Why Research Is Necessary and Valuable in Our Daily Lives?

1. It's a tool for building knowledge and facilitating learning.

2. It's a means to understand issues and increase public awareness.
3. It helps us succeed in business.
4. It allows us to disprove lies and support truths.
5. It is a means to find, gauge, and seize opportunities.
6. It promotes a love of and confidence in reading, writing, analyzing, and sharing
valuable information.
7. It provides nourishment and exercise for the mind.

Reference: Zarah, L. (2021, February 3). 7 Reasons Why Research Is Important. Ovulcation.
https://owlcation.com/academia/Why-Research-is-Important-Within-and-Beyond-the-
Academe

Research is defined as the scientific investigation of phenomena which includes collection,

presentation, analysis and interpretation of facts that lines an individual‘s speculation with
reality.

Characteristics of Research

1. Empirical.
Research is based on direct experience or observation by the researcher.

2. Logical.
Research is based on valid procedures and principles.

3. Cyclical.
Research is a cyclical process because it starts with a problem and ends with a problem.

4. Analytical.
Research utilizes proven analytical procedures in gathering the data, whetherhistorical,
descriptive, and experimental and case study.

5. Critical.
Research exhibits careful and precise judgment.

6. Methodical.
Research is conducted in a methodical manner without bias using systematic method and
procedures.

7. Replicability.
The research design and procedures are replicated or repeated to enable the researcher to arrive
at valid and conclusive results.

Source: Calmorin and Calmorin, Research Methods and Thesis Writing

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Codes and Policies for Research Ethics
The following is a rough and general summary of some ethical principles that various codes
address:

Honesty
Strive for honesty in all scientific communications. Honestly report data, results, methods and
procedures, and publication status. Do not fabricate, falsify, or misrepresent data. Do not
deceive colleagues, research sponsors, or the public.

Objectivity
Strive to avoid bias in experimental design, data analysis, data interpretation, peer review,
personnel decisions, grant writing, expert testimony, and other aspects of research where
objectivity is expected or required. Avoid or minimize bias or self-deception. Disclose personal
or financial interests that may affect research.

Integrity
Keep your promises and agreements; act with sincerity; strive for consistency of thought and
action.

Carefulness
Avoid careless errors and negligence; carefully and critically examine your own work and th
e work ofyour peers. Keep good records of research activities, such as data collection, research
design, and correspondence with agencies or journals.

Openness
Share data, results, ideas, tools, resources. Be open to criticism and new ideas.

Respect for Intellectual Property

Honor patents, copyrights, and other forms of intellectual property. Do not use unpublished
data, methods, or results without permission. Give proper acknowledgement or credit for all
contributions to research. Never plagiarize.

Confidentiality
Protect confidential communications, such as papers or grants submitted for publication,
personnel records, trade or military secrets, and patient records.

Responsible Publication
Publish in order to advance research and scholarship, not to advance just your own career.
Avoid wasteful and duplicative publication.

Responsible Mentoring
Help to educate, mentor, and advise students. Promote their welfare and allow them to make
their own decisions.
Respect for colleagues
Respect your colleagues and treat them fairly.

Social Responsibility
Strive to promote social good and prevent or mitigate social harms through research, public
education, and advocacy.

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Non-Discrimination
Avoid discrimination against colleagues or students on the basis of sex, race, ethnicity, or
other factors not related to scientific competence and integrity.

Competence
Maintain and improve your own professional competence and expertise through lifelong
education and learning; take steps to promote competence in science as a whole.

Legality
Know and obey relevant laws and institutional and governmental policies.

Animal Care
Show proper respect and care for animals when using them in research. Do not conduct
unnecessary or poorly designed animal experiments.

Human Subjects Protection

When conducting research on human subjects, minimize harms and risks and maximize
benefits; respect human dignity, privacy, and autonomy; take special precautions with
vulnerable populations; and strive to distribute the benefits and burdens of research fairly.

Ethics in Research
Ethics generally is considered to deal with beliefs about what is right or wrong, proper or improper, good or bad.
According to a dictionary definition (Webster ‘s 1968), to be ethical is to conform to accepted professional
practice.

Ethical considerations in conducting research.

1. Objectivity and integrity
2. Respect of the research subjects ‘right to privacy and dignity and protection of subjects from
personal harm
3. Presentation of research findings
4. Misuse of research role
5. Acknowledgement of research collaboration and assistance
6. Distortions of findings by sponsor

Unethical practices in conducting research

1. Deceiving a respondent about the true purpose of a study
2. Asking a respondent questions that cause him or her extreme embarrassment;
guilt emotional turmoil by remaining him or her of an unpleasant experience
3. Invading the privacy of a respondent4. Studying the respondents or research subjects
without their knowledge

Source: Biglete, ―Ethical Considerations in Conducting Research‖

Reference: Bolasco, B. LESSON 2. the Characteristics, Processes, And Ethics of Research

(Students Copy). Scribd. https://www.scribd.com/document/419215438/LESSON-2-the-
Characteristics-Processes-And-Ethics-of-Research-Students-Copy

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Now, study the following table cited by cristobal & Cristobal (2017) from the Social Science
Research Extension Institute (SSREI), University of the Philippine (UP)- Baguio (2009)

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GOALS OF QUALITATIVE RESEARCH

1. Description
2. Interpretation
3. Exploaration

WAYS TO COLLECT DATA IN QUALITATIVE RESEARCH

1. FOCUS GROUPS
2. ONE ON ONE INTERVIEW
3. CASE STUDIES

Qualitative Research And It’s Importance In Daily Life

Characteristics of Qualitative Research

Qualitative research can be easily characterized by carefully observing how some research
elements such as: research design, data collection procedure, and data analysis have been put
into considerations. As cited from Spalding University Library (2020), these three key elements
will guide the researcher to properly conduct a qualitative research study. To further understand
this kind of research, its characteristics are presented as follows:

1. Qualitative research is naturalistic.

A study to be conducted by the researcher should be based on real-life situations. Likewise, the
researcher should also unfold the study in a natural manner, that is, the findings are derived
from the analysis of authentic data gathered from the participants. Such a concept makes
qualitative research known for its non-controlling characteristic.

2. Qualitative research is purposeful.

In conducting a qualitative type of study, the researcher should select the participants in a
purposive manner, that is, they will be selected because they either have easy access to the
information needed or simply have the knowledge to provide a great deal of information needed
to the study. Hence, these participants are called “information rich” in the context of research.
This type of participant selection will validate the concept that qualitative study focuses on rich
insights regarding the phenomenon rather than on mere numerical data simply obtained from
surveys and questionnaires.

3. Qualitative research is detailed.

A thick description of gathered data from the participants make this type of study a detailed
one. It is important that the researcher should capture the direct quotations of the responses of
the participant/s from the conducted interview or observation.

4. Qualitative research requires engagement and neutrality. Direct contact with the people,
situation, and phenomenon under investigation should be established by the researcher.
Immersing oneself would enable the researcher to acquire personal experiences and insights
which are essential to better understand the phenomenon. Further, the researcher should also
be neutral in the responses and observations he/she may get while engaging with the
participant/s. The researcher should likewise show openness, sensitivity, and respect.

5. Qualitative research follows an inductive procedure. As the researcher immerses

himself/herself in the phenomenon under investigation, specific details and data will be

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gathered from the target participant/s. These data then can be used to discover emerging
patterns and themes. Following an inductive procedure, the researcher will start from exploring
the phenomenon and will end to confirming findings of the works.

6. Qualitative research is viewed in a holistic perspective. A study in a qualitative type

cannot be simply done in a linear and cause and effect relationship approach. Rather, it requires
the researcher to view the whole phenomenon under investigation in a complex system, that is,
different variables can either cause or effect the phenomenon.

Strengths and Weakness of Qualitative Research

It is known that a qualitative type of research focuses more on explaining why subjects under
investigation think and behave in certain ways. With such purpose, it can be observed that there
are corresponding strengths and weaknesses a qualitative research may have once it is
employed by the researcher. As cited from University of Denmark Library (2020), this type of
research has its strengths and weaknesses presented as follows:

Strengths:

1. Qualitative research complements quantitative data. Interview and observation are the
common instruments used in the conduct of a qualitative study. Such instruments can provide
qualitative data that can be utilized as a support for any quantitative data appearing in a study,
hence, a more reliable result will be ensured.

2. Qualitative research provides more detailed information to explain complex issues.

Since this type of research study requires the researcher to immerse himself/herself in the
phenomenon under investigation, direct experiences can be acquired. Similarly, considering
“information rich” participant/s, as well as utilizing interview and observation as qualitative
research instruments, may enable the researcher to gather more accurate data needed in
explaining a complex phenomenon.

3. Qualitative research is cost efficient. Small number of participants is usually considered

in qualitative research. Hence, less resources will be needed to accomplish the study. Likewise,
interview schedule and observation checklist as qualitative research tools demand the
researcher to spend less resources unlike questionnaires as a primary tool utilized in
quantitative research.

Weaknesses:

1. Qualitative research cannot generalize the findings to the study population. The use of
a small number of participants in qualitative research may result in limited responses. Thus,
findings of the study might not be possibly generalized to a larger population. Replication of
the study is often suggested.

2. Qualitative research is more difficult to analyze. Unlike quantitative research which deals
with numeric data and can be interpreted through statistical formula, qualitative research
presents non-numeric data which are all based on the subjective responses of the participants.
If data are not critically analyzed and carefully interpreted, results may become biased and even
less credible.

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3. Qualitative research is time consuming. Though qualitative research utilizes a small
number of participants, this, however, demands the researcher to spend more time in dealing
and engaging with them. Similarly, the analysis and interpretation phase of the study also
requires the researcher to take more time in observing the emerging patterns and themes
derived from participants’ provided data.

Kinds of Qualitative Research

In conducting a qualitative type of research on different fields such as business, education,

medicine, etc., there are six (6) widely used qualitative research kinds namely: (1)
phenomenological; (2) ethnographic; (3) grounded theory; (4) case study; (5) historical; and
(6) narrative.

1. Phenomenological. This kind of qualitative research focuses on subjective lived experiences

of the participants in order to understand phenomenon. Here, the researcher is concerned with
the feelings of the participants regarding a particular event or activity, hence, the uniqueness
of their lived situations can be described. Interview is the common instrument used for its data
collection with the suggested sample size ranging from 5 to 25.

Examples:
o A researcher aims to determine the challenges and coping mechanisms of senior
high school working students in the second district of Manila
o A researcher aims to explain the lived experiences of the COVID-19 survivors in
the province of Laguna

2. Ethnographic. It is a kind of qualitative research which concentrates on the study of a group

of people in a particular environment. To characterize behaviors, cultures, challenges, and
possible occurring themes, the researcher is required to engage himself/herself with the
participants through immersion in an extended period of time. Observation, along with the use
of interview and survey, is an essential instrument for this type of study.
Examples:
o A researcher seeks to determine the cultural practices and healthcare beliefs of the ethnic
group living in Laguna province.
o A researcher seeks to characterize the survival strategies of families in an urban poor
community.

3. Grounded Theory. This kind of qualitative research intends to explain a phenomenon

through developing a theory. In comparison with phenomenological study that primarily
describes lived experiences, grounded theory aims to provide explanation and theory behind
those lived experiences. Interview and supporting documents are the commonly used data
collection instrument for its participants approximately ranging from 20 to 30 or until data
achieve saturation.
Examples:
o A researcher attempts to conceptualize the breast cancer survivorship process among young
adults in Langkiwa
o A researcher attempts to generate a theory of defense mechanisms of students who experience
school bullying.

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4. Case Study. It is a qualitative research kind which allows the researcher to have an intensive
analysis of the phenomenon. The aim of this study is to accurately describe the case through
an in-depth examination of a single person or single institution. With this, thorough interview,
observation, and documentation are all utilized as multiple data collection instruments.
Examples:
o A researcher aims to explain the causes of the reading difficulty of a grade 5 struggling reader.
o A researcher aims to describe the language challenges of hearing-impaired students in a
SPED class.

5. Historical. This qualitative research kind is concerned with the identification, evaluation,
and synthesis of past event data. Further, it aims to understand present patterns and to anticipate
future choices through clearly relating the past event data which are obtained from sources such
as documents, relics and artifacts, and oral reports.
Examples:
o A researcher attempts to explore the nature and context of the political leadership of Biñan
governors.
o A researcher seeks to explore the development in the courtship letter writing style among
young adults in Langkiwa.

6. Narrative. Life accounts of individuals based on their personal experiences are typically
obtained and analyzed in the conduct of this kind of qualitative research. The primary objective
of the study is to extract meaningful context based on the documented experiences. Unlike
phenomenological research which focuses on describing and explaining a phenomenon through
the lived experiences of the participants, narrative research focuses merely on the nature of the
story told by the participants. Hence, phenomenological research may use narrative, but
narrative research does not necessarily need phenomenological. Discourse analysis is one of
the commonly and widely employed approaches of narrative research.
Examples:
o A researcher seeks to characterize the struggles faced by student-athletes.
o A researcher seeks to describe the daily teaching experiences of millennial
teachers in the Schools Division of Biñan

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I. What is Research Title?

1. The most important element that defines the research problem

2. It is usually read first and the most read part of the research
3. It contains the least words enough to describe the contents and the purpose of your
research paper.
4. It can be revised any and many times as the research develops and reach its final
phase. It becomes final on its final defense before the panel of judges.

❖ Elements of a Research Title

The research title does not need to be entertaining but informative.

A part of a research title has the following information:

1. The subject matter or topic to be investigated. (“What?”)

2. The place or locale where the research is to be conducted. (“where?”)
3. The populations like the respondents’ interviewees. (“Who?”)
4. The time period of the study during which the data are to be collected. (“When?”)
Example:

Subject matter: The teaching of English

Place or locale: in the high schools of Province A
Time Period: during the school year 1989-1990
Population: as perceived by teachers and students

Subject matter: The effects of the use of cell phones on the academic performance
Population to senior high school students
Place or locale: at Department of Education
Time Period: during the first semester, school year 2018-2019

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II. Rules in choosing a Research Topic

1. Interest in the subject matter. Interest in a subject drive you to research, investigate, or
inquire about it with full motivation, enthusiasm, and energy.
2. Availability of information. Information will serve as evidence to support your claims
about your subject matter from varied forms of literature like books, journals, and
newspapers, among others, is a part and parcel of any research work.
What to include in the investigation of the available materials?
a) Update and authority of the materials
b) Copyright dates of the materials? Are they new or old?
c) Expert or qualification of the writers of reading materials about your topic.

3. Timeliness and relevance of the topic.

How relevant is the topic?

a) It yields results that are useful in society

b) Related to the present. (Except for pure or historical research)

4. Limitations on the subject. Connect your choice with course requirements. You need
to decide on one topic to finish your course.
5. Personal resources. Do an assessment on your research abilities in terms pf your
financial standing, health condition, mental capacity, needed facilities, and time
schedule to enable you to complete your research. You have to raise an amount of
money needed to spend on questionnaire printing and interview trips.

III. Research Topics to be avoided

1. Controversial Topics.
It depends more on writer’s opinion leading to biases. Facts cannot support this topic.

2. Highly Technical subjects.

Not advisable for beginners as these topics require an advanced study, technical knowledge
and skills.

3. Hard-to-investigate subjects.
Happens if there are no available reading materials about it and if such materials are not up-
to-date.

4. Too broad subjects.

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It prevents you from to focus on the subject matter of the paper. Narrow down or limit the
subject to eliminate the problem.

5. Too narrow subjects.

Subjects that are so limited where an extensive searching is necessary.

6. Vague Subjects.
Titles beginning with indefinite adjectives such as several, many, some, etc., as in “Some
Remarkable Traits of a Filipino” or “Several People’s Comments on the RH Law,” are vague
enough to decrease the readers’ interests and curiosity.

III. Sources of Research Topics

1. Mass media communication – press (newspapers, ads, TV, radio, films, etc.)
2. Books, Internet, peer-reviewed journals, government publications
3. Professional periodicals like College English Language Teaching Forum, English
Forum, The Economist, Academia, Business Circle, Law review, etc.
4. General periodicals such as Readers’ Digest, Women’s Magazine, Panorama
Magazine, Time Magazine, World Mission Magazine, etc.
5. Previous reading assignments in your other subjects
6. Work experience – clues to a researchable topic from full-time or part-time jobs, OJT
(on-the-job training) experience, fieldwork, etc.

I. An Overview of the Research Problem and Research Question

Chapter I of the research paper is called The Problem and its Background

(Sometimes also called The Introduction)

❖ It is composed of the following sections:

1) Background of the Study
2) Statement of the Problem
3) Scope and Delimitation, and
4) Significance of the Study.
Others have sections such as Objectives of the Study, Hypotheses and conceptual frame work
but these will not be considered in this lesson.

What is a research Problem?

❖ The Research Problem (According to Calderon & Gonzales, 1993)

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A problem is “any significant, perplexing, and challenging situation, real or artificial, the
solution of which requires reflexive thinking”. In research, It is known as the research topic
or research title.

An illustration showing the description between a research topic, research problem, purpose
statement and research question.

A. Background of the Study

❖ Purpose of background of the study

a. The general definition of the topic/problem area

b. Historical basis for the existence of the problem
c. Efforts made towards addressing similar challenges
d. How the efforts failed to be realized hence the need for your study

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 ❖ Contents of the background of the study:

a. Presentation of the problem. Describe the existence of an unsatisfactory condition or a

problem that needs a solution.
b. Historical background of the problem of the problem – Give the historical background
of the problem, if applicable.
c. Geographical conditions of the study locale – If applicable, describe the geographical
location of the study.
d. Rationale of the study – Give the reason(s) why the study should be conducted.
Example:

In 2004, the researcher migrated to the Philippines to accompany her spouse who was at the
time studying at the Adventist Institute for International Advanced Studies (AIIAS) in Silang,
Cavite. They discovered the study opportunities and were motivated by the quality of
education and low school fess being offered. They visited several colleges and universities to
collect pamphlets and sent them back to Vanuatu for educational awareness. The Ni-
Vanuatas became aware and decided to send students to study in the Philippines. The first
two schools to receive Vanuatu students were AMA Computer College in Dasmariñas, Cavite
and Air Link Aviation College in Parañaque City. The researcher came to know Cavite State
University (CvSU) in 2009 and transferred from AMA. (Ngwele, March 2011)

B. Statement of the Problem

(Purpose Statement and Research Questions)

A series of questions used in researching the topic.

It is composed of

1. The general statement of the problem (the purpose statement) and

2. The specific sub-problems or sub-questions (or research questions)

Guidelines in the writing of the general problem:

1. The general problem should clearly state the main task/s of the researcher
2. The general problem should present the major variable/s related to the phenomenon to
be investigated.
3. The general problem should identify the participants of the study.
4. The general problem should state the research setting as well as the time period of the
study.

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 5. The general problem may indicate the intended output of the study such as an
intervention program, module, policies, etc.

Guidelines in the writing of the specific problem:

1. Specific problems are stated as questions.

2. These formulated questions should all be anchored on the general problem.
3. The specific question should begin with words such as “what” and “how” if the
research is qualitative and if quantitative, it should answerable by why.

C. Scope and Delimitation of the Study

Difference between delimitation and limitation:

DELIMITATION - Aim to narrow the scope of the study; these are choices made and
boundaries set by the researcher which should be mentioned. It is placed in Chapter 1 or
sometimes in the methodology section.

LIMITATIONS - Aim to identify the potential weaknesses of the study; these are influences,
shortcomings or conditions that the researcher cannot control. It is written and mentioned into
the final section of the study, usually in the results and discussion.

Scope of the study

o The extent to which the research area will be explored.

o Explains the parameters within which the study will be operating.
Delimitation of the study

o The boundaries of the study

o Aims to narrow the scope of the study

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 States the coverage of the study. It must answer the following parameters as much as
possible:

D. Significance of the Study

The significance of the study discusses the purpose that the research will serve to society,
the country, the government, the institution or agency concerned, the curriculum planners
and developers, and the research community.

It pinpoints the benefits certain groups of people will gain from the findings of the study.
It must start from the most to the least benefitted ones.

❖ Describe the contribution of the study to the existing body of knowledge.

It could be the following:

a. A form of new knowledge in the field,

b. A validation of the major findings of other studies,
c. A verification of the validity of findings in a different population,
d. Analysis of trends over time, and validation of other findings using different
methodologies.

E. Definition of terms
It lists down and defines the key terms as used in the study in alphabetical order. An
operational definition refers to a specific definition of concept in a research study.

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II. Presenting Written Statement of the Problem.

The following sections compose the presentation of the written statement of the problem.

1. Introduction
States briefly the background of the study and identifies the rationale of the research
problem.

It begins with a general statement of the problem, outlines the specific problem or
issue within the existing literature.

2. Statement of the Problem

States clearly the purposes or interest of the study, poses specific questions about
research problem.

3. Scope and Delimitation

Sets the boundaries and parameters of the study, narrows the scope of the inquiry.

4. Significance of the study.

Shows the benefits of the study to address issues and problems in improving
economic and health conditions or even finding solutions to problems encountered in
daily life.

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