LM Research For Technology ...

Learning Module
in
Technology Research
Gabriel P. Llasos
Subject Teacher
General Instructions:
Research for Technology Page 1

1. Your answer in pre-assessment, post-test, and learning activities shall be
written in the short bond paper. You will submit when we will meet during
your department’s face-to-face schedule. Kindly write legibly and neatly.
2. Your chapter output in your Research Proposal shall be submitted for
checking during the last week of your department’s face-to-face schedule.
See to it that you must submit on the given schedule.
3. The terminal output in this subject is a manuscript for you to undergo a
research proposal defense. Take note further, that if you will not submit a
manuscript, you can’t undergo a thesis defense, and therefore, you don’t
have a final grade.
4. The rubric and criteria to be used in rating your answers/work are as

follows:
For the Essay type of questions
Rubric
1pt Answer is incorrect but there is some correct support.
2 pts. Answer is correct but no support is provided.
3 pts. Answer is correct and there is some support.
4 pts. Answer is correct and the support is developed.
5 pts. Answer is correct and the support is fully developed.
For Semantic Web/Venn Diagram

Criteria
Appropriateness of Concept Used 25 pts.
Mechanics 10 pts.
Total 35 pts.
For Proposal Defense

Criteria Rating
Contribution to the Existing Body of Knowledge in the Field (20)
Oral Presentation 9Mastery & Competency) (20)
Correctness of the Format, Grammar, and Organization (15)
Comprehensiveness of the Content (15)
Appropriateness of the Treatment Used in Data Analysis (10)
Suitability of Instrument (10)
Appropriateness of the Research Design (10)
Total
I - Module 1 – THE NATURE AND RELEVANCE OF RESEARCH

II - Topics
1.1 The Meaning, Characteristics, Value of Research

1.2 The Types of Research
1.3 The Research Process
III. TIME FRAME: 7 hrs.
IV. INTRODUCTION:
Research has been recognized as a vital tool for solving man’s multifarious problems
and in making his life richer and fuller. In fact, the modern conveniences we are enjoying
today are a product of researches undertaken by scientists and professionals from various
disciplines. Today, research has come an integral part of all learning areas known to man.
Private and public educational, business, and industrial organizations have been touched by
the research process.
V - INTENDED LEARNING OUTCOMES: In this lesson, the students will be able to:
1. Inquire on the nature, purpose and characteristics of research;

2. Examine the types of research;
3. List down topics of interest in its field or area of specialization.
VI - PRE – ASSESSMENT: Fill-in the opposite column in the table below.
I will conduct research because...
The type/s of research that I know

is/are…
The first thing to do in conducting

a research is to…
VII. LEARNING ACTIVITIES
Let’s
investigate
The Meaning of Research
The word research is derived from the prefix re, which means to
repeat or redo, and the root word search, which means to find or look for. From the
etymology of this word, research literally means to repeat looking for something, which had
been in existence before. Let us examine how research has been defined by experts.
 Research is concerned with finding answers (Mason & Bramble, 1989). It is a
systematic, organized search for knowledge or answers to questions.
 It is a systematic process of collecting and logically analyzing information or data for
some purpose according to Macmillan and Schumacher (1989).

 It is the process of obtaining knowledge through techniques, where truth, accuracy,
validity, reliability, and other criteria can be ascertained (Genato, et al, 1993).
 It is a critical and exhaustive investigation or experimentation, having for its aim the
discovery of new facts and their correct interpretation, the revision of accepted
conclusions, theories, or laws in the light of newly discovered facts or the practical
application of such conclusions, theories or laws (Leedy, 1993)
 It is a systematic and empirical approach to answering questions (Bieger and Gail,
1996). It is concerned with understanding a phenomenon, within the context of our
theories and experiences regarding the phenomenon.
 It is the continuous discovery and exploration of the unknown. It entails an
investigation of new facts, leading to the discovery of new ideas, new methods, or
improvements.
Characteristics of Research
1. Systematic. It is systematic as there are interrelated steps or procedures a

researcher has to observe in solving a problem.
2. Objective. It is not based on guess work. This is because empirical data have to be
gathered by the researcher before making any conclusion or proposing any solution
to an identified difficulty or problem.
3. Comprehensive. If a researcher is serious about understanding a phenomenon, he
has to examine and analyze all its aspects or angles before making a generalization
or conclusion.
4. Critical. This means that procedures employed by the researcher must be able to
withstand critical scrutiny by other researchers.
5. Rigorous. It is rigorous as procedures to be followed in solving a problem should be
relevant, appropriate, justified, and strictly observed.
6. Valid. Whenever a researcher formulates conclusions, these are based on actual
findings.
7. Verifiable. Research is said to be verifiable as other researchers can check on the
corrections of its results by replicating the study, based on the methods and
procedures employed by the researcher.
8. Empirical. Research is empirical as generalization from information collect from real
life experiences or observations.
Let’s do it!
Find out an example of research topic which can be studied using each of the
following methods.
1. Descriptive
2. Experimental
3. Correlational
4. Historical

5. Explanatory
6. Ex-post Facto
7. Ethnographic
8. Exploratory
The Types of Research
Based on the final use or application of the research results, research can either be
pure/theoretical or applied/practical. Pure or theoretical research is one done for the purpose
of formulating a theory, principle, or law, with no intended application of results. Conversely,
Applied or practical research is an inquiry to test or evaluate a theory or knowledge arrived
at, in the solution of a problem or foul useful ends.
Descriptive Research. This type of research endeavors to describe systematically,

factually, accurately and objectively a situation, problem or phenomenon. It seeks to
describe “what is.” A psychology student who is assessing the work values of a group
of rank-and-file employees is actually doing a descriptive study.
Correlational/Associational Research. In this type of research, the investigator

tries to probe the significance of relationship between two or more factors or
characteristics. A researcher who undertakes a study to find out the significance of
association between job performance and commitment is doing correlational
research.
Explanatory Research. In this type of inquiry, the researcher seeks to clarify why
and how a relationship exists between two or more aspects of a situation or
phenomenon. Questions like, why job stress contributes to burn-out or why low
morale can lead to lower productivity among employees are problems which can be
investigated systematically through the explanatory research design.
Experimental Research. In this type of research, the researcher probes into the
cause of an effect by exposing one or more experimental groups to one or more
treatments or conditions. For example, when a mathematics professor is after
determining the effectiveness of a learning packet or module in raising the
performance of his students, he is actually engaging in experimental research.
Ex-post Facto/Causal-Comparative Research. Research is of this type when the

investigator delves on analyzing the possible effect of a factor which cannot be
manipulated and controlled. A guidance counsellor who is after singling out the
variables associated with failing marks in some college course or a biology student
who is interested in determining the incidence of lung cancer among heavy smokers
are examples of situations where this type of research is appropriate to employ.
Historical Research. In historical research, the researcher attempts to reconstruct

the past objectively and accurately or to explain an incident that happened in the past

with the use of data taken from the past. For instance, why the Filipino elite
collaborated with the American imperialists during the American Regime can best be
answered through the aforementioned research methodology.
Ethnographic Research. This type of research is done when the researcher is

concerned with explaining or describing a phenomenon holistically, with the use of
multiple data collection techniques. Topics like, the culture of law and graduate
students in an institution of higher learning and the teaching of accounting course in
selected business administration colleges lend themselves to the aforementioned
research methodology.
List down five topics you are interested to study in your area/field of specialization.
Rank them from one (1) to five (5). Write down at least five reasons why you want to
study the topic you ranked first. Use the template below.
1.
2.
3.
4.
5.
6.
The Research Process
As a systematic process of solving a problem or adding to the existing body of

knowledge, research is not done haphazardly. It follows a standard procedure in a logical
sequence of steps, as shown below.
IDEA-GENERATING PHASE
PROBLEM DEFINITION PHASE
PROCEDURES DESIGN PHASE

DATA COLLECTION PHASE
DATA ANALYSIS PHASE
INTERPRETATION PHASE
COMMUNICATION PHASE
 IDEA – GENERATING PHASE. Research begins with an idea in which the

researcher has interest. It is in this phase wherein the researcher has to
identify topics that interests him most. It is in this step where he has to justify
why a study on a particular topic is needed. Once topic of interest is already
identified, the researcher has to start reading articles and books, converse
with people who are knowleadgeable in that area and begin thniking about it.
 PROBLEM-DEFINITION PHASE. As the ideas generated in the first phase re

very general or vague, the reasercher has to refine them. This is the problem
definition phase. This particular step involves the following activties:
identification and definition of the variables to be studied; development of the
theoritical and conceptual framework of the study; the formulation of the major
and specific problems to be investigated and the formulation of the
hypothesis.
 PROCEDURES-DESIGN PHASE. After identifying the problems and

hyphothesis, the researcher has to decide on the methods and procedures he
will use in the collection and analysis of data. This is the procedures-design
phase. Activites a researcher has to undertake in this phase include the
following: decision on what research methodology to employ; selection of
research participants; development and validation of data gathering tools;
specifiction of the procedures to be observed in the actual collection of data
and planning the analysis of data gathered.
 DATA-COLLECTION PHASE. After preparing the research plan, the

researcher has to proceed gathering the data from the subjects of the study. It
is in this phase where the procedures, devised in the previous step, are
implemeted by the researcher rigorously.
 INTERPRETATION PHASE. Having analyzed the data, the researcher

analyze the collected data from the previous step, based on his data analysis
plan. Appropriate qulaitative and quantitative techniques and procedures are
then applied for the data that have been recorded, coded, and tabulated.
 INTERPRETATION PHASE. Having analyzed the data, the researcher

continues to make sense out of them by interpreting the results in terms of
how they aid in responding to the research problem posed at the beginning of
the study, and how this answer contributes to knowledge in the field. After
generating answers to the problem, the researcher has to compare the results
predicted based on the theoritical framework of the study.
 COMMUNICATION PHASE. After completing the data analysis and

interpretation phases, the researcher has to prepare a written or oral report of

the study conducted, either for publication or preseantion to collegues or a
panle of experts. This report has to include a description of all the above
steps in the research process.
If you will write your thesis proposal, how you will conduct it?
Make a process using your own flow chart.
VIII. SELF- EVALUATION: Supply the statement below to assess what you learn in this
module.
1. In your own words, research is….

________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What research which you think is applicable to your field. Explain briefly.
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Steps in conducting a research is vital because …

________________________________________________________________
________________________________________________________________
________________________________________________________________
IX. REVIEW OF CONCEPTS: Read over again the concepts of research.
 Research is concerned with finding answers. It is a systematic, organized

search for knowledge or answers to questions.
 It is the process of obtaining knowledge through techniques, where truth,
accuracy, validity, reliability, and other criteria can be ascertained.
 It is a critical and exhaustive investigation or experimentation, having for its
aim the discovery of new facts and their correct interpretation, the revision of
accepted conclusions, theories, or laws in the light of newly discovered facts
or the practical application of such conclusions, theories or laws.

 It is a systematic and empirical approach to answering questions. It is
concerned with understanding a phenomenon, within the context of our
theories and experiences regarding the phenomenon.
 It is the continuous discovery and exploration of the unknown. It entails an
investigation of new facts, leading to the discovery of new ideas, new
methods, or improvements.
X. POST-TEST: In your own words, answer the following questions briefly.
1. What is research?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What are the types of research based on the following classificatory schemes?
2.1 based on who does the study _________________________________________
2.2 based on the application of the results of the study ________________________
2.3 based on methodology or purpose of the study ___________________________
2.4 based on the type of data sought ______________________________________
3. What are the sequential steps in the research process? What are the activities a
researcher has to undertake in each of these steps?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
XI. REFERENCES
1. Ardales, V. (2008) Basic Concepts and Methods in Research 3rd ed. Educational
Publishing House, Manila, Philippines
2. Garcia, C. (2003). Fundamentals of Research and Research Designing. Katha
Publishing, Co, Inc. Manila, Philippines
3. Nature of Research. Retrieved from:
http://www.books.aisc.ucla.edu/cbrpdfs/tusgb1.pdf
I - Module 2 – REVIEWING THE LITERATURE

II – Topics
2.1 Purposes and Requisites of the Review

2.2 Guidelines in Doing the Review
2.3 Writing and Presenting the Review
III - TIME FRAME: 6 hrs.
IV - INTRODUCTION:
One of the preliminary steps that a researcher has to go through before undertaking
a study is the review of related literature and studies. In this module, we are going to focus
on the mechanics of conducting the review and the procedures in writing and presenting
reviewed literature and studies.
V - INTENDED LEARNING OUTCOMES: In this lesson, students will be able to:
1. Explain the importance of conducting a literature review;

2. Develop skills in conducting a literature review trough note taking; and
3. Write an outline literature review according to research area/field.
VI - PRE – ASSESSMENT. Answer briefly.
1. How important is the review of the literature in research?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What do you think is/are the strategy/ies in writing the literature review?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. If you are to outline the steps of writing the literature review, how you will do it?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
VII - LEARNING ACTIVITIES
Reviewing the Literature
One of the preliminary steps that a researcher has to go through

before undertaking a study is the review of related literature and studies.
In this module, you are going to focus on the mechanics of conducting
the review and the procedures in writing and presenting reviewed
literature and studies.

Purpose of the Review
The review of the literature and studies involves the critiquing or looking over again
what other researchers have done in relation to the problem to be studied. Conducting the
review serves numerous purposes.
1. The review of literature can broaden the researcher’s knowledge base in the
research area.
2. It is a means of ensuring originality in the conduct of one’s research.
3. It is a way of ensuring clarity and focus on one’s duty.
4. It can help the researcher in designing his proposal research.
5. It can also provide the researcher insights on the weakness and strengths of
previous studies.
6. It can provide findings and conclusions of past studies, which a researcher can
use in relating to his findings and conclusions.
7. It can help the researcher in formulating the theoretical and conceptual
framework for his research problem.
Requisites for Reviewing the Literature
Reviewing the literature is not easy task. It involves a systematic identification,

search, and critical analysis of existing conceptual and research literature related to the
researcher’s topic or problem. Conceptual literature refers to idea, concepts and theories
propounded by experts as contained in books, periodicals, and other standard references.
On the other hand, Research Literature consists of the results of empirical studies conducted
by individuals and professionals on a given problem or topic.
According to Ardales (1992), the following are required of every researcher, who is
going to conduct a review of literature: patience, persistence, and industry; a good
knowledge of library techniques, tools and skills; pen and 3 x 5 index cards; and a
knowledge of the internet.
Patience, persistence and industry are essential qualities a researcher must possess
when doing the review. This is because he has to spend time spotting books, journals,
theses, dissertations and research project needed in completing his review.
A good knowledge of library techniques, tools and skills is also one of the
requirements for doing the review. A researcher has to be skillful in locating references in the
library. So as to maximize his time, he has to acquaint himself with the use of the author,
title, and subject cards in the catalogue box in the library. This will definitely enable him to
identify library resources that can be used in the actual review of literature.
The use of the internet is also one of the requisite skills that a researcher has to
equip himself with. Through the internet, he can locate materials which cannot be found in
the library.
Using the semantic web, elucidate the importance of conducting a

literature review.

Guidelines in Doing The Review
There are some guidelines that you as a researcher have to consider when doing the
review of related literature and studies.
1. Go over reading materials you have at home or in your own library.
2. Search for existing literature in your college library or learning resource center.
3. Prepare a working bibliography. Record all vital details concerning the books and
researches you are to include in the working bibliography, like author, copyright date,
title, and the like.
4. Examine each material listed in the working bibliography, and then decide which of
those included in it shall be considered in the actual review of literature and studies.
5. Record important details of what you have reviewed on a 3 x 5 index card.
Literature Search. Go to the library and search for literature and

studies that have on your proposed research topic. Please include
bibliographic information for each material you will be able to find.
Books Journals and Unpublished

Periodicals Materials (Theses
and Dissertations)
Writing the review
After completing the process cited above, you are now ready to write the
review. There are some guidelines that you have to consider in this regard. Let us
consider some guidelines identified by Leedy (1993).

1. The text of the review should be brief and to the point. To ensure brevity and
conciseness, you have to summarize or paraphrase important points. Avoid direct
quotation of the author’s ideas or the results of the studies you reviewed.
2. Have a plan on how you are to present the review. Prepare an outline before finally
writing the review. This will ensure coherence and unity of ideas to be presented. The
problem you are going to work on can serve as your outline for discussion of related
literature and studies that are relevant to your proposed research.
3. Emphasize relatedness. Keep the reader aware of the manner in which the literature
you are discussing is related to your problem. Try to point out precisely what the
relationship is.
4. Review the literature; don’t reproduce it. Refrain from verbatim what authors or
researchers say. Critically review and discuss the literature in relation to research
work.
Presenting the Review
There are three ways of presenting the review, namely: chronological approach;
thematic or variable/factor approach; and country of origin approach.
In the chronological approach, literature and studies are presented according to the
year when they were written. When using this approach, the review can be presented
following the outline below:
A. Introduction
B. Recent Literature and studies
C. Least Recent Literature and Studies
D. Synthesis of the Review
In the thematic or variable/factor approach, literature and studies with the same
findings or themes are grouped together. When using this approach, research and
conceptual literature can be presented following the given outline below:
A. Introduction
B. Literature and Studies on Variable 1
C. Literature and studies on Variable 2
In the country of origin approach, literature and studies are categorized by the
country where they came from. In most higher education institutions in the Philippines, this
scheme is popularly used. When using this pattern, literature and studies can be presented
based on the following outline:
A. Introduction
B. Foreign Literature and Studies
C. Local Literature and studies
A close examination of the above suggested outlines in presenting the review reveals
that the three approaches share something in common. Whether the approach is
chronological, thematic or country of origin, an introduction and a synthesis are needed. It is
in the introduction, where you have to make your reader aware of how you are going to
present the reviewed literature and studies. On the other hand, it is in the synthesis of the
review, where you have to specify the uniqueness of your study vis-à-vis the literature and
studies you included in the review.

Outline Review: An abstract is a summary that contains the relevant
information from a research report according to specified categories. Select a completed
research in your field and prepare an abstract for it. Follow the format given below.
Bibliography Entry: An accurate complete bibliographic entry heads the abstract.
Problem: This is the statement of the research problem of the report being
reviewed, which may include the statement of the hypotheses.
Subjects: The individuals involved in the study, including how they were selected.
Methods and Procedures: This section describes how the research was done. It
includes such items as the measurements utilized and the analyses performed by
the researcher.
Findings and Conclusions: This section identifies the relevant findings and
conclusions of the study. They have to be numbered when the report is quite
lengthy.
VIII - SELF- EVALUATION: In your own words, define the following terms:
Review of related literature-
Related literature -
Conceptual literature-

Research literature-
IX - REVIEW OF CONCEPTS
 The review of the literature and studies involves the critiquing or looking over again
what other researchers have done in relation to the problem to be studied.
 Conceptual literature refers to idea, concepts and theories propounded by experts as
contained in books, periodicals, and other standard references.
 Research Literature consists of the results of empirical studies conducted by
individuals and professionals on a given problem or topic.
X - POST-TEST: Answer the following questions briefly.
1. Why there is a need for a researcher to conduct the review of literature and studies?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What are the requirements for doing the review of literature?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What are the guidelines that a researcher has to consider when reviewing the
literature?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
XI - REFERENCES
2. Garcia, C. D. (2003). Fundamentals of Research and Research Designing. Katha
3. https://library.concordia.ca/help/writing/literature-review.php
I - Module 3 – FOCUSING ON THE RESEARCH PROBLEM
II - Topics
3.1 Sources and Factors to Consider in the Choice of a Research Problem

3.2 Types of Research Problems
3.3 Justifying and Writing the Title of the Study

IV - INTRODUCTION:
The problem is the heart of any research project. Without a focused research
problem, there is no research. In this module, we are going to explore the sources and
nature of research problems, their characteristics, how they are stated, and how ambiguous
terms in the problem can be made clear.
1. Explore the sources and nature of resource problems;

2. Explain the different types of research problem;
3. Craft proposed research main problem and sub-problem related to the field/course.
VI - PRE – ASSESSMENT: Answer the questions below or supply the statement in your own
words.
Which source/s you need to Research problem is How will you justify your
consider in crafting a significant… research problem?
research problem?
Sources of Research Problems
Asking questions is the usual starting point for research. But what is a
question in research? It is but a question or a problem that is in need of a
solution or an answer. Identifying the problem to be studied is,

oftentimes,, the difficulty encountered by both undergraduate and graduate students. In
order to identify research problems, a researcher needs to know where they can be sourced.
One of the sources of research problems is personal interests and observations. Our
own interests and observations are important because they can point to directions for
research and in sustaining the study. Most often, students are at loss to get an idea for a
research project and, too, often, believe it to be more difficult.
Another possible source of a question for research is the pressing problem needing a
solution. Whether in school, workstation or the community, we are confronted with problems
requiring immediate solution or attention. These difficulties that have to be immediately
addressed are potential problems for research. For instance, traffic congestion, drug
addiction, criminality in the country’s metropolitan areas is good topics for research.
Other investigator’s theories and research can also be sources of research problems.
One of the interesting things about research is that it raises more questions than it answers.
These new questions can serve as a starting point for more research.
Literature in one’s field of specialization is another possible source of a research

problem. Books and research journals in your area of expertise can be a potential source of
a research topic. These sources, not only teach readers about a particular discipline, but
also suggest topic for further study and exploration.
Completed theses and dissertations are also good sources of research problems.
These research projects normally suggest topics that future researchers can work on,
particularly the recommendation section of the research report.
Suggestions from colleagues and professors can also provide researchers with
problems for study. Your friends and peers who have undertaken research in a particular
discipline can suggest problematic areas needing immediate attention, which can be
possible topic for study. Even your professors can recommend topics for in-depth
investigation.
Factors to Consider in the Choice of a research Problem
After knowing the possible sources of research topics, it is important to know the
criteria or factors that should be considered in selecting a problem for research. These
factors are as follows:
1. NOVEL. When considering a research topic, the researcher has to focus on one
which has not been investigated before. In the event that the problem was already
studied before, he has to inject originality in it by coming up with another research
design, using a different data gathering tool or a different scheme for analyzing
research data.
2. RELEVANT. The results of the study on a given problem should be of practical value
to the researcher and the significant others in the field. This means that once the
study had been completed, its findings, conclusions, and recommendations can be
used in improving practices or solving an identified difficulty.
3. INTERESTING. The researcher needs to consider his interest in the choice of a
research problem. Interest counts a lot in the conduct of a study. If a researcher is
not interested on the topic, it will be difficult on his part to his heart and soul in it.
4. FEASIBLE. This means that a problem that an investigator is going to work on can
be completed without undue amount of time, money or effort. Feasibility of research
also means that the researcher has the necessary competence or expertise to
conduct the study on the chosen problem.

5. RESEARCHABLE. Data can be collected to answer the problem posed by the
researcher.
6. ETHICAL. A problem is said to be ethical when it does not involve physical or
psychological harm or damage to human beings or organizations. In other words, a
study on a particular topic should not put people or institutions in a bad light.
When you write your research paper, you have to consider the sources and factors of
choosing a research problem. Enumerate below how your source out your
information and its factor of choosing it. Let’s do it!
Sources Factors
Types of Research Problems
A research problem is usually posed as a question. The question form is often

preferred due to its simplicity and directness. Moreover, this format orients the researcher to
the immediate task of developing a design to answer the research question. Research
question may be descriptive, relationship or difference question.
A descriptive research question typically asks “what is” and suggests a survey
research design. The following are examples of descriptive research questions:
1. What is the prevailing organizational culture in the higher education institutions in
the National Capital Region?
2. What is the status of the professional satisfaction of the rank-and-file employees
of the Philippine National Bank?
3. What is the level of commitment of the uniformed and non-uniformed officers of
the Philippine National Police to their job and the organization?
4. What are the dominant leadership values professed and enacted by the student
leaders of the Pamantasan ng Lungsod ng Pasay?
A difference research question typically asks, “Is there a difference between two
groups or two or more treatments?” This type of question is used when the researcher
compares two or more observations. Examples of difference research questions are as
follows:
1. How do male and female Grade VI pupils compare in their concept of
themselves?

2. Is there a significant difference in the work values of the working students of
Philippine Christian University when they are categorized according to the
following variables:
2.1 age;
2.2 gender;
2.3 civil status; and
2.4 educational attainment?
3. How significant is the difference in the managerial styles employed by the college
deans in the higher education institutions in Region IV, when they are
categorized according to the academic program being supervised?
4. How do nursing graduates from private and state colleges and universities in the
NCR compare in their performance in the board examination?
Stating the Research Problem
After selecting the research problem, it has to be adequately stated. There are two
ways of stating research problems, namely: declarative or descriptive manner or in question
form. In most tertiary educational institutions in the country, the declarative form is used
when stating the main problem of the study. On the other hand, the question form is used
when stating the sub-problems or specific problems of the proposed research. Go over the
example below.
Main Problem – This study probed the influence of management styles of the
academic administrators on the behavior of faculty members in one university in Manila
during the academic year 1992 – 1993.
Sub-problem – The following problems were answered in this research:
1. What is the profile of the respondents in terms of the following variables:

1.1 age;
1.2 sex;
1.3 civil status;
1.4 length of service;
1.5 tenure;
1.6 academic unit assignment; and
1.7 educational attainment?
2. What is the dominant management style of the academic administrators as
perceived by themselves and their faculty members?
3. Do the two groups of respondents differ in their perception of the dominant
management style of the academic administrators?
4. What is the behavior pattern of the respondent faculty members relative to the
following factors:
4.1 professional satisfaction;
4.2 commitment to the job and organization; and
4.3 participation in decision-making?
5. How do the faculty members compare in their behavior pattern with regard to the
aforementioned factors when they are classified according to their personal
variables’ profile?
6. How are the perceived management styles of the academic administrators
related to the behavior pattern of their faculty members?
To be able to state the main problem in your proposed study, be clear as to what you
really want to accomplish. Certainty with what you want to find out will definitely enable you

to state the main problem easily and correctly. State your research problem in a sentence
showing what you want to describe, explain or predict. Once you have stated your main
problem, try to answer the following questions:
1. Is the problem statement clear? Being able to identify what exactly is to be

investigated from the problem statement is an indication that it is clear.
2. Does it provide adequate focus and direction for research? Knowledge of what is
to be done after stating the main problem means that it had guided you on what
to do and what to emphasize in research.
3. Does it identify the key factors or variables of the study? If the key factors cannot
be identified from your statement of the research problem, then it is wrongly
stated.
List 5 possible research problem you want to address. Focus in

your area or field of interest.
1.
2.
3.
Justifying the Research Problem
Having defined clearly the problem of the study, the researcher’s next task is to
justify why he selected it over other probable ones. To justify your study on a problem, try to
answer the following questions:
1. Does the problem require immediate solution?
2. Is it widespread?
3. Does it affect a number of people? If yes, in what way?
4. Who shall benefit from the study of the problem?
5. What benefits can be derived from the study on the problem?
6. Who else are interested in studying the problem?
7. What contribution to human knowledge can it bring about?
Writing the Title of the Study
After identifying your research problem, you have to give it a title. The label you will
give it is your research title. There are certain functions served by the research title. First, it
shows what the study is all about. Second, it serves as the frame of reference for the entire

study. Third, it enables the researcher to claim ownership of the study. Finally, it can help
others researchers refer to the work for possible theories related to their proposed studies.
As the title is necessary for a study on a research problem, there are some attributes
or characteristics it must possess. As pointed out by Sevilla (1993) and Adanza (1995), a
good title is clear and specific, as the contents of the study are clearly shown it. It also shows
relationship among the characteristics or factors being studied. Hence, a good title implies
whether the research will focus on differences, effects, or associations between and among
variables to be investigated. Finally, a good title is brief but concise. By brevity is meant that
it is composed of not more than 15 substantive words, excluding function words (e.g.,
articles, conjunctions, and prepositions).
Go to the library or search in the internet at least three studies

in your field of specialization or major. Note down the main problem
and sub-problems the researcher answered. Please take note of the
following information:
Title of the study
Researcher’s name
Nature of research
Year the manuscript written
Main Problem
Sub-problems
VIII - SELF- EVALUATION: To assess your leaning in this module, provide what are asked.
If you are going to conduct a research, what research problem/s will you seek to
answer? Consider the types of research below and write your answer on the opposite
column.

Descriptive Research
Relationship Research
Difference Research
 Sources of research problems are personal interests and observations.

 Another possible source of a question for research is the pressing problem
needing a solution.
 Investigator’s theories and research can also be sources of research
problems.
 Literature in one’s field of specialization is another possible source of a
research problem.
 Completed theses and dissertations are also good sources of research
problems.
 Suggestions from colleagues and professors can also provide researchers
with problems for study.
 Research question may be descriptive, relationship or difference question.
 After identifying a research problem, you have to give it a title.
X - POST TEST: Answer the following questions briefly.
1. What are the factors to be considered in the choice of a research problem?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What must be considered in stating the research problem?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. Why must a researcher give his study a title?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

XI - REFERENCES
3. https://libraries.indiana.edu/sites/default/files/Develop_a_Research_Question.pdf
I - Module 4 – DEVELOPING THE THEORETICAL AND CONCEPTUAL

FRAMEWORK OF THE STUDY
II - Topics
4.1 Formulating the Theoretical Framework

4.2 Formulating the Conceptual Framework

IV - INTRODUCTION:
One of the preliminary tasks that a researcher has to undertake prior to his
formulation of the research problem is the development of the theoretical framework of the
study. On the basis of his theoretical framework, he, then, has to develop his conceptual
framework. This module will acquaint you with the procedures in developing these
frameworks.
1. Explain the procedures in developing research framework;

2. Formulate theoretical and conceptual framework;
3. Present a paradigm of its research framework.
VI - PRE – ASSESSMENT: Provide what are being asked.
A research framework is important because…..
Formulating the Theoretical Framework
The theoretical framework of a study is the structure that can hold or

support the theory of a research work (Leveriza, 1997). It presents the
theory which explains why the problem under study exists. Thus, the
theoretical framework is but a theory that serves as a basis for conducting research. Why
should a researcher formulate his theoretical framework? There three reasons for this.
It helps the researcher see clearly the variables of the study.
It can provide him with a general framework for data analysis.
It is essential in preparing a research proposal using descriptive and experimental
methods.
In a study on the personal values and job performance on non-teaching personnel in one
university in the NCR, Bermejo (1998) presented his theoretical framework in this manner
This study was premised on the theory that values affect an individual’s
performance on the job. Values according to Bernard and Haijzler (1993) are ideas,

beliefs, and thoughts we hold about ourselves, other people, and the world. Such
conceptions determine how we think, feel and act. Furthermore, these attitudes and
ideas people hold can determine strongly their direction, adjustment, and satisfaction.
They are factors that can determine the level of an individual’s performance of his work.
According Andres (1991), values help in behavior modification, such as

improving job performance. He further stated that each worker brings to his job certain
likes and dislikes, as well as personality traits, which make up his value set. When this
value set conflicts with those on the job, then the job suffers. This conflict can result in
poor work attitude, absenteeism, tardiness, low productivity, and general discontentment
for the worker, as well as those around him.
Relative to values and attitude, a number of factors affect a person’s performance of his
job. Cooper (1991) and D’Sauza (1990) mention power, friendship and stress as some
of them. Human connectedness, positive and supportive social networks also help to
make an employee work more productively. Personal relationship can also make a
difference on how one feels at work, and how effective a person is on the job.
The paradigm of the theoretical framework is shown in Figure 1.
INDEPENDENT DEPENDENT
VARIABLE VARIABLE
PERSONAL JOB
VALUES PERFORMANCE
Figure 1
Paradigm of the Theoretical Framework
The researcher, therefore, theorized that the personal values of the

respondents can affect their job performance.
Based on the foregoing example, how was the theoretical framework formulated. An
analysis of the above illustration reveals that the researcher did the following:
o Specified the theory used as basis for the study;

o Mentioned the proponents of the theory:
o Cited the main points emphasized in the theory;
o Supported his exposition of the theory by ideas from other experts;
o Illustrated his theoretical framework by means of a diagram/paradigm; and
o Ended up by reiterating his theoretical proposition in the study.
A. Go to the library or search in the internet then examine one

completed research in your field of specialization. Go over its
theoretical and conceptual frameworks. How were they
developed? (Note: attach a photocopy of the page/s where these frameworks are

found.)
B. Based on your research problem, formulate its theoretical framework.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Formulating the Conceptual Framework
After formulating the theoretical framework, the researcher has to develop the
conceptual framework of his study. While the theoretical framework is the theory on which
the study is based, the conceptual framework is the operationalization of this theory. Some
researchers consider it as the direction of the study or the researcher’s own position on the
problem. It may be an adaptation of a model used in a previous study, with modifications to
suit the inquiry. It is, therefore, the researcher’s model patterned after previous models that
he had analyzed leading to the creation of a new conceptual framework.
Aside from showing the direction of the study, through the conceptual
framework, the researcher can be able to show the relationships of the different constructs
that he wants to investigate. A construct, according to Arboleda (1991) is any clearly defined
concept. Examine a sample conceptual framework developed by Hernandez in 1998, for his
research on correlates of students’ academic performance in high school mathematics.
Attitudes in
Mathematics Academic
Performance in
Mathematics
Teaching
Strategies
Student Variables
Teacher Variables
Figure 2
Correlates of Academic Performance in High School Mathematics

Scrutiny of the figure reveals that the independent variables of the study are
attitudes in Mathematics and teaching strategies used in teaching the subject. These
attitudes may take any of the following forms: positive, neutral, or negative. On the
other hand, teaching strategies utilized in Mathematics were reckoned in terms of the
following dimensions of cognitive learning: knowledge, comprehension, application,
analysis, synthesis, and evaluation.
Academic performance, however, was the dependent variable in this study.

The Grade-Point Average (GPA) in Mathematics was used as indicator of academic
performance in the aforementioned subject. Students’ GPA was categorized into the
following levels of performance: outstanding, very satisfactory, satisfactory, fair, and
needs improvement.
Further examination of figure 1 shows that there were two sets of intervening
variables. Student variables included the following: curriculum level, gender, and
interest in Mathematics, On the other hand, teacher variables centered on the
following: year level assignment, performance rating, and educational attainment.
The first set of intervening variables was used in accounting for possible differences
in the respondent’s attitudes and performance in mathematics. Conversely, the
second set of intervening variables was employed in explaining possible variances in
the teaching strategies utilized by high school teachers in teaching the
aforementioned subject.
Based on the example cites above, what procedures did the researcher follow in
presenting his conceptual framework? You will note that he did the following:
o Cited his conceptual model or paradigm;
o Identified the independent variable and its indicators and categories;
o Pointed out the intervening variables that can explain variances in the
dependent and independent variables; and
o Showed the direction of the study.
C. Formulate your conceptual framework based on your theoretical framework.
Using Venn diagram differentiate theoretical from conceptual framework

VIII - SELF- EVALUATION: To assess your leaning in this module, provide what is asked.
 Theoretical framework of a study is the structure that can hold or support the
theory of a research work.
 Theoretical framework is but a theory that serves as a basis for conducting
research.
 Theoretical framework helps the researcher see clearly the variables of the
study.
 Theoretical framework provides him with a general framework for data
analysis.
 Theoretical framework is essential in preparing a research proposal using
descriptive and experimental methods.
 Conceptual framework is the operationalization of this theory. Some
researchers consider it as the direction of the study or the researcher’s own
position on the problem.
 Through the conceptual framework, the researcher can be able to show the
relationships of the different constructs that he wants to investigate.
X - POST TEST: Answer the following questions briefly.
1. What is the relationship of theoretical framework and conceptual framework in

research?

2. How should the theoretical framework of a study be developed?
3. How should the conceptual framework be formulated?
XI - REFERENCES
3. https://www.sciencedirect.com/topics/computer-science/research-framework
I - Module 5 – SELECTING THE APPROPRIATE RESEARCH DESIGN
II - Topics
4.1 The Purpose of a Research Design

4.2 Nature of Data to be analyzed
4.3 Research Questions to be answered
IV - INTRODUCTION:
After the researcher has identified a research problem and has done at least some
review of literature, he has to develop a research design. A research design is basically a
plan or strategy for conducting research. As a blueprint or plan, it deals with matters such as
selecting the participants in the study, preparing for data collection, and planning for data
analysis. This module is geared towards helping you select the appropriate design for your
research problem.
1. Explore and explain appropriate research design;

2. Determine the appropriateness of a research design,
3. Make an appropriate research design align to the area of specialization.
VI - PRE – ASSESSMENT: Supply the statement below to measure your knowledge about
this module topic.
The purpose why I will Appropriate research design Align research design
conduct research is….. is important in order to …. according to the area of
specialization of the
researcher will….
The Purpose of A Research Design

As already pointed out, the research design is the researcher’s plan for selecting
subjects, research locale, and data collection procedures to answer research questions. It
shows which individuals will be studied, and where, when, and under what conditions or
circumstances they will be studied. The goal of a good research design, then, is to provide
credible answers to research questions. According to Beiger and Gerlach (1996), the
research design enables the researcher problems and test research hypotheses with a high
degree of confidence.
Factors To Consider In the Choice of a Research Design
There are four factors to consider in selecting the appropriate research design,
namely: type of data to be collected, nature of data to be analyzed, research questions to be
answered, and research goal or objective.
Types of Data. From the global viewpoint, data are of five types (Leedy 1993),
namely: descriptive or normative survey, historical, critical, analytical survey, and
experimental data. Let us briefly describe each of these types.
NORMATIVE SURVEY OR DESCRIPTIVE DATA. These are observations that a

researcher makes directly at the scene of the occurrence and then relays as facts.
HISTORICAL DATA. These are written records of past happenings and events.
ANALYTICAL SURVEY DATA. These are observations that are quantified and exist
in the form of numerical concepts. They are also called statistical data since they are
expressed in the language of mathematics and interpreted by means of appropriate
statistical procedure.
CRITICAL DATA. These are literary productions and are sometimes called literary
data.
EXPERIMENTAL DATA. These are observations of certain differences and likeness

that arise from comparison or contrast of one set of observations with another set of
similar observations.
The aforementioned types of data require different research designs. On the basis of the
data collected by a researcher, the design may be any of the following: descriptive survey
method, historical method, analytical survey method or experimental method.
The descriptive survey method is appropriate for data derived from simple
observational situations, whether these are actually physically observed or observed through
the use of a questionnaire or poll technique.
The historical method is appropriate for those data are documentary in nature or
literary in form.
The experimental method is appropriate for data derived from an experimental

control situation or pretest-posttest design, in which two separate groups or one group, from
which data are derived at two separate intervals, are involved.

Going back to proposed research problem, come-up your main
problem and sub-problems.
A. What is your main problem in your proposed research?
B. What are the sub-problems you are going to answer? Number them.
Nature of Data to be Analyzed
This is another factor to be considered in determining the design to employ in a

study. In terms of nature of data to be analyzed, data can either be quantitative or
qualitative. Quantitative data are numerical measurements of traits, characteristics or
attributes of things. On the other hand, qualitative data are those that involve meanings,
concepts, definitions, characteristics, metaphors, symbols, and descriptions of things.
When the researcher analyzes quantitative data, he has to use quantitative research
designs, such as correlational, ex-post facto, and experimental. When the data to be
analyzed are qualitative data, he has to employ qualitative research designs, such as
ethnographic, and historical.
Based on your sub-problems in B, Identify and describe

the data you need to gather to answer each of them. Follow

your number sequence in B.
On the basis of your answers in B and C, what research design should you
use?
Research Questions to be Answered
Another factor to consider is the kind of research question that shall be answered in a
study. Questions in research may be any of the following categories: descriptive, relational,
and difference.
When the question is one relationship, a correlational design is appropriate. When

the question is descriptive in nature, a descriptive research design is needed. On the other
hand, when the question involves comparison or difference, the researcher has to use
experimental or causal-comparative research design.
Research Goal or Objective
The researcher’s objective or goal in conducting a study is an important variable to

reckon in selecting a design. On the basis of this factor, there are various designs a
researcher can choose from. These are discussed below very briefly.
1. ACTION RESEARCH. This is appropriate to use when the researcher is interested in

finding out whether something will work or in solving a problem in a local setting.
2. DESCRIPTIVE RESEARCH. This design is used when the researcher’s concern is to
understand the nature, characteristics, components or aspects of a situation or
phenomenon.
3. EXPLANATORY RESEARCH. This design is utilized when the researcher seeks to
explain the relationship between two or more variables and predict relationship
between and among these factors.
4. EXPLORATORY RESEARCH. When the investigator is after uncovering data on a
phenomenon little is known about, the exploratory design is appropriate to use.
5. CORRELATIONAL RESEARCH. When an investigator is interested in looking into
the significance of relationship or association between two or more characteristics or
factors, without necessarily probing into causal reasons underlying them, then the
design in correlational.

6. EVALUATION RESEARCH. This type of research design is applicable when the
researcher intends to assess the impact, effects, results or outcomes of operations,
policies, and programs.
7. POLICY RESEARCH. When the researcher is concerned about generating
information relevant to the development and formulation of policy and assessment of
the effects or impact of such policy, this kind of design is deemed relevant.
8. EX-POST FACTO or CAUSAL-COMPARATIVE RESEARCH. This design is
appropriate to use when the researcher is after observing existing conditions and
looking back through the data for plausible causal factors.
9. HISTORICAL RESEARCH. When the researcher is attempting to solve certain
problems arising out of a historical context through the gathering and examining of
relevant data from the past, the historical design is apt to use.
10. EXPERIMENTAL RESEARCH. This type of research design is applicable when the
researcher aims at probing into the cause of a factor which can controlled or
manipulated.
11. ETHNOGRAPHIC RESEARCH. This design is relevant when the researcher is to
come up with a holistic description of a phenomenon or situation with the use of
multiple data collection techniques.
Based from your identified main problem and sub-problems in the

previous exercises, craft a research questions that need to be
answered.
1.
2.
3.
4.
5.
*you may add more rows
VIII - SELF- EVALUATION: Now, assess your knowledge on this module.
1. The basic purposes of research design are:
1.
2.
3.
4.
5.
2. The factors a researcher has to consider in the choice of an appropriate research

design are as follows:
1.
2.
3.

4.
5.
IX - REVIEW OF CONCEPTS: Let us go back again on the concepts in this module.
 Research design is the researcher’s plan for selecting subjects, research

locale, and data collection procedures to answer research questions.
 From the global viewpoint, data are of five types namely: descriptive or
normative survey, historical, critical, analytical survey, and experimental data.
 Quantitative data are numerical measurements of traits, characteristics or
attributes of things.
 Qualitative data are those that involve meanings, concepts, definitions,
characteristics, metaphors, symbols, and descriptions of things.
 Questions in research may be any of the following categories: descriptive,
relational, and difference.
 Researcher’s objective or goal in conducting a study is an important variable
to reckon in selecting a design.
X - POST TEST: Answer the following. Provide a brief answer only.
1. When are the following research designs appropriate to use?
1.1 ethnographic
1.2 experimental
1.3 explanatory
1.4 exploratory
1.5 historical
1.6 evaluation
1.7 policy
1.8 ex-post facto
1.9 action research
1.10 correlational

1.11 quantitative
1.12 qualitative
XI - REFERENCES
3. https://www.macmillanihe.com/studentstudyskills/page/choosing-appropriate-
research-methodologies/
4. https://www.editage.com/insights/how-to-choose-the-research-methodology-best-
suited-for-your-study

I - Module 6 – SELECTING THE PARTICIPANTS OF THE STUDY AND
DEVELOPING PROCEDURES AND TOOLS FOR DATA GATHERING
II – Topics
6.1 Basic Concepts in Sampling

6.2 Types of Data needed in Research
6.3 Validity, Reliability & Procedures in Data Collection
IV - INTRODUCTION:
After deciding on the design of the study, the researcher’s next task is to select the
participants or respondents in his research. This module will seek to equip you with the
competencies in identifying the sample, selecting the appropriate sampling method, and
determining the desired sample size. Likewise, the researcher needs to give meticulous
attention to identify sources of data, planning out gathering desired data, selecting tools use
in data collection and organizing new data.
1. Describe the participants applicable to the research study;

2. Select the participants intended for the research study;
3. Craft a research design employing aspects of selecting participants and tools for data
gathering.
VI - PRE – ASSESSMENT. Answer the following questions briefly.
1. How important is selecting participants in conducting a research study?

________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Why is there a need to select only number of participants to be included in the

conduct of research?
________________________________________________________________
________________________________________________________________
________________________________________________________________
3. Why Validity and reliability are needed to be considered n the conduct of

research?
________________________________________________________________
________________________________________________________________
________________________________________________________________

Basic Concepts in Sampling
Sampling is the process of choosing a portion of target population that

can be the source of data for one’s research. It is the drawing out of samples from the
universe or population of interest. Population or universe refers to the group from which the
samples shall be drawn. On the other hand, sample refers to the group from which data
have to be collected. Sampling is essential in the following types of research designs:
experimental, correlational, descriptive and analytic survey.
The primary advantages of sampling, rather than studying the whole population, are
feasibility and convenience. In cases where the target population is quite small and also
accessible, it may be preferable to conduct research using the entire population.
Essential Steps in Sampling

According to Rebullida and her colleagues (1993), sampling involves the following
sequential steps:
o Determination of the population of individuals, item or cases where the data
needed can be found;
o Determination of the kind of sample that shall be drawn or selected from the
identified population;
o Finding the appropriate sample size; and
o Drawing the desired sample size based on a specified sampling Method.
Going over the steps in sampling, the first thing a researcher has to do is to
determine the population or universe where the data he needs can be gathered. In this
regard, he has to define his population of interest. He has to identify the group to which he
would like to generalize the results of the study.
After singling out the group to which the results of the research shall apply, he has to
determine the kind of sample to be drawn from it. He needs to be sure of what criteria he will
employ in selecting those who shall from part of the research sample. Criteria that can be
used in this respect may be special personal characteristics, like age, working experience,
performance rating, religious affiliation, educational attainment, and other organismic
variables.
From your identified research problem, describe now your

participants applicable to your study.

Methods of Drawing A Random Sampling
1. SIMPLE RANDOM SAMPLING. This method is the best known method in

drawing out a random sample. In this particular method, each member of the
population has the equal probability of being selected as sample. Simple random
sampling can be done in any of the following ways: fishbowl technique or lottery
method, roulette wheel method and the use of the table of random numbers.
2. SYSTEMATIC RANDOM SAMPLING. This sampling by regular interval or
according to a predetermined sequence, such that every nth of the population
becomes part of the sample. In this method of sampling the origin of sequence
has to be controlled by chance. In using this method, the researcher has to
determine first the sampling interval he will use. To determine the sampling
interval, the following formula can be applied
K = N/n
Where:
K = sampling interval
N = total population
n = the desired sample size
3. STRATIFIED RANDOM SAMPLING. This is sampling by stratum or layer. This

method of drawing a random sample is used when the researcher wants to
ensure that the different groups comprising the population are adequately
represented in the sample. When using this sampling method, the researcher has
to divide the population into groups or strata into which he wants to stratify it (e.g.
by age, gender, religion or other classificatory schemes). Samples are then
drawn from each group through proportional or non-proportional stratified
techniques.
4. CLUSTER RANDOM SAMPLING. This method of drawing random samples is
familiar to stratified random sampling in that groups of individuals are selected
from the population and subjects are drawn from these groups. In cluster
sampling, however, the researcher identifies convenient, naturally occurring
group units, neighborhoods, school districts or regions, not individual subjects,
and then randomly selects some of these units for the study. Once the units have
been selected, individuals are randomly selected from each one. This method of
sampling is used most often in cases when it is not feasible to obtain a list of all
the members of the population.
5. MULTI-STAGE RANDOM SAMPLING. This design is used for national, regional,
provincial or country level studies (Rebullida, et al, 1993). It involves several
stages in drawing the sample from the population. In this method of drawing
random samples, the researcher first decides on the level of analysis that will be
studied. This is followed by the determination of the sample size per stage or
level. After the sample size had been determined, samples are drawn by stage
through simple random, systematic or stratified techniques.
Non-Probability Sampling Method
1. PURPOSIVE SAMPLING. Under this method of drawing the sample, the

researcher selects the sampling units based on his subjective judgment. Those

who meet the purpose or objective of the study are those deliberately included by
the researcher in his sample.
2. CONVENIENCE SAMPLING. In this sampling design, the researcher selects
respondents who are conveniently available. The process is continued until the
desired sample size is obtained. This is also called accidental sampling.
3. QUOTA SAMPLING. This non-probability sampling method is used to improve
representativeness. The logic behind quota sampling is that certain
characteristics describe the dimensions of the population. If civil status, for
instance, has a bearing on the factor or characteristic the researcher wants to
measure, then quota is allotted for single, married, widowed and legally-
separated research participants based on their respective proportions in the
population. Once quota is set, quota sampling is done by looking for the persons
possessing the aforementioned characteristics.
4. SNOWBALL SAMPLING. This method is used where respondents are difficult to
identify and are best located through referral networks. In the initial stage of
snowball sampling, individuals are discovered and may or may not be selected
through probability methods. This group is then used to locate others who
possess similar characteristics and who, in turn, identify others.
Let us practice computing!
Using the proportional stratified random method, how many samples must be drawn
from each stratum of the population of college students of one university. What is the
total sample size?
What is the total sample size?
College Enrolment Number of

Samples
Arts and Sciences 899
Nursing 307
Education 359
Accountancy 500
Business Administration 1877
Engineering 698
Law 255
Graduate School 458
Total Number of Samples

VALIDITY AND RELIABILITY IN DATA COLLECTION
Two concepts that must be remembered in data collection are validity and reliability.
Validity, as an essential quality in research data, has to do with whether the data
collection tool measures what it intends to measure. To determine the leadership styles of a
group of bank executives, for instance, a researcher needs to ensure that the data collection
tools to be employed shall be able to identify these styles.
Reliability, on the other hand, refers to consistency of results. If a researcher

determined the reading comprehension levels of group students at two different times and
was able to obtain almost parallel results, the instrument he used can be considered reliable.
PROCEDURES IN DATA COLLECTION
Once the researcher has identified the problems he is to study, and has located
appropriate sources of information, he has to go about collecting the needed data to answer
the research question or test the hypothesis. As pointed out by Charles (1998), data can be
collected by means of the following general procedures: notation, description, analysis,
questioning, testing and measurement.
A. Notation – It is a process of making very brief, written notes, tally marks, or

evaluation symbols about people, objects, settings, or events being observed.
B. Description – is the process of putting observations into verbal form by conveying the
complete picture replete with details. It is used when information cannot be measured
but only observed and described, as it typically the case for behaviors, motives, and
interactions. This process is usually used in ethnographic and descriptive action
researches.
C. Analysis – It is a process of obtaining data from objects, settings, and procedures,
which involves a careful scrutiny to discover traits, meanings, and relationships.
D. Questioning – is a prompting process used in eliciting and probing responses from
participants and informants. In research, it is typically done through interview and
survey.
E. Testing – is the process of obtaining data by having respondents answer written or
oral examination. Many researchers prefer to use test since the numerical data they
provide seem more precise than verbal data.
F. Measurement – This method of data collection assesses traits and abilities through
non-testing techniques or schemes. The assessments are usually assigned
numerical values or can be placed in categories or rankings. It obtains information by
comparing participants’ performance or status against established scale, a procedure
that first helps determine the extent or quality of a variable trait; and second, permits
assigning a value to it. It utilizes the following measurement scales: interval; ordinal;
and nominal.

Now, craft a research design based from your identified problem.
VIII - SELF- EVALUATION: Now, assess your knowledge on this module. Complete the
statements below.
Sampling size will be determined through …
Factors to be considered in determining appropriate sample size are ….
An interview guide is ….
 Sampling is the process of choosing a portion of target population that can be

the source of data for one’s research.
 Population or universe refers to the group from which the samples shall be
drawn.
 Sampling is essential in the following types of research designs:
experimental, correlational, descriptive and analytic survey.
 Validity, as an essential quality in research data, has to do with whether the
data collection tool measures what it intends to measure.
 Reliability, on the other hand, refers to consistency of results.

X - POST TEST: Answer the questions briefly.
1. How will you draw out your samples? What sampling strategy will you use?
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. What kind of data will you be collecting in your proposed study?

________________________________________________________________
________________________________________________________________
________________________________________________________________
3. How will you format your data for analysis?

________________________________________________________________
________________________________________________________________
________________________________________________________________
XI - REFERENCES
3. https://www.sagepub.com/sites/default/files/upm-
binaries/57599_Chapt_6__Evans_Methods_in_Psychological_Research_3e.pdf
4. http://www.pathways.cu.edu.eg/subpages/downloads/Research_Chapter_2.pdf

I - Module 7 – PLANNING THE ANALYSIS AND INTERPRETATION OF RESEARCH
DATA
II – Topics
7.1 Types of Data Analyzed in Research

7.2 Methods of Analyzing Qualitative Data
7.3 Methods of Analyzing Quantitative Data
IV - INTRODUCTION:
The design of a study does not only consist of the procedures a researcher will
employ in the gathering of data. It also includes the researcher’s plan on how collected data
will be analyzed. This module deals with the procedures in analyzing qualitative and
quantitative data.
1. Recognize the types of data used in research;

2. Describe the methods used in analyzing the data;
3. Craft a research paper incorporating the methods to be used.
VI - PRE – ASSESSMENT: Answer the following questions briefly.
1. How a qualitative data will be interpreted?
2. How a quantitative data will be interpreted?
3. What is the main reason why a data will be interpreted?

Types of Data Analyzed in Research
As pointed out in the previous module, research uses two kinds of

data: qualitative data, which are mostly verbal: and quantitative data,
which are mostly numerical. Once data are collected, they must be
analyzed before adequate interpretations can be made. Through
analysis, a researcher can do four things: (1) describe the data clearly; (2) identify what is
typical or atypical among data; (3) bring to light differences, relationships and other patterns
existent in the data; and (4) answer research questions or test hypotheses.
While data analysis aims at the same general goals, qualitative and quantitative data
are analyzed differently. According to Charles (1998), qualitative data are analyzed logico-
inductively, a thought process that utilizes logic to make sense of observations in which –
 Observations are made of behaviors, situations, interactions, objects and

environments.
 Topics are identified from the observations and are
 Scrutinized to discover patterns and categories, then
 Conclusions are deduced from what is observed and are stated verbally and
finally
 Those conclusions are used to answer research questions.
Quantitative data, on the other hand, are analyzed mathematically and the results are
expressed in statistical terminology. Basically, statistical analysis is used to –
 Depict what is typical and atypical among the data;

 Show degrees of difference or relationship between two or more variables;
and
 Determine the likelihood that the findings are real for the population as
opposed to having occurred only by chance in the sample.
Provide what are asked.
Kind of Data To Collect. What kind of data will you collect for your proposed
research? Identify the specific qualitative or quantitative data you will gather for each
of your specific research problems.

Methods of Analyzing Qualitative Data
Rebullida, et al (1993) pointed out that there are different ways of analyzing
qualitative data. Some of these methods are as follows: comparative, institutional,
descriptive, historical, inductive, deductive, content analysis and theory-based analysis.
1. Comparative Method of Analysis. This method relies on comparison and

contrast in the analysis of a phenomenon, object, or situation. In using this
method, the researcher has to remember that the things to be compared or
contrasted have to belong to same category or class. Moreover, there has to be a
basis for comparison and contrast.
2. Institutional Method of Analysis. This method examines the characteristics,
behavior patterns, roles, structures, functions, and even development of
established or observed institutions. Institutional method of analysis can be done
using history, description, comparison and contrast.
3. Descriptive Method of Analysis. In this method of analysis, the researcher has
to present in greater details the nature or characteristics of the phenomena or
situation being described. Data analysis in this approach may take any of the
following forms: establishing categories or typologies; and determining sequence
of events or pattern of behavior.
4. Historical Analysis. This can be utilized when the researcher is after explaining
events or phenomena in the past so as to understand the present. In this method
of analysis, the researcher needs to trace the events which had taken place and,
at the same time, come up with a meaningful way of comprehending and
interpreting these events. Generalizations in historical analysis are arrived at,
based on the pattern of events that the researcher is able to discover.
5. Inductive Analysis. This method of analyzing qualitative data follows the pattern
of thinking and reasoning that starts from specific to universal. The process starts
from particular observations and ends up with generalizations based on these
specific observations.
6. Deductive Analysis. This is the exact opposite of the inductive method of
analysis. Here, the researcher has to begin with a general statement about a
phenomenon, situation, or object. He ends up by providing details, particulars or
specific facts to support the said general statement.
7. Content Analysis. This method is appropriate to use when the researcher is
concerned about explaining the status of some phenomenon at a particular time
or its development over a period of time using available documents. Sources of
data for this method of analysis are as follows: records, reports, printed forms,
letters, autobiographies, diaries, compositions, themes or other academic works,
books, periodicals, bulletins or catalogues, syllabi, court decisions, pictures, films
and cartoons.
8. Theory-based Analysis. In this particular method, the researcher analyzes a
phenomenon or situation based on a specific theory. Hence, analysis and
interpretation of data are related to the presuppositions of the theory.

Method of Analysis To Employ. What method of qualitative or
quantitative method analysis will you use with your data?
Methods of Analyzing Quantitative Data
Quantitative analysis is employed when the data to be analyzed are numerical or

information which was assigned numerical values to facilitate counting, summarization,
comparison and generalization (Ardales, 1992). This type of analysis relies on statistical
techniques. Through statistics, the researcher can –
 summarize data and reveal what is typical and atypical within a group;
 show relative standing of individuals in a group through the use of percentile
rankings, grade equivalents, and age equivalents;
 show relationships among variables by means of statistical correlations;
 show similarities and differences among groups with the use of the tests of
differences;
 identify error that is inherent in the selection of samples;
 test for significance of findings; and
 make other inferences about the population.
There are five types of analytic procedures that a researcher can choose from, to
answer the problems posed in his study, namely: descriptive analysis, univariate analysis,
bivariate analysis, multivariate analysis and comparative analysis.
1. Descriptive Analysis. In this type of analysis, the researcher is only after
describing the characteristics of the subjects under study. Data are usually
analyze to –
 identify the general characteristics of a group, with the use of descriptive
statistics such as frequency, percentage, mean, median, and mode
 determine differences in the group or how members of a group vary with
reference to a given variable or factor being studied with the use of the
standard deviation and coefficient of variation.
2. Univariate Analysis. This type of analysis is employed when the researcher wants
to analyze one variable or factor at a time, such as levels of commitment or job
performance. Univariate analysis relies heavily on the use of summary statistics,
namely: measures of central tendency and measures if variability.

Measures of central tendency are indices designed to communicate where
the scores center in the distribution. The most commonly used measures are
the mean, media, and the mode.
o Mean is the most common average used to indicate the most typical
response. It is computed by dividing the sum of the values by the
number of values or cases. It can only be used for metric data or data
that can be subjected to arithmetical operations.
o Median is the middlemost value in an array, such that 50% are below
it and 50% are above it. This is the appropriate average to use when
data are ordinal.
o Mode is the category or value with the greatest frequency of cases. It
is the only acceptable indicator of the most typical case for data which
are nominal or categorical.
3. Bivariate Analysis. This type of analysis is used when the researcher is interested
in probing into the relationship of two variables at a time. For instance, the
question of whether there is a significant relationship between job commitment
and job performance can be best analyzed using bivariate analysis.
4. Multivariate Analysis. This procedure for analyzing data is utilized where there
are research questions which cannot be responded using bivariate analysis. This
analytic procedure permits the determination of the degree of relationship
between one dependent variable and two or more independent variables
simultaneously.
Data Analysis and Interpretation. Make a report on the data analysis and interpretation of
a completed research project. Analyze it according to:
1.Type of Data Gathered
2.Specific Data Analyzed Based on the Problem Statement
3.Method of analysis Employed (Quantitative or Qualitative)
4.Specific procedures Utilized for Analyzing Data Per Problem
5. Statistical Measures or tools Used

VIII - SELF- EVALUATION: Supply the statements below to assess your understanding in
this module.
Differentiate quantitative The data presented in Statistical tool is needed in

from qualitative data. qualitative and quantitative interpreting data because…
researchers are….
 Research uses two kinds of data: qualitative data, which are mostly verbal: and
quantitative data, which are mostly numerical.
 Methods of Analyzing Qualitative Data: comparative, institutional, descriptive,
historical, inductive, deductive, content analysis and theory-based analysis.
 Methods of Analyzing Quantitative Data: descriptive analysis, univariate analysis,
bivariate analysis, multivariate analysis and comparative analysis.
X - POST TEST: Answer the questions briefly.
1. What purposes are served by the analysis of research data?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What functions are served by statistics in quantitative data analysis?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How are data presented in qualitative and quantitative researches?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
XI - REFERENCES

I - Module 8 – CHOOSING APPROPRIATE STATISTICAL TESTS AND WRITING
THE RESEARCH PROPOSAL
II - Topics
8.1 Types of statistical tests

8.2 Content and Organization of a Proposal
8.3 Primary Components of a Research Proposal
IV - INTRODUCTION:
The use of appropriate statistical techniques in analyzing data is indispensable in any

research undertaking. Validity, however, is a basic requirement no matter what form research
may take. In this light, one of the critical decisions a researcher has to make is the selection
of the right statistical procedures for accurate interpretation. In like manner, this module will
guide you in writing your own research proposal after you have acquainted the method,
procedures, and the systematic approach in crafting a research.
1. Select appropriate statistical tool that fits to the research design;

2. Write a research proposal;
3. Undergo a research proposal defense.
VI - PRE – ASSESSMENT: Answer the following questions briefly.
1. What statistical tool which is applicable to your research proposal?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. What you will do first when you will write a research proposal?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How you will prepare yourself in the conduct of proposal defense?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Types of statistical tests
There is an extensive range of statistical tests. The research

design, the distribution of the data, and the type of variable help us to
make decision for the kind of test to use. Generally, if the data is usually distributed we
choose parametric tests. If the data is non-normal we can choose from the set of non-
parametric tests.
Described below are the tests and their uses.

1. Co relational: The tests look for an association between variables.
2. Pearson correlation: It tests the strength of association between two continuous
variables.
3. Spearman correlation: It tests the strength of association between two ordinal
variables.
4. Chi-square: It tests the strength of association between two categorical variables.
A) Comparison of Means: Gaze for the dissimilarity between the means of variables
1. Paired T-test: It tests the difference between two related variables.

2. Independent T-test: It tests the difference between two independent variables.
3. ANOVA: It tests the difference between set means after any other variance in the
resulting variable is accounted for.
B) Regression: Evaluate if change in one variable depicts change in another variable
1. Simple regression: It tests how change in the predictor variable depicts the change in
the outcome variable.
2. Multiple regressions: It tests how change in the grouping of two or more predictor
variables depicts change in the outcome variable.
C) Non-parametric: Used when the data does not assemble conjecture required for
parametric tests
1. Wilcoxon rank-sum test: It tests the difference between two independent variables –
accounting magnitude and direction of difference.
2. Wilcoxon sign-rank test: It tests the difference between two related variables
accounting magnitude and direction of difference.
3. Sign test: It test if two related variables are different – ignoring magnitude of change,
accounting only direction.
Identify the statistical tool to be used in your proposed study.

Justify why such tool is to be considered.

Content and Organization of A Proposal
Proposals follow a simple and logical form of presentation. Although there are many
ways to arrange items within the proposal, the following is an outline of the proposal followed
in many colleges and universities in the Philippines.
1. Title of the Proposed Research

2. The Problem and Its Background
2.1 Introduction
2.2 Theoretical Framework
2.3 Conceptual Framework
2.4 Statement of the Problem
2.5 Hypothesis of the study
2.6 Scope and Limitations
2.7 Assumptions of the Study
2.8 Significance of the Study
2.9 Definition if Terms
3. Review of the Related Literature and Studies
4. Research Methods and Procedures
4.1 Research Method to be used
4.2 Respondents of the Study
4.3 Data Collection Instruments
4.4 Data Collection Procedures
4.5 Data Analysis Plan
5. A Selected Bibliography
6. Curriculum Vitae or Qualification of the Researcher
Primary Components of a Research Proposal
Proposals for sponsored activities generally follow a similar format; variations depend
upon whether the proposer is seeking support for a research grant, a training grant, or a
conference or curriculum development project. The following outline covers the primary
components of a research proposal. Your proposal will be a variation on this basic theme.
1. Title Page: Most sponsoring agencies specify the format for the title page, and some
provide special forms to summarize basic administrative and fiscal data for the
project. Titles are brief but comprehensive enough to indicate the nature of the
proposed work.
2. Abstract: The funder may use the abstract to make preliminary decisions about the
proposal. Therefore, an effective summary states the problem addressed by the
applicant, identifies the solution, and specifies the objectives and methods of the
project. This summary should also outline funding requirements and describe the
applicant’s ability.
3. Table of Contents: Brief proposals with few sections usually do not need a table of
contents. Long and detailed proposals may require, in addition to a table of contents,
a list of illustrations (or figures) and a list of tables. If all of these sections are
included, they should follow the order mentioned, and each should be numbered with
lower-case Roman numerals. The table of contents lists all major parts and divisions,
including the abstract.
4. Introduction (including Statement of Problem, Purpose of Research,
and Significance of Research): The introduction of a proposal begins with a capsule
statement and then proceeds to introduce the subject to a stranger. It should give
enough background to enable an informed lay person to place your particular
research problem in a context of common knowledge and should show how its

solution will advance the field or be important for some other work. The statement
describes the significance of the problem(s), referring to appropriate studies or
statistics.
5. Background (including Literature Survey): Be sure to (1) make clear what the
research problem is and exactly what has been accomplished; (2) to give evidence of
your own competence in the field; and (3) to show why the previous work needs to be
continued. The literature review should be selective and critical. Discussions of work
done by others should lead the reader to a clear idea of how you will build upon past
research and also how your work differs from theirs.
6. Description of Proposed Research (including Method or Approach): The
comprehensive explanation of the proposed research is addressed to other
specialists in your field. This section is the heart of the proposal and is the primary
concern of the technical reviewers. Remember as you lay out the research design to:
 Be realistic about what can be accomplished.
 Be explicit about any assumptions or hypotheses the research method rests
upon.
 Be clear about the focus of the research.
 Be as detailed as possible about the schedule of the proposed work.
 Be specific about the means of evaluating the data or the conclusions.
 Be certain that the connection between the research objectives and the research
method is evident.
 Spell out preliminary work developing an analytical method or laying groundwork
as Phase 1.
At the end of this phase you will be able to report that you have accomplished
something and are ready to undertake Phase 2.
7. Description of Relevant Institutional Resources: Generally this section details the
resources available to the proposed project and, if possible, shows why the sponsor
should select this University and this investigator for this particular research. Some
relevant points may be:
 the institution's demonstrated skill in the related research area
 its abundance of experts in related areas that may indirectly benefit the project
 its supportive services that will directly benefit the project
 and the institution's unique or unusual research facilities or resources available to the
project
8. List of References: The style of the bibliographical item itself depends on the
disciplinary field. The main consideration is consistency; whatever style is chosen
should be followed carefully throughout the proposal.
9. Personnel: This section usually consists of two parts: (1) an explanation of the
proposed personnel arrangements and (2) the biographical data sheets for each of
the main contributors to the project. The explanation should specify how many
persons at what percentage of time and in what academic categories will be
participating in the project. If the program is complex and involves people from other
departments or colleges, make clear the organization of the staff and the lines of
responsibility. Any student participation, paid or unpaid, should be mentioned, and
the nature of the proposed contribution detailed. If any persons must be hired for the
project, say so, and explain why, unless the need for persons not already available
within the University is self-evident.
10. Budget: Sponsors customarily specify how budgets should be presented and what
costs are allowable. The budget lays out the costs to be met by the funding source,
including personnel, non-personnel, administrative, and overhead expenses. The
budget also specifies items paid for by other funding sources. Includes explanations
for requested expenses.

A. Make an outline of the ideas you will present in your proposed research project,
based on the guidelines for writing the research proposal. Please follow the following
format in presenting your outline.
1. Title of the Study

3. Review of Related Literature and Studies
4. Methods and Procedures
5. Bibliography
6. Curriculum Vitae
B. Have your research proposal defended before the panel of experts. Schedule will
be announced accordingly.
VIII - SELF- EVALUATION: Assess yourself on your understanding on this module.
Concrete statistical tools What is research abstract? Writing a research

to be used in research proposal …
will….
It is a brief summary of a Will set the goal of a
Have a concrete data research article, thesis, research and justify a
analysis and in a more review, conference research idea you have
precise way. It gives the proceeding, or any in- and to present the
research also a quality of depth analysis of a practical ways in which
being a valid and reliable particular subject and is you think this research
study that needs to be often used to help the should be conducted.
read and studied by many. reader quickly ascertain
the paper’s purpose.

 Tests: Co relational, Pearson correlation, Spearman correlation, Chi-square

 Comparison of Means: Paired T-test, Independent T-test, ANOVA
 Regression: Simple regression, Multiple regressions,
 Non-parametric: Wilcoxon rank-sum test, Wilcoxon sign-rank test, Sign test
 Components of a Research Proposal: Title Page, Abstract, Table of Contents,
Introduction, Background, Description of Proposed Research, Description of
Relevant Institutional Resources, List of References, Personnel, Budget
X - POST –TEST: Answer briefly the following questions.
1. What is a research proposal?

Answer:
Research proposal is a document proposing a research project, generally in the
sciences or academia, and generally constitutes a request for sponsorship of that
research. Proposals are evaluated on the cost and potential impact of the proposed
research, and on the soundness of the proposed plan for carrying it out.
2. What are the characteristics of a research proposal?

Answer:
The characteristics of a research proposal are the following:
1. Well-stated definition of the problem
2. Clearly stated proposal to solve problem
3. Awareness of alternative proposals
4. Evaluation of benefit of your proposal
5. Careful analysis on the data
6. Possible counter arguments to your proposal
7. Reasonable sensible tone.
3. What are the guidelines that you have to follow in writing the major parts of a
research proposal?
Answer:
The guidelines that you have to follow in writing the major parts of a research
proposal are as follows:
1. Title of the Study
3. Review of Related Literature and Studies
4. Methods and Procedures
5. Bibliography
6. Curriculum Vitae
XI - REFERENCES

3. https://www.learningstatisticaltests.com/different-types-of-statistical-tests/

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Learning Module

Research for Technology Page 1

4. The rubric and criteria to be used in rating your answers/work are as

For the Essay type of questions

For Semantic Web/Venn Diagram

For Proposal Defense

I - Module 1 – THE NATURE AND RELEVANCE OF RESEARCH

Research for Technology Page 2

1.1 The Meaning, Characteristics, Value of Research

III. TIME FRAME: 7 hrs.

1. Inquire on the nature, purpose and characteristics of research;

VI - PRE – ASSESSMENT: Fill-in the opposite column in the table below.

I will conduct research because...

The type/s of research that I know

The first thing to do in conducting

VII. LEARNING ACTIVITIES

Research for Technology Page 3

1. Systematic. It is systematic as there are interrelated steps or procedures a

Research for Technology Page 4

The Types of Research

Descriptive Research. This type of research endeavors to describe systematically,

Correlational/Associational Research. In this type of research, the investigator

Ex-post Facto/Causal-Comparative Research. Research is of this type when the

Historical Research. In historical research, the researcher attempts to reconstruct

Research for Technology Page 5

Ethnographic Research. This type of research is done when the researcher is

The Research Process

As a systematic process of solving a problem or adding to the existing body of

PROBLEM DEFINITION PHASE

PROCEDURES DESIGN PHASE

Research for Technology Page 6

DATA ANALYSIS PHASE

 IDEA – GENERATING PHASE. Research begins with an idea in which the

 PROBLEM-DEFINITION PHASE. As the ideas generated in the first phase re

 PROCEDURES-DESIGN PHASE. After identifying the problems and

 DATA-COLLECTION PHASE. After preparing the research plan, the

 INTERPRETATION PHASE. Having analyzed the data, the researcher

 INTERPRETATION PHASE. Having analyzed the data, the researcher

 COMMUNICATION PHASE. After completing the data analysis and

Research for Technology Page 7

1. In your own words, research is….

3. Steps in conducting a research is vital because …

IX. REVIEW OF CONCEPTS: Read over again the concepts of research.

 Research is concerned with finding answers. It is a systematic, organized

Research for Technology Page 8

X. POST-TEST: In your own words, answer the following questions briefly.

I - Module 2 – REVIEWING THE LITERATURE

Research for Technology Page 9

2.1 Purposes and Requisites of the Review

III - TIME FRAME: 6 hrs.

V - INTENDED LEARNING OUTCOMES: In this lesson, students will be able to:

1. Explain the importance of conducting a literature review;

VI - PRE – ASSESSMENT. Answer briefly.

1. How important is the review of the literature in research?

VII - LEARNING ACTIVITIES

Reviewing the Literature

One of the preliminary steps that a researcher has to go through

Research for Technology Page 10

Requisites for Reviewing the Literature

Reviewing the literature is not easy task. It involves a systematic identification,

Using the semantic web, elucidate the importance of conducting a

Research for Technology Page 11

Literature Search. Go to the library and search for literature and