Alternative: There is a significant difference between the academic performance of

males and females in the field of Mathematics.

Usually, the researcher would start form the null hypothesis and does research to
prove or disprove the claim. If proven, most often than not through statistical analysis,
the researcher should accept the null hypothesis. If not proven, then, the researcher
must go with the alternative hypotheses. Nonetheless, the researcher should be able to
explain why such a result came out.

However, it should be noted that not all researcher endeavors are theory and
hypothesis testing. There are some researcher that are done to build theories. This is
sometimes known as grounded theory. Basically, such an activity is done in qualitative
research wherein there is flexibility in doing the research enterprise.

For example, you can collect data first then, build your theory according to the data.
Usually, this is done in action research. Such a form of research is done to resolve an
immediate problem. It is often done in education research wherein the educator tires to
come up with teaching strategies for a specific class. Thus, we can say that this is a
different kind of approach to research since it does not rigidly follow usual steps. This
will be discussed more in the later chapters.

Again, the two may be related but they are not the same. Theories can be tested
even without statistical analysis. However, a hypothesis needs statistical analysis to
determine which hypothesis must be accepted or rejected. In this context, hypothesis is
usually found I a quantitative research while theories are found in qualitative research.
In our research endeavor, this is considered to be

STEP #2 because we need to determine the problem and the research design first
before choosing our theory or formulating our hypothesis. The reason is that this will
help us become clearer with the direction the research is going.
Sampling and Date Collection

The next step in the research activity has something to do with the data. Since
we already have our problem, research design and methodology, and theory and
hypothesis (this is what comprises a research proposal), we must now collect our data.
However, before we collect our data, we must determine first who and where to collect
our data. The second question is easy. All you have to do is to determine where you
want to conduct your study or where can you find the right people to respond to your
data collection questions.

For example, if you want to know the different teaching styles of chemistry
professors all you have to do is to choose schools where you can find chemistry
professors. Thus, the determination of the locale of your study depends upon the
researcher. The first question of “who” is the trickier one.

There are different ways of determining the respondents of your study. But, the
usual method of doing is undergoing the process know as sampling. Sampling refers to
the process of choosing a part of the population you want to study. Essentially,
sampling is done to choose the appropriate representatives so that you can generalize
up to a certain point in your research (especially in the case of quantitative research).
There are generally two types of sampling: probability and non-probability sampling.
Probability sampling tries to come up with random samples. It basically tries to use
some statistical methods to come up with random samples that can represent the
population. Furthermore, it assures an equal chance for all members of the population
to be part of the sample. Simple random sampling and stratifies random sampling are
examples of this type of sampling.

Non-probability does not have this characteristic of equal chance for all members
of the population. Moreover, it does not use any statistical method to come up with the
samples.
 For example, convenience sampling is a type of non-probability sampling. It is
done in a way that whoever will come as the “convenient” sample ( the one who you
saw first or came to volunteer first) is considered as a respondent. Thus, this kind of
sampling has a lesser chance of coming up with representative samples for the whole
population.

Apparently, booth sampling methods would help in determining the required

number of samples in a study. However, it should be noted that probability sampling
has a higher chance of getting a representative sample than non-probability. Hence,
the researchers doing a quantitative one most often that not performing this kind of
sampling. On the other hand, even if non-probability sampling does not produce a
representative sample, this kind of sampling will provide you with the needed data
especially if you are conducting a qualitative research. Thus, it gets you directly to the
respondents you really need. Nonetheless, the researcher should be the one to
determine which sampling technique would benefit them more. There would be more
discussion on the different sampling techniques in the other book that is focused more
on quantitative research.

When you have determined the “who” and the “where” of data collection, the
researcher can now collect data. Again, the nature of the research can now collect
data. Again, the nature of the research will determine how data can be collected. It
should be remembered however that the researchers should be carefully when it comes
to the data being collected because they have toknow which data is relevant and which
is not. Thus, the proper data interpretation and analysis must be done next.

STEP #5 Data Presentation, Interpretation and Analysis

After the collection of data, we must make sense of the data. It should not bne
left as it is important to present the data as it is first. The presentation of data can be
done in a lot of ways. In quantitative research, the statistical data collected is usually
presented in tabular of graphical forms. Apparently, this allows the researchers and
readers o the research alike to understand the data better. The reason is that the data
is in a simpler and more understandable manner. In this light, it can be interpreted and
analyzed in an easier manner. On the other side of spectrum, data is presented I a
narrative or thematic form in qualitative research. Since the qualitative data is in the
form of text, the researcher should be able to construct a narrative of the collected data.
Obviously, it should be presented in the way it has been collected to avoid the
misinterpretation of the researcher. Hence, it would lead to understanding the
respondents. In this context, the way data should be presented would still depend on
the kind of research one is doing.

The presentation of data is just the beginning. The next step is to interpret the
data. Basically, in the interpretation of data, the researcher should explain what the
data means and how it fits in with the study. It should clarify the importance of the data
collected in trying to come up with the answers to your research question.
Consequently, this is where the knowledge and ability of a researcher comes in. The
researcher must be able to interpret the data as it is and how it is important in
answering the research question. In this light, the interpretation of the data is a step
closer to answering your research question.

The last treatment of the data will be its analysis. Usually, the analysis of data is
done by going back to your theory or hypothesis. In light of the theory, you can now
determine if your theory is correct or not. IN the context of research that aims to
establish a new theory, data should be analyzed in a way that it will all fit in like a puzzle
while the data you have collected is the puzzle pieces. Thus, in order for you to build
the puzzle, you got to have all pieces. If not, there is a need to collect more puzzle
pieces (data) to complete your puzzle (theory).

In light of the hypothesis, the use of statistical tools will allow you to know if your
hypothesis is accepted or rejected. As discussed above, you can either accept the null
hypothesis as correct. In short, the analysis will tell you if your theory and/or hypothesis
are correct and will answer your research question. The latter chapters in this book will
provide you with examples on how to do the presentation, interpretation and analysis of
data depending on your research.

STEP #6 Formulating Conclusions and Recommendations

Finally, after all of the data collection and making sense of it, the final task of the
researcher is to formulate his/her conclusions and recommendations. The penultimate
task is to answer the questions by coming up with conclusions from the data you have
gathered. The conclusion must answer the research question or questions formulated
by the researcher. However, if the conclusions fall short in answering the question or
the researcher is not satisfied with the answer, he/she must continue the study to find
the answers, or better answers to the research question/s. this is where
recommendations will come in.

Recommendations are the statements made by the researcher for the

beneficiaries of the study. There are a lot of reasons why researchers make
recommendations. Here are some of the following reasons why recommendations are
important: when you want to test your theory and hypothesis), the study should not be
a photocopied version of the original study. There should still be something new in it
(e.g. the data and how it is treated). The content should be factual or truthful. There
should be no attempt to deceive the readers and manufacture data. Apparently, this is
the reason why the findings of a certain research should be verifiable.

3. Ethics for the Respondents. Basically, the respondents of a research should be

given respect. Since the respondents are usually human beings, they should be treated
as human beings. If it is an experimental research about certain objects, then, there is
not much problem. For as long as it does not bring about more problems for society,
then, it is ethical. However, it is a different story if we are dealing or controlled without
their consent. Also, deception must not be done unless it is part of the research. It
should be remembered that is ever deception will be used, it should not hurt the
respondents or affect them in any negative manner. Consequently, it is advised that a
debriefing will be done to explain to the respondents why deception was used. But in
general, deception is not encouraged in the conduct of research. Another important
reminder of researchers who will conduct surveys and interviews, the respondents
should be informed of all the possible information or risk a research may bring.