This MCM research guide establishes the minimum requirements to help students in the conduct

of research. This aims to facilitate the process of finding and producing creatively relevant solutions
towards novel discovery, transferred and commercialized technology to help society and contribute
to the economy in pursuit of sustainable development. To achieve this, descriptions, definitions,
guidelines, checklists, and helpful tips are provided here. Specifically, the following key aspects are
covered in this present learning module: (1) Developing a Research Topic and an Effective Research
Title, (2) Writing Chapter 1 – The Introduction; and (3) Practical Guide in Choosing a Research
Adviser.

Developing a Research Topic and an Effective Research Title

The research title is very important because it creates the first impression of what your
study or project is about. It encapsulates the scope of the research study in a few words. Hence,
the research title must be carefully selected to be purposeful in describing the work done during
the whole research process. It must also be representative of the study’s relevant academic
contribution as guided by the established institutional research agenda.

It reveals to the readers indirectly the research purpose. In writing the research paper, the title
usually comes first before the rest of its components. Thus, writing a research title is crucial as it
is on the cover page of your paper making it a pivotal tool in accentuating the content of the paper.
On the other hand, there is also an alternative idea that coming up with enough relevant materials
would assist the direction of the paper before formulating a title. Whichever comes first,
researchers need to consider one important aspect. There must be adequate resources, literature,
studies, and instruments for the formulated title to be effective and feasible.

Establishing the importance of a title to your desired research topic, the following ways and tips
can guide you in the process of conceptualization. of A topic has to be set in mind in order to
formulate a cohesive title. According to Casinto, et al. (2013), a focused research topic helps you
locate the most relevant information. Here are the three stages to guide you in choosing a research
topic.

A. Explore through preliminary readings

This is where one must have extensive reading in order to aid his curiosity of the topic he
intends to explore. These readings would lead to expanding the available knowledge, thus,
fostering strong foundation as one progresses in his research process. One must list down
keywords related to the topic in mind to filter the resources and be more focused on the
relevant ones.

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 B. Understand your topic of interest
Choosing a topic is a very important process; even after you think you have found a suitable
and interesting, you may end up changing your topic altogether or at least changing the
focus (Casinto, et al. ,2013). Formulating a thesis focus would supplement the researcher
in zeroing in the mere focus of the research. This would solidify the scope and limitations.

C. Narrow down your desired topic

The main point to keep in mind is that you are not producing informational paper; it must
contribute new angles and insights (Casinto, et al. ,2013). Research is not a hodgepodge.
This must contain specifics and not general concepts. There must a laser focus on the
chosen topic leading to a more comprehensive whole rather than a whole with holes.

Be mindful that choosing a good topic may be challenging. The topic must be narrow and
focused enough to be interesting, yet broad enough to find adequate information. Before
selecting your topic, there must be a vivid vision on what the paper look like. You must
have the end-goal in mind as this would guide you in creating clearer objectives. Here are
suggestions from the University of Michigan-Flint (2020):

Practical Steps to Narrow down a Research Topic

C.1. REFLECT
Take time to recall ideas that fascinates you or making you curious about or passionate
about for quite a period of time.

“One of the most important questions to ask yourself when beginning a paper assignment
is: What are you interested in? You should choose a topic that will sustain your interest”
(University of Illinois 2015), and not just something for which you think you can easily find
sources.
• Are you inclined in topics that are under P(political) E (economic) S (societal) T
(technological) E (education) C (cultural)? Choose carefully.
• Have you read or seen any latest news that have piqued your interest?
• Do you have issues and problems that you would want to explore more?

C.2. BRAINSTORM
Select an interesting topic that motivates you to study about. Use the following questions
to help generate topic ideas.
• If the topic is hackneyed, do you find new angles to focus on?
• Are there enough resources to support the problem you wish to study?
• Will you be able to finish the paper within the duration of the semester?

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 “Brainstorming is the method by which you might touch on an idea that will sustain your
interest. The writing process for any paper should begin with brainstorming.” (Lindeman,
2018)

C.3. READ (Periodicals and Journals)

• Reading periodicals would be of great help as they are producing new edition on a
regular schedule. This would provide you latest trends and concepts that may be lead
to you choosing a topic. Thus, it can make your research timely and more relevant.
• Journals are classified into three: popular, trade, and scholarly. Scholarly journals or
academic journals would be an immense resource for your research as it has
undergone almost the same procedures as your future paper.
• You may visit your library for a collection of physical and e-journals.
• You may visit the following sites:
o https://academicjournals.org/
o https://academic.oup.com/journals
o https://www.scribendi.com/advice/free_online_journal_and_research_databas
es.en.html (for other 101 suggested sites)

C.4 MAKE INITIAL CONSIDERATIONS

• This stage provides you the possible list of research topics/titles you might consider,
after extensive reading of periodicals and journals.
• This is your pre-stage. Analogous to writing, these are your scribbled thoughts and
your initial draft in the formulation of your topic/title.

C.5. REVIEW OF OTHER SOURCES

• After your initial considerations, selecting an array of relevant and adequate
resources would be necessary. This stage provides you with all the possible
supporting concepts that would strengthen your foundation.
• You may visit reliable online sites or your physical library for resources. Selecting
adequate resources would be key in providing a more comprehensive scope of the
research, thus, further amplifying the ideas concerning the research topic.
• Your keywords in the title or topic would help you look for resources. With the
unequivocal advancement of technology, everything is one click away. However, the
challenge is look for legitimate resources.
• You must start looking for a possible theory, similar studies, instruments, and
methods that would be supplemental in your research topic.

C.6. RECONSIDER
• Once you have reviewed possible supporting articles, you may start refurbishing your
research topic/title in accordance to the availability of information.
• Selecting a topic does not happen easily. You have to double check if your research
would be feasible.

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 • Narrow down your topics to a more focused topic. This is to ensure that your research
would scientific/systematic, measurable, attainable, researchable, and time bound.

C.7. FOCUS
• As you narrowed down your topic, this is the time where you identify your scope and
purpose. This would help in you avoid generalizing and overlooking important details.
• With your focused topic, you can now start building your paper.
(To read more visit: https://www.umflint.edu/library/how-select-research-topic)

Writing Chapter 1 – The Introduction

An academic paper generally takes the hourglass “shape” AIMRaD where the key features
are highlighted by this shape as shown in Figure 1.

Figure 1. AIMRaD: the hourglass “shape” of generic scientific research paper

adapted and modified from Cargill & O’Connor (2009)

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 Notice that writing Chapter 1, the Introduction, entails several components as described
here. The Introduction begins with a broad focus that attracts the lively interest of your readers
(Statement of the Problem). Then, a background information and previous related work and
development are woven together to logically connect and flow from the problem statement
(Background of the Study). The Introduction ends with the approach taken in the research to be
presented to address the problem (Research Question and Objectives).

I. Statement of the Problem

The first and most important step in any research undertaking is to identify the research problem
in order to justify its worthiness of time, resources, and effort during its conduct.
Guidelines
• should sufficiently substantiate what the researcher wants to solve and what
questions he/she wishes to answer.
• explicitly and directly states the root of the problem to be studied
• engages the reader to the relevance of your study
• should address an existing gap in knowledge in the field and lead to further research.
• must have a persuasive tone to convince the readers that there is indeed an existing
gap that needs to be addressed.
• This existing gap or problem should be relevant and important given its social and
economic considerations.

II. Background of the Study

After persuading the reader of the importance and relevance of your study in the Statement of the
Problem, the Background of the Study section can now establish the context of your study. A well-
written background will serve as a prompt to your readers on whether to read the rest of your
paper or not.
Guidelines
• provides elaborate description of the history and nature of the research problem pre-
defined in the previous section with reference to existing literature.
• establishes the appropriate context of the problem needed to be understood by the readers
before moving on to the comprehensive literature review.

Additional Writing Tip: Background Information vs. the Literature Review

“Incorporating background information into the introduction is intended to provide the reader
with critical information about the topic being studied, such as, highlighting and expanding upon
foundational studies conducted in the past, describing important historical events that inform

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why and in what ways the research problem exists, or defining key components of your study
[concepts, people, places, phenomena]. Although introductory background information can often
blend into the literature review portion of the research paper, basic background information
should not be considered a substitute for a comprehensive review and synthesis of relevant
research literature.”

Excerpt from Hart, C. (1998). Doing a Literature Review: Releasing the Social Science Research Imagination. Thousand
Oaks, CA: Sage.

III. Developing Strong a Research Question

Once the important problem is sufficiently stated and the background is established, the problem
is to be transformed from a generalized form into a targeted, well-defined research question that
can be resolved through a systematic investigative process. Through a carefully defined research
questions, a study or project can have an ultimate goal that is neither be too specific nor too broad.
There must be a clear demarcation of boundaries as to what will be studied since a single research
cannot cover all the areas there are in a certain problem, phenomenon, or event. In your writing
the research paper, you need your so-called ‘guiding star’. This is your research question. In order
to specify the scope of the paper, you need to determine what particular knowledge gap inquiry
or specific area in your discipline you wish to explore further. This knowledge gap is best
expressed through a research question.

Moreover, the research question allows you to focus more and to never wander all throughout the
research process. Your research purpose is again reflected in your research question. In the event
you feel your paper is lost, all you need to do is go back to your research question whenever you
feel side-tracked or stuck. Ask yourself, “Am I answering my question?” “Am I achieving my
research purpose?”

A. Quantitative Research Question

There is no best or exact way to construct a research question. Yet, the first step is to
identify your research design (descriptive, relationship-based, comparative, experimental)
in order to appropriately compose your research question. There four suggested steps in
the formulation of a research question:
(1) Choose the type of quantitative research you are to do
(2) Identify the variables in your study you are trying to measure
(3) Selecting an appropriate structure that corresponds to the variables and the
research design
(4) Writing the research question.

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 The succeeding sub-sections include: descriptive, relationship-based, comparative,
experimental).
A.1. Descriptive Research Question
This type of research question aims to ‘describe’ the identified variables in your
research. These variables are measured by quantifying them and simply providing
descriptions based on the results. Questions of “how much?”, “how often?”, what
percentage?” or at times “what is?”, “what are?” are structures used in descriptive
study. Usually, this question only focuses on one variable and one group but can
include multiple variables and groups.

A.2. Comparative Research Question

Examining the differences between two or more groups on one or more dependent
variables explains the nature of a comparative research question. Although, most of
the time there is a single dependent variable. This type of question typically starts
with “what is the difference in” dependent variable (e.g. anxiety level, self-confidence)
between two or more groups (boys and girls, Filipinos and Chinese).

A.3. Relationship-Based Research Question

This type of research question aims to ‘determine’ the relationship between or among
variables of groups. These questions should not be misconstrued as determining the
impact of one variable to another as this would be experimental in nature.
Relationship-based research question highlights correlation or influence, not casual-
relationship (cause and effect). In other context, a and y variables are used as labels
of the variables as they could be associated to another x to y or y to x. While
independent variable (IV) and dependent variables (DV) are of different nature, IV is
constant, while DV is highly reliant to the IV. The focus should be shifted to
associations or interactions between the x and y variables or independent and
dependent variables.

A.4. Experimental Research Question

This type of research question aims to determine the ‘cause and effect’ relationship
between variables having controlled and experimental group. Experimental research
relies on the cause-and-effect paradigm (it gives treatments to the research subjects).
As for quasi-experimental, there is already an available external force that changes a
variable with prospect research respondents. Usually, any experimental study, that
has “naturally given” respondents is considered quasi-experimental.

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 B. Qualitative Research Question
A qualitative research question aims to explore lived experiences, personal experiences,
understanding, meaning, phenomenon, cases, and stories. These questions heavily dwell in
subjective reasoning rather than objective reasoning like in quantitative research
questions. Moreover, qualitative research questions do not aim to quantify, but rather
unravel insights, themes, ideas, experiences and the like. They are more general and less
specific in nature as results would not be preempt by the researchers unlike its counterpart.
Instead of determining the causality of concepts or description, qualitative focuses on
asking how these concepts are understood by people.

To clearly demonstrate qualitative research questions, read the examples:

Quantitative Research Questions Qualitative Research Questions

How does witnessing domestic violence How do people who witness domestic
impact a child’s romantic relationships in violence understand how it affects their
adulthood? current relationships?

What is the relationship between sexual

orientation or gender identity and What is the experience of identifying as
homelessness for late adolescents in foster LGBTQ in the foster care system?
care?

What does racial ambivalence mean to

How does income inequality affect
residents of an urban neighborhood with
ambivalence in high-density urban areas?
high income inequality?

How does race impact rates of mental health How do African-Americans experience
diagnosis for children in foster care? seeking help for mental health concerns?
Source: https://scientificinquiryinsocialwork.pressbooks.com/chapter/8-4-qualitative-research-questions/

C. Mixed Method Research Question

Mixed method research questions aim to corroborate quantitative and qualitative results.
These questions are anchored on its kind be it convergent, explanatory, embedded.
Typically, questions are a combination of both quantitative and qualitative.

There are also embedded and explanatory mixed method research questions. Embedded
questions happen sequentially having similar sets of participants and respondents. The
first two questions are qualitative research questions. The results of these questions would
be used to construct a questionnaire in order to answer the next three questions. The next

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 three questions relate to quantitative research questions. The last question is for the
corroboration of two research questions. In explanatory questions, they happen
sequentially where the participants for the qualitative research questions would be taken
from the respondents of the survey for quantitative research questions. The first three
questions relate to quantitative research questions. The next two questions are qualitative
research questions. The last question is for the corroboration of two research questions

IV. Formulating Effective Research Objectives

Guidelines
• Should demonstrate SMART goals (specific, measurable, achievable, relevant, and
time-bound)
• Should be presented in logical sequence
• Should be stated in operational terms and in an action-oriented manner

V. Significance of the Study

This section embodies the principle of relevance which is MCM’s primary motto along with
excellence. It explains the pros of the study and why doing such has a social value and contribution
to society. This is an important research element as it directly informs people, communities,
stakeholder groups and the general public of the benefits which the study offers.
Guidelines
Simply state the benefits that your prospect beneficiaries will get from your study. Possible
beneficiaries of your study include, but not limited to, the following:
• School Administration
• Students
• Teachers
• Researchers
• City residents
• Indigenous people
• Remote communities
• Local government
• Communities with specific livelihood capacity
• Impoverished communities
• Specific industries

If you have other beneficiaries, indicate them and make sure they are vital in your study. The
beneficiaries would be highly dependent on your research purpose.

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VI. Scope and Limitations

This section sets the boundaries and parameters of the study. Your paper must not be too specific,
and not too broad. Your scope and limitation section provides a clear demarcation of what is the
coverage of study allowing readers and other researchers to focus and be not misled by the
information. From the definition of University of Southern California Libraries, “delimitations
refer to those characteristics that limit the scope and define the conceptual boundaries of your
research.” These limits are consciously decided by the researcher while taking into account the
research problem. The researcher tells the readers not only what is being investigated, but also
states the factors that are disregarded or excluded in the study, thus, setting the scope.
Guidelines
State what is covered in your study:
• The variables of the study
• Where will it be conducted?
• Who are the respondents, if any?
• What will you focus on?

VII. Theoretical Lens

Theories for a qualitative research are all working theories until the study is completed. Theories
may change and would depend on the results to be yielded by the researcher/s. Themes to be
determined and all other data to be obtained in a qualitative research must be supported by a
theory. In short, theories would only be definite once the paper is finished. As stated by Grant and
Osanloo (2014),“Without a theoretical framework, the structure and vision for a study is unclear,
much like a house that cannot be constructed without a blueprint. By contrast, a research plan that
contains a theoretical framework allows the dissertation study to be strong and structured with
an organized flow from one chapter to the next.”

Guidelines
• This can be a proposition, a study, or a model.
• Provide theoretical lens that you will be anchoring your study on and theories that
would support all the results of the research.
• The last paragraph must be your synthesis on why the study would be anchored on
the mentioned theories.
• These theories are confirmatory in nature.

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 Practical Guide in Choosing a Research Adviser

Research is a team effort. Even with one researcher, one is accompanied by peer reviewers,
validators, panel, and most importantly, the adviser. To complete a research is quite demanding,
and with the assistance of the professionals, the intricacies would be mitigated. Having a research
adviser is indeed helpful, for he/she can guide you to achieving your goals. In this section, you
shall read tips on choosing an adviser focusing on their attributes that you need to look for. These
came from the college faculty members themselves, thus, you can guarantee they all share same
vision. Practical tips are provided as follows:

Equipped on research
Doing research needs a second eye in order to examine the paper for probable
improvement. This responsibility can be shared by a researcher with his/her adviser. An
adviser must have adequate knowledge on research, its underpinnings, research designs,
procedure, and the like. The know-hows can assist the researchers to better their paper
and accomplish their goals.

Relevant
Research is about in-depth understanding of issues and phenomena. Researchers can be
guided accordingly if their adviser has kept abreast with the trends concerning a field of
specialization. Through this, the purpose of the study would be of great significance as it
addresses problems, not only relevant in field, but also relevant to the present time and the
future.

Prompt
Research advisers must be prompt. In order for researcher to transition in an orderly
fashion, the adviser must follow a time frame that is in sync with the timeline of the
completion of the paper. Suggestions, comments, revisions must be given and done with
immense consciousness of time. Research is an activity that can be time-consuming, thus,
it must be executed with accuracy having to consider its time-bounded nature.

Appropriate Guidance
Research can be confusing at times when researchers are misguided. There are varying
formats and content in every school. Research advisers must provide clear guidelines
(approved by the ORDI) to their respective advisees to guarantee an incessant transition
from step 1 to the completion of paper. With these guidelines, researchers can always see
their progress and advisers can keep track to the development of their advisees.

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 Limited number of advisees
To write one research paper requires rigor. To check research papers demands tenacity.
Research advisers are given the difficult task to monitor and encourage their advisees to
complete the paper. For advisers to better guide, they need limited number of advisees only
to not compromise the quality of the study. Advisers with more than six (6) groups of
advisees in a short amount of time to complete a paper might be quite a disadvantage.
Advisers must make sure to accommodate everyone in a timely manner, hence, having to
limit advisees would be of great help.

Multidisciplinary researcher
To have a multidisciplinary research adviser is desirable. This might not be true to all
advisers, but to have one can give the researchers an upper hand. Being multidisciplinary
broadens one’s understanding of the world and can integrate varying fields smoothly. This
would enrich the value of the paper with the guide of the adviser and subconsciously pass
on this attribute to the researchers, which would only have positive ripple effects onward.

Know-how on the MCM policies

Research advisers must have a solid and uniform understanding of the research policies of
MCM. They are not allowed to deviate from the protocols set by the ORDI. Advisers must
be the first example to follow diligently the procedures in order to positively impact the
researchers. These policies would only strengthen the research culture of the student body.

Mindful of significant contribution to society

Research is the precursor of development. Doing research must have a bearing of social
awareness and value. This is only possible if the researchers, together with the adviser,
have understood the roots and impact of their research to the society, be it a small
community , a school, barangay, city. A research is a good research not only when it is
published, but when it is used by others to improve their ways and solve besetting issues.
Through the help of the adviser, this can be achieved.

Good communication with advisees

A research adviser must establish good rapport among his/her advisees. With this,
exchange of ideas would be scholarly appropriate, productive and formal. There must be
stable and consistent communication between two parties. There must be no long gaps of
no contact as this would be detrimental to the paper. Both are responsible, but advisers
need to exert extra effort in encouraging advisees to pursue.

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 Capable of leading the completion of a research paper
Research advisers must have an instinctive and logical thinking if a paper is feasible or not.
From the get-go, they must guide accordingly their advisees on the steps needed to be taken
to complete the paper. If papers aren’t achievable, advisers must directly hinder the
researcher to continue and propose a more attainable study. They are like fuels to the
researchers. They provide lacking information, better suggestions, a more impactful point
of view just to better the paper. Rigorously checking the papers would contribute greatly
to the completion of the paper. Advisers must be driven in order to motivate students.
Advisers themselves must have the mindset of successfully completing the paper as this
would manifest the way they would manage their advisees. Though students play an
important role in completing the paper, advisers can always make a difference when
motivation runs out. They must be time-bounded doing a feasible paper.

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