A Module in Research in Education 1: Office of The College of Teacher Education

Republic of the Philippines
OCCIDENTAL MINDORO STATE COLLEGE

Rizal Street, San Jose, Occidental Mindoro
Website: www.omsc.edu.ph Email address: omsc_9747@yahoo.com
Tele/Fax: (043) 457-0231
CERTIFIED TO ISO 9001:2015
CERT. NO.: 50500779 QM15
Office of the College of Teacher Education
San Jose Campus
A Module
in
RESEARCH IN EDUCATION 1
Prepared by:
JOANNE D. GOROSPE, EdD
The compiler does not own any of the contents of this learning module. Due credits and
acknowledgment are given to the authors, internet sources, and researchers listed on the
reference page. Such sources are reserved to further explain concepts and cannot be credited to
the compiler and the school. All diagrams, charts, and images are used for educational purposes
only. The sole objective of this instructional material is to facilitate independent learning and
not for monetary gains because this is NOT FOR SALE.
2020 Edition
i | joannedgorospe
ii | joannedgorospe
PREFACE
This module is directed to Bachelor of Elementary Education (BEEd) students

taking their first course in educational research. Because this field continues to grow
rapidly with regard to both the knowledge it contains and the methodologies it employs,
the compiler presents the ideas, concepts, and principles as easy to understand as
possible.
The main goals of this module is to provide the students with the basic
information needed to understand the basic information needed to understand the
research process , from idea formulation through data analysis and interpretation. This
will also enable students to use the knowledge that they will gain form this module to
design their own research investigation on a topic related to education or to their area
of specialization. In order to achieve this, lessons are organized in the order that
students normally follow in developing a research proposal or conducting a research
project. Exercises are provided for the student to apply their understanding of the major
concepts of each lesson.
No claim is made to originality. Many of the important ideas, concepts, and

principles found in this module came from different sources with only some sprinkling of
original ideas. The compiler is therefore, expressing her thanks and gratitude to all those
authors whose ideas, concepts, and principles have been used to enrich the content of
this module.
Joanne D. Gorospe
iii | joannedgorospe
TABLE OF CONTENTS
CONTENT PAGE
Lesson 1: Introduction to Research 1

Definitions of Research 1
Purposes of Research 2
Characteristics of Good Research 3
Differences between Research and Problem Solving 5
Kinds and Classifications of Research 6
The Scientific Method of Research 7
Lesson 2: The Basics of Educational Research 11

Variables 11
Hypotheses 14
Ethics and Research 15
Review of the Literature and Studies 17
Lesson 3: The Research Problem 19

The Research Problem 19
The Research Title 21
Statement of the Problem 23
Lesson 4: The Research Methods 25

Quantitative Versus Qualitative Research 25
Quantitative Research 26
Qualitative Research 28
Mixed Methods 30
Lesson 5: Writing a Research Proposal 32

Institutional Format for Research Proposal 32
How to Write Chapter I 33
How to Write Chapter II 37
How to Write Chapter III 39
Lesson 6: Defending a Research Proposal 41
References 43
iv | joannedgorospe
LESSON 1
INTRODUCTION TO RESEARCH
TOPICS
1. Definitions of Research
2. Purposes of Research
3. Characteristics of Good Research
4. Differences between Research and Problem Solving
5. Kinds and Classifications of Research
6. The Scientific Method of Research
LEARNING OUTCOMES
At the end of the lesson, you should be able to:
1. Define research
2. Explain the purposes and characteristics of good research
3. Differentiate between research and problem solving
4. Analyze the kinds and classifications of research
5. Discuss the scientific method of research and the hindrances to
scientific inquiry
TOPIC 1: DEFINITIONS OF RESEARCH
Research takes many forms. It is a key to progress. There can be no progress

without research in almost if not all human endeavors. In government, in education, in
trade and commerce, and in all types and kinds of industries, research is vital and
essential.
Considering the education setting, teachers at all levels continually make
decisions about instructional activities, such as curriculum, teaching techniques,
classroom management, and student learning. They base their decisions on their
experiences, other teachers’ experience, and their understanding of accumulated
knowledge about education. Much about the knowledge about teaching and learning
comes from educational researchers who seek answers to educational questions or try
to clarify some existing educational issue. One sign of a productive profession, such as
education, is the systematic attempt by its researchers and practitioners to examine the
knowledge base upon which the profession functions.
https://www.mathematica.org/-/media/internet/labor-graphics-and-photos/labor-photos/ss_251529133-clear-630-315.jpg
1 | joannedgorospe
What is Research?
Research is but one way to obtain knowledge. It is a the systematic attempt to
collect information about an identified problem or question, analyze that information,
and apply the evidence thus derived to confirm or refute some prior prediction or
statement about that problem. It is knowledge acquisition gained through reasoning,
through intuition but most importantly through the use of appropriate methods.
Educational research is not unique within the total research community; it is the
application of some generally accepted systematic procedures to examine the
knowledge base of education.
Task/Activity
Answer the following comprehensively.

A. Look for the definitions of research as cited by at least five (5) different authors.
Synthesize their given definitions coming up with a new one.
B. The definition of research says that research is purposive. Explain the statement
below:
“The main or principal purpose and goal of research is the preservation
and improvement of the quality of human life. All kinds of research are directed
toward this end. The purpose of research is to serve man, and the goal of
research is the good life.”
TOPIC 2: PURPOSES OF RESEARCH
How can educators, parents, and students obtain what they need? Many ways of
obtaining information, of course, exist. One can consult experts, review books and
articles, question or observe colleagues with relevant experience, examine one’s own
past experience, or even rely on intuition. All these approaches suggest possible ways to
proceed, but the answers they provide are not always reliable. Experts may be
mistaken; source documents may contain no insights of value; colleagues may have no
experience in the matter; and one’s own experience or intuition may be irrelevant or
misunderstood.
Due to research, man has attained great accelerating progress and is enjoying
the products of research such as he fast and comfortable land, sea, and air means of
transportation, the wonders of electricity like the radio, telephone, air conditioning,
light in the homes, moves running machinery for industry, the computer, the potent
drugs that promote health and prolong life, and many other countless things.
Although the concept of teachers as researchers is not new, our understanding

of how important it is for classroom teachers to collaborate with research producers
and to produce research themselves about their lives in the classroom has been
increasing. With this, teachers need to have the background knowledge and
understanding that they need to participate in such research projects.
Since teachers are increasingly being held responsible for what and how they
teach, they need to take leadership in determining what insights about learning and
teaching should be systematically applied in classrooms. It is especially important that
2 | joannedgorospe
teachers collaborate with researchers when changes in curriculum and instructional
procedures are being evaluated.
Purposes of Research in Education
1. To discover new facts about known phenomena.
2. To find answers to problems which are only
partially solved by existing methods and
information.
3. To improve existing techniques and develop new
instruments or products.
4. To order related, valid generalizations into
systematized science.
5. To provide basis for decision-making.
6. To satisfy the researcher’s curiosity.
7. To find answers to queries by means of scientific
methods.
8. To acquire a better and deeper understanding
about one phenomenon that can be known and
understood better by research
9. To expand or verify existing knowledge.
https://oregoncenterfornursing.org/wp-content/uploads/2016/07/research-4-225x300.png
Task/Activity
Think of a possible research topic for each of the following purposes of

research. Research topics must be in line with education.
1. To find answers to problems which are only partially solved by existing methods
and information.
2. Improve existing techniques and develop new instruments or products.
3. To provide basis for decision-making.
4. To satisfy the researcher’s curiosity.
5. To expand or verify existing knowledge.
TOPIC 3: CHARACTERISTICS OF GOOD RESEARCH
Research consumers read research reports to increase their general knowledge

about educational practice, to acquire knowledge that they can apply in professional
practice, and to gain insights about effective instructional procedures that they can use
in classrooms.
Research is simply a systematic and refined technique of thinking, employing
specialized tools, instruments and procedures in order to obtain a more adequate
solution of a problem than would be possible under ordinary means. It starts with the
problem, collects data or facts, analyzes these critically, and reaches decisions based on
actual evidence. It involves original work instead of a mere exercise of personal opinion.
It evolves from genuine desire to know rather than a desire to prove something, seeking
to know not only what but how much, and measurement is therefore a central feature
of it.
This is why knowledge of scientific research methodology can be of value. The
scientific method provides teachers with another way of obtaining information that is
accurate and reliable.
3 | joannedgorospe
The characteristics of research may be summarized as follows.
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 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 not 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 and 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 questions serve as the hypotheses and the
hypotheses are tested and not proved.
7. Research employs quantitative or statistical methods. Data arte transformed into
numerical measures and are treated statically 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 these, etc.)
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 that the findings will lead to the
formulation of scientific generalizations. All conclusions are based on actual
evidence.
11. Research is patient and unhurried activity. This is to ensure accuracy. Research
that is hurriedly done or conducted carelessly due to racing against time may
lead to shaky conclusions and generalizations.
12. 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.
13. Research requires courage. Research requires courage because the researchers
oftentimes undergo hazards, discomforts and the like. At times the researcher
encounters public and the social disapproval. Also, disagreements with
colleagues may arise.
https://mk0essayminq00n3f4xd.kinstacdn.com/wp-content/uploads/2018/11/GOOD-RESEARCH-PAPER-1080x675.jpg
4 | joannedgorospe
Task/Activity
Summarize the characteristics of a good research in a maximum 300 words, in

three paragraphs
TOPIC 4: DIFFERENCES BETWEEN RESEARCH AND PROBLEM SOLVING
The researcher must be able to distinguish between research and problem

solving. A researcher supposed research problem may only be good for problem solving.
The differences between research and problem solving may be summarized as follows:
https://miro.medium.com/max/1080/1*SYeMlfaWaayp0S6uwsufiQ.png
RESEARCH PROBLEM SOLVING

There may not be a problem, only an
There is always a problem to be solved.
interest in answering a question or query.
A research problem is more rigorous and A problem to be solved is less rigorous and
broader in scope. less broad.
The problem to be solved has to be
The research problem is not necessarily
defined specifically and identified
defined specifically.
definitely.
All research is intended to solve some kind Problem-solving does not always involve
of problem, but this is not the primary aim. research.
Research is conducted not primarily to
Problem-solving is always intended to
solve a problem but to make a
solve a problem.
contribution to the general knowledge.
Research is concerned with broad Problem-solving is concerned with a
problems, recurrent phenomena, and wide specific problem and once the problem is
application through generalization. solved, that is the end of it.
Task/Activity
Answer the following.

1. How are research and problem solving differentiated?
2. Cite three (3) topics or problems that can be answered through research and
another three (3) which can be solved by merely problem solving.
5 | joannedgorospe
TOPIC 5: KINDS AND CLASSIFICATIONS OF RESEARCH
All of us engage in actions that have some of the characteristics of formal

research, although perhaps we do not realize this at this time. We try out new methods
of teaching, new materials, new textbooks. We compare what we did dis year with what
we did last year. Teachers frequently ask students and colleagues their opinions about
school and classrooms activities.
We observe, we analyze, we question, we hypothesize, we evaluate. But rarely

do we do things systematically. Rarely do we observe under controlled conditions.
Rarely are our instruments as accurate and reliable as they might be. Rarely do we use
the variety of research techniques and methodologies at our disposal.
In scientific research, however, the emphasis is on obtaining evidence to support

or refute proposed facts or principles. There are many methodologies that fit this
definition. If we learn how to use more of these methodologies where they are
appropriate and if we can become more scientific in our research efforts, we can obtain
more reliable information upon which to base our educational decisions. Let us look,
therefore, at some research methodologies we might use.
There are many kinds of research which are classified according to their
distinctive features. Some are as follows:
According to Purpose:
1. Predictive or Prognostic Research has the purpose of determining the future
operation of variables under investigation with the aim of controlling or
redirecting such for the better.
2. Directive Research determines what should be done based on the findings. This
is to remedy an unsatisfactory condition if there is any.
3. Illuminative Research is concerned with the interaction of the components of
the variable being investigated, as for example, “interaction of the components
of educational systems and aims to show the connections among, for example,
student characteristics, organizational patterns and policies and educational
consequence.
According to Goal:
1. Basic or Pure Research is done for the development of theories or principles. It is
conducted for the intellectual pleasure of learning.
2. Applied Research is the application of the results of pure research. This is testing
the efficacy of theories and principles.
According to the Levels of Investigation:
1. In exploratory research, the researcher studies the variables pertinent to a
specific situation.
2. In descriptive research, the researcher studies the relationships of the variables.
3. In experimental research, the experimenter studies the effects of the variables
on each other.
According to the Type of Analysis:
1. In the analytic approach, the researcher attempts to identify and isolate the
components of the research situation.
6 | joannedgorospe
2. The holistic approach begins with the total situation, focusing attention on the
system first and then on its internal relationships.
According to Scope:
Under this category is an 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.
In education, it is a firing-line or on the job type of problem solving or
research used by teachers, supervisors, and administrators to improve the
quality of their decisions and actions. It seeks more dependable and appropriate
means of promoting and evaluating student growth in line with specific and
general objectives and attempts to improve educational practices without
reference to whether findings would be applicable beyond the group studied.
According to Choice of Answers to Problems:
1. In evaluation research, all possible courses of actions are specified and identified
and the researcher tries to find the most advantageous.
2. In developmental research, the focus is on finding or developing a more suitable
instrument or process that has been available.
According to Statistical Content:
1. Quantitative or statistical research is one in which inferential statistics are
utilized to determine the results of the study.
2. Non-quantitative research is research in which the use of quantity or statistics is
practically nil. This is especially true in anthropological studies where the
description is usually used.
According to Time Element:
1. Historical research describes what was.
2. Descriptive research describes what is.
3. Experimental research describes what will be.
Historical, descriptive, and experimental are the three major research methods.
Task/Activity
Choose three (3) types of research and list possible research topic that could be
done using each of the selected types of research.
TOPIC 6: THE SCIENTIFIC METHOD OF RESEARCH
When many people hear the word science, they think of things like white lab
coats, laboratories test tubes, or space exploration. Scientists are people who know a
lot, and the term science suggests a tremendous body of knowledge. What we are
interested in here, however, is science as method of knowing. It is the scientific method
that is important to researchers.
Scientific method involves testing ideas in the public arena. All of us are capable
of making connections among sensory information that we experience. Most of us
identify these connections as facts which are items of knowledge about the world in
7 | joannedgorospe
which we live. We may peculate, for example, that our students may be less attentive in
class when we lecture than when we engage them in discussion. In this case, we do not
really know if what we think is true. What we are dealing with is only a guess or a hunch,
or as scientist would say, a hypothesis.
What we must do is to put our guess or hunch to a rigorous test to see if it holds
up under more controlled condition. To investigate our speculation on attentiveness
scientifically, we can observe carefully and systematically how attentive our students
are when we lecture and when we hold a class discussion. Such investigation, however,
does not constitute science unless it is made public. This means that all aspects of the
investigation are described in sufficient detail so that the study can be repeated by any
who question the results.
One of the characteristics of good research is that, it is systematic. It follows a

scientific method of research which included the following sequential steps:
1 •Determining 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
9 •Making recommendations for further research
In short, the essence of all research originates in curiosity or a desire to find out
why things happen, including why people do the things they do, as well as whether or
not certain ways of doing things work better than others.
Some Hindrances to Scientific Inquiry (Errors in Personal Judgment)
1. Tradition. This is accepting that customs, beliefs, practices, and superstitions are
true and are parts of the daily lives of me. No effort is exerted to find out
whether they are true or not. For example, there is a traditional belief among
some women that women who are conceiving should avoid eating dark or black
food because their children will become black also.
2. Authority. This is accepting without question an opinion about a certain subject
for 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. 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.
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 a 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,
8 | joannedgorospe
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
over generalization 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. E forms the conclusion that the Chinese are shrewder and more
competitive than Filipinos.
6. Made-up Information. This is making up information to explain away confusion.
This is wrongly interpreting the findings of a research material. Suppose a buyer
buys from a store, goods worth ₱50 and gives to the storekeeper a ₱100 bill. The
storekeeper mistakenly gives a change of ₱40. The buyer goes away without
counting the change but when he gets home he finds that the change is short of
₱10. Instead of going back to the store to find out why he has a wrong change,
he concludes that the storekeeper is a cheater and the members of his family are
also cheaters.
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 when a woman is believed to be a sorcerer.
8. Ego-involvement in Understanding. This is giving an explanation when one finds
himself in an unfavorable situation. For instance, 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.
9. Mystification. This is attributing to supernatural power, the phenomena that
cannot be understood. This is accepting that there are things which are beyond
human intelligence to understand and which are reserved only to a supernatural
being. Tus, no effort is exerted to make a scientific inquiry about these
phenomena.
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 mistake, he merely leans on this
saying. He does not make any effort anymore to study why he committed the
error, how he committed the error, the implications of this error, how can he
correct his error, and how to make more sound decisions in the future.
11. Dogmatism. This is an unwritten policy of certain institutions and governments
prohibiting the study of topics that are believed to run counter to the
established doctrines of such institutions or governments. Thus in communistic
states, it is unlikely that one studies and writes about the beauty of democracy.
It may be a remote possibility that a research student in a Christian school can
make a study about the non-existence of God.
Task/Activity
A. Choose two problems listed below and enumerate the steps to be done in
solving the problems using the steps in scientific method of research.
1. An elementary school counselor wishes he could get more students to open
up to him about their worries and problems.
2. A third grade teacher wonders if discussions are more effective that lectures
in motivating pupils to learn math concepts.
3. A physical education teacher wonders if the ability in one sport correlates
with ability in other sports.
4. A SPED teacher would like to know what happens during a typical week in an
English class for SPED pupils.
B. Cite other instance that could hinder scientific inquiry. Explain.
9 | joannedgorospe
ASSESSMENT: INTRODUCTION TO RESEARCH
Answer the following questions.
1. How do you define research?

2. Why is research important to human kind?
3. How do you characterize a good research?
4. What is the main difference between research and problem solving?
5. How is research classified?
6. Review the hindrances to scientific inquiry. Why are they called hindrances?
7. Why should the scientific method of research be followed? Explain.
10 | joannedgorospe
LESSON 2
THE BASICS OF EDUCATIONAL RESEARCH
TOPICS
1. Variables
2. Hypotheses
3. Ethics and Research
4. Review of the Literature and Studies
LEARNING OUTCOMES
1. Explain and differentiate the types of variables
2. Formulate hypothesis given research questions
3. Explain the role and importance of ethics in conduction research
4. Discuss the importance of literature as a foundation on conducting
research
TOPIC 1: VARIABLES
What is a Variable?
A variable is a concept – a noun that stands for variation within a class of objects
such as gender, eye color, achievement, motivation or running speed. Notice that the
individual members in the class of objects, however, must differ or vary to qualify the
class as a variable. If all members of a class are identical, we do not have a variable. Such
characteristics are called constants.
Suppose a researcher is interested in studying the effects of reinforcement on

student achievement. The researcher systematically divides a large group of Grade 3
pupils into three smaller subgroups. She then trains the teacher of these subgroups to
reinforce their pupils in different ways (one gives verbal praise, the second gives
monetary rewards, and the third gives extra points) for various tasks the pupils perform.
In this study, reinforcement would be a variable (it contains three variations) while the
grade level of the pupils is the constant.
There are many variables that can be investigated. Researchers choose certain
variables to investigate because they suspect that these variables are somehow related
and believe that discovering the nature of this relationship can help make more sense
out of the world in which we live.
Quantitative Versus Categorical Variables
Variables can be classified in several ways. One way is to distinguish between

quantitative and categorical variables. Quantitative variables exist in some degree
(rather than all or none) along a continuum from less to more, and we can assign
11 | joannedgorospe
numbers to different individuals or objects to indicate how much of the variable they
possess. Obvious examples are height and weight. We can also assign numbers to
various individuals to indicate how much “interest” they have in a subject with 5
indicating very much interest, 4 much interest, 3 some interest, 2 little interest, 1 very
little interest, down to 0 indicating no interest. By way of contrast, categorical variables
do not vary in degree, amount or quantity but are qualitatively different. Examples
included eye color, gender, religious preference, occupation, academic rank, and others.
Suppose a researcher is interested in studying teachers who use different methods in
teaching. The researcher locates one teacher who lectures exclusively, another who
buttresses her lectures with slides and filmstrips, and a third who uses the case-study
method and lectures not at all. In this situation, the teaching method varies, thus, it is a
variable.
Independent Versus Dependent Variables
A common and useful way to think about variables is to classify them as

independent or dependent. Independent variables are those that the researcher
chooses to study in order to assess their possible effect(s) on one or more variables. The
variable that the independent variable is presumed to affect is called a dependent
variable.
https://www.examrace.com/Study-Material/Research-Methodology/posts/Variables-YouTube-Lecture-Handouts/Control-of-Variables-For-Variables-Image-4.webp
In commonsense terms, the dependent variable “depends on” what the

independent variable does to it, how it affects it. For example, a researcher studying the
relationship between childhood success in mathematics and adult career choice is likely
to refer to the former as the independent variable and subsequent career choice as the
dependent variable. Further, it is possible to investigate more than one independent
and more than one dependent variable in a study.
Moderator Variables
A moderator variable is a special type of independent variable. It is a secondary

independent variable that has been selected for study in order to determine if it affects
or modifies the basic relationship between the primary independent variable and the
dependent variable.
https://scienceofworking.com/wp-content/uploads/2019/04/moderated-relationship.png
12 | joannedgorospe
For example, a researcher wants to study about the effects of anxiety to test
performance of the students. The independent variable will be anxiety level and the
dependent variable is the test performance of the students. However, it was found that
the test performance of the students is affected by their test-taking experience. With
that, test-taking experience can be the moderator variable.
Extraneous Variables
A basic problem in research is that there are many possible independent

variables that could have an effect on the dependent variable. Once researchers have
decided which variables to study, they must be concerned about the influence or effect
of other variables that exist. Such variables are usually called extraneous variables. The
task is to control these extraneous variables somehow to eliminate or minimize their
effect. Extraneous variables are independent variables that have been controlled.
https://www.simplypsychology.org/controlled-experiment3.jpg?ezimgfmt=rs:380x271/rscb20/ng:webp/ngcb20
There are many possible extraneous variables. Suppose a researcher suspects

that the discussion approach may be superior for the girls in the class and the visual
approach may be more effective for boys. The personality of the teachers involved, the
experience level of the students, the time of day the classes are taught, the textbooks
used, the nature of the subject taught, the type of learning activities the teachers
employ and the teaching methods are the possible extraneous variables that could
affect learning in this study.
One way to control extraneous variables is to hold them constant. For instance if
the researcher includes only boys as the subject of the study, she is controlling the
variable gender. We would say that the gender of the subjects does not vary.
Task/Activity
A. Identify each of the following as quantitative or categorical variables.

1. Reading achievement
2. Nationality
3. Administrative style
4. Heartbeat rate
5. Ethnicity
B. If the dependent variable is English reading performance, cite at least five

independent variables.
13 | joannedgorospe
C. In the study on the relationship between the teaching style and students’
academic motivation, list three (3) moderator variables and another three (3)
extraneous variables.
TOPIC 2: HYPOTHESES
What is a Hypothesis?
A hypothesis is, simply put, a prediction of the possible outcomes of a study. It is

a tentative statement about the relationship between two or more variables. It is
specific, testable prediction of what you expect to happen in your study.
A hypothesis must be empirically grounded and lead to the main contributor of

the investigation. A research hypothesis is the statement that you created when you
speculate upon the outcome of a structure, as the ultimate aim of any experiment. It is
the statement that predicts the relationship between independent and dependent
variables.
A hypothesis is not a final answer, but rather a proposal to be tested and

evaluated. For example, a researcher would like to test whether the use of
manipulatives improves pupils’ performance. Two groups of pupils were used as
participants; one group was introduced with manipulatives and the other with no
manipulatives.
Research question:
Is there a significant difference between the performances of the two
groups of pupils before and after the use of manipulatives?
Ho: There is no significant difference between performances of pupils before and after
the use of manipulatives.
Characteristics of a Good Hypothesis
A research hypothesis is a statement that researchers can empirically test. It is a

statement about how two variables are related. It is not a question and, to that end, it is
different from a research question that is usually broad and does not specifically link
two or more specific concepts. The following are the characteristics of a good research
hypothesis.
1. Logical. A good hypothesis is usually founded on established theories or

developed from the results of previous research. Specifically, a good hypothesis
should have two logical conclusions of a logical argument.
2. Testable. A good hypothesis must be testable. That is, it must be possible to
observe and measure all the variables involved. The hypothesis must involve real
situations, real events, and real individuals. You cannot test a hypothesis that
refers to imaginary terms or hypothetical situations.
3. Refutable. A testable hypothesis must be refutable. It must be possible to obtain
research results that are contrary to prediction. For example, if the research
hypothesis predicts that the treatment will cause all increase in scores, it must
be possible for the data to show a decrease.
14 | joannedgorospe
Task/Activity
Analyze the research questions below. Formulate hypotheses given the research
questions.
This study aims to determine the effects of games-simulation on mathematical

achievement and degree of motivation of the Grade 6 pupils. Specifically, the researcher
seeks answer to the following questions:
1. What is the profile of the respondents in terms of:
1.1. Age;
1.2. Gender; and
1.3. Pre-achievement level?
2. What are the levels of mathematical motivations of the two groups of
respondents based on their pre-test and post-test scores?
3. Is there a significant difference in the control and experimental groups’
mathematical motivations as measured by their pre-test and post-test scores?
4. How significantly different are the math academic achievements of the two
groups of students based on their pre-test and post-test results?
TOPIC 3: ETHICS AND RESEARCH
Research, as a scientific activity, always calls for the involvement of human

beings – the researcher and the participants. Because of this, it behooves the researcher
to observe ethical practices in his relationship with others, especially with the research
participants. Respect for the rights and values of others is very essential; hence ethical
considerations and guidelines are deemed as an important aspect of research.
Basic Rules for Ethical Research
The professional integrity of the researcher becomes at stake when research is

carried out without considering moral issues on what ought to be done and what ought
not to be done. The notion of ethics is closely linked to the idea of morality; and that
ethics concerns the system of moral principles by which individuals can judge their
actions as right or wrong, good or bad. Ethics in research calls for a moral perspective
rather than the practical or logical perspective related to the research methodology.
Some ethical questions as guide for the researcher at the start of a research
project are as follows:
 What are the beneficial consequences of the study?
 How can informed consent of the participants be obtained?
 How can confidentiality of the participants be protected?
 What are the consequences of the study for the participants?
 How will the researcher’s role affect the study?
In the context of social science, some authors have developed an “ethical

theory” based on four principles:
1. Non-maleficence – Researchers should avoid harming participants.
2. Beneficence – Research on human subjects should produce some positive and
identifiable benefit rather than simply be carried out for its own sake.
15 | joannedgorospe
3. Autonomy or self-determination – Research participants’ values and decisions
should be respected.
4. Justice – All people should be treated equally.
To expound more on these ethical concerns, the succeeding discussion offers

more succinct ideas pertaining to ethical considerations in research. First on the list is
the integrity of the researcher. Researchers must act professionally in the pursuit of
truth. They should be committed to discovering and reporting things as honestly as
possible.
A very basic ethical rule is to acknowledge the source of information or data

used throughout the text. Knowledge or information taken from another source must
be acknowledged by citing the name of the author/s and the reference material where
such ideas were taken.
Deception or misrepresentation must be avoided. The researcher must not be

influenced by other considerations except only of what is the truth of the matter.
Sometimes misrepresentation or deception in research can occur among social
researches sponsored by various interest groups like political groups, manufacturing
companies, promotion, companies, or even motivated by the researcher’s personal
interests. In the field of educational research perhaps there’s a slim chance that this
could happen. However, human frailty could lead to temptations due to man’s innate
vulnerability to it; hence faithfully observing and committing one’s self to ethical
guidelines and reminders is truly proper.
As expected of every researcher, it is his or her duty to inform and discuss with
the participants the consequences of the study, both the positive and negative
consequences. Luck may be on the researcher’s side if all the intended participants
agree to take part in the study. But if there are some who refuse to participate, the
researcher cannot force them. It is therefore necessary to get the consent of the
participation prior to gathering data.
Informed consent is a principle that is fundamental to the notion of human

rights. This means that it is absolutely essential to seek the voluntary consent of the
human subject. The person involved should have the legal capacity to give consent;
should be able to exercise free power of choice without any intervention or force; and
must have sufficient knowledge and comprehension of the subject of research to enable
him to make an enlightened decision. In the case of children participants or other
vulnerable members of society, consent must be given by the parents or legal guardian
or another person who has a direct, formal responsibility for the welfare of the child or
other vulnerable participant. Teacher-advisers in school, acting in loco parentis or lieu of
parents might take on this role.
Another to consider are privacy, confidentiality and anonymity. The researcher

should take measure to safeguard the confidentiality of information and ensure the
non-disclosure of identities of those participating in the research. In legal form, the issue
of privacy was originally framed as the protection of individual citizens against intrusions
by others into their lives, and against demands for the disclosure of information. Closely
intertwined under the heading of privacy are issues to do with the control of both
territory and information. The territory involved is not only physical space, but also
virtual space that exists on mobile phones, personal and institutional computers and
internet.
16 | joannedgorospe
Task/Activity
Write a narrative story of your past experience wherein you, as a student, did
not conform to the ethical norms while doing your research projects. Analyze your
behavior at that time and reflect on what you should have done as an evidence of
learning.
TOPIC 4: REVIEW OF THE LITERATURE AND STUDIES
The Value of Literature Review
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.
A literature review is helpful in two ways. It not only helps researchers glean the
ideas of others interested in a particular research question and lets them read about the
results of similar or related studies. A detailed literature review, in fact, is usually
required of students when they design a thesis. Researchers can weigh information
from a literature review in light of their own concerns and situation. They need to be
able not only to locate other work dealing with their intended area of study but also to
be able to evaluate their work in terms of its relevance to the research question of
interest.
Types of Sources
A researcher needs to be familiar with three basic types of sources as he/she

begins to search for information related to the research question. The following are the
types of sources where the researcher can get the necessary information.
1. General references – are the sources researchers often refer to first. In effect,
they tell where to look to locate other sources such as articles, monographs,
books and other documents that deal directly with the research question. Most
general references are either indexes, which list the author, title, and place of
publication of articles and other materials, or abstracts, which give a brief
summary of various publications, as well as their author, title and place of
publication.
2. Primary sources – are publications in which researchers report the results of
their studies. Authors communicate their findings directly to the readers. Most
primary sources in education are journals.
3. Secondary sources – refer to publications in which authors describe the work of
others. The most common sources in education are textbooks. Other commonly
used secondary sources include educational encyclopedias, research reviews,
and yearbooks.
17 | joannedgorospe
Characteristics of Related Literature and Studies/Materials to be Cited
There are certain characteristics of related materials that make them of true
value. Among these characteristics are the following:
1. The materials must be as recent as possible.
2. Materials must be as objective and unbiased.
3. Materials must be relevant to the study.
4. Surveyed materials must have been based upon genuinely original and true facts
or data to make them valid and reliable.
5. Materials must not be too few but not too many.
Task/Activity
In the illustration below, it can be gleaned that the review of related literature is
the first step in the research process. Why do you think so? Why are related literature
and studies important at the start of research undertaking?
ASSESSMENT: THE BASICS OF EDUCATIONAL RESEARCH

If you want to study about the determinants of students’ academic success,
answer the following.
1. What independent variables will be taken into consideration? Classify each as
quantitative or categorical variables. What are the possible moderator and
extraneous variables in the study?
2. List possible questions and formulate hypotheses corresponding to these
questions.
3. What ethical considerations will you consider in conducting the study?
4. Is there a need to review the existing literature on the factors affecting students’
academic success? Why?
18 | joannedgorospe
LESSON 3
THE RESEARCH PROBLEM
TOPICS
1. The Research Problem
2. The Research Title
3. Statement of the Problem
LEARNING OUTCOMES
1. Explain the research problem and its elements
2. Formulate a good research title following the guidelines
3. Write statement of the problem based on the formulated title
TOPIC 1: THE RESEARCH PROBLEM
What is a Research Problem?

A problem is any significant, perplexing and challenging situation, real or
artificial, the solution of which requires reflective thinking. It is a perplexing situation
after it has been translated into a question or series of questions that help determine
the direction of subsequent inquiry.
A research problem is exactly a problem that someone would like to research. A
problem can be anything that a person finds unsatisfactory or unsettling, a difficulty of
some sort, a state of affairs that needs to be changed, anything that is not working as
well as it might. Problems involve areas of concern to researchers, conditions they want
to improve, difficulties they want to eliminate, questions for which they seek answers.
https://slideplayer.com/slide/7402730/24/images/8/Steps+in+identifying+a+research+problem.jpg
19 | joannedgorospe
Elements of a Research Problem
The term research problem implies that an investigation, inquiry or study is to be
conducted, or that the problem is ready for investigation, inquiry or 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 answer. This answers the
question “Why?” Why is there an investigation, inquiry or study?
2. The subject matter or topic to be investigated. This answer 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 the study is be carried out.
5. Population or universe from whom the data are to be collected. This answers the
question “Who?” or “From whom?” Who are the respondents? From whom are
the data to be gathered?
Guidelines in the Selection of a Research Problem

There are certain guidelines or criteria in the selection of a research problem to
make it more interesting and the research work more enjoyable to the researcher as
well 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 problem.
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 in some way make
the work easier for him because he is working on familiar grounds. Besides, this
may improve his specialization, skill, and competence in his profession.
4. It must be within the competence of the 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 them. He must have a workable
understanding of his study.
5. It must be within the ability of the researcher to finance; otherwise he must be
able to find funding for his research. Research involves not a small amount of
expense and the researcher must be able to foot the bills 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, data are available and accessible; the
data must meet the standards of accuracy, objectivity, and verifiability; answers
to the specific questions can be found; the hypotheses formulated are testable,
that is, they can be accepted or rejected; and 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.
20 | joannedgorospe
8. It is significant, important, and relevant to the present time and situation, timely,
and of current interest. This means that the research project must be able to
make a substantial impact upon situations and people it is intended for or
addressed to.
9. The results are practical and implementable.
10. It requires original, critical, and reflective thinking to solve it. To be able to apply
these, the research project must be novel, new or original.
11. It can be delimited to suit the resources of the researcher but big or large
enough to be able to give significant, valid, and reliable results and
generalizations.
12. It must contribute to the national development goals for the improvement of the
quality of human life.
13. It must contribute to the fund of knowledge.
14. It must show or pave the way for the solution of the problem or problems
intended to be solved.
15. It must not undermine the moral and spiritual values of the people. It must
advocate the promotion of antisocial values such as drug addiction, cruelty,
hatred, divisiveness, etc.
16. It must not advocate any change in the present order of things by means of
violence but by peaceful means.
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
b. Advancement of position, promotion
c. Improved specialization, competence, and skill in professional work
d. Enhanced prestige and reputation
e. Satisfaction of intellectual curiosity and interest
18. There must be a consideration of hazards involved, either physical, social, or
legal.
Task/Activity
Answer the following:

1. How is a problem known to be a research problem?
2. How is a good research problem selected?
3. List a research problem in education you want to work on. Why is it important to
work on the research problem that you have listed?
TOPIC 2: THE RESEARCH TITLE
A researcher may formulate a title at the start of a research endeavor. He should

be informed about the basics on the research title formulated. The title should describe
what the study is all about and should contain high specificity level. It should be
academically phrased and not verbose. Finally, it should be within the substantive word
requirement of the American Psychology Association (APA).
21 | joannedgorospe
A researcher should be guided by the following in the formulation of his title. The
following are also the characteristics of the research 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 title indicates what is expected be found inside the
research paper.
4. It must be 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 letters.
Example of a complete title:
THE TEACHING OF MATHEMATICS IN SAN JOSE PILOT ELEMENTARY SCHOOL AS

PERCEIVED BY THE MATHEMATICS TEACHERS AND PUPILS DURING
THE SCHOOL YEAR 2020-2021
As required by guideline No.2, the contents are

a. Subject Matter: The teaching of Mathematics
b. Locale of the study: San Jose Pilot Elementary School
c. Population involved: The Mathematics teachers and pupils
d. Period of the study: School ear 2020-2021
However, the title could also be stated as follows:
THE TEACHING OF MATHEMATICS IN SAN JOSE PILOT ELEMENTARY SCHOOL
It will be noted that the population, the Mathematics teachers and pupils, as
well as the period of the study, 2020-2021, are omitted. However, they have to be
mentioned in the scope and limitation 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.
Task/Activity
Formulate a title based on the research problem that you have listed in the
previous task/activity.
22 | joannedgorospe
TOPIC 3: STATEMENT OF THE PROBLEM
https://miro.medium.com/max/818/1*oLXAc1Tb2JRXBXuMnfDLIQ.png
Research Question
Usually, a research problem is initially posed as a question, which serves as the

focus of the researcher’s investigation. The research question will tell the appropriate
methodology that might be used. Given the research questions, a researcher should be
able to collect data of some sort to answer them. That is what makes them
researchable.
Characteristics of Good Research Questions
Once a research question has been formulated, researchers want to turn it into
as good question as possible. Good research questions possess four essential
characteristics.
1. The question is feasible, that is, it can be investigated without an undue amount
of time, energy, or money.
2. The question is clear, that is, most people would agree as to what the key words
in the question mean.
3. The question is significant, that is, it is worth investigating because it will
contribute important knowledge about the human condition.
4. The question is ethical, that is, it will not involve physical or psychological harm
or damage to human beings or to the natural or social environment of which
they are part.
Guidelines in Formulating the General Problem and the Specific Subproblems of

Specific Questions (Statement of the Problem)
The following are suggested to guide the researcher in the formulation of his
general as well as his specific subproblems or questions.
1. The general statement of the problem and the specific subproblems or questions
should be formulated first before conducting the research.
2. It is customary to state specific subproblems in the interrogative form. Hence
subproblems are called specific questions.
3. Each specific question must be clear and unequivocal, that is, it has only one
meaning. It must not have dual meanings.
23 | joannedgorospe
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 upon known facts and phenomena.
Besides, data from such known facts and phenomena must be accessible to
make the specific question researchable.
6. Answers to each specific question can be interpreted apart from 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.
Task/Activity
Answer the following.

1. Differentiate research and problem solving. How are they differentiated?
2. Cite three (3) topics or problems that can be answered through research and
another three (3) which can be solved by merely problem solving.
ASSESSMENT: THE RESEARCH PROBLEM
Work on the following.
Think of a research topic that you want to work on for your thesis. Write your
working title. Based on the title formulated, write the general problem and the
statement of the problem.
24 | joannedgorospe
LESSON 4
THE RESEARCH METHODS
TOPICS
1. Quantitative Versus Qualitative Research
2. Quantitative Research
3. Qualitative Research
4. Mixed Methods
LEARNING OUTCOMES
1. Explain the different research methodologies
2. Differentiate the research methodologies
3. Determine the appropriate method to be used in conducting
educational research.
TOPIC 1: QUANTITATIVE VERSUS QUALITATIVE RESEARCH
https://3.bp.blogspot.com/-GIeLvQt6Ais/WV70irPvEVI/AAAAAAAB1Ss/TDyDC-Pr3scpZvA0lG4iZhkaj1VQ-
TUvwCLcBGAs/s1600/Research%2BDesign%2Bqualitative%2Bversus%2Bquantitative.jpg
Another distinction involves the differences between quantitative and

qualitative research. In simplest sense, quantitative data deal primarily with numbers;
whereas qualitative data deal primarily involve words. Quantitative and qualitative
methods are based on different assumptions and differ about the purpose of research
itself, the methods utilized by the researchers, the kind of studies undertaken, the role,
the role of the researcher, and the degree to which generalization is possible.
Quantitative researchers usually base their work on the belief that facts and
feelings can be separated, that the world is a single reality made up of facts that can be
discovered. Qualitative researchers, on the other hand, assume that the world is made
up of multiple realities, socially constructed by different individual views of the same
population.
25 | joannedgorospe
When it comes to the purpose of research, quantitative researchers seek to
establish relationships between variables and look for and sometimes explain the causes
of such relationships. Qualitative researchers, on the other hand, are more concerned
with understanding situations and events from the viewpoint of the participants.
Accordingly, the participants often tend to be directly involved in the research process
itself.
Task/Activity
Using a Venn diagram, indicate the similarities and differences of quantitative

research and qualitative research.
TOPIC 2: QUANTITATIVE RESEARCH
Quantitative research is a traditional, positivist, scientific method which refers to

a general set order by disciplined procedures to acquire information. It utilizes a
deductive reasoning to generate predictions that re tested in the real world. It is
systematic which means that the researcher progresses logically through a series of
steps according to a pre-specified plan of action.
Quantitative researchers gather empirical evidence that is rooted in objective
reality and gathered directly or indirectly through the senses. The evidence for a study is
gathered according to the established plan through structured instruments. Usually, the
information gathered in such study is quantitative, that is, numeric information that
results from some type of formal measurement, and is analyzed y statistical procedures.
To assess the quality of quantitative studies, the commonly used is the degree to
which research findings can be generalized to individuals or other than those who
participated in the study.
Types of Quantitative Research

Quantitative research is a type of empirical investigation. It means that the
research focuses on verifiable observation. Most often, this type of research is
expressed in numbers. A researcher will represent and manipulate certain observations
that are being studied.
https://www.wallstreetmojo.com/wp-content/uploads/2019/07/Quantitative-Research.png
26 | joannedgorospe
The four basic types of quantitative research are as follows:
1. Survey Research
Survey research uses interviews, questionnaires and sampling to get a
sense of behavior with intense precision. It allows research to judge behavior
and then present the findings in an accurate way.
2. Correlational Research
This type of research tests for relationships between or among
variables. Performing correlational research is done to establish what the
effect of one on the other might be and how that affects the relationship.
3. Causal-Comparative Research
It looks to uncover the cause and effect relationship. This research is
conducted to look solely for a statistical relationship between the two
variables it tries to identify, specifically, how the different groups are
affected by the same circumstance.
4. Experimental Research
Experimental research is a scientific approach to research, where one
or more independent variables are manipulated and applied to one or more
dependent variables to measure their effect on the latter. The effect of the
independent variables on the dependent variables is usually observed and
recorded over some time, to aid researchers in drawing a reasonable
conclusion regarding the relationship between these two variable types.
Quantitative Research Designs
Experimental Designs
This is concerned with cause and effect relationship in which all experimental
studies involve manipulation or control of the independent variables (causes) and
measurement of the dependent variables (effect). This design utilizes the principles of
research known as the method of difference, that is, the effect of a single variable
applied to the situation can be assessed, and the difference likewise be determined. The
following are types of experimental designs.
 True experimental designs
 Pretest-posttest control design
 Posttest only control design
 Solomon four-group
 Quasi-experimental design
 Non-equivalent
 Time Series
 Pre-experimental design
 One-shot case study
 One group pretest
 Posttest
Non-experimental Designs
This is a research conducted without manipulation of the independent variable
and random assignment of the participants to group. Non-experimental research puts
forward a lot of alternative explanations for the relationship of variables under study. It
27 | joannedgorospe
cannot simply conclude the cause and effect relationship but offers other explanations.
The types of non-experimental designs are as follows.
 Action studies
 Comparative studies
 Developmental Studies
 Evaluation studies
 Meta-analysis studies
 Methodological studies
 Needs assessment studies
 Secondary analysis studies
 Survey studies
Task/Activity
Search for a quantitative research using the Google Scholar in the internet.
Identify the design used in the study. Identify also the type of research based on the
design used.
TOPIC 3: QUALITATIVE RESEARCH
Qualitative research deals with understanding human behavior in a natural

setting. It is naturalistic in nature because it studies human behavior and the reasons
that govern it. The emphasis is on the complexity of human and their ability to shape
and create their own experience. Naturalistic investigations place heavy emphasis on
understanding the human experienced as if is lived, usually though collections and
analysis of data that are narrative and subjective. Qualitative research focuses on the
following:
1. Gaining insight on and an understanding of the individual’s perception of events;
2. Concerned with in depth descriptions of people on events and their
interpretation of experiences.
3. Data are collected through unstructured interviews and participant observation.
4. The research is to synthesize the patterns and the theories in the data.
5. Not limited by existing theories but must be open to new ideas and theories.
https://penmypaper.com/blog/wp-content/uploads/2019/05/Qualitative-research-method.png
28 | joannedgorospe
Qualitative research emphasizes the dynamic, holistic, and individual’s aspects of
human experience within the context of those who are experiencing them. The
collection and analysis of information progresses as the researcher sifts through the
information. Insights are gained, new, questions emerge and further evidence is sought
to confirm the insight. The limitations of this model are:
1. It is reductionist; it reduces human experience to just a few concepts under
investigation.
2. The subjective nature of naturalistic inquiry, which sometimes causes concerns
about the nature of conclusions.
3. Most naturalistic studies involve a relatively small group of people.
Types of Qualitative Research

Qualitative Research is designed to reveal a target audience’s range of behavior
and the perceptions that drive it with reference to specific topics or issues. It uses in-
depth studies of small groups of people to guide and support the construction of
hypotheses. The results of Qualitative Research are descriptive rather than predictive.
Qualitative Research aims to gain insight, explore the depth, riches and complexity
inherent in the phenomenon. Specific qualitative approaches are:
1. Phenomenology
The purpose is to describe experience as they are lived. It examines
uniqueness of individuals lived situations. Each person has his own reality, really is
subjective. It has no clearly defined steps to avoid limiting creativity of researcher.
2. Ethnography
The purpose is to describe a culture’s characteristics. It identifies culture,
variables for study, and review literature. In collection, the researcher gains
entrance to culture, immerse self in culture, acquire informants, and gather data
through direct observation and interaction with subject.
3. Historical
The purpose of historical study is to describe and examine events of the past
to understand the present and anticipate potential further effects. The method
includes, formatting idea, develop research outline to organize, investigate and
collect data.
It concerns with the identification, location, evaluation, and synthesis of data
from the past. It is locating facts and relating them to the present and to the future.
The data usually found in documents or in relics and artifacts. Data can also be
obtained through oral reports. These materials can be found in various sources like
libraries, archives, and personal directions.
4. Case study
The purpose of case study is to describe in-depth experience of one person,
family, group, community or instruction. It is a direct observation and interaction
with the subject. Data collection includes interview with audiotape and videotape,
direct, has participants’ observation, filed notes, journal and logs. The purposes are:
 To gain insight into a little-known problem;
 Provide background data for broader studies; and
 Explain socio-psychological and socio-culture processes
29 | joannedgorospe
A case study involves a comprehensive and extensive examination of a particular
individual, group or situation over a period of time. It provides information on where to
draw conclusion, and about the impact of a significant on a person’s life.
Phases in a Qualitative Study

There are three (3) phases of qualitative study and these are:
1. Orientation and Overview. The first phase is to determine what is salient about
the phenomenon or culture of interest.
2. Focused Exploration. It involves focused scrutiny and in-depth exploration of the
aspects of the phenomenon judged to be salient. The question asked and the
types of people invited are shaped based on the outcome of the first phase.
3. Confirmation and Closure. The researcher undertakes efforts to prove that
her/his understanding of it with the participants.
Task/Activity
Search for a qualitative research using the Google Scholar in the internet.
Identify the approach used in the study. Were there three phases of qualitative research
followed?
TOPIC 4: MIXED METHODS
Mixed Methods Research Design

This third type of research is defined as the class of research where the
researcher mixes or combines quantitative research techniques.
https://image.slidesharecdn.com/mixingmethodologies2ndedition-150407185100-conversion-gate01/95/designing-a-mixed-methods-research-8-638.jpg?cb=1454945745
30 | joannedgorospe
Researchers must know the characteristics of quantitative and qualitative
paradigm for techniques. It includes the use of induction (discovery of the problems),
deduction (testing of theories and hypothesis) and abduction (uncovering and relying on
the best of a set of explanations for understanding one’s results). It is recommended to
have the mixed research in education because it is believed that “when two different
approaches are used to study the same phenomenon and produce the same result, the
researchers have superior evidence for the result.”
Two Common Types of Mixed Research Design

1. Mixed method research in which “the researcher uses the qualitative paradigm
for one phase of the study and the quantitative paradigm for another phase of
the study.”
2. Mixed model research in which “the researcher mixes both qualitative and
quantitative research approaches within a stage of the study or across the stages
of the research process”.
Five major Purposes or Rationales for conducting Mixed Methods

1. Triangulation. Triangulation is seeking convergencies and corroboration of
results from different methods and designs studying the same phenomenon.
2. Complementarity. Seeking collaboration, enhancement, illustration and
clarification of the results from one method with results from the other method.
3. Initiation. Discovering paradoxes and contradictions that lead to a re-framing of
the research question.
4. Development. Using the findings from one method to help inform the other
method.
5. Expansion. Seeking to expand the breadth and range of research by using
different methods for different inquiry components.
Task/Activity
Search for a research using the Google Scholar using mixed methods design.
Identify which part of the research is quantitative and which part is qualitative.
ASSESSMENT: THE RESEARCH METHODS
A. Answer the following.

1. Differentiate the three research methods.
2. Why is mixed methods considered to be the best method in conducting
educational researches?
B. Identify the best research method to be used given the following research titles.
Explain.
1. The Effectiveness of Collaborative Learning in Improving Math Performance
2. Attitude toward Research Writing of BEEd Students
31 | joannedgorospe
LESSON 5
WRITING A RESEARCH PROPOSAL
TOPICS
1. Institutional Format for Research Proposal
2. How to Write Chapter I
3. How to Write Chapter II
4. How to Write Chapter III
LEARNING OUTCOMES
1. Write a research proposal (Chapters I to III) following the institutional
format.
TOPIC 1: INSTITUTIONAL FORMAT FOR RESEARCH PROPOSAL
The College of Teacher Education of Occidental Mindoro State College follows an

institutional format for undergraduate thesis writing as set by the research and
Development unit of the institution.
The following are the parts of the research proposal. The institutional format
uses Times New Roman font style, 12 font size, and double-spaced.
CHAPTER I
INTRODUCTION
Background of the Study

Statement of the Problem
Objectives of the Study
Hypothesis
Significance of the Study
Scope and Limitations
Theoretical Framework
Conceptual Framework
Operational Definition of Terms
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
32 | joannedgorospe
CHAPTER III
METHODOLOGY
Research Design
Locale of the Study
Unit of Analysis/Respondents
Research Instrument
Data Gathering Procedure
Data Analysis
REFERENCES
TOPIC 2: HOW TO WRITE CHAPTER I - INTRODUCTION
Chapter I of the thesis proposal should contain a discussion of each of the

following topics:
Hypothesis
What is the purpose of the background study?

One of the preliminary steps to completing a thesis is the background
study. The background study includes the following:
 a review of the area being researched
 current information surrounding issue
 previous studies on the issue
 relevant history on the issue
 effectively set forth the history and background information on the
problem
Why Do a Background Study?

In addition to gaining general knowledge about your topic area, goals are
to determine the current state of knowledge and to become familiar with
current research. Once you have a general idea for a research study, the next
step is to go to library to gather background that you have identified. Once you
have done this, your task is simply to extend the current research one more step.
33 | joannedgorospe
Guidelines in Writing the Background of the Study
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.
2. The existence of an unsatisfactory condition, a felt problem that needs a
solution. The researcher must be able to present an unsatisfactory condition
as evidenced by empirical data or by previous studies. The causes must be
found so that remedial measures may be instituted.
3. Rationale of the study. The reason or reasons why it is necessary to conduct
the study must be discussed. The researcher must be able to present that
there is really a need to conduct the study.
4. Historical background of the problem. The historical background of the
research problem must also be presented as it will give the reader the
information about the problem which is expected to be solved by the study.
5. A desire to have a deeper and clearer understanding of a situation,
circumstance, or phenomenon. Given the research 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 measures to
address the research problem.
6. A desire to find a better way of doing something or improving a product.
The researcher must also explain his desire to find a better way of improving
an existing practice to improve its outcome.
7. A desire to discover something. The researcher may have the desire to
discover what is wrong with the existing condition and a desire to discover
better ways of doing a practice. He may discuss his desire to discover such
things.
8. Geographical conditions of the study locale. The researcher may also
describe the research locale especially if it has something to do with the
existence of the research problem or the results may be affected by the
locale of the study.
9. A link between the background of the study and the statement of the
problem. A sentence or two should show the link between the introduction
and the conducting of the researcher. This will give proper introduction of
the research problems.

There should be a general statement of the whole problem to be followed by the
specific questions or subproblems 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. (See Lesson 4 of this module for further guidance in writing the
statement of the problem.)

In the institutional format, objectives of the study are just the objective form of
the statement of the problems. However, they should be formulated considering that
each objective is SMART.
34 | joannedgorospe
Hypothesis
A hypothesis forces us to think more deeply and specifically about the possible
outcomes of a study. Elaborating on a question by formulating a hypothesis can lead to
a more sophisticated understanding of what the question implies and exactly what
variables are involved. Since hypotheses are already formulated at the start of the
study, they are just copied in this section. (See Lesson 2 of this module for further
guidance in writing hypotheses.)

The importance of the whole study must contain explanations or discussions of
any or all of the following guidance in explaining the importance if the study.
1. The rationale, timeliness and/or relevance of the study. It must be pointed out
that there is a strong reason why an investigation of problem in necessary. Why
the study is very timely and relevant must also be discussed.
2. Possible solutions or improvement to unsatisfactory conditions. The problem in
the study should be explained and must be presented as an unsatisfactory
condition. So if the inquiry is made, the possible causes of the problem may be
discovered so that the necessary measures may be instituted to solve the
problem.
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 placed in a
more advantageous position on account of the study.
4. Possible contributions to the fund of knowledge. If in the study a solution or a
better way was found, 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.

The scope should include the following:
1. A brief statement of the general purpose of the study

2. The subject matter and subjects to be discussed
3. The locale of the study, where the data will be gathered or the entity to which
the data belong
4. The population from which the respondents will be selected
5. The period of the study
Limitations of the study included the weaknesses of the study beyond the
control 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.
35 | joannedgorospe
Theory or theories from which the current study is anchored on is discussed in
the section Theoretical Framework. The connection of the study to the theory/theories
is also discussed. Theory provides patterns for the interpretation of data, links one study
to another, supplies framework within which concepts and variables acquire special
significance, and allows us to interpret the larger meaning of our findings.
A theoretical framework is similar to the frame of the house. Just as the
foundation supports the house, a theoretical framework provides a rationale for
prediction about the relationship among variables of a research study.
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 the research hypothesis. It consists of the investigator’s own position on
a problem after his exposure to various theories that have bearing in the problem. It is
the researcher’s new model and becomes the central theme, the focus and the main
thrust of the study.
Currently, however, most theses do not have a discussion of their conceptual
framework. Very few thesis writers endeavor to include and explanation of their
conceptual framework in their theses.
Paradigm
It is a diagrammatic representation of a conceptual framework. It depicts
in a more vivid way what the conceptual framework wants to convey. A
paradigm may take different diagrammatic forms. Below is an example of a
paradigm.
36 | joannedgorospe
In the paradigm, the expected relationship between the two variables,
learning style (IV) and academic motivations (DV-First Level Effect) is expected to
contribute significant effect to the respondents’ academic performance (DV-
Second Level Effect).
For better understanding of the terms used in the study, the researcher must
define them operationally. Here are the guidelines in defining terms.
1. Only terms, words, or phrases which have special or unique meanings in the
study are defined.
2. Terms should be defined operationally, that is, how they are used in the study.
3. The researcher may develop his own definition from the characteristics of the
term defined.
4. Definitions should be as brief, clear and unequivocal as possible.
5. Definitions taken from published materials or conceptual definitions may be
used but should be followed by operational definition of the term.
Below is an example of the term defined both conceptually and operationally.
Learning Styles. This is the manner in which an individual characteristically goes
about the process of acquiring knowledge. Furthermore, it is the individual’s own
characteristic way of learning, as identified by the combination of his strengths
and weaknesses in the learning process. Operationally, this is the result of the
learning style assessment using the Learning Style Inventory by Kolb.
Task/Activity
Work on with the Chapter I of your research proposal.
TOPIC 3: HOW TO WRITE CHAPTER II – REVIEW OF RELATED

LITERATURE AND STUDIES
Organized related literature and studies inform the reader of what is known and
conflicting area. The word review means that the research goes over the materials,
books, journals, and articles, theses, dissertations, and internet presentations. To
purpose is to determine what has been written about the problem.
What to Cite
It should be emphasized that only the major findings, ides, 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.
37 | joannedgorospe
Documentation Style
Throughout the research, the published researches of other researchers are
cited to credit those who prepared the foundation for your work. To present someone
else’s ideas or work as your work is to commit plagiarism. Plagiarism is a serious breach
of ethics.
OMSC uses the American Psychological Association (APA) style in documenting
sources. It is widely accepted in the social sciences and other fields. The APA citation
format requires parenthetical citations within the text rather than endnotes or
footnotes.
Citations in text provide brief information, usually the name of the author and
the date of publication, to lead the reader to the source of information in the references
list at the end of the paper.
Guidelines for APA Style (6th Edition)

1. Formatting
The preferred APA font is a serif typeface such as Times New Roman with
12-font size. Hanging indents should be used for the reference list entries. This
means that all lines after the first line of each entry should be indented one-half
inch from the left margin. Arrange reference list entries in alphabetical order by
the surname of the first author or by title if there is no author. Use only the
initial(s) of the author’s given name, not full name, with a space between the
initials.
2. Reference Citations in Text

APA utilizes a system of brief referencing in the text of a paper, whether
one is paraphrasing or providing a direct quotation from another author’s work.
Citation in the text usually consist the name of the author(s) and the year of
publication. The page number is added when utilizing a direct quotation. If there
is more than one author, use an ampersand (&) before the name of the last
author. If there are more than six authors, use only the first one and use et. al.
for the rest.
3. Author Citation in the Reference List
Books
Author(s). (Year). Title of Publication. Place of Publication: Publisher.
Periodicals
Author(s). (Month, Year). “Title of Article”. Name of Journal/Periodical.
Volume No. (Issue Number).
Research Report
Author(s). (Year). Title of Publication. Place of Publication: Publisher/
Implementing Agency.
38 | joannedgorospe
Theses and Dissertations
Author(s). (Year). “Title of Thesis/Disseration”. MS Thesis/PhD
Dissertation, University.
Proceedings
Author(s). (Month, Year). Title of Proceedings. Place of Publication:
Publisher.
Article
Author(s). (Year). Title of Article/Paper. Title of Proceedings, Place of
Publication: Publisher.
Internet Sources
Author(s). (Year). Title of Article/Paper. Retrieved (Date), from (URL).
Task/Activity
Work on with the Chapter II of your research proposal. Consider proper correct
in text and references citations.
TOPIC 4: HOW TO WRITE CHAPTER III - METHODOLOGY
Chapter III of the thesis proposal should contain a discussion of each of the
following topics:
Research Design
Research Site
Research Instrument
Data Analysis
Research Design
The method of research to be used whether historical, descriptive or

experimental should be explained briefly. The research design to be used must also be
stated. (Refer Lesson of this module for further discussion on research methods and
designs.) The procedural part of the method, its appropriateness to the study, and some
of its advantages should be given attention and should be well discussed.
Research Site
The locale where the study will be conducted must be described in this section. A
map showing the place of the study must also be shown including the source where the
map was taken.
39 | joannedgorospe
In this section, the respondents of the study are presented. If sampling will be
done, the type of sampling used to get the sample from the population is also discussed.
Before the collection of data starts in any research project, the proportion of the
population to be sued must have been determined and the computation of the sample
must have been finished. So, what the researcher has to do here is to write about the
complete procedure he used in determining his sample.
Research Instrument
Data gathering is an essential process in research as it is through the gathered
data that the problems identified in the study are answered. Therefore, appropriate
tools and techniques have to be used in gathering the information needed, to come up
with valid and reliable information.
Enumerate and discuss the instruments to be used in collecting the data needed
in the study. If the researcher decided to use researcher-made questionnaires, process
of validation of the instruments must be discussed.

In this section, the process on how data will be gathered is discussed. It may
start with sending communication letters to concerned offices or institutions noted by
the researcher’s adviser and the research coordinator of the college. Detailed discussion
of how the instruments will be distributed, supervised and harvested is also presented.
Data Analysis
The last part of this chapter usually describes the statistical treatment of data.
The kind of statistical treatment depends upon the nature of the problem, especially the
specific problems, and the nature of the data gathered. There are lots of research
situations in which different statistical procedures may or can be used. If the researcher
is not so sure that he is in the right path, he better consult his statistician especially if
the statistical procedures are complex ones.
Task/Activity
Work on with the Chapter III of your research proposal.
ASSESSMENT: WRITING A RESEARCH PROPOSAL
Prepare you research proposal (Chapters I to III) following the institutional

format and the guidelines as presented in the topics in this lesson. Include the
instruments to be used and the reference list using the APA style.
40 | joannedgorospe
LESSON 6
DEFENDING A RESEARCH PROPOSAL
LEARNING OUTCOMES
1. Defend a research proposal before the panel
2. Revise the research proposal based on the panel’s suggestions and
recommendations
Before the Pre-Oral Defense

A research student must have an
adviser of his/her choice or designated
by the Research Chair. The adviser has
technical knowledge of the research
topic the student is pursuing. The
student must report regularly to his/her
adviser for direction and guidance in the
conduct of his research. A consultation
sheet is secured form the Research
Chair where records of transaction or
consultation with adviser are reflected
for purposes of monitoring and
supervision.
Consultation Form for Thesis Manuscript
The research student must

provide panelists copies of the
manuscript at least a week before the
defense. A certificate of eligibility for
pre-oral defense signed by the
concerned individuals must be secured
by the students before the pre-oral
defense.
Certificate of Eligibility for Pre-Oral Defense
41 | joannedgorospe
During the Pre-Oral Defense
The student must be in proper attire. The researcher will be given time to
present his/her research proposal. The panel members will assess the research paper
and give comments, suggestions, and recommendations for the improvement of the
research paper. They may approve or disapprove the research proposal. Disapproved
paper means it has not satisfactorily met the basic requirements of a good research
proposal. They evaluate and rate the paper using standard criteria as part in the
computation of the final grade in Research in Education 1.
Thesis Evaluation Form
ASSESSMENT: DEFENDING A RESEARCH PROPOSAL
Pre-Oral Defense
42 | joannedgorospe
REFERENCES
Almeida, A. B., Gaerlan, A. A., & Manly, N. E. (2016). Research Fundamentals. Quezon
City, Philippines: Adriana Publishing Co., Inc.
Calderon, J. F. & Gonzales, E. C. (1993). Methods of Research and Thesis Writing.
Mandaluyong City: National Book Store.
Fraenkel, J. R. & Wallen, N. E. (2006). How to Design and Evaluate Research in
Education. New York: McGraw-Hill.
Hittleman, D. R. & Simon, A. J. (2002). Interpreting Educational Research. New Jersey:
Merrill Prentice Hall.
Implementing Guidelines in Writing and Conducting Undergraduate Research. (2016).
Occidental Mindoro State College.
43 | joannedgorospe

A Module in Research in Education 1: Office of The College of Teacher Education

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

A Module in Research in Education 1: Office of The College of Teacher Education

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

OCCIDENTAL MINDORO STATE COLLEGE

This module is directed to Bachelor of Elementary Education (BEEd) students

No claim is made to originality. Many of the important ideas, concepts, and

Lesson 1: Introduction to Research 1

Lesson 2: The Basics of Educational Research 11

Lesson 3: The Research Problem 19

Lesson 4: The Research Methods 25

Lesson 5: Writing a Research Proposal 32

Lesson 6: Defending a Research Proposal 41

TOPIC 1: DEFINITIONS OF RESEARCH

Research takes many forms. It is a key to progress. There can be no progress

Answer the following comprehensively.

TOPIC 2: PURPOSES OF RESEARCH

Although the concept of teachers as researchers is not new, our understanding

Think of a possible research topic for each of the following purposes of

TOPIC 3: CHARACTERISTICS OF GOOD RESEARCH

Research consumers read research reports to increase their general knowledge

Summarize the characteristics of a good research in a maximum 300 words, in

TOPIC 4: DIFFERENCES BETWEEN RESEARCH AND PROBLEM SOLVING

The researcher must be able to distinguish between research and problem

RESEARCH PROBLEM SOLVING

Answer the following.

All of us engage in actions that have some of the characteristics of formal

We observe, we analyze, we question, we hypothesize, we evaluate. But rarely

In scientific research, however, the emphasis is on obtaining evidence to support

TOPIC 6: THE SCIENTIFIC METHOD OF RESEARCH

One of the characteristics of good research is that, it is systematic. It follows a

1 •Determining the problem

Some Hindrances to Scientific Inquiry (Errors in Personal Judgment)

Answer the following questions.

1. How do you define research?

Suppose a researcher is interested in studying the effects of reinforcement on

Quantitative Versus Categorical Variables

Variables can be classified in several ways. One way is to distinguish between

Independent Versus Dependent Variables

A common and useful way to think about variables is to classify them as

In commonsense terms, the dependent variable “depends on” what the

A moderator variable is a special type of independent variable. It is a secondary

A basic problem in research is that there are many possible independent

There are many possible extraneous variables. Suppose a researcher suspects

A. Identify each of the following as quantitative or categorical variables.

B. If the dependent variable is English reading performance, cite at least five

A hypothesis is, simply put, a prediction of the possible outcomes of a study. It is

A hypothesis must be empirically grounded and lead to the main contributor of

A hypothesis is not a final answer, but rather a proposal to be tested and

Characteristics of a Good Hypothesis

A research hypothesis is a statement that researchers can empirically test. It is a

1. Logical. A good hypothesis is usually founded on established theories or

This study aims to determine the effects of games-simulation on mathematical

TOPIC 3: ETHICS AND RESEARCH

Research, as a scientific activity, always calls for the involvement of human

Basic Rules for Ethical Research

The professional integrity of the researcher becomes at stake when research is

In the context of social science, some authors have developed an “ethical

To expound more on these ethical concerns, the succeeding discussion offers

A very basic ethical rule is to acknowledge the source of information or data

Deception or misrepresentation must be avoided. The researcher must not be

Informed consent is a principle that is fundamental to the notion of human

Another to consider are privacy, confidentiality and anonymity. The researcher

TOPIC 4: REVIEW OF THE LITERATURE AND STUDIES

The Value of Literature Review

A survey or review of related literature and studies is very important because