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

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 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

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 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

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 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.

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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

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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.
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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.

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 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.

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 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:

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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.

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