Honesty is the best policy of the researcher. The success or failure of his research lies on his hand.
5. Intellectual creativity - A productive ad resourceful investigator always creates new researches. He enjoys inventing
unique, novel and original researches and considers research as his hobby. In other words, a creative researcher is
also innovative.
Values of Research to Man
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Research improves quality of life.

Research improves instruction
Research improves students achievements
Research improves teachers competence
Research satisfies mans needs. austerity measures of the country
Research reduces the burden of work
Research has deep-seated psychological aspects.
Research improves the exportation of food products.
Research response to the economic recovery and
Research trains graduates to become responsive to the economic development of the country and compete
globally.

Uses of Research
Research is undertaken to explore some possible solutions to existing problems either in any fields of education, biology, or
social sciences. It aims to seek new knowledge, truth, laws or principles. It provides information in the form of verifiable
data. Research contributes to the progress and development of humanity. A nation, city, any organization or institution could become progressive because of research. Hence,
research plays an important role in every human endeavor and therefore must be a salient part of organizational structure of
any institution.
Kinds and Classification of Research
There are many kinds of research which are classified according to their distinctive features. Some of the classifications are
as follows:
1. According to Purpose
a

Predictive or prognostic research - has the purpose of determining the future operation of the variables under
investigation with the aim of controlling or redirecting such for the better. Predictive research proposes to give he
result from one specific educational practice or pattern and seeks to establish a close statistical connection
between characteristics of students and prediction of educational outcome.

Directive research - determines what should be done based on the findings. This is to remedy an
unsatisfactory condition if there is any.

Illuminative research - is concerned with the interaction of the components of the variable being investigated,

14
as for example, interaction of the components of educational system and aims to show the connections among
2. According to goal
a

Basic or pure research - is done for the development of theories or principles. It is conducted for the
intellectual pleasure of learning. Much of this kind of research has been done in psychology and sociology.

Applied research - is the application of the results of pure research. This is testing the efficacy of theories and
principles. For instance, a principle says that praise reinforces learning. To determine if this is true, one conducts
an experiment in which there are two classes. In class, he uses praises but in the other class there is no praise
at all.

3. According to the levels of investigation

a

In exploratory research, the researcher studies the variables pertinent to a specific situation.

In descriptive research, the researcher studies the relationship of the variables.

In experimental research, the experimenter studies the effects of the variables on each other.

4. According to the types of analysis

a

In the analytic approach, the researcher attempts to identify and isolate the components of the research
situation.

The holistic approach begins with the total situation, focusing attention on the system first and then on its
internal relationship.

5. According to scope - Under this category is action research. This type of research is done on a very limited scope to
solve a particular problem which is not so big. It is almost problem-solving.
6. According to choice of answers to problem
a

In evaluation research, all possible courses of action arte specified and identified and the researcher tries to find
the most advantageous.

In developmental research, the focus is on finding or developing a more suitable instrument or process than has
been available.

7. According to statistical content

a

Qualitative or statistical research is one in which inferential statistics are utilized to determine the results of the
study. Inferential statistics such as correlation, chi-square, analysis of variance, etc. are used to test the
hypothesis.

This type of research usually includes comparison studies, cause-and-effect relationships etc.
b

Non-quantitative research. This is research in which the use of quantity or statistics is practically nil. This is
especially true in anthropological studies where description is usually used. Descriptive data are gathered rather
qualitative data.

8. According to time element

15
a
b
c

Historical research describes what was.

Descriptive research describes what is.
Experimental research describes what will be.

Historical, descriptive and experimental are the three major research methods. All other methods, kinds and types of
research whatever the yare called fall under these three major methods.
Other types and kinds of research are named according to the area or field of activity. Hence, we have sociological
research, social research, psychological research, anthropological research, physical research, chemical research, industrial
research, economics research, health research, nursing research, curriculum research, educational research and countless
others.
Some Hindrances to Scientific Inquiry (Errors in Personal Judgment)
Babbie gives the following as some of the hindrances to scientific inquiry. They are mostly errors in personal judgment. The
explanations are made for local adaptation.
1. Tradition - This is accepting that customs, beliefs, practices and superstitions are true and parts of the daily lives of
men. No effort is exerted to find out whether they are true or not. For example, there is traditional belief among some
women that women who are conceiving should avoid eating dark or black food such as black berries because their
children will become dark also. This may be true or not, but many women believe and practice it without verifying it truth.
This belief is a hindrance to scientific investigation.
2. Authority - This is accepting without question, an opinion about a certain subject which is given by someone who is
considered an authority on the subject. If an ordinary person says that kissing transmit colds, he is not believed much,
he may even be laughed at. On the other hand, when a doctor says the same thing, he is believed without question.
Suppose, a doctor commits a mistake and it is a fact this some doctors commits mistakes sometimes. Worse,
sometimes persons with big names in the community make pronouncements about things outside their own expertise
and they are believed because of their big names. They are believed without scientific inquiry about the truth of their
pronouncements.
3. Inaccurate observation - This is describing wrongly what is actually observed. For instance, in the dead of a moonlit
night, a man sees a shadow in the form of a person and the man concludes at once without any investigation that he
has seen a ghost.
4. Overgeneralization - This is establishing a pattern out of a few instances. For instance, when one sees one or two
Ilocano husbands who are hardworking, responsible and trustworthy then he concludes that Ilocano husbands are
hardworking, responsible and trustworthy.
5. Selective observation - This is persisting to believe an observed pattern from an overgeneralization and ignoring other
pertinent patterns. For example, one sees for the first time one or two prosperous Chinese stores beside a poor,
struggling Filipino store. He forms t he conclusion that the Chinese are more shrewd and competitive than Filipinos. So
whenever he sees Chinese and Filipino stores he always has that idea that idea that Chinese are better businessmen
than Filipinos ignoring the fact that there are also poor Chinese businessmen and there are also very good and more
competitive Filipino businessmen.
6. Made-up information - This is making up information to explain away confusion. Suppose a buyer buys from store
goods worth P50.00 and gives to he storekeeper a P100.00 bill. The storekeeper mistakenly gives a change of P40.00.
The buyer goes away without counting the change but when he gets home he finds that the change is short of P10.00.
Instead of going back to the store to find out why he was wrong change, he concludes that the storekeeper is a cheater
and he members of his family are also cheaters.

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Another example of made-up information is wrongly interpreting the findings of research materials.
7. Illogical reasoning - This is attributing something to another without any logical basis. For instance, because of the
extended good weather it may rain at the weekend. Or , because it is sunny it will not that day. These are beliefs
without any logical basis and no effort is exerted to verify them.
8. Ego-involvement in understanding - This is giving an explanation when one finds himself in an unfavorable situation.
For instance, when foreigners make a slur on Filipinos, t he latter counter t hat, that is racial discrimination without
investigating whether the slight is true or not. When a student gets a low grade, he says that he got low grade because
his teacher has a personal grudge against him and he is a victim of vindictiveness. He does not make any effort to
his abilities, his habits of study, etc.
9. Mystification - This is attributing to supernatural power, the phenomena that cannot be understood. This is accepting
that t here are things which are beyond human intelligence to
understand and which are reserved only to a supernatural being. Thus, no effort is exerted to
about this phenomenon.

make a scientific inquiry

10. To err is human - This is an attitude that admits the fallibility of man. When a man renders a wrong decision or
commits a mistakes, he merely leans on the saying To err is human, He does not make any effort anymore to study
why he committed the error, how he committed the error, the implications of his error, how he can correct his error and
how to make more sound decisions in the future.
11. Dogmatism - This is an addition. This is an unwritten policy of certain institutions and government prohibiting the
study of topics that are believed to run counter to the established doctrines of such institutions or government. Thus in
communistic states, it is unlikely that one studies and writes about the beauty of democracy. The same is true in a
democracy. There is a veiled prohibition to study and write about the beauty and adoption of communism.
The Scientific Method of Research
One of the characteristics of good research is that, it is systematic. It follows the scientific method of
research which includes the following sequential steps:

1.
2.
3.
4.
5.
6.
7.
8.
9.

Determining (recognizing) the problem

Forming a hypothesis
Doing the library search
Designing the study
Developing the instruments for collecting data
Collecting the data
Analyzing the data
Determining implications and conclusions from the findings, and
Making the recommendations for further research

It should be borne in mind that the researcher goes through all the nine steps when he does his research and when he writes
his research report. If the standard format of thesis writing is followed, the first two steps will be included in Chapter 1, The
Problems and Its Design; the third step will be in Chapter 2, Related Literature and Studies; the fourth, fifth and sixth steps
will be discussed in Chapter 3. Research Methods and Procedures; the seventh step will be presented in Chapter 4.
Presentation, Interpretation and Analysis of Data; and the last two steps placed in Chapter 5, Summary, Conclusions and
Recommendations.

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Principles of the scientific method. The principles of the scientific method are:

Rigid control
Objectivity
Systematic organization, and
Rigorous standards

Rigid control refers to the manipulation of the research variables. Variables are those things that vary in quantity and
quality which are to be manipulated by the researcher. Examples of variable are age, sex, population, adequacy, efficiency, etc.
There are variables which should bed controlled rigidly, that is, kept constant or equal in a certain research work.
Objectivity means that there should be no bias or partiality in treating the results of the inquiry. The results should not
be tampered with, whatever they may be.
Systematic organization refers to proper and accurate tabuolatui9ons of data as well as presenting them in statistical
tables ready for interpretation.
The fourth principle refers to the setting up of standards or principles which serve as bases for evaluating the
findings of a study. Such standards should not be changed to suit the expectations of the researcher. The principle also refers to
the accurate statistical computations and interpretations of qualified data.
It should be noted that the development of his book follows the sequential steps of the scientific method of research.
Designing the Study
Designing the study must follow the scientific method of research. Aside from choosing the right problem, forming the
hypothesis, and library research, designing the study also includes deciding on the method of research to be used, the study of
population, the instrument for gathering data and its preparation, the sampling design, statistical treatment of data, and analysis
and presentation of data.
Following are discussion and explanations of each of these aspects of the research procedure. After carefully studying these
discussions and explanations, the researcher can already make a workable design of research for his investigation.

There are three major research methods with their respective variations form which the researcher may choose the method he
wants to use depending upon the nature of his investigation. These are the historical, descriptive, and experimental methods
of research.
Discussed and explained are the different methods of collecting data such as the interview, questionnaire, observation, tests,
and others as well as the preparation of their respective instruments.
Sampling designs such as pure random, systematic, stratified, cluster and other types are also well elaborated on.
Other activities involved in conducting research inquiries and writing research reports are also given clear explanations with
illustrations for better understanding. How to write the research report or thesis has been given very ample explanations and
illustrations, modules by modules for better understanding of the whole process of research reporting or thesis writing.
IV. Suggested Materials

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1.
2.
3.
4.

Surf in the net and document the websites of the related topics found in this module
Create a personal file of these websites and reading text for future use.
Explore the hyperlinks for additional knowledge of the details of research,
Read other documents like books and periodicals to substantiate your learning from this module provided.

V. CHALLENGES FOR STUDY AND DISCUSSION

1. How do you define research?
2. Why is research important to mankind?
3. What are the purposes and goals of research?
4. How do you characterize a good research?
5. How are research and problem-solving differentiated?
6. How is research classified according to the following
a.
b.
c.
d.
e.
f.
g.
h.

Purpose
Goal
Levels of investigation
Types of analysis
Scope
Choice of answers to problems
Statistical content
Time element

7. What are some hindrances to research? Why are they called hindrances?
8. Why should the scientific method of research be followed? What are the steps in the scientific method? Explain.