LESSON 1: INTRODUCTION TO RESEARCH

TECHNICAL COMPETENCY
• The ability to use available technologies CONSTRUCTIVIST
• “Individuals develop subjective meanings of the
experiences”
UTILITY COMPETENCY
• Believes that experience expressed through words
• The ability to troubleshoot during unexpected can paint a better picture of a certain phenomena
scenario

TRANSFORMATIVE
PATIENCE
• “Research inquiry should be intertwined with
• Intra (within) and extra (outside) group politics and political change agenda”
• Supports the idea that research should be
conducted to increase quality of life and produce
SERVICE
better societies
• Willingness of the researcher to server others, to
do good
PRAGMATIC
• “We need to look to many possibilities for
EFFORT
collective and analyzing data”
• Time and skill • Promotes the use of both quantitative and
qualitative data in expressing research findings

GUTS AND RISK

• Considering options CONCEPTUALIZATION PHASE
• This is where the topic is identified

CARE
• Distinct characteristics of a researcher DESIGN PHASE
• Known as the planning phase

POST POSITIVIST • The researchers decide on the detailed procedures

in gathering and analyzing data
• “We cannot be positive in our claims of
knowledge when studying behavior and actions of
humans” EMPIRICAL PHASE
• Subscribes to the idea that everything should be • Actual data gathering and collection are conducted
quantified to produce meaningful concrete results
• The researchers are equipped with the necessary
attitude, behavior and tools in gathering data from
the prospective data sources.
ANALYTICAL PHASE
• The most challenging phase of the research
process
• Research in this phase are preparing and assessing
the data through the use of several tools.
QUALITATIVE RESEARCH
• An approach for exploring and understanding the
meaning individuals or groups ascribe to a social or
human problem
QUANTATIVE RESEARCH
• An approach for testing objective theories by
examining the relationship among variables

MIXED APPROACH
DISSEMINATION PHASE
• Inquiry involving collecting both quantitative and
• The most viable but often neglected by the qualitative data, and integrating the two forms of
researchers data

METHOD RESEARCH MANUSCRIPT

• Asks the question: “What data will be gathered?” • The final written output of a research study

TECHNIQUE IMRAD FORMAT

• Asks the question: “How data will be gathered?” • Introduction-Method-Results-Discussion
• An internationally accepted research manuscript
format

APPROACH GANTT CHART

• Asks the question: “How data will be processed?” • Students list down the activities or tasks with a
followed time frame in which the task must be
achieved

LESSON 2: QUANTITATIVE RESEARCH

QUANTITATIVE RESEARCH • Aim is to find the relationship between one

variable to another
• Statistical, mathematical or computational
methods
• Expressions are in numerical forms. CHARACTERISTICS OF
Objectivity of data QUANTITATIVE APPROACH
• Clearly defined research question • Most common method used for quantitative study
and be in a form of questionnaire or interview.
• Generalize concepts more widely, predict future
results, or investigate causal relationships
• Gathered using structured research instruments CORRELATIONAL RESEARCH
• Researcher uses tools, such as questionnaires • Determine the relationship between two variables.
• The results are based on larger sample sizes that
are representative of the population.
COMPARATIVE RESEARCH
• Data are in the form of numbers and statistics,
often arranged in tables, charts, figures, or other • Comparisons are based on descriptive data,
non-textual forms. showing that a difference exists but does not imply
causation.
• Can usually be replicated or repeated, given its
high reliability.

NON-EXPERIMENTAL
• The association or connection between variables
• Without manipulation of variables

EXPERIMENTAL
• Establishes causality and often used when an
intervention is being studied.
• With manipulation of variables.

SURVEY RESEARCH

LESSON 3: VARIABLES

VARIABLES • The variable that is being manipulated by the

• defined as anything that has a quantity or quality
that varies.
• They are anything that takes on different values,
typically numerical values.
researcher.
• It is stable and unaffected by the other variable
that you are trying to measure.
It is commonly known as the X variable.

DEPENDENT VARIABLES
INDEPENDENT VARIABLES
• This is the presumed effect.
• This is the presumed cause.
• This variable assumes the change brought about
by the other variable
• This is the variable that is being measured by the
researcher.
• It is commonly known as the Y variable.

EXTRANEOUS OR ERRONEOUS
VARIBLES
• Defined as unwanted variables.
• They are also called confounding variables
because their presence influences the outcome of
the experiment in an undesirable way, they add
error to an experiment.

LESSON 4: RESEARCH TITLE

IN MAKING A RESEARCH TITLE: • the readers browse a manuscript in this manner:

Title – Abstract – Results (Tables and Figures) –
• Should embody the main idea of the research Full Paper.
paper.
• Can stand alone on its own, with any further
explanation needed. CHARACTERISTICS OF A GOOD
TITLE
• Concise.
• Contain as few words as possible: many journals
limit titles to 12 words
ACCORDING TO SPRINGER (2014)
• Be easy to understand
• Describe the contents of the paper accurately and
specifically
• Avoid abbreviations, formulas, and jargon
• NOT include any verb
• NOT contain low-impact words such as ‘‘Some
notes on ...,’’ ‘‘Observations on ...,’’
‘‘Investigations on ...,’’ ‘‘Study of ... ,’’ and ‘‘Effect
of ... ’’
• Not be flashy as in newspapers (e.g., avoid
statements like ‘‘Agroforestry can stop
deforestation’’)
• Report the subject of the research rather than the
results

OWN EXPERIENCE AND INTEREST

• Identify your own interests and formulate a
problem that reflects them; familiarity in your
territory and terminology.

CRITICAL FRIENDS
• Experts are good sources of research problems

COLLEAGUES
• Brainstorming with friends about problems they
have encountered may help clarify research ideas.

LITERATURE
• Previous studies and research findings in which
gaps were identified