Language Research

Chapter 1
Introduction
to Research
SNAPSHOT
Research takes many forms. In this chapter, we introduce

Source: https://images.app.goo.gl/ you to the subject of research and explain why knowledge of vari-
sEy1ZZMuTg4uPYDx7 ous types of research is of value especially to language education
researchers. Because research is but one way to obtain
knowledge, we also describe several other ways and compare the
WHAT’S INSIDE strengths and weaknesses of each. We give a brief overview of
language research methodologies to set the stage for a more ex-
tensive discussion in later chapters. Lastly, we discuss criticisms
Lesson 1.
The Nature of Research.
of the research process.
................................... 2
Lesson 2. MEETING UP EXPECTATIONS

The Paradigm of Lan-
guage Research ........ 12
Studying this chapter should enable you to:
prepare sequence charts, multimedia presentations, and

ALLOTTED TIME research plans about the definition, nature, types, and
steps that are involved in research; and
create matrixes and research plans on the nature and

4 hours framework of language research.
1 1
The Nature and Relevance of Research LESSON 1
MEETING UP
EXPECTATIONS
At the end of the lesson,

you should be able to do
the following:
create a sequence chart

showing the steps and Linking Information
activities to undertake;
design a multimedia Directions: Read carefully the following questions and

presentation indicating encircle the letter of the correct answer.
one’s analysis of re-
search articles based 1. Which of the following is not a common way of ob-
on methods used; and taining knowledge?
a. expert opinion c. agreement with others
prepare a simple re- b. sensory experiences d. divine revelation
search plan of an initial
research topic. 2. Reasoning is derived from general observation to par-
ticular or specific is __________.
a. valid c. deductive
LEARNING CONTENTS b. empirical d. inductive
3. Which of the following is not related to the scientific
The Meaning of method in any way?
Research
a. hypothesizing
The Nature and b. common sense
Relevance of Research c. projection of consequences
Characteristics of d. problem definition
Research
4. Applied research is conducted for the purpose of ___.
The Value of Research a. generating new knowledge
b. solving problem
Types of Research c. formulating a theory
d. probing into what is unknown
The Research Process
5. Research is the best method of obtaining information
because it _________.
TIME ALLOTMENT a. involves collection of data.
2 hours b. gives the most reliable and valid information
source.
c. generates answers to all questions.
d. promotes hypothesizing.
22
Research has been recognized as a vital tool for
W hat’s Up?
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 professional from various disciplines. Today,
research has become an integral part of all learning areas
known to man. Public and private educational, business, and industrial organizations have been
touched by the research process. In this lesson, we are going to look into the nature and relevance
of research.
“Research aims to describe, identify, and control relationships among phenomena in or-
der to test existing principles and develop a theory.”
- Posecion, Go, & Albano (2011)
The Meaning of Research
Etymologically, the word research is derived from

R eading the Newsfeed the old French word “cerchier” meaning to seek or search.
Structurally, the word research is made up of the prefix re
which means to repeat or redo, and the word search
which means to find or look for. Research then literally
means to repeat looking for something. Now, let us examine how experts define research.
• Research is concerned with finding answers. It is a systematic, organized search for
knowledge or answers to questions (Mason & Bramble, 1989).
• It is a systematic process of collecting and logically analyzing information or data for some
purposes (Macmillan & Schumacher, 1989).
• Research is the formalization of natural processes we all carry from birth in dealing with the
environment (Seliger & Shohamy, 1989).
• It is a 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 discov-
ery of new facts and their correct interpretation, the revision of accepted conclusions, theo-
ries, or laws in the light of newly discovered facts or the practical application of such conclu-
sions, theories or laws (Leedy, 1993).
• Research is a process, an activity in the search for knowledge through recognized methods of
data collection, analysis, and interpretation (Wiersma, 1995).
• Research is a careful and systematic means of solving problems (Thomas & Nelson, 1996).
• Research is the scientific investigation of phenomena which includes collection, presenta-

tion, analysis, and interpretation of facts that links an individual’s speculation with reality
(Calmorin & Calmorin, 2014).
3
The Nature and Relevance of Research
• It is a systematic inquiry geared toward providing in-

formation to solve problems (Emory, 1995).
R eading the Newsfeed
• It is a systematic and empirical approach to answering
questions. It is concerned with understanding phe-
nomenon, within the context of our theories and experiences regarding the phenomenon
(Bieger & Gail, 1996).
• It is a 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 (Charles, 1998).
From the foregoing definitions, it is evident that research is a process. As a process, howev-
er, research is systematic, organized, objective, critical, exhaustive, and comprehensive. It is done
for the purpose of solving a problem or adding to the body of existing knowledge. In addition, it
has to be emphasized at this point that without discovery, there is no research to speak of.
Research starts with a problem. The researcher must feel a need, then he collects data of facts,
analyzes these data critically, and finally reaches a decision based on actual evidence.
Characteristics of Research
As already pointed out, research as a process has several, distinguishing characteristics.

These characteristics differentiate research from other methods of gaining knowledge. Let us go
over some of these characteristics.
• Systematic. It is systematic as there are interrelated steps or procedures a researcher has to
observe in solving a problem. It originates with a problem, followed by the gathering of data
in a logical and orderly manner guided by a reasonable guess or hypothesis and ends with a
conclusion based on observable facts or data.
• Objective. It is not based on guesswork. This is because empirical data have to be gathered
by the researcher prior to making conclusion or proposing new solution to an identified diffi-
culty or problem.
• Comprehensive. If a researcher is serious about understanding a phenomenon, he needs
to examine and analyze all aspects or angles before making a generalization or conclusion.
• Critical. This means that procedures employed by the researcher must be able to withstand
critical scrutiny by other researchers.
• Valid. Whenever a researcher draws conclusions, these have to be based on actual findings.
• Verifiable. Research is said to be verifiable as other researchers can check on the correct-
ness of the results by replicating the study, based on methods and procedures employed.
• Empirical. Research is empirical as generalizations drawn by a researcher are rooted upon
hard evidence gathered from information collected from real-life experiences or observa-
tions.
4
The Value of Research

There are different ways by which we can obtain
knowledge and information (Fraenkel & Wallen, 1993).
Since there are various means by which knowledge can
be derived, we may be tempted to ask why we have to be
knowledgeable of the scientific research methodology.
Before answering this question, let us consider the different methods of knowing and acquiring
knowledge.
Expert Opinion is one of the sources of knowledge. When we have legal problems, we
seek the advice of lawyers. When we are ill, we consult physicians. Suppose your family doctor told
you that you are afflicted with cancer and that you have only one week to live, will you believe him
right away? Others will advise you to seek a second or even a third opinion. The foregoing situation
points only to one thing—that even an expert opinion can be doubted.
Sensory Experience can also be a way of obtaining information. Through our sense of
sight, hearing, taste, touch, and smell, we can immediately know something. Sensory knowledge
however is not always dependable. Take for instance the case of two young men who were asked by
their English professor to describe the lady passing by the corridor. One of them said, “She is beau-
tiful.” The other remarked, “She’s just an ordinary woman.”
Others gain knowledge through Agreement with Others. When confronted with a
problem, we tend to ask friends and even colleagues what they did when they experienced the
same difficulty. In the process of soliciting their advice, don’t be surprised if they do not give the
same suggestion on what to do. This only shows that the aforementioned mode of knowing is not
also a reliable source of knowledge.
We can also gain knowledge by Reasoning. Sometimes, reasoning is derived from gen-
eral observation to particular or specific cases. This kind of reasoning is called deduction. On the
other hand, reasoning can also be deductive or from a particular to the general. Consider the fol-
lowing syllogism:
All men are mortal.
Gary is a man.
Therefore, Gary is mortal.
Is the conclusion correct? Definitely, it is. Why? This is because the first two statements or
conditions are correct. We don’t have to rely on our senses nor seek agreement with others to con-
firm veracity. Examine the next syllogism:
If it rains, the ground is wet.
The ground is wet.
Therefore, it rained.
“Research is a systematic, formal, rigorous and precise process employed to gain solu-
tions to problems or to discover and interpret new facts and relationships.”
- Waltz & Bausell (1981)
5
The Value of Research
Can we consider the foregoing conclusion correct? Definitely, not. Although the first two
statements are right, it does not follow that the conclusion is right. Why? It does not mean that the
wetness of the ground is only caused by rain. This only means that there are dangers in logical rea-
soning that we need to be aware of.
Common Sense is also one way of knowing. All of us use common sense yet it is difficult
to define. The major problem with common sense is that it is not a systematic way of gaining
knowledge.
Research is another method of obtaining information. It is, however, the most reliable
source of knowledge. This is because research utilizes the
scientific method. This method involves five distinct
steps, namely: identification of the problem, definition of
the problem, formulation of hypothesis, projection of
consequences, and testing of hypothesis. We have to be
familiar with the research process as it is only through
R
eading the Newsfeed
research that we can gain valid and reliable knowledge.
“Common sense is an initial step to testing a theory in a systematic, controlled, empirical, and
critical investigation of a hypothesis based on existing theories relating to the problems.”
- Seliger & Shohamy (1989)
Types of Research
There are different ways of classifying research. On the basis of who undertakes research,
research can be either academic research or a research project. Academic research is one con-
ducted by an individual in fulfilling the requirements for the conferment of an academic title or
degree. Baby theses, master’s theses, feasibility studies, and doctoral dissertations fall under this
type. Research project, on the other hand, is a type of research that is undertaken by an individ-
ual or group of individuals as part of their professional work or assignment. A market researcher
surveying the preference of housewives for a particular brand of soap, for instance, is doing a re-
search project.
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. Research in this
case is undertaken for the purpose of gaining knowledge for knowledge’s sake. Conversely, ap-
plied research is an inquiry to test or evaluate a theory or knowledge arrived at, in the solution
of a problem or for useful ends.
When methodology or research design is used as basis for categorizing research, research
can take any of the following types: descriptive, correlational, exploratory, ex-post facto
or causal-comparative , experimental, historical, and ethnographic.
6
Types of Research

• Descriptive Research. This type of research seeks
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 in one company is actually doing a descriptive study.
• Correlational or Associational Research. In this type of research, the investigator tries
to probe on the significance of the 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 burnout or why low morale can lead to lower productivity among
employees are problems which can be designated through an explanatory research design.
• Exploratory Research. This kind of study is undertaken when the investigator is after prob-
ing or exploring areas where little is known about the research problem. Feasibility and pilot
studies fall under this type.
• Experimental Research. This type of research probes into the cause of an effect by expos-
ing 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 module or
packet in raising the performance of his students, he is engaging in experimental research.
• Ex-post Facto or Causal-Comparative Research. Research is of this type when the in-
vestigator delves in analyzing the possible effect of a factor which cannot be manipulated and
controlled. A guidance counselor who is after singling out the variables associated with failing
marks in some college courses or a health science student who is interested in the incidence of
lung cancer among heavy smokers are situations where this 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 be answered through this 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 collec-
tion techniques. Topics like, the culture of law and graduate students of Jose Rizal University
and the teaching of accounting in selected business administration schools in NCR lend them-
selves to this research methodology.
“Research is a systematic and refined technique of thinking and employing specialized instru-
ments and procedures to solve a problem.”
- Claudio & de Leon
7
As a systematic process solving a problem or add-

ing to the existing body of knowledge, research is not hap- R eading the Newsfeed
hazardly done. It follows a standard procedure in a logical
sequence of steps, which are discussed below.
Step 1: Idea-Generating Phase. Research be-
gins with an idea in which the researcher has interest. It is in this phase wherein the researcher has
to identify topics that interest him the most. It is in this step where he has to justify why a study on
a particular topic is needed. Once a topic is identified, the researcher has to start reading articles
and books, talk with people who are knowledgeable in the area, and begin thinking about it.
Step 2: Problem-Definition Phase. As the ideas generated in the first phase are very
general or vague, the researcher has to refine them. This is the problem-definition phase. This step
involves the following activities: identification and definition of the variables to be studied, devel-
opment of the theoretical and conceptual frameworks of the study, the formulation of the major
and specific problems to be investigated, and the formulation of hypothesis.
Step 3: Procedures-Design Phase. After identifying the problems and hypothesis, the
researcher has to decide on the methods and procedures he will use in the collection and analysis
of data. This is the procedure-design phase. The activities a researcher has to undertake in this
phase includes the following: selection of research participants, decision on what methodology to
employ, development and validation of data-gathering tools, specification of the procedures to be
observed in the actual collection of data, and planning and analysis of the data gathered.
Step 4: Data-Collection Phase. After preparing the research plan, the researcher has to
proceed collecting the data from the subjects of the study. It is in this phase where the procedures,
designed in the previous step, are implemented by the researcher rigorously.
Step 5: Data-Analysis Phase. In this particular phase, the researcher analyzes the col-
lected data from the previous step based on his data-analysis plan. Appropriate qualitative and
quantitative techniques and procedures are then applied to the data that have been recorded, cod-
ed, and tabulated.
Step 6: Interpretation Phase. Having analyzed the data, the researcher continues to
make sense out of the data 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 in the theoretical framework of the study.
Step 7: 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 presentation to colleagues or a panel of experts. This report has to include a descrip-
tion of all the above steps in the research process.
A research plan is a detailed description of the procedures that will be used to investigate
your topic or problem. It forces the researcher to think through every aspect of the study.
8
Activity 1.1 Sequencing Research
Processes and Activities
Insta ccomplishing Tasks
Directions: Create a sequence chart showing the steps
involved in the research process. Then provide 3 ma-
jor activities that a researcher, like you, have to undertake for each step. Be guided by the sample
given below.
Activity 1.2 Creating a Multimedia Presentation
Directions: Collect 10 articles that are published in reputable research journal websites. Analyze
these articles based on the methods used. Then create a multimedia presentation showing your
personal analysis. Consider also using appropriate design elements such as sound, animation,
transition, and others. Be guided by the rubric that follows.
Levels of Performance
Criteria 4 3 2 1
Exemplary Accomplished Developing Basic
Content and Organiza- Concept is very relevant to Concept is relevant to pur- Concept is relevant to pur- Concept is somewhat relevant to
tion (50%) purpose. Video shows sponta- pose. Video is fairly well- pose. Video is fairly well- purpose. Portions may be poorly
neity of ideas and tells a documented and organized. documented and organized. documented and/or organized.
complete, easily followed Format is easy to follow. Format is easy to follow. Progressions are hard to follow.
presentation. Well- Good explanation shows good Good explanation shows good Explanation shows some effort.
documented and organized. effort. effort.
Creativity and Elements Excellent use of video design. Good use of graphics and/or Minimal use of design ele- Use of elements detracts the
of Design(30%) Video and pictures are of other design elements. Some ments. No transitions. Some video. Too many or too gaudy
good quality. Smooth transi- transitions are inappropriate- pictures or video clips may be graphics; transitions, too many
tions are appropriate and aid ly placed. Video clips or out of focus or “shaky”. clips. Pictures or video clips may
in delivery of the content. pictures are clear and in be out of focus or “shaky”.
focus.
Audio Editing (20%) The audio is clear and effec- The audio is clear and assists The audio is inconsistent in The audio is cut-off, incon-
tively assists in communi- in communicating the main clarity (too loud/too soft/too sistent, and overpowering.
cating the main idea. Back- idea, distorted) at time and/or the
ground audio is kept in bal- background audio overpow-
ance. ers the primary audio.
Mechanics (10%) Grammar, spelling, punctua- Includes 2-3 grammatical, Includes 3-4 grammatical, Includes 5 or more grammatical,
tion, and capitalization are spelling, and punctuation spelling, and punctuation spelling, and punctuation er-
correct; sources are all errors; sources are properly errors; some sources are rors; sources are not document-
properly documented. documented. documented but not correct- ed.
ly.
RUBRIC
99
Activity 1.3 Initializing a Research Plan
Directions: Think of a research idea or problem that
you would like to investigate. Using the following
questionnaire, briefly describe the research problem
in a sentence or two. Then indicate the type of research methodology that you would like to use to
investigate this problem. Finally, explain briefly your reasons for choosing this approach.
Research Plan
1. A possible topic or problem that I am thinking of researching is:
_____________________________________________
_____________________________________________.
2. The specific method/s that seem/s most appropriate for me to
use at this time is/are (encircle all you think are appropriate):
a. an experiment; f. a case study;
b. a survey; g. a content analysis;
c. an ethnography h. a historical study;
d. a correlational study; i. an action research; and
e. a causal comparative study; j. a program evaluation.

3. The overall research approach I am planning to use is (encircle one):
a. Qualitative b. Quantitative c. Mixed Methods
4. My reason/s for using this approach is/are as follows:
_____________________________________________
_____________________________________________.
10
Essay
T weeting Your Answers

Directions: Write a 3-paragraph essay reflecting your
personal definition and description of research. Be
guided by the rubric provided below.
_____________________________
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________.
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________.
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________.
Criteria 4 3 2 1
Content (40%) Thesis statement is Thesis statement is Thesis statement is No established thesis
very well-established. established and the fairly developed. Writ- statement; lacks clari-
Writer takes a clear writer takes somewhat er’s position, while ty of focus.
position in response to clear position in re- stated in some ways,
the articles’ argument. sponse to the article’s lacks clarity.
argument.
Organization (40%) Very clearly and effec- Effectively structured. Somewhat organized. No attempt at organi-
tively structured. Transitions are some- Transitions may not zation; no transitions
Transitions are what smooth and be smooth and there used and/or frequent
smoothly and effec- there are some errors are some errors in errors in usage.
tively used. in usage. usage.
Mechanics (20%) All sentences are well- Mot sentences are well Mot sentences are well Sentences sound awk-
constructed and have -constructed and have -constructed but they ward, are distractingly
varied structures and varied structures and have similar structures repetitive, or are diffi-
lengths; no errors in lengths; few errors in and lengths; several cult to understand
spelling, punctuation, spelling, punctuation, errors in spelling, numerous errors in
capitalization, gram- capitalization, gram- punctuation, capitali- spelling, punctuation,
mar, etc. mar, etc., but they do zation, grammar, etc., capitalization, gram-
not interfere with un- that interfere with mar, etc., that inter-
derstanding. understanding. fere with understand-
RUBRIC
11
The Paradigm of Language Research LESSON 2
MEETING UP
EXPECTATIONS

the following:
design a matrix show-

ing categories of the Linking Information
objectives formulated
in research articles;
Directions: Read carefully the following questions and
create a matrix indi- encircle the letter of the correct answer.
cating one’s analyses
of published research 1. Which of the following parameters are conceptualized
articles based on four in the operational stage?
parameters; and a. Approaches and Objectives
b. Research Design and Data Collection and Analysis
prepare a research
plan for a selected c. Objectives and Research Design
topic considering the d. Approaches and Data Collection and Analysis
four parameters.
2. Which of the following factors determines primarily
whether the language is first, second, or foreign to the
speaker?
LEARNING CONTENTS a. research methodology c. related disciplines
b. language setting d. language use
Nature of Language
Research 3. Which of the following parameters deals with the
handing of factors such as scope, variables, form, and
Framework of writer’s point of view?
Language Research a. Research Design c. Objectives
b. Data Collection and Analysis d. Approaches
4. As a language factor, types of users takes into account
learners’ age and their ____________.
TIME ALLOTMENT a. settings c. languages
b. characteristics d. parents
2 hours 5. Which of the following parameters refers to how one
views the language research to be conducted?
a. Approaches c. Research Design
b. Objectives d. Data Collection and Analysis
11
Language research, just like other research in an-
W hat’s Up?
other disciplines, is a complex process. Undertaking this
type of research does not only require one’s understanding
of language research as a complex process but also consid-
eration of the essential factors affecting the language re-
search process. In this lesson, you are going to explore
some of the factors that greatly influence and shape the conduct of language research as well as the
framework that the language research is built upon.
“A research paradigm is the set of common beliefs and agreements shared between
scientist about how problems should be understood and addressed.”
- Kuhn (1970)
Essential Factors for Language Research
R eading the Newsfeed • Language Use. This factor determines primarily

whether the language is first, second, or foreign to the
speaker. A research on the acquisition of either one of
these three uses of language will greatly vary from one
another. Within each use, there are many sub-
functions of language. For instance, a second language may be regarded as a medium of profes-
sional enhancement, social prestige, professional growth, or political and economic resilience.
• Type of Users. This takes into accounts the age and characteristics of the learners. These are
closely tied up with the language acquisition process. It is a common belief that the young
learner acquires language faster than the adult. However, a strongly motivated learner can ac-
quire language also fast.
• Language Setting. This identifies the environment within which language is acquired. A
native speaker acquires it in a natural environment—at home, with family members, with play-
mates; a second or foreign language learner acquires it in the classroom under the supervision
of a teacher.
• Research Methodology. This is determined by the researcher’s philosophy, motivation for

conducting the research, and conditions under which the research is conducted. If a teacher-
researcher believes that attitude very much influences acquisition of a foreign language
(philosophy), and wants to find out if it affects his/her students’ learning of the language
(motivation) required in their curriculum (conditions), he/she might want to conduct a study
on the students’ attitude towards the foreign language and its effect on their learning of the
language. A study like this will use tools such as survey questionnaire and interview.
• Related Disciplines. This pertains to areas that influence language study like education,
psychology, sociology, anthropology, and others. A language acquisition research may consid-
er pedagogy (education), students’ motivation (psychology), the role of language in society
(sociology), or the origin and development of the language (anthropology).
2
Framework of Language Research
According to Seliger and Shohamy (1989), re-

search on language must be defined by four parameters:
approaches, objectives, research design, and data collec-
tion/analysis. The first two are conceptualized in the
planning stage; the last two are actualized in the opera-
tional stage.
Parameter 1: Approaches
Approaches refer to how one views the language research to be conducted. It may be
viewed in general or specific perspective. A general view considers language as whole in order to
get a clearer picture of the relationship of the parts. For instance, the researcher is interested in
finding out the general difficulties of Chinese students in learning the English language or an as-
pect of the language, like its phonology. A specific perspective considers one small part of the lan-
guage with a view of fitting it into a coherent view of the whole problem. In the study on the diffi-
culties of Chinese students in learning the phonology of English, the researcher may want to target
only the vowel system, or the consonant system of English.
Part 2: Objectives
Objectives are concerned with the purpose of the research. It may aim to discover a certain
language phenomenon and postulate a theory about it afterwards or it may test an already existing
theory, proving or disproving it later. The former is hypothesis-generating; the latter is hypothe-
sis-testing. A study investigating the difficulties of Chinese students in learning the English pho-
nology may later show specific sounds that the students find difficult in general. From the findings,
the researcher may later postulate a theory that Chinese students find pronouncing certain English
sounds difficult. Another study may want to investigate the main reason for these difficulties, test-
ing the hypothesis that language learners have difficulty pronouncing sounds of foreign language
that are absent in their first language. In the study, several nationalities were taken as subjects,
whose difficulties were noted and correlated with their first languages. The results may prove the
theory true or false.
Part 3: Research Design
Research design establishes the method used in conducting the study. It deals with the
handling of factors such as scope, variables, form, and writer’s point of view. These, in effect, are
influenced by approaches and objectives. A study using general approach aimed at generating hy-
pothesis may deal with a broad scope, few variables, less attention to form, and an objective point
of view. For instance, going back to the earlier example of a research on the difficulties of Chinese
students in pronouncing English sounds, the scope is broad because the approach is general; the
variables are limited only to age and first language; the form includes all English sounds, and the
researcher relies mostly on his/her interpretative abilities, making subjectivity high.
A research framework clearly illustrates the structure of the research plan and helps
the researcher formulate relevant research questions.
3
Framework of Language Research
In contrast, if the study’s approach is specific, aimed at testing hypothesis, it will deal with
a limited scope, more variables, more attention to form,, and subjective point of view. Using the
same example, a research on the difficulties of Chinese students in pronouncing the English vowels
with the aim of testing the hypothesis on the influence of the native language on the learning of a
foreign language, the investigation is restricted only to the pronunciation of vowel sounds of Eng-
lish; the variables should include age, sounds of the first language, and sounds of the second lan-
guage; the forms should consider comparison of the vowel sounds of English and their equivalents
in the Chinese language; the researcher relies more on other tools such as taped conversations or
oral activities of the subjects rather than his/her subjective interpretative skills.
Parameter 4: Data Collection and Analysis
Data in language research may constitute observed behaviors such as language perfor-
mance, written or oral; information provided by subjects of the study, such as attitude, beliefs,
perceptions; records of language proficiency from tests, class ratings, etc. A study on the language
learning styles of college students will comprise mainly of the observed different learning strate-
gies they employ in an English class. After identifying the data needed to pursue the study, the re-
searcher proceeds to identifying the method/s of collecting and analyzing these data. The tools
commonly used in gathering language data are tape, observation, attitude questionnaire, and met-
alinguistic test. Tape and observation are used for behavior documentation, attitude questionnaire
for identifying beliefs and perceptions, and metalinguistic test for language proficiency.
A research design is the set of methods and procedures used in collecting and analyz-
ing measures of the variables specified in the problem research.
4
Activity 2.1 Contrasting Research
Objectives
Directions: Collect 10 language-related research arti-
cles that are published in reputable online journals
and print sources like thesis books, newsletters, etc.
Evaluate whether the objectives formulated reflect hypothesis-generating or hypothesis-testing.
Then provide a brief explanation of your answer. Be guided by the sample matrix given below.
Research Research Articles and Explanations

Objectives
Research Article Research Article Research Article Research Article Research Article
Hypothesis-
Generating - Explanation - Explanation - Explanation - Explanation - Explanation
Research Article Research Article Research Article Research Article Research Article
Hypothesis-
Testing - Explanation - Explanation - Explanation - Explanation - Explanation
Activity 2.2 Framing Language Research Parameters
Directions: Given the research articles you have listed in Activity 2.1, complete the following ma-
trix by indicating your analyses of the research articles giving primary consideration the four pa-
rameters of language research.
Research Approaches Objectives Research Data Collection

Articles Design and Analysis
1.
2.
3.
4.
5.
5
Activity 2.3 Mapping One’s Research
Plan
Directions: Outline a research plan based on the ini-
tial topic or problem you have chosen to investigate in
the previous lesson. Identity its four parameters and
then provide descriptions/explanations for each.
6
Essay

Directions: Write a 3-paragraph contrastive essay dis-
tinguishing language research from the other types of
educational research. Be guided by the following rubric.
_____________________________
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________.
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________.
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________.
Criteria 4 3 2 1
argument.
ing.
RUBRIC
7
inning Learning Directions: Read carefully the following questions and en-
circle the letter of the correct answer.
1. Which of the following is not a common way of obtaining knowledge?

a. expert opinion c. agreement with others
b. sensory experiences d. divine revelation
2. Which of the following parameters are conceptualized in the operational stage?
a. Approaches and Objectives
b. Research Design and Data Collection and Analysis
c. Objectives and Research Design
d. Approaches and Data Collection and Analysis
3. Reasoning is derived from general observation to particular or specific is __________.
a. valid b. empirical c. deductive d. inductive
4. Which of the following factors determines primarily whether the language is first, second, or
foreign to the speaker?
a. research methodology c. related disciplines
b. language setting d. language use
5. Which of the following is not related to the scientific method in any way?
a. hypothesizing c. projection of consequences
b. common sense d. problem definition
6. Which of the following parameters deals with the handing of factors such as scope, variables,
form, and writer’s point of view?
a. Research Design c. Objectives
b. Data Collection and Analysis d. Approaches
7. Applied research is conducted for the purpose of _________________.
a. generating new knowledge
b. solving problem
c. formulating a theory
d. probing into what is unknown
8. As a language factor, types of users takes into account learners’ age and their __________.
a. settings c. languages
b. characteristics d. parents
9. Research is the best method of obtaining information because it _________.
a. involves collection of data.
b. gives the most reliable and valid information source.
c. generates answers to all questions.
d. promotes hypothesizing.
10. Which of the following refers to how one views the language research to be conducted?
a. Approaches c. Research Design
b. Objectives d. Data Collection and Analysis
8
Chapter 2
The Basics of
Research
SNAPSHOT
In this chapter, you will be introduced to many of the

basic ideas that are involved in the educational research. These
include concepts such as types and sources of research problems,
hypotheses, variables, assumptions, key terms, and the theoreti-
Source: https://images.app.goo.gl/ cal and conceptual frameworks of the study. Likewise, the lessons
jrYPoE5HGopM8KMcA will equip you with certain skills that will enhance your under-
standing and mastery of the research process. These include such
things as how to select a research problem, formulate a hypothe-
WHAT’S INSIDE sis, conduct a literature search, define key terms and phrases
clearly, formulate theoretical and conceptual frameworks, plus
many others. Regardless of the methodology a researcher uses, all
Lesson 1.
The Research Problem…20 of these skills are important to master.
Lesson 2.
Locating and Reviewing MEETING UP EXPECTATIONS
the Literature …………….30
Lesson 3.
Making the Research formulate research questions that are based on identified
Problem Managea- potential education-related problems;
ble………………………………37
write a summary of the literature review including its
Lesson 4. sources or references;
Developing the Theoretical
and Conceptual Frame-
formulate testable hypothesis/es of the proposed educa-
works of the Study……...46
tion-related study showing the relationship between or
among the variables being investigated; and
ALLOTTED TIME formulate the theoretical and conceptual frameworks
that strongly support the proposed education-related
12 hours research.
20 20
The Research Problem LESSON 1
MEETING UP
EXPECTATIONS

the following:
formulate one’s main

and sub-problems of
the chosen research
topic; Linking Information
provide justifications
on the overall implica- Directions: Read carefully the following questions and
tions of the research encircle the letter of the correct answer.
problems; and
1. Which of the following factors is considered when the
write an appropriate research problem does not involve physical or psycho-
title of the proposed logical harm or damage to human beings?
research to be under-
a. feasible c. researchable
taken.
b. ethical d. novel
2. What type of research problem suggests a survey re-

LEARNING CONTENTS search design?
What is a Research a. descriptive c. difference

Problem? b. relationship d. inference
Sources of Research 3. Which of the following is considered the heart of any
Problems research project?
Types of Research
Problems a. solution c. opinion
b. common sense d. problem
Research Questions
4. Which of the following definition types requires re-
Characteristics of Good
Research Questions searchers to specify the actions or operations neces-
sary to measure or identify the term?
Stating the Research
Problem a. abstract c. operational
b. exemplar d. constitutive
Writing the Title of the
Study 5. In most colleges and universities in the Philippines,
the main problem is stated in the _______ form.
TIME ALLOTMENT a. interrogative c. imperative

b. declarative d. exclamatory
3 hours
21
21
The problem is the heart of any research project.
W hat’s Up?
Without a focused research problem, there is no research
to speak of. Generally, majority of thesis writers and neo-
phytes in research find difficulty in choosing a researcha-
ble problem. As beginners in this field, this lesson will help
you learn how to choose a researchable problem, formulate
specific problems and objectives. Thus in this lesson, we are going to explore the sources and na-
ture of research problems, their characteristics, how they are stated, how they are justified, and
how the title of the study should be written.
A research problem is a statement about an area of concern, a condition to be improved, a

difficulty to be eliminated, or a troubling question that exists in scholarly literature, in theory, or in
practice that points to the need for meaningful understanding and deliberate investigation.
What is a Research Problem
R eading the Newsfeed A research problem is exactly that—a problem

that someone would like to research.
• Problems involve areas of concern to researchers, con-

ditions they want to improve, difficulties they want to
eliminate, questions for which they seek answers.
• For researchers and students alike, research problems are usually identified from several
sources including (a) the research literature; (b) problems in practice or work-related contexts;
and (c) personal biography or history (such as current or past personal experiences or identi-
ties, race, ethnicity, gender, class background, family customs, religion, and so forth).
Sources of Research Problems
• Personal interests and observations
• Pressing problem needing a solution
• Other investigator’s theories and research
• Literature in one’s field of specialization
• Completed theses and dissertations
• Suggestions from colleagues and professors
A research problem does not state how to do something, offer a vague or broad proposi-
tion, or present a value question.
22
TYPES OF RESEARCH PROBLEMS
A research problem is usually posed as a ques-

tion. The question form is often preferred due to its sim-
plicity and directness. Research question, however, may
be descriptive, relationship, or difference.
• A descriptive research question typically asks “what is” and suggests a survey research
design. Some examples of descriptive research questions are as follows:
 What is the reading comprehension level of Grade III pupils in Dumingag Central Ele-
mentary School?
What are the dominant leadership styles of local barangay chief executives in the 1st Con-
gressional District of Zamboanga del Sur as perceived by themselves and their constitu-
ents?
What common strategies do itinerant pre-school teachers employ in teaching kindergar-

ten pupils?
• A relationship research question asks, “what is the relationship between two or more var-
iables or factors under study?” and implies a correlational design. The following are examples
of relationship research questions:
 Is there a significant association between performance in the Licensure Examination for

Teachers and graduates’ grade-point averages in general and professional education cours-
es?
 Is there a significant relationship between managerial styles of school administrators

and their teachers’ job performance?
 How significant is the relationship between job stressors and coping strategies of sec-
ondary school teachers in Dumingag?
• A difference research question typically asks, “is there a difference between or among the
respondents in relation to a characteristic or factor under study?” This type of question is often
used when a researcher is after of comparing two or more observations. Examples of difference
research questions are:
How do male and female teacher education graduates compare in their performance in
the Licensure Examination for Teachers?
 How significant is the difference in the leadership styles of local barangay chief execu-
tives of Zamboanga del Sur when they are grouped according to their philosophy of leader-
ship?
 Is there a significant difference between the research skills of instructors and professors
in J.H. Cerilles State College?
23
Research Questions
You have just read that research problem is ini-

R eading the Newsfeed tially posed as a question, which serves as the focus of
the researcher’s investigation. In our view, the research
question should dictate the research type and paradigm
(qualitative, quan-
titative, or mixed
method) used to conduct the study rather than the other way Brain Teaser
around, i.e., the methodology determining the question.
Here are some examples of research questions and their
suitable methodologies: Here are some questions:
• Should philosophy be included
• What goes on in after-school programs during in the high school curriculum?
an average week? (ethnographic research; quali-
tative) • What is the meaning of life?
• Do teachers behave differently toward students Are these, too, research ques-
of different genders? (causal-comparative re-
search; quantitative or mixed method) tions? Why or why not?
Share your ideas in the
• Why do first-generation college students have a stream of our Google Classroom or
lower graduation rate at San Simeon University?
write them in your answer sheet.
A research question is the fundamental core of a research project, study, or review of

a body of literature.
Characteristics of Good Research Questions
Good research questions possess four essential characteristics.

 The question is feasible (i.e., it can be investigated without expending an undue amount of
time, energy, or money).
 The question is clear (i.e., most people would agree as to what the key words in the question
mean).
 The question is significant (i.e., it is worth investigating because it will contribute important
knowledge about the human condition).
 The question is ethical (i.e., it will not involve physical or psychological harm or damage to
human beings or to the natural or social environment of which they are a part).
Let’s discuss each characteristic in detail.

Feasibility is an important issue in designing re-
Research Question Should be search studies. A feasible question is one that can be inves-
Feasible tigated with available resources.
Following are two examples of research questions,
one feasible and one not so feasible.
Feasible: How do the students at Oceana High School feel about the new guidance pro-
gram recently instituted in the district?
Not so feasible: How would achievement be affected by giving each student his or her own
laptop
24
Research Question Should be Because the research question is the focus of a re-
Clear search investigation, it is particularly important that the
question be clear. What exactly is being investigated?
Let us look into an example of a research question that is not clear enough.
“How do teachers feel about special classes for the educationally handicapped?”
The first term that needs clarification is teachers. What age group does this involve? What
level of experience (i.e., are probationary teachers, for example, included)? Are teachers in both
public and private schools included? Are teachers throughout the nation included, or only those in
a specific locality? Does the term refer to teachers who do not teach special classes as well as those
who do?
The phrase feel about is also ambiguous. Does it mean opinions? emotional reactions?
Does it suggest actions? or what? The terms special classes and educationally handicapped also
need to be clarified.
As we begin to think about this question, it appears that terms which seemed at fi rst
glance to be words or phrases that everyone would easily understand are really quite complex and
far more difficult to define than we might originally have thought. How, then, might the clarity of a
research question be improved?
Defining Terms
Research Tips There are essentially three ways to clarify im-

portant terms in a research question.
Key Terms to Define in a Re- • Constitutive definition —that is, to use what is often re-
search Study: ferred to as the dictionary approach. However, dictionary
➢ Terms necessary to ensure that approach has lots limitations when it comes to clarifying
the research question is sharply terms.
focused.
➢ Terms that individuals outside the • Clarification by example — in this approach, researchers
field of study may not under- make use of what is familiar to them and then try to de-
stand. scribe as fully as possible the term to be defined. This ap-
➢ Terms that have multiple mean- proach also has its problems, however, since our descrip-
ings. tions may still not be as clear to others as they would like.
➢ Terms that are essential to under-
standing what the study is about. • Operational definitions —require that researchers speci-
➢ Terms to provide precision in fy the actions or operations necessary to measure or identi-
specifications for instruments to fy the term. Defin-
be developed or located. ing terms opera-
tionally is a help-
ful way to clarify their meaning. Operational
definitions are useful tools and should be mas-
tered by all students of research. R eading the Newsfeed
25

Research questions also should be worth investigat-
ing. In essence, we need to consider whether getting the
answer to a question is worth the time and energy (and
often money).
One of the Research Question Should be
most important tasks for any researcher, therefore, is to Significant
think through the value of the intended research before too
much preliminary work is done. Three important questions should be asked:
 How might answers to this research question advance knowledge in my field?
 How might answers to this research question improve educational practice?
 How might answers to this research question improve the human condition?
A research question clearly defines a significant area of interest (for the individual or
a group) which requires investigation.
Stating the Research Problem

There are two ways of stating research problems, namely: declarative, and question.
➢ Declarative form is used when stating the main problem of the study.
➢ Question form is used when stating the sub-problems or specific problems of the proposed re-
search.
Writing the Title of the Study
The label for the problem is your research title. There are certain functions served by the
research title. Some of these are:
 It shows what the study is all about.
 It serves as a frame of reference for the entire study.
 It enables the researcher to claim ownership of the study.
 It can help the researcher refer to the work for possible theories related to their proposed stud-
ies.
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 in it. It also shows the relationships among the characteris-
tics or factors being studied. Hence, a good title implies whether the research will focus on differ-
ences, 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 such as articles, conjunctions, and prepositions.
26
Activity 1.1 Stating Your Main Problem
Directions: Considering your topic of interest stated
in the previous lessons, what do you want to find out
(describe, compare, or relate)? State it in one sen-
tence.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 1.2 Formulating Specific Problems
Directions. To achieve what you want to do, given your main problem, you need to break up the
main problem into sub-problems. List down below at least three specific problems that will help
answer your main problem.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
27
27
Activity 1.3 Justifying Your Study on a
Research Problem
Directions: To be able to justify your study on your
research problem, answer the following questions: (1)
who shall benefit from your study on this problem?; (2) what benefits will they gain or derive from
the study?; and how shall they benefit from the results of the study?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 1.4 Giving Your Study Its Title
Directions: What title will you give your study on the identified research problem? Why do you
think is the title appropriate for your proposed research problems?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
28
28
A. Identification

Directions: Classify whether the research question is
(A) descriptive, (B) difference, or (C) relationship.
Write the letters of your choice on the blanks provided
before the number.
_________1. What are the prevalent leadership styles of the student leaders of J.H. Cerilles State
College?
_________2. How significant is the association between organizational culture and effectiveness
of the Philippine National Police?
_________3. How do computer engineering and computer science students of Jose Rizal Univer
-sity compare in their levels of achievement in their professional subjects?
_________4. How do nursing interns compare in the clinical performance when grouped accor-
ding to the type of hospital where they are assigned?
_________5. Is the reading level of the freshman students of the College of Hospitality Manage
-ment related to their intelligence and emotional quotients?
_________6. What are the sources of stress among the OJT students of the College of Hospitality
Management in selected higher education institutions in Manila?
_________7. What are the professed and enacted values of the faculty and administrators of
Manuel L. Quezon University?
_________8. How do male and female nursing interns of J.H. Cerilles State College compare in
their emotional readiness for RLE?
_________9. How are the conceptual, human, and technical skills of the middle-bank-managers
related to their performance effectiveness?
_________10. What is the level of interest and motivation of graduating students in pursuing the
Advanced English Proficiency Training Program as preparation to the BPO
industry?
B. Essay
Directions: Read carefully and answer briefly the following questions. Five (5) points for each
question.
1. Why is the problem the heart of any research project?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. How does a research title serve as a frame of reference for the entire study?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. How does a research title enable the researcher to claim ownership of the study?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
29
Locating and Reviewing the Literature LESSON 2
MEETING UP
EXPECTATIONS
At the end of the

lesson, you should be able
to do the following:
conduct literature
search to support the
research topic;
prepare a research
abstract from a list of Linking Information
research reports col-
lected; and
write an essay reflect- encircle the letter of the correct answer.
ing one’s arguments
1. Which approach is used when literature and studies
about the importance
with similar findings or themes are grouped together?
of conducting litera-
ture review. a. chronological c. historical
b. variable d. conceptual
LEARNING CONTENTS 2. Which of the following refer to publications in which

authors describe the work of others?
The Definition and a. general reference c. secondary
Value of Literature b. primary d. tertiary
Review
Types of Sources 3. Which refers to summary that contains the relevant
Purposes of the Re information from a research report according to spec-
view ified categories?
Guidelines in Doing a. abstract c. plot
the Review
b. book review d. setting
Ways to do a Literature
Search 4. Which approach is followed when literature and stud-
Doing a Computer ies are categorized by the country where they come
Search from?
Writing the Review a. chronological c. historical
Presenting the Review b. variable d. conceptual
Writing the Research 5. Which of the following refers to an assessment of a
Abstract body of literature that pertains to a specific question?
TIME ALLOTMENT a. literature search c. literature analysis
3 hours b. literature review d. literature mining
30
30
One of the preliminary steps that a researcher has
W hat’s Up?
to go through before undertaking a study is the review of
literature and studies. In this lesson, we are going to focus
on the mechanics of conducting the review of literature
and the procedures in writing and presenting reviewed lit-
erature and studies.
A literature review is a search and evaluation of the available literature in your given
subject or chosen topic area.
The Definition and Value of a

Literature Review
R eading the Newsfeed A literature review is an assessment of a

body (or bodies) of literature that pertains to a specific
question.
Importance of literature review:
• It not only helps researchers glean the ideas of others interested in a particular research ques-
tion (through important research findings and theories), but it also lets them read about the
results of similar or related studies.
• It also gives researchers ideas about areas where more research needs to be done.
Types of Sources
• General reference tools are the sources researchers often refer to first. In effect, they tell
where to look to locate other sources—such as articles, books, reports, and other documents—
that deal directly with the research question. General reference tools are usually either indexes,
which list the author, title, and place of publication of articles and other materials, or ab-
stracts , which give a brief summary or annotation of various publications, as well as their au-
thor, title, and place of publication.
• Primary sources are publications in which researchers report the results of their studies di-
rectly to the reader. Most primary sources in education are journals, usually published month-
ly or quarterly, and the articles in them typically report on a particular research study.
• Secondary sources refer to publications in which authors describe the work of others. The
most common secondary sources in education are textbooks.
31
Purposes of the Review
The review of literature and studies involves the cri- R eading the Newsfeed
tiquing or looking over again what other researchers have
done in relation to the problem to be studied. Conducting
the review serves the following purposes:
 To broaden the researcher’s knowledge base in the research area or topic;
 To ensure originality in the conduct of one’s study;
 To help the researcher in designing his proposed study;

Steps Involved in a Literature
Search  To provide the researcher insights on the strengths and
The following steps are in- weaknesses of previous studies;
volved in a literature search:
1. Define the research problem as  To provide findings and conclusions of past studies which
precisely as possible. can be used in supporting the results of one’s research; and
2. Look at relevant secondary  To serve as basis for the researcher’s formulation of the
sources (these can include re- theoretical and conceptual framework of his study.
search reviews).
3. Select and peruse one or two ap-
propriate general reference works.
Guidelines in Doing the Review
4. Formulate search terms (key
words or phrases) pertinent to the
problem or question of interest. There are some guidelines that you as a researcher
5. Search for relevant primary have to consider when doing the review of related literature
sources using appropriate general and studies. Notable among these guidelines are the following:
reference tools.
6. Obtain and read relevant primary ➢ Go over the materials you have at home or in your own li-
sources, and note and summarize brary.
key points in the sources. ➢ Search for existing literature in your college library or
learning resource center.
➢ Prepare a working bibliography. Record all vital details concerning the books and re-
searches you are to include in the working bibliography, like author, copyright date, title,
publisher, place of publication, and the like.
➢ Examine each material listed in your working bibliography. Decide which of those includ-
ed in it shall be considered in the actual review of literature and studies.
➢ Record important details of what you have reviewed on a 3x5 index card.
A literature review is a "comprehensive study and interpretation of literature that ad-

dresses a specific topic" (Aveyard, 2010).
32
Ways to do a Literature Search
 Today, there are two ways to do a literature search—manually, using print/paper tools
to locate print/paper sources; and electronically, by means of a computer. The most
common and frequently used method, however, is to search online, via computer. Re-
gardless of the tools involved, the search process is similar.
 There are five essential points (problem, hypotheses, procedures, findings, and conclu-
sions) that researchers should record when taking notes on a study.
Doing a Computer Search
 Computer searches of the literature have a number of advantages—they are fast, are
fairly inexpensive, provide printouts, and enable researchers to search using more than
one descriptor at a time.
 The steps in a traditional manual search are similar to those in a computer search,
though computer searches are usually the norm.
 Researching the World Wide Web (WWW) should be considered, in addition to ERIC
and PsycINFO, in doing a literature search.
 Some of the information on the Web is classified into indexes, which group Web sites
together under similar categories. Yahoo! is an example of a directory.
 To obtain more specific information, search engines should be used, because they
search all of the contents of a Web site.
Writing the Review
After completing the processes cited above, you are now ready to write the review. In this
regard, consider the following guidelines as identified by Leedy (2005).
• The text of the review should be brief and to the point. To ensure brevity and concise-
ness, you have to summarize or paraphrase important points. Avoid direct quotation of
the author’s ideas or the results of the studies you reviewed.
• Have a plan on how you are to present the review. Prepare and 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 intended research.
• 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.
• Review the literature; don’t reproduce it. Refrain
from copying verbatim what the authors or researchers

say. Critically review and discuss the literature in rela-
tion to your research work.
33
Presenting the Review
There are three (3) ways of presenting the review, namely: chronological approach; thematic
or variable/factor approach; and country of origin approach.
➢ Chronological approach. In this approach, literature and studies are presented according to
the year when they were written. When using this approach, the review can be presented fol-
lowing the outline below.
• Introduction
• Recent Literature and Studies
• Least Recent Literature and Studies
• Synthesis of the Review
➢ Thematic or variable approach. Here, literature and studies with the same findings or themes
are grouped together. When using this approach, follow the outline below.
• Introduction
• Literature and Studies on Variable 1
• Literature and Studies on Variable 2
➢ Country of origin approach. In this approach, literature and studies are categorized by the
country where they came from. In most colleges and
universities in the Philippines, this scheme is popularly
used. When using this model, use the following outline.
• Introduction
• Foreign Literature and Studies
• Local Literature and Studies R eading the Newsfeed
Preparing the Research Abstract

An abstract is a summary that contains the relevant information from a research report ac-
cording to specified categories. A good abstract contains the following information:
➢ Problem—This is the statement of the research problem of the report being reviewed. It in-
cludes both the major and specific problems of the study.
➢ Hypothesis of the Study—This specifies the hypothesis tested by the researcher in the study
under review.
➢ Subjects—The individuals involved in the study, including how they were chosen or selected.
➢ Methods and Procedures—This section describes how the study was done. It includes such
items as method of research utilized, instruments or data collection tools employed in the
study; and the analyses performed by the researcher.
➢ Findings and Conclusions—This section identifies the salient findings and conclusions of the
study. They are usually numbered when the research report is quite lengthy.
Following the APA format, the following guidelines have to be observed:
1. The length of the abstract should be a minimum of 150 words and a maximum of 200 words con-
fined in a single paragraph.
2. The tile of the abstract is centered at the top of the page. There should be no extra space before
the title and the paragraph.
3. Key words are indented and italicized. Indention is 5 spaces from the left margin, followed by a
colon. There is no period at the end of the key words.
4. Use Times New Roman font, 12 points. Double space throughout the paragraph.
34
Activity 2.1 Searching the Literature
Directions: Go to the library or internet and search
for at least 6 literature and studies that have a bearing
on your proposed research topic. Please include bibli-
ographic information for each material you will be able to find.
Title/s Author/s Bibliographical Entry/ies
Activity 2.2 Preparing a Research Abstract
Directions: Choose one from the list of unpublished or published researches you presented in Ac-
tivity 2.1. Prepare an abstract for it following the APA format presented in this lesson.
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35
Argumentative Essay

personal arguments about the need/importance of con-
ducting literature review when undertaking research.
Be guided by the following rubric.
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Criteria 4 3 2 1
argument.
ing.
RUBRIC
36
Chapter 3
The methodology
of Research
SNAPSHOT
Determining a specific research methodology requires a

careful plan on the most appropriate approach to carry out the
objectives or purposes of the research. Will the researcher utilize
the synthetic or analytic approach or the heuristic or deductive
approach? Or, to what extent can the design be a combination of
Source: https://images.app.goo.gl/ the different kinds of research approaches? Do the data gathered
hQVsMdbstDZ4cMLCA require quantitative or qualitative analysis? As such, the principal
dimensions of the intrinsic nature of the object of study, the role
of the researcher in relation to the subject of investigation, wheth-
WHAT’S INSIDE er the validity and reliability of the findings require empirical
study must be considered.
In this chapter, you will be oriented with some of the basic
Lesson 1.
methodologies that a researcher like you should learn and follow
Selecting Appropriate Re-
search Design ........... …..56 when conducting research.
Lesson 2.
MEETING UP EXPECTATIONS
Quantitative Research De-
signs ……………………..…..64
Lesson 3.
Qualitative Research De- select appropriate research designs based on the prob-
signs.………………………...82 lems formulated and types of data to be collected;
Lesson 4. propose research topics which can be studied using
Selecting the Participants quantitative research methodologies;
of the Study ………………108
formulate research topics which can be investigated uti-
lizing qualitative research methodologies; and
ALLOTTED TIME
determine the sample size of the population of interest
that shall be included in the proposed research.
13 hours
55 55
Selecting Appropriate Research Design LESSON 1
MEETING UP
EXPECTATIONS

the following:
state the main and sub-

problems of the pro-
posed research;
Linking Information
give the type of data to
be collected in the pro-
posed study; and
provide justifications encircle the letter of the correct answer.
as to the choice of a
specific research de- 1. The goal of a good research design is to ________
sign to be followed a. explain the relationship between variables
when conducting the b. provide credible answers to research questions
proposed research. c. understand the nature of a situation
d. intend to assess the impact of operations
LEARNING CONTENTS 2. When a researcher analyzes quantitative data, he or

she may use the following EXCEPT
a. correlational c. ex-post facto
The Purpose of the
Research Design b. historical d. experimental
Factors to Consider in 3. Which of the following types of data refers to literary

the Choice of a productions?
Research Design
a. critical data c. historical data
b. experimental data d. normative data
4. When the question is one of a relationship, a ______

TIME ALLOTMENT design is appropriate to use.
a. descriptive c. experimental
3 hours b. causal-comparative d. correlational
5. Which of the following research designs is appropriate

to use when the researcher is after uncovering data on
a phenomenon little is known about?
a. explanatory c. experimental
b. exploratory d. evaluation
56
56
F eeding Up the Mind
57
58
59
60
Activity 1.1 Stating the Main Problem
Directions: Basing on your proposed problem pre-
sented in the previous chapters, what is its main
problem?
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Activity 1.2 Enumerating the Sub-Problems
Directions: What are the sub-problems that you are going to answer? Number them consecutively.
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6161
Activity 1.3 Determining the Needed Data
Directions: Based on your sub-problems in Activity
1.2, identify the data that you need to gather to an-
swer each of them. Follow your number sequence in
Activity 1.2.
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Activity 1.4 Justifying Your Research Design
Directions: Based on your answers in Activities 1.2 and 1.3, what research design should you use?
Justify your answers.
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62
62
Essay

Directions: Read carefully and answer concisely the
following questions. Five (5) points for each question.
1. What has the nature of the data to be collected to do with the choice of a research design?
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2. What has the type of research question to do with the choice of a research design?
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3. What has the researcher’s goal or objective to do with his or her choice of an appropriate re-
search design?
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63
Quantitative Research Designs LESSON 2
MEETING UP
EXPECTATIONS

the following:
formulate sample re-

search plans having
appropriate quantita-
tive methodologies;
write the main and Linking Information

sub-problems of the
proposed research
titles; Directions: Read carefully the following questions and
encircle the letter of the correct answer.
differentiate the var- 1. Which of the following research types seeks to find
ied quantitative re-
out whether a relationship exists between two quanti-
search designs.
fiable variables?
a. survey c. correlational
b. experimental d. ex-post facto
2. Which of the following factors refers to events occur-

LEARNING CONTENTS ring between the first and second measurements in
Survey Research
addition to the experimental variable?
a. maturation c. pre-testing
Correlational Research b. history d. instrument
Experimental Research 3. Which of the following research types attempts to in-

vestigate whether one or more pre-existing conditions
Causal-Comparative or
Ex-Post Facto have possibly caused subsequent different subjects?
Research a. ex-post facto c. correlational
b. survey d. experimental
4. Which of the following refers to the process of asking

questions about a particular topic or issue of interest?
a. survey c. correlational
TIME ALLOTMENT b. experimental d. ex-post facto
3 hours
5. Which of the following tools greatly increases general-
izability by helping make the groups representative of
the population?
a. pretest c. additional group
b. control group d. randomization
64
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65
66
67
68
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70
71
72
73
74
75
76
77
78
Activity 2.1 Planning a Survey Research
Topic
Directions: Choose a topic from your major or field of
specialization which can be studied using the survey
research methodology. Give your study a title. Then
list down the main and specific problems based on your survey research title.
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Activity 2.2 Framing a Correlational Research Topic
Directions: Select a topic from your major or field of specialization which can be investigated em-
ploying the correlational research methodology. Provide your study a title. Then enumerate the
main and specific problems based on your correlational research title.
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79
Activity 2.3 Delineating an Experimental
Research Topic
Directions: Choose a topic from your major or field of
specialization which can be studied using the experi-
mental research methodology. Give your study a title.
Then list down the main and specific problems based on your experimental research title.
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80
Essay

1. Why is careful planning necessary when conducting survey research?
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2. Why is correlational research considered a descriptive and associational type of research?
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3. Why is experimental research different from the other types of research?
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81
Qualitative Research Designs LESSON 3
MEETING UP
EXPECTATIONS

the following:
select an specific quali-

tative research method-
ology that can be used
in a proposed research;
devise an appropriate
title for the proposed Linking Information
qualitative study; and
formulate the main
problem and sub-
problems of the pro- 1. Which of the following is an exploration of a bounded
posed research. system over time through a detailed, in-depth data
collection involving multiple sources of information
rich in context?
a. focus group c. grounded theory
LEARNING CONTENTS b. case study d. phenomenological study
The Nature of 2. What refers to an abstract, analytical schema of a phi-

Qualitative Research
losophy that refers to a particular situation?
Rationale for a. assumption c. concept
Conducting Qualitative b. hypothesis d. theory
Research
3. Which of the following pertains to an inquiry process
Qualitative versus
Quantitative Research
of understanding based on direct methodological tra-
ditions of inquiry that explore a human problem?
Designing a Qualitative a. qualitative research c. mixed-method research
Study b. quantitative research d. quasi research
Types and Traditions 4. Which of the following qualitative research types in-
of Qualitative Research
volves the study of phenomenon in natural settings?
Maintaining the a. phenomenology c. field observation
Validity of Qualitative b. focus group d. grounded theory
Research
5. Which of the following describes the meaning of the
TIME ALLOTMENT lived experiences for several individuals about a con-
cept?
4 hours a. focus group c. grounded theory
b. phenomenology d. field observation
82
83
84
85
86
87
88
89
90
91
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93
94
95
96
97
98
99
100
101
102
103
104
Activity 3.1 Selecting a Qualitative
Research Methodology
Directions: Choose one among the different qualita-
tive methodologies you can comfortably use in study-
ing a topic in your major or area of specialization.
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Activity 3.2 Formulating a Qualitative Research Title
Directions: Formulate an appropriate title for a study where the methodology mentioned in Activi-
ty 3.1 will be applied.
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105
Activity 3.3 Formulating the Main and
Sub-Problems
Directions: Based on your title, formulate your main
problem and sub-problems. Justify why these prob-
lems can be best addressed using a qualitative re-
search methodology.
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106
Essay

1. When do we say a research is qualitative?
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2. Why is qualitative research a scientific type of research?
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3. How is qualitative research different from quantitative research?
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107
Selecting the Participants of the Study LESSON 4
(Sampling)
MEETING UP
EXPECTATIONS

the following:
determine the appro-

priate sample size of
the proposed research;
Linking Information
provide justifications
on the procedures fol-
lowed in determining
the sample size; and
scribble a short essay 1. Which of the following refers to the group from which
reflecting your person- the samples shall be drawn?
al arguments on the
importance of deter- a. sample c. interference
mining the sample size. b. population d. probability
2. Which of the following methods is used where re-

spondents are difficult to identify and best located
LEARNING CONTENTS through referral networks?
Basic Concepts in a. purposive sampling c. quota sampling
Sampling b. convenience sampling d. snowball sampling
Essential Steps in
Sampling 3. What refers to the group from which the data have to
be collected?
Methods of Drawing a
Random Sample a. sample c. interference
b. population d. probability
Non-Probability
Sampling Methods
4. The following are non-probability sampling methods
Factors to Consider in EXCEPT ____________.
Determining Sample a. convenience sampling c. cluster sampling
Size
b. purpose sampling d. quota sampling
5. Which of the following sampling designs affords every

TIME ALLOTMENT member of the population of interest an equal chance
3 hours of being included in the sample?
a. probability c. non-probability
b. simple random d. stratified
108
108
109
110
111
112
113
114
115
Activity 4. Developing Your Sampling
Plan
Directions: Basing on your proposed quantitative or
qualitative research presented in the previous les-
sons, develop your sampling plan by answering the following questions:
1. From what population of interest will your samples come from?
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2. What criteria/characteristics will you consider in selecting your samples?
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3. What will be your sampling size based on the sampling formula cited this lesson?
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4. How will you draw out your samples? Justify your answer.
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116
Essay

personal arguments about the importance of determin-
ing the appropriate sample/population size when con-
ducting research. Be guided by the rubric given below.
_____________________________
______________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________.
______________________________________________________________
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___________________________________________________________.
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___________________________________________________________.
Criteria 4 3 2 1
argument.
ing.
RUBRIC
117
Chapter 4
Writing the
Research Proposal
SNAPSHOT
Research proposals are written for theses and disserta-

tions. A written proposal is a blueprint or plan for research. Ma-
son and Bramble (1989) say that it is like a business contract as it
depicts the work to be done in order to achieve desired results.
Source: https:// Hence, the research proposal defines and delineates the research
imag-
project to be undertaken by a researcher. As the research pro-
posal describes the purpose, methods, and procedures, it can as-
WHAT’S INSIDE sure the researcher of a logical and systematic approach n con-
ducting his study of a research problem. This chapter is designed
to guide you in writing and developing your research proposal,
Lesson 1. particularly on preparing your concept paper.
Preparing the Preliminary
Chapters of the Research
Proposal…………………...118 MEETING UP EXPECTATIONS
become oriented with the basic purposes, characteristics,

sections, and sub-sections of a research proposal;
write a concept paper in order to provide a short over-

view about the what, why, and how your proposed study
shall be conducted; and
present the concept paper to a research panel, compris-

ing experts from the same area or field of specialization,
ALLOTTED TIME for necessary guidance and improvements.
5 hours
118 118
Preparing the Preliminary Chapters of the
Research Proposal
LESSON 1
MEETING UP
EXPECTATIONS

the following:
become acquainted
with the basic charac-
teristics and sections of
a research proposal; Linking Information
write a concept paper
to indicate one’s plan
in conducting the pro-
posed research; and encircle the letter of the correct answer.
engage in an oral 1. Which of the following subsections acquaints the

presentation of the reader with the rationale of the study?
concept paper based on a. objectives c. scope and limitations
one’s research interest.
b. introduction d. hypothesis
2. Which of the following subsections presents the re-

LEARNING CONTENTS searcher’s justification in conducting the research?
a. objectives c. scope and limitations
Characteristics of a b. introduction d. significance of the study
Research Proposal
Content and 3. Tests or measures which operationalized the depend-
Organization of a ent and independent variables are included in _____.
Research Proposal a. research method c. data analysis
Writing the Title of the b. instrumentation d. respondents of the study
Research Proposal
4. The title should act as a/an _______________ of
Writing the Section on
the proposal itself.
the Problem and Its
Background a. recapitulation c. summary
Writing the Review of b. justification d. explanation
Literature
5. Which of the following refer to statements that the re-
Writing the Section on searcher will presume to be true in his or her re-
Research Methodology search?
a. assumptions c. variables
TIME ALLOTMENT b. hypotheses d. sub-problems
5 hours
119
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
Activity 1.1 Writing a Concept Paper
Directions: After having considered a particular re-
search topic of interest in the previous chapters, write
a concept paper which provides a brief overview of
what the proposed study is all about. Be guided by the
short overview of what a concept paper is as well as the suggested template to follow. Also, be guid-
ed by the rubric to use in rating your paper.
CONCEPT PAPER
What is a concept paper?
A concept paper is a summary written by students embarking on research in order to gath-

er and present preliminary ideas, review a field of study, state a research question, identify meth-
ods, and indicate the significance of a line of research, often including a budget and timeline. It
also tells the reader what the research is, why it is important, and how it will be carried out.
Why is a concept paper important?

A concept paper can be considered as a research plan. When a student enters a/an under-
graduate/graduate program with a clear research interest in mind, it helps him/her stay focused
in his/her studies. The concept paper enables the student to choose an adviser at the onset of his/
her studies which will help him/her establish a longer professional relationship with his/her men-
tor, allow him/her longer time in discussing the direction and future plans (most probably publi-
cation) of his/her research and suits the requirements of his/her courses according to the de-
mands of his/her research. The best advantage of requiring a concept paper at the onset is that it
helps the student graduate on time, if not earlier.
How long should a concept paper be?

The length of a concept paper varies. It may be 2-3 pages long or even longer. Different
academic programs have different requirements. For your convenience however, your instructor
has come up with a template which will guide you in writing your concept paper.
How will I write a concept

paper?
152
152
(Continuation)
CONCEPT PAPER TEMPLATE
Proposed Title of Research Interest
Area of Study
(Field of Specialization)
Background of the Study

(What have you read that has had an impact on your thinking about the topic?)
Statement of the Problem

(As far as you are aware of, what is the gap of knowledge in your research interest based on readings/existing liter-
atures? Why does this research need to be conducted?)
Objectives of the Study

(What does the study hope to achieve? Give at least three.)
Literature Review
(What literature do you intend to review and why? Give at least 5 related literature in bullet form.)
Theoretical Framework
(What tentative theory/ies will you use in analyzing your data? Why this/these theory/ies?
Proposed Methods/Procedures
(This answers the question: How will you conduct the study?)
Research Locale and Respondents/Sources of Data

(Where will the study be conducted? Who will be the target respondents? What will be the sources of your data?)
References
(Please use the APA Style of Citation)
153
153
(Continuation)
Criteria 4 3 2 1
Excellent Good Fair Poor
Content and Devel- Content is thorough, - Content is comprehen- - Content is not com- - Content is incomplete.
opment accurate, persuasive sive, accurate, and per- prehensive and /or - Major points are not
and relates to a specific suasive. persuasive. clear and /or persua-
purpose. - Major points are stat- - Major points are ad- sive.
- Major points are spe- ed clearly and are well dressed, but not well
cific, stated clearly, and supported. supported.
are well-supported. - Research is adequate, - Research is inade-
- research is primary timely and addresses quate or does not ad-
-course concepts are course concepts. dress course concepts.
focused with clear a - Content and purpose - Content is incon-
succinct writing. of the writing are clear. sistent with regard to
purpose and clarity of
thought.
Organization and -Concepts of para- - Concepts of the para- - Structure of the para- - Organization and
Structure graphs are filled with graphs are clear and graph is not easy to structure detract from
details of support for easy to follow. follow. the concepts of the
thesis and topic sen- - Paragraph transitions paper.
tences. need improvement. - Concepts are disjoint-
- Paragraphs flow into - Concepts are discon- ed and lack transition of
each other with connec- nected. thoughts.
tive concepts.
Grammar, Correct grammatical - Rules of grammar, - Paper contains few - Paper contains nu-
Punctuation, and construction usage, and punctuation grammatical, punctua- merous grammatical,
Spelling -free of typos are followed; spelling is tion and spelling errors. punctuation, and
- compound/complex correct. - Language lacks clarity spelling errors.
sentences - Language is clear; or includes the use of - Language uses jargon
-clear, correct technical sentences display con- some jargon or conver- or conversational tone.
vocabulary sistently varied struc- sational tone; lacks -Language is not profes-
Strong use of correct ture. professionalism . sional .
language structure.
-Correct punctuation
APA Format -Paper follows designat- - Paper follows desig- - Paper follows most - Paper lacks many
ed guidelines nated guidelines. guidelines. elements of correct
[APA style] - Paper is over/ under formatting. [APA style]
-Paper is appropriate in - Paper is the appropri- word length. - Paragraphs are inade-
length ate length as described - Some padding of para- quate/excessive in
for the assignment. graphs length.
-Succinct and scholarly
presentation
References -All references are from -Most of the references -Most of the references -No references
relevant, peer-reviewed are from peer-reviewed are not from peer- or
sources sources reviewed sources -None of the references
and and or are not from peer-
-All sources are current -Most of the references -Most of the references reviewed sources
(within 5 years) or clas- are current (within 5 are not current (within or
sic references. years) or classic refer- 5 years) or classic refer- -None of the references
ences. ences. are current (within 5
years) or classic refer-
ences .
RUBRIC
154
154
Activity 1.2 Presenting the Concept
Paper
Directions: After the initial checking and approval of
the concept paper by the research instructor, present
it orally to the research panel comprising experts
from the same area or field of specialization. Also, prepare multimedia presentations/print copies
to aid you in the presentation. Be guided by the rubric that follows.
Criteria 4 3 2 1
Excellent Good Fair Poor
Introduction Introduction uses an Introduction is missing Introduction is missing Speech begins without
attention-grabber, ONE of the opening TWO of the opening an official introduction.
states thesis statement, elements: attention- elements: attention-
and previews main grabber, thesis state- grabber, thesis state-
ideas with a table of ment, or preview of ment, or preview of
contents. topics. topics.
Organization Presentation is very Presentation is fairly Presentation is not Presentation lacks or-
organized and is very organized and pretty clearly organized. Tran- ganization. Presenta-
easy to follow. Transi- followable. Transitions sitions between topics tion lacks order and is
tions between topics are might have been slightly are jumpy or awkward. difficult to follow.
smooth. discontinuous but did
not take away greatly
from the overall presen-
tation.
Content Student has a strong- Student has a basic Student has only a su- Student has little to no
hold on the content and understanding of the perficial or limited un- understanding of the
content is thoroughly content. Content is derstanding of content. content addressed in
addressed. No mistakes missing minor elements Several mistakes were the presentation. Thesis
are made with regard to or contains minor er- made during the not proven.
content knowledge. rors. Thesis is support- presentation. Thesis not
Content proves thesis. ed. proven or supported.
Conclusion Conclusion reviews Conclusion fails to do Conclusion fails to do Speech ends without an
information presented, ONE of the following: TWO of the following: official conclusion.
restates the thesis, and review main points, review main points,
ends with a definitive restate thesis, or end restate thesis, or end
statement (not, "That's with a definitive state- with a definitive state-
it."). ment. ment.
Presentation Mate- The material clearly The material fails to do The material fails to do The material fails to do
rial shows topic and facts to ONE of the following: TWO things: include THREE or more things:
support both sides. include topic, facts from topic, facts from both include topic, facts from
Images used effectively both sides, use images sides, use images effec- both sides, use images
to enhance presenta- effectively, or images tively, or images are effectively, or images
tion. The material is are visually pleasing. visually pleasing. are visually pleasing.
visually pleasing and
does not distract from
speaker.
Presence Student speaks with a Student fails to either Student struggles with Student is obviously
strong voice, maintains speak with a strong stage presence in TWO unprepared or
eye contact with audi- voice, maintain eye or more areas. "winging" it.
ence, gestures naturally, contact, or use natural
and shows prepared- gestures.
ness.
RUBRIC
155
155

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Chapter 1

Research takes many forms. In this chapter, we introduce

Lesson 2. MEETING UP EXPECTATIONS

prepare sequence charts, multimedia presentations, and

create matrixes and research plans on the nature and

At the end of the lesson,

create a sequence chart

design a multimedia Directions: Read carefully the following questions and

The Meaning of Research

Etymologically, the word research is derived from

• Research is the scientific investigation of phenomena which includes collection, presenta-

• It is a systematic inquiry geared toward providing in-

• It is a continuous discovery and exploration of the unknown. It entails an investigation of new

As already pointed out, research as a process has several, distinguishing characteristics.

R eading the Newsfeed

R eading the Newsfeed

As a systematic process solving a problem or add-

The Research Process

Activity 1.2 Creating a Multimedia Presentation

a. an experiment; f. a case study;

b. a survey; g. a content analysis;

c. an ethnography h. a historical study;

d. a correlational study; i. an action research; and

e. a causal comparative study; j. a program evaluation.

a. Qualitative b. Quantitative c. Mixed Methods

4. My reason/s for using this approach is/are as follows:

T weeting Your Answers

At the end of the lesson,

design a matrix show-

Essential Factors for Language Research

R eading the Newsfeed • Language Use. This factor determines primarily

• Research Methodology. This is determined by the researcher’s philosophy, motivation for

According to Seliger and Shohamy (1989), re-

R eading the Newsfeed

Research Research Articles and Explanations

Activity 2.2 Framing Language Research Parameters

Research Approaches Objectives Research Data Collection

T weeting Your Answers

1. Which of the following is not a common way of obtaining knowledge?

In this chapter, you will be introduced to many of the

At the end of the lesson,

formulate one’s main

2. What type of research problem suggests a survey re-

What is a Research a. descriptive c. difference

TIME ALLOTMENT a. interrogative c. imperative

A research problem is a statement about an area of concern, a condition to be improved, a

What is a Research Problem

R eading the Newsfeed A research problem is exactly that—a problem

• Problems involve areas of concern to researchers, con-

Sources of Research Problems

• Personal interests and observations

• Pressing problem needing a solution

• Other investigator’s theories and research

• Literature in one’s field of specialization

• Completed theses and dissertations

• Suggestions from colleagues and professors

A research problem is usually posed as a ques-

What common strategies do itinerant pre-school teachers employ in teaching kindergar-

 Is there a significant association between performance in the Licensure Examination for

 Is there a significant relationship between managerial styles of school administrators

You have just read that research problem is ini-

A research question is the fundamental core of a research project, study, or review of

Characteristics of Good Research Questions

Good research questions possess four essential characteristics.