A REVIEWER FOR PHILOSPHY AND EDUCATIONAL RESEARCH

Prepared by John Emmil V.Manait

(SUMMARIES)
Unedited Version

1. What are the five (5) philosophical thoughts? Differentiate one from the
other in terms of its metaphysic, epistemology and axiology. Give their
implication to education.

The five philosophical thoughts are:

1.1 Idealism
Idealism asserts that mind is the only true reality, the only thing worth
knowing; matter is not real. Plato and Socrates are the originators of these
philosophical thoughts.
Plato as the father of idealism believed that the aim of education was
to develop an individual’s ability to better serve the society.

Metaphysics deals with ultimate reality. Idealism is a metaphysical doctrine that

the ultimate reality is in the world of ideas; nothing exists apart from the mind and the
content of the mind.
Epistemology deals with knowledge, it source and form. Idealism is an
epistemological doctrine that nothing can be known directly outside the mind of thinking
beings.
Axiology deals with values. In relation, idealism emphasizes that values are
enduring or unchanging virtues that are worth emulating through models or examples.
Moral and spiritual reality is the same essence as mental reality. Ideas are innately
endowed by perfect being.
It gives direction to an education that emphasizes a curriculum focusing on subject
matter of mind: literature, history, philosophy, religion, and a teaching method for
handling ideas through lecture and discussion. Man (learner) is a child of God.

1.2 Realism
It asserts that reality exists independent of human mind.
It is a metaphysical tenet that the ultimate reality is in the world physical object.
It is an epistemological teaching that truth or knowledge exists in unchanging law of
nature; thus, a man of knowledge must know the law of nature. In short, knowledge is
knowing or awareness of the law of nature. Regarding axiology, it stresses that a thing
is valuable and moral if it is consistent with desirable demand of natural and social
development of man.
It drives to an education for the development of the mind and body through the
senses and reason. It has a curriculum that emphasizes subject matter of physical world
(sciences and math) using scientific approach and standardized measure. The method of
teaching constitutes grouping/classifying objects, mastery of basic facts and skills
through demonstration and recitation Learner’s demonstrate the ability to think critically
and scientifically, using observation and scientific experiment. Man (learner) is viewed
as the child of nature and subject to the law of nature with mind and body but has no
soul and spirit.

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1.3 Pragmatism
According to this philosophical tenet change is the essence of the reality; universe
is dynamic and evolving. Therefore, reality is purpose or thought of actions. John Dewey
and Wiliam James are the advocates of this philosophy.
The metaphical view of pragmatism stresses that nothing is permanent;
everything is in a the state progress. Reality is learned best through the application of
our experience and thoughts to problems as they arise.
The epistemological doctrine of pragmatism asserts that knowledge is changing
and truth is relative, that truth is governed by sets of circumstances. Truth is what
works(C.S. Pierce)
As to axiology, pragmatism claims that values and morality is relative to set of
situation, and social consensus must be taken consideration also.
Its implication to education lies on the fact that it give direction to an education
that aims at reconstruction of human experiences focusing on the rights and
responsibility of a the child. It curriculum is dependent on the context of place, time,
and circumstances; it is democratic, child centered and activity centered; it is focusing
on subject matter of social experiences, problem solving in an interdisciplinary way; and
its source of knowledge is challenging.

1.4 Existentialism
It is a philosophy that gives emphasis to individual freedom or choice of making or
creating meaning; thus it focuses to individual rather than external standards. Sartre
and Kierkegard are the advocates of this.
Its metaphical view stresses individual existential attitude, self-knowledge and
freedom. It means that reality is found in the existential man, a man who creates
meaning of life by individual or personal experience.
Its epistemology claims that truth and knowledge is relative to individual’s peculiar
circumstance, freedom and responsibility.
Values and morality is relative to individual’s choice or freedom of making
meaning.
It directs an education that aims at the philosophical analysis of human
experience, life and death; helping child find meaning in life through the decision he can
make. It curriculum is child centered, and human reaction centered subject in which
teacher is aware of dominant social values, issues and problem, and issue, problem,
goal and future oriented. Its method in the classroom is group dynamics; learner simply
organizes, leads, goal oriented, socially aware and responsible.
According to this philosophy, man is not dependent from where he comes from but
by the decision he makes; man is a free agent to shape his destiny.
It emphasizes character development of man, to be individually responsible for
decision making believing that the real answer to mans problem comes from or is within
the individual responsibility.

1.5 Naturalism
It is a discovery , formulation, application of natural laws to educational process,
an education according to natural laws of development and opposed to artificiality.

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 Reality could be found in nature, not on the set of ideas. Knowledge could be
acquire through the use of sense by observing nature. Values should be governed by
natural development of man.
It gives emphasis to an education that aims at self- expression, autonomous
development, prepares for struggles of existence, improvement of racial gains.
Naturalism focuses of discovery and application of natural laws to educational process.
Thus, according to naturalism, education should be driven by natural development of
man, and not to artificial. It opposed to bookish knowledge. It is progressive education,
child centered, and freedom centered.
The type of education should be a specialized education to cultivate all human
power. Its content is an idea or knowledge built in sophisticated society to unfold natural
power of the child, free and flexible.

2. Discuss the philosophical/psychological thoughts of each of the following

philosophers/ theorist. Cite their contribution/s to education.

2.1 Confucius
Confucius is famous of his analects. He believes that people live their lives within
parameters firmly established by Heaven—which, often, for him means both a
purposeful Supreme Being as well as ‘nature’ and its fixed cycles and patterns—he
argues that men are responsible for their actions and especially for their treatment of
others. We can do little or nothing to alter our fated span of existence but we determine
what we accomplish and what we are remembered for
A hallmark of Confucius' thought is his emphasis on education and study. He
argues that the only real understanding of a subject comes from long and careful study,
not on intuition an natural learning. Study, for Confucius, means finding a good teacher
and imitating his words and deeds. A good teacher is someone older who is familiar with
the ways of the past and the practices of the ancients.
He stresses that “He who learns but does not think is lost. He who thinks but does
not learn is in great danger” (Lunyu 2.15).
He taught his students morality, proper speech, government, and the refined arts.
While he also emphasizes the “Six Arts” — ritual, music, archery, chariot-riding,
calligraphy, and computation — it is clear that he regards morality as the most
important subject. Confucius' pedagogical methods are striking. He never discourses at
length on a subject. Instead he poses questions, cites passages from the classics, or
uses apt analogies, and waits for his students to arrive at the right answers. “Only for
one deeply frustrated over what he does not know will I provide a start; only for one
struggling to form his thoughts into words will I provide a beginning. But if I hold up one
corner and he cannot respond with the other three I will not repeat myself” (Lunyu 7.8).
Confucius' goal is to create gentlemen who carry themselves with grace, speak
correctly, and demonstrate integrity in all things. His strong dislike of the sycophantic
“petty men,” whose clever talk and pretentious manner win them an audience.
Moral education is important to Confucius because it is the means by which one
can rectify this situation and restore meaning to language and values to society. He
believes that the most important lessons for obtaining such a moral education are to be
found in the canonical Book of Songs, because many of its poems are both beautiful and
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good. Thus Confucius places the text first in his curriculum and frequently quotes and
explains its lines of verse.
(Source: http://plato.stanford.edu/entries/confucius/#ConEdu).

2.2 Jean Jacques Rousseau

Summary: Jean-Jacques Rousseau (1712-1778) was primarily a philosopher, who

wrote the Social Contract, a book that played an important role in influencing the
thinking that led to the American and French Revolutions.Though not considered an
educator per se, Rousseau wrote a great deal on the subject of education. His book,
Émile, described the ideal education of a youth and stated that education should match
the child's age of development. Rousseau also believed in the natural goodness of
children. Education should be based on natural development of the child. Rousseau
conviction was that education should be considered as “the process of development into
an enjoyable, rational harmoniously balanced useful and hence natural life”.

His significant contribution is the development of more humane view of the child;
and he devised an educational method incorporating sensation. His influence on today’s
school is the organization of learning competencies and subject matter according to
children’s stages of development. According to him, the purpose of education is to relate
it to children’s natural growth and development; and to contribute pace and
understanding. The role of the teacher is to be permissive facilitator of learning, to base
on child’s stages of development.

Rousseau’s contribution to education has been profound. He influenced education

in its organization, aims, methods, curriculum and discipline, the auto development of
personality , free discipline , lack of any restrain , utilizing the senses , interests and
activities of the child have influenced the moderns education in many other ways. The
rights of childhood, the human welfare are the natural rights of every man can be
realized through proper type of education. Munro rightly said “Out of Rousseau’s
teachings derive ‘new education’ of nineteenth century based on interest. It gave clear
formulations of direct impetus to psychological, sociological and scientific conception of
education” He was in facts the founder of the grand idea of liberty, equality and
fraternity.

(Suggestion - Read More: http://cdwaymade.blogspot.com/2012/09/educational-

philosophy-of-jean-jacques.html)

3.3 Hohann Heinrich Pestalozzi

Summary:
Johann Pestalozzi (1746-1827) was a Swiss educator who actually put into
practice many of Rousseau's ideas. Pestalozzi, like Rousseau, was a proponent of
designing instruction to complement a child's stage of development. He believed that
learning should begin with concrete experiences before moving to the abstract and
should start with the simple and progress to the more complex. In addition he advocated
that children learn more effectively when they feel secure and have healthy self-esteem.
He held that children should be treated with love and kindness. Pestalozzi was especially
sensitive to the needs of poor children and expressed a deep compassion for them.
He popularized deductive method of teaching and learning through his book “How
Gertrude Teaches Her Children”.
According to him the purpose of education is to develop human being’s moral,
mental, and physical power harmoniously; and to use sense perception in formulating
clear ideas. The role of the teacher is to act as a loving facilitator of learning by creating
a homelike school environment , and to be skilled in using special method. His

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contribution is education is that he devised an educational method that change the
elementary education, a schooling based on emotional security and object learning.

Reading :
Pestalozzi’s early pedagogy emphasized the combination of learning and industry.
Initially, he believed his students could build things and sell them to help support the
school. He believed crafts and work were much more valuable for their ability to develop
students’ dexterity, attention, observation, memory and social interactions. Pestalozzi’s
believed that rather than dealing with words, children should learn by doing and they
should be free to pursue their own interests and draw their own conclusions. This was in
marked contrast to the typical pedagogy of the day, in which the children learned
entirely from books, lecture and rote repetition and memorization, often without
understanding what they were repeating. Furthermore, most teachers in those days
were not even trained as teachers. Pestalozzi eschewed the notion that teachers were
there to give children answers. Thus, he felt it was imperative for the teacher to
cultivate children’s power of observation and reasoning.
Pestalozzi’s pedagogy was also based on respect for his students’ individual
personalities and their personal dignity, as well as a deep sense in social justice and
personal liberty. He encouraged classroom visits and participation by parents and
believed strongly in regular communication with them about their children’s progress.
Yet he opposed the concept of report cards, saying “No child is to compare himself with
others.” He accepted children from all backgrounds, including those with emotional
problems, and even opened a school for hearing impaired children. These ideas became
the basis for the pedagogies of Friedrich Froebel (inventor of kindergarten and Froebel
Gifts), Francisco Ferrer (founder of the first Modern Schools) and many of the libertarian
educators that followed (http://modeducation.blogspot.com/2013/01/johann-heinrich-
pestalozzifather-of.html).

3.4 John Dewy

Summary:
John Dewey (1859–1952) was a pragmatic philosopher, psychologist, and an
educator commonly regarded as the founder of the progressive education movement. He
emphasizes “hands-on” learning (learning by doing) , and opposed authoritarian
methods of teaching.
He wrote extensively about the need for teachers to understand the world of the
child and the necessity for making connections to that world. At the University of
Chicago, Dewey and his wife, Alice, established a laboratory school to test progressive
principles of education. By 1900 this school was well known and serving as a model of
how progressive educational principles could effectively be incorporated into educational
practice.
The Progressive Education Association, inspired by Dewey’s ideas, later codified his
doctrines as follows:
1. The conduct of the pupils shall be governed by themselves, according to the social
needs of the community.
2. Interest shall be the motive for all work.
3. Teachers will inspire a desire for knowledge, and will serve as guides in the
investigations undertaken, rather than as task-masters.
4. Scientific study of each pupil’s development, physical, mental, social and spiritual, is
absolutely essential to the intelligent direction of his development.
5. Greater attention is paid to the child’s physical needs, with greater use of the out-of-
doors.
6. Cooperation between school and home will fill all needs of the child’s development
such as music, dancing, play and other extra-curricular activities.

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7. All progressive schools will look upon their work as of the laboratory type, giving
freely to the sum of educational knowledge the results of their experiments in child
culture.
(Source: https://www.marxists.org/archive/novack/works/1960/x03.htm)

According to Dewey,the goal of the school is to contribute to the individual’s

personal . social and intellectual growth. The teacher is a guide or source to help
students learn about what interest them. He contributed a concept to education that
students need to be taught problem solving strategies; they to learn by doing
something. Curriculum should be child-centered; it should be derived from student’s
interest.

3.5 John Locke

John Locke (1632-1704) was an English educator during the 17th century. He is the
father of English Empericism, the proponent of “Tabula Rasa” theory. He wrote many
educational works, but the two most influential were Some Thoughts on Education and
the Essay Concerning Human Understanding. Locke believed that ideas originated as a
result of experience. He stressed the importance of education in developing the mind of
the person. In fact a good education could improve a person, while a bad one could
achieve the opposite result. Locke emphasized practical and effective methods of
teaching and advocated a non-threatening environment for the learner.
According to him, the purpose of education is to develop ideas in the mind
based on sense perception; to develop an individual capable of self government. The
role of the teacher is to encourage sense experiment; to based instruction on empirical
method. He developed a theory of knowledge based on perception. To him, school must
emphasize sensory observation.

3.6 Thomas Aquinas

The first principle of philosophy according to St. Thomas is the affirmation of

being. From this he proceeded to a consideration of the manner in which the intellect
achieves knowledge. For humans all knowledge begins by way of the senses, which are
the medium through which he grasps the intelligible world, the universal. According to
the position of Thomas, which is known as moderate realism, the form or the universal
may be said to exist in three ways: in God, in things, and in the mind (see universals).
He argues that it is by the knowledge of things that we come to know of God's
existence. In the natural order what God is can be known only by analogy and negation.

His philosophy sets directions to an education based on empirical findings. He also

advocates moral principle grounded on the belief of the existence of a personal God.

Read more: Saint Thomas Aquinas: Philosophy and Work | Infoplease.com

http://www.infoplease.com/encyclopedia/people/thomas-aquinas-saint-philosophy-
work.html#ixzz2zxMa343F

3.7 Maria Montessori

Through her work with the poor children of Rome, Maria Montessori (1870-1952)
learned to appreciate the quality of human potential and see the need for nurturing and
developing it. She was the first Italian woman to graduate from medical school and
become a physician. Montessori like Rousseau, believed that children should be
instructed according to where they were developmentally. Children would be given
materials and allowed to use them as they saw fit. Instruction would be individualized
and this individual attention would help students to develop self-confidence in their
ability to learn and the self-discipline needed to study at a more advanced level.
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Montessori's work and methods spread quickly to the United States and even today
Montessori Schools are common throughout the US and many of her methods and
materials are used in teaching elementary age children.

To her, the purpose of education is to assist children’s sensory, muscular, and

intellectual development in a prepared environment. The role of the teacher is to act as
a facilitator or director of learning by using didactic materials in a prepared environment.
Her contribution is the development of a widely used philosophy of early childhood
education- a schooling that is intellectually and mentally stimulating.

3. 8 Socrates
He is a philosopher who sought to discover the truth and good life, believing that
knowledge and virtue are one. Thus, a wise man knows what is right and will also do
what is right.

His influence to education is remarkable. The oldest, and still the most powerful,
teaching tactic for fostering critical thinking is Socratic teaching. In Socratic teaching we
focus on giving students questions, not answers. We model an inquiring, probing mind
by continually probing into the subject with questions. Fortunately, the abilities we gain
by focusing on the elements of reasoning in a disciplined and self-assessing way, and
the logical relationships that result from such disciplined thought, prepare us for Socratic
questioning.

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3. What is your philosophy of education? Discuss your philosophy statements as to its
Metaphysics, Epistemology, and Axiology very clearly and exhaustively. Based on these
philosophical tenets what changes/innovations will you make in the vision, mission, and
aims of Philippine Educational System?

Example of sound philosophy of education:

I strongly believed that education seeks to bring out the best potential of a learner
to be a cognizant and well rounded individual. It refers to a complex process of
interaction between learner and his learning environment. In formal context, education
is a well planned learning experience of developing individual’s fullest potentials through
schooling.
As an educator, I strongly advocated to a philosophical tenet that the heart of
education is the learner. Man is made in God’s image; thus, all learners are born with
capacity to know reality. Reality exists in seed of God’s perfection planted in man. This
potential can be nurtured through holistic-child-centered education.
Knowledge is innate; however, it can only be realized by providing a healthy
supportive environment that provides learner-centered, technological-based- interactive
learning experiences that he could think critically through social interaction, problem
solving activity, scientific enquiry or investigation and moral example of a mature
mentor-teacher.
Values are unchanging, as set by God in nature as well as in enduring precept of
His word. The core substance of all values lies on the fact that man, being made in God’s
image, is an individual who is free to choose what is deemed necessary to achieved full
self-actualization, worth of respect and love regardless of his race or political affiliation,
religion or belief, sex or gender, and giftedness or mental and physical differences.

Hence, my mission, vision and aims of Philippine education:

Vision:
Philippine education envisions taking leadership in Asia, if not in whole world, in
providing quality assurance to a free education that could nurture learners to be fully
functional citizen of the world in a global village. This vision can be summarized as:
SOAR - Scientifically Observing Academic Reassurance.
(Scientific means empirical and objective; observing means dynamically practicing;
academic means scholarly or excellently; and reassurance means continual renewal of
commitment to culture of excellence in its delivery of services for sustainability of
curricular offering).

Mission:

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 Empowers individual to reach ones maximum potential by equipping progressive
education anchored in scientific research, technological innovations, and other relevant
and quality assured delivery of services.

Aim:
Develop a functional literate and fully self-reliant man, yet capable of showing
synergy of potentials with his fellow man by providing relevant academic instructions.

RESEARCH and STATISTICS

I. What is research?
-define
According to Kerlinger (1973) scientific research is a systematic, controlled,
empirical, and critical investigation of hypothetical propositions about the presumed
relations among natural phenomena.
Systematic means following steps or stages such a identifying a problem , relating
problems with existing theories, collection of data, analysis and interpretation of these
data, drawing conclusions, and integration of these conclusions into the stream of
knowledge.
Controlled unlike ordinary problems which may be solved cursorily, research
controlled by identifying specific variables related to the problem, right instrument and
conclusion is drawn based on the findings.
Empirical means based on observable objective information or data.
Critical means employing sound judgment. Scientific passes the scrutiny of the
researchers and panel of judges like that of a thesis defense or in-house review/feed-
backing.

To illustrate the idea given above, the example is given below:

1. The problem on students English proficiency of Level 7 is identified by not only one
teacher, but also by almost all of the subject teacher. Variables involved in this
problem will be identified like in the student’s profile, vocabulary skills,
comprehension skills and grammar.
2. Relevant studies on English proficiency will be used by the researcher for framework
of reference or deeper understanding of the problem.
3. A specific instrument/questionnaire will be used or administered.
4. Result will be presented through table, analyzed and interpreted in the light of
problems/objectives.
5. Conclusion will be made based on result.
6. Recommendation will be given based on the conclusion or findings.

Research can be further illustrated below:

Problem/objectives

Theoretical/conceptual framework

Assumptions

Hypothesis

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 Review of related literature

Research design

Data collection

Data Processing and Statistical treatment

Analysis and Interpretation

Summary, conclusion and Recommendation

-What are the general types of research?

Research can be categorized in different ways.

Research can be basic or pure research (ex. Taxonomy of Herbal Plants Found in
Northern IloIlo”) which aims to discover basic truths or principles. It can be an applied
research (Ex. Utilization of Seaweeds Into Siopao: Its Acceptability, Salability, and
Profitability”) which involves seeking new applications of scientific knowledge to the
solution of a problem such as the development of a new product, system, procedure, or
new method to solve a problem. Developmental research ( Sugar cane Farming in
Javelosa Farm Using Modern Implements and Manual Farming ) in which a researcher
will compare higher yield of productivity in return of investments by comparing two
methods (modern and traditional).
Research can either be social or biological research. Most of socials research
focuses on problems that can be investigated through a survey while biological
researches usually employ a true experimental design. Research can either be a
qualitative or quantitative research; the former does not necessarily mean a complex
array of numbers unlike the later which requires more complex quantitative
presentation.
Research can be grouped based on the methods like: historical method,
descriptive method and experimental method. Examples of descriptive method are case
study, survey, developmental studies, trend analysis and Correlational analysis; an
example of experimental design is a single-group design, two-group design,
Correlational design, and other. An experimental can either be a true experimental and
quasi-experimental study.
Historical research is both science and arts. It is a scientific and the narration
thereof is art. In other words, historical research is a scientific critical inquiry of the
whole world truth of the past events using critical method in the understanding and
interpretation of facts which are applicable to current issue and problems
(Calmorin,2010).
Historical research is based on primary and secondary sources. Documents like
official records, biographies, and remains are example of primary sources of historical
research; while, history of education, biographies, encyclopedia, and others are
examples of secondary sources.
Regarding other methods, descriptive method aims to describe the nature of a
situation as it exists at the time of the study and explore the causes of particular
phenomena (Travers,1978). Gay (1976) defines descriptive method as involving
collection of data in order to test hypotheses or to answer questions concerning the
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current status of the subject study. On the other hand, experimental method focuses the
study in the future (what will be) when the variables are carefully controlled or
manipulated. Experimental method can either be basic, applied and developmental;
research.
To illustrate the two methods, supposes an English teacher wanted to investigate
the problem on reading comprehension of level 7, a descriptive method will be
employed. However, if the teacher wanted to know the effect of Computer Assisted
Instruction (CAI) material in comparison to traditional instructions to comprehension
skills of level 7, an experimental method will be used.
A standardized instrument or validated instrument (questionnaire) can be
employed in descriptive method. Controlling the variables depending on types of design
is employed in experimental method. Dependent variable is manipulated, all other
variable except the dependent variable are held constant, and the effect of the
manipulation of the independent variable is observed o measured.

-Explain the value of research in the development and decision making.

Research has provided an effective and efficient effect in the field of medicine,
agriculture, information technology, education and almost all, if not all, areas civilization.
It is through scientific research that the need or problem is addressed. For
instance, through scientific research, new knowledge will give direction to new approach,
methods and techniques in handling a certain task or problem; the application of this
knowledge provides inventions or innovations of new technology like modern tools or
equipments. Hence, processing would be easier compare the old system. Delivery of
services will improve. Production capability dynamically increases which leads to high
yield of return of investment.
To illustrate the value of research in the development and decision making, let us
take for example the principle that research is the language of education. A certain
teacher may use his intuition or natural knowledge to explain why a problem exists in
the classroom in relation to methods, material, measurement and other elements of
teaching process; however, it is only through scientific research that a teacher could
communicate the most reliable data to his superior in order to explain why a problem
exist.
For instance, new teacher who adapt a new approach which affects his methods
and techniques in teaching may appear opposed to what has been used for a long years
of traditional teaching in a certain school resulting to a severely bad criticism from those
who advocates the traditional practices. But through a scientific research, he could
convince the principal and his colleagues to adapt a more efficient approach, method
and techniques of teaching on the basis of his scientific study. He could use his research
findings to amass evidence that the diversity of learners and learning style have
significant correlation to specific method, techniques or material used inside the
classroom. The teacher who is caught in a dilemma is able to substantiate his claim
through the new findings and recommendations, and for what the findings may entail.
Therefore, through research the teacher, his colleges and the principal can
objectively sees the problem and its solution.

II. The research Process

-define research problem
By and large, according Mc Guigan (1978), the following situation may manifest
a problem.
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1. When there is an absence of information resulting to gap of knowledge.
2. When there are contradictory results.
3. When a fact exists and you intend to make your study explain it.
A research problem is relatively difficult from individual points of view. However,
research subject, thesis, and dissertation, journal, books or abstract available in the
library are helpful sources of determining a good research problem. They should be used
as part of responding to socio-economic recovery of our country, not be discarded or
displayed as outputs or evidence for complying MA degree/PhD degree.
In addition to this, Sevilla, et. al (1992) suggested ways to sharpen the skills fr
discovering and identifying a problem.
1. By reading to a lot of literature in your field of concentration and being critical of what
you read.
2. Attending professional lecture.
3. Being close observant of situations and happenings around you.
4. Thinking out the possibility of research for most topics or lesson taken in content
courses.
5. Attending research colloquiums or seminars.
6. Conducting mini-researches and noting the obtained findings closely.
7. Compiling researches with special emphasis on content and methodology.
8. Visiting various libraries.
9. Subscribing to journals in your fields of research.
10. building-up library of materials in your field.
According to Calmorin (2010), If possible , in choosing a research problem, one
must consider the 7M’s resources such as manpower, money, materials, methods,
machinery, moment of time, and marketing.
A good problem of course is useful for the concerned people in a particular field;
possesses novelty, invites more complex design, feasible or time bounded, and does not
carry ethical or moral impediments.
Research problem is summarized in the title of a thesis or dissertation. The title
serves to:
1. Draw, in summary form, the content of the entire investigation.
2. Show frame of reference for the whole thesis.
3. Enables the researcher to claim the title as his own.
4. Help other researcher to refer to the other work for possible survey of the theory.

Example of thesis title (showing the problem) are as follows:

1. Peer and Other Influences on Smoking behavior among Fourth Year High school of
SNHS (Sagay National High School)
2. Creativity and Music Achievement among First year High School of Sagay City
3. Student Engagement and English Proficiency of First Year College Students

-review the literature

Review of related literature is write-ups, reading, and studies related to the
present studies to determine the similarities and differences of the findings between the
past and the present studies. This also gives insights on problem that are critical and
controversial.
It is a major process that leads a researcher to the past theory. Gay (1976) says
that it Specifically t provides the following:
1. The conceptual or theoretical framework of the planned research.
2. The information about past researches related to intended study.
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3. It gives feeling of confidence.
4. It gives you information about the research methods used, the population and
sampling considered.
5.It provides findings and conclusions of the past investigation which may be related to
your findings and conclusions.
In short, the review of the related literature provides a researcher background of
the study.

-formulate hypotheses
Hypothesis is defined as a wise guess that is formulated and temporarily adopted
to explain the observed facts by the study (Calmorin 2007).McGuigan (1978) says that a
hypothesis is a testable statement of a potential relationship between two or more
variables. A hypothesis is only needed when inferential statistics is involved such as a
significance difference or significant relation is sought for. It guides a researcher to a
procedure and it tell the researcher what to and how to go about solving the research
problem.
There are two types of hypothesis, null and alternative hypothesis. Null hypothesis
is denial of existence of a trait, characteristic, quality, value, correlation or differences of
the result. In contrast, alternative hypothesis accepts that there is a significant
difference or relationship on the weight mean.
Example of this is:
Is there a significant difference between students learning engagement and their
academic performance?

Null Hypothesis: There is no significant relationship between students learning

engagement and their academic performance
Alternative hypothesis: There is a significant differences between
students learning engagement and their academic performance

-identify research design

Researches design a detailed outline of how an investigation will take place. It
typically includes how data is to be collected, what instrument will be employed, how an
instrument will be used and the intended means for analyzing data collected (business
dictionary.com).

A research design is a systematic plan to study a scientific problem. The design of

a study defines the study type (descriptive, Correlational, semi-experimental,
experimental, review, meta-analytic) and sub-type (e.g., descriptive-longitudinal case
study), research question, hypotheses, independent and dependent variables,
experimental design, and, if applicable, data collection methods and a statistical analysis
plan.

A research design shows the relationship of interrelated variables under study. For
instance, in the theoretical/conceptual framework of the study, a diagram is drawn the
variable involves and how the procedure is taken to achieve a reliable result. A
theoretical framework refers to a set of interrelated construct (concepts), definitions,
and proposition that presents a systematic view of phenomena by specifying relations
among variables or research problems.

In choosing a research design, a research problem must be identified. The nature

of problem will determine whether a descriptive design or an experimental design will be
chosen. Appropriative instrument and statistical tool to be used will follow.
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 To illustrate this, Teacher Kim is going to conduct a study on the English
proficiency level of first year high school. In this problem, there is a need to explain the
nature of problem or how does the problem exist. Thus, a descriptive method will be
employed using a questionnaire. On the other hand, Teacher Trevor, an agriculture
teacher, is going to conduct on the insecticidal effect of pepper to cabbage worms. In
this problem, there is a need to know the effect of something under a certain condition
or in relation to sets of variables under study. So, an experimental design will be
employed.

-collect data

Data collection is the process of gathering and measuring information on variables

of interest, in an established systematic fashion that enables one to answer stated
research questions, test hypotheses, and evaluate outcomes. The goal for all data
collection is to capture quality evidence that then translates to rich data analysis and
allows the building of a convincing and credible answer to questions that have been
posed. Regardless of the field of study or preference for defining data (quantitative,
qualitative), accurate data collection is essential to maintaining the integrity of research.
A formal data collection process is necessary as it ensures that data gathered are both
defined and accurate and that subsequent decisions based on arguments embodied in
the findings are valid.

To illustrate this, based on the descriptive design, a standardized instrument or

survey questionnaire will be given an identified respondent in determining the English
proficiency level of first year high school student. Data will be collected and presented in
graphical and verbal form.

-interpret and report

Data interpretation depends on the research design and especially on the types
statistical treatment in relation to specific objective or problem studied. For example, if
the problem seeks to determine the English proficiency level of first year high school
student, the major objective and specific may go like:
Generally, What the English proficiency level of the first year high school student?
Specifically, (a) what is the profile of first year high school student in terms of sex and
age?(b) What is the English proficiency level of the first year high school according to
selected variables: vocabulary, comprehension and grammar and when taken as a
whole?
To interpret the data about student’s profile, a frequency count is needed; while to
determine the level, mean score will be taken and interpreted based on the scale as
given below.
Scale Interpretation
4.21 – 5.00 Very High
3.41 - 4.20 High
2.61 – 3.40 Average
1.81 – 2.60 Low
1.00 – 1.80 Very Low
Data will be reported both in verbal, numerical and graphical presentation.
For example, the English proficiency level of first year high school student when taken as a
whole is 3.45 which is interpreted as high.

In short, interpretation is anchored in right method or statistical treatment used to

answer the problems of the study; report is based objective results.

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2. Why do we use statistics in research? Explain what sampling means and why it is
used in research?

Statistics is the science of collecting, analyzing and making inference from data. Statistics
is a particularly useful branch of mathematics that is not only studied theoretically by advanced
mathematicians but one that is used by researchers in many fields to organize, analyze, and
summarize data. Statistical methods and analyses are often used to communicate research
findings and to support hypotheses and give credibility to research methodology and
conclusions. It is important for researchers and also consumers of research to understand
statistics so that they can be informed, evaluate the credibility and usefulness of information,
and make appropriate decisions.
Sampling is a technique of getting a representative portion of a population. The term
population is the entire sum of objects, person, families, species, or orders of plants or animals
(Calmorin, 2010).
Sampling is used in the research for the following benefits:
1. Sampling is economical, cheaper and faster.
2. It saves time, money and effort.
3. It is more effective.

For example, if a study is to be conducted to 1000 first year high school student, using
Slovin’s formula and random sampling technique (fish bowl)technique, a sample size to be taken
as respondent would be smaller than 1000. This save money in the production of questionnaire,
and economizes time.

4. It is more accurate.
For example, if there is no sampling, research is haphazard.Result becomes
unreliable.

5. It gives more comprehensive information.

For example, small number (actual sample size compare to total population) can
provide thorough information because everyone is given a chance to be included in a
sample like that of the used of random sampling technique.

However, sample data requires more care in organizing detailed subclassification

due to small number of subject; if sampling plan is not accurately designed and
followed, the results may give wrong impression, and it is invalid.

By and large, there are two kinds of sampling designs. The (1) scientific sampling
and (2) non-scientific sampling. In scientific sampling, all respondents are given equal
chance of being included in the sample; while the later, not all have the chance to be
included in the sample.
Examples of scientific sampling are the (1)restricted random sampling, (2)
unrestricted random sampling, (3) stratified random sampling, (4) systematic sampling,
(5) multistage sampling, (6) cluster sampling; Types of non-scientific sampling are the
(1) purposive sampling, (2) incidental sampling, and (3) quota sampling.

The above terms can be defined as follows:

Restricted random sampling – a sampling design that involves certain restrictions

intended to improve the validity of sample, but it is applicable only if the population
being studied is homogeneous.

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Unrestricted random sampling – is the best random sampling design due to no
restriction imposed and every member of the population has equal chance of being
included in the sample. a lottery technique and table of random number are examples of
techniques under this type of sampling.

Stratified random sampling is a scientific sampling that divide the two population into
strata; a technique where in subpopulation or stratum is identified.

Multistage sampling arranges population into units depending on the number of stages
employed.

Cluster sampling grouped the population into units or clusters. e.i. by block or districts,
in a municipality or city .

Purposive sampling is non-scientific sampling that based on selecting the individual sa

samples according to the purpose of the researcher as his controls.

Incidental sampling is applied to those samples whish are taken because they are the
most available.

Quota sampling is done by merely looking for individuals with requisite characteristics.

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