CHAPTER

1 WHAT IS RESEARCH?

OPENING ACTIVITY
OBJECTIVES:
A. Read the following sentences. Put a check (/) on the space before
At the end of this chapter, the number if you think that the sentence is a description of
the students will be able to research. Put a cross (X) if you think that it is not.

1. Define research;
_______ 1. Research must be hurriedly conducted.
2. Explain the
importance of _______ 2. There should be enough data before conducting
research.
research in the daily
life of an individual; _______3. Research must observe a step-by-step process.
and
_______4. The researcher must have the final say in his or her
3. Describe the
findings.
characteristics of
research and the _______5. A person’s opinion is acceptable and considered as an answer to the
questions asked by the researcher.
goals for conducting
such. _______6. Any concern or issue confronted by the students is
researchable.

________7. The causes why student fall in quizzes are worth researching.

________8. The students-researcher must read literature related to the

problem he or she is studying.

________9. The researcher must avoid listening to another researcher to have

an objective view of his or her study.

________10. The steps in the conducting research are patterned.

B. Encircle the words in the box that are related to the definition of research.

Investigation subjective biases literature theories

System phenomena intuition guessing factual

Opinion experiences discovery dreams data

Interview teleserye instrument productivity validate

C. Using all the sentences you checked (/) in activity A and the encircled words in Activity B, formulate a
good and acceptable definition of research.

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INVESTIGATION

DEFINITION OF RESEARCH
Over the years, many experts have given their own definitions of the word “research”. Different
perspectives on the subject have been adopted that resulted in the following definitions;

1. Research follows a step-by-step process of investigation that uses a standard approach in answering
questions or solving problem (Polit & Beck, 2004).

2. Research plays an important role in tertiary education. Though there are many problems confronted
by higher education, developments are realized through research. After all, its main purpose is to
answer a question or to solve an issue (Palispis, 2004).

3. Research is a continuous undertaking of making known the unknown (Sanchez, 2002). It entails an
investigation of new facts leading to the discovery of new ideas, methods, or improvements. It is an
attempt to widen on4e’s outlook in life. It always proceeds from the known to the unknown. Thus, the
end of research is to arrive at anew truth.

4. Research is an investigation following ordered steps leading to a discovery of new information or

concepts (Sanchez, 1999).

5. Research is a very careful investigation of something that purports the contribution of additional or
new knowledge and wisdom (Bassey, as cited by Coleman & Briggs, 2002).

6. Research is a tested approach of thinking and employing validated instruments and steps in order to
obtain a more adequate solution to a problem that is otherwise impossible to address under ordinary
means (Crawford, as cited by Alcantara & Espina, 1995).

CHARACTERISTICS OF RESEARCH

The abovementioned definitions of research lead to the following common characteristics of research:

1. The research should be systematic. There is a systematic to follow in conducting research as there is
a system for formulating each of its parts. There is a big system (macro) and under it are small systems
(micro). In research writing, what is referred to as the “system” is composed of the chapters and their
elements. The microsystem is composed of chapters that are organized in a logical and scientific
manner. On the other hand, the microsystem consists of the detailed contents of each chapter. The
contents are further divided into elements that are organized following a systematic procedure.
2. The research should be objective. Research involves the objective process analyzing phenomena of
importance to any profession or to different fields or disciplines (Nieswiadomy; 2005). A researcher
should objectively look at the basis on which the work is founded. He or she must never produce results
out of nowhere; the results of the research should be validated. These results must never be based from
biases. It is very important for the researcher to clarify indicators and boundaries within which the
research is confined because these factors could affect objectivity.

3. The research should be feasible. Any problem of extraordinary nature that directly or indirectly
affects any profession is a feasible problem to study. In settings like in the community, school, or
workplace, unusual phenomena may happen and can turn into potential problem.

4. The research should be empirical. There should be supporting pieces of evidence and accompanying
details for every variable used in the study. References and citations of facts and information that the
researcher has gathered in his or her paper must be included. Plagiarism constitutes claiming another
person’s idea or intellectual property as one’s own. Through proper attribution, the researcher states
that the knowledge being shared through the study was taken from the study of other experts.

5. The researcher should be clear. The choice of variables used in the study should be explained by the
researcher. This can be done by enriching the review of literature or by discussing the different theories
on which the selection of the variables is based. Therefore, there must be sufficient indicators for each
variable. These variables can be gathered from different published and unpublished materials.

REVIEW

Compare the definition of research that you formulated based on your analysis with the given
definitions of research its characteristics. Identify which parts are correct based on the given definitions
and characteristics. Then, try to make an improved version of your own definition of research.

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RESEARCH PARADIGM

The research paradigm is an outline that guides the researcher in conceptualizing and
conducting the research. An effective research must address these two important aspects, research
foundation and research methodology.

The research foundation refers to the fundamental components of research such as the
research problem, purpose, specific questions to the addressed, and the conceptual framework to be
applied.

In determining the research topic or problem, the researcher must look at the significant real life
problem. Formulating a research problem requires describing the undesirable situations related to the
problem and the needed knowledge or information in order to solve that problem. The purpose of the
research describe how the study will fill this “knowledge gap.” To address this purpose, the researcher
must formulate necessary questions that will help distinguish the significant points of research. The
research questions may be either framed in a quantitative (how much, how often, to what extent) or
qualitative (what, why, how) manner. The possible answers to the research questions are the
hypothesis, which will be either confirmed or rejected by the data collected in the study. Lastly, the
conceptual framework is an outline or paradigm that presents the topics to be studied, the various
variables and contexts, and how these relate to or influence each other.

On the other hand, the research methodology describes how the researcher will answer the
research questions in a credible manner. Research methods are employed to address the research
purpose and gain new information and insights to answer the problem. The methodology of the
research includes the review of literature, research approach and design, data collection, methods of
analysis, and conclusions.

The review of literature analyzes the existing knowledge regarding the research topic. It
identifies gaps in information that may be addressed by the research. It is also an important basis of the
conceptual framework of the study. With the existing knowledge about the study, the research
approach and design identifies what is the best means to collect and analyze data in the study. The
design use to clarify and improve the research problem, purpose and question. Having the best way to
gather the data, the researcher will process to the data collection. Data collection gives the methods to
determine who will be the participants in the study, how the variables will be measured, and how data
will be documented and collected. The collected data will then undergo data analysis, which consists of
the strategies and methods that makes sense of the data to answer the research problem and
questions. Finally, the conclusion summarizes the key results of the study and discusses how these are
relevant to the research problem. At his point, the research address the hypotheses and determines if
they are accepted or rejected. It also addresses the knowledge gap and presents new insights into the
problem.
OUTLINE OF THE RESEARCH PAPER

A research paper is divided into chapters which are then subdivided into various components of the
research study. The following is the conventional outline of an academic research paper:

Chapter 1: The Problem and Its Background

a. Introduction, Background of the Study

b. Statement of the Problem

c. Scope and Delimitation

d. Significance of the Study

Chapter 2: Theoretical Framework

a. Review of Related Literature

b. Review of Related Studies

c. Conceptual/Theoretical Framework

d. Hypothesis of the Study

e. Assumptions of the Study

f. Definition of Terms

Chapter 3: Research Methodology

a. Research Design

b. Respondents of the Study

c. Instrument of the Study

d. Validity and Reliability

e. Statistical Treatment

Chapter 4: Presentation, Analysis, and Interpretation of Data

a. Presentation of Data

b. Analysis

c. Interpretation

d. Discussion
Chapter 5: Summary, Conclusion, and Recommendations

a. Summary of findings

b. Conclusion

c. Recommendation

Various institutions often prescribe research outlines that are variations of the outline presented
above. It is therefore important for the researcher to familiarize himself or herself with the standards
and conventions of research that is implemented within a certain field or discipline.

ROLES OF THE RESEARCHER

According to Nieswtadomy (2005), the researcher serves different roles in a study. These are as
follows:

1. As principal investigator

2. As member of a research team

3. As identifier of researchable problems

4. As evaluator of research findings

5. As user of research findings

6. As patient or client advocate during study

7. As subject/respondent/participant

IMPORTANCE OF RESEARCH

Research is as important as any field of study. Its significance cuts across all disciplines engineering,
architecture, medicine, arts and sciences, education, management. Tourism, among others. It also
benefits all strata of society—people with diverse jobs, different income rates, varying financial status,
or distinct social and political capabilities.

As such, following are the importance of the research:

1. Research provides a scientific basic for any practice or methodology in any field or discipline. This is
important since an entire system or operation and or the stakeholders of an institution or organization
are at stake. Without scientific basis, someone maybe affected or may suffer. For example, in the field of
medicine, a new drug must first be tested to determine its efficacy in curing sickness before it can
actually be prescribed.

2. Research is undertaken for the continuous development and further productivity in any field. Any
system that will be utilized in any organization must first be tried to determine its value and its must be
better than the previous system use. Simply, research is the result of advancing knowledge from the
past.

3. Research helps development tools for assessing effectiveness of any practice and operation such as
psychological test, intelligence quotient tests, psychological assessment’s, among others. This import
ants of research is observed in behavioral science, physical science and others as well.

4. Research provides solutions to problem concerning almost all issues encountered in the different areas
of work. Some issues include the tardiness of employees, incentives given to the staff, sportsmanship
among school. This also applies to higher level problems.

5. Research impact decision-making. It is a common mistake for people to make decisions without solid
information to back them up. It requires time, effort, and sometimes money to gather the evidence
needed for making a sound decision. For example, for a teacher to change his or her teaching
methodology for the first period and last-period classes, academic standing of the students, instructional
aiders used, and several other factors.

6. Research develops and evaluates alternative approaches to the educational aspects of any discipline.
This enables the students to gain broad knowledge and specialized skills for safe practice. For example,
research can help determine whether lecture is a better method than experiment in teaching Science

7.Research aims to advance the personal ad professional qualifications of a practitioner.

GOALS FOR CONDACTING RESEARCH

Research is a scientific endeavor which serves many goals in different field (workplaces, profit or
non-profit organization, governmental or non-governmental entities), educational disciplines (medicine,
engineering sciences, arts, humanities, and information technology), and even in the personal life of the
researcher. Some of the goals for research are as follows:

1. To produce evidence-based practice. Every discipline or institution must provide the best practice of
operation based from research studies. In the health profession, for example, a professional nursing
practitioner must ensure that he or she is able to give proper health care to his or her patient. To do
this, only the best clinical practices as proven by nursing research should be provided. The principles on
which the task and function of a nurse are based can be formulated through research assessment, and
diagnosis of patient must be dealt with accordingly. The results of the research must be published in
books and journals for other health practitioners to access and adopt for use in their respective
communities.
 Research findings can also be utilized in seminars, workshop, or trainings so that new knowledge or
methods in the delivery of more effective health care can be shared. This can also be applied by
practitioners of other fields of study. Effective and efficient practices or operations are results of
research.

2. To establish credibility in the profession. A profession is defined by the body of knowledge and
discipline it employs. In line with this, research is essential for a profession in producing new procedures,
programs, and practices. This continuous improvement leads to distinctiveness which can only be
achieved when there are special practices and peculiarity of services in a given area or field. This sense
of individuality contributes to the credibility of a profession.

3. To observe accountability for the profession. Every action conducted by a professional must have a
rationale. There are principles that justify why a nurse has to wash his or her hands regularly, a teacher
has to prepare a lesson plan, a manager needs to plan ahead, why a business needs to conduct
feasibility studies, and many more the nurse, teacher, manager, or businessman must be accountable
for each task he or she performs. All tasks must be carried out with the circumspect care and awareness
that everything has to be done efficiently.

4. To promote cost-effectiveness through documentation. The finding of research must be shared with
and utilized by the individuals, group, and community for whom the study is intended. They are useless
if this result is not made known publicly. These results however, must first satisfy the researcher’s goals
before he or she can share them with other researcher and professional who may find these finding
beneficial. Anybody who is in the same conditions as the subjects of the study also utilizes the findings,
thus saving on expenses for doing the same research again.

CHAPTER SUMMARY
1. Research should be systematic, objective, feasible, empirical, and clear.
2. The research paradigm guides the research and in formulating and implementing the research. It
ensures that the research foundations and med ethology well-defined and organized. The research
foundation refers to the fundamental components of research such as the research problem, purpose,
specific question to be addressed, and the conceptual framework to be applied. the methodology o the
research includes the review of literature, research approach and design, data collection, methods of
analysis, and conclusions.
3. As a researcher, one can play the role of a principal investigator, a member of a research team, an
identifier researchable problem, an evaluator of research findings, a user of research findings. A patient
or client advocate during study, and subject/respondent/participants
4. Research is very important. It provides scientific basis for any discipline and continuous development.
It helps develop tools to improve the effectiveness of solving various problems, and formulate solutions
to problems concerning almost all issues. It also allows the evaluation of alternative approaches to the
educational aspects of any discipline.
5. The goals of conducting research are to produce evidence-based practice; to establish credibility in
the profession; to observe accountability for the profession; and to promote cost-effectiveness through
documentation.
CHECK-UP
Write TRUE if the statement is correct, FALSE if it is incorrect.

__________1. Research entails an investigation of new facts reading of the discovery of new ideas,
methods, or improvements.

__________2. The microsystem is the composition of chapter organized in a logical and scientific
manner.

__________3. In settings like the community, school, or workplace, unusual phenomena may happen
and can turn into potential problems.

__________4. Plagiarism constitutes claiming another person’s idea or intellectual property as one’s
own.

__________5. Research provides an artistic basis for any practice or methodology in any field or
discipline.

__________6. According to Crawford, researchers serve different roles in a study such as a principal
investigator, member of a research team, financier of a study, among others.

__________7. Research aims to advance the personal and professional qualification of a practitioner.

__________8. One of the goals of research is to produce result based practice.

__________9. Every action conducted by the professional must have rationale.

__________10. Research promotes cost-effectiveness through documentation.

APPLICATION
Answer the following questions.

1. What is research?

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2. What is the importance of having a good research foundation and methodology?

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3. What is the importance of research in your education as a student?

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4. As a students, what do you want to research on? Why?

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ASSIGNMENT

Interview your parents about their current profession. Ask them how research has played a major role in
their line of work. Make report about it and then share it to the class.
 CHAPTER
2
DIFFERENT TYPES OF RESEARCH

OPENING ACTIVITY
OBJEVTIVES
Form groups of three members. Fill out the following “word shapes” by referring to the clues and
At the end guessing the type
of this chapter, theof research hinted at.
students will be able to 1. Conducts practical methods as substitutes for fundamental and theoretical
1. Identify the various types of approaches
research and
r s c
2. differentiate qualitative and
quantitative types of research. 2. Explains that simple units of experiences have complex meanings

P m g a

3. Compares collected units of data with one another to arrive at a hypothesis

o d h

4. Emphasizes the complexity of humans

l t e

5. Involves collection and analysis of data from cultural groups

t r h

6. Seeks to explain naturally occurring phenomena in the natural world

c n f

7. Challenges the traditional qualitative analysis approach

s d n

8. Utilizes deductive reasoning to generate tested predictions

q t e

9. Involves analysis of data from the past

s r a

10. Provides background data for broader studies

c t
INVESTIGATION

GENERAL FORMS OF RESEARCH

Before discussing the research design, it is important to tackle first the general forms of
research. The general forms of research define the purpose and approach of the study. These are as
follows:

1. Scientific research is a research method that seeks to explain naturally occurring phenomena in the
natural world by generating credible theories. It is a systematic process that involves formulating
hypotheses, testing predictions using relevant data and other scientific methods, and finally coming up
with a theory. As such, this study requires rational and statistical evidence to draw conclusions.

2. Research in the humanities seeks to define the purpose of human existence by tapping into historical
facts and future possibilities. While studies on natural and social sciences required hard evidence to
draw conclusions, this form of research derive explanations from human experiences that cannot be
simply measured by facts and figures alone.

3. Artistic research provides alternative approaches to established concepts by conducting practical

methods as substitutes for fundamental and theoretical ones. The main purpose of this form of research
is to expound on the current accepted concepts and open them to further interpretation. As such, the
word “artistic” does not solely refer to the arts but rather to the kind of approach a researcher assumes
in this type of research. This research generates new knowledge through artistic practices such as
defining new concepts, creating new processes, and devising new methods.

Any of the three forms of study are by no means a better approach than the other. However,
what differs among the three is the objective of each study and the means to achieve it. Nevertheless,
whichever of the three are followed by the researcher, the true goal of any research remains the same
to further the current established knowledge on different areas of study.

RESEARCH DESIGN

The research design enables the researcher to organize the components of his or her research
in an orderly and coherent manner. This will ensure that the research or study will effectively address
the research topic or problem. The research design is also a template for the collection, measurement,
and analysis of data. The research problem determines the research design that will be used in the
study.

Having a well-develop research design will enable the researcher to achieve the following:

1. Clearly identify and describe the research problem or topic, and justify the selection of the
appropriate design to be used

2. Review and synthesize previous studies and literature related to the topic
3. Clearly identify hypotheses that are significant to the problem

4. Determine the data necessary to test the hypotheses and explain how the data will be obtained

5. Describe the methods of analysis that will be used on the data gathered in order to evaluate the
hypotheses of the study

Examples of research designs include the following:

1. Action research. This research design follows cyclical process. First, the researcher identifies a
problem and determines a plan of action to address it. Then, the action plan is implemented and data is
gathered to determine the effects of the action implemented. The information gathered during the
implementation phase is analyzed and evaluated in order to gain a better understanding of the problem
and determine the effectiveness of the solution implemented. Action research is pragmatic and solution-
driven, and any information gathered is used to identify and implement a solution to the problem. This
design is appropriate for community-based situations. It requires the researcher to directly relate with
his or her subjects and the community.

2. Causal design. This research explores how a specific change impacts a certain situation. This research
design employs hypotheses that seek to establish a cause-and-effect relationship between variables.
Essentially, this research design seeks to determine whether “variables X caused Y.”

3. Descriptive design. This design answer who, what, when, where, and how questions related to a
particular research problem. This design is used to obtain information about the present situation to
gain an understanding of a certain phenomena.

4. Experimental design. In this design, the researcher controls the factors and a variable related to a
certain phenomena and tries to change or manipulate one or several factors to determine the possible
effects.

5. Exploratory design. This research focuses on topics or problems which have had little or no studies
done about them. The purpose of this design is to gain information and insight that can be used for later
researches. This design is often used to determine which method or approach to use for a certain topic
or problem.

6. Cohort design. This research identifies a group of people sharing common characteristics who are
then studied for a period of time. The researcher seek to identify how these groups are affected by
certain factors or changes and relates the information gathered to the research topic or problem.

7. Cross-sectional design. This research design looks into a large group of people, composed of
individuals with varied characteristics. The researcher seek to determine how there individuals are
affected by a certain variable or change and gathers data at a specific period of time.

8. Longitudinal design. This research follows a group of people over a long period of time. Throughout
the period of study, observations are made on the group to track changes over time and identify factors
that may have caused them. This design also explores causal relationships over time and determines
how long these relationship last and the extent of their effects on the group being studied.

9. Sequential design. This research is carried out in stages to gather sufficient data to test the
hypothesis. This design is often combined with a cohort or cross-sectional study as it identifies specific
groups for each stage. At the end of each stage, the data collected and evaluated. If there is insufficient
data, the researcher then proceeds to the next stage with a new group of subjects.

10. Mixed-method design. This research combines aspects of various research designs and methods. It
primarily combines qualitative and quantitative research methods to gain a complete picture of the
research problems and gather data that will fully determine the validity of the hypotheses.

QUALITATIVE AND QUANTITATIVE RESEARCH METHODS

These are two broad categories of research methodology; qualitative research and quantitative
research. The research method determines the approach the researchers takes in identifying relevant
data for the research, and collecting and analyzing the information gathered in the research. Choosing
either a quantitative or qualitative approach will affect the components of the research. For instance, a
researcher may choose to undertake a scientific research. If he or she takes a qualitative approach, the
goal of the study will be discuss and analyze the underlying concepts and theories related to the
research topic. If the researcher chooses a quantitative approach, he or she will use statistical data to
prove am explanation of the phenomenon.

QUANTITATIVE RESEARCH

Polit and Beck (2004) define quantitative research as “the traditional positivist scientific method
which refers to a general set of orderly, disciplined procedures to acquire information. “ In their book,
Nursing Research Principles and Methods, they explain that the research method utilizes deductive
reasoning to generate predictions that are tested in the real world. It is systematic since the researcher
progresses logically through a series of steps, according to a prespecified plan of action.

Quantitative researchers gather empirical evidence that is within the realm of senses. The
method used in the analysis of data is usually statistical in nature. Thus, the resulting information from
the study is usually quantitative or measurable. Furthermore, another criterion used in assessing the
data un this kind of study is its capability to generalize the effect of the results to the individuals outside
of the study participants.

However, a quantitative research has its disadvantage as well. Quantitative research is

considered to be limiting when it comes to studying the complex and diverse minds of human being.
This is because quantitative research can only explain a small fraction of the human experience (e.g.,
behavioral impulses and varying personal preferences). In quantitative research, these human
complexities are usually controlled or removed entirely instead of being analyzed. The inflexible and
narrow vision of quantitative research tends to present the human experience in a restricted manner.
QUALITATIVE RESEARCH

Qualitative research is defined as the “naturalistic method of inquiry of research which deals
with the issue of human complexity by exploring it directly.” (Polit and Beck , 2008) Unlike quantitative
research, qualitative research puts an emphasis on human complexity and man’s ability to decide and
create his or her own experience. This type of research utilizes naturalistic methods of inquiry as the
research places great emphasis on the analysis of the experiences of individual. This type of research
attempts to explain the human experience with its dynamic, holistic and individualistic aspects through
the perspective of the individual himself. This type makes use of qualitative materials that are narrative
and subjective.

Qualitative research focuses on gaining insights and understanding about an individual’s

perception and interpretation of events. This type of research collects data through methods such as
interviews and participative observation. The task of the researcher is to determine the patterns and
themes in the acquired data rather than focusing on the testing of hypotheses. A qualitative study
research is not limited by existing theories but is rather open-minded to new ideas and points of views .
Lastly, the researcher does not have to be concerned with numbers and complicated statistical analyses.

However, a major limitation of his model is it reductionist nature. Qualitative research attends to
reduce human experience to just the few concepts under investigation, which are defined in advance by
the researcher rather than the experience of the respondents. Another limitation of qualitative research
involves the subjective nature of naturalistic inquiry, which sometimes causes concerns about the
nature of the conclusion of the study. Polit and beck (2008) poses the question, “Would two naturalistic
researchers studying the same phenomenon in similar settings arrive at similar conclusion?” They added
that most naturalistic research studies usually utilize a small group of people as subjects. This makes the
findings from such naturalistic methods questionable, as opposed to those of the quantitative research
studies.

Table 2.1 – Comparison between Quantitative and Qualitative Research

Quantitative Research Qualitative Research

Aims to characterize trends and patterns Involves processes, feelings, and motives (the
why’s and the how’s) and produces in depth and
holistic data.

Usually starts with neither a theory nor hypothesis Usually concerned with generating hypothesis
about the relationship between two or more from data rather than testing a hypothesis
variables
Uses structured research instruments like Uses either unstructured or semi-structured
questionnaires or schedules instruments.
Uses large sample sizes that are representatives of Uses small sample sizes chosen purposely.
the population
Has high output replicability Has high validity.
Used to gain greater understanding of group Used to gain greater understanding of individual
similarities differences in terms of feelings, motives and
experiences.
Uses structured processes Uses more flexible processes
Methods include census, survey, experiments and Methods include field research, case study, and

Secondary analysis secondary analysis

Source: Handout distributed by the SSREL UP Baguio, 2009

Characteristic of Qualitative Research

Kania (2008) presents the following key distinguishing characteristic of qualitative research:

1. Qualitative research is conducted in a systematic and rigorous way. However, it is more

flexible than quantitative research.
2. It usually follows an iterative process, which means that data collection and analysis occur
simultaneously. Data already collected are updated by the ongoing data collection.
3. It focuses on gathering information from people who can provide the richest insights into
the phenomenon or interest. As a result, small samples are commonly used in qualitative
research. Study participants are usually selected in a purposive manner, using only those for
whom the topic under study is relevant.
4. Collection of data is continuous until saturation, or when it reaches the point where no new
information is revealed with respect to the key themes emerging from the data.
5. Qualitative data collection examines everyday life in its natural context or in an uncontrolled
naturalistic setting.

The Value of Qualitative Research

Qualitative data provides context and meaning. If an organization wants to assess the behavior
of their clients, they can easily collect and analyze information about top-selling items, buying trends in
various geographic locations, and overall sales figures by month. This will give a sense of the who, when,
and where of the study. Qualitative research can complete the picture by delving into the why and the
how. If quantitative research represents the skeleton, the qualitative research represents the flesh. It
can explore narrowly- defined issues in greater depth, explaining the setting in which behavior can take
place. It gives the complete picture of the issue being studied.

The value of quantitative study comes from its focus on the lived experience of the participants,
which enabled development of a greater understanding concerning the outcomes that are important,
and meaningful to the people involved.

Common Types of Qualitative Research

 The following are the various types of quantitative research based on different fields of inquiry
(Merriam, S. B., et al, 2002):

1. Phenomenological study. This type of research seeks to find the essence or structure of an
experience by explaining how complex meanings are built out of simple units of inner
experience. It examines human experiences (lived experiences) through the descriptions
provided by subjects of respondents. The goal of this study is to describe the meaning that
experiences hold for each subject. Some of the areas of concern for these studies are
humanness, self-determination, uniqueness, wholeness, and individualism.

Example: what are the common experiences encountered by a person with a spouse who
is undergoing rehabilitation?

With the given problem, the researcher has to discover the inner feelings, emotional hardships,
and mental disturbances that the respondents is experiencing.

2. Ethnographic study. This study involves the collection and analysis of data about cultural
groups or minorities. In this type of research, the researcher immerses with the people and
becomes a part of their culture. He or she becomes involved in the everyday activities of the
subjects. And get to empathize with the cultural groups experiencing issues and problems in
their everyday lives. During the immersion process, the researcher talks to the key persons
and personalities called key informants who provide important information for the study.
The main purpose of this study is the development of cultural theories.
Example: what is demographic profile and migratory adaptations of squatter families in
Barangay Cutcut. Angeles City (dela Cruz, 1994)?

In studying the problem, the researcher immerses with subjects and becomes involved with the
activities that exemplify the cultural practices of the respondents.

3. Historical Study. This study is to concerned with the identification, location, evaluation, and
synthesis of data from past events. This is not only limited to obtaining data from the past,
but it also involves relating their implications to the present and future time.
Example: what were the roles of women in the Katipunan?

Some sources of data for historical study are as follows:

a. Documents- printed materials that can be found in libraries . archives, or personal

collections
b. Relics and artifacts- physical remains or objects from a certain historical period
c. Oral reports- information that is passed on by word of mouth

The data sources are classified as follows:

a. Primary sources- materials providing first-hand information, e.g., oral histories, written
records, diaries, eyewitness accounts, pictures, videos, and other physical evidence
b. Secondary sources- second-hand information such as an account based on an original
soruce, or a material written as an abstract of the original materials

The validity of materials used in the study are assessed through the following processes:

a. Internal criticism. This involves establishing the authenticity or originality of the materials
by looking at the consistency of information. Motives and possible biases of the author must
be considered in trying to determine the accuracy of the materials.
b. External criticism. This is based on analysis of the material: the ink and the type of paper
used, the layout and physical appearance, and as well as the age and texture of the material
itself.
The researcher can consult authentic and original resource materials relevant to the
problem to determine the accuracy of information provided in the research paper.
4. Case study. It is an in-depth examination of an individual, groups of people, or an institution.
Some of its purposes are to gain insights into a little known problem, provide background
data for broader studies, and explain socio-psychological and socio-cultural processes. A
case study also involves a comprehensive and extensive examination of a particular
individual, group, or situation over a period of time. It provides information on where to
draw conclusions about the impact of a significant event in a person’s life (Sanchez, 2002)
Example: How do cancer survivors look at life?
The researcher is able to give an overview of the problem by interviewing a cancer
survivor about his or her experiences.
5. Grounded theory. The method involves comparing collected units of data against one
another until categories, properties, and hypotheses that state relations between these
categories and properties emerge. These hypotheses are tentative and suggestive, and are
not tested in the study.
Example: ten school counselors were given structured interviews to help determine how their
professional identity is formed.

The data was coded first to form concepts. Then, connections between these concepts
were identified. A core concept emerged and its process and implications were discussed.
School counselors’ professional interactions were identified as defining experiences in their
formation (Brott & Myers, 1999).

6. Narrative analysis. The main sources of data for this type of research are the life accounts of
individuals based on their personal experiences. The purpose of the study is to extract
meaningful context from these experiences.
The common types of narrative analysis are as follows:
a. Psychological- This involves analyzing the story in terms of internal thoughts and
motivations. It also analyzes the written text or spoken words for its component parts or
patterns.
b. Biographical- This takes the individual’s society and factors like gender and class into
account.
 c. Discourse analysis- This studies the approach in which languages is used in texts and
contexts.
7. Critical qualitative research. This type of research seeks to bring about change and
empower individuals by describing and critiquing the social, cultural, and psychological
perspectives on present-day contexts. As such, it ultimately challenges the current norm,
especially on power distributions, building upon the initial appraisal of the said present-day
perspectives.

For example, a critical examination of consumer education texts used in adult literacy
programs revealed content that was disrespectful for adult learners, their previous
experiences as a consumer, and promoted certain ideologies regarding consumerism.
The texts also defended the status quo by blaming individual inadequacies for
economics troubles, ignoring societal inequities (Sandlin, 2000)

8. Postmodern research. As opposed to the traditional forms of qualitative analysis, the

approach of this type of research seeks to analyze the facts that have been established as
truths. The ability of research and science to discover truth, and all generalizations and
typologies.
Merriam et al. (2002) proposes the following three “crises” as a result of the questioning

performed:

a. Whether the experience of another can be captured or whether it is created by the

researcher
b. Whether any study can be viewed as valid if traditional methodologies are flawed
c. Whether it is possible to institute any real change

Example: If our views of the self are themselves constructed by the society we live in and the
language we use, is true knowledge of the self, independent of these, even possible?
If our “selves” are constructed, then attempting to gain knowledge through self-
reflection is a miscognition and [it] instead results in the creation of a less
independent and more societal-regulated self (Bleakly, 2000).

9. Basic interpretative qualitative study. This is used when a researcher is interested in

identifying how individuals give meaning to a situation or phenomenon. It uses an inductive
strategy which is a process of analyzing patterns or common themes to produce a
descriptive account that summarizes the literature that defined the study.
Example: An interview of 45 women from varying backgrounds and a comparison of the
developmental patterns discerned with earlier findings on male development.
They found women’s lives evolved through periods of tumultuous, structure-
building phases that alternated with stable periods (Levinson, 1997).

Strengths and Weaknesses of Qualitative Research

 Anderson (2010), in her article “Presenting and Evaluating Qualitative Research,” lists the
following strengths of a qualitative research:

1. The study requires a few cases or participants. Data collected are based on the participants’
own categories of meaning.
2. It is useful for describing complex phenomena.
3. Issues can be examined in detail and in depth.
4. Interviews are not restricted to specific questions and can be guided or redirected by the
researcher in real time.
5. Subtleties and complexities about the research subjects or topic are often missed by more
positivistic inquiries.
6. It provides individual case information.
7. Cross-case comparisons and analysis can be conducted.
8. It provides understanding and description of people’s personal experiences of phenomena
(i.e., the emic or insider’s viewpoint).
9. It can describe in detail the phenomena as they are situated and embedded in local
contexts.
10. The researcher usually identifies contextual and setting factors as they relate to the
phenomena of interest.
11. The researcher can study dynamic processes (i.e., documenting sequential patterns and
change).
12. The researcher can use the primarily qualitative method of grounded theory to inductively
generate a tentative but explanatory theory about a phenomenon.
13. It can determine how participants interpret constructs (e.g., self-esteem and IQ).
14. Data are usually collected in naturalistic setting in qualitative research.
15. Qualitative approaches are especially responsive to local situations, conditions, and
stakeholders’ needs.
16. Qualitative data in the words and categories of participants lend themselves to exploring
how and why particular phenomena occur.
17. You can use an important case to vividly demonstrate a phenomenon to the readers.
18. It can determine idiographic causation (i.e., determination of causes of a participant’s
event).

Anderson (2010) also enumerates the following weaknesses of qualitative research:

1. The knowledge produced might not be applicable to other people or other settings

(i.e., findings might be unique to the relatively few people included in the researcher study).

2. Inflexibility is more difficult to maintain, assess, and demonstrate.

3. It is sometimes not as well understood and accepted as quantitative research within the
scientific community.
 4. The researcher presence during data gathering which is often unavoidable in qualitative
research, can affect the subjects’ responses.

5. Issues of anonymity and confidentiality can present problems when presenting findings.

6. It is difficult to make quantitative predictions.

7. It is more difficult to test hypotheses and theories with large participant pools.

8. It might have lower credibility with some administrators and commissioners of programs

9. It generally takes more time to collect the data compared to quantitative research.

10. Data analysis is often time consuming.

11. The results are more easily influenced by the researcher’s personal biases and

idiosyncrasies.

CHAPTER SUMMARY
1. The general forms of research are scientific research, research in humanities, and artistic
research.
2. The research design enables the researcher to organize the components of his or her research
in an orderly and coherent manner. This will ensure that the research or study will effectively
address the research topic or problem. The research design is also a template for the collection,
measurement, and analysis of data.
3. Quantitative and qualitative research are two broad categories of research methods. Qualitative
research aims to discuss and analyze the underlying concepts and theories related to the study.
Quantitative research, meanwhile, use statistical data to explain a phenomenon.
4. The key distinguishing characteristics of qualitative research are as follows:
a. It is a systematic and rigorous.
b. It follows an iterative process.
c. It focuses on people who provide the richest insights.
d. Collection of data is continuous until saturation points.
e. It examines experiences in a natural context.
5. The common types of qualitative research are phenomenological study, ethnographic study,
historical study, case study, grounded theory study, narrative analysis, critical qualitative
research, postmodern research, and basic interpretative qualitative study.
6. Some of the strengths of qualitative research are its requirement of only a few cases or
individuals for data collection; its usefulness in describing complex phenomena; its detailed and
in depth analysis of issues; its ability to provide individual case information; and its capability to
conduct cross-case comparisons and analysis among others.
7. Some of the weaknesses of qualitative research include its incapability to maintain, assess, and
demonstrate inflexibility. It also produces very specific results leading to misunderstanding or
inapplicability; creates distractions to the subject’s responses just by the presence of the
researchers; presents problems on issues of anonymity and confidentiality; makes quantitative
predictions difficult to do; and involves large participant pools making hypothesizing and
theorizing difficult.
CHECK UP

A. Identify which research deign is referred to by the following statements. Write your answer
on the blank.
_____________1. This design studies group of people over a long period of time.
_____________2. This research focuses on a group of people sharing common characteristics.
_____________3. This research identifies a problem, implements a solution, and studies effects.
_____________4. In this design, the researcher manipulates the variables and determines its
effects.
_____________5. This research is done in stages in order to gather sufficient data.
_____________6. This design seeks to establish and explains a “cause-and-effect” relationship.
_____________7. This research looks into a large group of people with different characteristics.
_____________8. This design aims to describe the present situation in order to gain information
about a phenomenon.
_____________9. This research focuses on problems or topics with little or no research done
about them, and gathers information that will guide future studies.
_____________10. This design combine elements from various research designs and uses both
qualitative and quantitative methods.

B. Complete the box by filling out the missing characteristics of qualitative or quantitative
research.

Qualitative Research Quantitative Research

1. Usually concerned with generating hypothesis
from data rather than testing a hypothesis.
Has high output replicability 2.

Methods include census, survey, experiments, 3.

and secondary analysis
4. Uses more flexible processes.

Uses large sample sizes that are 5.

representatives of the population
6. Uses either unstructured or semi-structured
instruments.
Aims to characterize trends and patterns 7.

Used to gain greater understanding of group 8.

similarities

APPLICATION
Read and analyze the following research topics and identify what type of qualitative research is
appropriate for each. Then, justify your answer by providing a brief explanation.

____________1. A researcher investigated the medical properties of the rare Amazonian tree and

discovered that its components can be made into a drug that can cure dengue.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________2. A researcher is looking into ways to create intervention or violent or hostile behavior

among young children.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________3. A researcher analyzes music composition by researching on its utilization of theory

and intuition, technologies in creating music, and critical approach in its design process.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

______________4. A researcher immerses with the Badjao street dwellers to learn how they were able

migrate from Mindanao.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________
_____________5. A researcher seeks to discover the events that transpired behind the assassination of

Antonio Luna in Cavite in 1899 and discuss the implication of these events to history.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

ASSIGNMENT

Choose five types of qualitative research and find one example of actual research
studies for each. Provide a summary for each study and explain why it belongs to that type of
research.

CHAPTER

3
 ETHICS IN RESEARCH
OBJECTIVES OPENING ACTIVITY

At the end of this chapter, the A. Read and analyze the article below and then answer the
students will be able to guide questions that follow.

1. Discuss the Ethics in Qualitative Research

importance of ethics Ethical issues are present in any kind of research. The
in research; research process creates tension between the aims of
2. Explain the ethical research to make generalizations for the good of others,
codes in the conduct and the rights of participants to maintain privacy. Ethics
of research, and the pertains to doing good and avoiding harm. Harm can be
rights of research prevented or reduced through the application of
participants; appropriate ethical principles. Thus, the protection of
3. Discuss the human subjects or participants in any research study is
importance of ethics imperative.
in research; and Violations of human rights in the name of scientific
4. Define plagiarism and research have been among the darkest events in history.
identify techniques to From 1932- 1972 more than 400 African American people
avoid it. who had syphilis were deliberately left untreated to study
the illness. Although the Tuskegee syphilis study was
sponsored by United States Public Health Service, the
disclosure of the 40- year study caused public outrage
(Caplan, 1992).

Another example of unethical research is the experiment conducted between 1950 and 1952 in
which more than 1,000 pregnant women were given diethylstilbestrol to prevent miscarriages. These
women were subject to a double-blind study without consent. Only 20 years later, when the children of
these women had high rates of cancer and other abnormalities did the participants learn they were
subjects of these experiments (Capron, 1989).

The nature of ethical problems in qualitative research studies is subtle and different compared to
problems in quantitative research. For example, potential ethical conflicts exist in regard to how a
researcher gains access to a community group and in the effects the researcher may have on
participants. The literature provides few examples of ethical issues in qualitative health research. Punch
(1994) claimed that one hardly ever hears of ethical failures in qualitative research. However, Batchelor
and Briggs (1994) claimed that the failure of the researches to address ethical issues has resulted in
those researchers being ill prepared to cope with the unpredictable nature of qualitative research.
Qualitative focus their on exploring, examining, and describing people and their natural environments.
Embedded in qualitative research are the concept of relationships and power between researchers and
participants. The desire to participate in a research study depends upon a participant’s willingness to
share his or her own experience. Nurse research has to balance research principles as well as the well–
being clients (Ramos, 1989). Qualitative health research is focused on the experiences of people in
relation to health and illness. Yet, nurse researchers may find that their roles as researchers and as
clinicians maybe I’m conflict. Qualitative studies are frequently conducted in settings involving the
participation of people in their everyday environments. Therefore, any research that includes people
requires an awareness of the ethical issues that maybe derived from such interactions. Ethics in health
research includes appropriate of the research design, methodology design, the funding sources, and the
behaviors in reporting data. The purpose of this paper is to show these and principles to be used in
qualitative research (Orb, 2000)

Source: Ethics in Qualitative Research by

A. Orb, L. Eisenhauer, and D. Wynaden(2000)

GUIDE QUESTIONS

1. Based on the article, how will you define ethics in research?

2. Are the Tuskegee syphilis study and diethylstilbestrol study on pregnant women unethical?
Why?

3. If you were a part of the research teams who conducted the research studies, what will you do
to correct the unethical aspects of the experiments?

A. Determine the appropriate ethical action to address the unethical practices describe below.
Write your answer in the space provided.

Unethical Practices Ethical Action

 1. Jaypee, senior high school students, is
planning to conduct his first research on the
misbehavior or fellow students during
examinations. However, he has no idea on the
ethical guidelines in conducting such research.
2. Because of non-participation in
extracurricular activities, Trey, an honor
student, ranked last time in the honor roll. A
qualitative research about Trey is conducted
without informing him.
3. Gabby, a graduating student, claimed the
research work of his classmate. He erased the
name of the original researcher and placed his
own.
4. A group of senior high school students
secretly chose their teacher as the subject of
the research.
5. To maximize the participants in her study,
Pauline, the class valedictorian, forced her
classmate to join her study.

INVESTIGATION

IMPORTANCE OF ETHICS IN RESEARCH

Resnik (2007), in his article “What I’d Ethics in Research & Why is it I?” explain the importance of
ethics in research. These are as follows:
1. Ethics promotes the pursuit of knowledge, truth, and credibility. It also fosters values that
are essential to collaborate work. Research often involves a great deal of cooperation and
coordination among people in different fields or disciplines. The important values. Include
trust, accountability, mutual respect, and fairness.
2. Many of the ethical norms ensure that researchers are held accountable to the public
3. Adhere to ethical principles helps build public support for research. People are more likely
to fund research studies that promote a variety of important moral and social values such as
social responsibility, human rights, animal welfare, and health and safety.

ETHICS CODES AND POLICIES FOR RESEARCH

Given the importance ethics in the conduct of research, may professional associations, government
agencies, and universities have come intellectual property covers two categories: Industrial Property,
which includes patents, trademark, and industrial designs; and Copyright, which includes published
works such as literary works, textbooks, reference books, and other artistic works such as creative
design, film, music, radio broadcasts, and performance art, creators of such works and intellectual
property are given rights and protections, and the unauthorized use of intellectual property is subject to
legal suction.

In the Philippines, intellectual property is protected by Republic act 8293 or the Intellectual
Property Code of the Philippines. Following are the provisions of the code regarding published works.

"Published works" means works, which, with the consist of the authors, are made available to the
public by wire or wireless means in such a way that members of the public may access these works from
a place and time individually chosen by them: provides the availability of such copies has been such, as
to satisfy the reasonable requirements of the public, having regard to the nature of the work.

1781 Subject to the provisions of this section, and the cased of original literary and artistic works,
copyright shall belong to the authors of the works

1780 In the cased of work of joint authorship, co-authors shall be the original owner of the
copyright, and in the absence of agreement, their rights shall be governed by the rules on co-ownership.
If, however, a work of joint authorship consists of parts that can be used separately and the author of
each part can be identified, the author of each part shall be the original owner of the copyright in the
part that he has created.

This is the basis of ownership of any publish article of materials in the form of books magazines and
like as well as those that are electronic form. using this materials, in part or as a whole, in commercial
publication such as textbook without recognizing the author or author constitutes an infringement of
copyright which has corresponding of consequences. This ask states that is determining the number of
years of presentment and the amount of fine, the court shall consider the value of the infringing
material that the dependent has produced or manufactured and the damage that the copyright owner
has suffered by the reason of the infringement.

Copyright infringement and it corresponding sanctions, however, only apply to commercial use of
intellectual property. In academic research plagiarism and its related acts constitutes Academic
Dishonesty and may be cause for the invalidation of a research study and other sanctions on the
offender. educational institution and academic organization have their own rules and sanction regarding
plagiarism. Student who commit plagiarism risk academic suction such as a failing grade in the course
where such as violation was committed, and its extreme case, the revocation of a degree conferred.

Sharma and sing (2011) list the following tips avoid plagiarism.

1. Sufficient time should be allotted for writing.

2. Hard copies of all the relevant references should be collected.

3. All references should be read carefully and its important parts should be highlighted.

4. Sufficient attribution should be place when using the ideas of another.

5. Lines with factual details are to be referenced.

6. The appropriateness of inserting references should be determined.

7. Written permission should be acquired for text and figures copied from other sources.

8. All the text should be paraphrased that is, written by the author in his or her own language.

9. Copying and pasting text from sources while writing should be aroid. If one is not good at typing or he
or she can request assistance from a typist.

10. Before submitting an article, all files, figures, and references should be preparec in accordance to
the prescribed standards.

Fair use

The law, however, recognizes certain situations where the use of copyrighted content is acceptable
and constitutes "Fair Use" of intellectual property. The intellectual property code identifies the following
as acceptable use of intellectual property.

1. Use of works in the public domain. An intellectual property is considered to be in the public
domain once the rights of the author have lapsed after a period defined by laws (50 years after the
death of the author)

2. Use of copyrighted work for criticism, comment, news reporting, teaching and classroom use,
scholarship and research, and other similar purpose.

3. Reproduction of works as part of reports on current news which is broadcast to the public.

4. Use of works and material from the government and its various branches, department, and
offices, provided that permission for use is acquired.

Although fair use gives academic researchers great freedom in the selection and use of certain
sources, due diligence should still be taken in citing the sources and informing the copyright owners
regarding the use of their works.

CHAPTER SUMMARY
1. Ethics in research promotes the pursuit of knowledge, truth, and credibility; helps ensure researcher's
accountability; and builds public support for the study.
2. Some of the ethical codes are honesty, care, confidentiality, objectivity, openness, respect
intellectual property, and responsible mentoring.
3. Participants in a research have the right to voluntary participants, informed consent, freedom from
risk of harm, confidentiality, and anonymity.
4. For writing to be considered as ethical, the writing should be clear, accurate, fair, and honest.
5. The purposes of literature review are to assess the body of the literature, to synthesize previous
works, and to locate gaps.
6. The following are reminders for ethical writing; honest with professional colleagues, protection from
harm, and right to privacy.
7. Plagiarism is the claiming of other works as one's own work.
8. The Intellectual Property Code of the Philippines or R.A. 8293contains provisions regarding published
works and copyright ownership.
9. Some tips to avoid plagiarism are to collect hard copies of all the relevant references; read all the
references carefully and highlight important areas; and place sufficient attribution while using the ideas
of others.

CHECK-UP

A. Encircle the letter of the best answer

1. All the data to be reported should include all facts with accuracy.

a. Honesty c. Competence

b. Objectivity d. Care

2. Whatever agreed upon with the participants must be actualized.

a. Integrity c. Social responsibility

b. Legality d. Responsible publication

3. The researchers should accept all comment and give considerations.

a. Openness c. Non discrimination

b. Respect for intellectual property d. Responsible mentoring

4. When a paper is already submitted to a publication, no submission to another should be alone.

a. Objectivity c. Care

b. Legality d. Responsible Publication

5. The researcher should be fully equipped with research skill when conducting the study.

a. Confidentiality c. Legality

b. Competence d. Openness

6. An experienced researcher should impart knowledge to his or her students.

a. Responsible publication c. Respect for colleagues

b. Nondiscrimination d. Social Responsibility

7. The researcher should ensure that the participants will not be adversely affect by the research and its
results.

a. Care c. Respect for colleague

b. Human subject protection d. Social Responsibility

8. Any participant to any research activity must not be forced to take part in the study.

a. Voluntary participation c. Risk of harm

b. Informed consent d. Social Responsibility

9. Informed consent for participant is best exemplified in which of the following actions?

a. Taking to him or her privately

b. Surprising him or her with a questionnaire

c. Writing him or her a letter

d. Using a padrino system

10. Confidentiality of a participant is best example in which of the following action?

a. Asking the participant to write his or her name in the questionnaire

b. Not mentioning his or her name in the participants of the study section

c. Introducing himself or herself in a Interview

d. Taking his or her picture and placing it in the appendix

B. Put an "X" on the space before the statement that describes a case of plagiarism.

_____1. Alexandra puts her name on a quotation of Shakespeare.

_____2. After reading a selection, Pristine correctly wrote the contents of the selection and cited the
author.

_____³. The Author is Ramoso Gabriel but the reference of Aaron is Ramoso Gabrielle.

_____4. In Athena's assignment the carefully expressed the ideas of the author and wrote the author's
name.

_____5. Because of lack of time Pauline omitted some of the important details from a source in her
thesis.
APPLICATION

A. Complete the following phrases by referring to the ethical principles for research

1. When I conduct research, I will____________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. The participant of my study will be_________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. To finally arrive at the best findings, I will ___________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

B. Divide the class into four groups Each group will be assigned to create a thematic show about a
radio or television program airing an episode with the theme "No Plagiarism Please" Each groups will
be given time to prepare their show. Their performance will be rated by other groups and the teacher
with the use of the rubric below.

Criteria 4 3 2 1

Content More than 5 4 concepts 3 concepts Less than 3

concepts were were displayed were displayed concepts were
displayed displayed

Creativity 75% –100% 50%–74% 25%–49% 1%–24% Creative

Creative Creative Creative

Coordination 0 to 1 Instance 2 to 3 Instance 4 to 5 Instance 6 to 7 Instance

of of of of discoordinati–
discoordinati– discoordinati– discoordinati– on
on on on

Participants 75%–100% 50%–74% 25%–49% 1%–24%

participants participants participants participants

Props More than 5 4 props were 3 props were Less than 3 props
props were displayed displayed were displayed
displayed appropriately appropriately appropriately
 appropriately

ASSIGNMENT

Research on one reported case plagiarism. Analyze the case by Identifying the violations committed by
the Authors. Write the reaction paper about it.

CHAPTER
4
 RESEARCH TITLE, SOURCES, AND CONSIDERATIONS
Form a group of five members and select one of the clusters below. Analyze the research titles in your
selected cluster. Identify the common elements of the titles in your cluster and write them in the
space provided. Share your findings with the rest of class.

Cluster A

1. Effectiveness of the Neuro-Linguistic Programming in

Enhancing the Self-Esteem of Adopted Children (Tiamzon,
2003)
OBJECTIVES
2. The Intrapersonal and Interpersonal Competencies of School
At the end of this chapter, Managers: Basis for Human Intervention Program (Cristobal,
2003)
the students will be able to 3. Predictors of Students’ Performances in Chemistry Laboratory
1. Describe the of Selected Private Schools (Estrella, 2009)
4. Transactional and Transformational Leadership Behaviors and
different sources of Total Quality Management Competencies of Principals: Their
Relationships to School Effectiveness (Barrameda, 2000)
research problem;
5. Likeability of Teachers: Essential Qualities for Senior High
2. Discuss the School Instructors

consideration in the Cluster B

selection of research
1. Reading Difficulties and Comprehension Levels of
problems; and Freshmen
2. Human Relation Practices of Supervisors vis-à-vis
3. Identify possible
Motivational Factors in Subic Bay Volunteer Workers
research problems. (Perez, 2008)
3. Factors Affecting the Lrearning Styles of High School
Students (Naco, 2006)
4. Managerial Skills and Difficulties of Elementary School Mangers (Lao, 2007)
5. Predictors of Leadership Behaviors of Principals and Efficacy of High School Teachers

Cluster C

1. The effect of computer games to mathematical in algebra among sophomores

2. The effect computer assisted In structure in the performance of students in Asian history and
civilization (Cuenca,2008)
 3. Principal’s’ leadership capacities as perceived by teacher (Garcia,2009)
4. High school classroom climate quality: basis for creating faculty development activities
(lander,2008)
5. Correlation of English performance of students in selected schools (valuation,2009)

Cluster D

1. Participation experiences of graduating students intramurals

2. Psychological needs of students with OFW parents
3. Crushes and dating among teenagers
4. Paring needs, goals, and strategies for adolescent mother (stiles,2005)
5. Learning styles and level of motivation of honor students

The common elements of the research titles are: ____________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

INVESTIGATION

RESEARCH TITLE
 A research title preface the study by providing a summary of the main idea and is usually short
and concise. Writing it may seem to be a simple task but it actually requires more consideration on the
part of the researcher: while he or she may have written the contents of the study in great details,
researchers may find it hard to dreate a reseach title for their study that is concise and represents all the
relevants of the study at the same time.

A research title should have the following characteristics:

1. It should summarise the main idea of the paper

2. It should be a concise statement of the paper.
3. It should include the major variables of the research study.
4. It should be self-explanatory.
5. It should describe or imply the participants of the study.

In general, the research should avoid using words that serve no useful purpose and can
mislead indexers. Words such as “methods,” “results,” and “investigations” should not appear
in the title. In many cases, the general problem of the research or even the specific question
that the researcher intends to answer, when rewritten in a statement from, can serve as the
title.

RESEARCH PROBLEM

The research problem states the area of concern of the research paper whether it is a
circumstance needing development, a difficulty requiring attention, or an inquiry necessitating an
answer. This section sets the direction of the research study as it provides the foundation for the
research hypothesis and defines what kind of research study is suitable to address the problem.
However, it is important to note that this section should only state the problem and not preface or
suggest a solution for it.

Sources of research problems

Research problems may be delivered in almost any kind of setting such as hospitals or clinics,
schools, offices, homes, or any part of the community: Research problems can be commnly based from
circumstances with the following characteristics:

1. It conveys a feeling of discomfort or difficulty.

2. It has a perceived difficulty in broad subjects such as family affairs, and leadership system.
3. It displays a gap between theory and practice: what is said by the students see and observe.
4. It utilizes a procedure requiring technologically advanced equipment.
5. It involes the experience of any kind of individual.
6. It shows some kind of pattern or trend.
7. It makes use of literature reviews, continuous readings, and past studies. These readings can
lead a student to topic, and its scope and clues for futher studies. The repetition of a prior
research study in a different setting and time is called replication.
8. It relates to an individual’s curiosty and interest.
Furthermore, a discorned problem is said to be researchable when the following criteria are met:

1. Solutions are avaible but not yet tested and not yet known by the practitioner.
2. No solutions are available to answer the gap or the problem being assessed.
3. When the given answers or solutions, as well as the possible results, are seemingly untested
or are factually contradictory with each other.
4. A phenomenon requiring an explanation has occurred.
5. There are several possible and plausible explanations for the existence of an undesirable
condition.

REVIEW

Baesd on the assigned clustres in the Opening Activity (pages 42-43), discuss with your
group members how the research came up with each title. Then, write a report about it.
Refer to the lesson above when writing the report.

CONSIDERATIONS IN FORMULATING THE RESEARCH PROBLEM

In the book A Research Guide in Nursing Education, Barrientos-Tan (1997) discusses the different
criteria for choosing a problem for research. These are as follows:

1. External criteria
a. Novelty – This refers the practical value of the problem due to its “newness” in the field of
inquiry.
b. Availability of subjects – This refers to the people with the desired capability and willingness
to participate in the study. The sample of the study participants must be representative
enough to ensure reliability and validity of the results.
c. Support of the academic community – This refers to the assistance given by the members of
the institution, like the principal, teacher, staff, students, and the parents, in the gathering
of data and defraying the cost of the study. Permission of those concerned for the study of
staff members, children, the aged, and the mentally challenged should be secured.
d. Availability and adequacy of facilities and equipment – Devices such as computers, and
telephones used in undertaking the study must be considered.
e. Ethical considerations – These include the avoidance of research problems that pose
unethical demands on the part of the research participants.

2. Internal criteria
a. Experience, training, and qualifications of the researcher – These constitute the
researcher’s knowledge and expertise as a result of experience and study.
 b. Motivation, interest, intellectual curiosity, and perceptiveness of the researcher – These
are essential attitudes that bring anticipated satisfaction or enjoyment in the completion of
research tasks.
c. Time factor – This considers the fact that studies must be pursued within a given time
frame.
d. Costs and returns – These factors matter in choosing a research problem. Research is an
expensive undertaking. The amount of funding needed, after all, depends on the size of the
sample, the place where the research is to be conducted, the treatment of data, and the
kind of research design.
e. Hazards, penalties, and handicaps – These depend upon the researcher’s physical and
intellectual capacity and moral judgment.

CHOOSING THE RESEARCH PROBLEM AS A HIGH SHOOL STUDENT

The background of the researcher is an important factor that defines the selection of research

Problems and topics. A researcher in a particular field, like medicine, engineering, or the social

Sciences, focuses on topics within their field or discipline. A student researcher, on the other hand,

Focuses on more practical and relatable topics for reseach.one useful guide to student researcher’s

Taking this course is to consider their respective tracks for Senior High School. Students on the

STEM track should consider researching on topics related to science and technology. ABM track

Students, meanwhile, should consider topics on business and management. Finally, HUMSS track

Student can choose from the wide variety of social science and humanities topics such as history,

Politics society, culture, arts, and music.

Researchers should also be aware of the following factors in determining their research

Problem and topic:

1. The feasibility of the research study is a very important consideration in choosing the Problem.
The time needed to conduct the study must be measured and its setting should be defined and
located. The researcher must have ready access to the relevant materials

To the subjects to be studied. The entire cost of the study must be estimated-the travel expenses
when meeting with the respondents, purchase costs of the instruments to be used, and expenses
incurred in encoding the results.

2. External support is also an essential element to look into when determining whether a research
is feasible or not. Is the teacher or adviser present when conflicts arise in the conduct of
research? Are experts in the field accommodating? do they lend a hand when requested for
 technical assistance in finishing the paper? These questions are also important concerns to be
addressed.
3. The innovative quality of the topic should still be considered. A review of literature and studies
ensures that solutions yet are to be proposed for the problem, thus showing the need to conduct
the study.

CHAPTER SUMMARY

1. The title of the research should summarize the main idea, and include the major
variables and participants of the study.
2. The potential sources of problems in research can stem from circumstance which
conveys a feeling of discomfort; have perceived difficulty; displays a gap between
theory and practice; involves experiences of oneself; shows some kind of pattern or
trend: makes use of literature review; and involves a personal curiosity or interest.
3. The chosen topic or problem in research must pass different external and internal
criteria.
4. The external criteria include novelty, availability of subjects, support of the academic
community, availability and adequacy of resources, and ethical considerations.
5. The internal criteria consist of experience, training and qualifications of the researcher,
motivation, interest and curiosity, time factor, and returns.
6. Special consideration for high school students in choosing research problems should be
considered such as the relevance to the K-12 tracks, feasibility of the study, external
support, and innovative quality of the chosen study.

CHECK – UP

Categorize the following as either external or internal.

____________1. Availability and adequacy of facilities and equipment

____________2. Costs and returns

____________3. Ethical considerations

____________4. Time factor

____________5. Novelty

____________6. Motivation, interest, intellectual curiosity, and perceptiveness of the researcher

____________7. Hazards, penalties, and handicaps

____________8. Experience, training, and qualifications of the researcher

____________9. Support of the academic community

___________10. Availability of subjects

APPLICATION

Answer the following questions.

1. What is the purpose of the research title in a study?

__________________________________________________________________________________
__________________________________________________________________________________

2. Why do you think research problems are more likely to be derived from circumstance that
convey a sense of difficulty?
______________________________________________________________________________
______________________________________________________________________________
3. As a high school student, how will you consider the innovative quality of your study if it is
recommended that the research is feasible and can be done within your means?
______________________________________________________________________________
______________________________________________________________________________
Name :_________________________________________ Date :________________

RESEARCH ACTIVITY 1

PROPOSED PROBLEMS

A. Enumerate there possible problems you encounter in the following circumstances:

1. Personal life (family and friends)
a. ________________________________________________________________________
________________________________________________________________________
b. ________________________________________________________________________
________________________________________________________________________
c. ________________________________________________________________________
________________________________________________________________________
2. School
a. ________________________________________________________________________
________________________________________________________________________
b. ________________________________________________________________________
________________________________________________________________________
c. ________________________________________________________________________
________________________________________________________________________
3. Local community
a. ________________________________________________________________________
________________________________________________________________________
b. ________________________________________________________________________
________________________________________________________________________
c. ________________________________________________________________________
________________________________________________________________________
4. Government
a. ________________________________________________________________________
________________________________________________________________________
b. ________________________________________________________________________
________________________________________________________________________
c. ________________________________________________________________________
________________________________________________________________________
5. Relationships with colleagues and mentors (classmates, teachers, heads)
a. ________________________________________________________________________
________________________________________________________________________
b. ________________________________________________________________________
________________________________________________________________________
 c. ________________________________________________________________________
________________________________________________________________________
6. Other areas of interest or concern
a. ________________________________________________________________________
________________________________________________________________________
b. ________________________________________________________________________
________________________________________________________________________
c. ________________________________________________________________________
________________________________________________________________________

B. Based on the enumerated possible research problems, identity at least three researchable
problems and explain why you chose them.
1. Problem:___________________________________________________________________

Reason:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Problem: ___________________________________________________________________

Reason:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Problem: ___________________________________________________________________

Reason:
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________