RESEARCH ETHICAL CONSIDERATION IN

CONDUCTING RESEARCH
 Research is a systematic and objective creation  Honesty
of knowledge (Creswell, 2013).  Objectivity
 Research is a systematic process of collecting,  Integrity
analyzing, and interpreting information in order  Care
to increase our understanding of a  Openness
phenomenon about which we are interested or
 Respect for intellectual property
concerned (Leedy & Ormrod, 2013).
 Confidentiality

WHY DO RESEARCH?
1. Add to existing knowledge.
2. Improve practice
3. Inform policies
4. Solve problems, not emergencies.

CHARACTERISTICS OF RESEARCH
1. Empirical
2. Logical
3. Cyclical
4. Analytical
5. Critical
6. Methodical
7. Replicability
QUALITATIVE RESEARCH
STRENGTHS
 The study requires a few cases or participants
and it is useful for describing complex
phenomena.
 Issues can be examined in detail and in depth
the researcher can study dynamic processes.
 Interview are not restricted to specific
questions and can be guided or redirected by
the researcher in real time.
 It provides individual case information data are
usually collected in naturalistic settings.
 Cross-case comparisons ad analysis can be
conducted and focuses on local problems.
ETHICS IN RESEARCH  It provides understanding and description of
 Ethics generally is considered to deal with peoples experiences and phenomena.
beliefs about what is right or wrong, proper or  It can describe in detail the phenomena as they
improper, good or bad. According to a are situated and embedded in local contexts.
dictionary definition (Webster’s 1968), to be  The researcher usually identifies contextual
ethical is to conform to accepted professional setting factors as they relate to the
practice. phenomenon or interest.
 It can determine how participants interpret
constructs. (e.g., self esteem and IQ).
 Data in words and categories of participants
lend themselves to exploring how and why
particular phenomena occur.
 You can vividly explain a case to the readers as
it done in natural setting.
QUALITATIVE RESEARCH PROBLEM TREE
WEAKNESSES
 The knowledge produced might not be
applicable to other people and settings.
 It is sometimes not as well understood and
accepted as quantitative research within
scientific community.
 The researcher’s presences during data
gathering, which is unavoidable in qualitative
research, can affect the subjects responses.
 Issues of anonymity and confidentiality can
present problems when presenting findings.
 It is difficult to make quantitative predictions
and data analysis is often time consuming and
complex. 1. From the entries in the weaknesses and threats
 It is more difficult to test hypotheses and columns (refer to the table in SWOT Analysis),
theories with large participant pools. zero in on a problem that is great concern in the
 It might have lower credibility with some community that you feel you can address.
administrations and commissioners of Write the problem on the trunk of the tree.
programs. 2. From the weaknesses and threats columns, look
 It is generally takes more time to collect the for inputs that would explain or would qualify
data compared to quantitative research. as root causes on the roots of the tree.
 The results are more easily influenced by the 3. Write down the consequences caused by the
researcher’s personal biases and idiosyncrasies. core problem in the community. Write the
consequences on the leaves of the tree.

WHAT RESEARCH IS NOT

SOLUTION TREE
(Leedy & Ormrod, 2013)
1. Research is not merely gathering information.
2. Research is not merely rummaging around for
hard-to-locate information.
3. Research is not merely transporting facts from
one location to another.

THE PROBLEM AND ITS

BACKGROUND

SWOT ANALYSIS: RECALL

1. What are the good things happening in their
community?
2. What problems are they encountering?
3. What are the good things outside there are
which they wish they had or network with?
4. What are the bad things happening outside
their community that might affect them and are
beyond their control.
Strengths Weaknesses Opportunities Threats
 1. Look at the problem and restate it as a solution
statement. Write the solution on the trunk of
the tree.
2. From the strengths and opportunities columns,
look for the other inputs that would explain or
qualify as activities or desired results of the
identified solution. Write proposed activities on
the root of the tree.
3. Write down the desired results of the
community on the leaves of the tree.
STEPS IN FORMULATING A
RESEARCH PROBLEM
1. Observe the world and get started to look for a
topic to work on. Visit the community and do a
transect walk by selecting a specific area.
2. Develop interview guides, questionnaires, and
checklist.
3. Coordinate with the community officials
(barangay) regarding visit to the identified area
or locality.
4. Walk slowly inside the community and observe.
Look for problems within the assigned transect
and take note of what the problems of the
community are.
5. Gather information or review related literature-
conduct interviews and SWOT Analysis.
6. Recognize the perspectives of the community
through stating a research problem. This can be
achieved by generating the problem tree based
on SWOT inputs.
7. Recognize the perspective of the community
through Designing a Project. This can be
achieved by generating the solution tree.
CHAPTER 1: INTRODUCTION
Background of the Study
Statement of the Problem
Significance of the Study
Scope and Delimitation
TOPIC - Broad subject matter addressed by the study.
RESEARCH PROBLEM – A general educational issue,
concern, or controversy addressed in research that
narrows the topic.
PURPOSE STATEMENT – The major intent or objective
of the study used to address the problem.
RESEARCH QUESTION – Narrows the purpose into
specific questions that the researcher would like
answered or addressed in the study.
SEEKING A PROBLEM
What are the good resources of researchable problems?
1. Theories to be validated, extended, or modified.
2. Other studies, particularly through research
recommendations.
3. National or international trends or situations to
be described or improved.
4. Real-life problems, issues, experiences, or
situations of SHS students.
FRAMING A TITLE
What are the standards in writing the research title?
1. List key variables.
2. Be written in scientific or technical style.
3. Be concise (no more than 12 words) and non
repetitive.
4. Reflect SHS students context
5. Not explicitly provide reference to the research
design.
BACKGROUND OF THE STUDY
-This is the description that leads the reader to
understanding the research questions and appreciate
why they are asked.
In writing this section,
 Introduce and briefly define the variables under
the study.
 Cite the most important study or related
literature.
 Be consistent with terms used.
 Ensure that paragraphs summarize unresolved
issues, conflicting findings, social concerns, or
educational, national, or international issues.
 Write the last paragraph to highlight the
research gap.
NARRATIVE HOOK
It serves the important function of drawing the
reader into a study.
Cause the reader to
 Pay attention
 Elicit emotional or attitudinal responses
 Spark interest
 Encourage the reader to continue reading
 Statistical data
 A provocative question
 A clear need for research
 The intent or purpose of the study

STATEMENT OF THE PROBLEM
 This section contains the purpose statement
and the research question(s).
 Phrase question with the data to be collected in
mind. Answer the questions and rephrase
question, if you intended to answer does not
match the question.
SIGNIFICANCE OF THE STUDY
States the audiences who will benefit from a study
of the problem and explains how exactly will the
result will be significant to them.
In writing this section,
In paragraph form, cite beneficiaries (e.g., students,
professors or teachers, university administrators,
parents) of results study.
For each beneficiary group, specifically describe
how it will benefit from the findings.
SCOPE AND DELIMITATION
This presents the coverage of the research in terms
of location, time, respondents, etc., and the
potential weaknesses or problems with the study by
the researcher.
 What the researcher does NOT intend to
do.
 A researcher must appreciate that the
research must define LIMITATIONS and
inform others about what these limits are.
In writing this section,
 Cite data collection
 Identify school involved, numbers of classes,
their grades/year level number of participants
(or subject, respondents) and topics and lesson
covered (if applicable).
 State inadequate measures of variables, loss or
lack of participants, small samples sizes, errors
in measurement, and other factors typically
related to the data collection and analysis.
CHAPTER 2
REVIEW OF RELATED LITERATURE
 This is a written summary of journal articles,
books, and other documents that describes the
past and current state of information on the
topic of your research study.
 A section in a research paper in which sources
are taken from books, journals, magazines, that
contain facts, laws, theories, and other
documented observations.
 In chronological order from RECENT to PAST
when presented.
 To justify your choice of research
question, theoretical or conceptual
framework, and method;
 To establish the importance of the
topic;
 To provide background information
needed to understand the study;
 To prove researchers familiarity with
significant and/or up-to-date research
relevant to the topic;
 To establish your study as one link in a
chain of research that is developing
knowledge in your field.
Writing the Review of Related Literature
1. Identify key terms
2. Locate literature
3. Critically evaluate and select the literature
4. Organize the literature
5. Write a literature review
- Use the statement of problem as guide to
structure and sequence of topics
- Avoid copy/cut and paste; all literature cited
must form a coherent whole.
- Last part highlight gaps in literature specifically
addressed by your study.
- Use appropriate format for citations and
references.
- In text citation should be congruent to
bibliography entries.
HELPFUL TIPS IN WRITING REVIEW OF RELATED
LITERATURE
 It must document accepted facts, concepts and
processes upon which the research is based.
 Reference information should be correctly
recorded so that proper documentation of
sources can be made and appropriate credit be
given to the author.
 Describe similarities and differences among
research studies as background information for
your current study.
  Include the following as general background
information of your paper.
HOW TO ORGANIZE THE REVIEW OF RELATED
LITERATURE
1. Create categories for your literature review,
grouping together similar studies or those that
tackle similar aspects of your research.
2. Begin with the most recent studies and then
work backward.
3. Whenever possible, include an extensive review
of relevant local research so that you will avoid
unintentional duplication of already conducted
studies.
RESPECTING THE WORK OF OTHERS
APA In-text Citation
- If you use the name of the author(s) in
writing, place the year of publication of the
work in parentheses after the author’s
name.
- If you refer to a work in the text of your
paper, place the authors last name and the
year of publication of the work in
parentheses at the end of the sentence.
APA Referencing Style
 BOOK
Andreasen, N. C. (2001). Brave new brain:
Conquering illness in the era of the genome.
Oxford, England: Oxford University Press.
 JOURNAL
Potente, S., Andersin, C., & Karim, M.
(2011). Environmental sun protection and
supportive policies and practices: an audit
of outdoor recreational settings in NSW
coastal towns. Health Promotion Journal of
Australia. 22, 97-101.
 WEBSITE
Satalkar, B. (2010, July 15). Water aerobics.
Retrieved from https://www.buzzle.com
LOCATING LITERATURE
 BOOKS
At most five years old from the year of
publication with the exception of well-cited
references on educational theories,
principles, methods, etc.
 JOURNAL
At most five years old from the year of
publication and must come from legitimate
source.
 ONLINE SOURCES
Elsevier (journals.elsevier.com);
Wiley (onlinelibrary.wiley.com);
Taylor and Francis (tandfonline.com)
Google Scholar (scholar.google.com)
REVIEW OF RELATED LITERATURE INCLUDES
- PURPOSE
- MAJOR FINDINGS
- RELEVANT INFORMATION
- PROCEDURES
- RECOMMENDATIONS
- GAPS IN EXISTING KNWLEDGE ABOUT
PROBLEMS
RELATED STUDIES
 Refers to local and foreign studies.
 Includes published and unpublished
research studies.
 Arranged in chronological order from
recent to past.
FORMAT OR STYLE OF CITING REFERENCES
 Citing Published Works (single author)
The pyrolysis or pyrolyzer should be designed to
maintain an oxy-gen-deficient atmosphere and that
material of construction should be corrosion-resistant
(Deneau, 1981)
OR
Deneau (1981) recommend that the pyrolysis apparatus
or pyrolyzer should be designed to maintain an oxy-gen-
deficient atmosphere and that material of construction
should be corrosion-resistant
 Citing Published Works (two authors)
Asphalt or bituminous concrete has the important
advantage that traffic may use it immediately after
construction (Oglesby and Gayhicks, 1992).
OR
Oglesby and Gayhicks (1992) note that asphalt or
bituminous concrete has the important advantage that
traffic may use it immediately after construction.
 Citing Published Works (multiple authors)
The most biologically effective alternatives to chemicals
for weed control in cultivated crops that have been
extensively evaluated are plant pathogens, more
specifically, plant-pathogenic fungi (Boyette, et al.)
OR
Boyette, et al. (1991) report that the most biologically
effective alternatives to chemicals for weed control in
cultivated crops that have been extensively evaluated
are plant pathogens, more specifically, plant-pathogenic
fungi