1. What is research? What research is NOT?

-Research is the process of scientific thinking

that leads to the discovery or establishment
of new knowledge or truth. It is not a
subjective expressions of ideas or opinion s.
(Scientific thinking has three characteristics:
1) It is based on facts, 2) It starts from a
complex of problems, 3) It is free from
personal biases or opinions, 4) It uses
objective measurements. (Isidro and Malolos,
1979)
-Research is a systematic, controlled, empirical
and critical investigation of hypothetical
propositions about the presumed relations
among natural phenomena. (Kerlinger, 1973).
Systematic- follows steps or stages that begin
with the identification of the problem, relating
the problems with the existing theories,
collection of data, analysis and interpretation
of these data, drawings of conclusions, and
integration of these conclusions into the
streams of knowledge.
• Controlled- Scientific research is so planned that in
every step of the way, fancy guess work do not set in.
The problem is defined thoroughly, variables identified
and selected, instruments carefully selected or
constructed or conclusions drawn only from the data
yielded.
• Consequently recommendations are based on the
findings and conclusions. Everything is so controlled
that any observer of the investigation will develop full
confidence in the results. Hence, due to the control
employed in the research, exact and précised
outcomes are expected .
• As soon as the data are collected, evidences
are now on hand to confirm or refute the
hypothesis formulated at the start of the
investigation. These empirical data will form
the bases for conclusions.
• After the researcher has completed
the research the whole work is ready for
critical analysis by a panel of judges that
passes judgement on the entire research.
-Research is a systematic and objective analysis
and recording of controlled observations that
may lead to the development of
generalizations, principles or theories
resulting in the predictions and possibly the
ultimate control of events. (Best, 1981)
 What research is NOT?
It is NOT an argument
It is NOT a mere compilation of facts, opinions or
ideas.
It is a thought process NOT a mechanical process
like solving a jigsaw puzzle.
It is NOT a haphazard grouping of ideas full of
gaps and missing link. Thrown together at
the last moment to beat the deadline.
It is NOT a mere collection of footnotes and
bibliographical entries
 Kinds of research
According to Purpose

Pure research –the purpose of which is the development of theories by

discovering broad generalizations or principles. It employs careful
sampling procedure in order to extend the findings beyond the group or
situation studied. This is usually carried out in a laboratory, often with
animals as subjects.

Applied Research – it has most of the characteristics of fundamental

research, including the use of sampling techniques. However, its purpose
is improving a product or a process – testing theoretical concepts in actual
problem situation.

Action Research – It is focused on the immediate application, not on the

development of a theory. It puts emphasis on the problem here and now
in the local setting. Its purpose is to improve practices and at the same
time improve those who try the practice.
According to Method

Historical Research- Its purpose is to reconstruct the past

objectively and accurately, often in relation to
tenability of a hypothesis. Example: A study tracing the
history of agrarian reform in the Philippines, A study of
the Philippine Education since 1946, Testing the
Hypothesis that Francis Bacon is the real author of the
Works of William Shakespeare.

Descriptive Research- Its purpose is to describe

systematically a situation or area of interest factually
and accurately.
Developmental Method- Its purpose is to
investigate patterns and sequences of growth
and/or change as a function of time. Ex. A
longitudinal growth following an initial sample of
200 children from six months of age to
adulthood, A trend study projecting the future
growth and educational needs of a community
from past trends and recent building estimates.
True Experimental Method- Its purpose is to investigate
cause-effect relationships by exposing one or more
experimental groups to one or more treatment
conditions and comparing results to one or more
control groups not receiving the treatment, random
assignment being essential. Ex. To investigate the
effectiveness of the three methods of teaching reading
to first grade children using random assignments of
teachers and children to groups and methods. Ex. To
investigate the effects of a specific tranquilizing drugs
on the learning behaviour of boys identified as
“hyperactive” using random assignment to groups
receiving three different levels of the drugs and two
control groups with and without a placebo,
respectively.
Quasi- Experimental Method- To approximate the
conditions of the true experiment in a setting which
does not allow the control or manipulation of all
relevant variables.
Causal-Comparative Research or “Ex post facto”
Method- Its purpose is to investigate possible cause
and effect relationship by observing some existing
consequence and looking back through the data for
plausible causal factors. Ex. 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 non-smokers, readers and non-
readers, or delinquents and nondelinquents, using data
on file.
Correlational Research – is similar in many ways to causal-
comparative research. In Causal-comparative Research, two groups
of individuals who are generally similar are selected because the
two groups have (or do not have) some specific characteristics such
as brain damage, or are high (or low) on some variables such as
introversion-extroversion, popularity with peers or physical
strength. Having selected groups that differ on some critical
variables, the researcher studies these groups to determine how
they differ on other variables. In correlational research .
individuals are selected who vary on the measures or variables that
are being studied. All members of the selected groups are
measured on both variables that are being studied., and then a
correlation coefficient is computed between scores obtained by all
members of the groups on the two variables. Therefore, while
causal-comparative studies are typically looking for differences,
correlational studies are typically looking for relationships.
 Research has four essential elements:

1. Problem- The problem must be well-defined,

definite, specific, clear and manageable.
2. Data- the data which must be collected
should be complete, precise and accurate
3. Analysis- these data must be analyzed
carefully, objectively, logically
4. Results- valid and logical.
 The Research Process

Basic steps in the Research Process (Borg and Gall, 1979)

1. Recognition/identification of the Problem
2. Definition of the problem in a clear, specific terms
3. Development/Formulation of Hypotheses
4. Development of techniques and measuring instruments
that will provide objective data pertinent to the
hypotheses
5. Collection of Data
6. Analysis of Data
7. Drawing conclusions relative to the hypotheses based on
the data
Van Dalen (1979) list the following basic steps in
planning and conducting research:
1. Identify the problem area
2. Survey the literature related to it
3. Define the actual problems for investigation in a clear and specific terms
4. Formulate testable Hypotheses
5. State the underlying assumptions which govern the interpretation of results
6. Construct the research design to maximize the internal and external validity
- Selection of the subjects
-Control and manipulation of variables
-Establishment of criteria to evaluate outcomes
-Instrumentation- selection or development of the criterion measures
7. Specify the data collection procedure
8. Select the data analysis methodology
9. Execute the research plan
10.Evaluate the results and draw conclusions
 Importance of Research

1. Empirical studies have provided insights and directions in the reform

movements in education.
2. Studies conducted in various areas have served to enlighten educators in
the
reform programs in education.
3. Selected researches/studies have been useful in the search for programs
which
will respond to the present problems/obstacles now being met by the
educational system in particular and by the society in general.
4. The findings of selected researches/studies which have provided national
directions in the reform programs now being undertaken in the various
levels
of education in the country today have been culled and presented to
rationalize the implementation of such reforms as well as to provide
directions
in shaping the visions and the perspectives for the future.
 Parts of the Thesis
CHAPTER I
1. Title
- The title of a thesis is NOT A COMPLETE SENTENCE. Usually, titles
are phrases. This is done so because the title itself is not an
assertion of a statement but an expression of a problem; the
answer to the problem is not yet sought.
-The title should reflect the contents of the study. As such, the
specificity of the study as well as its purpose
should be indicated in the title.
-The title should not include superfluous expression. It should be
clear and specific.
- The title should not be conclusive, biased, or question begging.
-Euphony should be considered.
-A summary form
-It should serve as the frame of reference for the whole thesis
 2. The Statement of the Problem

-It should ask about a relationship between

two or more variables.
- It should be stated clearly and
unambiguously. Usually in a question form.
- It should be possible to collect data to
answer the question.
-It should not present a moral or ethical
question.
 How to select a Problem

1. Novelty and avoidance of unnecessary

duration
2. Practical value of the problem
3. Investigator’s interest in the problem
4. Availability of data on the problem
5. Special qualification of the researcher to
attack the problem
6. Time required to investigate the problem
7. Cost of investigating the problem
 3. Hypothesis

- are tentative answers to the problems raised

- are intelligent guesses which the researcher makes in
order to assist him in directing his
thinking towards solving the problem
Value of Hypothesis
1. Provides tentative answers to the specific problem
raised
2. Helps make the objective of the study more specific
3. It points to the researcher the data to be gathered.
4. It points to the nature of statistical tools in the analysis
of data
 Types of Hypothesis

1. Null hypothesis – It states that there is NO

significant
relationship/differences between two
variables.
2. Alternative Hypothesis – It states that
significant relationhips/differences between
two or more variables will emerge.
 Criteria for a good hypothesis

1. Hypotheses are statement about the

relationships/differences between
variables.
2. Hypotheses carry clear implications for
stating the stated relations.
 Theoretical/Conceptual Framework

The Theoretical Framework- presents the theory/theories

from which the study /the problem is based/derived. This
is a discussion of the theory/theories from which the
researcher based his/her study.
The theoretical framework is a set of ideas in accordance
with which the research is being conducted. It serves as
the design, a skeleton, a structure. It gives directions to the
research problem, to the procedure of data gathering and
analysis and to the formulation of logical results.
The conceptual framework- presents the relationships
between the specific concepts that may be studied.
 5. Significance of the study

This is a set of statements about the possible

contributions of the study. This should point to
the way in which the research would contribute
to the theory or knowledge of general or specific
phenomenon.
The value of the specific application of knowledge
to be gained and the potential importance of
these applications should be described.
 6. Definition of Terms

Terms used in the statement of the problem and

in the hypothesis should be defined rigorously.
The objective is to write a clear, precise definition
that will call up the same core of meaning to all
competent researchers in the field.
The terms must be defined conceptually and
operationally. They must be arranged in
alphabetical order.
 Scope and Limitations

This discusses the limits or the boundaries of the

study. Specifically, the discussion in this section
centers more on the following:
1. Specific aspects of the problems to be looked
into
2. The subjects or the population to be considered
in the investigation
3. the geographical coverage or the agencies or the
institutions involved in the study, and the specific
period of time that is covered by the researcher.
 CHAPTER 2
Review of related literature /studies

1. The literature review must provide a historical

background of the subject to be studied.
2. It must present any and all relevant materials
that are available, showing the difficulty of the
problem, the research design, the procedure, the
instruments and the analysis employed by the
studies being reviewed.
3. The literature review must help in the
development of the theoretical framework
 Purpose of the Review of Related
Literature/Studies
1. The literature helps to further define the research problem.
Frequently the literature review has partially answered the
research problem.
2. The literature review provides the theoretical basis for the
research questions
3. The lit. Review helps the researcher in the interpretation of
results or findings.
4. The lit. Review helps the researcher outline the implications
of his study.
In this section, there must be a discussion on how the
related literature/studies being reviewed are related with
the present study.
 Chapter 3
Methodology.
What should be included in this chapter?
1. Introductory portion
2. A description of the type or research and the description of the

methodology
3. A description of the locale of the study
4. A description of the respondents; sampling procedure used.
5. A description of the data-gathering tool/s.
6. A description of how the validity and the reliability of the
instrument/s are established.
7. A description of the conduct of the study
8. The procedure for data analysis especially with respect to the
test of the hypotheses set forth.
9. The statistical treatment of the data must be discussed, too.
 Chapter 4
The presentation, analysis and interpretation of data.

The following should be included in

chapter 4:
1. Introductory paragraph
2. Presentation of Data
3. Analysis of the Data
4. Interpretation of the Data
 In the presentation and analysis of the data, this
should be the format to be followed:
I. Topics relevant to problem 1
- Problem and Hypothesis
-Present the data in table form
-Analyze the data
- Interpret the data. Here, indicate the status of the hypothesis
II. Topics relevant to problem 2

- Problem and Hypothesis

-Present the data in table form
-Analyze the data
- Interpret the data. Here, indicate the status of the hypothesis
III. etc.
Chapter 5 presents the summary, conclusions,
Implications and Recommendations.
This chapter restates the problem of the
study, the methodology employed, the
summary of the findings in which the status of
the hypothesis is indicated, the conclusions,
implications, and recommendations as they
relate to the problem.
 BIBLIOGRAPHY
Bibliogaphy is a list of materials which are in
some way pertinent to the research which has
been done. And that it should contain all the
materials which the researcher has consulted,
whether he obtained any useful information from
them or not. (Gartner and Cordasco)
The bibliography serves one important purpose
i.e., to be of immediate used to the researcher
who wishes to investigate the problem.
Authorities on research agreed on the following rules
with respect to bibliography:
1. References are arranged in alphabetical order, the last
name of the author listed first.
2. Each entry is placed flush with the left margin of the
page and the subsequent lines are single-spaced and
indented five spaces.
3. A double-space separates entries.
4. The bibliography may be divided into three parts. The
first part may include books and pamphlets and the
second part may include magazines and newspaper
articles, while the unpublished materials may be listed
in the third part.
5. Bibliographical entries should contain certain
important facts about the reference:
Books and pamphlets:
a. name of the author, last name first
b. title, underlined to indicate italics
c. publisher and date of the publication
d. number of volume
Magazines and newspaper
a. name of the author, last name first
b.title of the article in quotation marks
c. name of the periodical, underlined to indicate italics
d. the volume and volumes and number
e. the date of the issue
f. pagination
APPENDICES
1. Request to administer the questionnaire
2. Questionnaire
3. Validity of the questionnaire
4. Reliablity of the questionnaire
5. Computations
6. Some relevant materials in excerpts including
DepED Order, Memo, etc. that has to do with
the investigation
7. Biodata/ Curriculum Vitae