BASIC CONCEPTS OF RESEARCH

Meaning
 The word research or “re – search” implies that the person has to..
“search again”, redo or repeat (re)
“take another more careful look; look for; “find out more” (search)
 Research is the process of doing scientific work. As process, it is systematic,
organized, objective critical, thorough and comprehensive (Ardeles, 2001).
Scientific Attributes of Research: systematic, objective, logical (rationale, reasonable)
and reliable.
Elements of Research: Problem, Resources, Sampling, Data, Measurement, Analysis,
Interpretation, Communication (Written Report)

FORMULATING A RESEARCH PROPOSAL

Problem Identification Phase

The research problem is a question that reflects a topic or concern that one is
interested in studying. The problem or study must have a relation to present work or field
of specialization of the researcher. Take note that not all problems are researchable.

A problem is researchable when it meets three conditions.

First, the concepts must be clear enough so that one can specify in words
exactly what the question is.
Second, the concepts must be such that they can be represented by some sort
of evidence which is obtainable through direct observation or other lest direct activities.
Third, it must be feasible to carry out such operations or activities.
(Seltiz, and others, 1976)

e.g. “Factors Affecting the Mother’s Infant Feeding Practices in Santiago City”

Sources of Research Problem

1. Personal experience. This requires a would – be researchers to become keen and

sensitive to what is going on around him/her.
2. Theories. A theory is a tentative or hypothesize statement of relationships that
exist between and among concepts or things.
3. Past Researches. These are published and/or defended theses and dissertations
that need further study.
4. Practical problems that require immediate solution. These problems are
observable in the classroom, organization, school, community, and the like.
e.g. “Factors Leading to the Causes of Tardiness and Absenteeism among
Education Students”
5. Journals, Books, Articles, Conferences, Symposia, dialogues, or even ordinary
meetings.
6. Common sense. This is body of knowledge, that is, things that we all believe as true.

Characteristics of a Good Research Problem

1. Should be of great interest to the researcher.

2. Relevant and useful to a specific group of people.
 3. It is novel. There is an element of newness or freshness on areas not covered by
previous researches.
4. Well – defined or specified, which contains the issues or concern, area
coverage, subjects or respondents, data requirement and time allotment.
e.g. “Core, Care and Cure Model of Nursing Practice at Southern Isabela
General Hospital”
5. Measurable. Data can be measured through nominal, ordinal and observable.
6. Time bound. A study of a research problem can be completed within a specific
period of time. (3-4 months, 6 months or one year) The shorter the time allotment for the
study of a research problem, the more practical it is.
7. Does not cause ethical or moral violations. A study that violates privacy, dignity, self –
respect and freedom of the target respondents must be avoided.
8. The study is good if it will contribute to new knowledge and enhancement of
practices of a particular organization, business, and/ or target population.

CHAPTER I – THE PROBLEM AND BACKGROUND OF THE STUDY

Introduction
Present in the paragraph form the concepts, factual data, research studies, and
legal bases if there is any about the main issues or concern of the study from global
context national/regional, down to local situation.
At the last paragraph, the researcher must state the justification or motive
behind the conduct of the study in relation to the generated interest and motivation of
the researchers.

Conceptual Framework/Hypothesis of the Study

The research paradigm or framework is required of many investigations
specifically for thesis and dissertation. The paradigm provides some explanations why
the problem under the study exists by showing the variables involved in the problem are
related to each other.
Variables are specific characteristics and conditions which the researcher
manipulates, controls or observes in relation to the concerns and issues of the problem.
These are the needed data to be gathered in order to come up with the desired
findings and solutions to the problem.
The research paradigm or framework is a useful device in organizing existing
data meaningful in a specific area of investigation. It helps the researcher see clearly
the variables that should be measured, and provides a general framework which can
guide him in the analysis of data.

Three Levels of Paradigm

1. Theoretical Framework. Makes use of a theory or theories in explaining why a

certain phenomenon (observable fact, situation, event) exists and how the
various factors which brought about the phenomenon are interrelated. This uses
abstract concepts and is used when there is hypothesis of the study. The
research may adapt existing theories to base his/her particular study.
2. Conceptual Framework. It has the same functions as the theoretical paradigm.
The difference lies in the type of concepts which they use. It uses specific or well
– defined concepts. This is used when there are assumptions of the study.
3. Operational Framework. The concepts used are not only well –defined as they
are used in the study but are measurable as well.
 Illustration Adapted from Mercado, 1977

Level Independent Intervening variables Dependent

variables variable
Theoretical Communication Characteristics Learning
Conceptual Mass Media Age Political Knowldege
exposure Sex
Civil Status
Educational religion
Etc
Operational Number of hours Age Score in a Test on
spent in listening to Sex political knowledge
political radio Civil Status
program Educational religion
Etc

Figure 1. Schematic Paradigm, (Polido, 1986)

Independent Variables Dependent Variables

PROFILE OF THE RESPONDENTS

1. Age
2. Place of Residence
3. Number of Children
4. Religion and/or Religious Affiliation

EONOMIC FACTORS
1. Employment status FEEDING PRACTICES
2. Income of Household
3. Household quality of life 1. Breast Feeding
2. Bottle Feeding
3. Mixed Feeding
SOCIAL FACTORS
1. Educational Attainment
2. Health Status
3. Community Involvement

PSYCHOLOGICAL FACTORS
1. Respondent’s beliefs
2. Perception as to convenience of
breast feeding

Statement of the Problem

Two Major Classification of Research Problems

Main Problem is a broad statement of purpose which uses abstract and non –
measurable concepts. The statement of the general or main problems must be brief
and concise.

e.g. The primary purpose of the study is to find out the factors that causes
tardiness and absenteeism among the students of the College of Education at
Northeastern College (Doyaoen, etc., 2015)
 Specific Problem is a statement of purpose which uses well –defined and
measurable concepts using the questions “What” for descriptive survey method, and “Is
there a significant difference/relationship for descriptive relational studies.

e.g. Specifically, it seeks to answer the following questions.

1. What is the demographic profile of the students of NC in terms of:

1.1.age
1.2. sex
1.3. civil status
1.4. parent’s source of income
1.5. number of late
1.6. number of absences

2. What are the factors that lead to tardiness among students?

3. What are the possible solutions to overcome tardiness?
4. What are the factors of absenteeism among the student –respondents?
5. What are some remedies to overcome absenteeism among the student-
respondents?
6. Is there a significant difference among the mean ratings of students in the factors
that lead to absences and tardiness when they are grouped according to:
6.1. age
6.2. sex
6.3. civil status
6.4. parents source of income

Characteristics of a Good Specific Research Problem

1. Should be stated in simple language
2. They are measurable concepts
3. They are attainable
4. They are result – oriented
5. They are time – bound

Objectives of the Study

These are statements of the desired purpose and outcomes of the study.

e.g.
1. To describe the demographic profile of the student – respondents.
2. To identify the factors that lead to tardiness and absenteeism of the student –
respondents.
3. Come up with some solutions to overcome tardiness and absenteeism.
4 Recommend to the concerned group of persons related to the students on
how to eliminate tardiness and absenteeism.

Assumptions of the Study

These are statements based on the specific the stated problems.

e.g. 1. There are factors which contribute to tardiness and absenteeism among students
2. There are solutions or remedies to overcome tardiness and absenteeism.
Hypothesis of the Study

Statement/s based on the stated specific problem in the study.

e.g. 1. There is no significant difference between the mean ratings of the students on
the factors that lead to absences and tardiness when they are grouped according to:
1.1. age
1.2. sex
1.3. civil status
1.4. parent’s source of income

Significance of the Study

A narrative of the importance of the study in terms of what intends to contribute,

what benefits would be derived, and who are to be benefited by the study.

Example:
Students
Parents
Teachers
Administrators
Future Researchers

Scope and Delimitation of the Study

This portion states narrative description of parameters, coverage, limitations, and

constraints in the conduct of the study.

Definition of Terms

Two Types and Functions

1. Conceptual. It is the universal meaning that is attributed to a word or group of

words, which is understood by many people. The usual sources are reference
books and the dictionary.
2. Operational. The meaning of the concept or term is based on the use in your
study. It begins with “As used I the study,” This means that the researcher will
state the meaning of the term on his/her own words as used in the study.

CHAPTER II – RELATED REVIEW OF LITERATURE

Review of literature are any written materials, may be book, poetry, novel,
articles or research report, which are published or unpublished that meets the required
form and expression and expresses permanent or universal concern or interest. (Ardeles,
2001)

The review of related literature should be made after the research topic or
problem has been identified, not after the research objectives, hypothesis, framework,
and procedures have been finalized.
In reviewing literature, it is suggested that it is better to start with the conceptual
literature because is more readily available than the research literature. One thing
more, conceptual literature is more comprehensive than research literature, and
provides the researcher with basic meanings of the concepts included in his/her study
(Fox, 1969).
Types of Literature

1. Conceptual Literature. These are articles or books written by authorities giving

their opinion, experiences, theories or ideas of what is good and bad, desirable
and undesirable within the problem area (Fox, 1969).
2. Research Literature. This refers to written reports on the result of researches or
studies which were done previously either published or unpublished (Ardeles,
2001).

Presentation of Reviewed Literature

1. Chronological approach. Reviewed literature according to the time they were

written. The recent ones should be presented first going as far back as three to
five years ago.
2. Type of Literature. Use of conceptual and research studies in chronological
arrangement.
3. Theme or Topical Approach. Brings together and classifies reviewed literature
according to similarly of findings, theme or topic.
NOTE: The latest way to present reviewed literature is by theme or topic for both
conceptual and research studies.
4. Country Approach. Presents and classifies literature by country, or local and
foreign.

Why the Review/ Uses of Review of Literate in the study

1. Provides the research knowledge and background on the subject under study.
2. Enable the researcher to avoid duplicating what has been a study already.
3. Provides the researcher information about the aspects of the problem which
have been investigated or explored before.
4. Helpful in developing various parts of your study such as definition of problem
and terms, research design, sampling and data gathering techniques. Also, of
great help in preparing the questionnaire or data gathering instrument.
5. Provides the researcher information on the weaknesses and problems or previous
studies and some ideas on how to handle or avoid them in his/her own study.
6. Provides bases in determining what variables are related with each other the
types of relationship, and how to analyze and measure those relationships.
7. Provides findings and conclusions of past studies which the research may relate
to his/her own findings and conclusion.
8. Provides the research ideas on how to proceed with his/her own investigation. It
will give guidance on how to start, who and what he/she will consult, and what
direction he/she should be headed to.

Writing the Review of Literature

1. Text of the review should be brief and direct to the point. You have to
summarize or paraphrase important concepts and points. Avoid direct
quotation of the author’s ideas or the results of the studies you reviewed.
2. Have a plan on how you are to present the review. The related literature
should jive with the statement of the main and/or specific problem.
3. Emphasize relatedness. After citing a literature, state the relationship of the
previous study with your present study by citing the similarity or differences.
 4. Review the literature, don’t reproduce it. Refrain from “copy, paste, and print”
the literature. Avoid from copying verbatim what authors or researchers had
written.
5. Write the significant contributions of the reviewed literature in your study at
the last paragraph of Chapter II. (Refer to Uses of Review of Literate in the
Study)

Citation using the American Psychological Association (APA)

A. Books
Author (s). (Year). Full title of book. Number of edition. Place of publisher: name
of publishing company.
e.g. Beane, J. (1993). Curriculum integration: designing the core of democratic
education. New York: Teachers College Press

B. Journal/Magazine
Author (s). (Year& Date). Full title of the article. Name of Journal, Vol. No.,
page(s)
e.g. Kerek, M., & Miller, G. (1990, November 21). Campus racism: Seeking the real
victim. Time, 27-33

C. Online Databases
Author. Title of the article. Website. Date downloaded
e.g. Warren Glimpse. “Assessing English language proficiency.” Downloaded
from http:/www.proximityone.com/elp.htm on December 1, 2013.

NOTE: If there are four or more authors and editors of a book, you may give only the first
name listed followed by et.al., a Latin abbreviation for “and others”.

CHAPTER III – METHOD AND PROCEDURES/METHODOLOGY

Research Design

In this part of the study, the researcher will define and describe the research
design to be used as well as the type or specific method such as survey, case study,
content or documentary analysis, feasibility study, rational studies and the like.
The definition should come from a conceptual literature, and the description is
stated on the basis on how the research design is being used in the study.

Descriptive Research Design is the most widely used research design in

education and behavioral sciences/social sciences (Best and Khan, 1989).

Locale of the Study

Describe in your own words the exact location of the study and a brief
background of the place. It would be nicer if you present with a picture or vicinity map
of the locality.
Respondents of the Study

State the actual number of respondents or sample of the study, and describe the
process of selection to ensure that the sample represents the total population of the
study. Use a formula in determining the sample size.

Example: Slovin’s or Lynch, et.al (Consult a statistician or the Research Director)

Data Gathering Instruments

The researcher will describe the contents of the data gathering instrument and
process on how the questionnaire is being formulated and validated (legalized,
authenticated).

Data Gathering Procedure

The researcher will describe the process and/or sequence on how the data will
be floated and retrieved.

Statistical Treatment of Data

The researcher will indicate and describe the specific statistical treatment or
tools to be used such as frequency count, percentage and weighted mean. If there is
hypothesis of the study, it requires inferential statistical treatment such as T – test, chi-
square, ANOVA, etc.

NOTE: Consult a statistician

WRITING THE REFERENCES

The presentation is alphabetically arranged and according to sources.

A. Books
B. Theses/Dissertation
C. Journal/Magazine
D. Online Databases

THE QUESTIONNAIRE

Contents of the questionnaire are based on the specific problem of the study.
They are sequentially arranged as stated in the problem.

Contents of the Research Proposal/Project

TITLE PAGE
CHAPTER I: THE PROBLEM AND ITS BACKGROUND
Introduction
Conceptual Framework/Theoretical Framework
Statement of the Problem
Assumptions of the Study/Hypothesis of the Study
Objectives of the Study
Significance of the Study
Scope and Delimitation of the Study
Definition of Terms
CHAPTER II: REVIEW OF RELATED LITERATURE
Conceptual Literature
Research Literature
CHAPTER III: METHODOLOGY
 Research Design
Locale of the Study
Respondents of the Study
Data Gathering Instrument
Data Gathering Procedure
Statistical treatment of Data

Attached QUESTIONNAIRE
CHAPTER IV: Schedule of Activities by Phase
CHAPTER V: Estimated Budget
CHAPTER VI: Curriculum Vitae of Researcher

Contents of the Complete Research Proposal/Project

American Psychological Association (APA Style)

PRELIMINARIES Note: Pagination is wriiten in small Roman numerals

Title Page
Approval Sheet
Acknowledgement
Dedication
Table of Contents
List of Tables
List of Figures

CHAPTERS (Pagination is written in Arabic numerals)

I: THE PROBLEM AND ITS BACKGROUND
Introduction
Conceptual Framework/Theoretical Framework
Statement of the Problem
Assumptions of the Study/Hypothesis of the Study
Objectives of the Study
Significance of the Study
Scope and Delimitation of the Study
Definition of Terms
II: REVIEW OF RELATED LITERATURE
Conceptual Literature
Research Literature
III: METHODOLOGY
Research Design Used
Locale of the Study
Respondents of the Study
Data Gathering Instrument
Data Gathering Procedure
Statistical treatment of Data
IV: RESULTS AND DISCUSSION
Demographic Profile of the Students
Information Proper

V: SUMMARY, CONCLUSIONS, RECOMMENDATIONS and/or IMPLICATIONS

REFERENCES
APPENDICES (Questionnaires, Letters, other important documentations in
support to the study)
CURRICULUM VITAE

Reference:
Ardales, V. (2001). Basic concepts and methods of research. Iloilo City: Concerns, Inc.