Lesson 1: THE RESEARCH TITLE

Week 1

Learning Objectives: Materials:

• To define what a research is. learner’s module, yellow pad paper, notebook & pen
• To select possible research topics aligned
with the student’s academic track.
• To differentiate qualitative and
quantitative research. References:
• To state the importance of a research.
https://www.slideshare.net/CarlaKristinaCruz/chapter-2-
identifying-and-stating-the-problem

Let’s roll!
Being the highest form of animal here on Earth, humans have always questioned themselves
and find ways on how we can solve problems that we encounter in our everyday lives especially
those problems that are being experienced by most people. This is one way of doing a research. By asking
questions about a certain problem that we encounter and performing a step-by-step process on how can we address
the problem, you are doing a research. In this module, you will be familiarized with the WHATS and HOWS of a
research and you will also be able to plan a research agenda in preparation for possible issues or topics for your
research study.

What Do You Already Know?

A. Listed are words related to
qualitative research. Write the
appropriate word in the given
graphic organizer. Copy the
graphic organizer and write your
answer on a separate sheet of
paper.

B. Listed are words related to

quantitative research. Write the
appropriate word in the given graphic
organizer. Copy the graphic
organizer and write your answer on a
separate sheet of paper.
 Let’s work and learn!

What is a Research?

• It is a careful study that is done to find and report new knowledge about something.
• It is an investigation or experimentation aimed at the discovery and interpretation of facts, revision of accepted
theories or laws in the light of new facts, or practical application of such new or revised theories or laws.
• It is the practice of collecting information about a particular subject.

Why is research important to us?

Research provides the best solution to some of the world problems and also enhance the knowledge of the
researchers. It can give explanations to certain questions stated in the research problem. Through the explanations,
it serves as a tool for building knowledge and for facilitating new learning. It also introduces new ideas, helps the
researchers identify problems and appropriate solutions in new ways and provide new framework to guide thinking
and action. It informs action, proves a theory and contributes to develop knowledge in a field or study. Therefore , it
understands various issues and increases public awareness.

What are the types of research?

Qualitative vs. Quantitative Research

Now that you are familiarized with the differences between quantitative and qualitative researches, as a
researcher, you should also be knowledgeable on how you can start a research. The following are the things that
may be considered before starting a research activity:

1. A problem that is most interesting to you.

2. Existing problems in the classroom/school/campus/university which one may want to solve.
3. Existing needs of the community or society
4. Area of interest, specialization or event from related fields
5. Offshoots of friendly conversations
6. Observations, intuitions or a combination of both
7. The type of data you need
8. The participants and sources
9. The location and timescale of the research
10. Prevailing theories and philosophy
Now that you have an idea regarding the topics/problems that you want to focus on before starting a research
activity, you should also be able to identify the criteria in choosing a good research topic. Here are some of the
criteria that you might consider:

1. It should be something new or different from what has already been written about.
2. It must be original.
3. It should be significant to your field of study or discipline.
4. It must necessarily arouse intellectual curiosity.
5. It should be of researcher’s interest and researcher must be aligned with the topic.
6. It should be a modest one for a beginner to be carried out within a limited period of time.
7. It should be clear, not ambiguous.
8. It should be specific, not general.
9. It should consider the training and personal qualifications of the researcher.
10. It should consider the availability of data involved in the study and the methods and techniques to be employed
in gathering them.
11. It should consider the availability of effective instruments for gathering the data and their treatment.
12. It should consider the financial capacity of the researcher to support the project.
13. It should consider the time factor involved in the undertaking.

Here are some suggested topics for a Research Study that you might consider:

1. Animals and Animals Rights

2. Art and Art History
3. Computers and Computer Science
4. Economics and Business Studies
5. Education and Schools
6. English Literature
7. Environmental Issues and Global Warming
8. Families, Food and Nutrition
9. Health and Medicine
10. History
11. The Internet
12. Marketing and Communications
13. Politics
14. Religion and Beliefs
15. Sociology and Social Concerns

Below are examples of a research agenda about different topics related to academic and TVL tracks. You
can use these as a guide in formulating your own research design for your own research paper.
 Let’s practice!

Directions: Read following statement carefully then tell whether if it is true or false. Write TRUE
if the statement is correct and FALSE if it is incorrect. Write your answer on the space provided
before each number.

______________1. Research is a careful study that is done to find and report new knowledge about something.
______________2. Research does not provide the best solution to some of the world problems and also enhance
the knowledge of the researchers.
______________3. There are four types of researches.
______________4. A research topic should be original.
______________5. A quantitative research aims to characterize trends and patterns.
______________6. A quantitative research has high validity.
______________7. A qualitative research uses small sample size chosen purposely.
______________8. When doing a research, you should select a problem that is most interesting for you.
______________9. A good research topic should not be significant to your field of study or discipline.
______________10. A good research topic should be written in general.

Let’s reinforce!
Directions: Answer the following questions based on your own understanding.

1-4. What is a research?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

5-8. Why is research important?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

9-12. Briefly discuss the different criteria in selecting a good research topic?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

13-16. Why do you think it is important that your research topic is aligned to your field of study or discipline?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

17-20. Discuss the difference between qualitative and quantitative research.

_______________________________________________________________________________________
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_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
 Let’s Check!
Directions: Formulate a research agenda about three (3) topics aligned to your track. Use the
format of the table below. Take Note: One of the five topics that you will submit here could be
the research topic of your group for your research paper in this subject.

RESEARCH AGENDA – (Track)

Topic

Research Type

Methodology

Importance

Congratulations! You have successfully finished the lesson and all the activities included
herein. It’s time for you to proceed to another learning adventure. Please turn to the next page for
your next lesson.
Lesson 2: Identifying the Problem and Asking the Question

Week 2

Learning Objectives: Materials:

• Define what a research proposal is.
• Describe the different parts of a research
proposal.
• Create an outline of a research proposal.
learner’s module, yellow pad paper, notebook & pen
References:
https://canvas.uw.edu/courses/1226047/files/50802264/
download?verifier=G0X4SJ7fxWvb9OE5d3jIPhe36M2U
QEiY5PifbJoI&wrap=1

Let’s roll!
Now that you are already aware on how you can decide on the research topic that you are
interested to study, you should now focus on drafting the outline of your research proposal which
you will need to establish the reason why there is a nee to conduct your research, the importance
of it and the benefits it will give the community, and to plan the flow of how your research project
will be conducted. In this lesson, you will be guided on the step-by-step process on how you will
write your research proposal.

What Do You Already Know?

DIRECTIONS: Read the following statement carefully. Write TRUE if the statement is correct
and write FALSE if it is incorrect. Write your answers on the space provided.
__________1. A written proposal is a blueprint or plan for research.
__________2. A proposal is a verbose/discursive document.
__________3. A good research proposal is not a literary production.
__________4. The introduction is the last subsection of the problem and its background.
__________5. Whenever you are writing a research proposal, you should be clear and
organized.

Let’s work and learn!

RESEARCH proposals are written for theses and dissertations. A written proposal is a
blueprint or plan for research.

Characteristics of a Research Proposal

Research demands that those who undertake it are able to think clearly, without confusion. The proposal
will demonstrate whether you possess that quality. Thus, your qualifications as researcher rest upon the quality of
the proposal you submit. There is, therefore, a need for you to understand and appreciate what characteristics of a
proposal should have. Leedy (1996) pointed out three basic characteristics of a research proposal.
❖ A proposal is a straightforward document. As a straightforward document, it should not contain irrelevant details.
It has to begin with direct statement of the problem to be investigated. Whatever does not contribute directly to the
description or delineation of the problem and its solution has to be eliminated.
❖ It is not a literary production. Writing a research proposal provides no opportunity for fine writing or literary
composition. As such, it requires direct writing of how a research project is to be executed to completion, with
economy of words and a precision for expression.
❖ It is clearly organized. Proposals are written in conventional prose style and thoughts are expressed in simple
paragraph form. The organization of thought or outline is indicated by the proper use of heading and subheadings.
Your ability to organize your thoughts logically, by means of an outline will definitely communicate your possession
of an orderly and disciplined mind-the highest tribute to a researcher’s qualification.

Content and Organization of Research Proposal

Proposals follow a simple and logical form of presentation. Although there are many ways to arrange items
within a proposal, the following is an outline followed in many colleges and universities in the Philippines.
1. Title of the Proposed Research and its proponent
2. The problem and its background
2.1 Introduction
2.2 Theoretical Framework
2.3 Conceptual Framework/Research Paradigm
2.4 Statement of the problem
2.5 Hypothesis of the study
2.6 Scope and delimitation of the study
2.7 Assumptions of the study
2.8 Significance of the study
2.9 Definition of terms.
3. Review of Related Literature and studies

4. Research methods and procedures

4.1 research method to be used
4.2 respondents of the study
4.3 data collection instruments
4.4 data collection procedures
4.5 data analysis plan

5. A selected Bibliography

6. Curriculum Vitae or Qualifications of the Research Proponent

Writing the Selection on the Problem and Its Background

This section acquaints the reader on the background of the problem, provides the statement of the problem,
the theoretical and conceptual frameworks of the study, hypotheses, scope, and delimitations, assumptions,
significance of the study, and the definition of terms to be used in the research proposal.

Writing the Introduction

The introduction is the first subsection of the problem and Its background, it is in this subsection where you
have to acquaint the reader with the rationale of the study; the reason why the research problem was chosen and
what is known about it. The relevance of the study has to be described also in this portion of the proposal. Use the
zoom lens approach in developing the introduction.

Writing the conceptual framework or research paradigm

In this particular subsection of the proposal, you have to present a schematic diagram of the direction of
your study.
You need to spell out in greater details the variables you mentioned in the theoretical framework of the
study. Indicators and measures of these variables need to be specified so that the constructs and concepts cited in
theoretical framework is operationalized.

Writing the statement of the problem

This subsection presents the problems that are focused on research. In writing this part of the proposal,
you have to state what you want to investigate, discover, or accomplish. This is usually the objective of the study or
the main problem of your proposed research. You have to state the problem in declarative form. After posing the
major problem, you need to supplement it with a number of related subquestions that will help you answer this
problem.

Writing the Hypothesis of the Study

This subsection immediately follows the statement of the problem. The hypothesis can be stated either as
research
or null hypothesis. A research or alternative hypothesis is stated when the researcher is going to use it as guide in
the conduct of the study. Conversely, when his intention is to find out whether a particular finding can be attributed
to errors in selecting the samples of the study, the null hypothesis will be used.

Writing the Significance of the study

This portion of the proposal presents the researcher’s justification in conducting a research on a given
research topic or problem. To be able to justify that a study is worth pursuing, you have to identify who shall benefit
from your research, what benefit or advantage shall accrue to them, and how they shall benefit from the results of
the inquiry.

Writing the section of Definition of Terms

Key terms in the statement of the problem and those to be used in the study that do not have a well-
accepted definition in the field have to be defined in this section. These terms can be defined conceptually and
operationally. Terms to be defined have to be arranged alphabetically. In the proposal on teacher’s personality and
professional satisfaction the definition of key terms and concepts in the study are defined in the following manner.

Let’s practice!
Directions: Identify the word/s that are being asked or described in each item. Write your answer
on the space provided before each number.

_______________1. It is the blueprint or plan of the research.

_______________2. It is the first subsection of the problem and its background.
_______________3. This subsection presents the problem the research will be focusing on.
_______________4. What do you call to the alternative answer to your research problem.
_______________5 – 6. What are the two types of hypothesis?
_______________7. This subsection contains the different terminologies that are frequently
used in the research proposal.
_______________8 – 10. What are the three characteristics of a good research proposal as
identified by Leedy (1996)?

Let’s reinforce!
Directions: Answer the following questions based on your own understanding.

1. Why is it important to prepare a research proposal prior to the conduct of your research project? (5 points)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Briefly discuss the characteristics of a good research proposal. (5 points)

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. Why do you think it is important to state your research problems specifically? (10 points)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Let’s Check!
Directions: Make an Outline of the ideas you will present in the first chapter of your proposed
research project, based on the guidelines discussed in this chapter. Use the format in the
discussion part of this module to present your outline.

Congratulations! You have successfully finished the lesson and all the activities included
herein. It’s time for you to proceed to another learning adventure. Please turn to the next page for
your next lesson.
Lesson 3: reading on related studies

Week 3-5

Learning Objectives: Materials:

• Describe the review of related literature
part of the research.
• Search for review of related literature
relevant to the research project at hand.
• Practice ethical standards in writing
review of related literature.
learner’s module, yellow pad paper, notebook & pen
References:
https://www.scribd.com/document/527388581/Module-2-
Reviewing-the-Literature

Let’s roll!
One of the Preliminary steps that a researcher has to undergo before undertaking a study is the
review of literature and studies. This is the part where you are going to search the library and surf
the internet to look for articles related to your research project. In this chapter, we are going to
focus on the mechanics in writing the review of literature and the procedures in writing and
presenting reviewed literature and studies so you can avoid plagiarism.

What Do You Already Know?

DIRECTIONS: Use the Venn diagram below to compare and contrast the Chronological and
Thematic Approach of presenting the Review of Related Literature.

Chronological Approach Thematic Approach

Let’s work and learn!

Purpose of the Review

The review of literature and studies involves the critiquing or looking over again what other
researchers have done in relation to the problem to be studied. Conducting the review serves the
following purposes.
❖ To broaden the researcher’s knowledge base in the research are or topic;
❖ To ensure originality in the conduct of one’s study;
❖ To help the researcher in designing his proposed study;
❖ To provide the researcher insights on the strengths and weakness of previous studies;
❖ To provide findings and conclusions of past studies which can be used in supporting the result of one’s research;
and
❖ To serve as basis for the researcher’s formulation of the theoretical and conceptual framework of his study.
Requisites for Doing the Review
Reviewing the literature is not an easy task for it involves a systematic identification, search, and critical
analysis existing conceptual and research literature related to the researcher’s topic or problem. Conceptual
literature refers to ideas, concepts and theories propounded by experts as contained in books, periodicals and other
standard references. On the other hand, research literature consists of empirical studies conducted by individuals
and professionals on a given research problem or topic. There are three basic requirements for doing the review
(Ardales, 1992): patience, persistence and industry; a good knowledge of library techniques, tools and skills; pen
and 3x5 index cards; and a knowledge of the internet. Patience, persistence and industry are essential qualities a
researcher must possess when doing the review. This is because he has to spend time spotting books, journals,
theses, dissertations, and research projects needed in completing the review of literature. A good knowledge of
library techniques, tools, and skills is also one of the requirements of doing the review. A researcher has to be
skillful in locating references in the library. So as to maximize his time, he has to acquaint himself with the use of
the author, title, and subject cards in library’s catalogue box. This will definitely enable him to identify library
resources that can be used in the actual review of literature. The use of the internet is also one of the requisite skills
that a researcher has to equip himself with. Through the internet, he can readily locate materials which cannot be
found in the library.

Guidelines in Doing the Review

There are some guidelines that you as a researcher have to consider when doing the review of related literature
and studies. Notable among these guidelines are the following:
❖ Go over the materials you have at home or in your own library.
❖ Search for existing literature in your college library or learning resource center.
❖ Prepare a working bibliography. Record all vital details concerning the books and researches you are to include
in the working bibliography, like author, copyright date, title, publisher, place of publication, and the like.
❖ Examine each material listed in your working bibliography. Decide which of those included in it shall be
considered in the actual review of literature and studies.
❖ Record important details of what you have reviewed on a 3x 5 index card.

Presenting 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. Ensure brevity and conciseness, you have to summarize
or paraphrase important points. Avoid direct quotation of the author’s ideas or the resu lts 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 relation to your research work.

Preparing the Research Abstract

An abstract is a summary that contains the relevant information from a research report according to
specified
categories. A good abstract contains the following information: problem; hypothesis, if any; subjects of the study;
methods and procedures; and findings and conclusion.
❖ Problem- this is the statement of the research problem of the report being viewed. It includes 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.
Presenting the Review
There are three ways of presenting the review, namely: chronological approach; thematic or variable/factor
approach; and country of origin approach.

In the Chronological approach, literature and studies are presented according to the year when they were
written.
When using this approach, the review can be presented following the outline below.
❖ Introduction
❖ Recent Literatures and studies
❖ Least recent Literature and studies
❖ Synthesis of the study

In the thematic or variable approach, literature and studies with the same findings or themes are grouped
together.
When using this approach, research and conceptual literature can be presented following the outline below:
❖ Introduction
❖ Literature and studies on variable 1
❖ Literature and studies on variable 2
❖ Synthesis of the review

In the country of origin 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, literature
and studies can be presented based on the following outline.
❖ Introduction
❖ Foreign Literature and Studies
❖ Local Literature and Studies
❖ Synthesis of the Review

Let’s practice!
Directions: Read the following items carefully. Write TRUE if the statement is correct but if the
statement is incorrect, change the underlined word to make the statement correct. (2 points)

_______________1. An article is a summary that contains the relevant information from a

research report according to specified categories. It is the blueprint or plan of the research.
_______________2. The text of the review should be verbose and on point
_______________3. In the chronological variable approach, literature and studies with the same
findings or themes are grouped together.
_______________4. Reviewing the literature is not an easy task.
_______________5. In writing review of related literature, you should prepare a working
biography.

Let’s reinforce!
Directions: Answer the following questions based on your own understanding.

1. Briefly and comprehensively discuss the difference between the three types of presenting review of related
literature and studies. (10 points)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

2. Why do you think it is important to write the review of related literature properly? (5 points)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. What ways can you suggest to be able to write a good review of related literature? (5 points)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Let’s Check!
Directions: Make an Outline of the ideas you will present in the second chapter of your proposed
research project, based on the guidelines discussed in this chapter. Follow the Thematic or
Variable approach in presenting your related studies.

Congratulations! You have successfully finished the lesson and all the activities included
herein. It’s time for you to proceed to another learning adventure. Please turn to the next page for
your next lesson.
Lesson 4: Understanding Ways to Collect Data

Week 6-8

Learning Objectives: Materials:

• Describe qualitative and quantitative
methods of research.
• Select a research method appropriate
to the research project at hand.
• Prepare a research instrument prior to
the conduct of the research project.
learner’s module, yellow pad paper, notebook & pen
References:
https://www.scribd.com/presentation/446561418/Qualitative-
Research-Designs

Let’s roll!
DESIGN is a word which means a plan or something that is conceptualized by the mind. As a
result of a mental activity characterized by unfixed formation of something but an extensive
interconnection of things, a design in field of research serves as blueprint or a skeletal framework
of your research study. It includes many related aspects of your research work. A choice of
research design requires you to finalize your mind on the purpose, philosophical basis, and types of data of your
research, including your method of collecting, analyzing, interpreting, and presenting the data. It is a plan that directs
your mind to several stages of your research work.

What Do You Already Know?

DIRECTIONS: Use the Venn diagram below to compare and contrast the Qualitative and
Quantitative methods of research

Qualitative Design Quantitative Design

Let’s work and learn!

Types of Qualitative Research Design

1. Case Study: to do a research design based on this research design is to describe a person, a thing, or any
creature on earth for the purpose of explaining the reasons behind the nature of its existence. Your aim here is to
determine why such creature (person, organization, thing or event) act, behaves, occurs, or exists in particular
manner. Usually, a case study centers on an individual or single subject matter. Your methods of collecting data for
this qualitative research design are interview, observation, and questionnaire.
2. Ethnography: a qualitative research design called ethnography involves a study of a certain cultural group or
organization in which you, the researcher, to obtain knowledge about the characteristics, organizational set-up, and
relationships of the group members, must necessarily involves you in their group activities.
3. Historical Study: this design tells you the right research method to determine the reasons for changes or
permanence of things in the physical world in a certain period. (years, decades, or centuries). The data collecting
techniques for study following a historical research design are biography or autobiography reading, documentary
analysis, and chronicling activities.
4. Phenomenology: a phenomenon is something you experience on earth as a person. It is a sensry experience
that makes you perceive or understand things that naturally occur in your life such as death, joy, friendship,
caregiving, defeat, victory and the like.
5. Grounded Theory: a research study adhering to a grounded theory research design aim at developing a theory
to increase your understanding of something in a psycho-social context. Collecting data based on this qualitative
research design called grounded theory is through formal, informal, or semi-structured interview, as well as analysis
of written works, notes, phone calls, meeting proceedings, and training sessions.

Types of Quantitative Research Design

A. Experimental Research Design;

1. True Experimental Design: what proves this is a true experimental design is it random selection of participants.
It is a bias-free selection that ensures objectivity of results. This design is the best way to examine causal
relationships.
2. Quasi-Experimental Research: the term quasi means partly, partially, pseudo, or almost. The nonadherence of
this research design to random selection is participants is the reason it got name, quasi experimental research,
which means a research with the capacity to yield findings that are seemingly or
more or less true.

B. Non- Experimental Research Design;

1. Descriptive: depicts an image or a picture of an individual or a group.

2. Comparative: states the differences or similarities between or among people, things, objects, etc.
3. Correlative: shows the extent and direction of variable relationships, that is, whether a negative or positive
relationship exist between or among them.
4. Survey: describes the attitudes, preferences, views, feelings, and other behavioral patterns of a big number of
people for arriving at a certain conclusion about societal concerns and issues.
5. Ex Post Facto: translate itself into these English words, “that which is done afterwards” and has the purpose of
deriving data from things that are by nature taking place, so as to obtain explanations about past events.

The Research Locale:

The place or location where the study will take place is describes in this part. To emphasize the locale of the study,
a map may (or may not) be included. It may also include the description of the characteristics of the place or places
where the study is done.

Research Samples or Research Participants

This section of the research paper describes the people who participated in the study. They should be called
“participants” or “informants” and “not subject”. The method or process of choosing research participants for a
particular study called the sampling. Sample refers to a small group to be observed, and population is the
aggregation of elements from which the sample is actually selected.
Illustration 01:
Senior High School students of Top Link Global College, Inc. are the population, section Moonstone is the sample.
And the process by which Moonstone was chosen as a sample is called sampling. If we shall consider the number
of the students in the entire school, then the number of students in the school is the population, while the number
of Senior High School students is the sample.
Sample size for a study can be obtained using the formula by Slovin expressed as:
n = N / (1 + Ne2)
Where:
• n = Number of samples,
• N = Total population and
• e = Error tolerance (level)
SAMPLING is a word that refers to your method or process of selecting respondents or people to answer questions
meant to yield data for a research study. The chosen ones constitute the sample through which you will derive facts
and evidence to support the claims or conclusions propounded by your research problem. The bigger group from
where you choose the sample is called population, and sampling frame is the term used to mean the list of the
members of such population from where you will get the sample.

Sampling Method
A. Probability Sampling
1. Simple Random Sampling is the best type of probability sampling through which you can choose sample from a
population. Using a pure-chance selection, you assure every member the same opportunity to be in the sample.
Simple random sampling happens through any of these two methods:
a. Have a list of all members of the population; write each name on a card, and choose cards through a pure-chance
selection.
b. Have a list of all members; give a number to member and then use randomized or unordered numbers in selecting
names from the list.

2. Systematic Sampling this kind of probability sampling, chance and system ate the ones to determine who should
compose the sample. For instance, if you want to have a sample of 150, you may select a numbers like 1 to 15,
and out of a list 1,500 students, take every 15th name on the list until you complete the total number of respondents
to constitute your sample.

3. Stratified Sampling the group comprising the sample is chosen in a way that such group is liable to subdivision
during the data analysis stage. A study needing group-by-group analysis finds of respondents to constitute your
sample.

4. Cluster Sampling this is a probability sampling that makes you isolate a set of persons instead of individual
members to serve as sample members. For example, if you want to have a sample of 120 out of 1000 students,
you can randomly select three sections with 40 students each to constitute the sample.

B. Non-Probability Sampling
1. Quota Sampling choosing specific samples that you know correspond to the population in terms of one, two, or
more characteristics.
2. Voluntary Sampling selecting people who are very much willing to participate as respondents in the research
project.
3. Purposive Sampling choosing respondent whom you have judged as people with good background knowledge
or with great enthusiasm about the research.
4. Availability Sampling picking out people who are easy to find or locate and willing to establish contact with you.
5. Snowball Sampling selecting samples from several alternative samples like drugs dependents, human traffickers,
street children, and other wayward and homeless people whose dwelling places are not easily located for they are
like nomads moving from place to place.

Data Gathering Techniques

1. Observation is useful in gathering information concerning aspects of material objects or specimen. There are two
kinds-naturalistic and participant. Naturalistic observation is a type of observation which means watching and
describing the behavior as it occurs in its natural setting. Participant observation means the observer himself may
be creating the events rather than observing the normal flow of life events. Therefore, participant observer is a
primary source of information while the naturalistic observer is the secondary source.
2. Interview this is an oral-questionnaire tool of data gathering. Instead of writing the response, the information is
given verbally or in a face to face manner. During the conduct of an interview, it is necessary that a prepared
questionnaire is at a hand of the interviewer to provide a guide or sequence so as to prevent misleading or repetition
of questions which may cause the delay or irritation on the part of the interviewee.
3. Inquiry Forms the information is written. Inquiry forms may use the following instruments:
a. Questionnaire: it is used when factual information is desired. A definite to a question is needed by the researcher.
b. Opinionnaire or Attitude Scale: it is used when opinions, rather than facts, are desired. The answer given to
opinionnaire may no be the exact answer to the question, but rather a personal conviction of the sample and is
independent to the answers of other members of the sample

Validation of Research Instrument

Validation of the research instrument provides the credibility of the gathered data. A good research
instrument has the following qualities:
1. Validity refers to acceptability of a research instrument as to extent or degree to which the instrument measures
what it is supposed to measure. Thus, an instrument is said to be valid if it serves its purpose.
2. Reliability which means consistency of the instrument and the consistency of the responses when respondent is
re-tested using the same instrument or two equivalent or parallel forms are given. It also means stability,
dependability and accuracy. In a research questionnaire, reliability can be greatly established by increasing the
number of items, but lengthening the number of items may also affect the validity of the questionnaire.

Methods of establishing the reliability of research instrument:

2.1 Test-retest method using correlation method
2.2 Parallel or equivalent form method also by employing correlation formula
2.3 Internal consistency method that is established by Kuder-richardson formula 20 or by Cronbach
alpha.
2.4 Split-Half method using correlation test by Spearman Rho formula
3. Other criteria of a good research instrument
3.1 Administrability. The instrument should be administered with ease, clarity and uniformity so that scores/data
obtained are comparable. Uniformity can be obtained by setting the time limit and oral instructions.
3.2 Feasibility. It refers to the efficiency of time, cost, and skills before and during the conduct of the
study.
3.3 Objectivity. Means not relying on personal opinions, behavior and characteristics. The result/s of the study or
the conclusions must be based on the outcome and not on the personal conviction of the researcher.
3.4 Sensitivity observes everything and eliminates discrimination issues. Any occurrences while in the conduct of
the study should be taken into consideration especially its effect.

Developing/Constructing Research Instrument

The research instrument must contain items or questions what should yield the data needed to answer the research
questions. Consequently, the questions and feedback must be clear and simple. One of the best ways to find out
how good your research instrument is by field-testing. That is, have the instrument answered by people who have
the same characteristics as the intended respondents as their comments and feedbacks serve as basis in enriching
the instrument.
A research instrument in the form of survey questionnaire/opinionnaire commonly make used of alikert scale to
generate the over-all condition, status or perception of the respondents. Likert scaling is a bipolar scaling method,
measuring either positive or negative responses to a statement, Allen, 2007. It is usually an odd number scale such
as five-point or seven-point scale.

The Ethics in Research

This portion of the research proposal contains various aspects of ethical standards followed and maintained by the
researchers concerning the samples used or the participants involved. How the samples or participants are
protected and considered in every step of data gathering and how their responses, characteristics and behavior
can be treated with interest, confidentiality and appropriate respect are all being discussed in this part.

Data Analysis
1. Descriptive Statistics is used to describe data that have been collected from a research sample. The observation
and other pertinent information in the study are stated descriptively. This means that no computation or any
statistical tool will be used to describe the result of any test. Descriptive statistics describes the result of the study
as it is without referring to the population.
2. Inferential Statistics is commonly used to make inferences from sample statistics to the population parameter.
Unlike the descriptive statistics, inferential statistics describes the population based on the observable fact taken
from the sample.
3. Test Statistics is the mathematical method for describing and analyzing the psychometric properties of test and
other instruments. Prior training and introduction in the researcher statistics class my find its usefulness under this
section.
 Let’s practice!

Directions: Read the following items carefully. Identify the word/s being described or asked in
each item. Write your answers in the space provided before each number.

_______________1. A research design is to describe a person, a thing, or any creature on earth for the purpose
of explaining the reasons behind the nature of its existence.
_______________2. A qualitative research design that involves a study of a certain cultural group or organization
_______________3. This design tells you the right research method to determine the reasons for changes or
permanence of things in the physical world in a certain period.
_______________4 – 8. What are the 5 types of Non-experimental research design?
_______________9. It is the best type of probability sampling through which you can choose sample from a
population.
_______________10. It is useful in gathering information concerning aspects of material objects or specimen.
There are two kinds-naturalistic and participant.

Let’s reinforce!
Directions: Answer the following questions based on your own understanding.

1. Why do you think it is important to validate the research instrument before using it in a research
project? (10 points)
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2. If you are to study the working habits of Physician around Nueva Ecija, which type of sampling will you use?
Support your answer. (5 points)
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3. What are the factors to consider in determining the appropriate sample size for a study? Explain each briefly.
(5 points)
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 Let’s Check!
Directions: Make an Outline of the ideas you will present in the Chapter Three of your proposed
research project, based on the lessons discussed in this chapter. Use the following format
presenting your outline:

CHAPTER III Research Methodology

• Research Design
• Research Local
• Sampling Procedure
• Instrument
• Data Collection Procedure
• Data Analysis

Congratulations! You have successfully finished the lesson and all the activities included
herein. It’s time for you to proceed to another learning adventure. Please turn to the next page for
your next lesson.