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RES L1: BASIC CONCEPTS OF RESEARCH (PART 2)

I. Competencies

 Know the hindrances to scientific inquiry.

 Give the importance qualities needed by a researcher.
 Understand the objectives, criteria, and the elements of a research problem.
 Evaluate the sources, title, and variable of a research problem.
 Comprehend the guidelines in writing parts of a research report.
 Know the guidelines in writing the introduction.
 Submit an analysis of a research report or thesis focusing on the given areas.

II. Notes
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 Hindrances to Scientific Inquiry
A. Tradition. This is accepting that customs, beliefs, practices, and superstitious are true
and are parts of the daily lives of men.
B. Authority. This is accepting without question, an opinion about a certain subject which
is given by someone who is considered an authority on the subject.
C. Inaccurate observation. This is describing wrongly what is actually observed.
D. Overgeneralization. This is establishing a pattern out of a few instances.
E. Selective observation. This is persisting to believe an observed pattern from an over
generalization and ignoring other pertinent patterns.
F. Made-up information. This making up information to explain away confusion.
G. Illogical reasoning. This is attributing to some thing to another without any logical
basis.
H. Ego-involvement in understanding. This is giving an explanation when one finds
himself in an unfavorable situation.
I. Mystification. This attributing to supernatural power, the phenomenon that cannot be
understood.
J. To err is human. This is an attitude that admits the fallibility of man.
K. Dogmatism. This is an unwritten policy of certain institutions and Government
prohibiting the study of topics that are believed to run counter to the
established doctrines of such institutions or governments.
Qualities Needed by a Researcher
A. Intellectual Curiosity C. Healthy Criticism
B. Prudence D. Intellectual Honesty
Acronym- RESEARCHER
R-Research Oriented
E- Effective
S- Scientific
E- Efficient
A-Active
R- Religious
C- Creative
H- Honest
E- Economical
R- Resourceful
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Research Problem and Objectives SEMESTER
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 The research process with a problem which is “a perceived difficulty, a feeling of
discomfort with the way things are, or a discrepancy between what should be and what is.
While problems are day-to-day experiences of a human being, not all problems are
researchable. Some problems do not require any research undertaking since they require
just one possible explanation or solution. Others may have already known solutions; what
is needed is a decision on what solutions to use and to act on, so as to solve the problem.

How does one know that a problem is researchable?

1. There is no known answer or solution to it such that a gap in knowledge exists.

2. There are possible solutions the effectivity of which is untested or unknown yet.
3. There are answers or solutions the possible result of which may seem or may be
factually contradictory.
4. There are several possible and plausible explanations for the undesirable condition.
5. When the existence of phenomenon requires explanation.

Criteria of a Research Problem

1. A problem should be of great interest to the researcher.

2. A problem should be relevant and useful to a specific group of people.
3. A good research problem is novel in that is possess the element of newness or
freshness.
4. A problem should be well-defined or specified.
5. A problem should be measurable.
6. A problem is time-bound.
7. A problem is good if the study will contribute to the refinement of certain important
concepts, creation or improvement of research instruments and analytical system,
and will permit generalizations. All these are deemed invaluable to future researches
and to understanding certain conditions or situational problems.

Elements of a Research Problem

1. Aim or purpose of the problem for investigation. This answers the question “
why?” Why is there an investigation, inquiry or study?
2. The subject matter or topic to be investigated. This answers the question what? ” What
is to be investigated?
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3. The place or locale where the researcher is to be conducted. This answers the
question “Where?” Where is the study to be conducted?
4. The period or time of the study during which the data are to be gathered. This answers
the question “When?” When is the study to be carried out?
5. Population or universe from whom the data are to be collected. This answers the
question “Who?” or “From Whom?” Who are the respondents? From whom are
the data to be gathered?

Guidelines in the Selection of a Research Problem or Topic

1. The research problem must be chosen by the researcher himself.
2. It must be within the interest of the researcher.
3. It must be within the specialization of the researcher.
4. It must be within the competence of the research to tackle.
5. It must be within the ability of the researcher to finance, otherwise he must be able to
find funding for his research.
6. It is researchable and manageable, that is,
A. Data are available and accessible.
B. Data must meet the standards of accuracy, objectivity and
verifiability.
C. Answers to the specific questions can found.
D. The hypotheses formulated are testable, that is, they can be
accepted or rejected.
E. Equipment and instruments for research are available and can give
valid and reliable results.
7. It can be completed within a reasonable period of time.
8. It is significant, important, and relevant to the present time and situation, timely, and
current interest.
9. Results are practical and implementable.
10. It requires original, critical, and reflective thinking so to solve it.
11. It must be delimited to suit the resources of the researcher but big or large enough to
be able to give significant, valid, and reliable results and generalizations.
12. It must contribute to the national development goals for the improvement of
the quality of human life.
13. It must contribute to the fund of human knowledge.
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14. It must show solutions of the problem.
15. It must not undermine the moral and spiritual values of the people.
16. It must not advocate any change in the present order of things by means of violence
but by peaceful means.
17. There must be a return of some kind to the researcher, either one or all of the
following, if the research report is completed:
A. Monetary, either increase in salary or publication of the results or there is some of
loyalty.
B. Advancement in position or promotion.
C. Improved specialization, competence, and skill in professional work especially if
the research subject is related to the profession.
D. Enhanced prestige and reputation.
E. Satisfaction of intellectual curiosity and interest and being able to discover truth.
18. There must be a consideration of the hazards involved, either physical, social, or legal.
This author knows of a man who went to the mountains to study a tribe, ignoring physical
dangers from wild animals and from the tribesmen themselves. While this act is admirable,
the researcher must also consider his personal safety.

Sources of a Research Problem

1. When there is a dissatisfaction of services and information.
2. Problems maybe encountered in the classroom or at work.
3. Breakthroughs in science and technology may present unexpected problem
4. Research thrusts and priorities of certain organization.
5. Misconceptions on culture.
By Bhagwani p.7
6. Man’s major problems.
7. His specialization.
8. Methods of teaching
9. Existing and past researches
10. Theses, dissertations, research journals
by Calmorin pp. 25-26

OTHER SOURCES OF TOPICS AND RESEARCH PROBLEM

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 De Poy and Gitlin (1994) suggest the five basic sources that professionals use to
select a topic and a researchable problem. They are:

1. Professional Experience. Perhaps the most immediate and important sources from
which research problems emerge is professional experience. The daily ideas and
confusions that arise from professionals challenges often yield significance areas of
inquiry. Many issues that emerge in supervision, meetings, or conferences may also
provide investigators with researchable topics and ideas.

2. Professional Trends. Research topics may also come from publications and newsletters.
Investigators frequently read them with the intent to determine the broad topic areas and
problems of current interest of the profession. Also, professionals associations establish
short and long term research goals and priorities for the profession. For example, the
Psychological Association of the Philippines identified the need to develop more research
in the area of the therapeutic effectiveness. Examining the goals and policy statements of
professionals association provides very good sources from which to establish research
direction.

3. Public Research. Reading research in professional journals provides an overview of the

important studies that are being conducted in a topic area of interest. Most public research
studies identify, with in the text, additional research problems and unresolved issues
generated by the research findings. Journals and abstract publish current research
findings that are useful and relevant to the profession. Reading such journals also provides
an idea of what issues professionals peers fell are important to investigate and what
studies need to be replaced or repeated to confirm the findings. There are many published
journals in other disciplines that may assist in the identification of a topic.

4. Societal Trends. Social, Political, and Economical concerns are trends are reflected in
legislation and the findings priorities of government, and local agencies, foundations, and
corporations provide a second and critical area of potential inquiry for investigation. For
example, the report Philippines 2000 establishes the priority areas for the nation. It
provides a rich foundation for the development of research problems.

5. Existing Theory. Theories also provide sources for generating topics and research
problems. Inquiry related to theory development is intended
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advance its development or modify it by refuting some or all of its development of cognition
in his observation made on his two children have been refuted, corroborated, or modified
by studies conducted by scholars interested in human cognition.

The Research Objectives

An objective has been defined as “an effect that is desired or expected to be

achieved by an activity, project or program. Research objectives then refer to statements
of purpose for which the investigation is to be conducted. They describe the aims or goals
which are expected to be attained at the end of the research process. They are stated right
after the well-defined research problem on which they are based and from which they
logically follow.

Major Classifications

Research objectives may be classified into two broad categories which are general
and specific. The general objective is a broad statements of purpose which uses abstract
unmeasurable concepts. The specific objective is a statement of purpose which uses well-
defined and measurable concepts, the formulation of which should be based on, and
logically flow from the general objective. Some studies may only have specific objectives
while others may include both categories.

Good Research Objectives

Good research objectives should not only flow from the identified research
problem but should also have the following characteristics:
1. they should be stated in simple language;
2. they use measurable concepts;
3. they are attainable;
4. they are result-oriented; and
5. they are time-bound.

Combining all the italic letters above will result in an acronym

S-M-A-R-T, which will be useful in remembering the characteristics of good objectives.

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The Title
Guidelines in writing the title. The theses writer should be guided by the following
in the formulation of his title. These are also the characteristics of the title.

1. Generally, the title is formulated before the start of the research work. It
may be revised and refined later if there is a need.

2. The title must contain the subject matter of the study, the locale of the
study, the population involved, and the period when the data were
gathered or will be gathered.

3. It must be broad enough to include all aspects of the subject matter

studied or to be studied. Hence, the title indicates what is expected to
be found inside the thesis report.

4. It must be as brief and concise as possible.

5. Avoid using the terms “An Analysis of,” “A Study of,” “An Investigation
of,” and the like. All these things are understood to have been done or
to be done when research is conducted.

6. If the title contains more than one line, it must be written like an inverted
pyramid, all words in capital letters.

Example of a complete title:

THE TEACHING OF SCIENCE IN THE COLLEGE OF EDUCATION OF BOHOL WISDOM

SCHOOL AS PERCEIVED BY THE SCIENCE TEACHERS AND STUDENTS
DURING THE SCHOOL YEAR 2020-2021

The contents as required by Guideline No.2 are:

A. Subject Matter: The teaching science;

B. Locale of the study: Bohol Wisdom School
C. Population involved: The science teachers and students; and
D. Period of the study: School year 2020-2021
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A brief and concise form of the title and a better one follows:

TEACHING OF SCIENCE IN THE COLLEGE OF BOHOL WISDOM SCHOOL

It will be noted that the population, the science teachers and the students as well
as the period of the study, 2020-2021, are omitted when writing the second form but they
have to be mentioned in the scope and delamination of the study. It will be noted also the
title, through brief and simplified, is broad enough to include all possible aspects of the
subject matter. The central theme, which is teaching of science, is also very clear.

The Variable

The term variable has been mentioned several times so that it is necessary to
define it here. In research, a variable refers to a characteristic that has two or more
mutually exclusive values or properties. Sex, for instance, two properties which are
maleness and femaleness. The ages of different persons have different values; so with
their size, height, weight and income. The phenomenon of variety is what makes life
interesting; it is one of the motivating factors of the research undertaking.

Types of Variables

A. Independent variable - this is the stimulus variable which is chosen by the researcher to
determine its relationship to an observed phenomena.
- a variable that is manipulated to examine its impact on a
dependent variable.
- represent the treatments or the conditions that the researcher
control to test their effects on some outcomes.
- also known as the treatment variable

Example: The profile and working conditions, physical facilities and equipment,
administrative support, financial resources, policies and standards, EQ etc.,

Example: The researcher wants to determine the effects of NCEE percentile rank
(independent variable) on achievement (dependent variable). The NCEE percentile rank is
the I. V. because it is the stimulus variable that is manipulated.
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B. Dependent variable - this is the response variable which is observed and measured to
determine the effect of the independent variable.

Example: The level of job satisfaction, productivity, achievement, performance.

The dependent variable changes when the independent variable varies.

- If EQ is high, what happens to performance? If EQ is low, what happens to

performance?

C. Moderator variable - this is a secondary or special type of independent variable chosen

by the researcher to ascertain if it alters or modifies the relationships between the
independent and dependent variables.

Example: If an investigator wants to determine the effects of independent

variable A on the dependent variable B, but suspects that a third factor , alter s or
modifies the relationship between A and B, then C is considered the moderator
variable. Government interventions can be a moderator variable.

D. Control variable - this is a variable controlled by the researcher in which the effects can
be neutralized by eliminating or removing the variable. It guarantees that it will not have a
moderating effect on the relationship between A and B.

E. Intervening variable - this is a variable which interferes with the independent and
dependent variables, but its effect can either strengthen or weaken the independent
and dependent variable.

Example: Suppose a researcher wishes to know the effect of educational

qualification on performance. EQ is the independent variable and performance is the
dependent variable. But it is possible that age, civil status, experiences, socio-economic
status, values and attitudes as intervening variables might have an effect on performance.

F. Organismic variable - a variable which is pre-existing characteristics of the individuals

understudy. It is not a variable that can be randomly assigned to individuals. The gender
and the intelligence are examples of this.

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G. Extraneous variable - a variable that is related to the dependent or independent variable
that is not part of the experiments.
- are independent variable that have not been controlled.

By Calmorin pp. 14-16

Examples:
Independent Variable Independent Variable

teaching method used achievement in chemistry

Control Variable Moderator Variable

Intelligence of the respondents Intelligence of the respondents

Organismic Variables Possible Intervening Variables

Gender of the respondents test was given

Intelligence of the respondents

How to Write Chapter 1

Basic Guidelines in Writing Parts of the Report

The most basic guide in writing any part of the research report is an outline of
parts or topics. This outline will help the writer in organizing his notes, statistical tables,
figures and other supporting documents, and in grouping and ordering his ideas. Without
an outline as guide, what usually happens is that the writer writes down whatever comes
into his mind, resulting in a poorly organized presentation of ideas. When his attention is
called to this defect, the writer has to wrestle with the problem and task of finding which
ideas should be grouped together, which ones should be presented first, which ones are to
follow, what documents should support which ideas and so on. This problem can be
avoided with the use of topics outline which also simplifies and facilitates the writing of the
report.

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Introduction or Rationale

In the introduction, it is important to give the reader enough background of the

problem investigated. The reader should be given a clear idea about the existence and
prevalence of the problem, the difficulties it causes, and the importance of investigating it.
It would be insightful for the writer to mention here previous studies on the problem, stating
briefly their major findings, followed by a statement as to where the present study fits in. If
a study deals with an intervention program, it would be helpful for the reader to know
something about the program-its goals, area and population coverage, duration,
implementation activities, and other important aspects of the program. The presentation of
the background should very naturally lead to the statement of the problem.

The basic parts of the introduction were given on the previous page; there is no
constraint, however, on the part of the researcher to include additional sections on topics
very much related to the problem investigated. What they are, their content, functions in
the research process, and guides in working on each one of them were adequately
discussed in the early parts of the book. What should be stressed here is the logical
ordering of topics, meaning, that the connections between topics should be made clear. In
other words, the background statements should lead to the problem, the problem in turn
leads to the objectives, the objectives to the hypotheses, and so on.

Guidelines in Writing the Introduction

1. Presentation of the problem. The start of the introduction is the presentation of the
problem, that is, what the problem is all about. This will indicate what will be covered by
the study.

2. The existence of an unsatisfactory condition, a felt problem that needs a solution.

Example: The teaching of science in Bohol Wisdom School has been observed to be weak
as shown by the results of the survey tests given to the students recently. The causes
must be found so that remedial measures may be instituted.

3. Rational of the study. The reason or reasons why it is necessary to conduct the study
must be discussed.

4. Historical Background of the problem. For historical background of the research problem
of the teaching of science, the first satellite to orbit the earth sent aloft by Russia
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may be mentioned. Example: Since the sending into space by Russia of the first satellite
that orbited the earth, educational systems all over the world including that of the
Philippines have been trying hard to improve their science curricula and instruction.

5. A desire to have a deeper and clearer understanding of a situation, circumstance, or

phenomenon. If the teaching of science in high school of BWS is the topic, the researcher
must explain his earnest desire to have a deeper and clearer understanding of the
situation so that he will be in a better position to initiate remedial measures.

6. A desire to find a better way of doing something or improving a product. The researcher
must also explain his desire to find a better way of teaching science in the high school of
BWS to improve the outcome of instruction.

7. A desire to discover something. In connection with the teaching of science in the high
school of BWS, the researcher may have the desire to discover that is wrong with the
instruction and a desire to discover better ways of teaching the subject. He may discuss
his desire to discover such things.

8. Geographical conditions of the study locale. This is necessary in anthropological and

economic studies. If the subject of investigation is rice production, then the terrain, soil,
climate, rainfall, etc. of the study locale have to be described.

9. A link between the introduction and the statement of the problem. A sentence or two
show the link between the introduction and the conducting of the researcher. Example:
The researcher got very much interested in the determining the status of teaching science
in the high school of BWS and so he conducted this research.

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Do It / Performance Task

Note: Use short bond paper and to be passed next week.

A. Direction: Submit an analysis of a research report or thesis focusing on

the following :
1. type;
2. problem it investigates;
3. objectives or goals;
4. stages or steps involved; and
5. major findings.

B. Directions: Submit five new possible titles for a personal research

project (based on your field of specialization). Rank each according to
priority. Please observe the given guidelines in writing titles.

1. ________________________________________________________________
____________________________________________________
_____________________________

2. ________________________________________________________________
____________________________________________________
_____________________________

3. ________________________________________________________________
____________________________________________________
_____________________________

4. ________________________________________________________________
____________________________________________________
_____________________________

5. ________________________________________________________________
____________________________________________________
_____________________________
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REFERENCE LIST

Almeida, A., Gaerlan, A., Manly, N. 2016. Research Fundamentals

from Concept to Output. Adriana Publishing Co.,Inc. Quezon
City.

Ardales V.1992. Basic Concepts and Methods in Research. Great Books

Trading. Quezon City.

Baceros E. 2000. Developing Basic Research and Writing Skills. Rex

Book Store, Inc., Quezon City.

Calderon J. and Gonzales E. 1993. Methods of Research and Thesis

Writing. National Book Store. Mandaluyong City.

Solano, I. 2019. Practical Research 2. Diwa Learning Systems Inc., Makati

City.

Date Finished : ___________________________________

Parent’s Name and Signature : ___________________________________

“Whatever you do, work at it with all your heart, as working for the Lord, not for men, since
you know that you will receive an inheritance
from the Lord as a reward. It is the Lord Christ you are serving”.

Colossians 3:23-24

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