Practical Research 1 Compilation

Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Cebu City
MABOLO NATIONAL HIGH SCHOOL
SUGGESTED FORMAT IN RESEARCH WRITING
RESEARCH STUDY
Title Page
Approval Sheet
Acknowledgement
Table of Contents
List of Tables
List of Figures
Chapter I
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study

Theoretical Background (REVIEW OF RELATED LITERATURES AND STUDIES)
Flow of Research Process
Flow Chart
THE PROBLEM
Statement of the Problem
SIGNIFICANCE OF THE STUDY
The Management/Company
The Respondents/Customers
The Researcher
The Future Researcher
RESEARCH DESIGN
Research Method
Research Environment
Research Respondents
Research Instruments
Data Gathering Procedure
Data Treatment
DEFINITION OF TERMS
chopiteapracticalresearch1
Chapter II
REVIEW OF THE RELATED LITERATURE
Chapter III
THE DATA
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
General Introduction
Main Division
Prefatory Statement
Tabular Presentation
Textual Presentation
Analysis and Interpretation of Data
Implications
Chapter IV
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary of the Problem and Its

Research Design
Findings
Conclusions
Recommendations
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
THE NATURE AND USES OF RESEARCH
I. Objectives:
a) Define and explain the meaning of the research.

b) Enumerate and discuss the importance of research to making.
c) Enumerate and discuss the purposes and goals of research
d) Enumerate and discuss the different classification of research.
II. Direction
a) Read and study the text provided below.

b) Answer the different given challenges.
c) Pass all these through my email within two weeks.
III. Exploration of the Text.
Module 1 provides information about the concepts, nature and purposes as well as the various
meanings and approaches of research. It includes a challenge in which the students express their
understanding of the word “research” and its uses.
The Meaning and Nature of Research
Research is one of the more interesting and thought provoking activities conducted by men and women of
scientific minds basically designed to find solution to a problem. It is one of the most challenging tasks
performed by students who are enrolled in thesis or dissertation writing class purposely to satisfy the
requirements of the course. It gives the writer a wide opportunity to get involved in a meaningful task for
a worthwhile accomplishment and productive results.
Research could be classified into two major categories, namely: basic or pure research and applied
research. Research which is done to discover new knowledge, truth, principle or law is called the basic
or pure research. It can also be done to discover something with practical used called Applied
research.
Research could be used in different field of studies, Biology, Chemistry, Physics, Sociology, Psychology,
Education, Industry, Anthropology, and other related areas. They are classified accordingly as
Biological Research, Chemical Research, Physical Research, Sociological Research, Psychological
Research, Educational Research, Industrial Research, Anthropological Research, among others.
Research literally means “to investigate again,” since, it comes from the word re: which means again and
search, which mean to find or investigate. Several authors have made an attempt to define the terms
as follows:
Research is defined as the scientific investigation of phenomena which includes collection, presentation,
analysis and interpretation of facts that links an individual’s speculation with reality. In other words,
research is the systematic study of trend or event which involves careful collection, presentation,
analysis, and interpretation of quantitative data or facts that relates man’s thinking with reality.
(Calmorin, 2007)
1) A scientific process of critical selection of data, investigation and analysis of such to gain new
knowledge or to complement an existing one. (Martinez, 1988)
2) Is a systematic, controlled, empirical and critical investigation of hypothetical propositions

about the presumed relations among natural phenomena. (Kerlinger, 1973)
3) Is a careful, critical, disciplined inquiry varying in technique and method according to the nature
and conditions of the problem identified, directed toward the clarification or resolution (or both)
of a problem (Good, 1972)
4) The systematic search for pertinent information on a specific topic or problem. After a careful,
systematic search for pertinent information or data on a specific topic or problem, and after the
research worker has analyzed and interpreted the data, he eventually faces another essential
task – that of preparing the research report (Aquino, 1974)
5) The process of gathering data or information to solve a particular or specific problem in a

scientific manner (Manuel and Medel, 1976)
6) A systematic study or investigation of something for the purpose of answering questions posed
by the researcher (Parel, 1980)
7) It is an investigation conducted to find new facts and gather information (Webster, 1986)
8) It is systematic investigation purposely to answer question (Treece, et al. 1977)
9) It is the results of a careful investigation of some chosen topics. In science, it is the report of
the result of experiment (Hook, 1962).
10) It is an investigation undertaken to discover facts and reach conclusion through scientific
inquiry (Brown, 1993).
11) It is a diligent and systematic inquiry into a subject in order to discover facts (Stein,. 1966)
12) It is the systematic investigation in order to establish facts and reach new conclusion (Oxford,
1996)
Characteristics of Good Research (Calmorin, 2007)
1. Empirical - Research is based on direct experiences or observation by the researcher. The

collection of data relies on practical experience without giving consideration to scientific
knowledge or theory.
2. Logical - Research is based on valid procedures and principles. Scientific study is done in an
orderly manner so that the investigator has confidence on the results. Systematic examination
of the procedures used in the research enable the investigator to draw valid conclusions.
Thus, the logic of valid research makes it important for decision making.
3. Cyclical - Research is cyclical process because it starts with a problem and ends with a
problem. For instance, an investigator who completed his study states his findings and draws
up his conclusions and recommendations. In his recommendations, several studies may be
conducted, hence is cyclical.
4. Analytical - Research utilizes proven analytical procedures in gathering the data, whether
historical, descriptive, experimental and case study. In historical, the data gathered focus in
the past; in descriptive research, the study focuses on the present situation; experimental,
future, and case study, past, present, and future.
5. Critical - Research exhibits careful and precise judgment. A higher level of confidence must
be established. For instance, 1.0 percent or 5.0 percent level of confidence may be
scientifically utilized to test the research hypothesis. Based on these levels of confidence, the
investigator is confidently precise in his interpretations on whether the results are significant or
insignificant, or whether to reject or accept the null hypothesis.
6. Methodical - Research is conducted in a methodical manner without bias using systematic
method and procedures. For instance, if the researcher’s study is experimental research with
two variable, control and experimental groups or two experimental groups, hence, he uses two-
group design,; if three or more variable, parallel-group design.
7. Replicability - The research design and procedures are replicated or repeated to enable the
researcher to arrive at valid and conclusive results. Similarities and differences of replicated
researches can be compared. The more replications of researches, the more valid and
conclusive results would be. Replicability of the study means using the same instrument,
method and procedure but different subjects and venue.
Crawford as cited by Aquino (2004) summarized the following characteristics of a good research.
1. Research is systematic - It follows an orderly and sequential procedure that leads to the
discovery of truth, solution of a problem, or whatever is aimed to be discovered.
2. Research is controlled -All variables except those that are tested or being experimented
upon are kept constant (not allowed to change or vary) so that the changes made on the
subjects of the study can be attributed only to the experimental variable. This is especially true
in an experimental research.
3. Research is empirical - All the procedures employed and the data gathered are perceived
in the same manner by all observers. For instance, one says that there are five persons in the
room, all agree to the existence of the five persons. However, if one says that there are five
ghosts in the room, one or none at all may believe it because
all people believe in ghosts. Ghosts are examples of data that are not empirical.
4. Research is analytical - There is a critical analysis of all the data used so that there is no
error in their interpretation.
5. Research is objective, unbiased and logical - All the findings and conclusions are logically
based on empirical data no effort is made to alter the results of the research.
6. Research employs hypothesis - This is to guide the investigation process. In

experimental studies, hypotheses are expressly stated but in descriptive studies, the specific
sub-problems or specific question serve as the hypothesis and the hypotheses are tested and
not proved.
7. Research employs quantitative or statistical methods. - Data are transformed into numerical
measures and are treated statistically to determine their significance or usefulness.
8. Research is original work - Except in historical research, data are gathered from primary
sources or first hand sources and not from secondary sources (usually printed materials such
as books, or theses, etc.0
9. Research is done by an expert - The researcher uses valid and carefully designed
procedures, valid data-gathering instruments, and valid data. He subjects his data to expert
scrutiny.
10. Research is accurate investigation, observation and description - In fact, every

research activity must be done accurately so t hat the findings will lead to the formulation of
scientific generalizations. All conclusions are based on actual evidence.
11. Research requires an effort making capacity - No research can be conducted without the
exertion of much effort. No one without any effort-making capacity can conduct a research
because research involves much work and time.
12. research requires courage - Research requires courage because the researcher oftentimes
undergoes hazards, discomforts and the like. At times the researcher encounters public and
social disapproval. Also, disagreements with colleagues may arise.
Qualities of a Good Researcher
There are 10 qualities of a good researcher. These qualities are: (1) Research-oriented; (2)
Efficient; (3) Scientific; (4) Effective; (5) Active; (6) Resourceful; (7) Creative; (8) Honest; (9)
Economical; and (10) Religious. The 10 qualities of a good researcher have the acronym
RESEARCHER.
Characteristics of the Researcher
1. Intellectual curiosity - A researcher undertakes deep thinking and inquiry of the things, problems,
and situations around him. He is keen to get information on these problems and situations often
due to unusualness and newness. He raises questions to answer, continues to read the related
literature and studies, makes use of his experiences, and exercises his creativeness and
inventiveness. When the problem he confronts becomes clear, he formulates and tests
hypothesis on them. The hypothesis may be rejected or accepted, depending on his analysis of
the data and information he gathers.
2. Prudence - The researcher is careful to conduct his research study at the right time and at the
right place wisely, efficiently and economically. In other words, he does the right thing at the right
time. Likewise, he uses the 7 M’s (manpower, money, materials, method, machinery, moment of
time and marketing) in conducting research efficiently and economically.
3. Healthy criticism - The researcher is always doubtful as to the truthfulness of the results.
Normally, the investigator always doubts the authenticity or validity of his findings even if the data
are gathered honestly. For instance, the researcher administers the questionnaires to the subject of
the study. He doubts if the subjects answer correctly the items. By and large, there are subject
who do not read the items and anymore but they just encircle or check the items especially if the
researcher is in hurry to retrieve the questionnaires. Hence, the researcher is always doubtful as to
the veracity of the results.
4. Intellectual honesty - An intelligent researcher is honest to collect or gather data or facts in order
to arrive at honest results. Honesty is the best policy of the researcher. The success or failure of
his research lies on his hand.
5. Intellectual creativity - A productive ad resourceful investigator always creates new researches.

He enjoys inventing unique, novel and original researches and considers research as his hobby. In
other words, a creative researcher is also innovative.
Values of Research to Man
1. Research improves quality of life.

2. Research improves instruction
3. Research improves student’s achievements
4. Research improves teacher’s competence
5. Research satisfies man’s needs. austerity measures of the country
6. Research reduces the burden of work
7. Research has deep-seated psychological aspects.
8. Research improves the exportation of food products.
9. Research response to the economic recovery and
10. Research trains graduates to become responsive to the economic development of the country
and compete globally.
Uses of Research
Research is undertaken to explore some possible solutions to existing problems either in any fields of
education, biology, or social sciences. It aims to seek new knowledge, truth, laws or principles. It
provides information in the form of verifiable data. Research contributes to the progress and develop-
ment of humanity. A nation, city, any organization or institution could become progressive because of
research. Hence, research plays an important role in every human endeavor and therefore must be a
salient part of organizational structure of any institution.
Kinds and Classification of Research
There are many kinds of research which are classified according to their distinctive features. Some of
the classifications are as follows:
1. According to Purpose
a Predictive or prognostic research - has the purpose of determining the future operation of the
variables under investigation with the aim of controlling or redirecting such for the better.
“Predictive research proposes to give he result from one specific educational practice or
pattern and seeks to establish a close statistical connection between characteristics of
students and prediction of educational outcome.”
b Directive research - determines what should be done based on the findings. This is to
remedy an unsatisfactory condition if there is any.
c Illuminative research - is concerned with the interaction of the components of the variable
being investigated, as for example, “interaction of the components of educational system
and aims to show the connections among
2. According to goal
a Basic or pure research - is done for the development of theories or principles. It is

conducted for the intellectual pleasure of learning. Much of this kind of research has been
done in psychology and sociology.
b Applied research - is the application of the results of pure research. This is testing the
efficacy of theories and principles. For instance, a principle says that praise reinforces
learning. To determine if this is true, one conducts an experiment in which there are two
classes. In class, he uses praises but in the other class there is no praise at all.
3. According to the levels of investigation
a In exploratory research, the researcher studies the variables pertinent to a specific situation.
b In descriptive research, the researcher studies the relationship of the variables.
c In experimental research, the experimenter studies the effects of the variables on each
other.
4. According to the types of analysis
a In the analytic approach, the researcher attempts to identify and isolate the components of
the research situation.
b The holistic approach begins with the total situation, focusing attention on the system first
and then on its internal relationship.
5. According to scope - Under this category is action research. This type of research is done on a very
limited scope to solve a particular problem which is not so big. It is almost problem-solving.
6. According to choice of answers to problem
a In evaluation research, all possible courses of action arte specified and identified and the
researcher tries to find the most advantageous.
b In developmental research, the focus is on finding or developing a more suitable instrument

or process than has been available.
7. According to statistical content
a Qualitative or statistical research is one in which inferential statistics are utilized to determine
the results of the study. Inferential statistics such as correlation, chi-square, analysis of
variance, etc. are used to test the hypothesis.
This type of research usually includes comparison studies, cause-and-effect relationships etc.
b Non-quantitative research. This is research in which the use of quantity or statistics is

practically nil. This is especially true in anthropological studies where description is usually
used. Descriptive data are gathered rather qualitative data.
8. According to time element
a Historical research describes what was.

b Descriptive research describes what is.
c Experimental research describes what will be.
Historical, descriptive and experimental are the three major research methods. All other methods, kinds
and types of research whatever they are called fall under these three major methods.
Other types and kinds of research are named according to the area or field of activity. Hence, we have
sociological research, social research, psychological research, anthropological research, physical
research, chemical research, industrial research, economics research, health research, nursing
research, curriculum research, educational research and countless others.
Some Hindrances to Scientific Inquiry (Errors in Personal Judgment)
Babbie gives the following as some of the hindrances to scientific inquiry. They are mostly errors in
personal judgment. The explanations are made for local adaptation.
1. Tradition - This is accepting that customs, beliefs, practices and superstitions are true and parts
of the daily lives of men. No effort is exerted to find out whether they are true or not. For example,
there is traditional belief among some women that women who are conceiving should avoid eating
dark or black food such as black berries because their children will become dark also. This may be
true or not, but many women believe and practice it without verifying it truth. This belief is a
hindrance to scientific investigation.
2. Authority - This is accepting without question, an opinion about a certain subject which is given by
someone who is considered an authority on the subject. If an ordinary person says that kissing
transmit colds, he is not believed much, he may even be laughed at. On the other hand, when a
doctor says the same thing, he is believed without question. Suppose, a doctor commits a mistake
and it is a fact this some doctors commits mistakes sometimes. Worse, sometimes persons with big
names in the community make pronouncements about things outside their own expertise and they
are believed because of their big names. They are believed without scientific inquiry about the truth
of their pronouncements.
3. Inaccurate observation - This is describing wrongly what is actually observed. For instance, in
the dead of a moonlit night, a man sees a shadow in the form of a person and the man concludes
at once without any investigation that he has seen a ghost.
4. Overgeneralization - This is establishing a pattern out of a few instances. For instance, when one
sees one or two Ilocano husbands who are hardworking, responsible and trustworthy then he
concludes that Ilocano husbands are hardworking, responsible and trustworthy.
5. Selective observation - This is persisting to believe an observed pattern from an overgeneralization

and ignoring other pertinent patterns. For example, one sees for the first time one or two
prosperous Chinese stores beside a poor, struggling Filipino store. He forms t he conclusion that
the Chinese are more shrewd and competitive than Filipinos. So whenever he sees Chinese and
Filipino stores he always has that idea that idea that Chinese are better businessmen than Filipinos
ignoring the fact that there are also poor Chinese businessmen and there are also very good and
more competitive Filipino businessmen.
6. Made-up information - This is making up information to explain away confusion. Suppose a buyer
buys from store goods worth P50.00 and gives to he storekeeper a P100.00 bill. The storekeeper
mistakenly gives a change of P40.00. The buyer goes away without counting the change but when
he gets home he finds that the change is short of P10.00. Instead of going back to the store to find
out why he was wrong change, he concludes that the storekeeper is a cheater and he members of
his family are also cheaters.
Another example of made-up information is wrongly interpreting the findings of research materials.
7. Illogical reasoning - This is attributing something to another without any logical basis. For
instance, because of the extended good weather it may rain at the weekend. Or , because it is
sunny it will not that day. These are beliefs without any logical basis and no effort is exerted to
verify them.
8. Ego-involvement in understanding - This is giving an explanation when one finds himself in an

unfavorable situation. For instance, when foreigners make a slur on Filipinos, t he latter counter t
hat, that is racial discrimination without investigating whether the slight is true or not. When a
student gets a low grade, he says that he got low grade because his teacher has a personal grudge
against him and he is a victim of vindictiveness. He does not make any effort to
his abilities, his habits of study, etc.
9. Mystification - This is attributing to supernatural power, the phenomena that cannot be understood.
This is accepting that t here are things which are beyond human intelligence to
understand and which are reserved only to a supernatural being. Thus, no effort is exerted to
make a scientific inquiry about this phenomenon.
10. To err is human - This is an attitude that admits the fallibility of man. When a man renders a
wrong decision or commits a mistakes, he merely leans on the saying “To err is human,” He does
not make any effort anymore to study why he committed the error, how he committed the error, the
implications of his error, how he can correct his error and how to make more sound decisions in
the future.
11. Dogmatism - This is an addition. This is an unwritten policy of certain institutions and government
prohibiting the study of topics that are believed to run counter to the established doctrines of such
institutions or government. Thus in communistic states, it is unlikely that one studies and writes
about the beauty of democracy. The same is true in a democracy. There is a veiled prohibition to
study and write about the beauty and adoption of communism.
The Scientific Method of Research
One of the characteristics of good research is that, it is systematic. It follows the scientific method of
research which includes the following sequential steps:
1. Determining (recognizing) the problem

2. Forming a hypothesis
3. Doing the library search
4. Designing the study
5. Developing the instruments for collecting data
6. Collecting the data
7. Analyzing the data
8. Determining implications and conclusions from the findings, and
9. Making the recommendations for further research
It should be borne in mind that the researcher goes through all the nine steps when he does his research
and when he writes his research report. If the standard format of thesis writing is followed, the first two
steps will be included in Chapter 1, “The Problems and Its Design”; the third step will be in Chapter 2,
“Related Literature and Studies”; the fourth, fifth and sixth steps will be discussed in Chapter 3. “Research
Methods and Procedures”; the seventh step will be presented in Chapter 4. “Presentation, Interpretation
and Analysis of Data”; and the last two steps placed in Chapter 5, “Summary, Conclusions and
Recommendations.”
Principles of the scientific method. The principles of the scientific method are:
 Rigid control
 Objectivity
 Systematic organization, and
 Rigorous standards
Rigid control refers to the manipulation of the research variables. Variables are those things that
vary in quantity and quality which are to be manipulated by the researcher. Examples of variable are age,
sex, population, adequacy, efficiency, etc. There are variables which should bed controlled rigidly, that is,
kept constant or equal in a certain research work.
Objectivity means that there should be no bias or partiality in treating the results of the inquiry. The
results should not be tampered with, whatever they may be.
Systematic organization refers to proper and accurate tabuolatui9ons of data as well as presenting
them in statistical tables ready for interpretation.
The fourth principle refers to the setting up of standards or principles which serve as bases for
evaluating the findings of a study. Such standards should not be changed to suit the expectations of the
researcher. The principle also refers to the accurate statistical computations and interpretations of qualified
data.
It should be noted that the development of his book follows the sequential steps of the scientific
method of research.
Designing the Study
Designing the study must follow the scientific method of research. Aside from choosing the right problem,
forming the hypothesis, and library research, designing the study also includes deciding on the method of
research to be used, the study of population, the instrument for gathering data and its preparation, the
sampling design, statistical treatment of data, and analysis and presentation of data.
Following are discussion and explanations of each of these aspects of the research procedure. After
carefully studying these discussions and explanations, the researcher can already make a workable
design of research for his investigation.
There are three major research methods with their respective variations form which the researcher may
choose the method he wants to use depending upon the nature of his investigation. These are the
historical, descriptive, and experimental methods of research.
Discussed and explained are the different methods of collecting data such as the interview, questionnaire,
observation, tests, and others as well as the preparation of their respective instruments.
Sampling designs such as pure random, systematic, stratified, cluster and other types are also well
elaborated on.
Other activities involved in conducting research inquiries and writing research reports are also given clear
explanations with illustrations for better understanding. How to write the research report or thesis has
been given very ample explanations and illustrations, modules by modules for better understanding of the
whole process of research reporting or thesis writing.
THE RESEARCH PROBLEM
I. Objectives:
e) Define and explain the meaning of the research problem.

f) Enumerate and discuss the elements of research problem.
g) Enumerate and discuss the guidelines in the selection of research problem or topic.
II. Direction
d) Read and study the text provided below.

e) Answer the different given challenges.
f) Pass all these through my email within one week.
Module 2 shows the sources of choosing of the research topics. It includes a challenges that will
enable the student identify and justify their own research topic. It also includes challenges that will
enable the students to write the introduction and the theoretical framework of the study.
.
Definition
A problem is (1) any significant, perplexing and challenging situation, real or artificial, the solution of
which requires reflective thinking; (2) a perplexing situation after it has been translated into a question
or series of question that help determine the direction of subsequent inquiry. (Dewey as cited by Good,
1992)
Elements of a Research Problem
The term research problem implies that an investigation, inquiry or study is to be conducted, or hat the
problem is ready for investigation, inquiry of study. There are certain elements that a problem must
possess before it becomes a research problem ready for investigation. These elements are:
1. Aim or purpose of the problem for investigation. This answers the question “Why?” Why is
there an investigation, inquiry of study?
2. The subject matter or topic to be investigated. This answers the question “What?” What is
to be investigated or studied?
3. The place or locale where the research is to be conducted. This answers the question
“Where?” Where is the study to be conducted?
4. The period or time of the study during which the data are to be gathered. This answers the
question “When?” When is the study to be carried out?
5. Population or universe from whom the data are to be collected. This answer the question
“Who?” or “From Whom?” Who are the respondents? From whom are the data to be
gathered?
Summarizing, the elements of a research problem are aim or purpose, subject matter or topic, place or
locale, period of time, and population or universe. They respectively answers questions starting with
why, what, where, when, and who or from whom.
Example of research problem: To determine the status of teaching science in the high
school of the Province of Cebu during the school year
2008-2009
Aim or purpose: To determine the status of
Subject matter or topic: The teaching of science
Place or locale: In the high schools of the Province of Cebu
Period or time: During the school year 2008-2009
Population: The respondents are implied to be either the teaches or the
students or both
In formulating the title of a research inquiry, the aim is usually omitted and sometimes the population is
not also included. In the above example the title is: The Teaching of Science in the High Schools of the
Province of Cebu During the School Year 20087-2009”
Guidelines in the Selection of a Research Problem or Topic
There are certain guidelines or criteria in the selection of a research problem to make it interesting and
the research work more enjoyable to the researcher as well to as to ensure the completion of the study.
Among the guidelines or criteria are the following which may also be considered as characteristics of
research problems:
1. The research problem or topic must be chosen by the researcher himself. This is to avoid
blaming others or offering excuses for any obstacle encountered.
2. It must be within the interest of the researcher. This is to make sure that the researcher will
focus his full attention on the research work.
3. it must be within the specialization of the researcher. This will ins some way make the work
easier for him because he is working o familiar grounds. Besides, this may improve his
specialization, skills, and competence in his profession.
4. it must be within the competence of t he researcher to tackle. The researcher must know
the method of research and other research procedures applicable to his problem and he
must know how to apply t hem. He must have workable understanding of is study.
5. it must be within the ability of the researcher to finance; otherwise he must be able to find
funding for this research. Research involves not a small amount of expense and the
researcher must be able to foot the hills until his study is completed. There must be a
budget which he must be able to shoulder.
6. it is researchable and manageable, that is,
a Data are available and accessible. The researcher must be sure that the
participants in his investigation possesses the needed data and that they are within
his reach. So, one must not choose a problem in which location of the data are too
far away, say foreign lands.
b The data must meet the standards of accuracy, objectivity, and verifiability. This is
important. The data gathered must be accurate, objective and not biased, and can
be verified if there arises a need, otherwise, the results of the study will be valid
and the generalizations formulated will be faulty.
c Answers to the specific questions (sub-problems) can be found. The data to be

collected must supply the necessary answers to the specific questions. Suppose
the questions is “How qualified are the teachers handling science?” The data to be
gathered are the educational attainments and the field of specialization of the
teachers to be checked against the regulations of the school system. This way, the
answer to the question can be found.
d The hypotheses formulated are testable, that is, they can be accepted or rejected.
Hypotheses are not proved, they are only determined as true or not. In the findings
from the data do not conform to the hypotheses, the latter are rejected. If the
findings conform to the hypotheses, the latter are accepted as true and valid.
e Equipment and instruments for research are available and can give valid and
reliable results.
7. it can be completed within a reasonable period of time unless it is a longitudinal research

which takes a long time for its completion. Although research is unhurried, there must be a
timetable for its completion. For graduate students engaged in social and educational
research, a research project for a master’s thesis must be completed within three years from
the time the academic work has been completed and for a doctoral dissertation, five years.
This is according to regulation.
8. it is significant, important, and relevant to the present time and situations, timely, and of
current interest. This means that the research project must be able to make a substantial
impact upon situation and people it is intended for or addressed to. It must be able to
arouse the interest of the people concerned. If the study is about drug abuse, it must be
able to draw attention of those engaged in the habit and those assigned to stop it.
9. The results are practical and implementable. If the investigation is about drug addition, are
the recommendations for its eradication applicable with the expected effectiveness?
10. It requires original, critical, and reflective thinking to solve it. To be able apply these; the
research project must be novel, new or original. The study is considered novel and new if it
has not yet been studied before and the data gathered from new and original sources.
However, the study may be a replication, that is, the study has already been conducted but
in another place, not in the pace where it is intended to be studied again. The purpose of
study replications is to determine if conditions are one place are also true in other places so
t hat generalizations of wider applications can be formulated.
11. It can be delimited to suit resources of the researcher but big or large enough to be able to
give significant, valid, and reliable results and generalizations. The area and population
may be reduced but only to such an extent that the generalization can be considered true
and useful.
12. it must contribute to the national development goals for the improvement of the quality of
human life. This is the ultimate aim of research, to improve the quality of life. Research
must improve or show how to improve unsatisfactory conditions.
13. It must contribute to the fund of human knowledge. All the facts and knowledge that we
have are mostly the products of research. Any study to be conducted must add a new bit of
knowledge to what we already have.
14. It must show or pave the way for the solution of the problem or problems intended to be
solved. Usually, after an inquiry has been conducted, recommendations are made for the
solution of problems discovered which, if implemented, can solve the problems.
15. It must not undermine the moral and spiritual values of the people. It must not advocate the
promotion of antisocial values such as drug addiction, cruelty, hatred, and divisiveness,
multiple sex mating, etc. As much as possible it must advocate the promotion of divine
values and t hose admirable human values such as love, peace, goodwill, etc.
16. it must not advocate any change in the present order of things by means of violence, but
peaceful means. It must not advocate subversion, revolution, or the like to wrest control of
the government or change the form of government. If there is a needed change, it must be
made by any means but the means must be peaceful and legitimate.
17. There must be a return of some kind to the researcher, either one or all of the following, if
the research report is completed.
a Monetary, either increase in salary or publication of the results in which there is

some kind of royalty.
b Advancement of position, promotion. Generally, after finishing a graduate course,

there is a promotion especially in the educational system. It is easier to get a
promotion with a graduate degree than without one.
c Improved specialization, competence, and skill in professional work especially if the

research subject is related to the profession. Suppose a teacher makes a study of
the school management practices of school principals in a certain area. So, when
this teacher gets promoted to the principalship he already knows how to manage
his own school because of what he has learned from his study about the practices
of the principals he has studied.
d Enhanced prestige and reputation. Usually, it is a big honor, especially among

colleagues, on the part of one who completes a research project and be able to
write a thesis about his research project. This is so because of the intellectual
activity, effort-making capacity, and big expenses involved in the work, and of
course, because of a higher degree earned.
e Satisfaction of intellectual curiosity and interest, and being able to discover truth. It
is always our experience that after being able to solve a difficult intellectual
problem wee are engulfed with so much elation and satisfaction tat we forget all the
sacrifices and difficulties that we have gone through. This is also the feeling of
those who are able to finish research projects and reports, the latter in the form of
theses or dissertations, especially after passing a very rigid oral defense.
18. there must be a consideration of the hazards involved, physical, social, or legal. This author
knows of man who went to the mountains to study a tribe, ignoring physical dangers from
wild animals and form the tribesmen themselves. While this act is admirable, the researcher
must also consider his personal safety.
Another hazard is social. This occurs when an inquiry happens to encroach upon socially
approved and established social values, norms of conduct or ethical standards. The inquiry
must draw the ire of the populace and the researcher may receive some kind of rebuke,
censure, criticism, or derision.
Still another hazard is legal. If an investigation may affect adversely the honor and integrity
of certain people, a libel suit may ensue. Of course, it does not matter much if the
researcher can prove his fact to be true and if he is a crusader. He will admired for his
boldness to discover and tell the truth no matter who gets hurt. A study of graft and
corruption in the government is an example.
The Title
Guidelines in writing the title. The thesis writer should be guided by the following in the formulation
of his title. These are also the characteristics of the title.
1. Generally, the title is formulated before the start of the research work. It may be revised and
refined later if there is a need.
2. The title must contain the subject matter of the study, the locale of the study, the population
involved, and the period when the data were gathered or will be gathered.
3. It must be broad enough to include all aspects of the subject matter studied or to be studied.
Hence, the tile indicates what is expected to be found inside the thesis report.
4. It must be as brief and concise as possible.
5. Avoid using the terms “An Analysis of,” “A Study of.” “An Investigation of and the like. All
these things are understood to have been done or to be done when a research is
conducted.
6. If the title contains more than one line, it must be written like an inverted pyramid, all words
in capital letter.
Example of a complete title:
THE TEACHING OF SCIENCE IN THE HIGH SCHOOLS OF THE PROVINCE OF CEBU

AS PERCEIVED BY THE SCIENCE TEACHERS AND STUDENTS DURING THE SCHOOL
YEAR 2008 – 2009
The contents as required by Guideline No. 2 are:
a. Subject matter or topic: The teaching of science

b. Place or locale: High Schools of the Province of Cebu
c. Population involved: The science teaches and students
d. Period of the study: School year 2008-2009
A brief and concise form of the title and a better one follows:
THE TEACHING OF SCIENCE IN THE HIGH SCHOOLS OF THE PROVINCE OF

CEBU
It will be noted that the population, the science teachers and students as well as the period of
the stud, 2008-2009, are omitted when writing the second form but they have to be mentioned in
the scope and delimitation of the study. It will be noted also that the title, though brief and
simplified, is broad enough to include all possible aspects of the subject matter. The central
theme, which is the teaching of science, is also very clear.
Guidelines in formulating the general problem and the specific sub-problems or specific questions . The
following are suggested to guide the researcher in the formulation of his general as well as his specific
sub-problems or questions. These are also the characteristics of specific questions.
1. The general statement of the problem and the specific sub-problems or questions should be
formulated first before conducting the research.
2. It is customary to state specific sub-problems in the interrogative form. Hence, sub-problems are
called specific questions.
3. Each specific question must be clear and unequivocal, that is, it has one meaning. It must not
have dual meaning.
4. Each specific question is researchable apart from the other questions, that is, answers to each
specific question can be found even without considering the other questions.
5. Each specific question must be based on upon known facts and phenomena. Besides, data
from such known facts and phenomena must be accessible to make t he specific questions
researchable.
6. Answers to each specific questions can be interpreted apart form the answers to other specific
questions.
7. Answers to each specific question must contribute to the development of the whole research
problem or topic.
8. Summing up the answers to all the specific questions will give a complete development of the
entire study.
9. The number of specific questions should be enough to cover the development of the whole
research problem or study.
Before writing down the specific questions, determine first the different aspects of the research
problem to be studied and then for each aspect make one specific question with sub-questions if
there is a need. If the research is the teaching of science the different aspect may be the following:
a Qualifications of the teachers, especially educational;

b Methods and strategies of teaching used and their level of effectiveness;
c Facilities available, instructional and non-instructional and their adequacy;
d Adequacy of supervisory assistance extended to teachers;
e Comparison between the perceptions of the teachers and those of the students
concerning the different aspects;
f Problems encountered by the teachers in teaching science;
g Proposals to solve or help solve the problems; and
h Implications of the study to the teaching of science.
10. Generally, there should be a general statement of the problem and then this should be broken
up into as many sub-problems or specific questions as necessary. Example: This study was
conducted to investigate all aspects of the teaching of science in the high schools of the
Province of Cebu during the school year 2008-2009 as perceived by the science teachers and
students. Specifically, the study attempted to answer the following questions:
a) How qualified are the teachers handling science in the high schools of the Province of
Cebu?
b) How effective are the methods and strategies used by the teachers in teaching
science?
c) How adequate are the instructional as well as the non-instructional facilities for the
teaching of science?
d) How adequate are the forms of supervisory assistance extended to the teachers
relative to the teaching of science?
e) Is there any significant difference between the perceptions of the teachers and those
of the students concerning the different aspects in the teaching of science?
f) What problems are being encountered by the teachers of science?
g) What suggestions are offered by the teachers and students to improve the teaching
of science?
h) What are the implications of the findings to the teaching of science?
Assumptions
An assumption is a self-evident truth which is based upon a known fact or phenomenon. Oftentimes,
especially in descriptive and historical researches, assumptions are not explicitly expressed but left
implicit, that is, they are unwritten. Generally, every specific question is implicitly based upon an
assumption. If there is no assumption, expressed or implicit, there can be no specific question.
Examples:
1. Specific Question: How qualified are the teachers handling science?

Implicit (unwritten assumption: There are certain qualifications that one should
posses
before he can teach Science
2. Specific Question: How adequate are the facilities that a school should acquire
before it can offer science as subject?
Implicit assumption: There are certain required facilities that a school should acquire
it can offer science as a subject.
3. Specific Question: How effective are the methods used in the teaching of science?
Implicit assumption: There are certain methods that are effective in the teaching of
science.
Guidelines in the use of basic assumptions. The following are the guidelines in the use of basic
assumptions.
1. You cannot assume the value of your study. Such an argument should have been made under the
section, significance of the study.
2. you cannot assume the reliability of the instruments you propose to use in your research. Such a
rationale and defense should be made under methodology.
3. You cannot assume the validity of basic data. Validity is established under methodology.
4. You cannot assume that your population is typical. This point is to be made under methodology.
5. An assumption is not tested, neither is it defended nor argued.
Hypotheses
A hypothesis is a tentative conclusion or answer to a specific question raised at the beginning of the
investigation. It is educated guess about the answer to a specific question.
Forms of Hypotheses. There are two forms of hypotheses. One is the operational form and the other
is in the null form. The operational form is stated in the affirmative while the null form is stated in the
negative. The operational form states there is a different between twp phenomena while the null
form states that there is no difference between the two phenomena. In other words the null form
expresses equality between two phenomena. This is commonly used.
Guidelines in the formulation of explicit hypotheses. The following are the guidelines in the formulation
of explicit hypotheses.
1. In experimental investigations, hypotheses have to be explicit, they have to be expressed.

They have to be expressed also in comparative and co relational studies.
2. In descriptive and historical investigations, hypotheses are seldom expressed if not entirely
absent. The sub-problems or specific questions raised before the start of the investigation and
stated under the statement of the problem serve as the hypotheses. The specific questions
serve as the hypotheses. With this fact, it is logical to presume that all studies in research
have hypotheses and for that matter all theses and dissertations have their own respective
hypotheses. Consequently, no research is conducted with any hypotheses at all.
3. Hypotheses are usually stated in the null form because testing a null hypothesis is easier than
a hypothesis in the operational form. Testing a hypothesis simply means gathering data to
answer it.
4. Hypotheses are formulated from the specific questions upon which are based.
Examples:
a) Question: Is there any significant difference between the perceptions of
the teachers and those of the students concerning the different
aspects in the teaching of science?
Operational Hypothesis: There is a significant difference between the

perceptions of the teachers and those of the
students concerning the different aspects in
the teaching of science?
Null Hypothesis: There is no significant difference between the

b) Question: Is there any significant difference between the effectiveness of

the inductive method and that of the deductive method in the
teaching of science?
Operational Hypothesis: There is a significant difference between the

Null Hypothesis: There is no significant difference between the

Purposes, functions, and importance of hypotheses or specific questions. Hypotheses (specific
questions) perform
important function in research such as the following:
1. They help the researcher in designing his study; what methods, research instruments, sampling
design, and statistical treatment to use what data to gather, etc.
2. They serve as bases for determining assumptions.
3. They serve as bases for determining the relevance of data.
4. They serve as bases for the explanation or discussion about the data gathered.
5. They help or guide the researcher in consolidating his findings and in formulating his conclusions.
Generally, findings and conclusions are answers to the hypotheses or specific questions raised at
the start of the investigation.
CHAPTER 2
THE RELATED LITERATURE AND STUDIES
I. Objectives:
h) Define and explain the meaning of the related literatures and related studies.
i) Enumerate and discuss the importance, purposes, and functions of Related Literature and Studies
j) Enumerate and discuss the characteristics of Related Literature and Studies
k) Enumerate and identify sources of Related Literature and Studies
II. Direction
g) Read and study the text provided below.

h) Answer the different given challenges.
i) Pass all these through my email within one week.
Module 3 provides information about the facts and principles to which the present study is
related. These sources of information and materials are usually printed and found in books,
encyclopedias, professional journals, magazines, newspapers, internet sources and other
publications could either be classified as local, if printed in the Philippines, and foreign, if printed
in other lands.
The Related Literature and Studies
Related literature is composed of discussions of facts and principles to which the present study is related.
For instance, if the present study deals with drug addiction, literature to be reviewed or surveyed should be
composed of materials that deal with drug addiction. These materials are usually printed and found in
books, encyclopedias, professional journals, magazines, newspapers, internet sources and other
publications.
These materials are classified as:
1. Local, if printed in the Philippines; and

2. Foreign, if printed in other lands
Related studies, on the other hand, are studies, inquiries, or investigations already conducted to which the
present proposed study is related or has some bearing or similarity. They are usually unpublished
materials such as manuscripts, theses, and dissertations.
These materials are classified as:
1. Local, if printed in the Philippines; and

2. Foreign, if printed in other lands
Importance, Purposes, and Functions of Related Literature and Studies
A survey or review of related literature and studies is very important because such reviewed literature
and studies serve as a foundation of the proposed study. This is because related literature and studies
guide the researcher in pursuing his research venture. Reviewed literature and studies help or guide
the researcher in the following ways:
1. They help or guide the researcher in searching for or selecting a better research problem or
topic. By reviewing related materials, a replication of a similar problem may be found better than
the problem already chose. Replication is the study of a research problem already conducted
but in another place.
2. They help the investigator understand his topic for research better. Reviewing related literature
and studies ma clarify vague points about his problem.
3. They ensure that there will be no duplication of other studies. There is duplication of an
investigation already made is conducted again in the same locale using practically the same
respondents. This is
if a survey of related literature and studies be made first.
4. They help and guide the researcher in locating more sources of related information. This is
because the bibliography of a study already conducted indicates references about similar
studies.
5. They help and guide the researcher in making his research design especially in:
a. The formulation of specific questions to be researched on.

b. The formulation of assumptions and hypotheses if there should be any;
c. The formulation of conceptual framework;
d. The selection and application of the methods of research;
e. The selection and application of sampling techniques;

f. The selection and/or preparation and validation of research instruments for gathering
data;
g. The selection and application of statistical procedures;
h. The analysis, organization, presentation, interpretation of data;
i. The making of the summary of implications for the whole study;
j. The formulation of the summary of findings, conclusions, and recommendations,
6. They help and guide the researcher in making comparison between his findings with the findings
of other researchers on similar studies with the end view of formulating generalizations or
principles which are the contributions of the study to the fund of knowledge.
Characteristics of Related Literature and Studies
There are certain characteristics of related materials that make them of true value. Among these
characteristics are:
1. The surveyed materials must be as recent as possible. This is important because of the rapid
social, economic, scientific and technological changes. Findings several years ago may be of
little value today because of the fast changing life style of the people.
There are exceptions, however, Treatises that deal on universal or things of more or less permanent
nature may still bed good today. There are mathematical laws and formulas and statistical
procedures that had been formulated a long, long time ago which are being used to day with
very, very little improvement. This is also true with natural and physical laws. Books on these,
though written a long time ago, are still being cited today. Another exception is when a
comparison or contrast is to be made between the conditions of today and those of a remote
past, say ten or twenty years ago. Naturally, literature and studies about that remote past have
to be surveyed and reviewed.
2. Materials reviewed must be objective and unbiased. Some materials are extremely or subtly
one-sided, either political, or religious, etc. Comparison with these materials cannot be made
logically and validly. Distorted generalizations may results.
3. Materials surveyed must be relevant to the study. Only materials that have some bearing or
similarity to the research problem at hand should be reviewed.
4. Surveyed materials must have been based upon genuinely original and true facts or data to
make them valid and reliable. There are cases where fictitious data are supplied just to
complete a research report (thesis or dissertation). Of course, this kind of deception is hard to
detect and to prove. Thus, this is a real problem to honest researchers.
5. Reviewed materials must not be too few or too many. They must only be sufficient enough to
give insights into the research problem or to indicate the nature of the present investigation.
The number may also depend upon the availability of related materials. Sometimes there is a
paucity of such materials. Ordinarily, from ten to fifteen related materials are needed for a
master’s thesis and from fifteen to twenty-five for doctoral dissertation depending upon their
availability, as well as their depth and length of discussions. For an undergraduate thesis, from
five to ten may do. The numbers, however, are only suggestive and not imperative nr
mandatory. These are only the average numbers observed from theses and dissertations
surveyed by some authorities.
Sources of Related Literature and Studies
1. Books, encyclopedias, almanacs, and other similar references

2. Articles published in professional journals, magazines, periodicals, newspapers, and other
publications
3. Manuscripts, monographs, memoirs, speeches, letters and diaries

4. Unpublished theses and dissertations
5. The Constitution, and laws and statutes of the land
6. Bulletins, circulars, and order emanating from government offices, and departments, especially
from the Office of the President of the Philippines, Commission on Higher Education (CHED),
Technical Education and Skills Development Authority (TESDA) and Department of Education
(DepEd)
7. Records of schools, public and private, especially reports of their activities

8. Reports from seminars, educational or otherwise
9. Officials reports of all kinds, educational, social, economic, scientific, technological, political, etc.
from the government and other entities
Where to Locate the Sources of Related Literature and Studies
1. Libraries, either government, school, or private libraries

2. Government and private offices
3. The National Library
4. The Library of Commission on Higher Education (CHED), Technical Education and Skills
Development Authority (TESDA) and Department of Education (DepEd)
5. Internet Café
HOW TO WRITE CHAPTER 1
Chapter 1 THE PROBLEM AND ITS DESIGN
Chapter 1 of a thesis should contain a discussion of each of the following topics:
Introduction
Assumptions and Hypotheses
Significance or Importance of the Study
Definitions of Terms
Scope and Delimitation of the Study
Conceptual Framework
The Introduction
Guidelines in writing the introduction. The introduction of a thesis should contain a discussion of
any or all of the following:
1. Presentation of the problem. The start of the introduction is the presentation of the problem, that is,
what the problem is all about. This will indicate what will be covered by the study. Example:
Suppose the investigation is about the teaching of science in the high schools of Province A the
discussion may start with this topic sentence: There is no other period in world history when
science has been making its greatest impact upon humankind than it is today. (Prolong the
discussion citing the multifarious and wonderful benefits that science is giving to humanity today.
Later, in connection with science, the topic for inquiry may be presented as the teaching of science
in the high schools of Province A during the school year 189-1990 as perceived by the science
teachers and students.
2. The existence of an unsatisfactory condition, a felt problem that needs a solution . Example: The
teaching of science in the high schools of Province A has been observed to be weak as shown by
the results of the survey test given to the students recently. The causes must be found so that
remedial measures may be instituted. (The discussion may be prolonged further)
3. Rationale of the study. The reason or reasons why it is necessary to conduct the study must be
discussed. Example; One of the thrusts of the Department of Education, Culture and Sports and of
the government for that matter is to strengthen the teaching of science. It is necessary to conduct
this inquiry to find out how to strengthen the instruction of science in the province. (This may be
prolonged)
4. Historical background of the problem. For a historical background of the research problem of the
teaching of science, the first satellite to orbit the earth sent aloft by Russia may be mentioned.
Example: Since the sending into space by Russia of the first satellite that orbited the earth,
educational systems all over the world including that of the Philippines have been trying hard to
improve their science curricula and instruction. (This can be explained further)
5. A desire to have a deeper and clearer understanding of a situation, circumstance, or phenomenon.

If the teaching of science in the high schools of Province A is the topic, the researcher must
explain his earnest desire to have a deeper and clearer understanding of the situation so that he
will be in a better position to initiate remedial measures.
6. A desire to find a better way of doing something or of improving a product. The researcher must
also explain his desire to find a better way of teaching science in the high schools of Province A to
improve the outcome of instruction.
7. A desire to discover something. In connection with the teaching of science in the high schools of
Province A, the researcher may have the desire to discover what is wrong with the instruction and
a desire to discover better ways of teaching the subject. He may discuss his desire to discover
such things.
8. Geographical conditions of the study locale. This is necessary in anthropological and economic
studies. If the subject of investigation is rice production, then the terrain, soil, climate, rainfall, etc.
of the study locale have to be described.
9. A link between the introduction and the statement of the problem . A sentence or two should show
the link between the introduction and the conducting of the researcher. Example: The researcher
got very much interested in determining the status of teaching science in the high schools of
Province A and so he conducted this research.
There should be a general statement of the whole problem followed by the specific questions or
sub-problems into which the general problem is broken up. These are already formulated at the beginning
of the study and so they should only be copied in this section.
Assumptions and Hypotheses
Historical and descriptive investigations do not need explicit hypotheses and assumptions. Only
experimental studies need expressly written assumptions and hypotheses. Since these are already
formulated at the start of the experiment, they are just coped in this section.
Importance or Significance of the Study
Guidance in explaining the importance of the study. The importance of the whole study must
contain explanations or discussions of any or all of the following:
1. The rationale, timeliness, and/or relevance of the study. The rationale, timeliness and/or relevance
of the study to existing conditions must be explained or discussed. For instance, a survey test in
science reveals that the performance of the students in the high schools of Province A is poor. It
must be pointed out that this is a strong reason why an investigation of the teaching of science in
the said high schools is necessary. Also, the study is very timely and relevant because today, it is
science and technology that are making some nations very highly industrialized and progressive.
So, if science is properly studied and taught and then applied, it can also make the country highly
industrialized and progressive.
2. Possible solutions to existing problems or improvement to unsatisfactory conditions. The poor

performance of the students in the high schools of Province A in a survey test in science should be
explained as a problem and an unsatisfactory condition. So if the inquiry is made, the possible
causes of the poor performance of the students in the science survey test may be discovered so
that remedial measures may be instituted to solve the problem or the unsatisfactory situation.
3. Who are to be benefited and how they are going to be benefited. It must be shown who are the
individuals, groups, or communities who may be place in a more advantageous position on
account of the study. In the inquiry conducted about the teaching of science, for instance, some
weaknesses of the instructional program m be discovered. This will benefit the administrators of
the high schools in Province A because they can make the findings of the study as a basis for
formulating their supervisory plans for the ensuing year. They may include in their plans some
measure to correct weaknesses so as to strengthen the instruction. In turn, the students will also
be benefited fir learning more science. In the long run, the whole country will enjoy the good
results of the study.
4. Possible contribution to the fund of knowledge. If in the study it is found out that ht inductive
method is very effective in the teaching of science, it should be pointed out that this can be a
contribution of the study to the fund of knowledge.
5. Possible implications. It should be discussed here that the implications include the possible causes
of the problems discovered, the possible effects of the problems, and the remedial measures to
solve the problems. Implications also include the good points of a system which ought to be
continued or to be improved if possible.
Definitions of Terms
Guidelines In defining terms:
1. Only terms, words, or phrases which have special or unique meaning in the study are defined. For
instance, the term non-teaching facilities may be used in the study of the teaching of science. Non-
teaching facilities may be defined as facilities may be defined as facilities needed by the students
and teachers but are used to explain the lesson nor make instructions clearer. Examples are
toilets or comfort rooms, electric fans, rest rooms or lounges, and the like. They may also be called
non-instructional facilities.
2. Terms should be defined operationally, that is how they are used in the study, and for instance, a
study is made about early marriage. What is meant by the early marriage? To make the meaning
clear, early marriage may be defined as one in which the contracting parties are both below
eighteen years of age.
3. The researcher may develop his own definition from the characteristics of the term defined. Thus,
a house of light materials may be defined as one with bamboo or small wooden posts; nipa walls;
split bamboo floor, and cogon or nipa roof. This is also an operational definition.
4. Definitions may be taken from encyclopedias, books, magazines and newspaper articles,
dictionaries, and other publications but the researcher must acknowledge his sources. Definitions
taken from published materials are called conceptual or theoretical definitions.
5. Definitions should be as brief, clear, and unequivocal as possible.
6. Acronyms should always be spelled out fully especially if it is not commonly know or if it is used for
the first time.
Scope and Delimitations of the Study
Guidelines in writing the scope and delimitations. The scope and delimitations should include the
following:
1. A brief statement of the general purpose of the study.
2. The subject matter and topics studied and discussed.
3. The locale of the study, where the data were gathered or the entity to which the date belong.
4. The population or universe from which the respondents were selected. This must be large
enough to make generalizations significant.
5. The period of the study. This is the time, either months or years, during which the data were
gathered.
Example: This investigation was conducted to determine the status of the teaching of science in
the high schools of Province A as perceived by the teachers and students in science
classes during the school year 1989-1990. The aspects looked into were the
qualifications of teachers, their methods and strategies, facilities, forms of supervisory
assistance, problems, and proposed solutions to problems.
General purpose: To determine the status of the teaching of science.

Subject matter: The teaching of science.
Topics (aspects) studied: Qualifications of teachers, their methods and strategies, facilities,
forms of supervisory assistance, problems and proposed solutions to the problems.
Population or universe: Teachers and students.
Locale of the study: High schools of Province A
Period of the study: School year 1989-1990.
Limitations of the Study
Limitations of the study include the weaknesses of the study beyond the cont4ol of the researcher.
This is especially true in descriptive research where the variables involved are uncountable or continuous
variables such as adequacy, effectiveness, efficiency, extent, etc. The weaknesses spring out of the
inaccuracies of the perceptions of the respondents. For instance, library facilities may be rated as very
adequate by 50 students, adequate by 75 students, fairly adequate by 30 students, inadequate by 20
students, and very inadequate by 15 students. Certainly, with these ratings, not all of them could be correct
i9n their assessment. Some could have inaccurate if not entirely wrong perceptions.
Conceptual Framework
From the review of related literature and studies, the researcher may formulate a theoretical
scheme for his research problem. This scheme is a tentative explanation or theoretical explanation of the
phenomenon or problem and serves as the basis for the formulation of research hypotheses. Thus, the
conceptual framework consists of the investigator’s own position on a problem after his exposure to various
theories that have bearing on the problem. It is the researcher’s new model which has its roots on the
previous models which the researcher had studied.
The conceptual framework becomes the central theme, the focus, the main thrust of the study. It
serves as a guide in conducting the investigation. Briefly stated, the conceptual framework for the teaching
of science can be: The effectiveness of a science instructional program depends upon the qualifications of
the teachers, the effectiveness of their methods and strategies of teaching, the adequacy of facilities, the
adequacy of supervisory assistance, and the elimination of problems hampering the progress.
Currently, however, most theses do not have a discussion of their conceptual frameworks. Very
few thesis writers endeavor to include an explanation of their theses.
Paradigm. A paradigm is a diagrammatic representation of a conceptual framework. It depicts in a

more vivid way what the conceptual framework wants to convey. Following are examples of a paradigm for
the conceptual framework for the teaching of science as mentioned above. A paradigm may take different
diagrammatic forms.
Example 1
Inputs Process Outputs

Qualified
teachers Science Superior
Effective science
methods knowledge
Adequate Instructional and
facilities skills
Adequate Program of
supervisory students
assistance
Figure 8. Paradigm for science teaching in high school.
HOW TO WRITE CHAPTER 2

Chapter 2 RELATED LITERATURE AND STUDIES
Guidelines in Citing Related Literature and Studies
A. Characteristics of the Materials Cited
The following are the characteristics of related literature and studies that should be cited:
(Repeated for emphasis)
1. The materials must be as recent as possible. This is important because of the rapid social,
political, scientific, and technological changes. Discoveries in historical and archaeological
research have also changed some historical facts. Researchers in education and psychology are
also making great strides. So, findings fifteen years ago may have little value today unless the
study is a comparative inquiry about the past and the present. Mathematical and statistical
procedures, however, are a little more stable.
2. Materials must be as objective and unbiased as possible . Some materials are extremely one
sided, either politically or religiously biased. These should be avoided.
3. Materials must be relevant to the study. Only materials that have some similarity to or bearing on
the problem researched on should be cited.
4. Materials must not be too few but not too many . They must be sufficient enough to give the
researcher insight into his problem or to indicate the nature of the present investigation. The
number may also depend upon the availability of related materials. This is especially a problem
with pioneering studies naturally, there are few related materials or even none at all. Ordinarily,
from fifteen to twenty-five may do for a master’s thesis and from twenty and above for a doctoral
dissertation, depending upon their availability and depth and length of discussion. The numbers,
however, are only suggestive but not imperative. These are only the usual numbers observed in
theses and dissertations surveyed. For an undergraduate thesis, about ten may do.
B. Ways of Citing Related Literature and Studies
The following are the ways of citing related literature and studies:
1. By author or writer. In this method the ideas, facts, or principles, although they have the same
meaning, are explained or discussed separately and cited in the footnote with their respective authors or
writers.
Examples: According to Enriquez, praised helps much in learning, etc., etc. 1

Maglaque found out that praise is an important factor in learning, etc., etc.2
Footnotes:
1
Pedro Enriquez. The Dynamics of Teaching and Learning. Manila: Canlaon Publishing Company,
Inc., 1981, p.102
2
Juan Maglaque, “Factors Affecting Children’s Learning in Pag-asa District,” (Unpublished Masters
Thesis, San Gregorio College, San Gregorio City, 1984.)
2. By topic. In this case, if different authors or writers have the same opinion about the same topic, the
topic is discussed and cited under the names of the authors or writers. This is a summary of their opinions.
This is to avoid separate and long discussions of the same topic.
Example: It has been found out that praise is an important aid in the learning of children.1
Footnote:
1
Pedro Enriquez, the Dynamics of Teaching and Learning, Manila: Canlaon Publishing Company,
Inc., 1981, p. 102 and Juan Maglaque, “Factors Affecting Children’s Learning in Pagasa District.”
(Unpublished Master’s Thesis,” San Gregorio College, San Gregorio City, 1984). (Note: These are fictitious
names)
3. Chronological. Related materials may also be cited chronologically, that is, according to the year they
were written. Materials which were written earlier should be cited first before those which were written later.
This can be done especially when citation is by author or writer. If citation is by topic, chronological citation
can be done in the footnote.
C. What to Cite
It should be emphasized that only the major findings, ideas, generalizations, principles, or
conclusions in related materials relevant to the problem under investigation should be discussed in this
chapter. Generally, such findings, ideas, generalizations, principles, or conclusions are summarized,
paraphrased, or synthesized.
D. Quoting a Material
A material may be quoted if the idea conveyed is so perfectly stated or its is controversial and it is
not too long. It is written single spaced with wider margins at the left and right sides of the paper but without
any quotation marks.
Example: Suppose the following is q quotation: Said Enriquez,
Praise is an important factor in children’s learning. It encourages

Them to study their lessons harder. Praise, however, should be given very
Appropriately.2
Footnote: Ibid.
Justification of the Study
It should be made clear that there is no duplication of others studies. The present inquiry may only
be a replication of another study. It should be stressed also that in spite of similar studies, the present study
is still necessary to find out if the findings of studies in other places are also true in the locale of the present
study. There may be a need to continue with the present investigation to affirm or negate the findings of
other inquiries about the same research problem or topic so that generalization or principles may be
formulated. These generalizations and principles would be the contributions of the present investigation
together with other studies to the fund of knowledge. This is one of the more important purposes of
research: the contribution that it can give to the fund of knowledge.
THE DESCRIPTIVE RESEARCH
Meaning of Descriptive Research

Descriptive research describes what is. It involves the description, recording, analysis and interpretation of the pr
nature, composition or processes of phenomena. The focus is on prevailing conditions or how a person, group, or
behaves or functions in the present, it often involves some type of comparison or contrast (Manuel and Medel, 1986)
Descriptive research is fact-finding with adequate interpretation. The descriptive method is something more and beyon
data-gathering; the latter is not reflective thinking or research. The true meaning of the data collected should be rep
from the point of view of the objectives and the basic assumption of the project under way. This follows logically after c
classification of data. Facts obtained may be accurate expression of central tendency, or deviation or of correlation; b
report is not research unless discussion of those data is not carried up to the level of adequate interpretation. Data mu
subjected to he thinking process in terms of ordered reasoning (Aquino, 2004)
Descriptive research describes and interprets what is. It is concerned with conditions of relationships that exists; pra
that prevail; beliefs, processes that are going on; effects that are being felt, or trends that are developing (Best, 1990)
The process of descriptive research does beyond mere gathering and tabulation of data. It involves the elemen
interpretation of the meaning or significance of what is described. Thus description is often combined with compariso
contrast involving measurements, classification, interpretations and evaluations (Sanchez, 2000)
In other words, descriptive research may be defined as a purposive process of gathering, analyzing, classifying
tabulating data about prevailing conditions, practices, beliefs, processes, trends, and cause-effect relationships and
making adequate and accurate interpretation about such data with or without the aid of statistical methods.
Characteristics of Descriptive Research
1. Descriptive research ascertains prevailing conditions of facts in a group or case under study.
2. It gives either a qualitative or quantitative, or both, description of the general characteristics of the group or case u
study.
3. What caused the prevailing conditions is not emphasized.
4. Study of conditions at different periods of time may be made and the changed or progress that took place betwee
periods may be noted or evaluated for any value it gives.
5. Comparisons of the characteristics of two groups or cases may be made to determine their similarities and differenc
6. The variables or conditions studied in descriptive research are not usually controlled.
7. Descriptive studies, except in case studies are generally cross-sectional, that is, it studies the different sec
belonging to the same group.
8. Studies on prevailing conditions may or can be repeated for purposes of verification and comparison.
Value, Importance, and Advantages of Descriptive Research
1. Descriptive research contributes much to the formulation of principles and generalizations in behavioral sciences.
is especially true in causal-comparative and correlation studies. When several inquiries register the same findings
certain subject, then a principle or generalization may be formed about that subject.
2. Descriptive research contributes much to the establishment of standard norms of conduct, behavior, or perform
This is especially true in psychological testing, as for instance, norms in an intelligence test. Normative standard
based on what are prevalent.
3. Descriptive research reveals problems or abnormal conditions so that remedial measures may be instituted. It re
to us what we do not want, what we want, and how to acquire what we want.
4. Descriptive research makes possible the prediction of the future on the basis of findings on prevailing condi
correlations, and on the basis of reactions of people toward certain issues. For instance, the winning candidate
election may be predicted on the basis of a survey.
5. Descriptive research gives a better and deeper understanding of a phenomenon on the basis of an in-depth study
phenomenon.
6. Descriptive research provides a basis for decision-making. Business managers often base their decisions
business researches. Government policy makers usually rely upon descriptive investigations for making the ne
policies. In education, the curriculum has been constructed based upon descriptive researches in child and adole
psychology.
7. Descriptive research helps fashion many of the tools with which we do research, such as, instruments fo
measurement of many things, instruments that are employed in all types of quantitative research. These instrum
include schedules, checklist, score cards, and rating scales.
Technique Under the Descriptive Method of Research
There are three techniques under the descriptive method of research (1) the survey, (2) the case study, and (3) co
analysis.
Survey otherwise known as normative survey, is a fact-finding study with adequate and accurate interpretation. It is us
collect demographic data about people’s behavior, practices, intentions, beliefs, attitudes, opinions, judgments, inte
perceptions, and the like and then such data are analyzed, organized and interpreted.
Case study is a comprehensive, complete, detailed, and in-depth study and analysis of an individual, institution, gro
community.
Difference Between Survey and Case Study
Survey Case Study

1. The group surveyed is usually large 1. Case study may involve and usually involves on
person, family, small group or small community
2. The number of aspects or variables in the life of the 2. Usually all aspects or variables in the life cycle of th
group surveyed is limited. case under study are included.
3. Cause-effect relationships are not given emphasis. 3. Finding the causes of certain phenomena is always
Aim of the study may only be to determine status. part of a case study.
4. Representatives are important and are given 4. Representatives are not important. The results of
emphasis. single case study do not provide certainty that the cas
is truly representative.
5. Curiosity, interest, or just to determine the norm or 5. Abnormalities or undesirable traits or condition
status may initiate a survey. usually initiate a case study.
6. Only conditions or practices present during the survey 6. Data about the case from birth or origin or even of th
are considered except in comparative studies when future are considered.
present conditions are compared with conditions in the
past.
Advantages of the Survey Approach Over the Case Study Approach
1. Survey reveals what is typical, average or normal against which the behavior or performance of an individual c
judged or evaluated. For instance, if survey reveals that the typical kind of marriage is monogamy, then a man wit
wives deviates from the standard.
2. The results of a survey may be used for prediction. This is especially true in correlation studies or even in status stu
For example, studies show that there is a significant correlation between NCEE percentile rank and college gr
Hence, a student with a high NCEE percent tile rank is expected to have high grades in college work.
3. Survey makes possible the formulation of generalizations because the sample has a high degree of representative
This is especially true if the sample is adequate and proper sampling procedures are used in the selection o
samples.
4. Survey reveals problems for which timely remedial measures may be instituted.
5. The instruments for gathering data are easy to determine, construct, validate, and administer. The survey instrum
are usually the interview schedule as well as the questionnaire and they are very similar if not the same in structure
Disadvantages of the Survey Approach or Technique.
1. Lack of manipulation over independent variables.
2. One cannot progressively investigate one aspect after another of the independent variable to get closer to the
cause.
3. Statistical devices are not always able to separate the effects of several independent variables when the
multivariable causation, especially when two independent variables are themselves highly associated.
4. Survey approach yields a low degree of control or there is no control at all over extraneous variables.
5. The instrument for gathering data may lack validity, reliability or adequacy.
Types of survey technique or approach. The following are types of survey from which the researcher may select one depe
upon the situation, his interest and goal, professional competence to tackle the work, and financial capability.
1. Total Population Survey. The entire population is involved in the survey.
2. Sample survey. Only a sample or portion of the population is involved in the survey.
3. Social survey. The investigator researches on the attitude and behaviors of different groups of people.
4. School Survey. This used to gather data for and about schools and to asses educational achievement and educ
itself. (Some or all aspects of the school may be surveyed: qualifications of teachers, methods and techniqu
teaching, facilities, achievements of pupils in the different subjects, administration and supervision, curriculum, tea
pupil ratio, and the like.)
5. Public opinion survey. This is used to gauge the relations of people towards certain issues or persons. (For inst
people may ask in a survey how much they agree with the way the President is running the government).
6. Poll survey. This is a survey in which the respondents are asked if they are voting for a certain candidate in an ele
This survey is used to predict the chance of winning of a certain candidate in an election.
7. Market survey. This is aimed at finding out what kinds of people purchase which products, and how packa
advertising, and displaying affect buying, prices, and so on. Allied to this is the motivation survey in which the sub
are asked why they purchase certain commodities.
8. Evaluation survey. The researcher looks back to see what has been accomplished and, with a critical eye, eval
the results they arte satisfactory or not, with the end in view of making improvements.
9. Comparative survey. In this survey, the results from two different groups, techniques, or procedures are comp
This may be used also to compare the effectiveness of a new procedure with an old one or with a standard, or two
procedures may be compared.
10. Short term survey. In this survey, data are collected over a period of weeks, months, or even years but the p
should be less than five years.
11. Long-Term survey. Any survey conducted for more than five years is a long-term survey. The best example
survey made by Terman about exceptional children. It lasted nearly thirty years. Terman studied his subjects durin
academic careers on through their academic life to find it gifted children accomplish any more than normal children
difficulty with this type of survey is the attrition of the subjects through sickness, death, moving to other places, refu
participate any longer, and other causes. Change of attitude due to maturation and education has to be considered
as a difficulty, plus, the high cost of involved.\
12. Longitudinal survey. This is almost the same as the long-term survey. An example of this is the practice of econo
to use time-series analysis in which they compare data collected at present with data that were collected someti
the past. The researchers may carry out such studies by asking their subjects questions about a past even
compare their responses to the present affairs of things.
13. Cross-sectional survey. In this type of survey, several groups in various stages of evolvement are st
simultaneously. In studying the effects of smoking for a period of twenty years, if we use the longitudinal surve
start with the subjects who have just started smoking and study the m for twenty years before the results cou
determined.
Allied to the cross-sectional survey is the cross-cultural survey. In this survey, groups of different cultural backg
may be studied. For instance, a Christian community and a Moslem community maybe studied to find out if they
similarities and differences; a Filipino farming village and a Japanese farming village; a Filipino market place an
Indonesian market place; and the like.
In addition, the following are included in the list:
14. Job analysis survey. This provides information on the general duties and responsibilities of workers, their educ
training, experiences, salaries, types of knowledge and skills, and others that help administrators or managers in s
up training programs and recruitment policies.
15. Community survey. This survey provides information on the various aspects of the community; health, employ
housing, education, economic resources, delinquency, family, population, other social problems, and so on.
16. Correlation study. This is a study that shows the relationship between two or more variables, that is, how a va
varies with another. For example, if two tests have a high correlation, one who gets high in one test will also get a
score in the other.
Case Study and Case Work
Case study involves a comprehensive and extensive examination of a particular individual, group or situation over a per
time. (Mckee and Robertson, 1985)
Young (1986) defines case study as a “comprehensive study of a social unit – be that unit a person, a social institut
group, a district, or community.
Good and Scates define case study as that method which tackles account of all pertinent aspects of one thing or situ
employing as the unit for study an individual, an institution, a community, or any group considered as a unit. The
consists of the data relating to some phase of the life history of the unit or relating to he entire life process, whether the
is an individual, a family, a social group, an institution,
or a community. The complex situation and a combination of factors involved in the given behavior reexamin
determined the existing status to identify the causal factors operating.
Case study may be defined, as an extensive and intensive investigation of a unit represented, whether the unit
individual, a family, a social group, an institution, or a community, the aim of which is to identify causal factors to
abnormality or deficiency and to find and recommend a solution, a treatment or developmental procedures.
Case Work. Case work, on the other hand, refers especially to the developmental, adjustment, remedial, or corre
procedures that appropriately follow diagnosis of the causes of maladjustments or not favorable development. For exa
social case work consists of the processes and procedures necessary in rendering service, financial assistance, or per
advice to individuals by representatives of social agencies, with due consideration of established policies, and indi
used.
Case method. Case method has been employed to describe a plan of organizing and presenting instructional materi
law, medicine, social work, and even in education, psychology, and sociology, where as a rule, the materials used ar
product of case study investigation.
Case history. Case history is a biography obtained by interview and other means, sometimes collected over the ye
enable us to understand the problems of an individual and to suggest ways of solving them. Wolman (1984) defined
history as “the complete medical, psychological, and social history of a patient.” Psychological test data, per
documents, and transcript of psychotherapy sessions are all part of a case history. The case history method is
frequently utilized in psychopathology and social casework for diagnosis and prognosis.
Clinical method. Clinical methods are defined by Peter as “a process by which we collect all available evidence – s
psychological, educational, biographical, and medical, that promises to help us understand an individual child.” Every
who is referred for evaluation should receive careful diagnosis before recommendations are made. Means that inform
about him is necessary so a case history is drawn up. Then after the study of a number of cases, the clinician, or socio
may formulate theoretical principles or generalizations about some aspects of behavior. In this ways, the case h
method becomes apart of the broader clinical method.
Who should be studied? Generally, children with some forms of abnormalities are the subjects of case studies. Thes
children with exceptional abilities, very high I.Q., or children with problems or deficiencies. For example, there are grad
children who can already perform some college work, but there are also children in grade six who cannot even read. T
are also delinquent children who can be subjects of a case study. Children with physical and mental handicaps are
included in the list.
Social groups, each taken as a unit, showing some kind of abnormalities or maladjustments may be the subjects of a
study. Examples are drug addicts, alcoholics, chain smokers, juvenile delinquents, families with a high crime rate, depre
areas, communities with a high crime rate, and the like.
Kinds of information needed in case studies. A complete case history or biographical information containing all kinds of inform
about the subject of a case study is needed. The following is a sample of a case history or biography:
1. Identifying data: name, sex, date of birth, age, place of birth, telephone number if any.
2. Identification and statement of the problem- any symptoms of complaints about health, school work, family relation
abnormal behavior, work, delinquencies, etc.
3. Health and development history- details of birth whether normal or caesarian; attended by doctor, nurse, or midw
a hospital or at home; or by a “hilot” at home; any abnormality at birth or congenital deficiency; was growth
maturation rate in infancy, childhood and adolescence normal or retarded; serious illness, and kind of treatment,
was a physician or herbal doctor who treated, accidents met and treated by a doctor or “ hilot “; vision, hearing,
speech, and height-weight ratio; malnourished and loss of appetite; frequent headaches and insomnia; any or
malfunctioning such as weak heart, kidney trouble, or stomach ulcers; etc.
4. Family history- abnormalities among ancestors, parents, and siblings; health history of family, transmitted tendenc
some kind of sickness or physical deficiency; education of parents, brothers and sisters; attitudes of members of fa
family pressures such as pressures to finish certain kinds of chores or pressures on some do’s and don’ts; numb
people in the family, if it is nuclear or extended; cultural adjustment or maladjustment; if one or both parents are
relationships in the family, if spouses are divorced or separated and with whom the children are living; if it is a fam
delinquents or a family of good and bright people; etc.
5. Educational history- cannot read, cannot do simple mathematical computations, low grades, no interest in school
delinquent behavior in school such as loafing, bullying, stealing, etc; promotions and failures; attended so many sc
and changed course several times; quality of schools attended; relations with teachers, administrators and co-stud
disciplinary problems committed in school; extra- curricular activities; honors received; grade or degree finished, e
6. Social history- church membership, attendance, and involvement; plays normally with others of his own age; membe
in civic organizations such as Boy or Girl Scouts; YMCA, masonry, etc; membership in gangs (barkada) wh
wholesome or otherwise especially those engaged in drug addiction, gambling, holdups and robberies, heavy drin
involvement in illegal or illicit love affairs; frustrations dealt by others; cannot get along with others; suspi
temperamental, and quarrelsome; always wants to be alone, etc.
7. Economic history- economic status whether low, average or high; kind of job and size of income; cannot stay long
job; works willingly or grudgingly even in doing chores at home; kind of house whether made of light materials,
room affair, or strong materials with many rooms; living in slum area or flush subdivision; facilities at home,
televisions or radio sets, refrigerator, electric lights and other appliances or very bare with modern applia
satisfaction in job and salary; participation in labor-management relations such as strikes, etc; if environment is tee
with jobs, if there is scarcity of jobs available, etc.
8. Psychological history- personality traits such as mental ability, special talents, interests, skills, moods, emotional pat
desires, needs, extroversion and introversions, dominance-submission; how leisure is spent and hobbies;, atti
towards sex and movies and televisions shows involving sex; deprivation of parental love and affection especially i
parents are working and only maids take care of the children or lack of parental guidance; mental abnormalities d
frustrations especially due to frustrations in love; undue frustrations due to failure to get the profess
course most desired or other desires; mental abnormalities due to traumatic experiences; etc.
Data-gathering instruments. Almost all data-gathering devices are used in collecting data for a case study.
`The Interview is very important. All persons who may be able to shed light on the problem are interviewed. Long pr
interviews may be conducted especially with the patient himself.
Another important tool is observation. This involves observing the patient’s behavior for an adequate length of time and
other observable conditions that might have contributed something to the maladjustment of the patient. The person m
the case study may act as a participant-observer to be more effective in his observation.
The questionnaire is another instrument. This is given to the patient himself and to some people who may be ab
contribute something to the discovery of important data about the case.
Psychological tests are also administered to the patient for information about his problem. Mental ability tests and
psychological tests especially the projective tests like the thematic apperception test and the Rorschach tes
administered to the patient in order to discover the psychological causal factors.
Anecdotal records are also useful. These are records of significant aspects of the patient’s ` behavior when he finds h
in different situations and in his unguarded moments. These are, of course, the results of observation.
Autobiographies, too, are rich sources of information about the patient and his problem. When the patient writes the st
his life he usually includes those incidents that have great impact or consequences upon his life and these may revea
once the cause of the problem. Little incidents may also have some cumulative effect which may create a problem
cannot be ignored later on.
Other devices employed are the checklists, score cards and rating scales. Letters and notes to and from the patient and
diaries may also help in diagnosing a case. Cumulative records in school and in guidance and counseling office
valuable sources of information.
Needless to say, all pieces of information are carefully and accurately recorded. Statistical procedures are then appl
analyze and organize or summarize the data in which case frequencies, types, trends, uniformities, or patterns of beha
are revealed. These serve as the basis for resolving the problem or conflict. This is interpreting the evidence available.
Characteristics of a satisfactory case study. The following are the characteristics of a satisfactory case study ( Maxfield, as cit
Good and Scates, pp.731-732)
1. Continuity. There is a desirable continuity of information as for instance, that provided by two successive psycholo
examinations at an internal of a year, and by an elementary school record in relation to performance in high scho
2. Completeness of data. The potential range of information includes symptoms, examination results (psycho-phy
health, educational, and mental, and history (health, school, family, and social aspects).
3. Validity of data. For instance, a doubtful birth should be verified through the birth registry and employment reco
reference to employers.
4. Confidential recording. Educational workers have something to learn from medicine with respect to the confidential n
of professional records; the difficulties of individual teachers or pupils in relation to discipline, failure, achieveme
mentality should be regarded as professional problems to be treated in a confidential manner.
5. Scientific synthesis. This is an interpretation of the evidence that is more than a mere enumeration of data secu
embraces diagnosis in identifying causal factors, and prognosis in looking toward treatment or developm
procedures.
CONTENT ANALYSIS
Content analysis as a research technique deals with documentary materials that are already existing and available.
been defined as follows: “Content analysis is a research technique for the objective, systematic, and quanti
description of the manifest content of communication.” (Berelson, p. 18) Since content analysis deals with docume
materials, content analysis and documentary analysis is one and the same thing.
Characteristics of Content Analysis. From its definition, content analysis has the following characteristics:
1. It is objective. Like other research techniques, content analysis must be objective. There should be no bias involv
the selection and classification of content to be analyzed, in its sampling design, and in the interpretation of re
To be objective, as much as possible, all items and aspects in the content to be analyzed must be included a
must be placed under appropriate categories. When there is a large volume of documentary materials to be ana
and sampling is necessary, the valid principles of sampling must be applied. Otherwise, the materials selecte
investigation may have some tendencies toward certain conditions that may adversely affect the true findings
investigations. Also interpreting the results, objectivity must be observed as much as possible. The perceptions
researcher must not be influenced b factors other than the true outcomes or the true frequency counts o
variables being inquired into.
2. It is systematic. Content analysis must be systematic and so it must follow the steps of the scientific metho
follows: recognizing and determining the problem, forming the hypothesis or hypotheses, doing library work, desi
the study, developing the instruments, collecting the data, analyzing the data, making conclusions
recommendations. These will be shown in the illustration of content analysis to be made.
3. It is quantitative. Content analysis of documentary materials is quantitative because interpretations and conclu
from the findings have to depend almost entirely on the frequency counts of the items or aspects studied
occurrences of the item, aspect, or phenomenon to be studied have to be tallied one by one and, upon the frequ
of the occurrences depends the analysis and interpretation
Steps in Content Analysis
As has been mentioned above, content analysis of documentary materials must be systematic. Hence, it must follo
scientific method of research. The steps follow:
1. Recognizing the problem. Suppose the problem recognized is the commission of errors of students in compo
writing in the first year high school.
2. Forming the hypotheses. In non-experimental research, the hypotheses are written in question form. Hence
questions that may be asked are: (a) What are the most common errors committed by first year high school stu
in composition writing? (b) What might be the possible causes of the commission of such errors? (c) What mea
may be adopted to minimize the commission of such errors?
3. Doing library search. One purpose of library search is to look for some guides in conducting the study. If
studies of the same nature have already been conducted before, the procedures used may as well be the guid
the researcher in conducting his research. The second purpose is to find out if the same findings will result, and
generalizations based on a wider basis can be formulated. The third purpose of library search is to avoid duplicat
other studies. There is duplication if a study has been made in the same place and using the same materials. To
this, library search is necessary.
4. Designing the study. This is determining the different procedures to be followed in the study. The instrumen
collecting data must be determined. If there is a large volume of documentary materials, say five hu
compositions to be examined, then sampling must be applied in the selection of compositions to be included
study. Needless to say, sampling must be done properly. The statistical treatment to be applied must also be de
upon. The method of data presentation must also be designed, be it textual, tabular, graphical, or all of the three.
5. Developing the instrument. This is for collecting data. In content analysis, a tally sheet or checklist may be prepar
The instrument must contain all the items or aspects to be studied. A sample follows:
Errors Committed by First Year High School Students in Compositions Writing
A. Agreement between subject and predicate
(1) Subject is plural, predicate is singular

(a) Subject is a noun
(b) Subject is a pronoun
(2) Subject is singular, predicate is plural

(3) Subject and predicate are plural when both should be singular
(4) Subject and predicate are singular when both should be plural
B. Tenses
(1) The simple past tense

(a) Present tense is used instead of simple past tense
(b) Future tense is used instead of simple past tense
(c) Present participle is used instead of simple past tense
(d) Present progressive is used instead of simple past tense
(e) Past progressive is used instead of simple past tense
(f) Past participle is used instead of simple past tense
(2) The simple present tense

(a) The simple past tense is used instead of present tense
(b) Future tense is used instead of present tense
(c) Present participle is used instead of present tense
(d) Present progressive is used instead of present tense
(e) Past progressive is used instead of present tense
(f) Past participle is used instead of present tense
(More items or aspects should be added. The list should be complete in a real investigation)
6. Collecting the data. To reiterate, content analysis is quantitative and so tallies have to be made for each ty
error committed. If there are fifty compositions to be studied, they are examined one by one and the types of e
committed are tallied one by one in the tally sheet or checklist. When all the compositions have been examine
all the types of errors have been tallied, then the tallies for each type of error are counted to determin
frequency of each type of error.
7. Analyzing the data. Take for granted that fifty compositions have been examined and the data collected a
follows:
Types of Errors Committed Numbers of Students Numbers of Errors

Committing Errors Committed
Present tense used instead of past 15 49

Future tense used instead of past 10 35
Present participle used instead of past 36 281
Past participle used instead of past 45 375
Past participle used instead of past 19 50
Past progressive used instead of past 21 51
TOTAL
Types of Errors Committed Numbers of Students Number of

Committing Errors Errors Committed
1. Present tense used instead of past 15 49
2. Future tense used instead of past 10 35
3. Present participle used instead of past 36 281
4. Past participle used instead of past 45 375
5. Present progressive used instead of past 19 50
6. Past progressive used instead of past 21 51

____
Total 841
Note: * There is no total due to multiple responses.
In analyzing the data, the types of errors may be ranked to determine what types of errors were committed foremo
or frequency percents may be computed to determine the greatest portions of errors committed. Both have been ap
to the data collected as follows:
Types of Number of Students Percent Rank Number of Errors Percent Rank

Errors Committing Errors* Base= 50* Committed Base= 841
Error No. 1 15 30.00 5 49 5.83 5

Error No. 2 10 20.00 6 35 4.16 6
Error No. 3 36 72.00 2 281 33.41 2
Error No. 4 45 90.00 1 375 44.59 1
Error No. 5 19 38.00 4 50 5.95 4
Error No. 6 21 42.00 3 51 6.06 3
____ ______
Total 841 100.00
Note: * There is no total due to multiple responses.
It can be seen from the data that in the use of the simple past tense, the fifty students committed a total o
errors of different types. The most number of errors committed was in the use of the past participle inste
the use of the simple past tense. The number of errors committed was 375 or 44.59 percent of the total err
841 and committed by forty-five or 90.00 percent of the students. This was followed by the use of the pr
participle instead of the simple past tense. The number of errors was 281 or 33.41 percent of the total error
committed by thirty-five or 70.00 percent of the students. The other types of errors were not serious. For inst
the third in rank was the use of only fifty-one or 6.06 percent of the total errors committed by twenty-one or
percent of the students. The fourth in rank was the present progressive instead of the past. The errors wer
or 5.95 percent of the total errors and committed by nineteen or 38.00 percent of the students. Next error wa
use of the present instead of the past. The errors were forty-nine or 5.83 percent of the total errors and comm
by fifteen or 30.00 percent of the students. The last type of error committed was negligible. The errors were
thirty-five or 4.16 percent of the total errors committed by ten or 20.00 percent of the students.
It should be noted that the two biggest types of errors were the use of the past and the present participle in
of the simple past tense. There could be two general causes for which the teacher needs to pay diligent atte
to. One is that, the students may not know how to form the correct past tense of verbs. The second is, an
is more important, that the students may not be aware of the fact that they have to use the simple past ten
certain specific events that occurred once in the past. The distinctions between the past and present parti
and the simple past tense of the verbs must be given stress in teaching.
8. Making conclusions. Generally, conclusions are answers to the questions raised at the beginning o
investigation. Besides, they are based upon the findings of the study. One conclusion that can be drawn from
above content analysis is: The biggest types of errors committed by the first year high school studen
composition writing are the uses of the past and present participles instead of the past tense.
9. Making recommendations. Recommendations are made to solve or help solve the problems discovered i
study.
Besides, recommendations are also made for further research on the same study just finished.
recommendations that can be drawn from the study just completed may be (a) The teacher should stres
distinctions between past and present participles and the simple past tense. (b) Further research shou
conducted to affirm or negate the findings in the study.
Applications of Content Analysis of Documentary Materials
There are many applications of content analysis and they are very important. Among the important uses are the followin
1. Analyzing to determine the educational, political, sociological, philosophical, psychological and other ideas of
authors and thinkers, based upon their books, essays, poems, diaries, novels, plays, speeches, and other writings.
2. Analyzing the contents of textbooks and other instructional materials as a basis for curriculum construction
development and as a basis for the selection of textbooks and other instructional materials for the different curr
years of the educational ladder.
3. Analyzing the achievements of students in the different subjects to determine the types of errors they committed as
basis for making remedial teaching programs and for curriculum development.
4. Analyzing the different writings of students such as essays, compositions, poems, stories, letters, etc. to dete
their writing aptitudes, levels of their vocabulary and spelling skills, as bases for designing programs for f
development.
5. Analyzing school records such as class records, report cards, enrolment lists, grading sheets, cumulative records
of different schools and school systems with the end in view of adopting the common, practical, economical, and u
school records.
6. Analyzing the objectives and practices of different schools and school systems with the end in view of adopting
valid and practical objectives and practices to attain the same ends.
Other areas that may be required into through content analysis are radio and television programs, either cross sectio
longitudinal; newspaper reports concerning certain issues, as for instance political issues; readability of b
newspapers, magazines, etc; the presence of certain items in newspapers and magazines such as crossword pu
mazes, comic strips, etc.; movie films for certain issues; art works; and many others.
Suggested Materials
1. Surf in the net and document the websites of the related topics found in this module
2. Create a personal file of these websites and reading text for future use.
3. Explore the hyperlinks for additional knowledge of the details of research,
4. Read other documents like books and periodicals to substantiate your learning from this module provided.
CHALLENGES FOR STUDY AND DISCUSSION
1. Explain the meaning of descriptive research.

2. Characterize descriptive research.
3. What are the values or advantages of descriptive research?
4. What techniques of research are used under descriptive research? Explain each.
5. Differentiate between normative survey and case study.
6. What are the advantages of the survey over case study? Its disadvantages?
7. What are the survey technique types? Explain each and in what situation can one be used.
8. Be able to define case work, case method, and clinical method.
9. Who should be subjected to case studies? Why?
10. What are the kinds of information needed in case studies? Why are such kinds of information needed in case stud
11. What instruments are used in gathering information about case studies?
12. Characterize a satisfactory case study.
13. What social skills are needed in a case work?
14. Explain the cycle of case study and case work.
15. Define content analysis. What are its characteristics?
16. Explain how to conduct content analysis.
17. What are the uses or applications of content analysis?
RESEARCH STUDY – STANDARD FORMAT
PAPER: Short bond paper (STANDARD size 8.5 x 11)

MARGINS: 1.0” top margin 1.0” right margin
1.5” left margin 1.0” bottom margin
FONT STYLE & NO. ARIAL, # 12
SPACING: Double-spaced copy
PAGE number: Top of page; Upper Right
TITLE: V- format, ALL CAPS., BOLD, Double-spaced
DEGREE TITLE: ALL CAPS., BOLD
NAME: ALL CAPS., BOLD
1” TOP
SHORT BOND
MARGIN
PAPER
8.5 X 11 INCHES
1”
1.5 “ RIGHT
LEFT MARGIN
MARGIN 1”
BOTTOM
MARGIN
YOUR PROPOSED PROJECT STUDY TITLE
(in V-format)
__________________ (underscore key 18x)
A Research Study
Presented to the Senior High Faculty of
Mabolo National High School
Cebu City, Philippines
__________________
In Partial Fulfillment
Of the Requirements for the Subject
PRACTICAL RESEARCH 1
__________________
By
FIRST NAME, M.I., FAMILY NAME
March 20 __
APPROVAL SHEET
This project study entitled TITLE OF YOUR RESEARH STUDY
____________________________________ prepared and submitted by NAME
M.I. FAMILY NAME in partial fulfillment of the requirements for the subject,
PRACTICAL RESEARCH 1, is hereby accepted and recommended for
Presentation and Oral Examination.
ACCEPTED as partial fulfillment of the requirements for the track of
(mentioned your track here).
APPROVED by the tribunal at the Oral Examination with the grade of

________.
ANTHONY A. CHOPITEA, M.Ed.

Subject Teacher
ACKNOWLEDGMENTS
Heartfelt gratitude is due to the entities and persons who have extended
their assistance in making this study a reality.
To ___________, the researcher’s adviser for sharing his/her time and
expertise; the following Panel of Examiners: _________________________,
__________________________, ___________________________ for sharing
their wisdom and valued assistance;
The ________________ (school or company) for assistance extended; for
allowing the researcher to conduct the study. All the respondents, for their
patience and cooperation in sparing a part of their time in answering the
questionnaires;
To the researcher’s family, relatives and friends for their unqualified
support and fervent prayers; and all those who, in one way or another helped in
making this study a reality; and most of all, to the Almighty Father for all the
graces and guidance.
FIRST NAME, M.I., FAMILY NAME

Researcher
TABLE OF CONTENTS
CHAPTER PAGE
I THE PROBLEM AND ITS SCOPE 1
INTRODUCTION 1
Rationale of the Study 1
Flow of Research Process
Flow Chart
THE PROBLEM
The Management/Company
The Researcher
The Future Researcher
RESEARCH DESIGN
Research Method
Research Environment
Research Respondents
Research Instruments
Data Gathering Procedure
Data Treatment
DEFINITION OF TERMS
II THE REVIEW OF THE RELATED LITERATURE
III THE DATA

IV SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
LIST OF TABLES
TABLE PAGE
1 Respondents of the Study
2 Title for table 2
3 Title for table 3
4 Title for table 4
LIST OF FIGURES
FIGURE PAGE
1 Research Flow Chart
2 Location Map
3 Plant Lay out
• NO PAGE # for all first page

Chapter.
• START OF PAGE 1
CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study (2 ½ to 3 pages only for the rationale)
(First paragraph), introduce and discuss the importance/significance of
your study.
Succeeding paragraphs - statement of reasons; fundamental reason, why
you select this study/make this study; purpose why this study is made; what are
the bases of your study; why this study is deemed credible and realistic and that
there was no previous study conducted in this field, hence this research.
Flow of Research Process – (contains the discussion and introduction of the research
flow chart regarding the input, process and the output of the Flow Chart, figure 1)
The Research flow chart showed the step by step progress about a
particular study. It showed a graphical symbolic presentation of a process that
consisted of the input, the process, and the output.
The Input shows what the researcher would like to determine/discover in this
research study.
The process is the second phase of the flow which involved the
formulation, distribution, and retrieval of the questionnaires.
The Output shows the outcome or result of the study, what possible
recommendation/s or proposals to address the needs of the study.

n or proposal be specific….
TPUT
Problem or factor SubSub problem or FACTOR
Problems or concerns regarding your study

DATA
THE PROBLEM
Sub problem or factor
Problem or Sub
Research Flow Chart FIGURE 1
The purpose of this study is to evaluate the marketing strategies of _____
______(Name of company or organization/entity and address)____________.
In order to attain the objectives, the following queries were asked:
1. What are the existing marketing strategies of ____(name of

company)
__________________in terms of the following:
1.1 Customer service;

1.2 Products;
1.3 Promotion;
1.4 Pricing; and
1.5 Place and physical distribution?
2. Based on the findings of the study, what recommendations can be
proposed for further improvement?
This study is beneficial to the following sectors:
The Management
The Researcher
The Future Researchers
RESEARCH DESIGN
Research Method
This research study utilized the descriptive survey method where the
questionnaire is used as the main tool in the data collection which aimed at
assessing the level of customer satisfaction on the products and services of
________ company/organization/entity and its address)
Environment
(The environment is the department/company where the project study is
conducted to include a brief description/Profile/background of the company)
Respondents – (Indicate the number of respondents used in the study, how

they were selected, (and brief description of the respondents).
Research Instrument – the type of instrument (the researcher made

questionnaire and interviews, etc.) used in the study, to include the scales in
measuring the level of satisfaction of the respondents or method used in the
study. EXAMPLE:
4 – Very Satisfied which means the firm has delivered total customer
satisfaction in all cases.
3 – Satisfied this means the firm has delivered total customer

satisfaction in most cases.
2 – Fairly Satisfied this means the firm has delivered total customer
satisfaction in some cases.
1 – Not Satisfied this means the firm has not delivered total customer
satisfaction.
Data Gathering Procedure – Letter asking permission to conduct the research

study to the identified respondents. (Letter must be duly signed and approved by
authorized company representative/personnel)
Data Treatment – (the statistical data used/applied in the study.)
To compute the percentage, the researcher divided the frequency of each factor
by the number of respondents and multiplied by 100.
The formula is as follows: P = f/n x 100

Where : P= percentage
: f= frequency
:n= number of respondents
: 100 = constant number used as
multiplier
The data collected are subjected to the weighted average mean formula
to determine the central tendency of the responses.
The formula is as follows:

µ=∑fx
N
Where: µ = weighted mean
∑ = summation
F = number of respondents under each scale
X = weight assigned to each scale
N = number of respondents
For the researcher to facilitate the analysis of the weighted mean, the
following mean range and interpretation are utilized:
Mean Range Description
3.26 – 4.0 VS Very Satisfied
2.51 – 3.25 S Satisfied
1.76 – 2.50 FS Fairly Satisfied
1.00 – 1.75 NS Not Satisfied
DEFINITION OF TERMS
The following terms are operationally defined as follows:
Agbati. This refers to…________________________________
_________.
Batong. It means ……………____________________________
_______________.
Camote. The term refers to the .. . . . ___________________.
(Please define important key terms/variables only in alphabetical order.

The word is bold, indented, and period after it, defined in complete sentence.
Strictly follow the format above.)
CHAPTER II
Review of Related Literature
Theoretical Background – (6 to 10 pages only)
This research study is anchored on the theory of _____

(Cite the different theories, principles, concepts, ideas on which your
study is anchored, not less than 5 authors, from 6 or more pages. Adopt
one theory in your study.)
CHAPTER III
THE DATA
This chapter presents, analyzes and interprets, the data collected in the study.
The data pertain to the marketing strategy adopted by _______
(You can present by sections based on statement of the problem 1 & 2).
This chapter is composed of two sections. Section 1 presents the
________________(copy the key words in statement of the problem #1) while
Section 2 shows the (write the key words in statement of the problem #2).
SECTION 1
(TITLE OF SECTION 1)
(Present all data/ statement of the problem #1).
SECTION 2
(TITLE OF SECTION 2)
(Present all data/ statement of the problem #2).
8
TABLE 1
Sample format
For Simple
Title of Table 1
Percentage
N/n = # of respondents, N or n as the case may be
Particulars/Indicators Frequency Percentage (%)
Total Total number of 100.00

respondents
Table 1 shows that ___________( discussion and interpretation regarding your

table and all tables thereafter.)
TABLE 2
Sample Format
For Weighted Title of Table 2
Mean
N/n =
Indicators Weighted Interpretation

Mean
1.
2.
Factor Average
Table 2 shows that ___________(discussion and interpretation regarding your

table and all tables thereafter.)
- For the figure presentation follow the presentation below:
(Give a short introduction referring to the figure presented). Figure 1

presents the ……
SAMPLE FIGURE OR
DRAWING
Figure 1
Title of Figure 1
(Discussion and Interpretation of your figure and all figures thereafter)._
9
Sample format Table 7
For Summary chopiteapracticalresearch1
Table
Summary Table
Table Weighted
Nos. Particulars Mean Interpretation
Table 1
Table 2
Table 3
Table 4
Table 5
Grand Mean
Table 7 shows the _________________________Discussion and
interpretation of your summary table.
CHAPTER IV
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

SUMMARY
This chapter presents the summary, findings, conclusion and

recommendation
of the research study.
▪ Restate (copy & paste) your statement of the problem- (chapter
1)
▪ Briefly describe the research method used (chapter 1 of your study in one
paragraph only)
FINDINGS
In the course of the study, the following findings are gathered from the analysis
(Present the findings in paragraph format based in the order
of data ____________________________________________
of your Statement of the problem) paragraph by paragraph.
CONCLUSION
The findings revealed that the summary of the data gathered was generally rated
as very satisfied, hence, the researcher concluded that the results of the
research study conformed/contradict the theory of (author’s name)_______.
(Indicate whether the theory used affirm or contradict the results of the study)
RECOMMENDATION (One statement will do)
It is recommended that the proposed ______ title of your output_____ must be
implemented.
13
BIBLIOGRAPHY
BIBLIOGRAPHY
Books
(Author’s last name, first initial. (Publication date). Book title, Additional
information. Place of publication: Publishing company.)
Pearce A. John II; Robinson, B. Richard Jr., 2007. Strategic Management,
Formulation, 10th Edition, McGraw-Hill/Irwin, New York, NY.
Internet Sources
(Author’s last name, Initial of First Name. (Date of Publication). Title of
Article. Title of Periodical, volume number, retrieved month day,
year, from full URL.)
Devitt, T. (2001, August 2). Lightning injures four at music festival. The
Why? Files. Retrieved January 23, 2009 from
http://whyfiles.org/137lightning/index.html
Magazines and Newspaper Articles
(Author’s last name, first initial. (Publication date). Article title. Periodical
title, volume number (issue number if available), inclusive pages.)
Harlow, H. F. (1983). Fundamentals for preparing psychology journal
articles. Journal of Comparative and Physiological psychology, 55,
893-896.
APPENDICES
(SAMPLE ONLY)
Present Date_____
NAME (BOLD & CAPITAL LETTERS)

Name & Address of the Company
______________
______________
Dear Sir/Madam: _________:
Greetings!
I am presently writing my research study: “Title of Study” as a requirement for

the subject Practical Research I.
In view of this, may I ask your permission to allow me –(state your reason) to
conduct the research study in the department _____and to distribute the
questionnaire to the employees. The data that will be gathered (excluding
confidential document/s sensitive data), shall be used as bases for enhancement
schemes/proposal for the company.
Your approval is much appreciated.
Thank you and God bless.
Respectfully yours,
YOUR NAME/ with signature

Researcher
Action taken:
(Must be signed by your superior or company representative)

____________________
CURRICULUM VITAE
I. PERSONAL DATA
Name :
Address :
Birth Date :
Gender :
Civil Status :
Father’s Name :
Mother’s Name :
Spouse (if married) :
Children :
II. EDUCATIONAL ATTAINMENT

Senior High :
High School : Secondary Level

Little Flower School, Dumanjug, Cebu
1989- 1993
Grade School : Elementary Level

Mabolo Elementary School, Mabolo, Cebu City
1983 – 1989
III. WORK EXPERIENCE

Equipment Technician
Lear Corporation, PEZA, Lapu-lapu City
November 2008 – Present
IV. AFFILIATIONS
Member, (Any recognized company or student organization)
University of San Jose-Recoletos, Cebu City
V. AWARDS/RECOGNITIONS
5 Years Service Award
(Name and Address of the Company)
Period and Year
Perfect Attendance Award

(Name and Address of the Company)
(Period/Year)
SURVEY QUESTIONNAIRE
EXAMPLE OF SURVEY QUESTIONNAIRE
Job Satisfaction of School Teachers in Mabolo National High School
Name: (Optional)___________________________ Age: ________ Sex: ___
Address: __________________________________
Part I. Job Satisfaction
WORKING RELATIONSHIPS (People in present job)
Think of the majority of people with whom you work or meet in connection
with your work. How well does each of the following words or phrases describe
these people? In the blank beside each word or phrase below, write
4 - STRONGLY AGREE 3 – AGREE 2 – DISAGREE 1 – STRONGLY DISAGREE
__ Stimulating
__ Helpful
__ Responsible
__ Intelligent
__ Easy to make enemies
__ Rude
__ Smart
__ Lazy
__ Unpleasant
__ Supportive
__ Active
__ Frustrating
__Intimidating
SALARY & FRINGE BENEFITS
Think of the pay and benefits you get now. How well does each of the
following words or phrases describe them? In the blank beside each word or
phrase below, write
__ Fair
__ Barely live on income
__ Insufficient for Basic Needs
__Sufficient for Miscellaneous
__ Limited
__Less than I deserve
__ Well paid
__ Enough to live on
__ Underpaid
__ Adequate provision of bonuses
__ Adequate provision of social Security Benefits (i.e., GSIS)
__ Adequate provision of housing Benefits (i.e., PAG-IBIG)
__ Adequate provision of health care benefits ( i.e., Medicare, Maxicare, Kainos)
__ Provision of Leave Credits with pay
GROWTH AND UPWARD MOBILITY (Opportunities for Promotion)
Think of the opportunities for promotion that you have now. How well does
each of the following words or phrases describe these? In the blank beside each
word or phrase below, write:
4 - STRONGLY AGREE 3 – AGREE 2 – DISAGREE 1 – STRONGLY
DISAGREE
__ Good opportunities for promotion
__ Promotion on ability
__ Dead-end job
__ Good opportunities to maximize or at least satisfy skill potential
__ Acknowledgement of teaching skills and talents

__ Infrequent promotions
__ Regular promotions
__ Fairly good chance for promotion
__Biased opportunities for promotion
__Favoritism or Strong Politicking
__ Slow progress of promotion
__ Fair chance of participation in seminars, trainings and educational tours
ADMINISTRATIVE LEADERSHIP (Supervision)
Think of the kind of supervision that you get on your job. How well does
each of the following words or phrases describe this? In the blank beside each
__ Open minded
__ Considerate
__ Supportive (i.e., around when needed)
__ Not always around
__ Intimidating
__ Lazy
__ Bossy/ Demanding
__ Doesn’t take responsibility for mishaps/ loopholes
__ Poor planner
PHYSICAL WORKING CONDITION (Work environment)
Think of the kind of environment that you stay on your job. How well does
each of the following words or phrases describe this? In the blank beside each
4 - STRONGLY AGREE3 – AGREE 2 – DISAGREE 1 – STRONGLY DISAGREE

__Proper Ventilation
__Adequate Lighting
__Proper maintenance of comfort rooms and lavatories
__ Proper maintenance of school grounds, offices and classrooms
__Availability of supplies, facilities and equipments
__Availability of Emergency safety devices (i.e., in case of fire, earthquakes and
the like)
__ Availability of security measures (i.e., security guards)
__ Sufficient number of books and other teaching materials
__ Adequate number and size of classrooms
__ Sufficient number of chairs and tables for students
__Suitable physical set-up of work space (i.e., classrooms and faculty rooms)
__Appropriate sanitation and disinfection procedures
__Conducive acoustics (minimal distraction and noise)
__Enough space for both work and privacy
__Accessibility to other offices and facilities
Laban Lang… JUST
BELIEVE IN YOURSELF!
ALWAYS DO YOUR
BEST…
and
Sir A will do the rest!!!!

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Republic of the Philippines

MABOLO NATIONAL HIGH SCHOOL

SUGGESTED FORMAT IN RESEARCH WRITING

THE PROBLEM AND ITS SCOPE

Rationale of the Study

REVIEW OF THE RELATED LITERATURE

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of the Problem and Its

a) Define and explain the meaning of the research.

a) Read and study the text provided below.

III. Exploration of the Text.

The Meaning and Nature of Research

2) Is a systematic, controlled, empirical and critical investigation of hypothetical propositions

5) The process of gathering data or information to solve a particular or specific problem in a

8) It is systematic investigation purposely to answer question (Treece, et al. 1977)

Characteristics of Good Research (Calmorin, 2007)

1. Empirical - Research is based on direct experiences or observation by the researcher. The

6. Methodical - Research is conducted in a methodical manner without bias using systematic

6. Research employs hypothesis - This is to guide the investigation process. In

10. Research is accurate investigation, observation and description - In fact, every

Qualities of a Good Researcher

Characteristics of the Researcher

5. Intellectual creativity - A productive ad resourceful investigator always creates new researches.

Values of Research to Man

1. Research improves quality of life.

Kinds and Classification of Research

a Basic or pure research - is done for the development of theories or principles. It is

3. According to the levels of investigation

b In descriptive research, the researcher studies the relationship of the variables.

4. According to the types of analysis

6. According to choice of answers to problem

b In developmental research, the focus is on finding or developing a more suitable instrument

7. According to statistical content

b Non-quantitative research. This is research in which the use of quantity or statistics is

8. According to time element

a Historical research describes what was.

Some Hindrances to Scientific Inquiry (Errors in Personal Judgment)

5. Selective observation - This is persisting to believe an observed pattern from an overgeneralization

8. Ego-involvement in understanding - This is giving an explanation when one finds himself in an

his abilities, his habits of study, etc.

The Scientific Method of Research

1. Determining (recognizing) the problem

Designing the Study

THE RESEARCH PROBLEM

e) Define and explain the meaning of the research problem.

d) Read and study the text provided below.

III. Exploration of the Text.

Elements of a Research Problem

Guidelines in the Selection of a Research Problem or Topic

6. it is researchable and manageable, that is,

c Answers to the specific questions (sub-problems) can be found. The data to be

7. it can be completed within a reasonable period of time unless it is a longitudinal research

a Monetary, either increase in salary or publication of the results in which there is

b Advancement of position, promotion. Generally, after finishing a graduate course,

c Improved specialization, competence, and skill in professional work especially if the

d Enhanced prestige and reputation. Usually, it is a big honor, especially among

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

Example of a complete title:

THE TEACHING OF SCIENCE IN THE HIGH SCHOOLS OF THE PROVINCE OF CEBU

The contents as required by Guideline No. 2 are:

a. Subject matter or topic: The teaching of science

THE TEACHING OF SCIENCE IN THE HIGH SCHOOLS OF THE PROVINCE OF

Statement of the Problem