Methods of Research

UNIVERSITY OF MINDANAO
College of Business Administration Education

Financial Management Program
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: RES1B - Methods of Research
Name of Teacher: Prof. Romeo G. Pajigal, MBA, CMITAP
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL
TABLE OF CONTENTS
Cover Page 1
Table of Contents 2
Part 1. Quality Assurance Policies and Course Outline Policies
Course Outline: Res1B- Methods of Research 4
Course Outline Policies 5
Part 2. Instruction Delivery

Course Coordinator’s (CC) Voice 10
Course Outcome 11
Metalanguage 12
Module 1: Research Introduction - Chapter 1 (Week 1- 3 weeks or /10-13 days)
Unit Learning Outcome (ULO) 1 14
Essential Knowledge
What is Research 16
What Research Isn’t? 18
The Importance and Use of Research 20
Types of Research Design 22
Six Categories on the Type of Research Design 23
Writing a Research Paper 25
Selecting the Title of the Research 30
CHAPTER 1: Writing the Introduction/Background of the Study 31
Theoretical and Conceptual Framework of the Study 35
Dependent Variables and Independent Variables 36
Moderating Variable 37
Example of Theoretical Framework 38
Statement of the Problem 40
The Hypothesis of the Study 43
Example of Hypothesis 44
Review of Related Literature 45
Types of Literature Review 46
How to Start with your RRL 46
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Significance of the Study Bolton Street,

48 Davao City
Example of Significance of the Study Telefax: (082)227-5456
49 Local 131
Definition of Terms 50
Example of Definition of Terms 51
Self-Help 52
Let’s Check (Exercises: Multiple Choice) 53
Let’s Analyze (Exercises: Part I) 54
In a Nutshell 55
Question and Answer List 56
Keywords Index 57
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Telefax: (082)227-5456 Local 131
Part 1. Quality Assurance Policies and Course Outline

Policies
Course Outline: Res1B- Methods of Research
• COURSE COORDINATOR: Prof. Romeo G. Pajigal, MBA, CMITAP
• EMAIL: romeo_pajigal@umindanao.edu.ph
• STUDENT CONSULTATION: By appointment (request through email)
• MOBILE: +639156014385
• PHONE: (082) 227-5456 LOC. 131
• EFFECTIVITY DATE: June 2020
• MODE OF DELIVERY: Online Blended Delivery
• TIME FRAME: 54 HOURS
• STUDENT WORKLOAD: Self-Directed Expected Learning
• PRE-REQUISITES: GE 14
• CREDIT: 3
• ATTENDANCE REQUIREMENTS:
For online session - 95% at the minimum
For 1-day in-campus/onsite (review and synthesis) – 100%
For 1-day in-campus/onsite (final examination) – 100%
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Course Outline Policies
Areas of Concern Details

Contact and Non-Contact This 3-unit course is designed for blended learning mode of
Hours instructional delivery with a self-instructional manual located in the
next succeeding slides. An online session/class will be conducted
using our own Blackboard LMS Facility, hence a 2-days on-
campus/onsite class meeting will be facilitated by the course
coordinator/facilitator during the first day session (review and
synthesis) and last day (final examination). The expected duration of
the entire class would be 54 hours.
Assessment Task Schedule for the submission of final requirement will be 3 days
Submission before the scheduled final examination through email. The final
requirement as indicated in the syllabus is a “research paper’, either
a case study analysis or reaction paper. Depending on the title or
type of research, this will be further discussed during the first day of
class session. Definitely, this would assess the total performance of
the student towards the entire course learning activity. The
requirement/assessment of this research paper should follow the
usual standard of this university (with cover page, style, font size,
format, bond paper size etc.). This assessment task is performance-
based. The said document should be emailed to the course
coordinator/facilitator.
The students shall constantly be reminded of this final requirement to
avoid getting a grade of 7.2 (lack of requirement).
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Turnitin Submission (if The last section/part of the research paper contains the
necessary) references or sources of data/information utilized by the
and students in getting his/her idea or concepts. The content of
Source of References (Harvard your research paper should be backed-up by experts or
Style Referencing) authors. This source of references should either be taken in
books, journals, magazines, or retrieved from the internet.
You may use the Harvard Referencing Style (please refer to
the "Self-Help" Section page for the format, or you may visit
https://www.citethisforme.com/harvard-referencing. Please
avoid plagiarism, as this would much be revealed and verified
using the necessary applications online such as "Turnitin."
Students who will be caught in the act of dishonesty shall be
dealt with accordingly.
Penalties for Late Submission of Deduction of scores or percentages will be implemented for
Assignments/Assessments late submission of assignments and the needed final
requirement. Reason/s should be valid enough for it to be
accepted by the course coordinator/adviser; otherwise, no
grade/score will be given. The student's excuse or reason for
the late submission should be manifested in a letter, with
attached proof or evidence such as medical certificate,
parent's letter, etc. subject for approval and investigation by
the course coordinator/adviser.
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Course Outline Policies Telefax: (082)227-5456 Local 131

Return of Assessment tasks will be returned to you two (2) weeks after the
Assignments/ submission and returned by email or via the Blackboard portal.
Assessments For group assessment tasks, the professor will require some or a few
students for online or virtual sessions to ask clarificatory questions to
validate the originality of the assessment task submitted and to ensure
that all the group members are involved.
Assignment You should request in writing addressed to the professor his/her intention
Resubmission to resubmit an assessment task. The resubmission is premised on the
student’s failure to comply with the similarity index and other reasonable
grounds such as academic literacy standards or other reasonable
circumstances, e.g., illness, accident financial constraints.
Re-marking of You should request in writing addressed to the professor your intention to
Assessment Papers appeal or contest the score given to an assessment task. The letter
and Appeal should explicitly explain the reasons/points to contest the grade. The
program coordinator shall communicate with the students on the
approval and disapproval of the request.
If the professor disapproves, you can elevate your case to the program
head or the dean with the original letter of request. The final decision will
be from the dean of the college.
Re-marking of You should request in writing addressed to the professor your intention to
Assessment Papers appeal or contest the score given to an assessment task. The letter
and Appeal should explicitly explain the reasons/points to contest the grade. The
program coordinator shall communicate with the students on the
approval and disapproval of the request.
If the professor disapproves, you can elevate your case to the program
head or the dean with the original letter of request. The final decision will
be from the dean of the college.
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Grading System All culled from blackboard sessions and traditional

contact.
Course discussions/exercises – 30%
1st formative assessment – 10%
2nd formative assessment –10 %
3rd formative assessment –10%
All culled from on-campus/onsite sessions (TBA)
Final exam – 40%
Submission of the final grades shall follow the usual
University system and procedures.
Student- Teacher Students and teachers should use their umindanao email
Communication accounts when enrolling/using our BlackBoard portal. This is a
primary requirement for you to have access. The use of our
blackboard LMS should be prioritized/utilize. Other means of
communication are acceptable and must be agreed upon by
both the teacher and students, for instance, the use of group
chat, online, face-to-face communication, etc. This should be
clearly discussed, approved, and manifested during the first-
day meeting/orientation.
Students with Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her respective
needs. As to the nature of the need, the course coordinator,
with the program coordinator's approval, may offer
alternative assessment tasks or extension of the deadline for
submission of assessment tasks. However, alternative
assessment tasks should still help achieve the desired
course learning outcomes.
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Contact Details of the Dean Vicente Salvador E. Montaño, DBA

Email: vicente_montano@umindanao.edu.ph
Phone No. +639094177626 (Calls only)
Contact Details of the Assistant Jestita F. Gurrea, DBM

Dean Email: jgurrea@umindanao.edu.ph
Phone No. +639461390333 (Calls only)
Contact details of Program Head Rowena C. Cinco

Email: BSBAFinMan@umindanao.edu.ph
Phone No.: +63945422329 (Calls only)
Instructional Help Desk Contact Reil Romero

Details Email: reil_romero@umindanao.edu.ph
Phone No.: +639501169053 (Calls only)
Library Contact Details Brigida E. Bacani, Head, LIC

Email: library@umindanao.edu.ph
Phone Nos.: tel. no. 082-300-5456/cp +639513766681
Well-being Welfare Support Help Rhoda Neileen P. Luayon

Desk Contact Details Email: gstcmain@umindanao.edu.ph
Mobile No.: +639212122846/+639190011887
Course Information – see/download course syllabus in the BlackBoard LMS.
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Part 2. Instruction Delivery Telefax: (082)227-5456 Local 131
Course Coordinator’s (CC) Voice
Greetings!
This three (3) unit course deals with introducing methods of research and thesis
development in Financial Management. It aims to train the student to choose a relevant
problem, reviewing the literature, postulating a conceptual framework, planning methodology
and data analysis, and the output is a mature research proposal.
In this course, the students will be able to produce a research proposal
(manuscript). In doing so, the student will start writing a research title proposal based on
the college's agenda. The class adviser will check the said proposal and return it to the
student for further enhancement. Submission of Chapter 1 (Introduction) and Chapter 2
(Research Design or Method) will follow. The student must also submit a research
instrument in the form of a survey questionnaire or interview guide questions. Finally, the
students will undergo a scheduled oral final defense through “online” with at least two
panels as an audience, who will administer and facilitate the event. After which a
recommendation from the board of panelists will be provided to enhance the proposed study
with the assigned research adviser's assistance.
I encourage every one of you to learn by “heart” all of the topics discussed herein
and apply it to construct and formulate your research paper or manuscript.
Thank you and more power.
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Telefax: (082)227-5456 Local 131

Course Outcome
As a CBAE student, you are challenged and expected to gain more knowledge and
insights on the formulation of a research study or manuscript of your own.
Specifically, at the end of this course, the students will be able to:
Produce a research proposal, and
To conceptualize a research instrument that is required for a research proposal.
Let’s get started!
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Telefax: (082)227-5456 Local 131
E. Metalanguage
Below are essential terms simply and operationally defined. You may refer to this
section if you will encounter them and find difficulty in understanding its basic concept and
meaning:
Correlation means a mutual relationship or connection between two or more things. It is a

statistical measure of how these things move, causes, or influences about or between each
other.
Demographics are statistical characteristics of data related to the human population or groups
such as age, gender, income, race, and education.
Descriptive research is a research method that describes, observes, and measures without
manipulating variables. It can identify trends, correlations, and characteristics accurately and
systematically describing a population, situation, or phenomena.
Encyclopedic means relating to, or suggestive of an encyclopedia. It is comprehending a wide

variety of information.
Experimental research is a research design concerned with constructing research that is high
in causality (internal validity) due to its ability to link cause and effect through treatment
manipulation of independent variables.
Exploratory research is a research used to investigate a problem that is not clearly defined,
thus not providing a conclusive result.
Historical research is a qualitative technique used to study past events' meaning to interpret
the facts and explain the cause of events and their effect on the current circumstances.
Indicators are clues, signs, or markers that measure one aspect of a program and show how
close a program is to its desires path and outcomes. They are realistic and measurable criteria
for project progress.
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Telefax: (082)227-5456 Local 131
E. Metalanguage
Inferences are ideas or conclusions or educated guess drawn from evidence and reasoning.
Mixed Methods Research Design is a procedure for collecting, analyzing, and "mixing"
quantitative and qualitative research and methods in a single study.
Qualitative research is a research method that focuses on obtaining data through open-ended
conversational communication. It generates and works with non-numerical data such as text,
video, or audio.
Quantitative research is a research method or process of collecting and analyzing numerical

data used to find patterns and averages, making predictions, causal test relationships, and
generalized results.
Research Design is a framework or set of methods and procedures used and created to find
answers to research questions.
Research Instruments are measurement tools designed to obtain data from research subjects
such as questionnaires or scales.
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Big Picture in Focus
Module 1. Research Introduction (Chapter 1)

(Duration: Week 1- 3 or 10 to 13 days)
Unit Learning Outcomes (ULO) 1: At the end of this unit/course, students will
be able:
To rationalize the origin, concept, importance, and uses of research and its application
among the intended audience such as researchers, analysts, investors, students, etc.
To assess the different types of research design used by researchers and practitioners
from various fields/industries.
To discuss the techniques used in writing research paper or manuscript based on the
intentions and purpose of the concerned researcher/s.
To evaluate the students research paper for being exposed to plagiarism and/or other
means of copying or duplicating others' works, intentionally or unintentionally, without
prior permission.
To analyze the interpretation of findings, conclusions, and recommendations confidently

based on the outputs/results from their writings/manuscript/research study.
To explain the rules, policies, and procedures in writing student’s research

papers/manuscripts based on the standard set by this university.
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F-1. Essential Knowledge (Concepts, Theories, Lessons,
Computations)
RESEARCH MANUAL
(Explained with examples)
“Research is creating new knowledge.”

- Neil Armstrong
"If we knew what we are doing, it wouldn't be called

research."
- Albert Einstein
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What is Research?
The word "research," according to an etymologist, comes from the Old French word
“cerchier or chercier," meaning "to search" with "re" expressing intensive force "re-search," it
means to search hard, that is searching it again and again.
"Chercher," the modern French word for "chercier," means to explore or get. Re-chercher
adds the concept of re-or 'again' to indicate looking-again, usually based on evidence or
experience pointing to the object of the search being in a particular place, hence to “search
hard." French-speaking individuals will "rechercher" a criminal on the run, "rechercher" the more
probable destinations of a friend who is out shopping, and so forth 1.
Research has been defined in many different ways though some have similarities in it.
While there is no concrete and all-encompassing meaning embraced and acceptable to all, let's
explain it in its context and usage:
Noun: A systematic investigation to establish facts and reach a new conclusion, a search
for knowledge.
Verb: Attempt to find out in a systematically and scientific manner; inquire into,
investigate systematically.
In its simple word, "research" is what we do when we want to find something out. It is a
process of solving problems and finding facts in an organized and systematic way. It is
frequent as it is, meaning there is a particular set of procedures and steps that you will follow.
There are certain things in the research proper, which should be done earlier to get the most
accurate results. Stephenson and Slesinger (1930) have defined study in the Encyclopedia of
1 Gordon McGregor (2012): What is Research
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Social Sciences as “the manipulation of things, concepts or symbols for generalization,

correct
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or verify knowledge, whether that knowledge aids in the construction of theory or the practice of
an art."
Research is done by applying anything that is known to us by building or expanding
knowledge on it. This additional knowledge can be taken or discovered by proving existing
theories, with the goal or aims of trying to better explain such an observation following suitable
methodologies set by specific professional fields and academic disciplines. This is a definition of
research drawn from the 2012 Higher Education Research Data Collection (HERDC), with its
specifications for the 2011 data collection. Therefore, research can be defined as creating new
knowledge and using existing knowledge in a new and creative way to generate new concepts,
methodologies, and understandings. This might include synthesis and analysis of previous
research to the extent that it leads to unique and creative outcomes.
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What research Isn’t? Telefax: (082)227-5456 Local 131
(Source: What is research by Jonathan O’Donnell, 18 September 2012)
Would you believe sometimes you can see things more clearly by describing what it isn't
(or the opposite)? Below are some facts on what research is all about.
1. Research isn’t teaching.
As stated in the study by two Northwestern University Faculty published, skilled
researchers and effective teachers are neither substitutes nor complement each other. They
have no relationship at all (Tate, 2017). Of course, you can research teaching, just like anything
else. However, teaching itself is generally regarded as the synthesis and transfer of existing
knowledge. Typically, the experience has to live before you can explain it. Most of the time, you
aren't creating new knowledge as you teach. Some lecturers may find that their students create
strange new "knowledge" in their assignments but making stuff up doesn't count as research.
2. Research isn't a scholarship.
As I said at the start, a literature search is an essential aspect of the research process,
but it isn't research. Scholarship (the process of being a scholar) generally describes surveying
existing knowledge. You might be looking for new results that you hadn't read before, or you
might be synthesizing the information for your teaching practice. Either way, you aren't creating
new knowledge; you are reviewing what already exists.
3. Research isn’t encyclopedic.
Encyclopedias, by and large, seek to present a synthesis of existing knowledge.
Collecting and publishing existing knowledge isn’t research, as it doesn’t create new knowledge,
experience, or awareness.
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4. Research isn’t just data-gathering. Bolton Street, Davao City
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Data-gathering is a vital part of the research, but it doesn't lead to new knowledge
without further analysis. Just collecting the data doesn't count, unless you do something else
with it.
5. Research isn’t just about methodology.
Just because you are using mice, or interviewing people, or using a High-Performance
Liquid Chromatograph (HPLC) doesn't mean you are doing research. You might be if you are
using a new data set or using the method in a new way or testing a new hypothesis. However, if
you are using the same manner, on the same data, and exploring the same question, you will
almost certainly get the same results. And that is repetition, not research.
6. Research isn't repetition, except in some exceptional
circumstances.
If you are doing the same thing that someone else has already done, then generally that
does not research unless you are explicitly trying to prove or disprove their work. What's the
difference? Repeating an experiment from 1400 isn't research. You know what the result will be
before your start – it has already been verified many times before. Repeating an experiment
reported last year is probably research because the first result can't be relied upon until verified
or confirmed.
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The Importance and Use of Research
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"The more important reason is that the research itself provides a critical long-run perspective on the
issues that we face on a day-to-day basis. "-Ben Bernanke
When people utilize more research skills and sources, they can gain more facts and
knowledge as they can contextualize their findings. However, such research should be of high
quality that enables us to serve its purpose to inform action, prove the theory, and contribute to
developing its knowledge within the broader scope of research.
In an article presented by a qualitative researcher (Zarah, 2020) states the seven(7)
reasons why research is necessary:
1. A tool for building knowledge and for facilitating learning. Research is required
among students and academics and all professionals and non- professionals who value the
knowledge the world can give and the skills to survive and improve their lives. Thus, research is
an essential component in generating knowledge and vice-versa, the author stressed-out.
2. A means to understand the various issues and increase public awareness. The
role and necessary effort made in doing researches have raised social consciousness and
helping in helping others. Like for instance, Oprah Winfrey wouldn't have achieved success as a
news anchor/television show host had she not did her research about specific topics. "Oprah
spends a disproportionate amount of her time gathering information from communities of people
outside of her core (different age groups, social classes, ethnicities, education levels, careers,
etc.), and then she shares that information within her community" (Brunson, 2017).
3. Aid to business success. Different industries and successful businesses have invested
in research and development (R & D) to keep them updated, improve their services, and not be
left behind by their competitors. It is critical as far as product and technological innovation are
concerned.
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4. A way to prove lies and to support truths. Many people researchBolton Street, Davao
without theirCity
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knowledge to prove or disprove something, revealing the truths or lies involving their personal
affairs, making the relationship either work or break-up. According to Pew Research, that social
media, especially Facebook, serve as the source of news for over 60 percent of adult
Americans (Chang, Lefferman, Pedersen & Martz, 2016).
5. A means to find, gauge, and seize opportunities. Shortly, you will be searching and
looking for a job opportunity or wanted to transfer to another company for greener pastures;
then, you need to do research. Potential investors may research by examining the company's
profile. Opportunities in doing investigations can broaden and raise social awareness. It
contributed much to a person's ability to make life-changing decisions as it encourages self-
growth productively.
6. A seed to love reading, writing, analyzing, and sharing valuable information.
Research induces and persuades researchers and readers as it develops their skills in reading
and writing. They might appreciate and get involved in the study. Apart from these, their
listening and speaking develop as they interviewed and interacts with different people. Thus,
research then hones the necessary skills and learning towards a life-long endeavor.
7. Nourishment and exercise for the mind. Research helps the students develop their
critical thinking and reasoning skills/abilities, which are very helpful in higher education.
The process allows them to think creatively and reasons logically, thus contribute to brain
health, thereby preventing mental illness like Alzheimer's. Research findings have supported
such disposition by the research conducted by Margaret Gatz (2005).
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Types of Research Design
A framework of research methods and techniques chosen and used among researchers
is called research design. Whatever the chosen design should be suitable for the study/subject
matter or the research problem. For it to have an impact on success, it should provide insights
that are accurate and unbiased. It should possess a characteristic of neutrality, reliability,
validity, and generalization.
The research study design can be broadly classified into two types of perspective
reasoning, most often used in conducting research. These are the terms qualitative, which
focuses on the quality of something (subjective), and quantitative, which focuses on the quantity
(objective). Using these two methods to conduct research allows the researchers to investigate
the subject of his study best and best organize the findings or outputs.
Example: In analyzing market research data, forecasting is the most commonly used
techniques/methods, using qualitative and quantitative approaches to forecasting:
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Source:https://www.channelplay.in/india/resources/insights/analyzing-market-
We can further break down the types of research design

into six categories:
1. Historical research design is a type of observational study, use and synthesizing data
from many different sources. Its purpose is to collect and verify evidence from the past to
establish facts that defend or refute your hypothesis. However, it has a limitation, as such
sources must be both authentic and valid. This requires a longitudinal study/survey, in which
repeated observations of the same sample enable researchers to track changes over time and
explain why.
2. A descriptive research design is a scientific/theory-based design method, created by
gathering, analyzing, and presenting the collected data. It describes the situation/case/behavior
of a subject under research study, without influencing it. It helps provide answers and insights
into who, what, when, where, and how associated with a particular research problem. It cannot
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conclusively ascertain answers to the “why” of research. It helps the readers better understand
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the need for research. In cases where the problem isn’t precise possible exploratory analysis
can be conducted.
3. Experimental research design establishes a causal structure or the “cause and effect”
of a situation or case. One observes the impact caused by the independent variable on the
dependent variable. It contributes to solving a problem at hand. They are often used both in
social sciences and social psychology to observe and analyze two groups' human behavior.
4. Correlational research design is a non-experimental research design technique to help
researchers establish a relationship between two closely connected variables. This research
design requires two different groups, and as such, no assumptions were made while evaluating
the relationship between the two other variables. A correlation coefficient would be applied to
determine (by calculations) the relationship between the two variables, whose value ranges
between -1 (indicates negative relationship) and +1 (indicates a positive relationship).
5. Diagnostic research design. In this design, the researcher looks and evaluate the
underlying cause of a specific topic/phenomenon. This design helps the researcher in
learning/discovering the factors that created the troublesome situations. It has three parts of the
research, the inception, and diagnosis of the issue and solution for the problem.
6. Explanatory research design uses a researcher’s ideas and thoughts to a research
subject to explore their theories further. Here, the researchers would explain the unexplored
aspects and details about what, how, and why.
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Writing a Research Paper
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A research paper is an expanded essay that presents your interpretation or evaluation or
argument. This guide is designed to help you navigate the research voyage by developing a
research question and thesis, researching, writing the paper, and correctly documenting your
sources.
In a study conducted by Stephenson and Slesinger (1930), they defined research in the
Encyclopedia of Social Sciences as “The manipulation of things, concepts or symbols to
generalize to extend, correct or verify knowledge, whether that knowledge aids in the
construction of theory or the practice of an art.
What are the variables in the research?
A variable is defined as anything that has a quantity or quality that varies. The
dependent variable is the variable a researcher is interested in. An independent variable is
a variable believed to affect the dependent variable.
Six Common Variable Types
1. DEPENDENT VARIABLES.
The dependent variable, (known as the "responding variable"), is the variable that
is being measured or tested in an experiment. For example, in a study looking at how
tutoring impacts test scores, the dependent variable would be the participants' test
scores since that is measured.
An example of a dependent variable is depression symptoms, which depend on
the independent variable (a type of therapy). Another example is "online banking
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satisfaction," which depends on the performance expectancy (reliability,Bolton Street, Davao

security) andCity
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effort expectancy (accessibility, convenience), which are considered independent
variables.
2. INDEPENDENT VARIABLES.
An independent variable is defined as the variable that is changed or controlled in
a scientific experiment. It represents the cause or reason for an outcome. Independent
variables are the variables that the experimenter changes to test their dependent
variable. Two common examples of independent variables are age and time. They’re
independent of everything else.
You can tell if two random variables are independent by looking at their
probabilities. If those probabilities don't change when the events meet, then
those variables are independent. Another way of saying this is that if the two variables
are correlated, they are not separate.
Note: You can use this typical form to determine the study's independent and dependent
variables. If the study title is in the way, "The effects of X on Y in Z." X is the independent
variable and Y is the dependent variable - the outcome, and Z is the type of subjects
represented.
3. INTERVENING or MEDIATING or INTERMEDIARY VARIABLES.
An intervening variable (also known as mediating variables) is a
hypothetical variable used to explain causal links between other variables. Intervening
variables cannot be observed in an experiment (that's why they are hypothetical).
Intervening variables, also known as mediating variables or intermediary variables,
explains the relationship between the two other variables. Usually, the independent or
predictor variable (the variable the researcher controls), and the dependent or the
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outcome variable (the variable observed) based on changes in theBolton Street, Davao City
independent
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variables.
Intervening variable. A variable used in the process of explaining an observed
relationship between independent and dependent variables. Such that X → T → Y—
where T is the intervening variable used to describe the X → Y relationship.
For example, suppose X is age, and Y is reading ability. In that case, the causal
relationship between X and Y might be explained by the intervening variable T, say
education, which teaches the X→ Y link. Hence X is an indirect cause of Y through the
intervening variable T: T predicts Y but is simultaneously predicted by X.
4. MODERATING or MODERATOR VARIABLES.
Moderating variables or Moderator variables can either be qualitative or
quantitative. When we say qualitative, we refer to non-numerical values like race, socio-
economic class or sex, gender. Quantitative, on the other hand, are numerical values
like weight, reward level or age, amount of social support) variables that affect the
direction and strength of the relationship between an independent or predictor variable
and a dependent or criterion variable.
In research, to infer that a variable is a moderating variable, there must be a
significant statistical interaction between the predictor and the moderator. For example,
sex is a qualitative variable that moderates the strength of an effect between stress and
health status.
A moderator variable affects the relationship between a predictor variable
(X) and an outcome variable (Y). Moderator variables commonly jeopardize the
strength of the relationship between X and Y. For example, social support is
thought to function as a moderator of the relationship between stress and
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adverse health outcomes.
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5. CONTROL VARIABLES.
A controlled variable is one which the researcher holds constant (controls) during
an experiment. If a control variable changes during a test, it may invalidate the correlation
between the dependent and independent variables. When possible, control
variables should be identified, measured, and recorded.
In experimental and observational design and data analysis, the term control
variable refers to variables that are not of primary interest (i.e., neither the exposure nor
the outcome of interest) and constitute an extraneous or third factor whose influence is to
be controlled or eliminated.
Example: If the temperature is held constant during an experiment, it is controlled.
Other examples of controlled variables could be an amount of light, using the same type
of glassware, constant humidity, or duration of an experiment.
6. EXTRANEOUS VARIABLES
Extraneous variables are any variables that you are not intentionally studying in
your experiment or test. When you run an investigation or analysis, you're looking to see
if one variable (the independent variable) affects another variable (the
dependent variable). These undesirable variables or “the other possible causes” are
called extraneous variables.
For many researchers, one of the hallmarks of scientific discovery is the
establishment of causal relationships. This is identifying consistent and robust
associations between one or more independent variables (IVs), or the cause of an
observed outcome, and a target-dependent variable (DV), or the effect or regarded
product itself. The ability to describe, explain, predict, and control such results is a core
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goal of any social science research paradigm. Bolton Street, Davao City
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One of the most challenging tasks in establishing causal relationships is isolating
the expected IV–DV relationship from extraneous (or unexpected) links that are not core
to one's research program. An example of such a scenario might be a researcher looking
to understand how violent television content (IV) might cause a person.
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Selecting the Title of the Research Telefax: (082)227-5456 Local 131
One better way of choosing the research title is to solve an existing business or industry
problem. Another is that the researcher wanted to clarify or settle the pertinent current issue in
place. These are the two good reasons for conducting research. However, both of these must
be able to contribute to the existing body of knowledge.
However, a student researcher might be confused as to the topic they should choose.
Sekaran (1992) suggested that for Management Accounting students they should concentrate
on examining the practices on the budget control system, methods in inventory costing,
depreciation, predicting the behavior of earnings, or taxation methods. In finance, they can
investigate financial institutions' operations, practices in mergers and acquisitions, buyouts,
mortgage, and time series analysis of the PSE. In human resource management, some topics
to consider are predicting employee attitudes and behavior, the effect of business policies,
business ethics and social responsibilities, leadership, and business strategies.
Finally, marketing researchers can investigate consumer behaviors, advertising,
marketing information systems, packaging, pricing mechanisms, after-sales service, and
product development. In writing your study's title, the dependent or independent variables, the
subject, or the place should be stated. This is in the case of a correlation or descriptive study.
“BUSINESS GROWTH BEHAVIOR AND PRODUCT INNOVATION AMONG FOOD

PROCESSORS IN DAVAO CITY”
The title above shows the independent variable, which is "BUSINESS GROWTH
BEHAVIOR," and the dependent variable "PRODUCT INNOVATION" the subject "FOOD
PROCESSORS" is also stated, including the place "DAVAO CITY."
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Chapter 1
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The Problem and its Setting
Topic 1. Writing the Introduction
The purpose of the introduction is to set the mood and the reader's enthusiasm for the
research paper. The introduction also tries to immerse the reader in the present and future
conditions of the research topic. Besides, this section will inform the reader of the current
situation regarding global, national, and local scenarios. Lastly, the introduction also tells the
urgency of conducting the research. Below is an example of an introduction.
The research title below is “BUSINESS GROWTH BEHAVIOR AND PRODUCT
INNOVATION AMONG SELECTED FOOD PROCESSORS IN DAVAO CITY.” The first
paragraph that the researcher talks about innovation is an important "building block" of
competitive advantage. It emphasizes that design relates to the profitability of the business. It
further tells that innovation affects the growth of the company. In writing the first paragraph, it is
essential to establish the effect or relationship between the variables under research
immediately.
CHAPTER 1
INTRODUCTION
Background of the Study
In many ways, innovation is the most critical building block of competitive advantage. It, directly
and indirectly, affects all the building blocks of competitive advantage. It can result in improved
productivity and increase efficiency in production, resulting in lower average cost. For instance, a
company that pursues a monopolistic competition strategy can benefit a lot from innovation. Successful
innovation will lead to lower unit costs manifested through a lower labor cost, lower cost of raw
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materials, or lower energy cost. As a long-term result, successful innovation yields Bolton Street, Davao City
the business's
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growth through higher sales and market share.
A large body of evidence shows that SMEs, especially young firms, contribute significantly and
increasingly to the innovation system by introducing new products and adapting existing products to
customers' needs (McClelland, 1987). The current trend points strongly towards a sustained growth for
SME's supported by…
The second paragraph discusses that small and medium enterprises can be engaged in
innovation and contribute to the region's economy. It can be noticed that the researcher has
mentioned the SME, which is the main subject of the research. The researcher has presented a
finding of one study that proves that SME engages in innovation.
Given the shift in competitive advantage towards more knowledge-based economic activity,
many scholars have predicted SMEs' demise. But in fact, the share of economic activity
accounted for by SMEs has risen in most countries. While some SMEs, like their larger
counterparts, have fallen victim to globalization, others have still deployed strategies to maintain
or even enhance their competitiveness in a gallizing economy.
In the paragraph above, the researcher has mentioned the global condition that SME
faces compared to a large enterprise. The researcher has now tried to establish the global
scenario of the chosen variables. Concerning other studies, the researcher has developed the
condition that existed.
New technology, new products, new markets, and new management concepts are continually
emerging to change competitive industrial advantage (Delors, 1994). Similarly, the world bank
(1999) says enterprises in developing countries, including the Philippines, face far more
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competitive environments in this fast-moving technological world. Thus, thereBolton

is aStreet,
need Davao
forCity
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firms to be innovative. To further encourage SMEs' innovations in the Philippines, the
government extended support by creating the National SME Development Plan. The
government also created a program for SMEs to have easy access to financing or credit through
the government financial institutions (GFIs), which collaborated to design a uniform lending
program tailored fit to meet the funding.
In the fourth paragraph, the researcher discusses the condition of SME's face in the
Philippines. Observing that the discussions have narrowed to the national scene from the
global scenario, the researcher supported the idea that SME's activity, notable innovation, is
essential in its economic development. In the discussion, the researcher mentioned one of the
major problems that confront the SMEs.
The Department of Trade and Industry (DTI) had made use of interactive ways to make
small and medium entrepreneurs (SMEs) get on with their businesses and progressive policies
promoting entrepreneurship and product innovations. As far as the SME market development is
concerned, DTI has conducted trade fairs and exhibits, market matching, property fair forum,
and an active Mindanao Portal. These are innovative strategies that the national government is
extending to promote the local industry in Davao City.
The fifth paragraph tells the Department of Trade and Industry's role in promoting SMEs'
interest in Davao City. It can be noticed that the flow of discussion is now narrower to the local
scenario. The researcher did not waiver in the issue of the study. The paragraph has
presented the idea that for local SMEs to survive, it must engage in innovation.
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The result of this research points out the opportunities and routes available for the food
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processing industry to build its organizational competence through business growth behavior
and product innovations. The curriculum can be enhanced by examining the possible business
growth behavior and product innovation among Davao City food processors. The University of
Mindanao can develop a curriculum that will teach students how to apply a strategy that small
businesses can perform to become a more competitive and profitable business.
This study would help future entrepreneurs quickly develop their matching skills to
identify business growth behaviors and provide innovative products.
The last paragraph concludes that there are several opportunities for the food processors
in Davao, mainly SMEs, to build their competitive advantage through business growth behavior
and product innovations. The researcher also mentioned the benefit of the research in
developing the curriculum for students in business courses. Furthermore, the urgency of
conducting the research study was then established.
In writing the introduction, there are several points to remember. First, the discussion
should not deviate from the variables or topic of the research. A researcher might be
overwhelmed in the information that can be included in the introduction. If the researcher
confronted this scenario, the researcher should prioritize the latest study. Second, the
researcher should also remember that the opening is not the review of related literature.
Therefore, it should be limited to no more than three (3) pages. Lastly, the flow of the
discussion should be from global, national, and local scenarios.
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Theoretical and Conceptual Framework of the Study
The theoretical framework of the study is called the conceptual framework of the
research in loose terms. The conceptual framework of the study is created after the review of
related literature. The conceptual framework demonstrates the relationship of the variables that
the research tries to investigate or establish. The researcher may include their own belief and
inferences on the variables' association in the conceptual framework. The purpose of the
conceptual framework is for the researcher to test and validate the relationship among
variables. The conceptual framework also serves as a guide for the researchers to postulate
the hypothesis and test the different theories established from the review of related literature. It
also serves as a guide or map for the entire research. The theoretical framework consists of
variables. These are the foundation of the study.
In the theoretical framework discussion, the researchers should establish the relationship
between the dependent and independent variables through theories. If there are
moderating variables, they should also discuss how the moderating variables can negotiate or
reduce the relationship between the dependent and independent variables. Researchers
should explain why and how the ties exist even, the likely expected result of such a relationship.
The variables are the ones that the researchers wanted to investigate. The variables can
be a person or an object.
Example: Length of Service. The length of service of a person can serve as a variable in a
study investigating loyalty in an organization. The value can range from 0 to 30 years.
Example: Satisfaction. Customer satisfaction levels can be varying from a very high level to a
superficial level of satisfaction.
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Dependent Variables Bolton Street, Davao City
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The dependent variable is the researcher's primary concern since the purpose is to
establish what variable or variables can likely affect the dependent variable. If the researcher
can determine the significant variable that affects the dependent variable, recommendations
can be proposed to influence the dependent variable's desired outcome.
Independent Variables
This is the variable that affects the dependent variables. Any changes in the
independent variable can impact the dependent variable. The independent variable can affect
the dependent variable positively or negatively.
Example: The researcher wanted to establish customer satisfaction ( dependent variable), and
based on the review of related literature, quality (independent variable) of the product. The
conceptual framework is shown below:
Independent Variable Dependent Variable
Quality Customer Satisfaction
The figure above shows the relationship between quality and customer satisfaction.
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Moderating Variable Bolton Street, Davao City
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This variable modifies the relationship between the dependent and independent
variables.
Example: The conceptual framework below shows the relationship between the training and
productivity of workers. However, the effectiveness and productivity of the workforce can
depend on the educational level of workers. No amount of preparation can compensate or
replace the academic group of workers.
Training Productivity
Educational
Attainment
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Example of Theoretical Framework
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Theoretical Framework
The study is based on Stamler's (2002) study, which shows that customer segments can
create other components. The study further said that the media could help make these
segments within the market. Similarly, the study of Schewe (2000) also verifies that among the
age segmentation, the individual can move from one component to another. He called this the
"cohort effects." He inferred three primary phases in individuals' life development from 18 to
85+ years old. The study further implies that an individual tries to mingle with people of the
same age and "shared experiences of the same age."
On the other hand, in defining the different segments' behavior based on the age group,
the study is based on Murray's (1938) work on psychogenic needs.
Murray, a psychologist, identifies inanimate objects; acquisition, conservancy, order,
retention, and construction. This further supported with the result of the study of Goldsmith and
Hofacker (1991) that consumers are willing to innovate. As consumer gains maturity, they tend
to change personality. It is further believed that individuals' different ages differ in motivation
(Guilford, 1959).
It can be seen in figure 1, the conceptual framework of the study, that the consumer
behavior of the three age groups significantly differs from each other. The dependent variable,
the identified segmentation of the life development stage, fell under the provisional adulthood,
with ages 50 to 85+ years old. These were believed to have a different level of consumer
motivation in purchasing cars. The consumer motivations are identified as acquisition,
conservancy, order, retention, and construction.
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Bolton Street,
It can be noticed that in writing the theoretical framework above, the dependent Davao City
variable
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(consumer motivation) and the independent variable (three age group) were identified and
labeled. It can be further observed that the relationship between the independent variables
(age group) with dependent variables (consumer motivation) has been clearly established. The
theoretical framework also shows that the higher the age level, the higher could be the
consumer motivation.
Statement of the Problem
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Bolton Street,
The purpose of conducting business research is to come up with information Davao City
to assist
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managers in decision making. The researcher's objective is to gather accurate data that must
be able to project the real situation. The researcher must also be able to identify the purpose of
the decision-makers. This will enable the researcher to establish the critical information that
should be gathered.
The researcher should be able to familiarize themselves with the problem. There is a
need for them to conduct a situational analysis. This enables the researcher to understand the
question of the organization further. The situational analysis can lead the researcher to identify
the cause of the issues and the possible solutions. It can also assist the researcher better
perspective on the extent and magnitude of the problem.
Identifying the respondent of the study is another critical point in the study. This will
enable the researchers to construct the appropriate research instruments and plan for the study
methods. Therefore, the researcher needs to analyze if the study respondents can provide the
proper information for the researcher, which can be used to make the manager's decision-
making. After the study's respondents were identified, the researcher needs to identify the
dependent and independent variables and the research questions that must be answered. The
relationship must also be established between variables. In the case of business researchers,
there is a need to develop the process of solving the problem using the scientific framework.
The research questions are essential to establish the respondents' profile, especially
when the demographic characteristic is also included in the investigation. These can pertain to
the respondents' age, occupation, income, civil status, or educational background.
Example of Research Problem:
Statement of the Problem
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Bolton
The study aims to determine the significant relationship between product Street, Davao
quality andCity
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customer satisfaction in the fast-food business in Davao City. The research intends to answer
the following problems:
1. What is the profile of the respondents in terms of:
Sex
Age
Civil Status
Educational Background
Income Level
2. What is the level of product quality in terms of:
Food safety
Taste
Healthiness
3. Is there a significant difference in product quality when respondents were grouped according to
the educational background?
4. What is the level of customer satisfaction in terms of:
Service
Ambiance
5. Is there a significant difference in customer satisfaction when respondents were grouped
according to their educational level?
On the other hand, the researcher can immediately proceed to the research questions to
seek an answer. Below are some examples of business issues and the method in which the
variables can be measured through the research questions.
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The researcher wanted to find out about brand awareness of the laptop Bolton Street, Davao
product. This City
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problem can be stated as:
What is the level of brand awareness of laptops among the respondents?
However, if the researchers wanted to be particular with the brand that they intend to
study, they can state it as:
What is the level of brand awareness of laptops among students when grouped
according to their course?
In this way, the researcher can objectively measure the students' response as low to a
high level of awareness. It can also be measured in terms of very strong to a weak level of
knowledge.
The Hypothesis of the Study
The hypothesis of the study is the "unproven statement of research" (Sekaran, 1999). It
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is also defined as an "educated guess of the study" (Hair, Bush & Ortinau,Bolton Street, Davao
2004). The City
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hypothesis tends to prove or disprove the previously established theory when applied in similar
or different circumstances. In the case of quantitative research, the idea also tries to test the
established relationships between variables. Through the gathering of data, the researcher can
prove the hypothesis. Therefore, the researcher can neither reject nor do not reject the idea. If
the hypothesis is rejected, it is the researcher's task to find the cause for the hypothesis's
rejection.
The hypothesis can neither try to find a significant relationship among the variables or
determine the significant difference when the responses were grouped. For example, the
researcher would like to find out the relationship between training and productivity. It can be
stated as:
Ho1: There is no significant relationship between exercise and productivity.
If they try to establish the difference in workers' level of productivity when they were
grouped according to their educational background, it can be stated as:
Ho2: There are no significant differences in the respondents' level of productivity when
grouped according to their educational background.
The two hypotheses cited above are called the “null hypothesis." This means that the
researcher is maintaining the status quo.
Example of Hypothesis
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The Hypothesis of the Study
The researcher has come up with the following hypothesis:
H01: There were no significant differences in the level of work efficiency when the respondents were
grouped according to their educational level.
H02: There are no significant relationships between the level of product quality and customer satisfaction.
Review of Related Literature
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Review of Related Literature (RRL) is a detailed and comprehensiveTelefax:

overview of all Local
(082)227-5456 the 131
knowledge available on a specific topic to date (Sachdev, 2018) by previous researches. This
eventually translates into literature reviews, as it provides context, relevance, and support the
background of the research topic you are exploring. The RRL is the meat of research, the
foundation of the research manuscript, and a barometer of the extent of materials collected,
read, analyzed, or referenced (Amorado, 2013). Hence, the literature review should enumerate,
describe, and objectively evaluate since it also provides a foundation of knowledge towards a
specific topic. More importantly, it should identify previous scholarly research areas to prevent
duplication, thereby giving other researchers credit. Upon reading your research study, the
readers should clearly understand how your research study could somehow relate to the
existing body of research as it deliberately manifests and contributed new insights. This
ensures that you are not repeating what scholarly researchers have already done.
RRL aims to provide a foundation of knowledge of your topic, as it helps develop your
theoretical framework and methodology. It also provides an overview perspective of critical
findings on the topic. This synthesis often combines varied and diverse ideas, forces, or factors
into coherent or consistent literature on a topic (Pan, 2004). This helps you familiarize yourself
with the current condition and state of knowledge of your chosen topic as it identifies gaps in
the "unresolved" problems.
Types of Literature Review
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Bolton Street,
Literature reviews can be categorized as an Experimental literature review, which refers Davao
to City
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surveying all the needed/available information towards a particular topic. It analyzes the gaps
that need to be worked upon. Theoretical literature review, on the other hand, involves
surveying and critically reading the existing literature. It summarizes and penning down the gist
of a researcher's review in an organized manner.
How to start with your RRL?
A literature review should start with a thorough literature search using the “main
keywords” in relevant online databases such as Google Scholar, PubMed, etc. Begin your
research study, report, thesis, or article with an “Introduction” of your chosen topic. Please
note that the purpose of RRL is to introduce the readers to the need for conducting research.
It’s not merely recounting all the available information as it signifies a critical and analytical
summary of the selected literature that guides through the research’s central theme. Once all
the needed/relevant literature has been gathered, it should be organized as follows:
1. Introduce the readers to your research study by providing background literature (broad
research topic). The first paragraph should start with the opening statement stating
the parts of the RRL. The indicators of the independent and dependent variables
should be properly introduced with sources/citations.
2. Provide insights on the recent progress on the research topic and arranged/organized
your discussion chronologically, describing how research in the field has evolved. You
may highlight the progress based on its field. All the references taken should be within
the last five (5) years of publication when Resonation RRL is used. If Inventory RRL is
being used, the old references are acceptable as long as one of the references is
within the last five (5) years of publication.
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3. Include a comparison and contrast of different studies, discussing theBolton Street, Davao City
controversial
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aspects, identifying gaps, and highlighting the research's significance under question.
4. Discuss your "problem statement," its strengths and pitfalls from previous or related
studies.
5. Paraphrased the authors' statements or declaration. Use quotation marks if you
copied word-for-word (verbatim).
6. a Minimum number of pages, at least six (6) pages.
7. Discuss the variables and its indicators in the order of (as recommended, source: ppt
of CAE-UM):
a) Dependent variable and its indicators (at least two pages).
b) Independent/Moderating/Mediating variable and its indicators (at least two pages).
c) Correlation between measures (at least 1 page only).
d) Synthesis/General summary of the RRL citing the study's contribution to the body
of knowledge (1 page).
8. Every paragraph must contain in-text/paraphrasing citations (use Harvard Business
Style) between or at the end of the paragraph or paraphrased idea.
Significance of the Study
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Bolton Street,
In the significance of the study, the researcher determines who will benefit fromDavao
the City
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research and how. This section designated the researchers with much responsibility to identify
the opportunities and risks involved with the research findings. In the study's significance, the
researcher should be able to state that the result of the research can enable the manager's
assistance in the course of action they intend to take.
The researcher should also be able to assist the research beneficiaries with the ability to
recognize the root of the problem. The research should also be able to support the managers
on which course of action to take, to help managers accomplish their objectives. This would
enable the managers to formulate different managerial strategies in trying to solve the
problems.
The study should also significantly improve the performance of the organization or
suggest improved systems and procedures. For instance, the organization might find that a
better hiring procedure can be adopted to lessen the process's cost.
In determining the study's significance, there could be several benefits that the research
stakeholders can benefit from. These could be in terms of knowledge of the organization. The
organization can benefit from thorough knowledge on building relationships between
department, employees, management and labor, organization, and customers.
Example of Significance of the Study
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Significance of the Study
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The study will determine the impact of corporate and business strategies on human
resource policies as a critical part of their corporate process in Davao City Water District.
Administrators of the local industry. This study will provide information on how the local
water district can benefit from how human resource strategy can affect organizational
development. It can also offer policies to improve human resource strategies to strengthen
these service companies' organizational development.
Water District Board of Trustees. Furthermore, the study can understand policymakers'
part in improving the water service industry in Davao City by providing them with scientific
inputs and guidelines on the right policy.
Future Researchers. Lastly, other researchers' results can be used as a secondary
source of data in their respective future related research on human resource strategies and
organizational development.
Definition of Terms
The definition of terms is the section in chapter one that tries to define how the terms
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BoltonThe
were used in the research. This is also called the operational definition of terms. Street,words
Davao City
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that should be clarified are those terms that are found in the conceptual framework. These are
defined based on how they are used in the research. Therefore, they should be taken literally
from the dictionary or books.
For instance, the research study is on brand loyalty. Brand loyalty is defined as
consumers' consistent preference and or purchase of the same brand in a specific product or
service category. This definition is derived from the book of Schiffman entitled Consumer
behavior. However, suppose the researchers are studying the brand loyalty of the CASIO
calculator over other market brands. The operationalized definition can be the level of consistent
preference and purchase of the student on the CASIO brand over any other calculator brand in
the market.
In operationalizing the definitions, it should be indicated that it can be measured. The
researcher can look into the level of perception, acceptance, and behavior. It can be observed,
however, that when brand loyalty was defined, several characteristics were manifested. These
are the products that consumers consistently prefer to purchase. This is identified as an
attitudinal measure of outcome and behavioral measure, which is the brand's repeat purchase.
Finally, In the definition of terms, it should be arranged in alphabetical order.
Example of Definition of Terms
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Definition of Terms
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Cultural similarity. This is defined as the similarity of values and capabilities between a
local electronic firm and its partner firm in terms of the congruency in organizational matters and
social norms, the compatibility in technological capability, regulatory procedures, and
philosophies and approaches to business dealings.
Receptivity. This is defined as the behaviors and the resources of a local electronic firm
available to utilize new knowledge.
Relationship attributes. This describes the characteristics of a dyadic relationship
between partner firms that are categorized as relationship attributes.
Trust. It is defined as the credibility and the benevolence that a local electronic firm
evaluates its foreign partner’s fulfilling obligations in the relationship.
Self-Help
Below are the different available resources to help you further understand the lesson/topic:
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Telefax: (082)227-5456 Local 131
Bowerman, B. (2019). Business Statistics and Analytics in Practice. McGraw-Hill

Education. BC 519.5 B67b 2019
Canavor, N. (2019). Business writing today: a practical guide. SAGE. BC 808.06665 C16b
2019
Cooper, D. (2019). Business research: a guide to planning, conducting, and reporting your
study. SAGE BC 650.072 C78b 2019
Jaggia, S. (2019). Business Statistics: Communicating with numbers. McGraw-Hill

Education. BC 519.5 J18b 2019
Morgenson, F. (2020). Job and work analysis: methods, research, and applications for
human resource management. SAGE BC 658.306 M82j 2020
Schindler, P. (2019). Business Research Methods. McGraw-Hill Education. BC 658.0072

Sch3b 2019
Xian, H. (2018). Business Research Methods for Chinese Students: A practical guide to
your research project. SAGE. BC 650.072 X4b 2018
Let’s Check (Exercises: Multiple Choice)
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Note: Please take the quiz directly using our BB- LMS. Instruction will be given later. Thank
you.
Let’s Analyze (activities/exercises)
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Note: Please take the “Let’s Analyze Activity” directly using our BB- LMS. Instruction will be
given later. Thank you.
In a Nutshell
What is the title of your research proposal? Please explain why you choose this topic.
Keep your nutshell to no more than six sentences.

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Nutshell, as it is, should be clear and concise. Thank you.

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Question and Answer List
Kindly list down all your questions on some issues or topics of

your concern that needs to be answered.
Question: Answer:
1.
2.
3.
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Keywords Index
What comes-out in your mind if you see this word or phrase:
Qualitative demographic
research
Theoretical profile
framework
hypothesis Quantitative
research
Research Conceptual
problem framework
inferences innovation
scholarly encyclopedic
variables indicators
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(continuation)
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TABLE OF CONTENTS
Table of Contents 58
Module 2: Research Designs/Methods- Chapter 2 (week 4- 5 or 10 days)

Unit Learning Outcomes (ULO) 2 60
Essential Knowledge
Writing the Method 61
Research Design 61
Respondent Subject 62
Situational Constraints 63
Instruments 65
Data Gathering Procedure 67
Statistical Treatment of Data 68
Sampling 70
Sampling Design 71
Research Questionnaire 72
Level of Mental Thoughts 73
Past or Current Behavior 73
Level of Intentions, Scale Development, Nominal Scale 74
Ordinal Scale 75
Interval Scale, Ratio Scale 76
Questionnaire Validation, Content Validity, Face Validity 78
Construct Validity, Reliability, Stability of Measures 79
Test-Retest Reliability, Internal Consistency Measures, Split half 80
Designing the Questionnaire- Data Encoding 81
Part I. How to Create and Send an “Online” Survey Questionnaire 82
Part II. How to Download and Prepare Survey Data in MSExcel Format 84
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Self-Help 85
Let’s Check (Exercises: Multiple Choice) 86
Let’s Analyze (Exercises: Part I) 87
In a Nutshell 88
Question and Answer List 89
Keywords Index 90
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Big Picture in Focus
Module 2: Research Designs/Methods

(Duration: Week 4- 5 or 10 days)
Unit Learning Outcomes (ULO) 2: At the end of this unit/course, students will
be able:
To rationalize the concept and the different research methods and its application
among the intended audience such as researchers, analysts, investors, students, etc.
To discuss the different types of research design used by researchers and practitioners
from the various fields/industry.
To analyze the techniques used in writing research paper or manuscript based on the
intentions and purpose of the concerned researcher/s.
To assess from being exposed to plagiarism and other means of copying or duplicating
others' works, whether intentionally or unintentionally, without prior permission.
To explain the findings, conclusions, and recommendations based on the

outputs/results from their writings/manuscript/research study.
To follow the rules, policies, and procedures in writing student’s research

papers/manuscripts based on the standard set by this university.
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Essential Knowledge (Concepts, Theories, Lessons, Computations)
CHAPTER 2
METHOD
Topic 2: Writing the method
In writing Chapter 2, in the opening paragraph, the researcher should indicate the
research's objective. The hypothesis of the study must be reiterated. The place, time, and
subject must be mentioned. There are five (5) significant components in Chapter 2.
CHAPTER 2
METHOD
This chapter presents the research design discussions, the procedure of conducting and
identifying the respondents, the instrument used, and the statistical tools employed.
Research Design
In writing for the research design, the researcher must mention the methods used in the
study. Most often, in business research, the quantitative method or descriptive is used. This is
accomplished through the standard questionnaire or survey form. The researcher must be able
to rationalize the reason for using the technique and its advantages. Here are some of the
reasons that the researcher often use to justify the descriptive research design:
• Interrelationship can be easily understood between the variables, and it can be easily
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understood using the research design. Bolton Street, Davao City
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• The situation can be easily understood using the descriptive method…
• In describing the characteristics of the population and its nature …..
• There is a need to collect and describe the primary data…
• The research is conducted to determine the relationship and differences between groups.
• The research requires measurable data to establish a specific market phenomenon.
Research Design
A descriptive correlational and partial correlation research method was used in this study. This can
quickly ascertain the prevailing business growth behavior and the level of product innovations among
food processors in Davao. Firms with different operating levels would be easily compared, and their
similarities and differences determined.
The example above shows that the researcher used the correlation research method.
This means that the study tries to determine the level of relationship between business growth
behavior and the level of product innovation among food processors.
Respondent Subject
In this section, the researcher tries to identify and describe the subject of the study. The
topic or respondents of the survey are individuals that represent an organization or group that
the researcher would like to investigate. In descriptive research, the subject is those that
answer the survey questionnaire, interviews, or just being observed. In this section, the study
states the reason for choosing the topic and the number of needed subjects. The period the
survey or questionnaires were administered must also be stated. In this section, the researcher
must also show the distribution of the respondents or subjects. However, there would be cases
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Bolton the
wherein these researchers would face an insurmountable obstacle that might weaken Street, Davao City
work's
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result or credibility, which is called biases. These elements are situational, task, and
respondent's characteristics (Hair, Bush & Ortinau, 2004).
Situational Constraints
There are instances wherein to complete the study, and the researcher must come up
with Php25,000 to gather the necessary data from the respondents. If this would be impossible,
the researchers may state that the budget needed is the study's constraint. The researchers
have to say why such restrictions and the alternative method were used to overcome the said
constraint. The alternative must be the best alternative possible.
The time required to finish the study might be another obstacle in making the task better.
For example, the research requires a mail survey method. In this case, it might take several
months or even a year to complete the study. The research must state this as a constraint and
find a suitable alternative. In some instances, the subjects have to be observed for several
months, 24 hours a day: these cause time, money, and effort. The researcher must find a more
suitable alternative.
Data Quality
There are also instances where the researchers were asked to come up with quality data.
Most often, this might require an in-depth or exhaustive administering of the survey
questionnaire. There might be research that requires the total population to be surveyed or
require several interviews that need several hours. In this instance, the study must state the
reason for the impossibility of providing quality data. The alternative must also be
communicated to meet the minimum qualifications of quality data needed in the research.
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Task Constraints
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In the task constraints, it pertains to the difficulty of completing the survey method. An
example is asking the respondents or react to an advertisement. Sometimes the researcher
might need an expert interviewer who can notice the subject's response through gestures and
mannerisms while answering the question or while watching the ad.
Another constraint in this area is that the respondents might be too busy to respond to
the survey. In some instances, the researcher might be exposed to challenging or dangerous
situations.
Classified information is another task constraint. For example, part of the research is to
get information on the profit of the organization. Even if the researcher assures the respondents
on their answer's confidentiality, very few respondents might give accurate or even divulge
information on their business operation. They are wary that the story might fall into the wrong
hands.
Respondent Constraints
For example, the researcher wanted to determine the reaction market strategy of
medical representatives in Davao City for a particular period. In doing so, the researcher must
specify the number of drug companies operating in Davao and the number of medical
representatives deployed. If they find out that medical representatives were transferred after
two (2) months for one drug company and six (6) months for another company, they would be
faced with unevenness in the length of stay among the medical representatives. Another
constraint is that if the respondents will be able to participate in the survey. There are times that
respondents might be too busy answering the survey questionnaire or interview.
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Instruments Telefax: (082)227-5456 Local 131
The instrument is the materials used in gathering the data from the subject or
respondents. In descriptive research, the questionnaire and interview is the most common
instrument that is used. Before the researcher administers the questionnaire, it has to be
validated during the administration of the questionnaire. The researcher must see to it that they
have in no way able to influence the subject's response.
The researcher must indicate the process of validating the questionnaire. However, the
researcher can also adopt an instrument. These instruments could be modified. However, the
source of the device must be indicated. Below is an example of a written section of the tool.
There is a need for the researcher to describe the instrument's content and how it can measure
the variable through the subject's response.
In most cases, the researchers use the survey questionnaire to measure the degree or level of
behavior, attitude, or perception of the subject. Therefore, there is a need for the researchers to
put the numerical scale and the appropriate verbal interpretation. Below is an example of a
numerical scale that tries to measure the respondent's level of risk-taking. There are also some
instances where the researcher needs to put additional interpretation. Take note that tables in
research should stand alone; this means that the reader can easily understand the tables'
information even without the explanation.
The numerical scale must be in descending order; verbal interpretation must accompany
each numerical scale. If it warrants, another column should be included that further attend each
degree's oral performance in the numerical scale.
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Interpretation of Part II Section A of the Questionnaire
Numerical Scale Verbal Interpretation Interpretation
4.50 – 5.00 High-Risk Taker Maverick personalities with risk-taking vision and
courage
3.50 – 4.49 Risk Taker Potential to expand their business exist
2.50 – 3.49 Neutral The tendency to look for business partners who can
compliment in areas where they are weak.
1.50 – 2.49 Risk Averse Rarely wanted to assume the risk.
1.00 – 1.49 High Risk Averse Cautious and not to assume risk at all
Instruments
The instrument used in the study was a questionnaire that is divided into two parts. The first was on
business growth behavior among food processors in Davao City. This is an adapted questionnaire based
on the skill assessment questionnaire, from the Quarterly Survey of Small Business in Britain (1984-1999)
entitled Small Business Research Trust.
Based on these surveys, problem-solving and decisions making are two significant leadership and
management core competencies. This is important in perpetuating business growth. The questionnaire
measures the respondent's ability to analyze situations. This reflects the power of an owner/manager to
translate his analysis with the proper application—the second part of the questionnaire measures
respondent propensity for risk. The questionnaire is adapted from the American Women’s Economic
Development Program.
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Data Gathering Procedure
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In this section, the researcher tries to give the different procedures initiated to gather data
from the subject. These procedures must be clear and conducted to avoid biases in the
research. In the data gathering procedure, the researcher must first indicate the method used
to gather the sample population or choose the research subject. The researcher must also
show how to collect the data (e.g., seeking permission from the organization). The next step is
that the researcher indicates how the instrument was administered and retrieved from the
subject. Lastly, the researcher shall imply the processing and interpreting of the data. They can
also include the statistical, equipment, or computer program used to process the data.
Data Gathering Procedure
These are the following procedures that were conducted in gathering the research data:
1. Through the use of purposive stratified random sampling, the researcher sought the
permission of the owner/managers concerned to be the respondents of the study.
2. After the grant of permission, the questionnaire was explained and administered.
3. After the questionnaires were retrieved, it was matched and tabulated.
The figure below shows the step by step process of gathering the data until it was
processed to develop the conclusions and recommendations.
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Statistical Treatment of Data
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In the statistical treatment of data, the researcher enumerates the different statistics used
to answer the statement of the problems found in Chapter 1. It must indicate how statistical
tools were used to answer a particular research problem.
The descriptive statistics (mean, median, mode, frequencies) are used to determine the level,
attitude, or behavior of subjects towards the specifically identified variable. However, the
inferential statistics (t-test, analysis of variance, correlations) are used to derive relationships or
differences. If the population is usually distributed, the parametric statistics are used; otherwise,
the non- parametric statistics are needed. Below is the table that shows when to use
descriptive and inferential statistics.
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Descriptive Statistics Description When to use
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Frequencies This shows how many times a specific This is often used in presenting the
group occurs. profile of the subject under study.
Mean (average) This shows the central tendency of a Used when the researcher tries to
particular variable. answer questions like the level or
degree of a specific attitude of behavior
or phenomena of the subject under
study.
Inferential statistics (parametric)
Correlations This can show the degree of This is used to answer the question: is
relationship between two variables. In there a significant relationship between
measuring the relationship, it can be a X and Y?
positive or negative relationship. It is
essential to take note of the relationship
id significant or not. This measure
relationship among interval or ratio
scales variables.
Chi-square statistics x² This is used to determine the An example of a question that uses the
relationship between two nominal x². Is there a significant relationship
variables between sex (male/female) and
finishing a college (yes/no)?
t-test This is used to determine if there are An example of a question that used the
differences if subjects were grouped t-test; is that there was a significant
into two (2). difference in job satisfaction when
respondents were grouped according to
sex (male/female)?
Analysis of Variance This is used to determine if there are An example of a question that used the
ANOVA differences if subjects were grouped (ANOVA); is a significant difference in
into more than two. job satisfaction when respondents were
grouped according to civil status
(single/married/widow/separated)?
Inferential statistics (non-parametric)
Cramer V Correlation This is used to determine the An example of a problem that uses
relationship where one data is nominal, Cramer V; is a significant relationship
and the other is interval data. between sex (male/female) and job
satisfaction level.
Kolmogorov-Smirnov This is used to measure the difference
between two variables in ordinal scale
data.
Kruskal-Walis one way This is used to determine if there are
ANOVA differences if subjects were grouped
into more than two, and the population
is not normally distributed.
Below is an example of the statistical treatment of data use. It can be observed that the
researchers have specified a particular area in the study. The statistics are to be used. Further,
notice that both the descriptive and inferential statistics were used in the study.
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Statistical Treatment of Data Telefax: (082)227-5456 Local 131
The statistical tools employed in treating the problem were the following:
Mean. This was used to determine the level of business growth behavior of food processors
in Davao City in terms of risk-taking, managerial decision-making skills, and profit maximization strategy.
This was also used to determine the level of innovation of food processors in Davao City regarding
processing and packaging, storage and transportation, and consumers' preparation and use.
Pearson-r correlation analysis. This was used to determine the relationship between food
processing firms' behavior in Davao City and the innovation process.
Sampling
This is the process of determining the number of subjects needed for the research.
However, the researcher needs to be acquainted with the different terminologies and
techniques used to determine to sample. First, the researcher has to determine the population.
This is the total number of people, events, or things that the researcher wanted to investigate. A
single member of the community is called an element. Sometimes it would be impossible for
researchers to research the entire population. Therefore, it would be reasonable to get the
sample. These are members selected from the community that is considered to be enough to
represent the population. The population sample can be computed using the Slovin’s formula
written as n=N÷(1+Ne2) where n = number of pieces, N = Total population, and e = Error
tolerance.
There are two types of sampling: probability sampling and non- probability sampling. In
probability sampling, all population elements have an equal chance of being picked up for the
sample. In the non- probability sampling, the details do not have an equal chance of being
selected. The table below shows the different probability and non- probability sampling designs.
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Sampling Design Description Bolton Street, Davao City

Advantage/Disadvantage
Probability Sampling
1. Simple random sampling All elements in the population are Telefax:of
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considered. Each piece has an equal
chance of being chosen as the Not efficient as stratified sampling
subject.
2. Systematic sampling Every nth element in the population is Easy to use if the population frame
chosen, starting from a random point is available.
in the population frame. Systematic biases are possible.
3. Stratified random sampling The population is divided into Most efficient among the probability
( Str.R.S.) meaningful segments; after that, design
subjects are drawn.
Proportionate Str.R.S. In proportion to their original numbers The population frame in each
in the population stratum is essential.
Disproportionate Based on criteria other than their Would adequately represent each
Str.R.S. original population numbers. stratum with low numbers
4. Cluster sampling Groups with heterogeneous In geographical clusters, the cost of
members are first identified; then, data collection is low.
some are chosen randomly; all the
randomly chosen groups are studied. The least reliable among all the
probability sampling designs are as
follows:
5. Area sampling Cluster sampling within a particular Cost-effective. Useful for a
area or locality location decision.
6. Double sampling The same sample or a subset of the It offers more detailed information
model is studied twice. on the topic of study.
Original biases, if any, will be

carried over.
Non- probability Sampling
7. Convenience sampling The most easily accessible members Quick, convenient, less expensive.
are chosen as subjects.
8. Judgment sampling Subjects selected based on their Sometimes the most meaningful
expertise in the matter investigated. way to investigate.
9. Quota sampling Subjects are conveniently chosen Generalizability is questionable
from targeted groups according to
some predetermined number of Very useful where minority groups’
quota. participation in a study is critical.
Not easily generalizable.

Source: Adapted from Research Methods for Business: A Skill Building Approach by Uma Sekaran
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Research Questionnaire Bolton Street, Davao City
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In constructing for the questionnaire, the researcher must refer to the operational
definition of terms. The functional purpose of the study will enable the researcher to measure
the variables in the study. These can be in terms of feelings, attitudes, or perceptions of the
respondents.
The different types of data can be collected in the research process. These can be
verifiable facts, emotional feelings, past, current behavior, and planned and future behavior.
State of being asked the respondents on the different characteristics of the physical,
demographic, or socio-economic. It can be obtained by requesting the respondents about their
sex, age, income, occupation, or civil status. It can also pertain to the different characteristics of
the organization. This can be obtained by asking the organization about their capitalization,
number of employees, number of departments, etc. It can also pertain to the different
characteristics of an object.
Example:
Please put a checkmark on the box (√) of your chosen answer. (Please check only one).
1. Age
Below 20 years old

21 to 30 years old
31 to 40 years old
41 to 50 years old
51 to 60 years old
Above 60 years old
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Level of Mental Thoughts Bolton Street, Davao City
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This is difficult to observe since there are people who do not quickly reveal their
emotional feelings towards situations. The researcher can ask the respondents their personal
feelings regarding their attitudes, feelings, perceptions, beliefs, awareness, or preferences. This
also depends on the honesty or sincerity of the respondents when answering the questions.
Example:
Please put a checkmark on the appropriate response (please check only one).
Employees in our department are loyal to the organization.
Employees in our department are loyal

to the organization. Strongly Agree Neutral Disagree Strongly
Agree Disagree
Past or Current Behavior
This pertains to the observable action or behavior of an individual or organization. The
researcher can ask the respondents to recall something that happened and what their reactions
were. However, it depends on the reliability of the memory of the respondents.
Example:
How frequently do you ask questions

in the class? Always Often Sometimes Seldom Never
Twice a day Everyday Every other day Once a week Do not ask
The behavior can also be measured through a mechanical device. For example, the
library would like to know the frequency of business administration students with research
subjects borrow books from the library. The staff can look into the computer records on how
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often a week does the student borrow books. Bolton Street, Davao City
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Level of Intentions
This describes the future actions that the respondents might do given certain conditions
or circumstances. The researcher must be cautious in choosing the appropriate words to
capture the respondents' intentions in the future.
Example:
How likely are you going to travel

abroad for the next six months? very likely neutral unlikely very
likely unlikely
Scale Development
For the researcher to generate information, they must gather the appropriate data. The
scale measurement is one way for the researchers to measure the response of the subject
objectively. The scale is a set of possible ranges that the researchers assign for a specific
reply. There are four basic types of leaves; nominal ordinal, interval, or ratio.
Nominal Scale
These enable the researchers to group the respondents by assigning them a number.
For example, the researcher will ask if the subject owns a cellphone, the answer can be YES or
NO, the number “1” can be assigned for those who answered YES, and “0” for those who
answered NO.
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Example: Bolton Street, Davao City
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1. Sex 3. Educational Background
Male Elementary Level
Female High School Level
College Level
College Graduate
Graduate Studies
Post Graduate Studies
Nominal scales are often used in getting the profile of the respondents. It is useful when
there is a need to group individuals based on desired or common characteristics.
Ordinal Scale
This allows the respondents to assign weight or importance based on the possible choice
of answers that were already listed. The researcher can ask the respondents to give a number
based on their most preferred to their least preferred.
Example:
Please rank the ice cream based on your most favored flavor.
Mango Chocolate Vanilla
Ube Strawberry Mocha
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Interval Scale Telefax: (082)227-5456 Local 131
This can be used when the respondents wanted to measure the response based on the
unit of intervals. This is also used when the researcher wanted to exact the magnitude of the
subject's response. The interval scale can be used to determine the average response of the
sample population and its standard deviation. The researcher can ask the magnitude of their
response through the scale points indicated.
Example:
1. The human resources policy and

strategy in your organization are
clear. strongly agree neutral disagree strongly
agree disagree
2. The human resources department

always closely with senior
management and the heads of strongly agree neutral disagree strongly
other units/departments in agree disagree
recruiting and selecting the
external managerial level.
Ratio Scales
The ratio scales ask the respondents to supply the objective answer, which is not based
on opinions, behaviors, and feelings, unlike the interval scales. The researcher cannot assign
numbering the ratio scales.
Example:
How many units did you enroll? _______________________________________________
How many students participated in the seminar? __________________________________
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In the questionnaire's construction, the researcher should always assume that the
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respondent might not understand the question being asked or know the questions. Therefore,
the researcher must use words and languages that respondents easily understood. The
number of scales that were provided below did not convey any meaning. This type of question
can contribute to confusion and result in fewer responses.
Example:
In our selection, we consider the educational attainment as a basis for hiring an
applicant.
5 4 3 2 1
The researchers can assign the level of agreement/disagreement. The questions can be
assigned with a 5= fundamental descriptor, 4= definitely important, 3= generally significant, 2=
somewhat important, 1= slightly important. On the other hand, it would be useless to use
excellent, good, low, and needs improvement. The researcher in the creation of scale must
have a distance of scaling between 3 and 7. However, most researchers settle for five interval
scales.
In the development of the scales, the researcher must portray the objectivity of the
investment. Therefore, it should be designed that shows the equally positive and negative
numbers on the plate. This means that there should also be two positive response choices if
there are two negative response choices.
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Example: Bolton Street, Davao City
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Please check your appropriate answer.
In hiring, we ask for employee referrals.
_______ Always _______ Often _______ Seldom _______ Never
If the researcher wished the respondents to choose either a negative or positive
response in the questionnaire, it is called a forced-choice scale. On the other hand, if the
respondents can choose a neutral reaction, it is called a free-choice scale. Experts believe that
offering respondents an unbiased choice of response would make it easier for them to express
their ideas, behavior, or experience, especially those that they cannot understand.
Questionnaire Validation
This is the process of determining if the researcher instrument has the appropriate
characteristics to measure the variables. Several validity tests are used in research: content,
face validity and construct validity.
Content Validity
This is done to determine if the number of questions was enough to measure the study's
variable. This validity test looks into the variables if the essential elements that define the class
are included in the questionnaire.
Face Validity
This validation measures the concept by the experts. For instance, the research on
consumer behavior questionnaires can be evaluated through a marketing management
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graduate who has been well versed in consumer behavior. Bolton Street, Davao City
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Construct Validity
This tries to measure if the instrument used is appropriate in testing the theories. This
validation attempts to verify the relationship between the independent and dependent variables.
In this validity process, the validator or expert tries to identify the parameters and elements
needed for the research instruments. This also includes other factors that can indirectly
measure the variables. The validator also has to look into the measurement used to measure
the variables. The expert should look into different sizes. If there is a high correlation with other
similar instruments, then it is called convergent validation. On the other hand, if it is negatively
correlated, it is called divergent validity.
Reliability
The researchers have to test the reliability of their instrument if it is self-constructed. The
reliability test measures the characteristics of the device to be consistent with its result. This
means if questionnaires were readministered, it could achieve similar results. In reliability, it
tries to measure the stability of measures and internal consistency measures.
Stability of Measures
This tries to measure if the questionnaire is stable over time. It is subjected to
uncontrollable areas and administered to respondents that continue to give results that are not
significantly different from the previous result attest to the instrument's stability.
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Test-retest reliability Bolton Street, Davao City
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This is the process wherein the questionnaire is administered to a set of respondents,
and after several weeks, the same questionnaire is readministered. If the respondent's score
has a correlation that ranges 0.6 above, the instrument is reliable.
Internal consistency measures
This measure shows that the items used in the instrument are homogeneous. This
means that the questionnaire items have the same degree in the result of the variable that it
tries to measure.
Split half reliability
Another method is to split the questionnaire into two even and odd-numbered questions. If the
coefficient alpha is 0.6 above, the measure is reliable.
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Designing the Questionnaire Telefax: (082)227-5456 Local 131
Data encoding
After the questionnaire has been administered and retrieved, the researcher has to
encode the data into the computer for data analysis. It should be encoded directly in statistical
software (e.g., SPSS, MINITAB). The windows excel can also be used.
Sometimes the researchers might encounter blank responses in the questionnaire. For
example, the respondent missed to indicate the sex; however, the respondent had written
“Peter” in the name. Therefore, the researcher can check and input for the sex of the
respondent.
There would always be instances wherein the same respondents would not answer every
item in the questionnaire. If there were 100 questions and 25 were left blank, it is better not to
include the questionnaire's data set. If there were 25% blank from that item, that question
should be dropped from the questionnaire. It shall be considered as invalid. However, if there
were 3 or 5 items left unanswered, the way to do it is to assign the mean of the total response
from that item. Another way is to give a random number for the blank answer.
The next is for the researchers to set the coding for the data. It is convenient if the
researchers can use the spreadsheet, as shown in the Excel spreadsheet below. In the first
column, the respondent ID number is indicated to keep track of each accomplished
questionnaire's number.
The second column shows the first question in the instrument, which is the sex of the
respondents. It can be noticed that it is coded “0" for males and 1 for females. In the case of
the first respondent, the sex is male. This should be done at the end of the questionnaire.
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Part I. How to Create and Send an “online” Survey Questionnaire directly

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to the Respondents?
Here are the following steps:
Step- 1. Open (please click this link) https://docs.google.com/document/u/0/
•Click the main menu located at the extreme upper left

•Click or choose “forms.”
•Click the blank form +
•Click the words “Untitled form” and replace it by typing your title, for
example, “Survey Questionnaire”
•Click the words “Form description” and briefly explain your topic, purpose of the
survey, etc.
Step- 2. On the right side, you may choose to click the following:
+ Add question
Import question
Tт Add title and description
= Add section
Other options indicated therein
Step- 3. Click the “Untitled Question” and replace it with your question, example
“What is your name? (optional).”
•In the right side, you may choose to click the many following choices (for the type of
answer you desire):
-Short answer
-Paragraph
-Multiple Choice
-Checkboxes
-Dropdown
-File upload
-Linear scale
-Multiple choice grid
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-Checkbox grid Bolton Street, Davao City
-Date Telefax: (082)227-5456 Local 131
-Time
Step- 4. At the bottom part, you may click the folder “duplicate” to “add the option”
or add “other” (near the trash bin, which signifies “to delete” option).
Step- 5. After accomplishing all of the “questions,” you may double click the
“Responses” located at the upper part of your title (in our example, “Survey
Questionnaire.” The purpose of this is to:
-Know the number of responses (respondents who submitted their answered
questionnaire).
-If you click the menu (3 buttons icon at the extreme right side), you have an
option to; get email notifications for new responses, select response destination, download
responses, or delete all responses.
-You may also opt to accept responses by activating it (dragging the big button to
the right).
6. Explore by clicking the setting (wheel icon at the upper right side), which contains
three categories, namely;
a)General (such as collect email addresses, requires sign-in, and respondents
can either edit after the “submit” or see summary charts and text responses.
b)Presentation (options to show a progress bar, shuffle question order or short
link to submit another response/reply, and a confirmation message “your response has
been recorded,” then click “save.”
c)You have an option to make this a “Quiz” (assign point values to questions and
allow auto-grading, then click “save.”
7. By clicking the send (upper right side), you have options to send the form via:
a) Email (to “click” the envelope icon). You will type the respondent’s email
addresses. When respondents received the email, its subject would be the title of the form,
in our example, “Online Survey Questionnaire” with a message “I’ve invited you to fill out a
form.”
Important: Don’t forget to check the box, which signifies to include/attach the form (your
survey questionnaire) in the said email. You may also have an option to add
collaborators/editors/groups and then click the “send.”
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b) Link (providing a link with an option box). When you click/check Bolton Street,box,
the said DavaoitCity
will shorten the URL), then click “copy.” Telefax: (082)227-5456 Local 131
c) Embed HTML, then click “copy.”
Part II. How to Download and Prepare Survey Data for Analysis in Excel
using Google form?
You may visit this link for instruction: https://youtu.be/LSm_rS8-6QM
Note: The Excel file will be forwarded to the Statistician for Analysis.
Thank you and good luck!...
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Telefax: (082)227-5456 Local 131

Self-Help
Below are the different available resources to help you further understand the
lesson/topic:
Bowerman, Bruce (2019). Business Statistics and Analytics in Practice. McGraw-Hill

Education. BC 519.5 B67b 2019
Canavor, Natalie (2019). Business writing today: a practical guide. SAGE. BC 808.06665
C16b 2019
Cooper, Donald (2019). Business research: a guide to planning, conducting, and reporting
your study. SAGE BC 650.072 C78b 2019
Jaggia, Sanjiv (2019). Business Statistics: Communicating with numbers. McGraw-Hill

Education. BC 519.5 J18b 2019
Morgenson, Frederick (2020). Job and work analysis: methods, research, and applications
for human resource management. SAGE BC 658.306 M82j 2020
Schindler, Pamela (2019). Business Research Methods. McGraw-Hill Education. BC

658.0072 Sch3b 2019
Xian, Hulping (2018). Business Research Methods for Chinese Students: A practical guide
to your research project. SAGE. BC 650.072 X4b 2018
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Let’s Check (Exercises: Multiple Choice)
Note: Please take the quiz directly using our BB- LMS. Instruction will be given later. Thank
you.
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Telefax: (082)227-5456 Local 131
Let’s Analyze (activities/exercises)
Note: Please take the “Let’s Analyze Activity" directly using our BB- LMS. Instruction will be
given later. Thank you.
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Telefax: (082)227-5456 Local 131

In a Nutshell
What method of research are you going to use in your study? Explain why you
choose this method? Keep your nutshell to no more than six sentences.
Nutshell, as it is, should be clear and concise.
Thank you.
Note: This serves as your assignment in an essay type. Instruction will be given later.
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Telefax: (082)227-5456 Local 131

Question and Answer List
Kindly list down all your questions on some issues or topics of

your concern that needs to be answered.
Question: Answer:
1.
2.
3.
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Keywords Index Telefax: (082)227-5456 Local 131
What comes-out in your mind if you see this word or phrase:
Stratified Free validity

random
sampling
respondent Task constraint
Situational Free validity

constraint
Ratio scales instruments
Questionnaire Statistical
validation treatment of
data
Data quality Data gathering
sampling Descriptive Construct reliability

statistics validity
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90

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Methods of Research

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UNIVERSITY OF MINDANAO

College of Business Administration Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: RES1B - Methods of Research

Name of Teacher: Prof. Romeo G. Pajigal, MBA, CMITAP

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

Part 2. Instruction Delivery

Significance of the Study Bolton Street,

Bolton Street, Davao City

Telefax: (082)227-5456 Local 131

Part 1. Quality Assurance Policies and Course Outline

Course Outline: Res1B- Methods of Research

• COURSE COORDINATOR: Prof. Romeo G. Pajigal, MBA, CMITAP

• STUDENT CONSULTATION: By appointment (request through email)

• PHONE: (082) 227-5456 LOC. 131

• EFFECTIVITY DATE: June 2020

• MODE OF DELIVERY: Online Blended Delivery

• TIME FRAME: 54 HOURS

• STUDENT WORKLOAD: Self-Directed Expected Learning

For online session - 95% at the minimum

For 1-day in-campus/onsite (review and synthesis) – 100%

For 1-day in-campus/onsite (final examination) – 100%

Bolton Street, Davao City

Telefax: (082)227-5456 Local 131

Areas of Concern Details

Bolton Street, Davao City

Telefax: (082)227-5456 Local 131

Areas of Concern Details

Bolton Street, Davao City

Course Outline Policies Telefax: (082)227-5456 Local 131

Areas of Concern Details

Bolton Street, Davao City

Telefax: (082)227-5456 Local 131

Grading System All culled from blackboard sessions and traditional

Bolton Street, Davao City

Telefax: (082)227-5456 Local 131

Contact Details of the Dean Vicente Salvador E. Montaño, DBA

Contact Details of the Assistant Jestita F. Gurrea, DBM

Contact details of Program Head Rowena C. Cinco

Instructional Help Desk Contact Reil Romero

Library Contact Details Brigida E. Bacani, Head, LIC

Well-being Welfare Support Help Rhoda Neileen P. Luayon

Course Information – see/download course syllabus in the BlackBoard LMS.

Bolton Street, Davao City

Part 2. Instruction Delivery Telefax: (082)227-5456 Local 131

Course Coordinator’s (CC) Voice

development in Financial Management. It aims to train the student to choose a relevant

problem, reviewing the literature, postulating a conceptual framework, planning methodology

and data analysis, and the output is a mature research proposal.

In this course, the students will be able to produce a research proposal

student for further enhancement. Submission of Chapter 1 (Introduction) and Chapter 2

with the assigned research adviser's assistance.

and apply it to construct and formulate your research paper or manuscript.

Thank you and more power.

Bolton Street, Davao City

Telefax: (082)227-5456 Local 131

insights on the formulation of a research study or manuscript of your own.

Produce a research proposal, and

To conceptualize a research instrument that is required for a research proposal.

Let’s get started!

Bolton Street, Davao City

Telefax: (082)227-5456 Local 131

Correlation means a mutual relationship or connection between two or more things. It is a