Inquiries, Investigations and

Immersions(3 I’s)
 What is research?
1058572-Royalty-Free-Vector-Clip-Art-Illustration-Of-A-Nerdy-Emoticon-Reading-A-Book.jpg
 Research is
- A study/investigation
- A scientific investigation
- Is a study on investigation which is done
systematically, empirically, scientifically,
and logically for the purpose of achieving
knowledge and helping solve situational
problems. 1058572-Royalty-Free-Vector-Clip-Art-Illustration-Of-A-Nerdy-Emoticon-Reading-A-Book.jpg
What do you
think is the
characteristic
of a Research?
  Characteristicsof a Research
Process
- Systematic - well defined designs, an
orderly procedure
- Empirical – measurable and observable
things or phenomenon that you can put in
print on the bases of your senses.
- Scientific – can be tested
- Logical – justifiable and acceptable by
reason
Do you agree that we
have a purpose in
having a research?

What do you think is

it?
 Purpose of Research

1. Discover new knowledge

2. Help solve situational problems
  System Framework of research

- INPUT PROCESS OUTPUT

(Theories/Principles)
Skills and abilities Pure/Basic research
necessary in (Idealistic)
conducting Solutions to
Research/Scientific problems
Investigation (Social
Responsibility

Input Output
  System Framework of research
Aims at developing a person to be-

ENVIRONMENT • Sensitive to
surroundings
Social • Systematic
Political • Critical
Economic • Objective
Educational • Logical
Technological • Rational
Physical • Analytical
 CriticalResearcher- has the “3rd
eyes”, seeks the truth from what he
reads, does not take them hook-line
and sinker, does not jump into
conclusions. Treat opinions as
opinions
Begin with a
TOPIC in
mind
11
TOPIC

Relevant
Significant
Feasible
12
Brainstorming for Research Topics
1. Scheduling 7. Field trips
2. Team teaching 8. School facilities
3. Evaluation of 9. Extracurricular
learning, programs
reporting to 10. Uses of ICT in
parents Instruction
4. Student 11. Stress
regulation management
5. Learning styles 12.Guidance-
6. Peer Tutoring counseling
programs
 I. Brainstorming for Research
Topics
STEP 1: Topic Identification
Key Questions:
a.What do I know about the
topic?
b.What should I know about the
topic?
c.What do previous studies say
about my chosen topic?
 II. Identifying the Problem
and Asking the Question

Specific Consideration in Choosing

a Problem
 Workability
Is it within the limit and range of your
resource and time constraints?
Will you have access to the number of
samples required?
Is there reason to believe that you can come
up with the answers to the problem?
Is the required methodology manageable and
understandable?
 II. Identifying the Problem
and Asking the Question

Specific Consideration in Choosing

a Problem
 Critical Mass
Is the problem sufficient in magnitude and
scope (are there enough variables and
potential results)?
 Interest
Are you interested in the problem?
Does it relate to your career interest?
 II. Identifying the Problem
and Asking the Question

Specific Consideration in Choosing

a Problem
 Theoretical Value
Does the problem fill a gap in the literature?
Will it contribute to the advancement in your
field?
Does it improve the “state of the art”?
 II. Identifying the Problem
and Asking the Question

Specific Consideration in Choosing

a Problem
 Practical Values
Will the solution to the problem improve
practice?
Are practitioners likely to be interested in the
results?
Will the findings aid the managers in making
sound decisions?
Will the system be changed by the outcome?
Situational Problem – Research Problem
SEE Situation in the
EXPERIENCE Environment
OBSERVE • Social
HEAR • Political
READ • Physical
FEEL • Economic
• Religious/Moral
Source of Situational Problem
RESEARCH PROBLEM
Meaningful sensation of
-a scientific
the condition in the
investigation of the
environment that bothers
different dimensions
you and which you alone
associated with the
cannot solve.
situational problem
involving 2 or more
factors or variables
 Example
Knowledge of child abuse existing
in the environment are problems
that can be derived from this
situation. Problems would be –
a. Do children abused sexually
come from
-broken homes or not
-one-parent homes or not
-poor families or not
 The research problem is just a
part of the whole pie. It
investigates two or more
variables, particularly, how these
variables are related.
 II. Identifying the Problem
and Asking the Question
Background of the Problem
 It is the presentation of the
concept of the study in a very
effective manner.
1. It must include an assumption
of significance.
2. It must be a loaded statement
that would drive an impact to
emote interest from the reader.
3. It must be simple, clear, specific
and related to the topic.
 II. Identifying the Problem
and Asking the Question
Background of the Problem

 Thisintroductory page acquaints

the reader with the problem to be
dealt with. This orientation is
best accomplished by providing
rationale or background.
 II. Identifying the Problem
and Asking the Question
Background of the Problem

 The background intends to draw

a clearer picture of what you
want to say. It describes clearly,
colorfully and vividly the problem
situation which serves as the
rationale of the study.
 II. Identifying the Problem
and Asking the Question
Background of the Problem
 It presents in details the problem
situation based on what you
SEE AND OBSERVE HEAR READ

Happenings Lectures/Speeches Newspapers

Events Radio and TV Journal
Broadcasting
Phenomenon Conversations Books
Personal Experience Interviews Reports &
Monographs
SEE AND OBSERVE HEAR READ

Happenings Lectures/Speeches Newspapers

Events Radio and TV Journal
Broadcasting
Phenomenon Conversations Books
Personal Experience Interviews Reports &
Monographs

Records of Critical Records of Records of findings,

Incidents opinions, positions, figures/statistical
values data
 1. Background of the Problem

 The purpose of the background is to

highlight the need for the study by
presenting what is happening at
present and what ought to be using
the data that the researcher has
gathered.

 It identifies the area in which the

problem is to be found, and points
out that the problem had not been
fully studied.
 2. Conceptual Framework

This deals with the key concepts and

related literature underlying the
framework that guides the study. The
purpose of this is:
1. To expand the context and
background of the study
2. To help further define the problem
3. To provide an empirical basis for the
subsequent
development/formulation of
hypothesis.
 2. Conceptual Framework

The initial step is to identify the

key variables of the study. This refers
to the independent, dependent and
moderator variables to be investigated.
 2. Conceptual Framework

The second step is to look for the

definitions of the variables. For the
dependent variables the following should
be done:
1. Define the variable (universal
definition)
2. Describe its characteristics and
indicators
3. Discuss its importance (how it affects
other variables) and how it is affected
by other variables (independent
variables)
 2. Conceptual Framework

For the independent variable,

define and describe its characteristics
and indicators. Discuss its effect on the
dependent variable on the basis of the
review of related literature and studies.
The same should be done for the
moderator variables.
 2. Conceptual Framework

The discussion should point out

how the previous studies relate to the
present investigation by highlighting
their similarities and differences. More
importantly, it must include some
relevant theories and concepts that
help in the development of the present
study.
 2. Conceptual Framework

Organizing the literature review

section by subheadings makes it easier
for the researcher to follow. To be
meaningful, this subheadings should
reflect the variables and their
relationship.
 2. Conceptual Framework

We should remember that the purpose of

literature review is to provide a basis for the
formulation of hypothesis.

The conceptual framework is

summarized or synthesized into a logical
network of relationship of the key concepts or
variables involved in the study. This is further
simplified by presenting a research paradigm
or hypothetical illustration of the relationship
of variables and their corresponding
indicators.
 3. Research Hypothesis
(for quantitative research)

Hypothesis – is a conjectural statement

of the relation between two or more variables.
It is a tentative or temporary answer to a
research problem.
 3. Research Hypothesis
(for quantitative research)

It has the following characteristics:

1. It should conjecture upon a relationship

between two or more variables.
2. It should be stated clearly and
unambiguously in a declarative statement.
3. It should be testable; that is it should be
possible to restate it in an operational form
which can be evaluated based on data.
 3. Research Hypothesis
(for quantitative research)

Example:

I.Q. and achievement test are positively

related.
 3. Research Hypothesis
(for quantitative research)

There are two approaches for developing

hypothesis:

Deduction – starts from generalization or

theory by logical deduction.

Induction – starts from observation, opinions

to generalizations.
 3. Research Hypothesis
(for quantitative research)

General Classification of Hypothesis

RESEARCH/ This temporarily
ALTERNATIVE (H1) asserts the
relationship of
variables
NULL/TEST (Ho) Denies the relationship
of variables
 4. Statement of the Problem

The advantages of stating the

statement of the problem are:
1. It provides the reader with an
immediate basis from which to
interpret subsequent statements
2. It makes it possible to quickly
determine the purpose of the study.
The reader will not have to search
for the introduction and background
to discover the problem being
examined.
 4. Statement of the Problem

A problem statement must have the

following characteristics:
1. It should ask about a relationship
between two or more variables.
2. It should be stated clearly,
unambiguously and usually in
question form.
3. It should be possible to collect data
to answer the question asked.
4. It should not represent a moral or
ethical position.
 4. Statement of the Problem

One or two sentences will normally

suffice to state the problem. Often the
statement begins as follows:
The purpose of this study is to examine
the relationship between…….(state the
variables, locale and time as the case
maybe).
 4. Statement of the Problem

Specifically, it seeks answers to the

following questions:
1. What is the relation between I.Q.
and achievement?
2. Is there a relationship between
economic background and dropout
rate?
 5. Definition of Terms

The definition is based on the

observable characteristics of that which
is being defined.

What is important is the nature of these

observations upon which definitions
are based.
 5. Definition of Terms
There are 3 approaches or types of
constructing definitions. These are
arbitrarily labelled as A, B, and C by Bruce
W. Tuckman.

A type A definition can be constructed in

terms of the operations that must be
performed to cause the phenomenon or
state being defined to occur.

An intelligent child can be defined

operationally as the child produced by the
marriage of above average, intelligent
couples.
 5. Definition of Terms

A type B definition can be constructed in

terms of how the particular object or thing
defined operates, that is what it does or
what constitute its dynamic properties.

Thus an intelligent student can be

operationally defined as a person who gets
high grades in school or a person who
demonstrates capability for solving
complicated mathematical problems.
 5. Definition of Terms

A type C definition can be constructed

in terms of what the object or
phenomenon being defined looks like
that is what constitutes its static
properties. Thus, an intelligent student
can be defined for instance as a person
who has a good memory, large
vocabulary, good reasoning ability,
good mathematical skills, etc.
 5. Definition of Terms

Ideally, the operational definition

should contain three parts. The first
part is its universal meaning. The
second part is how it is being used in
the study. The third is how it is being
measured.
 6. Importance of the Study

It is at this point that the researcher

described who will benefit and what benefits
can be derived from the findings of the
study. The writer, under this section, tries
to sell its importance to the panel or to the
funding agency.
7. Scope and limitations of the Study

This tells the specific boundaries of

the study by describing the place or venue
of the study, the population,
subjects/respondents, time frame, the
variables and their indicators.

Any weakness of the study such as

failure to use a more precise data
gathering or measuring instrument or
failure to execute an important procedure
due to certain circumstances beyond the
researcher’s control form part of the
study’s limitations.