TAGBILARAN CITY COLLEGE

College of Business and Industry

Tagbilaran City, Bohol

Rha-an Calimutan
Course Code OA411 Instructor
Aiza G. Suarez
rcalimutan.tcc@gmail.co
Methods of m
Course Title Email
Research aguimalan.tcc@gmail.co
m
Rha-an Cajes (FB Name)
(0950) 416 9826
Course Contact
3
Credits Number
Aiza Suarez (FB Name)
(0929) 184 8025
Course
OAd Core Consultatio 8 AM – 5 PM (Monday-
Classificatio
Course n Hours Friday)
n
Pre- Consultatio
None TCC Faculty Office
Requisite(s) n Venue

Learning Module 1: Introduction to Research

Learning Module 2: Research Problem and Data Analysis
Learning Module 3: Summary, Conclusions, and
Recommendation

Duration of Delivery: February 7-March 11, 2022

Due Date of Deliverables: March 14-18, 2022

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2|Page
 RESEARCH GUIDELINES
I. Introduction
The Bachelor of Science in Office Administration (BSOAd) is a
four-year degree program designed to provide students with knowledge
and skills in business and office management needed in various
workplaces such as general business, legal, or medical offices. The
program prepares students to be able to handle clerical, administrative,
supervisory and managerial tasks.
The research component allows for a broader educational
experience whereby students are able to use that experience to see the
practical application of their classroom experience represented in research
projects. The first part on Methods of Research is offered during the
second semester of their third year period and the second part on Thesis
Writing is during the first semester of their fourth year. Students enrolled
in these courses are expected to produce a research project that is
significantly integrative and representative of all the concepts and theories
that they have learned in the OAd program.
II. Objectives
General Objective
The primary goal of the Office Administration Research courses is
to produce versatile, committed and globally competitive Office
Administration graduates capable in dealing with the complexities and
challenges of managing today’s workplaces.
3. It must have a positive impact to the community.
4. The resources needed are available.
5. The proponents are capable of undergoing the said project.
6. It must generate new knowledge.
B. Topic Selection
1. The students shall propose at least 3 research topics that they
intend to work on.
2. The class adviser and the thesis adviser will help decide on the
topic for the group through a Title Hearing.
3. Students can do research but are not limited to the following
topics:
a. Impact of Modern Communication Facilities
b. Impact of Internet Software Packages
c. Effect of Inadequate Computers in Secretarial Training
d. Effects of Modern Technology
e. Implications of Office Technologies in Secretarial Education
Curriculum
f. Morale and Productivity of Secretaries in Business
Organizations
g. Effects of Stress on the Secretaries Job Performance
h. Role and Performance of Secretaries in Modern
Communication Industries
i. Utilization of Shorthand Skills in Modern Secretary Practice
j. Relevance of Public Relations of Secretarial Practice

Specific Objectives C. Grading System

1. Provide students with trainings to conduct research that will 1. A student will be given a final grade only after the submission of the
generate opportunities for economic development. revised document at the end of the semester.
2. Provide students with trainings to conduct research that will 2. Percentage Distribution
generate opportunities for community development.
3. Improve the students’ skills in technical writing. i. Proposal Hearing - 45%
A. Group Rating (50%)
III. Guidelines 1. Content – 30%
A. Criteria for the Research Project 2. Organization – 15%
1. It should be in line with the Vision-Mission-Goals of Tagbilaran 3. Format _ 5%
City College, as well as, the Vision-Mission-Goals of the College B. Individual Rating (50%)
of Business and Industry. 1. Knowledge of Content – 30%
2. It can be done within one year. 2. Delivery – 20%
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 100%
ii. Thesis Adviser Rating - 35%
A. Quality of output – 60%
B. Extent of involvement of member – 15% Title Hearing
C. Knowledge – 25%
100%
The document must be
Endorsement by the thesis adviser endorsed before
iii. Class Adviser Rating - 20%
and class adviser submitting three copies to
A. Quality of output – 60%
the panelists
B. Extent of involvement of member – 15%
C. Knowledge – 25%
100% Proposal Hearing / Oral Defense To be checked and signed
in the following order:
D. Fees Thesis adviser, one panel
Corrections Sheet member and Chairman.
1. Thesis Adviser’s Fee - 1,800.00
2. Panel Member’s Fee - 250.00
To be signed after all items
3. Statistician - 250.00 Approval Sheet in the corrections sheet
4. English Editor - 200.00 shall be checked.

E. Subject Requirements Conduct of Research Proper

1. For the approved proposal, the following must be submitted to the (Data Mining/Desk Review,
Program Chair’s Office: Observation, Field Survey, FGD)
 Final copy of the documentation with the signed endorsement
 Fees (Thesis Adviser, Panel Members, Statisticians, English
Editor)
Codification of Data
2. For the final thesis, the following must be submitted to the Program
Chair’s Office: 1. Endorsement
 Bound Thesis (green) Endorsement by the thesis adviser 2. Oral Defense
 Softcopy of the thesis (CD) 3. Corrections Sheet
and class adviser
4. Approval Sheet
 Fees (Thesis Adviser, Panel Members, Statisticians, English
Editor)
 List of Corrections Submission of the Hard & Soft
Copies

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 MODULE 1
Introduction to Research
Learning Outcomes:
1. Understand the concept of research.
2. Recognize the importance of research.
3. Propose a research topic/ title.
are as follows:
Definition of Research
Research is a method of acquiring knowledge based on the
scientific method of inquiry to enrich they system of objective knowledge
in the fields of natural and social sciences.
The authors cited below defined research:
 Palispis (2001) cited that research is carried out for a specific purpose to
answer specific questions to solve a particular problem or issue. It seeks new
knowledge and provides useful information in the form of verifiable data.
 Sanchez (2002) defined research as a discovery and exploration of the unknown. It
involves an investigation of facts leading to the discovery of new ideas and new
methods. The end result is the discovery of truth.
 Parel (1973) defined research as a systematic investigation or something in order to
answer the questions posed by the researcher.
research (Denscombe, 2002).
Research involves observation, investigation, and experimentation on a
subject for any of the following purpose to discover new knowledge and
paradigm; to develop and improve standards and protocols, and to test
and apply theories or laws in professional practice (De Belen, 2015)
Importance of Research
 Researchers must not simply set results and recommend actions.
The importance of research should be measured on the extent to
which they are being actually carried out (Katigak, 2008).
 Research is done to improve practices. It is a way to develop new
understanding and this knowledge will lead to the improvement of
practice (Gall and Barg, 2003).
Goals of Research
Goals in conducting research as cited in Cristobal & Cristobal (2013)
1. To produce evidence-based practice. Every discipline or
institution must provide the best practice of management based on
research studies.
2. To establish credibility on the profession. A profession can be
identified by the body of knowledge. Effective and efficient
practices are products of research.
3. To observe accountability for the profession. Every action
conducted by a profession must have a rationale. All professionals
must be accountable for each task he/she performs.
4. To promote cost-effectiveness through documentation. The
findings or research must be shared to individuals, groups, or
organization for which the study was intended or to whom
findings may be beneficial in this manner research becomes cost-
effective.
Purpose of Research
The purpose of research indicated the focus and direction of the
1. Exploratory/ Formulative Research. The researcher’s goal is to
formulate more precise questions that future research can answer.
Exploratory research helps ensure that a more rigorous, more
conclusive future study will not begin with an inadequate
understanding of the nature of the problem.
2. Descriptive Research. This research presents a picture of the
specific details of a situation, social setting or relationship. The
major purpose of descriptive research is to describe characteristics
of a population or phenomenon. It seeks to determine the answer
who, what, where, and how questions.
3. Explanatory Research. The desire to know why to explain, is the
purpose of explanatory research. It goes to identify the reasons for
something that occurs or looks for causes and reason. For
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 example, the researchers are interested in learning why some world operates, what makes things happen, why social relations are a
children bully other children. certain way, and why society change.
2. Applied Research. It try to solve problems or help practitioners
Other purposes of Research: accomplish tasks. It is frequently a descriptive research and its main
strength
Basic is
anditsApplied
immediate practical
Research use.
Compared
 Research provides a scientific basis for any practices or methodology in any
field. The procedures and techniques utilized by basic and applied researchers do not
 Research is undertaken for sustainable development of and further differ. Both employ scientific method to answer the questions at hand. The community is the
productivity in any field. primary consumer of basic research. The consumers of applied research findings are
 Research develops tools for assessing the effectiveness of any practice. practitioners such as teachers, caseworkers, or decision makers.
 Research provides solutions to problems encountered in the different areas of
work.
Applied researchers have an obligation to translate from scientific
technical language into the language of decision makers or practitioners.
Characteristics of Research (Kumar, 2009)

1. Controlled. There are many factors that affect an outcome. A particular

Types of Applied Research
event is seldom the result of a one-to-one relationship. In a study of cause
and effect relationship, it is important to be able to link the effect(s) with
the cause(s) and vice versa. Control implies that that in exploring causality  Action Research. It is a disciplined process of inquiry conducted
in relation to two variables, the study is set up in a way that minimizes the by and for those taking the action. The primary reason for
effects of other factors affecting the relationship. engaging in action research is to assist the “action” in improving
2. Rigorous. This characteristic ensures that procedures followed to find and/or refining the action.
answer to questions are relevant, appropriate, and justified.  Impact Assessment Research. It is used for planning and making
3. Systematic. The procedures adopted to undertake an investigation choices among alternative policies to make an impact assessment.
follow a certain logical sequence. The different steps cannot be taken in a  Evaluation Research. It measures the effectiveness of a program,
haphazard way. policy or way of doing something. Two types of Evaluation
4. Valid and Verifiable. This implies that whatever one can conclude on Research:
the basis of the findings is correct and can be verified by others, too. o Formative. Built-in monitoring or continuous feedback on a
5. Empirical. Any conclusion drawn is based upon hard evidence program used for program management.
gathered from information collected from real life experience or o Summative. It looks at final program outcomes.
observation.
6. Critical. Critical scrutiny of the procedures used and the methods
Classification and Types of Research
employed is important to a research inquiry. The process of investigation
must be free from any drawbacks.
According to design and methodology, a research can be classified
The Use of Research
into Qualitative and Quantitative in nature. There is also a third type called
the mixed-method research. d
1. Basic Research. It advances fundamental knowledge about human
world. It focuses on refuting or supporting theories that explain how this Quantitative Research

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 however, is the degree to which the changes in the dependent variable
It aims to explore and describe. It utilizes a deductive reasoning to can be attributed to the extraneous variables.
generate predictions that are tested in the real world (Cristobal &
Cristobal, 2013). The evidence for a study is gathered according to the b. Non-Experimental Designs
established plan through structured instruments. Usually the information It conducted without manipulation of the independent variable and
gathered in such study is quantitative, ie. numeric information that results random assignment of the participants to group.
from some type of formal measurement, and is analysed with statistical
procedures. Following are types of non-experimental designs:
It is based on the concepts of manipulation and control of 1. Action studies 6. Methodological studies
phenomena and the verification of results validating empirical data. It 2. Comparative studies 7. Needs assessment studies
frequently uses a deductive or theory-testing approach. 3. Development studies 8. Secondary analysis studies
4. Evaluation studies 9. Survey studies
Types of Quantitative Research 5. Meta-analysis studies

1. Survey Research. It uses interviews, questionnaires, and sampling to get a sense of behaviour
with intense precision. It allows researcher to judge and then present the findings in an accurate
way. Survey research can be conducted around one group specifically or used to compare
several groups.
2. Correlational Research. Test for the relationship between two variables. It is done to establish
what the effect of one on the other might be and how that affects the relationship. The purpose is
to use two or more variables to better understand the conditions of events that we encounter, to
predict future conditions and events and correlation does not always mean causation.
3. Causal-Comparative Research. It looks to uncover a cause and effect relationship. They look
solely for a statistical relationship between the two variables it tries to identify, specifically, how
the different groups are affected by the same circumstance. It involves comparison. The use of
statistical analysis is engaged to synthesize the data.
4. Experimental Research. It is guided specifically by a hypothesis. A hypothesis is a statement
to be proven or disproved.
Quantitative Research Design
a. Experimental Designs
It is concerned with cause and effect relationships in which all
experimental studies involve manipulation or control of the independent
variables (cause) and measurement of the dependent variables (effects).
The effect of a single variable applied to the situation can be assessed, and
the difference likewise be determined.
Qualitative Research
It aims to describe, predict, and explain. It deals with
understanding human behaviour in a natural setting. Naturalistic
investigations place heavy emphasis on understanding the human
experience as if is lived, usually through collections and analysis of data
that are narrative and subjective. Qualitative research focuses on:
 Gaining insights on and an understanding of the individual’s
perception of events;
 Concerned with in-depth descriptions of people on events and
their interpretation of experiences;
 Data are collected through unstructured interviews and participant
observation;
 The research is to synthesize the patterns and the theories in the
data; and
 Not limited by existing theories but must be open to new ideas and
theories.
Qualitative research uses in-depth studies of small groups of people to
guide and support the construction of hypothesis. The result of this
research is descriptive rather than predictive.

The internal validity is the degree to which changes in the dependent

variable can be attributed to the independent variable. External validity, Types of Applied Research

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 Phenomenology. To describe experiences as they are lived.
Ethnography. To describe a culture’s characteristics.
Historical. To describe and examine events of the past to understand the present
and anticipate potential further effects.
 Case Study. To describe-in-depth experience of one person, family, group,
community or institution.
Mixed Methods Research Design
The researcher mixes or combines quantitative and qualitative
research techniques. It includes the use of induction (discovery of the
problem), deduction (testing of theories and hypothesis), and abduction
(uncovering and relying on the best of a set of explanations for
understanding one’s results).
Basic Rules for Ethical Research
The ethics concerns the system of moral principles by which
individuals can judge their actions as right or wrong, good or bad. Ethics
in research calls for a moral perspective rather than practical or logical
perspective related the research methodology.
A very basic ethical rule is to acknowledge the sources of
information or data used throughout the text. Knowledge or information
taken from another source must be acknowledge by citing the name of the
author/ authors and the reference material where such ideas were taken.
The researcher should be committed to discovering and reporting things
as honestly as possible.
broadly defines the area of research. They are not the same as the title of
the research study.
Brinkmann (2012) list some ethical questions as guide for the researcher:
 What are the beneficial consequences of the study?
 How can informed consent of the participants be obtained?
 How can confidentiality of the participants be protected?
 What are the consequences of the study for the participants?
 How will the researcher’s role affect the study?
Murphy & Dingwall (in Flick, 2011) have developed an ethical theory:
 Non-maleficence. Researchers should avoid harming participants.
 Beneficiaries. Research on human subjects should produce some positive and
identifiable benefit rather than simply be carried out for its own sake.
 Autonomy or self-determination. Research participant’s values and decisions
should be respected.
Deception or misrepresentation must be avoided. The researcher must not be
influenced by other consideration except only of what is the truth of the matter. The
researcher must inform and discuss with the participants the consequences of the study, both
the positive and negative consequences. But if there are some who refuse to participate, the
researcher cannot force them. It is therefore necessary to get the consent of the participation
prior to gathering of data.
Informed consent is the principle that is fundamental to the notion of human rights
(Denscombe, 2002). The person involved should have the legal capacity to give consent,
should be able to exercise free power of choice without any intervention or force; and must
have sufficient knowledge and comprehension of the subject of research to enable him to
make an enlightened decision. In case of children participants or other vulnerable members of
society, consent must be given by the parents or legal guardian who has direct, formal
responsibility for the welfare of the participants.
Privacy Confidentiality and Anonymity. The researcher should take measures to
safeguard the confidentiality of information and ensure the non-disclosure of identities of
those participating in the research. Confidentiality serves to uphold the law that protects the
privacy of individuals and it should not be disclosed to anyone.
Writing the Research Title
The first step in research is identifying a topic. Research topic
Conceptualizing research topic according to Moyer (2011):
1. Finding your focus.
2. What are the gaps in the literature? (by topic, methods,
populations, comparisons)
3. Where to start?
4. Refining research topics.
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5. Questions to ask yourself. (Is this a good idea? Can it be
addressed using appropriate research methods?)

Basic questions asked about the research title:

1. Does the title describe what the study is all about?
2. Does the title contain high specificity level?
3. Is the title academically phrased and is not verbose?
4. Is the title within the twelve (12) substantive word requirement of
the American Psychological Association (APA)?

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 5. MODULE 2
6. Research Problem and Data Analysis
Learning Outcomes:
1. Formulate research problem.
2. Differentiate quantitative and qualitative
research.
The Problem and Its Scope
The problem and its setting normally contains a reason,
justification and/ or the background with respect to the problem, the
importance of which should be established at this point.
The problem and its setting general cover the ff.:
1. Introduction: Presents the rationale of your study and clearly
indicates why it is worth doing.
2. Research Locale: Briefly describe the research locale where to
conduct the study. Cite the major characteristics of the locale that
has something to do with the investigation.
3. Framework of the study. States the anchor point of the study. This
could be in the form of conceptual or theoretical framework.
Identify the key independent and dependent/ major and minor
variables of your investigation. Explain the relationships of these
variables in a clear and systematic way.
4. Statement of the Problem: States the general and specific research
problem, which is often referred to as the purpose of the study.
5. Assumption/ Hypothesis: Provides introductory statement. State
your assumption or hypothesis.
6. Scope and Limitation: Sets the limitation or boundaries of your
research in order to provide a clear focus.
7. Significance of the Study: provides the context and sets the stage
for your research question in such a way as to show its necessity
and importance.
8. Definition of Terms: Identifies and defines key terms found in the
research.
Introduction
It is the part of the paper that provides readers with the background
information for the research. It typically begins with a general statement of
the problem area, with a focus on a specific research problem, to be
followed by the rational or justification for the study.
Framework of the Study
Both theoretical and conceptual framework of the study gives
vivid explanations regarding the relationship of the variables. The study
needs to show how the research relates to a body of related literature or
studies.
Consider the following in formulating the framework of the study:
1. Existing literature and previous research and its relevant for your
current investigation.
2. Key ideas/ concepts or constructs in your research approach.
3. Possible lines or considerations of inquiry you want to track.
4. Relevant theoretical or conceptual perspectives based on the
previous research studies/ conducted and literature review.
The conceptual framework of the investigation presents the researcher’s
own way of understanding concepts based upon the previous readings
and experiences relative to the field of focus of investigation. The
theoretical framework uses abstract concept, facts or laws, variables and
relations that explain and predict how observed phenomena exist and
operate in the investigation.
Statement of the Problem
The problem statement should provide a specific and accurate
synopsis of the overall purpose of the study. The research problems must
be stated vividly and explicitly expressed in question form which possess
the characteristics of SMART (Specific, Measurable, Achievable,
Realistic, and Time-bound).
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 The number of the specific problems depends on the researcher but make
sure that these should be with the research problem/ title.
The following are the sources of research topic for investigation:
personal experiences, personal values, school or community priorities,
department’s practices, societal issues and concerns, result of previous
researchers, politics, education, economy and other groups.
A good topic has the ff. characteristics and prerequisites:
1. Fills a gap in existing literature and studies conducted.
2. Is of interest to you.
3. It is within the limits and range of your resources and capability.
4. Cannot be answered by “yes” or “no”.
5. It is what you plan to investigate.
6. It is based on the general and specific goals of the study.
Assumptions/ Hypotheses
Assumptions are presumed as true statement of facts related to the
research problem. They are clearly stated to provide the reader a
foundation in analysing the conclusions that result from the assumptions.
In doing this, the researcher must consider this question: What
assumptions have you made about the nature of the research you are
investigating, the conditions under which the behaviour occurs, the
research methods or design employed, measurements collected, or the
relationship of this study to other persons and situations.
Hypotheses. The researchers commonly use null hypothesis
because it is denial of difference of an effect, which is easy to reject or
accept. If the results show significant difference, then the null hypothesis
is rejected; if insignificant difference exists, acceptance of the hypothesis
occurs. The hypotheses are based on the statement of the problem.
Questions versus Hypotheses
Questions are relevant to normative or census type research and
most often used in qualitative inquiry. Thus, research question poses a
relationship between two or more variables but phrases the relationship as
a question.
Hypotheses are relevant to theoretical research and generally used
in quantitative inquiry. A hypothesis represents a declarative statement of
the relations between two or more variables.
Hypotheses can be identified in two general kinds of statements:
Null Hypothesis: A “no difference” form in terms of theoretical constructs and a
“no difference” form in terms of the operation required to test the hypothesis.
For example:
1. There is no significant relationship between study habits and academic
performance of college students.
Alternative Hypothesis: A form that states the hypothesis you will accept if the
null hypothesis is rejected, stated in terms of theoretical constructs. In other words, this is
usually what you hope the results will show.
For example:
1. There is a significant relationship between study habits and academic performance
of college students.
Scope and Limitation
This includes the coverage of the study area, the subjects, the
research instrument, the research issues and concerns, the duration of the
study, and the constraints that have direct bearing on the result of the
studies.
A scope addresses how a study will be narrowed, and how it is
bounded. This is the place to explain the things that you are not doing and
why you have chosen not to do them. It usually includes the general
problem to be investigated including the time frame or work.
A limitation identifies potential weaknesses of the study. In doing
this, try to consider the nature of self-report, instruments used, and the
sample or the respondents involved in the study as well as some threats to
internal validity that maybe impossible to avoid or minimize.
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 Making sense of the data gathered involves a procedure called
data analysis. Data analysis begins with a general statement that means
something to the audience. The researchers then support such with
Significance of the Study appropriate figures. The narrative portion of the section should stand on its
own.
Types of Graphs The ff. should be considered:
The researcher must convince the reader that the study has
significant contributions in relation to solving educational problem, 1. Bar graph – uses bars to show  Table number, graph number, and figure
business operation, bringing a knowledge gap, improving social economic, different categories and the number in number
and health conditions, enriching research instrument and methods, and each category.  Title
2. Frequency table – tells the number of  Keep table headings brief and separate
government thrusts. times an observation occurs in the data. from other parts of text with solid line
3. Histogram – displays data counts with  Be selective in what you present in the
Consider the ff. on presenting the significance of the study: data organized into bins. body
4. Venn diagram – displays data using  Avoid redundancy
1. What impact will this have in the future? overlapping circles.  Present information in its most meaningful
2. How will results of the study be implemented, and what innovations will come 5. Pie graph and appropriate form
about?  Captions: a concise explanation of the
3. When the research is finished, what are the questions to which reasonable answers figure/graph
can be expected? Points to remember:  The entire table is enclosed by solid
4. What suggestions for subsequent research arise from the findings? horizontal lines
5. Will results influence programs, methods, and/or interventions?  The presentation and discussion of the results should follow the
6. What will be improved or changed as a result of the proposed research?
This can be difficult part to write because you have to think about
order of the statement of the problem.
implications on how the results of the study may affect scholarly  The discussion should present the principles and relationship
research, theory, practice, educational interventions, curricula, shown by the results.
counselling, and policy.  Measurement errors and standard errors shall be shown on the
graphs when applicable.
Definition of Terms  Researchers should make sure that they have used appropriate
statistical analyses.
There are two ways in defining the key terms, namely, conceptual  Meaningful interpretation must be applied by the researcher.
or operational. In conceptual, the meaning of the term is usually taken
from the dictionary. Operational definition, it is based on the observed
characteristics and how it is used in the study. The terms must be arranged Quantitative Data Analysis
in an alphabetical order. Consider the ff. in defining the important terms:
1. List and define the major terms you will use, particularly where terms The two classes of statistical techniques are descriptive statistics
found in the study such as the variable have different meanings to different and inferential statistics.
people.
2. Emphasis should be placed on operational or behavioural definitions. Descriptive Statistics

Presentation of Data It summarizes data in numerical and graphical summaries. Results

may be presented in terms of percentages, proportions, rations, and rates.

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 A frequency distribution is a representation, either in a graphical 2. The Median
or tabular format that displays the number of observations within a given a. the value of the data that occupies the middle position
interval. b. to find the median: rank the data, determine the depth of the
median (or number of positions from either end)

For example, a research is about to determine the number of Depth of median d

female evacuees in an evacuation center, categorized according to their
ages. 3. The Mode
a. the value of x that occurs most frequently in a set of data
Table A b. a sample may have no mode if no number occurs more than
Grouped Frequency Distribution of 100 Females in an Evacuation Center once

0-5 - 20 4. Midrange
6-11 - 15
a. the number which found exactly midway between a lowest
12-17 - 15
18-23 - 10 data value (L) and a highest data value (H)
24-29 - 5 b. to find midrange, get the average of the low and high value.
30-35 - 3
36-41 - 3 For example, the lower value is 10 and the highest value is 30,
42-47 - 2 10+ 30 40
48-53 - 3 Thus: L = 10 and H = 30 = ¿ = =20
54-59 - 10 2 2
60 and above - 14
Total = 100
Descriptive Statistics
In this grouped frequency distribution, the arrangement of data
makes it easier to detect how many females have been relocated according It takes data from a sample and makes inferences about the larger
to their age groupings. population from which the sample was drawn.

Measures of Central Tendency A hypothesis is a tentative statement that something is true, which
needs to be proven through statistical information. The null hypothesis,
1. The Mean expressed as H0, is the hypothesis subjected to testing. The alternative
a. also known as arithmetic mean hypothesis, written as H1, is also known as the research hypothesis since it
b. computed by adding all the values of the variable x, (The sum represents the idea that the researcher theorizes in his study.
of the x values is symbolized by x or summation of x) and
dividing the sum by the total number of samples, represented H0: There is no significant difference between the math scores obtained by students
enrolled in the science section and those enrolled in the regular section.
by n.
H1: Students enrolled in the science section will have higher math scores than those
The formula is expressed as: enrolled in the regular section.

Decision Rule: (Johnson & Kuby, 2013) 13 | P a g e

a. If the p-value is less than or equal to the level of significance (α≤ .05), the decision
must be to reject H0.
b. If the p-value is greater than the level of significance (α ˃.05), then the decision
must be to fail to reject H0.
 It shows a balance distribution of rating scales where distribution of two
positive scales and two negative scales are evenly distributed. Same
pattern could be done with a five-point scale, where the researcher may
just eliminate the middle or third scale in a row.
The results/answers derived quantitatively will attempt to confirm
the questions/problems sought early on in the study. With the use of
adjectival/rating scales, finding in statistical reports are given appropriate
meanings.
The data will be meaningful to them if they were counted, compared,
Interpreting Quantitative & Qualitative Data
differentiated or summarized. Ensuring that you have basic knowledge of
statistics, it is also important that you have a way with words to describe
The data gathered from the findings should be reduced, meaning, Interpreting Qualitative Data
collected data.
it should be broken into smaller units or categories The appropriate
method for analyzing data will depend on whether you are conducting a Data are non-numerical, meaning they are either in words or
qualitative or quantitative research. According to Johnson and Christensen pictures. The data that were collected from observations, interviews,
(2000), qualitative data are non-numerical data such as words and pictures, documents, pictures, and forms are voluminous. It requires data to be
while quantitative data are numerical data. reduced to certain patterns categories or themes, which are then
interpreted using some schema. To do this, a researcher will have to focus
Interpreting Quantitative Data at the many dimensions, behaviors or phenomena being observed. The
researcher is operating in the exploratory mode of research, because little
The discussions shall focus on the explanations of the collected is known about the phenomenon being studied. The researcher should
numerical data. The approach involves deductive method as it focuses on always “think with the data being gathered," because analysis of
theory testing and hypothesis testing (Johnson & Christensen, 2000). In qualitative data largely depends on the interpretation of the raw data
quantitative survey results, variables are set of categories or codes of data (Matthews & Ross, 2010).
with assigned numerical values relating to one information.
The Likert scale is composed of multiple items that are designed Excerpt from the research of Fr. Domdom (2006), illustrates one
to measure the same idea or construct. Research may use four points to of the many themes developed in the study. One of the themes, "poverty"
eleven rating scale. Indicated below are examples of response categories emerged from the researcher's interpretation of the "live experience of
for rating scales (Johnson, 2000), using 4 point (see Column B and 5-point student assistants". The former student assistants of the Universities "life
rating scale (shown in Column A, C and D). These are just few of the stories were explored. Their life stories were culled out from repeated
commonly used rating categories for adjectival interpretation. interviews. Encoded transcriptions of the interviews from each of the
A. Agreement B. Belief C. Frequency D. Probability seventeen co-researchers were coded for similarities while consequently
5 Strongly Agree 4 Definitely True 5 Very Often 5 A lot more likely resorting to the field notes the researcher jotted down during interviews.
4 Agree 3 Probably True 4 Fairly Often 4 Somewhat more likely This process attended to by the researcher could be laborious but once the
3 Neutral 2 Probably False 3 Seldom 3 No difference
2 Disagree 1 False 2 Hardly Ever 2 Somewhat less likely
links between pieces of information (from interview, documented events,
1 Strongly Disagree 1 Never 1 A lot less likely observation) were established, common theme(s) emerged. The researcher
will now work out with key ideas or themes to identify meanings that
emerge as basis for further interpretation.

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Example of a Discussion of one Common Theme: Poverty
The researchers narrated memories of poverty. (a) Benjie remembered his father selling slippers in
Caloocan in order to have some money for the family. (n) Rem, (g) Anthony and (e) Che narrated
incidents wherein the experience of poverty was real. Their situation might have been brought about by
natural occurrences like the eruption of Mt. Pinatubo as told by (m) Lala or the experience of typhoon
that brought hunger for several days to the family (o) Joan. Poverty was also described in unfortunate
events, the fire that ruined the livelihood for (a) Benjie, the untimely death of a father for (d) Adie or with
parents losing job or having no permanent income to support the needs of the family. Another face of
poverty as a number of co-researchers describe it is the size of the family. Brothers and sisters were
going to college at the same time with limited or no resources at all as what happened with (b) Malou
and (f) Cecille. (c) Ogie and (0) Maricel tried to describe poverty with staying at home having no income
and (h) Arnold with his losing his permanent work. Separation from family at a young age is perceived
as an abnormal situation as described by 0) Henry or the need to do summer job in a beach resort as
experienced by (k) Pando. Poverty was also narrated in the things that they had and had been deprived
of. For (0) Marianne the advent of her mother's sickness was the beginning of the disintegration of her
family. Her father had foregone his job as a seaman to attend to her ailing mother. She had relatives who
accepted her and her siblings but that is the last resort one would like to happen to him or her to be
distributed to the care of relatives. (d) Adie had a strong mother, one can just imagine the agony she
went through, but he missed her motherly warmth at night to comply with the policy of orphanage that
took them. The poverty was real; it has stuck into the consciousness and has affected families.

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MODULE 3
Summary, Conclusions, and Recommendation
Learning Outcomes:
1. Give conclusion based on the findings of
research.
2. Formulate recommendation that is relevant to
the findings.
Drawing Conclusions
In this part of the study, the researcher will describe his/her
insights of the overall strength/weakness of his/her study. Depending on
the type of research conducted, quantitative research uses statistical
criteria to form conclusions. While qualitative measure draws conclusions
from themes and holistic meanings derived context of behavior studied.
According to Russey, et, al (2006) it is the part of the thesis where
you can make comment on the overall significance of major findings of
your study. However, presentation of findings should be limited in the
sense that there is no need to display the entire study. According to Tan
(n.d.) conclusions are the logical outgrowth of the summary of findings as
a result of conceptualizations and generalizations in response to the
problems used in the study.
Example Drawing Conclusions from a Quantitative Study
Consider the sample analysis and interpretation:
In Table 61, the teacher justifies that the lecture-discussion method which she employed is
still interactive because the students get to answer her questions. This is still unacceptable
because the students could have been more actively engaged in their learning if they are the
ones reading the new material and discovering learning by themselves.
Based on the foregoing findings, the following conclusions are put forward:
… It is very conspicuous that the teachers could not yet deviate from the traditional
methodology of doing the lecture-discussion. They are still worried that the students might
not be able to understand the new lesson if they do not lecture. They still have the false belief
that the lecture-discussion engages active learning because the students participate in the
question and answer portion. They have not yet incorporated in their system that allowing
students to discover new knowledge by themselves is a better teaching methodology.
Example Drawing Conclusions from a Qualitative Study
Consider the sample analysis and interpretation:
… The co-researchers’ life stories are one of struggle; specifically portraying the ways how
the out-of-school adolescents, in their extremely inadequate capacities, attempt to uplift the
family from the bondage of poverty…
Based on the foregoing findings, the following conclusions are put forward:
In the light of this scenario it is safe to make a general statement that some Filipino out of-
school youth, even if they are not attending school for one reason or another, have the desire
to help alleviate their family’s economic conditions. In the same manner they have the
aspiration to relieve the yoke off their parents’ shoulders by throwing in a share in the
latter’s obligation.
Contents of the Conclusions
Writing your conclusion is more than simply summarizing the
findings. You need to write what finding means and how it can be applied.
The following are suggested:
1. It should remind the reader of what you have done, what has been
answered and summarized what has been learned and discovered.
2. It is a good practice for the researcher to evaluate her/his study as
a whole and discuss its strengths and weaknesses. This could lead
to a discussion on how future researchers might refine or redesign
the methodology (Matthew & Ross, 2010).
3. If the research has practical application, the researcher might want
to make suggestions for future practice or policy.
4. Personal reflections may not be appropriate for some types of
research, but it can be useful in reflecting on an impact on specific
individual in the research. As cited by Galvan (1999) drawing
conclusions may need assertions made by the researcher and
findings presented.
Conclusions should focus on the answers to major problems raised in the
study more particularly on the results of hypotheses testing (Tan, n.d).
There is no one formula for writing research conclusions. You may
derive a general conclusion for the whole study and draw minor ones, or
you may cite conclusions for every problem answered in the study. No
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 matter what, the end point is that, conclusions provide meaning to the
Formulating
findings
Recommendations
of the study in the context of the research problems.

Considering the summarized findings and conclusions,

recommendations are formulated to improve a particular field specified in
the research report. It is addressed to particular sectors concerned or the
intended beneficiaries of the research study such as the general public and
the government among others, for their adoption and or implementation.
Recommendation should bear an introductory statement or
paragraph that link them back to the findings and conclusion, outlining the
areas needing attention or immediate course of action. Recommendation
should be clear, concise and correct. Recommendations should be stated
like objectives. It should be specifically stated, measurable, achievable or
doable, result oriented, and time-bound or SMART.

One of the greatest challenges in preparing recommendation is

organizing the content as effectively as possible. It should convey the
tangible accomplishments of your thesis/dissertation or research project
bearing some constraints.

The recommendation is also the proper place to address academic reports

that suggest, propose or recommend decisive actions for immediate
solutions.

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Read me 

Read the directions carefully! If you have clarification,

message me through the contact details given.

Topic Selection

1. Propose at least 3 research topics that you intend to work on.

2. Coordinate with your thesis adviser to help you decide on the
topic through a Title Hearing.
3. Refer to the course calendar for the schedule for Title Hearing and
Proposal Hearing.
4. Sample format will be sent through messenger/ email.
5. Further instructions or announcements will be posted on FB or
through text or chat.

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