TRINITARIAN MISSION SPIRITUALITY
” Man occupies a
WE UPHOLD RESPECT FOR UNIQUENESS
Doctrine: Explain Jesus’ teachings on respect for uniqueness
of each person.
Morals: Identify ways to uphold the truth that each person is
unique.
Worship: Give praise and thanksgiving to the Triune God for
sharing His grandeur to the human person.
OUR STUDY OF COMMUNITY
Our study of community would fall into four traditions
1. Complete community
 Collectiveness based in size from villages to
metropolises are analyzed holistically.
 We observe functional relations between the
parts of the community and the community as a
whole. For example, we observe how those
living in Las Pinas City relate among themselves
and to other people living in Metro Manila.
 Holism = the theory that entitles in nature cannot
be broken down into their parts and cannot be
analyzed as mere sums of the parts. This theory
upholds that the entity can be analyzed as whole
with its distinctive properties.
2. Community of limited liability  he created him; male and female, He created
  focuses on neighborhoods and similar areas of
larger communities. It considers the sentiments
and motivation of people living in the
neighborhood.
 This tradition recognizes the tendency for human
beings to form communities within communities.
It teaches that when populations reach a certain
size and density, human needs, such as intimacy,
familiarity and friendship go unfulfilled.
3. Community as a society
 Examines various groups for whom prestige or
moral worth or both are in some way important.
 This tradition recognizes the tendency for human
beings to form communities within communities.
It teaches that when populations reach a certain
size and density, human needs, such as intimacy,
familiarity and friendship go unfulfilled.
Each person has unique qualities. Sometimes, we simply do
what others do. We would like to be like somebody else. We
forget that we have our own selves which we need to develop.
We are here not to be someone else but to be our own best
selves. We can do things other people cannot do. In the same
way, we understand that other people can also do things which
we cannot do. When we realize that we have our own talents
and potentials, we become like eagle that can soar higher.  compassion;
CATECHISM OF THE CATHOLIC CHURCH 355: “God
created man in his own image, in the image of God he created
him, male and female he created them.
unique place in creation: (I) he is “in the image of God”; (II)
in his own nature he unites the spiritual and material worlds;
(III) he is created “male and female”; (IV) God established
him in his friendship.
 The Dignity of Man – Psalm 139:13-15
 The Grandeur of God
Adam comes to Eden
CHURCH TEAHINGS 
CATECHISM FOR FILIPINO CATHOLICS, 691:
 Persons are unique, yet fundamentally equal. Despite
physical differences as well as differing intellectual
and moral powers, we instinctively realize that as
persons, in some basic ways, we are all equal.
CATECHISM FOR FILIPINO CATHOLLICS, 719:
 We experience ourselves as embodied spirits,
conscious of our historical process, growing up and
developing in constants relation with others with
whom we are fundamentally equal, yet unique in
ourselves.
THE HUMAN PERSON AS THE IMAGO DEI
 By His wisdom and love, God created human beings.
(not accidental beings)
 He created man in His image, “in the divine image
them” (Genesis 1:27)
 The human person is an “image of God”.
 Being God’s image, the human individual possesses the
dignity of a person capable of:
 Self-knowledge
 Self-possession
 Freely entering into communion with other
person (chicken, farmer-kind farmer)
 Each person is graced to enter into a covenant with his
Creator to offer him a response of faith and love that no
other creature can give. (soaring high to heaven)
Our dignity as persons is based on the truth that we are all
creates in God’s image and likeness.
 Dignity (equality) = ‘created in the image and
likeness of God’
Dignity (equality) = focuses on the significance and value of
every person as a unique individual.
 Dignity (equality) = uniqueness
We show our commitment to upholding other people’s dignity
by the ways in which
 We treat others fairly, truthfully, and with care and
  We respect other’s views, choices, and decisions, and
do nor make assumptions about what they want, like,
or hoe they want to be treated.
COMPENDIUM OF THE SOCIAL DOCTRINE OF THE
CHURCH, 122 Pope John Paul II
 “A just society can become a reality only when it is
based on the respect of the transcendent dignity of the
human person. The person represents the ultimate
end of society, by which it is ordered to the person:
Hence, the social order and its development must
invariably work to the benefit of the human person,
since the order of things is to be subordinate to the
order of persons, and not the other way around.”
 It is necessary to consider “consider every neighbor
without exception as another self, taking into account
first of all his life and the means necessary for living
it with dignity.”
THE PRIMACY OF EACH HUMAN BEING OVER
SOCIETY:
1. In no case, the human person should not be
manipulated for ends that are foreign to his own
development.
2. The person cannot be a means for carrying out
economic, social, or political projects imposed by
some authority, even in the name of an alleged
progress of the civil community as a whole or of
other persons.  COMMUNICATION
 Communication is a way of exchanging thoughts,
feelings, opinions, ideas, information, or one’s very
inner self.
NATURE OF COMMUNICATION IN THE SPIRITUAL
SENSE
 Communication is a two-way manner of generosity to
give (share) and openness to receive (=dialogical)
 Our desire to grow in spirituality involves a form of
communication (=imago Dei)
OUR GROWTH IN CONSTANT COMMUNICATION
 Our desire to grow in constant communication
involves two elements:
 Revelation – God freely discloses
Himself to us in many ways.
 Faith – Humans actively respond by
listening (=prayer) to God.
 Natural signs (creation)
 Biblical signs (sacred scriptures)
 Church 
 Ecclesial signs (liturgy & sacraments)
 Other religions
JESUS CHRIST: THE IDEAL OF CONSTANT

3. The person himself needs to consider that “living a Gospel Event Action
moral life bears witness to the dignity of the person.” Passage
It is obviously the task of people to develop those Luke 6:12- Public Ministry He prayed first before
moral attitudes that are fundamental for any society 13 choosing His disciples 
that truly wishes to be human. (justice, honesty,
truthfulness, etc.) Luke 9:28- Transfiguration He went up the mountain
29 to pray
STATIONS OF THE CROSS
Luke Passion He prayed to the father to
WAY OF THE CROSS – devotion which recalls with mindful 22:42 endure His agony
affection the last page of the journey that Jesus walked in His
earthly life. Luke Passion He chose to pray for His
23:34  persecutors
WE GROW IN CONSTANT COMMUNICATION 
Luke Crucifixion  Before His last breath, He
Doctrine: Expound the significance of constant 23:46 prayed
communication, exemplified by Jesus Christ in His life and
works, informing a Trinitarian relationship. Matthew The Lord’s He taught his disciples
6:5-6 prayer how to pray
Morals: Express the significance of compassionate and loving
service to neighbors for total human development, justice, Luke Agony in the He taught his disciples to
peace, and care for creation. 22:40 Garden pray in times of facing
temptations
Worship: Pray heartily for the grace of the Holy Spirit to help
us continually grow in building Trinitarian relationship.
Communication – can be verbal, nonverbal, written, oral, or  Jesus shows ideally how constant communication affects
even silence. one’s personal relationship with God and other people.
NATURE OF COMMUNICATION   The life of Jesus Christ perfectly manifests what and how
does constant communication mean.
 Human being’s nature is relational. To draw out the  Jesus is a man of prayer.
fullness of being a relational being, communication is  Jesus’ life is characterized as a life of constant
a basic necessity. communication with God the Father and the Spirit, which
 flows out into His daily life, especially in making major In the Old Testament, fire and wind are signs of God’s
decisions. presence through the Holy Spirit.
 Jesus’ life is prayer itself. The appearance of God’s Spirit through fire symbolizes an
initiation for a special mission. (Mooses and the burning bush
FEAST OF THE CHAIR OF SAINT PETER in Mt.Sinai)
Chair – authority of Saint Peter (first pope) In the New Testament, the sending of the Holy Spirit in the
Apostolic succession – when Christ handed the authority to form of fire also signifies a beginning of a special mission. 
love, care, understand, be compassionate, and merciful to Speaking in ‘different tonues’ symbolizes the worldwide
Peter. mission of the Church entrusted to the apostles.
In modern times: Pope Francis JOHN 14:26
WE PROMOTE UNITY OF PURPOSE
 But the advocate, the HOLY SPIRIT whom the
REFLECTION: No 2 persons are born exactly the same. Father will send in my name, will TEACH you
Every human person is unique, and that makes him/her all things and will REMIND you of everything I
special. There is no else like each of us in this huge wide gave said to you.
world. It is a gift that must be cherished yet a task to work
HOLY SPIRIT
with. Each of us is special in our own way. But we see more
our beauty if we live together with others Just like colors, each  Unites people despite differences in language,
one is unique and beautiful but more beautiful if combined all race, religion, or economic status.
together.
GIFTS
MATTHEW 28:20
 Wisdom, understanding, counsel, knowledge,
 Feast of the ascension piety, fortitude, fear of the lord.
 “Behold, I am with you always, until the end of
the age.”
 Before Jesus returned to the Father, Jesus
fulfilled His promise to His Apostles. 
JOHN 14:18
 I will not leave you as orphans; I will come to
you.
JOHN 14:18-19 KJV
 I will not leave you comfortless
 The Holy Spirit as the Comforter.
JOHN 16:7
 The Holy Spirit, the comforter has come.
PENTECOST
 Fifty days after the resurrection of Jesus, the
Holy Spirit descended upon Jesus’ apostles. 
 Marks the beginning of the Church, the Church
that is one, holy, catholic, and apostolic.

NATURE OF INQUIRY AND RESEARCH

INQUIRY
ROSARY • Turn judgment into curiosity
1. The Resurrection • disagreement into shared exploration
2. The Ascension • Defensiveness into self-exploration
3. The Descent of the Holy Spirit • assumptions into questions.
4. The Assumption RESEARCH
5. The Coronation
the systematic investigation into and study of materials and  Scientific
sources in order to establish facts and reach new conclusions
 Effective
WHAT IS TO LOOK FOR IN THE RESEARCH PROCESS?
 Active
LOOK
 Resourceful
- new ideas
 Creative
- at something in a different perspective using a new
investigative lens  Honest
IMPROVE  Economical
- certain process  Religious
CREATE   Characteristics of the Researcher
- something useful out of something old  Intellectual Curiosity
EXPLAIN  Prudence
- a series of observations  Healthy Criticism
NATURE AND IMPORTANCE  Intellectual Honesty
• Research is a systematic process of solving a problem  Intellectual Creativity
or finding answers to an inquiry.
Values of Research to Man
• “Most of the society’s major problems are resolved,
 improves the quality of life
needs are satisfied, and demands are met.”
 improves instruction
INQUIRY VS RESEARCH
 improves students’ achievement
Inquiry is a process that has the aim of augmenting
knowledge, resolving doubt, or solving a problem  improves teacher’s competence
Research is a formal work undertaken systematically to  satisfies man’s needs
increase the stock of knowledge
  reduces the burden of work
AIMS OF RESEARCH
 has deep-seated psychological aspects
VERIFICATION OF EXISTING KNOWLEDGE
 Research improves the exportation of food products
- Proving/verifying the veracity of existing theories or
knowledge  Research responds to the economic recovery and
austerity measure of the country
ACQUISITION OF NEW KNOWLEDGE
 Research trains graduates to become responsive to
- Brings forth new ideas regarding a theory or even create the economic development of the country and to
a totally new theory. compete globally
APPLICATION OF NEW KNOWLDEGE
- Utilize and translate to something useful to humankind
ADVANCEMENT OF THE RESEARCHER’S EXPETISE
- Gain relevant experiences that enhance and deepen their TYPES OF RESEARCH
knowledge and skills in the area of their investigations
CHARACTERISTICS OF RESEARCH
 EMPIRICAL
 LOGICAL
 CYCLICAL
 ANALYTICAL
 CRITICAL
 METHODICAL
 REPLICABILITY
Qualities of a Good Researcher
 Research-oriented
 Efficient
1. BASED ON APPLICATION OF RESEARCH  An objective, systematic, empirical investigation of
observable phenomena through the use of computational
techniques.
 It presents findings referring to the number or frequency
of something in numerical forms( using percentages,
fractions numbers.
 Explaining phenomena by collecting numerical data that
are analyzed using mathematically based methods
(statistics).
(Aliaga and
Gunderson, 2000)
***phenomenon
2. BASED ON THE PURPOSE OF THE RESEARCH
- an observable
fact or event
- a peculiar
incident
TYPES OF
QUANTITATIVE
RESEARCH
- SURVEY RESEARCH
- CORRELATION RESEARCH
- CASUAL-COMPARATIVE RESEARCH
CORRELATIONAL RESEARCH - EXPERIMENTAL RESEARCH
- Correlational research attempts to determine whether, and to QUALITATIVE RESEARCH
what degree, a relationship exists between two or more
quantifiable variables.  the naturalistic method of inquiry of research which deals
with the issue of human complexity by exploring it
- The purpose of correlational study may be to establish directly ( Polit and Beck, 2008)
relationship (or lack of it) or to use relationships in making
predictions.  Puts an emphasis on human complexity and man’s ability
to decide and create his own experience
EXPLANATORY RESEARCH
 based on the disciplines of social sciences like
-also called as casual research psychology, sociology, and anthropology
- “WHY?” EXPLANATION  allows for in-depth and further probing and questioning of
- identify cause and effect relationship among different factors respondents based on their responses, where the
interviewer/researcher also tries to understand their
EXPLORATORY RESEARCH motivation and feelings.
- Purpose is to find out how reasonable or possible it is to  Qualitative researchers study things in their natural
conduct research study on a certain topic, discover ideas on settings, attempting to make sense of or interpret
topics that that could trigger your interest in conducting phenomena in terms of the meanings people bring to
research studies. them.
ACTION RESEARCH  Qualitative research involves the studied use and
- studies an ongoing practice of a school, organization, collection of a variety of empirical materials case study,
community, or institution for the purpose of obtaining results personal experience, introspective, life story interview,
that will bring improvements in the system. observational, historical, interactional, and visual texts-
that describe routine and problematic moments and
IDENTIFY THE PROBLEM meaning in individuals' lives.
DEVISE A PLAN CHARACTERISTICS OF QUALITATIVE RESEARCH
ACT TO IMPLEMENT YOUR PLAN 1. Conducted in a systematic and rigorous way, but more
OBSERVE. COLLECT AND ANALYSE YOUR DATA flexible than quantitative research.
REFLECT AND SHARE 2. Follows an iterative process, data collection and analysis
occur simultaneously
3. BASED ON TYPES OF DATA NEEDED
3. focuses on gathering information from people who can
QUANTITATIVE RESEARCH provide the richest insights into the phenomenon or interest
4. collection of data is continuous until saturation, or when it  Main purpose is the development of cultural theories
reaches the point where no new information is revealed with
 “ What is the demographic profile and
respect to the key themes emerging from the data.
migratory adaptations of squatter families
5. examines everyday life in its natural context or in an in Barangay Cutcut, Angeles City (dela
uncontrolled naturalistic setting. Cruz, 1994)?”
STRENGTH: 3. HISTORICAL STUDY
- It adopts a naturalistic approach to its subject, which means
 Concerned with the identification, location,
that those involve in the research understand things based on
evaluation, and synthesis of data from past events
what they find meaningful
 Not only limited to obtaining data from the pats, but
- Promotes a full understanding of human behavior or
also involves relating implications to the present and
personality traits in their natural settings
future time
- Instrument for positive societal changes
 Sources of data :
- Engenders respect of people’s individuality as it demands the
 Documents
researcher’s careful and attentive stand towards people’s
world views.  Relics and artifacts
- A way of understanding and interpreting social interactions.  Primary sources
- Increases the researcher’s interest in the study as it includes  Secondary sources
the researcher’s experience or background knowledge in
“ What were the roles of women in the Katipunan? “
interpreting verbal and visual data.
Validity of Materials:
- Offers multiple ways of acquiring and examining knowledge
about something  Internal criticism
WEAKNESS:  Establishing the authenticity or
originality of the materials by
◦ Involves a lot of researcher’s subjectivity in data analysis
looking at the consistency of
◦ Hard to know the validity or reliability of data information
◦ Open –ended questions yield “data overload” that requires  Motives and possible biases of the
long time analysis author taken into consideration
◦ Time consuming  External criticism
◦ Involves several processes, which results greatly depend  Based on the analysis of the
on the researcher’s views or interpretation materials:
TYPES OF QUALITATIVE RESEARCH  The ink and type of paper
used
1. PHENOMENOLOGICAL STUDY
 Layout and physical
◦ Seeks to find the essence or structure of an experience by
appearance
explaining how complex meanings are built out of simple
units of experience  Age and texture of
materials
◦ Examines human experiences provided by respondents
4. CASE STUDY
◦ Goal is to describe the meaning of experiences for each
subject  An in-depth examination of an individual, groups of
people, or an institution
◦ Humanness, self – determination, uniqueness, wholeness,
and individualism  Purposes : to gain insights into a little-known
problem, provide background data for broader
◦ “What are the common experiences encountered
studies, and explain socio-psychological and socio-
by a person with a spouse who is undergoing
cultural processes
rehabilitation? “
 Involves a comprehensive and extensive examination
2. ETHNOGRAPHIC STUDY
of a particular individual, group, or a situation over a
 Involves the collection and analysis of data about period of time
cultural groups or minorities
 Provides information on where to draw conclusions
 Researcher immerses with the people and becomes a about the impact of a significant event in a person’s
part of their culture life
 Key Informants provide important information  “ How do cancer survivors look at
life? “
5. GROUNDED THEORY STUDY - involves analyzing the story in terms of internal thoughts
and motivations; analyzes the written text or spoken words for
o Involves comparing collected units of data against
its component parts or patterns
one another until categories, properties, and
hypotheses that state relations between these - is concerned with: 'the structure, content, and function of the
categories and properties emerge, hypotheses are stories that we tell each other and ourselves in social
tentative and suggestive, and are not tested in the interaction' (Murray, 2003)
study
a. BIOGRAPHICAL
o  involves the collection and analysis of data. The
- takes the individual’s society and factors like gender and
theory is “grounded” in actual data, which means the class into account
analysis and development of theories
happens after you have collected the data - is concerned with the reconstruction of life histories and the
constitution of meaning based on biographical narratives and
o objective of grounded theory, then, is to expand documents.
upon an explanation of a phenomenon by identifying
the key elements of that phenomenon, and then a. DISCOURSE ANALYSIS
categorizing the relationships of those elements to the - studies the approach in which language in used in texts and
context and process of the experiment contexts
“ Ten school counselors were given structures interviews to -  research method for studying written or spoken language in
help determine how their professional identity is formed” relation to its social context. It aims to understand how
6. NARRATIVE ANALYSIS
 Main sources of data are the life accounts of
individuals based on their personal experiences
 purpose is to extract meaningful context from these
experiences
 a genre of analytic frames whereby researchers
interpret stories that are told within the context
of research and/or are shared in everyday life
 aims to identify the kinds of stories told about the

language is used in real life

◦ For example Levinson and Levinson’s (1996) study of

women’s development is situated in the literature on
Adult Growth and Development.
- “University Students’ Perception of Plagiarism”

researched phenomenon and the kinds of story

representing the phenomenon in culture and society
PARTS OF CHAPTER 1
Common types of Narrative Analysis :
- Introduction
a. PSYCHOLOGICAL
 - Background of the Study private sector creating for this purpose a national privacy
commission, and for other purposes.
- Statement of the Problem
Plagiarism - is an act of owning one’s ideas, work or
- Theoretical Framework
publication as your own.
- Conceptual Framework
- Assumptions and Hypothesis
- Scope and Delimitations of the Study
NOTES:
- Limitations of the Study
- Definition of Terms
Importance of Ethics in Research
ETHICS IN RESEARCH
• Ethics is important in research because it keeps the
ETHICS (noun) researcher from committing errors while seeking knowledge
and truth.
- A set of moral principles that governs a person’s
behavior and/or serve as a code of conduct.  It promotes essential values that help researchers
working on a topic to have a common understanding
MORALS (noun)
of how things should go about.
- An individual’s principles concerning the distinction
 • Since research may involve experts coming from
between right and wrong, good or bad.
different fields of expertise, ethics binds them
ETHICAL PRINCIPLES OF RESEARCH together by considering the important values such as
accountability, cooperation, coordination, mutual
 In doing research; respect, and fairness among others.
 How can we say that we have done the right ETHICAL CODES AND POLICIES FOR RESEARCH
thing?
1. Respect for intellectual property - Ideas of others
 Can we strike a balance between what is must be acknowledged. We should treat our
right and what is moral? colleagues fairly and justly. Credits shld be given to
 Are things we have done widely accepted by where it is due.
the community 2. Confidentiality/ Trustworthiness - keep
ETHICAL CODES AND POLICIES FOR RESEARCH confidently of all data and information contained in
our research unless otherwise needed to be known by
- HONESTY the public.
- OBJECTIVITY
- INTEGRITY - Confidential communications or documents
- CARE should be protected
- OPENNESS 3. Competence - professional competence and experts
- RESPECT FOR INTELLECTUAL PROPERTY should be maintained and improved with the
- LEGALITY (confidential/ competence) research.
 Responsible publication
 Responsible mentoring 4. Be responsible. • Consider the legalities, rules, and
 Respect for colleagues regulations of an institution or government when
 Social responsibility conducting a study. Be of help in publishing research
 Non- discrimination which aim to advance knowledge and which could
help promote social welfare, minimize harm and risk,
 Human subject protection
and maximize the benefits for the target population.
RIGHTS OF RESEARCH PARTICIPANTS
5. Responsible publication – study shld be done with
 Voluntary Participation the purpose of advancing research and scholarship.
 Informed consent 6. Human subject protection – harms and risks to
human lives shld be minimized. Human dignity,
 Risk of Harm
privacy and autonomy shld be considered.
 Confidentiality
 Anonymity
Rights of Research Participants
The Data Privacy Act of 2012 • Republic Act No. 10173,
1. Right to voluntary participation
also known as the “Data Privacy Act of 2012
- all participants should participate in a research study
- an act protecting individual personal information and
out of his free will.
communications systems in the government and the
2. Right to informed consent
- all participants must know all things above the
research they will be participating in. They should be
informed of all procedures, risk, and potential
benefits the research will bring to participants.
3. Right to be protected from harm
- It is researcher’s responsibility to protect the
participants from any form of harm that may affect
them. Principle of non-maleficence duty t avoid,
prevent, or minimize harm to the participants
- Participants shld be protected from physical,
financial, or psychological harm.
4. Right to confidentiality
- All personal information about the participants shall
be made confidential and should not be brought out
to the public.
5.  Right to anonymity
- The participant may choose not to disclose his or her
identity to anyone including the researchers
themselves.
Scientific Misconduct
As researchers, we are expected to follow the rules and the
proper conduct in making research. All of the ethical
considerations must be adhered to. Moral and social values are
always considered and should be given much importance
 Areas of Scientific Dishonesty
1. Fabrication and falsification of data
- This is sometimes called as ‘cooking the
data’. Here, data are produced without actual
experimentation or the data is altered in
recording.
2. Non-publication of data
- In contrast with the first, this time, instead
of making up data that will support the
hypotheses, the researcher choose not to
include the data gathered from the
participants which do not conform to the
hypotheses.
3. Faculty data-gathering procedures
- This can be brought about by errors in
measurements or errors in the measuring
instruments, like faulty measuring
equipment. This may also be cause by in
appropriate treatment of the subjects, invalid
procedures and poor data recording.
4. Plagiarism
- This refers to using of others as your own.
 Plagiarism - Plagiarism is an act of owning one’s
ideas, work or publication as your own. This happens
very often specially in scientific publications.
TYPES OF PLAGIARISM
1. Clone
- An act of submitting other’s work, word- for-word, as
one’s own. A written piece that contains significant
portions of text from a single source without alterations.
2. Find-Replace The act of changing key words and phrases
but retaining the essential content of the source in a paper.
3. Remix.
- An act of paraphrasing from other sources and making
the content fit together seamlessly.
4. Recycle.
- The act of borrowing generously from one’s own
previous work without citation. This is called “self-
plagiarism”.
5. Hybrid.
- This act of combining perfectly cited sources with
copied passages – without citation – in one paper.
6. Mash-up.
- A paper that represents a mix of copied materials from
several different sources without proper citation.
7. 404 Error.
- A written piece that includes citations to non-existent or
inaccurate information about sources.
8. Aggregator. This paper includes proper citation, but
contains almost no original work
IDENTIFYING VARIABLES
VARIABLE
 anything that has a quantity or quality that varies.
 any factor or property that a researcher measures,
controls and/or manipulates.
 a logical set of attributes, characteristics, numbers, or
quantities that can be measured or controlled.
EXAMPLES OF VARIABLES
 Gender is a variable it can take two values: Male and
Female.
 Marital status is a variable. It can take on values of single,
married, divorced or widowed.
 A variable may be situation specific.
Classification of Variables
1. NUMERIC VARIABLES
- with values that describe a measurable numerical quantity
and answers the questions “how many” or “how much”.
These values are considered as quantitative data.
a. Continuous Variables - value is within a
certain set of real numbers
 b. Discrete Variables - any whole value within
the limits of the given variables
2. CATEGORICAL VARIABLES
- variables with values that describe a quality or
characteristic of a data unit like “what type” or
“which category”.
Ex: the height or health of the plant (height – independent
variable)
4. NON-EXPERIMENTAL VARIABLES
a. Predictor Variable - changes the other variable/s in a
non-experimental study
b. Criterion Variables - usually influenced by the predictor
variables
Example: Title: Competencies of Teachers and Student’s
Behavior in Selected Private School
Predictor Variable: Competencies of Teachers
Criterion Variable: Student’s Behavior
5. VARIABLES ACCORDING TO THE NUMBER BEING
STUDIED:
a. Univariate study : only one variable is being studied.
b. Bivariate study: two variables are being studied
c. Polyvariate study: more than two variables are being
studied.

a. Ordinal Variables - logically ordered or ranked CHAPTER 1 RESEARCH

b. Nominal Variables – values cannot be PARTS OF CHAPTER 1

organized in a logical sequence
c. Dichotomous Variables - represents only two
categories
d. Polychotomous Variables - many categories
3. EXPERIMENTAL VARIABLES
- describes the factors that differ between the test and the
control samples, which is being investigated.
Examples: disease, growth condition
- Introduction
- Background of the Study
- Statement of the Problem
- Theoretical Framework
- Conceptual Framework
- Assumptions and Hypothesis
- Scope and Delimitations of the Study

a. Independent Variable - usually manipulated in an - Limitations of the Study

experiment. Also called manipulated or explanatory - Definition of Terms
variable.
RESEARCH TITLE - Prefaces the study by providing
b. Dependent Variable - usually affected by the summary of the main idea, short and concise
manipulation of the independent variables. Also called
response or predicted variable Characteristics:
c. Extraneous Variable - already existing during the  Summarizes the main idea
conduct of an experiment and could influence the result of the  Concise statement of the main topi
study.
 Include major variables
Examples: Title: An Experiment on the Methods of Teaching
and Language Achievement Among Elementary Pupils  Self –explanatory
Independent Variable: Method of Teaching  Describe or imply participants
Dependent Variable: Language Achievement RESEARCH PROBLEM
Extraneous Variable: Physical Ambience, Ventilation - States area of concern
INDEPENDENT - the one thing you can change. Limit to - Sets the direction
only one in an experiment. - Provides the foundation for hypothesis
Ex: the liquid used to water each plant (water – independent - States the problem not suggest a solution
variable)
DEPENDENT – the change that happens because of the
independent variable.
Sample Research TITLE  Scope and Delimitation
 Grounded theory: -What are the attitudes of elderly  Significance of the Study
people with stroke towards the daily use of assistive
BACKGROUND OF THE STUDY
devices and technologies?
consists of statements on what led the investigator to launch
 Phenomenology: -What role does the therapist’s
the study.
spirituality play in the treatment of his or her patients?
may have been generated by some empirical observations, the
-How do female high school teachers who have been
need to explore the problem and some other relevant
physically assaulted by students overcome their fears so they
conditions.
can effectively teach?
describe as clearly as possible the problem intended to be
 Ethnography: -How do adolescent Latinas/Latinos
addressed and refer to the relevant literature in the field.
conceptualize classroom participation processes shape
active oral participation? it is an overview of factors which have led to the problem,
comprise the problem and historical significance relative to
 Narrative inquiry: -How does a good everyday life come
the problem.
about when living with chronic rheumatic conditions?
STATEMENT OF THE PROBLEM
 Case study: -What strategies are being used by small
businesses that have effective and viable workplace  Formulation of the heart of the thesis
wellness programs?
 Statement of the general and specific problems

Research Problem
-EXISTING LITERATURE
-SOCIAL CONCERNS
-POPULAR ISSUES
-PERSONAL CHARACTERISTICS
-BRAINSTORMING
- PROFFESSORS
-PRACTITIONERS
INTRODUCTION
Discusses four (4) relevant ideas:  Single and not compound sentences

TOPIC or subject matter:define and elaborate using methods  Clearly express the purpose of the study
of paragraph development like classification and giving  Include the central phenomenon
examples
 Use qualitative words
IMPORTANCE of the Topic: cite the role that the topic plays
in your life and the benefits you derive from it.  Identify the participants in the study
REASONS for choosing the topic: emphasized what  State the research site
motivated you to choose the topic. Criteria:
PURPOSE of the Study: discusses the objective of the study.  Must be in question form
1. What is the Rationale of the problem?  Define the population and the samples
2. What is the setting of the problem?  Identify the variables
3. What is the basic literature foundation of the study? GENERAL TYPES OF QUESTIONS:
4. How serious is the chosen research problem?  Non- Researchable
5. What is the general objective of the problem?  Questions of vale
6. What is the overall purpose of the problem?  Answerable by yes or no
7. What is your motivation for conducting the study?  Should all mothers breastfeed their babies?
The Problem / The Problem and Its Background  Are family members helping their children
 Introduction in reviewing their lessons?
 Statement of the Problem  Researchable Questions
  Questions of opinions, perceptions, or policy  This is the foundation of the research study. These are
highly related theories and principles that were
- What are the study habits of students who
established and proven by authorities
are poorly performing?
- What are the preparations done by grade 11  refers to the set of interrelated construct, definitions, and
students during their first days in school? prepositions that presents a systematic view of
phenomena
Further Classification:
 an organized body that explains what has been done and
1. FACTOR – ISOLATING QUESTIONS
what has been said on the topic or problem being
 What is this? investigated.
 Sometimes called factor –naming questions What must be obtained from a theory?
 Isolate, categorize, describe, or name factors and  The name/s of author/s of the theory must be taken
situation including the place and the time / year when he or she
postulated such a principle or generalization.
 What is the demographic profile of the
respondents in terms of:  the part or parts of the theory that are relevant to your
study
 A. age
 synthesis by relating to your findings
 B. Sex
CONCEPTUAL FRAMEWORK
 C. Religion
 a tentative explanation or theoretical explanation of the
 D. economic status
phenomenon or problem and serves as the basis for the
formulation research hypotheses.
2. FACTOR –RELATING QUESTIONS  consists of the investigator’s own position on a problem
after his exposure to various theories that have bearing
 What is happening here? on the problem
 Determine the relationship among factors  The conceptual framework becomes the central theme,
 How does the performance level of volleyball the focus, the main thrust of the study. It serves as a
teams of boys differ to that of the girls? guide in conducting investigation.
3. SITUATION – RELATING QUESTIONS PARADIGM. A paradigm is a diagrammatic representation
of a conceptual framework. It depicts in a more vivid way
 What will happen if… what the conceptual framework wants to convey.
 Hypotheses testing or experimental study designs Conceptual Framework: Paradigm
which the researcher manipulates the variable
 How significantly different is the performance of
the call center agents who are well rested than
those who are not?
4. SITUATION – PRODUCING QUESTIONS
 How can I make it happen
 Establish explicit goals for actions
 Develop plans or prescriptions
 Specify conditions to achieve goals
 Based on the findings, what human relation
intervention program can be adopted to enhance
or improve effectiveness of existing teaching
methods?
STATEMENT OF THE PROBLEM
 There should be a general statement of the whole ASSUMPTIONS AND HYPOTHESIS
problem followed by the specific questions or sub
problems into which the general problem is broken  Historical and descriptive investigations do not need
up. explicit hypotheses and assumptions. Only experimental
studies need expressly written assumptions and
THEORETICAL FRAMEWORK hypotheses.
ASSUMPTIONS- a belief that forms one of the bases for the  Definitions may be taken from encyclopedias, books,
research. This belief is not to be tested or supported with magazines and newspaper articles, dictionaries, and
empirical data. Very often belief is not stated in a research other publications but the researcher must
proposal. acknowledge his sources.
HYPOTHESIS is a tentative answer to a research question, it  Definitions should a\be brief, clear, and unequivocal
can be derived as possible.
 From the observation before the research is conducted.  Acronyms should always be spelled out fully
This is called inductive hypothesis.
 from the theory. This is called deductive hypothesis.
KINDS OF HYPOTHESIS
RESEARCH HYPOTHESIS is usually developed from
experience, literature or theory, or combination of these. This
is the expected relationship between variables.
NULL HYPOTHESIS is the one that states NO relationship
between varibales. The function is to let the research test the
hypothesis statistically.
SCOPE AND DELIMITATIONS
The scope and delimitations should include the following:
 A brief statement of the general purpose of the study.
 The subject matter and topics studied and discussed.
 The locale of the study, where the data were gathered
or the entity to which the data belong.
The population or universe from which the respondents were
selected. This must be large enough to make generalizations
significant.
The period of the study. This is the time, either months or
years, during which the data were gathered.
SIGNIFICANCE OF THE STUDY
 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.
 Possible solutions to existing problems or improvement
to unsatisfactory conditions.
 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 placed in a more
advantageous position on account of the study.
 Possible contribution to the fund of knowledge.
 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.
DEFINITION OF TERMS
 Only terms, words, or phrases which have special or
unique meanings in the study are defined.
 Terms should be defined operationally, that is how
they are used in the study.
 The researcher may develop his own definition from
the characteristics of the term defined.