Romblon State University

INSTITUTE OF GRADUATE STUDIES

Odiongan, Romblon
Tel. no. (042) 567-5952

EM200 METHODS OF RESEARCH ENGR. REYNALDO P. RAMOS, PhD

MODULE TWO:
The Research Process
BACKGROUND
This module covers the research process and its major steps; how to identify good research problem and good
design, the main characteristics of research objectives, some definitions and examples of research questions and
hypothesis; and how to create a research strategy.

At the end of this module, it is expected that the student is able to:
 explain the research process, its basic steps and importance of these steps;
 evaluate/describe a good research problem as well as that of a good design;
 identify the main characteristics of research objectives;
 formulate a research question and hypothesis; and
 identify potential research topics.

1. The Research Process

Figure 1 illustrates the basic stages in the conduct of research (Naoum, 1998). Each stage is related to each other and
revisited at different points throughout the research process. The major stages of the research will be highlighted and
discussed in detailed in the succeeding sections.

Selecting a Research topic and

Reviewing of Literature

Deciding on the Research Approach and

Designing format for Primary and

Data Measurement and Coding

Analysis of the Results

Structuring and Writing of the Research

Figure 1: The Research Process

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 Romblon State University
INSTITUTE OF GRADUATE STUDIES
Odiongan, Romblon
Tel. no. (042) 567-5952

Figure 2: The Research Process (https://www.iedunote.com/research-process)

The components of the Research Process are as follows: (a) Selecting a research topic and research proposal writing,
(b) Reviewing of literature, (c) Deciding on the
research approach and technique to data collection,
(d) Designing formal for primary and secondary data
collection, (e) Data measurement and coding, (f)
Analysis of the results, (g) Structuring and writing the
research.

According to Paler-Calmorin & Calmorin (2007), the

research process consists of the following: (1)
problem/objectives, (2) hypotheses, (3)
theoretical/conceptual framework, (4) assumptions,
(5) review of related literature, (6) research design,
(7) data collection, (8) data processing and statistical
treatment, (9) analysis and interpretation, (10)
summary, conclusions and recommendations.

2. Research Problem Identification/Research Topic Selection

Prior to the research design setting selection, the very early step to undertake in a research design is the selection of
a research topic or research problem. Selection of a research problem has also a substantial influence in terms of
resources (time, energy and money). The statement of the research topic (or in the form of a problem to be

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 Romblon State University
INSTITUTE OF GRADUATE STUDIES
Odiongan, Romblon
Tel. no. (042) 567-5952

investigated) serves as a signpost and a boundary marker in terms of the specific path and the territory to be covered
in the study. Thus, the significance of a research problem rests upon its ‘contribution to knowledge’.

Furthermore, the choice of a research topic is influenced by motives, purpose, interest and expertise (personal
interests/goals, academic/discipline contribution or social contribution); the literature (accessibility, complexity and
difficulty of the theories, models and research), relevance and restrictions (audiences/participants, politics and
feasibility); facilities and resources (Blaikie, 2000; Riley et al, 2000; Depoy & Gitlin, 1998). Indeed, framing the research
problem is a critical to the entire research project and influences all subsequent research processes. It requires a
thorough thinking from the selection of a broad topic area to the framing of a tangible research problem (Depoy &
Gitlin, 1998).

(Miller, 1991) identifies a preliminary checklist in

evaluating the overall research design:
 type of underlying theory
 study design
 access to organisation and respondents
 research control over the system to be studies
 data for test of hypotheses
 type of datum
 temporal dimension
 sample (population) and number of cases to be
studied
 source and method of gathering data
 number and types of variables involved
 selection of scales for measurement (data
analysis)
 character of distribution of variables
 treatment/handling of data
 time/duration for study
 funding required and availability

Finally, there are also five basic sources for research topic and problem identification as identified below (Depoy &
Gitlin, 1998):
 professional experience – the most and immediate source of information
 societal trends – as reflected in the policies, legislation, and funding priorities
 professional trends – as reflected in newsletters and professional publications
 published research – research studies from journals and reports
 existing theory – as puts forward a number of relationships between concepts

3. The Research Questions

The research question is the most critical part or element of any research design. The formulation of research questions
is the real starting-point in the preparation of a research design – answer the three main types of questions, namely:
what, why and how.

It defines the nature and scope of the research which guides the arguments and inquiry, and provokes the interests
among the readers. Thus, it is not uncommon to spend more time on the researching, conceptualising and forming of
each individual word of the research question than on any other part of the research design.

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 Romblon State University
INSTITUTE OF GRADUATE STUDIES
Odiongan, Romblon
Tel. no. (042) 567-5952

The process of formulating and assessing research questions is not easy to spell out. Research questions are critical
because of the following reasons (Bryman, 2004):
 it guide the literature search for the study
 it guide the decisions about the kind of research design to be employed for the study
 it guide the decisions about what data to be collected/needed and from whom/where
 it guide the analysis of the data
 it guide the writing up of the data
 it stop the study from going off in unnecessary directions and tangents

In other words, research questions organise, delimit and provide a framework for both the data needed and writing
up of the study. It is also often involves developing a conceptual framework for the research as well, wherein the
research questions operationalise the conceptual framework by focusing and delimiting the study and giving direction
to the sampling decisions that will be required (Punch, 2005).

To write strong research questions, it should have the following features (Punch, 2005; Bryman, 2004):
 evocative or suggestive
 make it timely
 frame it as a paradox
 substantially relevant
 fill in the missing gap
 make connections or interconnected and related or linked to each other
 clear and easily understood
 specific and limit the variables
 researchable and answerable
 neither too broad nor to narrow
 potential for making a contribution to knowledge

Research questions need to be clearly "doable." Writing a research question is an iterative process and need to be
carefully considered in the research design and budget.

4. The Research Objectives

A research objective is particular with the type/body of knowledge to be produced which ranges from simple to
complex ones, and encompasses both ‘basic’ and ‘applied’ research. Research objectives include exploration,
description, explanation, understanding, prediction, change, evaluation, and impact assessment as explained further
below (as quoted from Blaikie, 2000):
 to explore is to attempt to develop an initial, rough description or understanding of a phenomenon/event;
 to describe is to provide a detailed account or the precise measurement and reporting of the characteristics
of some population, group or phenomenon/event, including establishing regularities;
 to explain is to establish the elements, factors or mechanisms that are responsible for producing the state of
or regularities in a phenomenon/event
 to understand is to establish reasons for particular action, the occurrence and course of an event, these
reasons being derived from the ones given by the respondents;
 to predict is to use some established understanding or explanation of a phenomenon to postulate certain
outcomes under particular conditions;
 to change is to intervene in a situation by manipulating some aspects of it, or to assist the
participants/respondents in doing so, based on established understanding or explanation; and
 to evaluate is to monitor intervention programmes to assess whether they have achieved their desired
outcomes, and to assist with problem-solving and policy-making

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INSTITUTE OF GRADUATE STUDIES
Odiongan, Romblon
Tel. no. (042) 567-5952

 to assess impacts is to identify the likely consequences of planned projects, technological change or policy
actions on structures, processes and or people.

5. Characteristics of a Research Problem/Research Objectives

S-pecific: the problem should be specifically stated
M-easurable: it is easy by using research instruments, apparatus, or equipment
A-chievable: can be achieved using correct statistical tools to arrive at precise results
R-ealistic: real results are attained because they are gathered scientifically and not manipulated or maneuvered
T-time-bound: time frame is required in every activity because the shorter completion of the activity, the better.

In addition, a good research problem should be: (a) interesting, (b) innovative, (c) cost-effective, (d) relevant to the
needs and problems of the people, (e) relevant to government thrusts, (f) measurable and time-bound.
Research Objective is defined as statement of purpose for which the investigation is to be conducted. It is a guide to
be accomplished by the researcher in conducting a study. It has the same characteristics, SMART with research
problem.

6. The Research Hypothesis

A simple definition of a hypothesis is that “it is a proposition to be tested or a tentative statement expressed in terms
of a relationship between independent and the dependent variables” (Neuman as cited by DePoy & Gitlin, 1998;
Frankfort-Nachmias & Nachmias, 1996). It is also considered as a ‘tentative’ answer to a research problem because
this will be verified after it has been tested empirically (Frankfort-Nachmias & Nachmias, 1996).

A research study can be directed by one or more hypotheses, but on the other hand, there are some types of research
which inappropriate to set out with hypotheses. Hypotheses are considered to be essential and stated precisely which
are drawn from a variety of sources. Including research problems, hypotheses can be derived in many ways – from
theories, observations, and from the professional literature (Frankfort-Nachmias & Nachmias, 1996).

The hypotheses can also be viewed to tentatively answer to ‘why’ and ‘how’ research questions (Blaikie, 2000). Further,
hypotheses have some connections with the literature review, wherein in some cases it is possible to derive such an
answer from existing theory or it construct a new theory. Specifically, in the ‘deductive research strategy’, the
development of a theory from which hypotheses can be deduced/realised is an essential part of answering ‘why’
questions. On the other hand, in the ‘abductive’ research strategy, the hypotheses are integral part of the continuing
process of data collection and analysis, observation, and testing.

The formulation of usable hypotheses is considered as a central importance. Thus, there are criteria for evaluating
hypotheses’ validity which distinguish them other forms of statements (Walliman, 2006; Frankfort-Nachmias &
Nachmias, 1996; Miller, 1991).
 assertions but not suggestions
 should have empirical referents
 must be specific but limited in scope
 should be related to available techniques
 should be related to current body of theory/knowledge
 expressed as economically using correct terminology
 must be conceptually clear statements about relationships between variables
 must be testable with available methods and value-free

Ultimately, a good hypothesis is a very useful aid to organising the research which somehow limits the inquiry to the
interaction of certain variables (Walliman, 2006). It also suggests the appropriate methods to be used in the collection,
analysis and interpretation of the data gathered. Accordingly, the confirmation and rejection of the hypotheses using
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 Romblon State University
INSTITUTE OF GRADUATE STUDIES
Odiongan, Romblon
Tel. no. (042) 567-5952

empirical or experimental testing gives a clear indication of the extent of knowledge obtained. A set of questions,
propositions, or a statement of intent to investigate and evaluate critically are alternatives to hypotheses. Question or
questions should be derived from the research problem which also gives a clear indication of the subject under study
and the methods to be used. Proposition is a theoretical statement which also indicates clear direction and scope of
the research study, allowing the study to concentrate on particular relationships between events, without having to
comply with the rigorous requirements of a hypothesis. Not all research study needs to test a hypothesis or to answer
a question, but instead, the subject and scope of the study are expressed in a statement of intent which also derived
from the research problem.

Some other definitions about hypothesis

According to Jha (2011),
(a) It is a scientific outlook towards the research and ir leads the research to the correct direction
(b) It helps the researcher to decide what sort of information has to be collected in relation to the problem and how
to relate the information
(c) It plays an important role in deciding the samples, tool, from where to get the data and which statistical method
should be applicable
(d) It is in predictive statement which comprises of two or more variables and these variables show relationship with
each other

On the other hand, it is defined as a wide guess that is formulated and temporarily adopted to explain the observed
facts covered by the study (Paler-Calmorin & Calmorin, 2007). In addition, hypothesis is important for it tells the
researcher on: what to do” and “how to go about” solving a research problem or objectives. According to Frankfort-
Nachmias and Nachmias (1997), a hypothesis is a tentative answer to a research problem, expressly in the form of a
clearly stated relation between the independent and the dependent variables. Hypotheses are tentative answers
because they can be verified only after they have been tested empirically. If it is rejected another one is put forward,
otherwise it is accepted, then it is incorporated into the body of scientific knowledge. Moreover, there are four (4)
common characteristics of the hypothesis: clear, specific, testable or amenable (open) to empirical testing with the
available research methods, and value-free. In addition (Jha, 2011) identifies good hypothesis as in the simplest form,
precise, it ensures that sample is accessible and approachable, including the tools and techniques.

Fraenkel, Wallen & Hyun (2013) defines hypothesis as simply as a “prediction of the possible outcomes of a study. It
is a restatement of the research question (research problem). Examples:
Research Question: Will students who are taught history by a teacher of the same gender like the subject
more than students taught by a teacher of a different gender?
Hypothesis: Students taught history by a teacher of the same sex will like the subject morethan students
taught history by a teacher of a different gender
**(Note: Dependent variable – liking for history; Independent variable – gender of the teacher)

Moreover, there are directional hypothesis and non-directional hypothesis. A directional hypothesis indicates specific
direction (such as higher, lower, more or less) that a researcher expects to emerge in a relationship. Thus, it is a
prediction about the specific nature of a relationship. Example: Method A is more effective than Method B. The non-
directional hypothesis does not make a specific prediction about what direction the outcome of the study will take.
Thus, it is a prediction that a relationship exists without specifying its exact nature. Example: There will be a difference
between Method A and Method B.
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 Romblon State University
INSTITUTE OF GRADUATE STUDIES
Odiongan, Romblon
Tel. no. (042) 567-5952

There are two types of hypothesis: Null hypothesis (H0) and Alternative hypothesis (H1). The null hypothesis (stated in
negative form) is a denial of an existence of a trait, characteristic, quality, value, correlation or difference of results
while alternative hypothesis (stated in positive form) is an affirmation of the existence of observed phenomena; and
the opposite of null hypothesis.
Examples: Specific Research Problem/Question: Is there a significant difference on the yield of peanuts planted in
pots using night soil and chicken dung as fertilizers?
Null hypothesis (H0): There is no significant difference on the yield of peanuts planted in pots using night soil
and chicken dung as fertilizers.

7. What is assumption?
It is statement that need not to be tested (Castillo, 2007). It is accepted as facts based on observations or based on
the existing literature. The assumption must be stated when there is controversy on the acceptability of a
theory/concept/research method or instruments which the proposed research considers acceptable (Castillo, 2002 as
cited by Castillo, 2007).

According to Paler-Calmorin & Calmorin (2007), assumptions are presumed to be true statements of facts related to
the research problem.
Examples:
That the teachers’ability to cope with frustrations can lead to efficiency in their assigned teaching fields.
That the teachers’coping mechanisms can lead to a closer understanding of the relationship with the students.

8. Theoretical Framework and Conceptual Framework

Theoretical Framework shapes the justification of the research problem/research objectives in order to provide the
legal basis for defining its parameters. Conceptual Framework presents specific and well-defined concepts which are
called constructs which are derived from abstract concepts of the theoretical framework. Both frameworks provide
clear explanation regarding the relationship of variables
A typical model is the INPUT-PROCESS (THROUGHPUT)-OUTPUT which constitutes the flow of the activities, including
the relationship of selected variables as shown in the figure below. A brief discussion for each process is required to
have clearer understanding of the research methodology employed in the study.

INPUT PROCESS OUTPUT

Alternative ideas from the Installation/setting-up,

literature; preparation and Power Surge Protection
design, fabrication,
purchase of materials, System
construction, and
tools and equipment simulation/testing

FEEDBACK

Figure 3. The Conceptual Framework – IPO

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 Romblon State University
INSTITUTE OF GRADUATE STUDIES
Odiongan, Romblon
Tel. no. (042) 567-5952

The conceptual framework can be presented using concepts, facts, variables and their relations that explain
or predict how an observed phenomenon exists and operate as graphically shown below.

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

This is the stimulus This is the response

variable identified to variable which are/were
determine its observed and measured
relationship to an to determine the effect
observed phenomenon of the independent
variable

Figure 4. The Conceptual Framework – Independent and Dependent Variables

9. Designing a Research Strategy

Developing a research strategy depends on the following major issues: (a) type of study to be undertaken, (b) timetable
or schedule to undertake the research study, and (c) appropriate data and information required for the study/topic.

The following questions will help determine the best and appropriate research strategy
(http://library.wustl.edu/research/design.html):
 What type of research topic/study are you working? The depth of research depends on the nature of
the study to be undertaken. It also depends on the guidelines specified by the institutions or individuals
involved in the conduct of the study
 How much time do you have? For a limited time, it is recommended to limit gathering of information
from books, journals, and magazines available in the library or on the web. Having more time to conduct
the research, it is advisable to incorporate a variety of materials on the study and to obtain resources
from other available sources.
 What type of information do you need? Research design and methodology to be employed in the study
determine the type of resources to be needed. It also needs to consider the sources of data, either
primary or secondary or both in the context of the study.

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 Romblon State University
INSTITUTE OF GRADUATE STUDIES
Odiongan, Romblon
Tel. no. (042) 567-5952

MODULE ASSESSMENT

MODULE TWO ASSESSMENT TASK #2

1. Submit three (3) proposed research topics/titles that you think potential to be developed into a
thesis/research study.
2. Each topic/title should contains 2-3 primary research objectives to be achieved.
3. Provide a rationale or the research problem for each topic. What is the existing problem/issue or concern
that your proposed research study intends to address? Be specific with your answer
4. Follow the matrix/table below to reflect your answers.
5. Submit your answers thru Google Classroom on or before 23:59PM, Monday, 8 July 2021. Point deduction
for late submission.
6. Short bond paper, 1.5 spacing, 10-12 font size, either MSWord or PDF file. The file name should be:
FIRSTNAMESURNAME_Assessment#2. Upload your submission to the link provided in Google Classroom
and make sure that the file successfully uploaded.

Title/Topic Objectives Rationale – Why?

DEADLINE: 08 July 2021, 23:59PM

“PLAGIARISM IS AN ACADEMIC OFFENSE, NOT TO BE TOLERATED”

READING MATERIALS
1. Dawson, C. (2009). Introduction to Research Methods, A Practical Guide for Anyone Undertaking a Research
Project, 4th Edition, UK: How to Content. Retrieved from https://www.pdfdrive.com/introduction-to-research-
methods-a-practical-guide-for-anyone-undertaking-a-research-project-d157725135.html

2. Vanderstoep, S. & Johnston, D. (2009). Research Methods for Everyday Life: Blending Qualitative and Quantitative
Approaches, USA: Jossey-Bass. Retrieved from https://www.pdfdrive.com/research-methods-for-everyday-life-
blending-qualitative-and-quantitative-approaches-research-methods-for-the-social-sciences-d161070302.html

3. Neuman, W. (2014). Social Research Methods: Qualitative and Quantitative Approaches, 7th Edition, UK: Pearson
Education Limited. Retrieved from https://www.pdfdrive.com/social-research-methods-qualitative-and-
quantitative-approaches-e19744746.html

4. Johnson, R. & Christensen, L (2014). Educational Research: Quantitative, Qualitative, and Mixed Approaches, USA:
SAGE Publications, Inc. Retrieved from https://ismailsunny.files.wordpress.com/2017/07/educational-research_-
quantitat-r-robert-burke-johnson.pdf

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 Romblon State University
INSTITUTE OF GRADUATE STUDIES
Odiongan, Romblon
Tel. no. (042) 567-5952

REFERENCES AND OTHER SUGGESTED READING MATERIALS

1 Albert, J. R. (2008). Basic Statistics for the Tertiary Level, Padua, Patungan & Marquez (eds), Manila: Rex Book
Store
2 Ariola, M. (2016). Principles and Methods of Research, 1st Edition, Quezon City: Rex Store, Inc.
3 Asaad, A. S. (2008). Statistics Made Simple for Researchers, Manila: Rex Book Store
4 Calderon, J. & Gonzales, E. (2016). Methods of Research and Thesis Writing, Mandaluyong City: National Book
Store
5 Castillo, F. S. (2007). Research Education and Scientific Writing, Latest Edition, Manila: Booklore Publishing
Corporation
6 Finkelsten, L. Jr (2005). Pocket Book of Technical Writing for Engineers and Scientists, 2nd Edition, McGraw-Hill
(Asia)
7 Fraenkel, K. R., Wallen, N. E., and Hyun, H. H. (2013). How to Design and Evaluate Research in Education, 8th Edition,
New York, USA: McGraw-Hill International Edition
8 Frankfort-Nachmias, C., and Nachmias, D. (1997). Research Methods in the Social Sciences, 5th Edition, London:
Arnold.
9 Fraenkel, K. R., and Wallen, N. E. (2010). How to Design and Evaluate Research in Education, 7th Edition, New York,
USA: McGraw-Hill International Edition
10 Hair, J., Celsi, M., Ortinau, D. and Bush, R. (2017). Essentials of Marketing Research, 4th Edition, New York: McGraw
Hill Education
11 Jha, A. S. (2011). Research Methodology, Delhi, India: APH Publishing Corporation
12 Lavina, C., Manabo, R., Hernandez, G., Hablanida, F., Lacorte, A., & Gaza-Ebron, J. (2016). Outcomes-based
Practical Guide to Thesis and Capstone Project Writing in Computing, Manila: Mindshapers, Co., Inc.
13 Mustafa, A. (2010). Research Methodology, India: AITBS Publishers
14 Paler-Calmorin, L, & Calmorin, M. A. (2007). Research Methods and Thesis Writing, 2nd edition, Manila: Rex Book
Store
15 Sanchez, C. A. (1997). Methods Techniques of Research, 3rd Edition, Manila: Rex Book Store
16 Tayie, S. (2005). Research Methods and Writing Research Proposals, Pathways to Higher Education Project, Center
for Advancement of Postgraduate Studies and Research in Engineering Sciences, Faculty of Engineering – Cairo
University
17 Trinidad, J.E (2018). Researching, Philippine Realities: A Guide to Qualitative, Quantitative, and Humanities
Research, Quezon City: Ateneo De Manila University Press
18 Walliman, N. (2018). Research Methods the Basics, Second Edition, London and New York: Routledge Taylor &
Francis Group

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