GROUP 3

Agas, Xaina Joy

Bautista, Akina
Decpano, Lorenn Joyce
Fernandez, John Peter
Mapile, Sheila Mae
Ormita, Danica
Santiago, Karl Denice
Vargas, Yed

Activity 1. Conceptualizing a Research Study

Instruction: Describe and show the interconnectedness of the elements involved in

conceptualizing a research study by providing three (3) illustrative examples for each element.
Ensure that your examples maintain alignment and progression from the initial element to the
final one. Observe proper in-text citations, if any, and provide a list of the references used.

1. Statement of the Problem

➢ To conceptualize research, it always revolves around a problem that an individual aims
to prove or discover

➢ As an illustration, there is a problem that may adversely affect mental health when it is
induced by stress

➢ This statement of the problem cannot be found if anyone knows the answer. Without
any leads, this generates a brainstorm, which aids in gathering any additional details
regarding the situation.

2. Knowledge Gap
➢ In conceptualizing a research study, the knowledge gap element identifies areas where
current knowledge falls short, prompting the need for further investigation. It defines the
space where the new research will contribute meaningful insights.
➢ Here is an example of a research gap statement: Although many studies have examined
the effects of stress on mental health, there is a lack of research on how different types
of stress influence different aspects of well-being.
➢ Another example: While numerous studies have explored the relationship between
mental health and stress, there remains a knowledge gap in understanding the specific
moderating factors that influence how individuals perceive, experience, and cope with
stressors, particularly in diverse cultural contexts.
➢ Example: Despite the extensive research on mental health, a significant knowledge gap
persists in comprehending the intricate interactions between genetic predisposition and
environmental factors in the development of mood disorders, hindering the formulation
of more targeted and effective interventions.

➢ Identifying research gaps is an essential step in conducting research, as it helps

researchers to refine their research questions and to focus their research efforts on
areas where there is a need for more knowledge or understanding.

3. Context
➢ In conceptualizing a research study, social scientists rely on a variety of different data
collection techniques in order to collect data. The statistical analysis depends heavily on
the data collection process. Primary and secondary data are the two types of
information that can be gathered using various techniques in research (Douglas, 2015).
Data collection can be done using a primary source (the researcher is the one to obtain
the data) or a secondary source (the researcher obtains data that has already been
gathered by other sources, such as data published in a scientific journal). The primary
data is factual and distinctive, whereas secondary data serves to simplify the analysis
and interpretation of the primary data.

➢ Primary data are information that has been collected directly by the researcher. The
following are some examples of primary data sources: surveys, observations,
questionnaires, focus groups, case studies, and interviews.
i. Survey: One of the main methods used to acquire quantitative data about the
constituents of a population is the survey method.
ii. Observations: Is one of the primary data sources. A technique for getting information
called observation entails measuring several factors or gathering the data required to
measure the variable that is the subject of the inquiry.
iii. Questionnaires: A questionnaire is a method of observation that is used as one of the
primary sources of data. It consists of a number of written items that are given to
respondents and require them to react to them in writing.
iv. Focus Groups: It delves deeply into a topic through group discussion.
v. Case Study: Through the cross-referencing of cases, one can comprehend an event or
perform thorough investigation.
 vi. Interview: The main goal of the interviewing technique is to understand the underlying
causes and motives behind people’s opinions, preferences, and behavior. Interviews can
be conducted in a group setting or one-on-one.

➢ Secondary sources are information gathered earlier by another party. Secondary data are
those that were gathered for a different reason and at a different time in the past by a
person unrelated to the research endeavor. The internet, books, journal articles, and
internal records are sources of secondary data from the government.

● Observing stressful scenarios, as an example of one of the primary data sources, might
cause a bodily stress reaction, according to study. Today's civilization faces a serious
health hazard from stress. It produces a variety of psychological issues such as burnout,
sadness, and anxiety. Even those who lead relatively laid-back lives frequently interact
with stressed-out people. Someone is constantly under stress, whether at work or while
watching television. This stress can have an impact on the environment in a biologically
quantifiable way by increasing cortisol concentrations.

● Internet secondary data sources illustration: Social theories found how social media use
affects mental health by influencing how people view, maintain, and interact with their
social network. Numerous studies on social media's effects have been undertaken, and
it has been found that frequent usage of sites like Facebook may contribute to the
unpleasant signs and symptoms of melancholy, anxiety, and stress.

● Another illustration of a primary data sources obtained through an interview on the

psychological experience of COVID-19 patients while they were in the hospital:
Interviews were performed over the phone, via WeChat voice, or in person due to
isolation, epidemic prevention, and control requirements.To inquire about any changes in
the patient's condition prior to the interview, the doctor and nurse in charge of the
patient were contacted.

4. Logic and Evidence

➢ In conceptualizing research, reference is critical since it gives evidence to back up your
statements. Your readers examine the facts to determine the legitimacy of your study.
The more evidence you give, the more convinced your readers will be, bringing your
research closer to reality.

➢ Your problem statement should include a phrase or two that persuades the reader, using
logic and evidence, that this study is urgently needed. You'll need logic to show your
reader that you added 1 plus 1 and got 2. That your research problem is reasonable. You
require evidence because evidence from research comes from two sources in an
academic setting: i) primary data such as interviews, observations, experiments, and so
on; ii) secondary published data.
 For example, if I am dizzy and I touch anything hot, such as a stove, without wearing
gloves, I will get burned. Then I realized, "Wow, okay, that wasn't very smart. If I do that
again, I'm sure I'll hurt myself. Don't do it again."

Furthermore, emotions may alter the way you think and govern action, which means that
your "logic" may be influenced by emotions. This frequently occurs in people suffering
from mental health issues such as depression and anxiety, when their emotions cause
them to think in irrational ways.

➢ If your references are old or irrelevant, your evidence is weak. If your reference is shoddy,
your reader will think that your research is equally bad.

5. Conceptual Framework
➢ A conceptual framework lives at the center of an empirical study. The conceptual
framework serves as a guide and ballast to research (Ravitch & Riggan, 2016),
functioning as an integrating ecosystem that helps researchers intentionally bring all
aspects of a study together through a process that explicates their connections,
disjunctures, overlaps, tensions, and the contexts shaping a research setting and the
study of phenomena in that setting.

➢ A conceptual framework makes the case for why a study is significant and relevant and
for how the study design (including data collection and analysis methods) appropriately
and rigorously answers the research questions.

➢ A conceptual framework can function as “a tentative theory” of what you are studying
(Maxwell, 2013, p. 39). It is a system defined as a functionally integrated set of elements
in the sense that it serves as an integrating mechanism that works within and across the
“concepts, assumptions, expectations, beliefs and theories” that guide research
(Maxwell, 2013, p. 39).

As an example, the study on the effect of stress on mental health revolves around two
variables;
Independent Variable
● Reduce motivation
Dependent variable
● Increased risk for depression

6. Purpose
➢ In conceptualizing a research study, the purpose is the primary motivation or goal for
carrying out a study. It acts as the principal directive for all phases of the research
process, from developing the research questions through analyzing the findings.

➢ In the example provided above, the study's aim was to examine and comprehend the
precise connection between distinct forms of stress and various facets of wellbeing or
mental health. By performing a study that investigates the complex interactions between
various stressors and various aspects of mental well-being, it aims to fill the research
gap mentioned in the statement. The purpose is to provide fresh understanding and
information to the field's body of prior study.

➢ The purpose is what gives it focus and direction as well as a clear understanding of why
the investigation is being conducted.

7. Research questions
➢ In conceptualizing research study, research questions are formulated since it pinpoints
exactly what researchers want to find out in their work. It narrows down a broad topic of
interest into a specific area of study (Creswell, 2014). Also serve as a guiding framework
for research. These questions also specifically reveal the boundaries of the study,
setting its limits, and ensuring cohesion. Research questions must be specific and
feasible, but complex enough to merit a detailed answer.

➢ Research questions can be classified into different categories, depending on the type of
research to be done. It includes quantitative, qualitative, or mixed-methods studies that
can help in writing effective research questions. For quantitative research questions
typically include the population to be studied, dependent and independent variables, and
the research design to be used. They are usually framed and finalized at the start of the
study (Berger, 2015). These questions are not answerable with “yes” or “no” responses
and don’t use words such as “is,” “are,” “do,” or “does.” These questions typically begin
with “what”, "how", or "why". For example, "How to develop integrated and responsive
mental health to such disorders?" and "Why mental health problems may be a result of a
character flaw?". For qualitative research questions may concern broad areas of
research or more specific areas of study. Unlike their quantitative counterparts, though,
qualitative research questions are usually adaptable, non-directional, and more flexible
(Creswell, 2013). As a result, studies using these questions generally aim to “discover,”
“explain,” or “explore.” An example qualitative question includes, "Can people with
mental health problems recover entirely?" and "Should patients with mental health
issues learn to live with their problems?". While, mixed-methods studies typically require
a set of both quantitative and qualitative research questions.

➢ The way that different qualitative research traditions conceptualize the kinds of
questions that are crucial varies. Process questions are frequently asked by grounded
 theory researchers, meaning questions by phenomenologists, and descriptive questions
about cultures by ethnographers. The research questions are likely to include terms
related to the various traditions that were previously discussed in relation to purpose
statements.

For example, what is the lived experience of caring for a family member with a mental
health issue at home?

References:

Badenhorst, C. [@cecilebadenhorst4997]. (2015, May 20). Research conceptualisation

technique. Youtube. https://www.youtube.com/watch?v=E0udavx9pKI

Ravitch, S. M., & Riggan, M. (2016). Reason & rigor: How Conceptual Frameworks Guide

Research. SAGE Publications.

Denise, F. P., & Cheryl, T. B. (2022). Nursing Research: Principles and Methods (7th Edition)

Bouchrika, I. (2023). How to Write a Research Question: Types, Steps, and Examples.

https://research.com/research/how-to-write-a-research-question
DiscoverPhDs. (2021, January 7). What is research? - purpose of research. DiscoverPhDs.

https://www.discoverphds.com/blog/what-is-research-purpose-of-research

Doctoralwriting. (2021, November 24). Research conceptualization in doctoral writing Part

Two. DoctoralWriting.https://doctoralwriting.wordpress.com/2021/11/24/research-

conceptualization-in-doctoral-writing-part-two/

Victor AJAYI | B.Sc. Ed (UNN), M.Sc., M.Ed., PhD Science Education (BSU), MNIM, FRHD, PPM |

Benue State University, Makurdi, Makurdi | Department of Science and Mathematics Education

| Research profile. (n.d.). ResearchGate. http://www.researchgate.net/profile/Victor-Ajayi-

Sun, N., Wei, L., Wang, H., Wang, X., Gao, M., Hu, X., & Shi, S. (2021). Qualitative study of

the psychological experience of COVID-19 patients during hospitalization. Journal of

Affective Disorders, 278, 15–22. https://doi.org/10.1016/j.jad.2020.08.040