Module 2

PROBLEM IDENTIFICATION AND RESEARCH PROPOSAL PREPARATION A Self-Instructional Guide (Part 2) I.
Introduction One of the most important phases of conducting a research is the choice of a suitable problem. Beginners are likely to select a problem that is much too broad in scope. This possibly could be the result of the researchers lack of understanding of the nature of research and the process of problem- solving activity. This may also be brought about by the researchers enthusiasm and desire to solve a problem immediately. On the part of the professional researchers, they are aware that research is quite a tedious task, painfully slow, but greatly spectacular towards the end. They realize that the process of problem solving in research is one that requires a lot of patience, being aware that research is such a very difficult task. Problem Identification and Research Proposal Preparation1
It has been claimed by Leedy (1988) that the problem is the axial center around which the whole research effort turns, hence, it is but important that the statement of the problem must be expressed with utmost verbal precision. Then, the problem is fractionated into more manageable sub problems. II. What this guide is all about? In this guide, you will come to realize the ways by which problems may be identified. It will also present a few of the characteristics and activities of research. Primarily, you will be made aware on the definition of a research problem, characteristics of a research problem, sources of problems, evaluation of a research problem, selection of an appropriate research problem. Finally, you will be selecting a topic or specific area preparation in which you can study using the scientific method and thereon, you can prepare a research proposal.
Problem Identification and Research Proposal Preparation2
III. What you are expected to learn? After going through this guide, it is expected that you will be able to: a. Identify possible sources of researchable problems. b. Explain how good research problem is chosen, c. Discuss the parts of a research proposal, d. Select a topic or a scientific area which you can study using the scientific method e. Apply the criteria of a researchable problem to actual research situations f. Prepare a research proposal. IV. How Are You Going to Learn? Its easy to learn the different parts of the guide by following the icons given on the next page.
This icon signals a checkpoint. At every checkpoint, you will find questions to answer. Write your answers on the blanks provided. If you cannot answer a question satisfactorily, go back to the lecturette. Do not proceed to the next section unless you are sure that your answers are correct.
This icon refers to the lecturette. It will allow you to form the good habit of going back to the lecturette when you are not sure of your answer.
You will find this icon at the start and at the end of the module. It signals a self-test and a post test. Diagnose your knowledge about how well you have achieved the objectives set in the module. Study the module carefully and you will perform quite well in the both tests.
Are you now set to read this guide Are you now set to read this guide about problem identification and research about problem identification and research proposal preparation? If so, then you may get proposal preparation? If so, then you may get your ballpen and notebook, as I will request your ballpen and notebook, as I will request you to answer first the questions included in you to answer first the questions included in the pretest. the pretest.
Pre-test Questions Write true before the item if the sentence is found correct; write false if the statement is not correct. 1. A problem in research can be easily found. 2. A concept that a researcher can think about is a good problem for research. 3. A problem identified is always defined. 4. Clarity or specificity is important ingredients in the definition of a problem. 5. An objective for research is also understood as a research problem. Problem Identification and Research Proposal Preparation5
6. A problem is always stated in the form of an objective. 7. Research hypothesis is stated as a null hypothesis. 8. Hypothesis is a scientific guess. 9. Assumption is similar to hypothesis. 10. Assumption is believed to be true by the researcher. 11. Terms defined are lifted from books and dictionaries. 12. The theoretical framework gives the theory for the research. 13. The conceptual framework is a model or illustration on the flow of the research process. 14. The blueprint in research is the proposal. 15. The proposal is always futuristic.
How do you rate yourself in the preHow do you rate yourself in the pretest? test? How many items were you able to How many items were you able to answer correctly? answer correctly? Congratulations to a job well done. Congratulations to a job well done. To have a better view about Problem and Research ToIdentification have a better view about research, you are now6advised to sit Proposal Preparation research, you are now advised to sit and relax. Enjoy your reading! and relax. Enjoy your reading!
Lesson 1. The Research Problem As we tackle this lesson on the research problem, may I just want to ask you, what is meant when we say problem? How does one know that a problem is researchable? Let us start our interaction by saying that a problem is a perceived difficulty. It may be a feeling of a discomfort with the way things are, or a discrepancy between what should be and what actually is. A problem is a situation, which seeks a solution or answer. A research problem is usually expressed as Problem Identification and Research Proposal Preparation7
a question or statement, which inquires into or deals with the relation existing between two or more variables. Problem identification refers to the process of finding or determining what research area is to be studied. While this is our description of a problem, we can never say that every perceived difficulty warrants its researchability. Some problems may not require any research undertaking since they require just possible explanations or solutions. Others may have already known solutions, what is needed is a decision on what solutions to use and to act on it so as to solve the problem. Let us now deviate our interaction to the research problem. When do we say that a problem is researchable? First, let us distinguish between two basic types of problems; personal problems and researchable Problem Identification and Research Proposal Preparation8
problems. How to get along with your mother-in-law, and how to ask the boss for a salary increase maybe classified as personal problems but they are not researchable. A problem is researchable when the following pointers are satisfied: (1) there is no known answers or solution to it such that a gap in knowledge exists ; (2) there are possible solutions the effectiveness of which is unknown yet (3) there are answers or solutions the possible result of which maybe seen or maybe factually contradicting (4) there are several possible and plausible explanations for the undesirable conditions , and when the existence of a phenomenon requires a solution. Kerlinger (1986) says that a research problem should be stated clearly and unambiguously in question form for question has the virtue of posing problems directly.
Lesson 2. Sources of a Research Problem In order that you will be enlightened more in your search of a problem, let us settle on the presentation of possible sources of a research problem. Dont you know that you can get ideas of problems from the following? 1. Experience One of the sources of a research problem is the personal experience of the researcher. As a researcher, therefore, it is expected that you should be aware and sensitive of your own workplace, prevailing conditions of the time and place. If you are sensitive with your work, you will be able to easily discern the difficulties or abnormalities that affect you and the other members of your organizational workplace. Accumulated experience, much of which may be undocumented, is a primary source also of research ideas. Ones experience as a teacher, educational administrator or supervisor could sensitize you to Problem Identification and Research Proposal Preparation10
researchable problems. Discussions among colleagues can produce many problems worthy of consideration. Let us try to situate our discussion in the life of an educator. Every time the teacher does his own instructional plan for a day, he always sets a targeted performance of a 75 percent. However, after the instructional process, he gives a summative test wherein the performance may not always be 75 percent but lower, let us say 70 percent. If you are a teacher who is committed to deliver quality instruction, the gap of 5 percent already poses a problem. As a teacher, you may think of the possible sources of the problem like asking yourself if it comes from the teacher-instructional strategy; motivation to learners or innovative approach utilized. Maybe, you can consider the students as the source of problem such as lack of interest, poor study habit, poor intellectual capacity, training at home, or the peer influence. The aforecited possible sources of the problem can already trigger the concern of the educator to undertake a study. The study may not be very Problem Identification and Research Proposal Preparation11
comprehensive. It can be an action research but this type of research can be more functional than other forms of research. At another situation, on the part of an
administrator wherein he can observe that there are some members of the staff who do not like to cooperate in school affairs. This can already be a source of disturbance that can affect a creative mind that warrants the conduction of a study. If you are the administrator, you can probably settle for a researchable topic, which would analyze the value system, personality traits, work habits, or work attitudes of the teachers.
With the simple situations given, With the simple situations given, have I enlightened your thoughts about the have I enlightened your thoughts about the sources of problem? sources of problem?
Based from your readings, observations or Based from your readings, observations or attendance to seminars and workshops can attendance to seminars and workshops can you also give possible inputs for a research you also give possible inputs for a research problem? Give at least ten sources of problem? Give at least ten sources of problems that are researchable (worth problems that are researchable (worth researching). researching).
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
In order that you will be better assisted in the identification of the sources of a research problem, you can involve yourself in symposia, dialogues, or ordinary Problem Identification and Research Proposal Preparation13
meetings. Attendance to any of this kind of activity can widen your horizon and at one time, problems may likely crop up to your attention. What you need to do only is to reformulate the statement into one, which satisfactorily meets the requirements of a good research problem. Other sources of a research problem will be the formation of the habit to read journals, books, theses, dissertations, or mass media. In these materials, there are issues or concerns that need scientific investigation. Authors of these materials usually and explicitly recommend topics or problems that need to be investigated. In summary, other sources of problems may come from: 1. Literature searches; published materials The literature abounds with reports of problems studied by other researchers. This can suggest ideas or reveal needs for studies. When preliminary topics or ideas have been suggested, a literature search can help in clarifying or focusing research options. Problem Identification and Research Proposal Preparation14
The literature gives you an idea or areas, which have been over researched and those which are only partly explored. It can identify gaps that wait to be filled by further research. 2. National and societal concerns General concerns among the community or by governments (e.g. language policy, levels of literacy, pupil achievement, juvenile delinquency) could lead to research studies. 3. Technological change New technology and its impact on education will generate problems and issues for consideration by the prospective researcher. For example, the impact of computers in education. To summarize our discussion on the sources of research problems you can consider the paragraph that follow. Problem Identification and Research Proposal Preparation15
Many of the problems confronted in the classroom, the school, or the community lend themselves into investigation, and they are perhaps more appropriate to a beginning researcher than the problems which are more remote from the teaching experience. What organizational or management procedures are employed? How is learning material presented? To what extent did the method yield results? How do the teachers feel about these procedures? How do the pupils and parents feel about them? What out-of-school activities and other influences seem to affect students learning and the teaching-learning process?
If
you
only
become
more
aware
of
your
surroundings you will come to realize that there is an acre of diamonds in your own background. The inquisitive and imaginative mind may discover one area as an interesting one. At other cases, technological changes and curricular developments are constantly bringing forth new problems and new opportunities for research. Problem Identification and Research Proposal Preparation16
Perhaps
more are
than being
ever
before, in
educational classroom
innovations
advocated
organizations, in teaching materials and procedures and application of electronic and technical devices and equipment. Some areas which I can suggest for research are the following: 1. programmed instruction, use of television for instruction 2. flexible scheduling, team teaching, cooperative teaching 3. evaluation of learning, reporting to parents 4. community education 5. learning styles 6. school buildings and facilities, safety 7. extra-curricular programs 8. new approaches to teaching 9. health services 10. guidance-counseling programs 11. teacher morale, annoyances and satisfactions Problem Identification and Research Proposal Preparation17 and parents involvement in
12. teacher welfare, merit rating, tenure, retirement 13. educational organizations 14. pre-service teaching 15. teacher attitudes on a variety of issues 16. in-service programs 17. follow-up of graduate, school leavers 18. school district organization 19. work-study programs 20. attributions of success and failure 21. self-image analysis 22. career preferences 23. socio-economic achievement 24. administrative leadership of women in the school system 25. managerial competence 26. value system, reward system 27. communication style, problem solving, decisionmaking, planning 28. job stress and lifestyle of teachers 29. management of change 30. impact of non-cognitive variables on learning Problem Identification and Research Proposal Preparation18 status and academic education of teachers; student
31. repeaters and non-repeaters 32. portfolio assessment 33. use of web-based resources in learning 34. use of TSP (think pair-share) environment in learning
Lesson 3. Good Research Problem From our earlier discussion, did you not feel that selecting a good research problem is indeed a difficult thing to do? Choosing a research problem is not an easy task. This is particularly true to a beginner who does not know on what bases or criteria a research problem should be judged as good. Let us then discuss the criteria which are deemed useful in the selection of a good research problem. Foremost, the research problem should be of great interest to the researcher. If you have met this criterion you have already won half of the battle. If a Problem Identification and Research Proposal Preparation19
researcher has a great interest to the research, he will be more motivated and determined to work on it until its completion. Second, a problem should be relevant and useful to a specific group of people. The knowledge that the result of ones work will be of much use to a group of people provides the researcher an input or drive with which to pursue the problem until solutions to it are discovered or known. Third, a good problem is novel. This means that the problem should possess the element of newness or freshness. This implies that there is originality. Avoiding or doing a study or topics which have been overstudied, and pursuing those which were not subjected to any investigation should be encouraged. Fourth, a problem should be well-defined or specified. Unless the researcher has all the time, money, and ability to cover all aspects of social problems, he is expected to set the scope or limits of his study. Problem Identification and Research Proposal Preparation20
Fifth, a problem should be measurable. If the variables involved in the problem do not allow measurement, the researcher will have an impossible task of reporting the results or findings of the study. Sixth, a problem is time-bound. This means to say that when the researcher selects a problem, he should have his projection as regards the time to complete the research. Seventh, a problem is good if the study of it will contribute to the refinement of certain important concepts, creation or improvement of research instruments as analytical system, and will permit generalizations. Finally, a problem is good and researchable on the basis of the researchers capacity to meet what it requires: manpower, money, time, and expertise .
Lesson 4. Defining the Research Problem It is not enough to simply have a good problem in research. What is more important is to define the problem. In the course of defining the problem, let us be guided with the discussion that follows.
It is not common for a researcher, especially a beginner, to select a research topic or problem so broad that he does not know where to start or, worse, it appears to be a Herculean task such that he unceremoniously drops it. Instead of being discouraged, what he should do is to define his research topic or problem, and narrow it down so as to make it manageable rather than formidable. How does one go about defining or narrowing his research problem? The first step is for the researcher to see to it that the major concepts or terms are clearly defined. The concepts must be such that they can be represented by indirect activities, which are feasible towards carrying out such an observation. Problem Identification and Research Proposal Preparation22
The next step is to limit the scope of the study in terms of (1) issues or concerns, (2) area/coverage, (3) subjects/respondents, (4) period of time, and (5) type of data-qualitative, quantitative or a combination of the two.
Below is a hypothetical situation. Read then Below is a hypothetical situation. Read then answer the exercise that follow! answer the exercise that follow!
To illustrate, supposing Researcher X wishes to do a study on the health conditions of a poverty group. The topic is so general or so broad that he decides to narrow it down to something manageable and workable. He starts defining the major concepts which are health conditions and poverty group. He defines health conditions to include both physical and mental well-being, Poverty group is made up of families considering the poverty line for a family of six in a certain year. He then specifies the issues or concerns of his study which he limited to the number of Problem Identification and Research Proposal Preparation23
family members who had been ill many times in the past year. He also includes in his concerns what the family members usually eat, as well as, their work and recreational activities since they have direct effect on the health of the person. For area coverage, he specifies that the study should be confined to the city proper of Dagupan. The respondents will be the head of the family and the study should be completed within a year. The data that will be gathered are quantitative in nature. To facilitate his task of defining his research problem, Researcher X is advised to read literature, both foreign and local, on health and on poverty groups, with a special focus on the specific concerns of his study. He should also visit the families and have knowledge about them, through observations and random interviews. He may also get inputs from members of organizations which have projects for the poor. Finally, Researcher X is advised to be resourceful in looking for other means that will help him/her refine further and make more explicit his research problem. Problem Identification and Research Proposal Preparation24
Take a breath, and do the exercise on the next Take a breath, and do the exercise on the next page. Place your answers in your notebooks! page. Place your answers in your notebooks!
Assume that you will be the one to conduct the Assume that you will be the one to conduct the study making use of the hypothetical situation study making use of the hypothetical situation
Do the following exercise. 1. Identify the possible research title of the aforementioned research situation. 2. State the general purpose of your study. 3. Give one specific problem (no.1) that pertains to the characteristics or attributes of the respondents. 4. Have another specific problem (no.2) that describes the health respondents. 5. Give another specific problem (no.3) that shows the relationship attributes and between their the health respondents conditions of the
conditions? Problem Identification and Research Proposal Preparation25
6. Who are the respondents? How are you going to select them? 7. What will be the area coverage of your study? 8. How will you gather the data? What type of data will you get? 9. What key terms are you going to define? How will you define each? 10. Develop 5 item questions to answer specific problem 1 and 2 respectively.
If you have given answers to the 10 If you have given answers to the 10 questions correctly, then move on to the questions correctly, then move on to the next lesson. next lesson.
Lesson 5. Justifying the Research Problem Having defined clearly the problem of your study, the next task for you to do is to justify why you selected it over other probable ones. Whether you will conduct the study to complete your academic
requirement (such as thesis or dissertation) or propose it for funding by private or government institution, it is most likely that you will be asked not only to explain why you chose it, but you have to convince the committee about the importance or thrusts of your paper such that the results will redound to the welfare and development of the society in general. There are various ways of presenting the researcher's justification for his particular study. It would be to his advantage to present all supporting factors so as to convince and to get the approval of the screening committee. The following guide questions will be helpful. 1. Is the problem a current and timely one? 2. Is it pervasive or widespread? 3. Does it affect a special group of people such as mothers or children? 4. Does it relate to ongoing programs such as drug addiction, family planning and others?
5. Does it relate to broad social, economic, and health issues, such as unemployment, income misdistribution, diseases, terrorism and others? 6. Who else is concerned about the problem- top government officials, medical doctors or other professionals? 7. What are its direct and indirect, short and long range contributions, to the welfare of a group of people or to the whole society?
If you are the researcher, you If you are the researcher, you should review your answers to the 7 should review your answers to the 7 questions given and arrange them into questions given and arrange them into paragraphs such that you could justify paragraphs such that you could justify the importance of your research the importance of your research problem. problem.
Try to pause for a while and do the following Try to pause for a while and do the following exercises. Write your answers in your exercises. Write your answers in your notebooks! notebooks!
1. Write at least 5 research problems and give strong justifications why you selected each problem. Be sure to give research problems that possess the 8 criteria given in Lesson 3. ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 2. Here is an abstract of a study submitted by a graduate student. Read it and then answer the questions that follow. The Effects of using Computer as a Tool in Teaching Selected Topics in High School Physics This study investigated the relative effects of using computers as a tool in teaching selected topics in Physics. It also looked into the relationship between the Problem Identification and Research Proposal Preparation29
attitude of students who used the computers as a tool and their achievement in the subject. The following hypotheses were put forward: 1. Students exposed to computers as a tool in learning Physics scored higher in the posttest than the students in the control group. 2. Students who have favorable attitude toward using computers as tools in physics will a) achieve higher in physics and b) have more favorable attitudes toward physics, than students with less favorable attitudes. 3. These variables are positively correlated with one another: a) attitude toward Physics, b) attitude toward use of computer, and c) achievement in Physics. How the experiment was done?
Sixty senior high school students from the two sections of a High School in University X were matched according to average grade and physics grade during the first grading. The teaching period lasted for two weeks. Students in the Experimental Group were taught with six IBM microcomputer units which were used in presenting/introducing selected topics on Waves, Light, and Sound. In the control group, the students were taught with other kinds of teaching aids such as slides and transparencies. The researcher taught both groups. An achievement test and an attitude inventory toward physics and computer use were administered as pretest and posttest to the students. The groups scores on these instruments were then compared. The t-test and Pearson correlation technique were applied to the data. The experimental group scored significantly higher than the control group in the pretest. However, no significant difference was found in the Problem Identification and Research Proposal Preparation31
two groups posttest scores on the achievement test, not even after applying analysis of covariance, using the pretest score as a covariate. Neither did the groups differ in their mean gain scores over the 2-week teaching period. The experimental group had a more positive attitude toward computers than the control group. The control group showed a consistently higher score on attitude toward physics than the experimental group, but the difference was not significant. The correlation between attitude toward physics and achievement as measured by the test was close to zero.
Below are questions to answer. Place your answers in your notebook.
1. What is (are) the dependent variable(s)? The independent variable? 2. What variables were controlled? 3. What strategy was used to control the effects of the initial noncomparability of the groups? 4. Which design was used in the study? 5. What factors might have affected the internal validity of the study? 6. What explanations might be put forward for the nonsignificant differences? 7. If you were to do the study, what modifications in design and procedure would you apply in order to improve internal and external validity of the study?
Dont worry, if you were not able to Dont worry, if you were not able to answer the questions correctly. Well answer the questions correctly. Well have more readings and interactions have more readings and interactions about the study. about the study.
Lesson 6. The Research Objectives It is very important that a clear problem for research should have clear objectives. What do we mean when we speak of an objective? An objective has been defined as an effect that is desired or expected to be achieved by an activity project or program. (Blumenfeld, 1985) Research objectives then refer to statements of purpose for which the investigation is to be conducted. They describe the aims or goals which are expected to be attained at the end of the research process. They are stated after the well-defined research problem on which they are based from and which they logically follow. Major Classification Research objectives may be classified into two broad categories which are general and specific.
The general objective is a broad statement of purpose, which uses abstract purposes and uses well-defined and measurable concepts. The specific objectives on the other hand is based on and logically flow from the general objectives. Some studies may only have specific objectives while others may include both categories. The Subproblems Most problems in their entirety are so large or too complex to be solved without subdividing them. The strategy, therefore, is to divide into smaller units. Every problem can be broken down into smaller and discrete units. From a research standpoint, specific units are easier to comprehend and resolve. From here on, the matter is one of the simple axiom of numbers: The sum of the parts equals the whole. The subparts of the main problem are called subproblems. By viewing the main problem through the subproblem, the researcher frequently Problem Identification and Research Proposal Preparation35
gets a better global view of the entire endeavor. Always think of a problem, therefore, in terms of its component parts. Characteristics of Subproblems Because some researchers may not be entirely familiar with the nature and the purpose of subproblems, I will discuss them briefly. Each subproblem should be a completely researchable unit. A subproblem should constitute a logical sub-area of the larger research undertaking. Each subproblem might be researched as a separate subproject within the larger research goal. The solutions of the subproblems, taken together, combine to resolve the main problem of research. It is necessary, therefore, that each subproblem be stated clearly and succinctly. Often, a subproblem is stated in the form of a question. A question tends to focus the attention of the researcher more directly on the research target of the subproblem than does a mere declarative statement. After all, the Problem Identification and Research Proposal Preparation36
interrogative attitude is the normal psychological condition of every true researchers mind. Pseudosubproblems are not researchable
subproblems. Each researcher must distinguish subproblems that are an integral part of the main problem from what looks like problems but are nothing more than procedural indecisions. These pseudosubproblems arise quite logically from the ambience of the research situation. They are, in fact, merely decisions that the researcher must resolve before further progress toward the resolution of the research problem is possible. We need to think acutely. Pseudosubproblems for the researcher are not subparts of the research problem. They are decisions that must be made outside of the principal research environment. Consider these examples (pseudosubproblems) What is the best way to choose a sample? What instruments or methods should be used to gather the data? Problem Identification and Research Proposal Preparation37
What measurement instruments are available for measuring the strength of a persons convictions? How large should a representative sample of a population be? How do I find the subproblems within the main problem? Within each subproblem, interpretation of the data must be apparent. At some point in the statement of the subproblem-as, indeed, within the main problemthe fact that data will be interpreted must be clearly evident. This may be expressed as a part of each subproblem statement, or it may occupy an entire separate subproblem. The subproblems must add up to the totality of the problem. After you have stated the subproblems, check them against the statement of the main problem to see (1) that nothing in excess of the coverage of the main problem is included and (2) that you have no omissions so that all significant
areas of the main problem are covered by the several subproblems. Proliferation of subproblems is
circumspect. If the main problem is carefully stated and properly limited to a feasible researchable effort, the researcher will find that it usually contains in the vicinity of two to six subproblems. Sometimes the inexperienced researcher will come up with as many as ten, fifteen, or twenty problems. When this happens, it generally means that a careful review of the problem and its attendant subproblems should be undertaken. Good Research Objectives Good research objectives should not only flow from the identified research problem but should also have the following characteristics: 1. they should be stated in simple language. Remember. Always state your problem in a
complete grammatical sentence in as few words as possible. 2. they use measurable concepts 3. they are attainable. 4. they are result-oriented; and 5. they are time-bounded. Combining all the first letters of the underlined words above will result in an acronym S-M-A-R-T, which will be useful in remembering the characteristics of good research objectives.
Lesson 7. Locating the Subproblems Students frequently have difficulty in locating the subproblems within the main problems. Here are some guidelines: Begin with the problem itself. If the problem is correctly written, you will be able to detect within the problem the subproblem areas that may be isolated for further study. The old axiom that the sum of the parts Problem Identification and Research Proposal Preparation40
equals the whole applies here. All the subproblems must add up to the total problem. Lets see this problem: The purpose of this study is to know the professional attributes of board passers, their study habits, work attitudes and personality traits coming from public and private institutions so that a comparative analysis be made.
Figure 1. Structural Representation of the Problem The purpose of this study will be:
Subproblem 1
Know the professional attributes of the board passers of government institution
Find out their study habits, work attitudes and personality traits.
Subproblem 3 2

Know the professional attributes To have a of the board To find out of their study passers private comparative analysis habits, work attitudes institutions of board passers from and personality traits 2 types of institutions
Let us now take the above cited problem and arrange it, so that we may see precisely what the design will be. Figure 1 is a structural chart of the problem. We have taken the problem and divided it into three subproblems. The first and second of these have the same general structural configuration. The analytical aspect of the subproblem is stated first, in the first of the two boxes, and then the purpose of the analysis is stated in the accompanying box immediately beneath the first one. The third subproblem, in effect, analyzes the findings of the two preceding subproblems to determine what has been discovered and composed the 2 types of institutions relative to the variables mentioned.
Try to pause for a while and perform the Try to pause for a while and perform the following exercises! following exercises!
I. Hypothetical situation Problem Identification and Research Proposal Preparation42
Assuming that you are asked to research on the status and prospects of the College Admission Test (CAT) at a certain institution, how would you go about it? Read and understand each task given below and try to answer it. 1. Formulate an appropriate research title. 2. State your general purpose. 3. Develop a specific problem no.1 relative to the status of CAT at the institution in terms of test venues, tasks assigned to personnel, funding and existing activities. 4. Come up with another specific problem no. 2 pertinent to the suggestions coming from CAT passers, CAT administrators and personnel involved in testing. 5. Develop another specific problem no. 3 that pertains to the prospects of CAT at the institution. 6. What possible instruments could you use to answer each of the 3 specific problems? 7. Come up with 10 items or possible questions to answer the following: Problem Identification and Research Proposal Preparation43
7.1- specific problem 1 7.2- specific problem 2 7.3- specific problem 3 8. How will you gather the data? Explain thoroughly. 9. What will be the population? How will you obtain your samples? Whats the desired sample that you will get? 10. What research method will you utilize? Defend your use of the method? 11. Give five (5) key terms to be defined in your study. Operationally define each.
Relax, here is another exercise! Relax, here is another exercise!
Below are possible research problems. Below are possible research problems. Develop each by stating the general Develop each by stating the general purpose and specific purposes purpose and specific purposes
1. Students are failing in chemistry subjects.
2. Staff in a school are not satisfied with their monthly pay. 3. Teachers are not contented to teach in a certain school. 4. Parents are complaining about excessive school fees. 5. Student assistants are over work. 6. College freshmen students have difficulty in adjusting to the school environment.
Did you find your exercises easy? Did you find your exercises easy?
Lets have more readings! Lets have more readings!
Lesson 8. The Theoretical and Conceptual Framework The theoretical and the conceptual framework provide explicit explanations why the problems under Problem Identification and Research Proposal Preparation45
study exist by showing how the variables involved in the problem are related to each other. The theoretical framework makes use of a theory or theories in explaining why a certain phenomenon, the subject of the study occurred. Basically, a theory is a set of concepts and their relations which explains, predicts, and interprets how a particular phenomenon exists and operates. The theoretical framework uses abstract concepts although, in some instance, it is a combination of abstract and well-defined concepts, but more of the former. A researcher may adapt existing theories on which to anchor or link his particular study. In cases where no applicable theory exists, the researcher is compelled to formulate one. This task is facilitated by reviewing related literature and studies. The conceptual framework has the same function as the theoretical framework. The difference lies in the types of concepts which are used. While the theoretical framework makes use of abstract concepts, the conceptual framework utilizes specific or welldefined ones which are called constructs. Problem Identification and Research Proposal Preparation46 If the
researcher has in his study theoretical as well as conceptual frameworks, he should see to it that the constructs used in the conceptual level should have been derived from abstract concepts given in the theoretical level. Some researchers, however, utilize either one or the two. More often than not, researchers provide a schematic diagram of the relationship of variables mentioned in their theoretical or conceptual framework. Such illustration makes the relations under study more vivid, providing the researcher direction as well as basis for data analysis. The illustration (Figure 2) adopted from Mercados book (n.d.) will help in distinguishing framework. Figure 2 Flow Chart
Level Independent Variable Dependent Intervening Variable Variable
conceptual
from
theoretical
Theoretical Communication Mass Media Exposure Conceptual Number of hours spent if listening to radio. Operational
Characteristics Age Sex Education Religion Etc. Age Sex Education Religion Etc.
Learning Political Knowledge
Score in a given test
The flowchart makes an illustration for the theoretical concepts to be made operational.
Lesson 9. The Hypothesis On the basis of the study of objectives, particularly the specific ones, and the theoretical and conceptual frameworks, the researcher formulates the hypotheses of his study which will either be supported or rejected by the data that he will gather. But what is a hypothesis? What are its types, characteristics and uses?
Meaning and Form of Hypothesis In research, a hypothesis is considered the most specific statement of a problem or objective. It is an educational or intelligent guess or prediction about the existence, attribute or relationship between variables (characteristics or phenomena) covered by a study. It is described as educated or intelligent guess since it has been formulated on the basis of well-thought of objectives and a theoretical or conceptual framework the foundations of which require critical reviews of literature and studies related to the subject under study. Unlike the research problems which are
presented in question form, the hypothesis should always be stated in declarative sentence form. (Kerlinger, 1986). Types of Hypothesis A hypothesis may be classified in either of these two major types-the null or the alternative form. The Problem Identification and Research Proposal Preparation49
null hypothesis is a denial of an existence, an attribute, a relationship, a difference or an affect. As such, it is stated in the negative form of a statement. In contrast, the alternative hypothesis states the very opposite of what the null hypothesis predicts. Tentatively, it affirms the existence of a phenomenon that this group of people has such characteristics, that there is a significant difference between the income of people living in the urban and in the rural areas, and that the high level of awareness of pregnancy contraceptives was brought about by intensive promotional campaign launched by agencies in charge of family planning programs. For hypothesis to be considered sound or good, they must possess three major characteristics. Characteristics of Good Hypothesis First, it should be reasonable. In that the offshoots or results of critical though tentative judgment or explanation of phenomenon have been formulated with valid basis. Problem Identification and Research Proposal Preparation50
Second, it should be testable in that with the use of statistical tools, it would be known whether there is a relationship or difference between two or more variables, or whether a variable has an influence or effect on another. Third, it should conform with the findings of previous study. For example, a move to favor democracy over communism, it would be without any basis to predict that Ilongos or Cebuanos have a favorable attitude towards communism. Aside from making the research problem or objectives explicit or more specific, hypotheses serve the following functions. 1. they provide guide and direction to the research. 2. they indicate the major independent and dependent variables being considered, 3. they suggest the type of data that must be collected, Problem Identification and Research Proposal Preparation51
4. they also suggest the type of analysis that must be made, and 5. they indicate the type of statistical measures appropriate to various test to be conducted. In short, through the hypothesis, the researcher finally is given direction for the pursuit of the research.
Lesson 10. Assumptions Assumptions are of equal importance as
hypothesis for the research study. Assumptions are statements of facts related to the research problem, which are presumed to be true on the basis of observations and experiences although not actually verified. They are stated so as to provide foundation from which the study will proceed, and an additional basis for validation of variables of interest to
the study. As the term suggests, assumptions do not require testing nor confirmation. It is important for you to remember that all investigation, however, have a section on assumptions. This is so because, in some studies, assumptions are integrated in the introductory portion of the report where the researcher discusses the background of the problem being investigated.
Study the following examples of assumptions: The following are examples of assumptions, which investigators have used in their study. 1. People anything. 2. The subjects under study belong to a certain socio-economic stratification. 3. Administrators or managers experience jobrelated tension. Problem Identification and Research Proposal Preparation53 have certain attitudes towards
4. Any individual wishes/desires acceptance by and belong to a social group. 5. Any social group desires peace, harmony and prosperity. 6. Rural families have much smaller income than their counterparts in urban areas. Do the aforementioned assumptions show relevance to the hypothesis?
Lesson 11. Scope and Delimitations
This section describes the coverage of your This section describes the coverage of your study. study.
Scope Scope and limitations comprise one important section of a research report. The scope defines the Problem Identification and Research Proposal Preparation54
coverage or boundaries of the research study in terms of the area or locality and subjects or population covered, the duration or period of the study. The research issues or concerns to which the investigation used is also included. Limitation The limitations are statements which gives alert to the reader of the research report to certain constraints over which the researcher has no control. Such factors or constraints have direct bearings on the result of the study such that without them, the study would be more encompassing, definitive or conclusive. Stating limitations provides the reader parameter of the study, notwithstanding certain constraints.
Here is an example! Here is an example!
The present study covers all the women employed on a permanent status in the government Problem Identification and Research Proposal Preparation55
offices of Dagupan City. To last for seven months, the study is focused on the knowledge, work attitudes, and satisfaction level of women respondents.(Scope) The study would be more comprehensive, meaningful and far-reaching if it covers more areas including other cities, which will provide basis for comparison. This, however, would mean more time, money and manpower, which the researcher does not have. (limitations)
Lesson 12. Definition of Terms Another important section of the research report is that part on which important or key terms are clearly defined. This section facilitates understanding of the problem investigated, for here the key concepts are defined according to how they are used in a particular study. Problem Identification and Research Proposal Preparation56
Some studies do not have this section in their report. This is so since definitions of terms are integrated in the text or presentation/discussion of the report. Functions According to Fisher and Other (1983), the definition of terms serves two essential functions. First, it establishes the rules and procedures the investigator will use to measure variables. Second, it provides unambiguous meaning to terms so that it cannot be interpreted in different ways.
Types There are two types of definitionsthe
conceptual and the operational. The researcher has the option to use both types or just the operational type.
The conceptual or theoretical definition is universal in that it is the meaning understood by people. It is abstract and most general in nature. The usual source of the conceptual definition is the dictionary, which is the reference book of everyday language. The operational definition is the meaning of the concept or term as used in a particular study. Unlike the conceptual definition, it is concrete in that it is subject to measurement. The usual practice when using both types of definition is to state first the conceptual followed by the operational, although as mentioned earlier, the researcher may decide to use only the latter type.
Lesson 13. The Variables in Research The term variable has been mentioned several times so that it is necessary to define it here. In research, a variable refers to a characteristics that has tow or more mutually exclusive values or properties. Problem Identification and Research Proposal Preparation58
(Sevilla and Other, 1988). Sex, for instance, has two properties, which are maleness and femaleness. The ages of different persons have different values, so with their size, height, weight, and income. The phenomenon of variety is what makes life interesting; it is one of the motivating factors of the research undertaking. Types There are three major types of variables- the independent, dependent and the intervening. The independent variable is the presumed cause of the dependent variable. The dependent variable is the focus of the investigation which behavior or status is influenced by the independent variable. Learning for instance is a dependent variable, the status of which either satisfactory or unsatisfactory could be influenced by sex, and educational attainment (independent variable). The intervening variable, as the term suggests, comes between the independent and the dependent variables. Intervening variable is also the immediate dependent variable of the independent variable. It Problem Identification and Research Proposal Preparation59
either strengthens or weakens the influence or effect of the independent variable on the dependent variable. Consider Example 1 given on the next page. Even if work ethics is good, if the attitude towards work is negative, then the level of job satisfaction is low . Another example is illustrated (no.2) wherein exposure to mass media is the independent variable while awareness level on population control is the dependent variable. The age, sex and education is the intervening variable.
Example 1
Independent Variable Intervening Variable Dependent Variable
Attributes and Work Attitudes Level of Job Problem Identification and Research Ethics of towards Satisfaction Proposal Preparation 60 male work employees
Example 2 Awareness level on population control
Exposure to Mass Media
Age, Sex, Education
Variables which are not considered in the study but which affect in any way the study are called extraneous or exogenous variables. As much as possible, the researcher have to control over them. If beyond control, they should be taken into account in the analysis and interpretation of study results. In some studies, variables are presented with their respective indicators on which basis they are measured. At the very early life of the research project, the indicators of the study variables should be determined and defined clearly. Failure to do so will create problems in the data processing and analysis stage. On the next page are the variables and indicators on the community and household family of selected Comprehensive Agrarian Reform Program Problem Identification and Research Proposal Preparation61
(CARP) areas in Negros
Occidental and process
documentation of community organizing activities. Variables Households type Households size Number of children Dependency burden Sources of income Income Education Skill Type of dwelling Homelot ownership House ownership Distance from town/city Means of transportation Road condition Land classification Crops grown Production Farm facilities Indicators Nuclear, extended Absolute number Absolute number Ratio of non-working to working members Employment categories Total monthly earnings, in cash and kind Highest level completed Possessed and aspired proficiency or ability Housing type on the basis of materials Owned, not owned Owned, not owned Absolute (in km.) Jeepney, bus, tricycle, etc. Dirt, asphalt, cemented Mountains, hilly, plain, sloping, etc. Specific crops Absolute monetary value Specific production and
storage facilities Rainfall pattern Rainy, dry months Problem Identification and Research Proposal Preparation62
Soil condition Welfare facilities
Productive, unproductive Specific community infrastructures
Lesson 14. Significance of the Study A section on the significance of the study is required not only the theses or dissertations but even in research proposals which seek financial assistance. It is in this section where researcher expresses his persuasions about the value of the study so as to get approval of the screening and approving of the committee and the support of the funding institutions. It is to the advantage of the researcher to state all the significant contributions that he will make, as follows: 1. Contribution to the accumulation of knowledge, or to fill up a knowledge gap; Problem Identification and Research Proposal Preparation63
2. Contribution to building, validating, or refining prevailing theories; 3. Contribution to meeting a pressing need of specific group like solving a problem or improving certain conditions; 4. Contribution to refining concepts, improving research instrumentation and methodologies; and 5. Contribution to meeting the concerns or priorities of funding institution like improved income, health, inter-relations, and the like. The significance of the study may be presented from different perspectives. For example, if the study is on social concerns, its contributions may be viewed from the point of view of the planners and decisionmakers, the implementators funding institutions, and the target beneficiaries. This part of the research paper is very important component interwoven in the introduction to justify the conduct of the study.
After discussing important concepts After discussing important concepts in this guide about the research proposal, let Problem Identification and Research in this guide about the research proposal, let us find out for ourselves if we can apply the us find out for ourselves if we can apply the Proposal Preparation 64 principles learned. principles learned.
Be able to answer 22 general Be able to answer general questions. questions. Place your answers in your Place your answers in your notebooks. notebooks.
I. Answer the following questions: a. What makes a problem researchable? b. What are the sources and characteristics of a good research problem? c. How do we define a research problem? How does one go about defining a research problem? d. In justifying a research problem, what considerations remembered? e. What are the characteristics of good research objectives? Problem Identification and Research Proposal Preparation65 are to be
f. What
are
the
major
types
of
hypothesis? What is the difference between the two? g. What are the characteristics and uses of good hypothesis? h. Why is there a need to define the key terms of ones research? i. What are the major types of definitions? How does one differ from one another? j. What are the major types of variables? What is the distinguishing feature of each? k. In stating the significance or importance of the study, what aspects or contributions of a study will be emphasized?
You may place your answers to You may place your answers to these questions in your notebook for us to these questions in your notebook for us to have the discussion during our interaction. have the discussion during our interaction. sessions. sessions.
II. Go to the library and take hold of at least two (2) thesis or dissertation. Critique the following research problem and objectives, theoretical and/or conceptual frameworks, assumptions and hypotheses, scope and limitations, variables and their indicators. Base your critique on the following: Congruency to the title Characteristics of good research objectives Use of a theory Clearly slated assumptions Good hypothesis Clear scope and limitations Variables indicated It is very important to remember that in preparing a research, you should follow institutional format. The discussions that follow include basic descriptions on the preparation of a Research Proposal.
Lesson 15. Research Proposal Preparation Problem Identification and Research Proposal Preparation67
I.
What Proposal Is? A research proposal is a systematic plan of
procedure for the research to follow. It is comparable to a blueprint, which the architect prepares before the bids are approved and building commences. The initial draft of the proposal is subject to modification in the light of the analysis by the student and his or her project advisor. Because good research must be carefully planned and systematically carried out, procedures that are improvised from step to step will not suffice. A worthwhile research project is likely to result only from a well-designed proposal. The research proposal is a brief description or a written report based upon a careful investigation of a chosen assigned topic to be submitted for approval. It must be reviewed first both by the adviser and the researcher to better understand the purpose and procedures of the study. Proposals are beneficial to the researchers to make a complete analysis of the research process he/she intends to use. Basically, the proposal provides an inventory of the statement of the Problem Identification and Research Proposal Preparation68
problem(s) and its significance, definition of terms, review of related literature and methods. In short, it contains basically the first 3 chapters of a research. II. Parts of a Research Proposal A research proposal is submitted either for a grant or for meeting an institutional requirement. For either purposes, the proposal usually includes seven major parts. However, institutions suggest other formats for the research proposal to be followed by the student researchers. Chapter 1: THE PROBLEM Introduction A brief paragraph or two often introduce the problem indicating the importance and the validity of the particular problem.
Suitable background information of the actual situation obtaining in the environment proposed to be studied may be incorporated in the introduction and a comparison with some theoretical framework or principle is made. The introduction should indicate the need to study the problem or it answers the questions: Why are you studying the problem? What prompted you to undertake the study? Based on the existing or actual situation as compared to the ideal situation, is there an existing gap that needs to be researched?
Statement of the Problem This is a clear and sharply defined statement of the actual problem. This is usually a declarative statement but may be in question form. This is an attempt to focus on a stated goal or directions of the research process. It must be limited enough in scope to make a definite conclusion possible. The major statement may be followed by the minor statements.
A problem suggests a specific answer or conclusion. Usually, a controversy or a difference of opinion exists. A cause-effect relationship may be suggested upon the basis of theory or previous research findings. Personal observation and experience may be the basis of a problem. Research problems are best defined by stating the major problem (either in declarative or interrogative form) and then breaking it down into specific questions. (Please refer to lessons 3 to 5 of this guide).
Scope and Delimitation of the Study This explicitly describes the coverage of the study or the period of time involved in the investigation, the geographic limits of the study, and persons involved. It also includes the areas of the field of study and areas that are outside the limits of problem (please refer to lesson 11).
Theoretical Framework This part consists of the summary of writings of recognized authorities and of previous researchers providing evidence that the researcher is familiar with what is already known and what is still unknown and untested. Since effective research is based upon past knowledge, this step helps to eliminate the duplication of what has been done and provides useful hypotheses and helpful suggestions for significant investigation. Citing studies that show substantial agreement and those that seem to present conflicting conclusions help to sharpen and define understanding of existing knowledge in the problem area. It provides a background for the research project and makes the reader aware of the status of the issue. This section of the proposal helps explain or clarify the theoretical and rationale of the problem. Only studies which are related in purpose, method or findings to the current study should be included in the review. The discussion of such studies should be in the form of brief critical analysis of the purpose, method of study, principal findings, and conclusions. How each of Problem Identification and Research Proposal Preparation72
the studies reviewed relates to the problem at hand will be pointed out summarizing and providing a transition from the past studies to the present one. The present study should be shown to relate with the previous study. The related materials should be synthesized in order to serve as guidepost in the conduct of the research ( please go back to lesson 8). Conceptual Framework From the theoretical framework, the researcher formulates a theoretical scheme for his own research problem, which is tentative or theoretical explanation of the phenomenon or problem he is going to investigate. The conceptual framework is reduced into a paradigm or schematic diagram showing the variables of the framework and their interrelationships. The theoretical scheme is the basis for formulating the research hypothesis (refer to lesson 8). Operational Definition of Terms
Many terms are subject to a variety of interpretations. Such terms are to be defined operationally according to the precise meanings they are intended to convey. Clear definitions should be stated for all important variables reflected in the paradigm or the conceptual framework mentioning also their respective measures. These definitions will help to establish the frame of reference with which the researcher approaches the problem (refer to lesson 12). Assumption These are the statements which the researcher believes to be true but cannot verify. A researcher may state the assumptions. For instance, that the participant observes in the classroom after a period of three days will establish rapport with the students and will not have a reactive effect on the behavior to be observed (refer to lesson 10). Research Hypothesis(es) Problem Identification and Research Proposal Preparation74
The hypothesis is a tentative answer to a question. It is an educated guess or hunch, generally based upon prior research and/or theory to be subjected to the process of verification or disconfirmation. This is a conjectural statement of relationship between two or more variables. These statements are based on existing information tested experimentally or empirically (refer to lesson 9). Whether stated explicitly or not, hypotheses are a part of a research, for they guide the investigation. It is important that the hypothesis be formulated before data are gathered. This is necessary for an unbiased investigation. It is inappropriate to formulate additional hypotheses after data are collected, but they should be tested on the basis of new data, not on the data that suggested them. The research hypotheses are changed to the null form when they are tested statistically. Only null hypotheses can be subjected to statistical testing (refer to lesson 9). Problem Identification and Research Proposal Preparation75
Methodology This part of the research proposal usually consists of research design, subjects, procedures and statistical data analysis. Research Design This section usually describes the method of research to be followed by the researcher whether it is descriptive, experimental or historical research. Sampling Technique This section details the population from which the researcher plans to select the sample. The number of respondents desired from the population and how they will be selected are also indicated in this section. The reader of the research report should be able to understand exactly from where and how the respondents are to be selected.
Data Gathering Instruments This section describes the adoption,
construction and administration of the instruments to be used in gathering the data. Instruments include tests, questionnaires, interview, guides, and/or schedules. Apparatus, devices, and laboratory equipment used should be described, a drawing or photograph is recommended. Data Gathering Procedure The procedures to be followed in conducting the study should be explained in complete detail. Techniques, devices and procedures to be followed should be described. Statistical Treatment of Data This section describes briefly how the data collected are to be processed. If statistical techniques are used, this fact should be mentioned. If one will use
a technique that is not appropriate to the data, this fact should be noted and explanation be made. Only if the statistical technique to be used is a new or unfamiliar one, there is a need to write the formula to be used. III. Evaluation Criteria Research proposals are evaluated according to the following criteria; 1. Statement of the Problem. a. Does the statement of the problem define and delimit the area of the research? b. Is it stated in a clear and distinct language? c. Is the significance of the problem recognized? d. Is the value to be gained and the potential importance of those applications clearly described? Problem Identification and Research Proposal Preparation78
2. Theoretical Framework (Review of Related Studies) a. Is it adequately covered? b. Do the studies cited provide a foundation for the proposed study? c. Are important findings noted? d. Is it well organized? e. Is an effective summary provided? f. Are the studies adequate and relevant so that the reader need not read the article to determine its significance? g. Is the literature cited directly relevant to the problem and hypotheses? h. Does this part show how the proposed study differs from the reviewed literature and how it can extend present knowledge? i. Is there a theory or tentative statement of generalization from the findings? synthesis of
3. Assumption, hypotheses, definitions a. Are assumptions, limitations, and
delimitations stated? b. Are the hypotheses clearly stated and testable? c. Are the hypotheses testable? d. Do the hypotheses clearly flow from the problem statement? e. Are important terms defined? 4. Methodology a. Is the research design described in detail? b. Is it adequate? c. Are the samples described in detail? d. Are relevant variables recognized? e. Is the population to be involved in the study clearly pictured?
f. Is sampling to be used and the method of sampling and the rationale for using it stated? g. Are appropriate controls provided to establish experimental validity? h. Are i. Are the data gathering and instruments of the appropriate? validity reliability instrument established? j. Can the sample and procedure be replicated based on the information and references given? k. If standardized instrument is to be used, is the index of validity and reliability and other characteristics of the instruments clearly indicated? l. If the investigator evolved instruments, are the his own in procedures
establishing the validity and reliability of the instruments described?
5. Procedure and Analysis of Data Problem Identification and Research Proposal Preparation81
a. Are the procedures of the investigation detailed enough to follow replication? b. Are the steps to be taken to answer every question included? c. Are the analytical techniques used to answer every hypothesis appropriate? d. For experimental studies: 1. Are extraneous variables, which might influence the outcome of the experiment identified? 2. Are the methods of controlling the extraneous variables fully described? 3. Are the possible sources of error and how to take those into account in the interpretation pointed out? or test every hypothesis
Post Questions
After studying part 2 of this guide, you After studying part 2 of this guide, you are now to test yourself as regards your are now to test yourself as regards your retention to the concepts presented. retention to the concepts presented.
Directions: Match the items in Column A with those listed in column B. Write the answer of your choice on the blank space before the item numbers.
A _____ 1. Research Proposal _____ 2. Criteria in objective formation _____ 3. Main Problem Hypothesis _____ 4. Specific Problems _____ 5. Problems posing for answer _____ 6. Definitions as used in the study _____ 7. Testable hypothesis _____ 8. Alternative hypothesis _____ 9. Statements believed to be true by the researcher i. research B a. objective b. null hypothesis c. research d. blueprint e. sub-problems f. assumptions g. questions form h. SMART
_____ 10. Theory
j. research model k. tentative stated generalizations
Congratulate yourself if you got a perfect Congratulate yourself if you got a perfect score! score!
Appended in this guide is a sample research Appended in this guide is a sample research proposal for your perusal. Read and proposal for your perusal. Read and understand the proposal. After which try understand the proposal. After which try your best to make your own research your best to make your own research proposal following the different parts. Then proposal following the different parts. Then check it with the evaluation criteria check it with the evaluation criteria presented earlier presented earlier
Appendix A Sample Research Proposal Title: Socio-economic factors as related to the values development of college freshmen. Problem Identification and Research Proposal Preparation84
Statement of the Problem This study aims to determine the relationship between the socio-economic factors and values development of College freshmen enrolled at Agnus Dei College for the school year 2004-2005. As such, guidelines will be formulated to further strengthen positive values of college freshmen students. Specifically, it seeks to answer the following questions: 1. What is the profile of the college freshmen in terms of the following socio-economic factors; a. parents occupation, b. parents highest educational attainment, c. exposure to mass media(number of hours spent per day). d. kind and type of reading materials, and e. sibling position? 2. What is the extent of values development of the college freshmen along the following aspects: a. Health b. Knowledge and truth, Problem Identification and Research Proposal Preparation85
c. Moral Development, d. Spiritual Development, e. Social Responsibility f. Economic self-sufficiency, and g. Nationalism and patriotism? 3. What is the significant relationship between each of the socio-economic factors and the values development of the college freshmen taken singly and as a whole? 4. What appropriate guidelines be formulated to sustain or strengthen positive values?
Scope and Delimitation of the Study This study will be conducted in Agnus Dei College, Sta. Ignacia, Tarlac during the school year 2004-2005 using the first year college as respondents. It will consider the socio-economic factors and the selected indicators of values development.
Theoretical Framework This section presents a review of the studies conducted along values development in order to provide strong foundation for the proposed study. Lagasca (1990) considered the values development of the college freshmen and its relation to some personal factors. It was found out in the study that the overall values development of the students is significantly related with the personal factors. When the values were taken was singly, influenced intellectual by the values parents development
educational attainment. Moreover, social responsibility and political values were significantly influenced by their mothers occupation, and their socio-cultural values development was significantly influenced by the person giving financial support and their mothers educational attainment. De Gracia (1985) looked into the differences in value orientation and self-concept of working and nonProblem Identification and Research Proposal Preparation87
working college students from selected schools in Metro Manila. It was found out that the male and female students did not differ significantly in their selfconcept scores except in the moral-ethical self. Moralreligious and aesthetics values were significantly related to sex. Aesthetic and intellectual values were also significantly related to socio-economic status.
Conceptual Framework The paradigm that will guide the researcher in the conduct of this study is shown below.
Independent Variables Socio-economic Factors Parents occupation Parents education Exposure to mass media Kinds and type of reading materials Sibling position
Dependent Variables
Values Development Health Knowledge and Truth Moral development Spiritual development Social responsibility Economic SelfProblem Identification and Research sufficiency Proposal Preparation88 Nationalism and Patriotism
The Research Model In this study, socio-economic factors are
assumed to influence the values development of the college freshmen. Operational Definition of Terms For a better understanding of this study, the following terms are defined. Socio-economic Factors. These are the variables which are assumed to affects the values development of the respondents. It includes parents occupation, educational attainment, mass media exposure, reading materials and subling position. Parents Educational Attainment. This term is used to denote the highest educational attainment of the parents of the college freshmen.
Parents Occupation. This refers to the means of livelihood of the father and mother which could be classified as professional or non-professional work. Mass Media Exposure. This refers to the means by which the freshmen college acquires information either through the ratio, television, and cassette or through newspaper. It also includes the number of hours spent per day. Reading Materials. These are the printed materials like magazines, journal, books, and comics. Assumptions 1. The respondents responses to the items in the questionnaire are reflections of their values. 2. The instrument for data gathering is valid and reliable. 3. The values development of the pupils is measurable. Hypothesis Problem Identification and Research Proposal Preparation90
There is a significant relationship between the socio-economic factors and the values development of the college freshmen in terms of the following aspects. a. Health b. Knowledge and Truth c. Moral Development d. Spiritual Development e. Social Responsibility f. Economic Self-sufficiency g. Nationalism and Patriotism Methodology This section presents the design of the study, the population, data gathering instruments and procedures of gathering data. Also, the statistical treatment of data is included. Research Design
This design will employ the descriptive method of research, which is correlational in nature.
Population All the two hundred fifty (250) College Freshmen enrolled in Agnus Dei College will be utilized as respondents for this study. A total enumeration will be employed by the researcher considering the fact that the number will still be manageable. Data Gathering Instruments The questionnaire will be the main data gathering instruments. The first part on the socioeconomic factors will be obtained by means of an information sheet that the researcher will construct. However, on the values development, the researcher will adopt the questionnaire used by Abero (1992) in her masteral thesis entitled Values Development of the Problem Identification and Research Proposal Preparation92
Intermediate System.
Pupils
of
San
Vicente
District
as
Influenced by School and Home Based Delivery Other forms or documents will also be utilized in obtaining data relative to other information that were not obtained from the questionnaire. Data Gathering Procedures In the conduct of this study, the researcher will first seek permission from the College Dean and when permission will be granted (append the letter) she will coordinate with different department chair for her to be allowed to administer the questionnaire to the students so that they will personally accomplish the given research instrument. Statistical Treatment of Data The following statistical techniques will be employed to treat the data gathered in the study.
Frequency count and percentage will be used to describe the socio-economic profile of the respondents (specific problem number 1). Weighted mean will be employed to describe the level of values development of the respondents (specific problem number 2) Chi-square Test of Independence (X 2) will be employed to correlate the values development of the respondents with the socio-economic factors (specific problem number 3). Suggested References Best, John W. Research in Education. Englewood
Cliffs, New Jersey: Prentice Hall, Inc. 1977 Best, John W. and James V. Kahn. Research in Education. Englewood Cliffs, New Jersey: Prentice Hall 1989 Bloom, Martin. The Experience of Research. N.Y. McMillan Publishing Co. 1986
Culberston,
Jack
A.
and
Stephen
P.
Honely.
Education Research.
New Perspectives. Danville
Illinois Interstate Printers and Publishers, 1963 Kerlinger, Fred N. and Howard B Lee. Foundation of Behavioral Research. 4th Edition. Forth Worth: Harcourt College Pub., 2000 Krathwehl, David R. Problem. Press, 1966 Leedy, Paul D. Practical Research, Planning and Design. 2nd Edition. New York: Mcmillan, 1980 Mouly, George J. An Introduction to Research Procedures Education. New York: Harper and Row Publisher 1967 Travers, Robert M. W. An Introduction to Education Research. 3rd Edition. New York: McMillan 1969 How to Prepare a Research
Syracuse, New York: Syracuse University

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PROBLEM IDENTIFICATION AND RESEARCH PROPOSAL PREPARATION A Self-Instructional Guide (Part 2) I.

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conditions? Problem Identification and Research Proposal Preparation25

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Below are questions to answer. Place your answers in your notebook.

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Know the professional attributes of the board passers of government institution

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I. Hypothetical situation Problem Identification and Research Proposal Preparation42

Relax, here is another exercise! Relax, here is another exercise!

1. Students are failing in chemistry subjects.

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Lets have more readings! Lets have more readings!

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Learning Political Knowledge

Score in a given test

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Lesson 10. Assumptions Assumptions are of equal importance as

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Lesson 11. Scope and Delimitations

Here is an example! Here is an example!

Types There are two types of definitionsthe

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Example 2 Awareness level on population control

Exposure to Mass Media

Age, Sex, Education

(CARP) areas in Negros

Occidental and process

Soil condition Welfare facilities

Productive, unproductive Specific community infrastructures

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What Proposal Is? A research proposal is a systematic plan of

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Data Gathering Instruments This section describes the adoption,

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3. Assumption, hypotheses, definitions a. Are assumptions, limitations, and

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establishing the validity and reliability of the instruments described?

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_____ 10. Theory

j. research model k. tentative stated generalizations

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The Research Model In this study, socio-economic factors are

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