CRIM 107 CRIMINOLOGICAL RESEARCH 1

LESSON 1

The Nature and Relevance of Research in Criminology

INTRODUCTION

Research has been recognized as a vital tool for solving man’s multifarious
problems and in making his life richer and fuller. In fact, the modern conveniences
we are enjoying today are a product of researches undertaken by scientists and
professionals from various disciplines. Today, research has become an integral part
of all learning areas known to man. Public and private educational, business, and
industrial organizations have become interested in research undertakings. In this
module, we are going to look more into the nature and relevance of research,
particularly in the field of criminology.

THE MEANING OF RESEARCH

From the old French word “cerchier”, which means to “seek or search”.
Research is derived from the prefix re, which means “to repeat “or “re-do,” and
the root word search, which means “to find” or “look for”.

Note: Research literally means “to repeat looking”

Definition of Research by Experts

Research is concerned with finding answer (Mason & Bramble, 1989). It is

systematic, organized search for knowledge or answers to questions.

It is a systematic process of collecting and logically analyzing information

or data for some purpose (Macmillan & Schumacher, 1989).

It is a process of obtaining knowledge through techniques, where truth,

accuracy, validity, reliability, and other criteria can be ascertained (Genato et al,
1993)

It is a critical and exhaustive investigation or experimentation, having for its

aim the discovery of new facts and their correct interpretation, the revision of
accepted conclusions, theories, or laws in the light of newly discovered facts or the
practical application of such conclusions, theories or laws (Leedy, 1993)

It is a systematic inquiry towards providing information to solve problems

(Emory, 1995
 It is a systematic and empirical approach to answering questions. It is
concerned with understanding phenomenon, within the context of theories and
experiences regarding the phenomenon (Bieger & Gail, 1996).

It is a continuous discovery and exploration of the unknown. It entails an

investigation of new facts, leading to the discovery of new ideas, new methods, or
improvements (Charles, 1998)

Widely use Definition of Research

Research is a purposive, systematic, and scientific process of gathering,

analyzing, classifying, organizing, presenting and interpreting data for the solution
of a problem, for prediction for intention, for the discovery of truth, or for the
expansion or verification of existing knowledge, all for the preservation and
improvement of the quality of human life.

CHARACTERISTICS OF RESEARCH

1. Systematic – it is systematic as there are interrelated steps or procedures

research has to observe in solving a problem.
2. Objectives – it is not based on guesswork.
3. Comprehensive – if a researcher is serious about understanding a
phenomenon, he needs to examine and analyze all aspects or angles before
making a generalization or conclusion.
4. Critical – this means that procedures employed by the researcher must be
able to withstand detailed scrutiny by other researcher.
5. Valid – whenever a researcher formulates conclusions, these have to be
based on actual findings.
6. Verifiable – research is said to be verifiable when other researchers can
check on the correctness and validity of the results based on the methods
and procedures employed by the researcher.
7. Empirical – research is empirical when generalizations drawn by a
researcher are rooted upon hard evidence gathered from information
collected from a real – life experiences or observation

THE VALUE OF RESEARCH

There are different ways by which we can obtain knowledge and information.
 Expert Opinion – source of knowledge from lawyers, doctors etc.
 Sensory Experience – obtaining information through our senses (sight,
hearing, taste, touch, and smell)
 Agreement with others – information coming from friends, colleagues
and family.
 Reasoning – general observation to particular or specific cases
  Common Sense – your good sense and sound judgment in practical matters
 Research – reliable source of knowledge because research utilized
scientific method.

Note: it is only through research we can gain reliable knowledge.

THE IMPORTANCE OF RESEARCH IN CRIMINOLOGY

 It helps students and even professionals to ascertain to recognize what works

in the areas of law enforcement, prosecution, legal service, court, system,
community, and correctional institutional.
 It provides the basis for the formulation of criminal justice policies.
 It equips student with skills essential for educational and professional
success, notably critical thinking skills, analytical thinking skills and making
sense out of the data from multiple sources.
 It helps students identify more effective approaches to law enforcement and
administration of justice.
 It helps students become educated consumers of research by being able to
identify the strengths and weakness of studies in the field of criminology.

TYPES OF RESEARCH

On the basis on who undertakes research:

 Academic Research – is one conducted by an individual in fulfilling the
requirements for the conferment of academic title or degree (ex. Baby
theses, master’s theses, feasibility studies, and doctoral dissertation)
 Research Project – on the other hand, is a type of research undertaken by
an individual or group of individuals as part of their professional work or
assignment.

On the basis on final use or application:

 Pure or Theoretical research – is one done on for the purpose of
formulating a theory, principle, or law, with no intended application of result.
 Applied Research - is an inquiry to test or evaluate a theory or knowledge
arrived at, in the solution of a problem or for useful ends.

On the basis on method of data analysis:

 Quantitative Research - is used for the purpose of measuring, for example,
a criminological or criminal justice reality.
 Qualitative Research – is done for the purpose of capturing life as
participants experience it.

On the basis on methodology or research design:

  Descriptive research – this type of research seeks to describe
systematically, factually, accurately and objectively a situation, problem or
phenomenon.
 Correlational or Association Research – in this type of research, the
investigator tries to probe on the significance of the relationship between two
or more factors characteristics.
 Explanatory Research – in this type of inquiry, the researcher seeks to
clarify why and how a relationship exists between two or more aspects of a
situation or phenomenon.
 Exploratory Research – this kind of study is undertaken when the
investigator is after probing or exploring areas where little is known about
the research problem. Feasibility and pilot studies fall under this type of
research
 Experimental Research – in this type of research, it probes into the cause
of an effect by exposing one or more experimental groups to one or more
treatments or conditions.
 Ex-post Facto or Casual-Comparative Research – Research of this type
when the investigator delves on analyzing the possible effects of a factor
which cannot be manipulated and controlled.
 Historical Research – the researcher attempts to reconstruct the past
objectively and accurately or to explain an incident that happened in the past
with the use of data taken from the past.
 Ethnographic Research – this type of research is done when the
researcher is concerned with explaining or describing a phenomenon
holistically, with the use of multiple data collection techniques.

THE RESEARCH PROCESS

 Step 1: Idea – Generating Phase – it is in this phase the researcher has to

identify topics that interest him the most. It is in this step where he has to
justify why a study on a particular topic is needed.
 Step 2: Problem – Definition Phase – this is the problem definition phase.
This step involves the following activities: identification and definition of
variables to be studied; development of the theoretical and conceptual
frameworks of the study; the formulation of the major and specific problems
to be investigated; and the formulation of the hypothesis.
 Step 3: Procedures – Design Phase – this is the procedures-design phase.
The activities a researcher has to undertake in this phase include the
following: selection of research participants; decision on what research
methodology to employ; development and validation of data gathering tool;
specification of the procedures to be observed in the actual collection of the
data; and planning and analysis of the data
  Step 4: Data – Collection Phase – it is in this phase where the procedures,
designed in the previous step, are implemented by the researcher rigorously.
 Step 5: Data – Analysis Phase – in this particular phase the researcher
analyzes the collected data from the previous step based on his data –
analysis plan.
 Step 6: Interpretation Phase – after generating answers to the problem,
the researcher has to compare the results predicted based on the theoretical
framework of the study.
 Step 7: Communication Phase – preparation of written or oral report of
the study conducted, either for publication or presentation to colleagues or a
panel of expert. This report has to include a description of the entire above
step in the research process.

LESSON 2: Reviewing the Literature and the

Mechanics of Undertakings

One of the preliminary steps that a researcher has to go through before

undertaking a study is the review of literature and studies. In this chapter, we are
going to focus on the mechanics of conducting the review of literature and the
procedures in writing and presenting reviewed literature and studies.

Literature reflects human nature and a way we can learn and relate to others. By
reading through a first-person perspective, we can fully immerse ourselves into a
different mindset and figure out how others think and feel. Reviewing the literature
lets you see what came before, and what did and didn't work for other researchers.
To demonstrate your understanding, and your ability to critically evaluate research
in the field. To provide evidence that may be used to support your own findings.

The review of literature and studies involved the critiquing or looking over again
what other researchers have done in relation to the problem to be studied.
Conducting the review serves the following purposes:

 To broaden the researcher’s knowledge base in the research area or topic;

 To ensure originally in the conduct of one’s study;
 To help the researcher in designing his proposed study;
 To provide the researcher insights on the strengths and weaknesses of
previous studies;
  To provide findings and conclusions of past studies which can be used in
supporting the results of one’s research; and
 To serve as basis for the researcher’s formulation of the theoretical and
conceptual framework of his study.

Requisites for Doing the Review

Conceptual literature refers to ideas, concepts and theories propounded by

experts as contained in books, periodicals and other standard references. On the
other hand, research literature consists of empirical studies conducted by
individuals and professionals on a given research problem or topic.

There are three basic requirements for doing the review (Ardales, 1992):
patience, persistence and industry; a good knowledge of library techniques,
tools and skills; pen and 3x5 index cards; and a knowledge of the internet.

Patience, persistence, and industry are essential qualities a researcher must

possess when doing the review. This is because he has to spend time spotting
books, journals, theses, dissertation, and research projects needed in completing
the review of literature.

Guidelines in Doing the Review

The notable guidelines of doing review of related literature are the following:

 Go over the materials you have at home or in your own library.

 Search for existing literature in your college library or learning resource
center.
 Prepare a working bibliography. Record all vital details concerning the books
and researches you are to include in the working bibliography, like author,
copyright date, title, publisher, place of publication, and the like.
 Examine each material listed in your working bibliography. Decide which
those included in it shall be considered in the actual review of literature and
studies.
 Record important details of what you have reviewed on a 3x5 index card.

Presenting the Review

After completing the processes cited above, you are now ready to write the
review. In this regard, consider the following guidelines as identified by Leedy
(2005).

 The Text of the review should be brief and to the point. To ensure brevity
and conciseness, you have to summarize or paraphrase important points.
 Avoid direct quotation of the author’s idea or the result of the studies you
reviewed.
 Have a plan on how you are to present the review. Prepare the outline before
finally writing the review. This will ensure the coherence and unity of ideas to
be presented. The problem you are going to work on can serve as your
outline for discussion of related literature and studies that are relevant to
your research objectives.
 Emphasize the relatedness of literature and studies reviewed. Keep the
reader aware of the manner in which the literature you are discussing is
related to your problem. Try to point out precisely what are the relationship
is.
 Review the literature; don’t reproduce it. Refrain from copying verbatim what
the authors or researchers say. Critically review and discuss the literature in
relation to your research work.

There are three ways of presenting the review, namely: chronological

approach; thematic or variable/factor approach; and country of origin
approach.

In the chronological approach, literature and studies are presented

according to the year when they were written. When using this approach, the
review can be presented following the outline below.

 Introduction
 Recent literatures and studies
 Least Recent Literature and Studies
 Synthesis of the Review

In the thematic or variable approach, literature and studies with the same
findings or themes are grouped together. When using this approach, research and
conceptual literature can be presented following the outline below.

 Introduction
 Literature and Studies on Variable 1
 Literature and Studies on Variable 2
 Synthesis of the Review

In the country-of-origin approach, literature and studies are categorized by the

country where they came from. In most colleges and universities in the Philippines,
this scheme is popularly used. When using this model, literature and studies can be
presented based on the following outline.
 Introduction
 Foreign Literature and Studies
 Local Literature and Studies
  Synthesis of the Review

A close examination of the above suggested guidelines reveals that the three
approaches share something in common. Whether the approach is chronological,
thematic or country of origin, an introduction and a synthesis are needed. It is in
the Introduction, where you have to make your reader aware of how you are going
to present the reviewed literature and studies. On the other hand, it is in the
synthesis of the review where you have to stress the uniqueness of your study vis-
à-vis the literature and studies you include in the review.

A sample review of related literature shown below:

Chapter II
REVIEW OF RELATED LITERATURE

Bradley (2010) averred that a successful disaster preparedness

program needs to advance the limit of a group to react to the
outcomes of an unfavorable occasion by having support systems in
place so that people would know what to do and where to go if there is
a disaster or a calamity. This outcome can accomplish through the
advancement of projects on mitigation and adaptation, disaster
preparedness, response readiness, and recovery rehabilitation
activities that would increase the resilience of communities, reduce
economic losses, and shorten recovery periods for accident damage.
Arnold (2003) postulates that the human resources component
of disaster management is significant because the outcomes of
disaster management actions significantly rely on the competencies
and expertise of the leading emergency managers and actors. A
systematic work is needed among disaster implementations, defining
responsibilities and authority in implementing disaster risk reduction
measures that could adequately address the needs of disaster –
stricken communities and their damages. Allen (2006) stated that
disaster preparedness is a particular type of neighborhood level limit
constructing and speaks to progressively critical components of
powerlessness lessening and disaster management strategies.
Emergency preparedness strategies leverage the knowledge and
capabilities of local community resources. Successful implementation
of Disaster Preparedness requires an understanding of the
community’s involvement. Disaster preparedness is the availability of
a political ward to respond productively to dangers from nature in a
way that limits the negative results for wellbeing and security. It
comes about because of a procedure in which a group looks at its
weakness to perils (vulnerability analysis), identifies human material
assets accessible to adapt to these dangers (capability assessment)
and characterizes the hierarchical structures by which a planned
reaction is to be shaped (program development) (Perry & Lindell,
2003).
 Considering the significance of universal collaboration and
associations the Hyogo Framework for Action 2005-2015 provides that
each State has the essential duty regarding its possible improvement
and for taking significant measures to diminish disaster risk, including
for the protection of people on its territory, infrastructure, and other
national assets from the impact of a catastrophe. (Basabe, 2013).
In the Philippines, Republic Act 10121 as cited by Mabag
(2012), provides that the State shall maintain the general population's
established rights to life and property by tending to the underlying
drivers of vulnerabilities to disasters. Fortifying the nation's
institutional limit for disaster risk reduction and management and
building the resilience of local communities to disaster including
climate change impacts. Additionally, the law is designed to develop
and strengthen the capacities and vulnerable and marginalized groups
relieved, get ready for, react to, and recuperate from the effects of
disasters.
At the local level, the law stipulates that there shall be an
established. Local Disaster Risk and Reduction Management Office in
every province, city, and municipality, and a Barangay Disaster Risk
Reduction and Management Committee in every barangay which shall
be responsible for setting the direction, development, implementation
and coordination of disaster risk management programs within their
territorial jurisdiction. Buchanan (2006) emphasized that
preparedness as a process requires constant and sustained vigilance.
Developing a readiness capability is only the first step. Once the basic
preparedness activities outlined have been undertaken, it is critical
that human and other assets are allotted to keep up and refresh the
system and lessons learned in the wake of hazards events, be used to
strengthen preparedness in the future. Community planning to
prepare for disasters can reduce vulnerability and minimize potential
damages. Disaster preparedness and disaster response require
collaborative efforts of multi-sectorial organizations to enable a
comprehensive approach, addressing needs and providing services
(Keeney, 2004).
In this regard, organizations and training are essential disaster
preparedness tasks which need to continuously perform by various
disasters coordinating council in the Philippines (Dejoras, 2002).
Various emergency services necessary during the catastrophe have
developed in all the region and provinces, and organized groups and
the communities oriented in their different roles in the disaster
management. Also, DepEd, (2008) stated that official and other
personnel must take the time to understand the failure and practice
and internalize the risk reduction measures to make eventually a habit
of being prepared before, during and after a calamity, be it a natural
or human-made/induced hazard. Local chief executives, particularly
those elected to their posts for the first time, were provided training
on disaster management to equip them to lead effectively in their local
disaster coordinating councils. Specialized skills in search and rescue,
evacuation, medical services, vulnerability analysis, and damage
assessment widely undertaken.
As noted, the Philippines has also committed significant asset to
the development and arrangement to disaster reduction offices, for
example, waterway dams and ocean dividers, and additionally non-
basic measures like cautioning frameworks for tropical storms, surges,
torrents, volcanic ejection, and lahar streams. Wave control
undertakings and watershed administration extend in increases to the
more considerable reforestation exertion, are altogether equipped to
relieve the most exceedingly bad impacts to natural disasters. England
(2008) stated that impact of a future disaster could reduce by
incorporating mitigation measures into disaster recovery efforts. By
taking the time to identify appropriate ways to reduce future risks,
communities could develop greater disaster resilience. Structural
mitigation includes the built environments such as levees, dams, and
safe rooms, and high buildings, hurricane clamps on roofs, retrofitted
interiors and hardened exteriors. Klein, (2005) as cited by Keys et al.,
(2006) said that Communities are increasingly studying opportunities
to enhance adaptive and mitigative capacity, as this would increase
the efficiency and effectiveness of adaptation and mitigation
measures. Adaptive and mitigative capacity are believed to have
significant similarities and be determined by the same set of factors,
including economic wealth, technology and infrastructure, information,
knowledge and skills, institutions, equity and social capital.
Moreover, in the event of a catastrophe, plans and capabilities
prepared beforehand are activated. Victoria (2002) emphasized that
the improved quality of planning, coordination and high of
preparedness have been responsible for a more rapid and
comprehensive disaster response capabilities in various areas of the
country. Volunteer laborers with legitimate preparing and intervention
groups with appropriate hardware and abilities have been precious in
the different military and current organizations of the government as
well as those in the private sector. Also, the communication and
warning capabilities of the government have also augmented by the
media organizations and the corporate communication capabilities of a
large Philippine enterprise. Together these resources have provided
which are the necessary safety margins during a disaster of uncertain
and unexpected destructive force.
The Philippines now has a stable lawful and institutional stage to
successfully deal with the twin issues of disaster risk management and
climate change. The passage of the Disaster Risk Management Act and
the Climate Change Act, which builds up the Climate Change
Commission, is a remarkable accomplishment. These laws herald a
paradigm shift away from an emphasis on disaster response to
actively reducing flood risks, within the context of adapting to the
challenges of climate change (Goddard 2010). There is tremendous
untapped potential and readiness within such organizations, and they
should be considered as main partners in disaster preparedness
(although they will require investment and internal capacity building to
fulfill this role). These practical issues could easily address in
emergency planning, relief, and recovery, and there is an increasing
range of available guidance from dedicated disability projects. Linking
this more efficiently into general disaster preparedness would assist in
ensuring that disabled people are not ignored. However, recovery and
planning initiatives must move beyond individual and therapeutic
interventions to consider disability regarding of human rights and
fundamental exclusion (Priestley & Hemingway, 2007).
Also, public information before, during and after a disaster is an
essential angle of disaster management in the Philippines. Both
through preparing and state funded instruction battles the disaster
organizing chambers keep up and upgrade open consciousness of
calamity decrease. Manuals and Bulletins gave to media experts help
keep emergency preparedness on the public agenda. Exceptional
occasions like typical protection day, fire anticipation month, disaster
consciousness week, and the day for the global decade for natural
disaster reduction help to mobilized civic knowledge (Arnold, 2003).
Nebutola (2004) conducted a study on Risk and Disaster
Management of Nairobi, Kenya. The study revealed that many
Kenyans presented to an extensive variety of perils in the natural or
human-made environment that adversely affect their lives and
property. The range of disasters includes drought, desertification, soil
erosion and landslides, deforestation, epidemics (human and
livestock), especially HIV – AIDS, refugee influx and internally
displaced persons, and unplanned urbanization and settlement
amongst many others. Locusts are a menace, and human-induced
disasters relate directly to human actions. They include fire, mines
collapsing, and industrial pollution and constructive failures. This letter
has become familiar all urban centers and has generated a lot of
concerns due to its frequency and loss of lives and damage to
property.
About 80% of more seasoned grown-ups have no less than one
interminable condition that makes them more helpless than sound
individuals during a disaster. These chronic diseases — combined with
the physiological, tangible and psychological changes experienced as a
feature of maturing — result in frail older adults having special needs
during emergencies. Planning and coordination practitioners among
public health and emergency preparedness professionals and
practitioners who give administrations to the maturing are essential to
meet these unique needs. A few devices and procedures as of now
exist to cause set up these experts to ensure and help more seasoned
grown-ups amid a disaster. These incorporate having experts from
various fields work and prepare in coalitions, guaranteeing that
promoters for more experienced grown-ups partake in group full
emergency preparedness, and using community mapping data to
identify areas where many older adults live. (Aldrich and Benson,
2008)
 Redman (1999) as cited by Hunter (2005) explain that the
most devastating impacts of disasters are in human settlements,
particularly those of poor people and impeded groups, who are the
greater part of our general public. In these ranges, the review
discovered that the sense of preparedness is least and relief lowest.
Address in the gap of implementation, the following measures was
recommended to reinforce the nation's system to manage disasters.
Identifying and setting aside land banks to meet urgent protect
necessities of exiles, returnees and inside dislodged people, including
as suitable, the development of transitory lodging with necessary
facilities taking into account gender specific needs. Undertaking
delineation of high-risk regions for different disasters for hazard
mapping; developing procedures for safe development of hills sides
and application of environmental impact assessments; promoting
research in alternative less flammable building materials; supporting
hazard-resistant building designs and construction in zones prone to
earth movement and flooding by enforcing building specifications and
regulations. Establishing data banks and information system on
disaster and developing appropriate dissemination channel to enhance
community preparedness, and undertaking monitoring and evaluation
as a means of response, and using lessons learned from the past
failure audits to take preventive measures that minimize negative
impacts.
Similarly, Oxfam (2010) conducted a study on “Innovative
Humanitarian Response within a Disaster Risk Reduction Approach:
Learning from the 2009 Mayon Volcano Eruption”. The study
demonstrated that Albay's DRRM show assumed a unique part in
ensuring lives of individuals and in the meantime making groups
secure and safe from a catastrophic event that may take place. It
likewise presented how Albay province attained a “Zero Casualty”
target for one and half decade.

Synthesis of the Review

The foreign and local concepts and studies reviewed are

related to the present study and provided broader understanding on
disaster preparedness its scope limitation which make researcher see
the area of concerns in terms of mitigating disaster this also serve as
guidelines for the researcher in formulating the problem, the
conceptual framework, and in the framing of the survey
questionnaires.

PREPARING THE RESEARCH ABSTRACT

An initial step that a researcher has to undertake when writing the review of
literature is the preparation of the research abstract. A research abstract is
basically a summary of the study conducted by a researcher or group of
researchers. A well – written and prepared research abstract contains two major
sections, namely: Preliminary and body section.

An abstract is a summary that contains the relevant information from a

research report according to specified categories. A good abstract contains the
following information: Problem, Hypothesis, if any; subjects of the study; methods
and procedures; findings and conclusion
 Problem – this is the statement of the research problem of the report being
reviewed. It includes both the major and specific problems of the study.
 Hypothesis of the Study – this specifies hypothesis tested by the researcher
in the study reviewed.
 Subjects – the individuals involved in the study, including how they were
chosen or selected.
 Methods and Procedures – this section describes how the study was done. It
includes such items as method of research utilized, instruments or data
collection tools employed in the study; and the analyses performed by the
researcher.
 Findings and Conclusions – this section identifies the salient findings and
conclusions of the study. They are usually numbered when the research
report is quite lengthy.

Before the abstract, you have to record the following bibliographic

information about the research report, which you will use in your actual
bibliography: title of the research; name/s of the researcher; nature of the
research, whether it is baby thesis, feasibility study, case study, thesis, or
dissertation; and the college/university that granted the degree to the researcher.

DISASTER PREPAREDNESS IN SAGAY CITY

Name of the author/authors

Recoletos de Bacolod Graduate School
University of Negros Occidental – Recoletos
March 2017

ABSTRACT

This study utilized a descriptive - correlational research design which

examined the extent of implementation of disaster preparedness in
Sagay City. The two hundred seventy-four (274) respondents of the
study were composed of members of the Local Disaster Risk Reduction
and Management Council, Barangay Officials, and Barangay Disaster
Risk Reduction and Management Council. The research instrument was
adopted from the study of Mabag (2012) which examine the extent of
 implementation of disaster preparedness of Sagay City as a whole and
in terms of mitigation and adaptation, preparedness, response, and
recovery and rehabilitation. The finding of the study revealed that the
Sagay City has a highly effective extent of implementation of disaster
preparedness in all areas mentioned. Further, it revealed that even
thought there was no significant difference in four areas when grouped
according to category. The significant difference in the extent of
implementation of disaster preparedness in Sagay Ciy rejected the null
hypothesis as there was a significant difference among four areas
when grouped according to educational attainment and geographical
location. The result of the study is the basis for formulating the
proposed enhancement program in strengthening LGU institutional
capacity for disaster preparedness.

Keywords: (Mitigation and Adaptation, Preparedness, Response, and

Recovery and Rehabilitation)

LESSON 3: Focusing on the Research Problem

Sources of Research Problems

Asking questions is the usual starting point for research. What is a

question in research? It is a problem that is in need of solution or an answer.
Identifying the problem to be studied is, oftentimes, the difficulty
encountered by both undergraduate and graduate students. In order to
identify research problems, a researcher needs to know where they can be
sourced.

One of the sources of research problems is personal interests and

observations. Our own interests and observations are important because
they can point to directions for research and in sustaining the study. Most
often, students are at a loss to get an idea for a research project and, often,
believe it to be very difficult. The springboard for research is all around us.
All we have to do is to observe and be curious.

Another possible source of question for research is the pressing

problem needing a solution. Whether in school, workstation, or the
community, we are confronted with problems requiring immediate solution or
attention. These difficulties that have to be immediately addressed are
potential problems for research. For instance, traffic congestion, drug
addiction, criminality in the country’s metropolitan areas, and spread of Type
A (H1N1) flu are good topics for research.
 Other investigators theories and research can also be sources of
research problems. One of the most interesting things about research it that
it raises more questions than it answers. These new questions can also serve
as a starting point for further research.

Literature in one’s field of specialization is another possible

source of a research problem. Books and research journals in your area of
expertise can be a potential source of research topic. These sources, not only
teach readers about a particular discipline or profession, but also suggest
topics for further study and exploration.

Completed theses and dissertations are also good sources of

research problems. These research projects normally suggest topics that
future researchers can work on, particularly the recommendation section of
the research report.

Suggestions from colleagues and professors can also provide

researchers with problems for in-depth study. Your friends and peers who
have undertaken research in a particular discipline can suggest problematic
areas needing immediate attention, which can be a possible topic for study.
Even your professors in your major subjects can recommend topics for
further investigation.

Factors to Consider in the Choice of a Research Problem

After knowing the possible sources of research topics, it is important to

know the criteria or factors that should be considered in selecting problem for
research. These factors are briefly discussed below.

 Novel. When considering a research topic, you have to focus on one

which has not been fully investigated before. In the event that the
problem was already studied, you need to inject originality by coming
up with another research design, using a different data-gathering tool
or a different scheme for analyzing research data. It can be a new
twist in the character of the problem.
 Relevant. The results of the study on a given problem should be of
practical value to you and the significant others in the field. 'This
means that once the study had been completed, its headings,
conclusions, and recommendations can be used in improving practices
or solving identified difficulties.
 Interesting. As the researcher, you need to consider your interest in
the choice of a research problem. Interest counts 3 lot in the conduct
of a study. If you are not interested on the topic, it will be difficult for
you to put your heart and soul in it.
 Feasible. This means that a problem you are going to work on can be
completed without undue amount of time, money or effort. Research
 feasibility also means that you have the necessary competence or
expertise to conduct the study on the chosen problem.
 Researchable. This means that data can be collected to answer the
problem that you pose. A researcher, for instance, who wants to prove
the existence of God will definitely find it difficult to gather quantifiable
data to answer the said problem.
 Ethical. A research problem is said to be ethical when it does not
involve physical or psychological harm or damage to human beings or
organizations. In other words, a study on a particular topic should not
put people or institutions in a bad light.

Types at Research Problems

A research problem is usually posed as a question. The question form

is often preferred due to its simplicity and directness. Moreover, this format
orients the researcher to the immediate task of developing a design to
answer the research question. A research question, however, may be
descriptive, relationship, or difference.

A descriptive research question typically asks “what is” and

suggests a survey research design. Some examples of descriptive research
question are as follows:

 What is the prevalent organizational culture of the Philippine National

Police as assessed by its officers and men?

 What is the level of emotional readiness of criminology interns of IRU

for entry into police service, as assessed by themselves and their
practicum supervisors?

 What are the dominant leadership styles of police station commanders

in the National Capital Region as perceived by themselves and their
subordinates?

 What is the level of commitment of the uniformed and non-uniformed

officers of the Philippine National Police to their job and the
organization?

 What are the behavioral problems manifested by the new breed of law
enforcers?

A relationship research question asks, “What is the relationship

between two or more variables or factors under study?” and implies a
correlational design.'1hefoilowing are examples of relationship research
questions:
  Does emotional readiness of senior criminology students relate
significantly with their performance in their on-the-job training?

 Is the self-concept of the BS Criminology students of IRU related to

their performance in their professional subjects?

 Is there a significant association between unemployment and

commission of crimes in two slum areas in Quezon City?

 Is there a significant relationship between leadership skills and the

ability of the police investigators to handle crime incidents in Manila?

 How significant is the relationship between the on-the job-training

stressors and coping strategies of criminology interns of the Philippine
College of Criminology? ‘

A difference research question typically asks, “Is there a difference

between or among the respondents in relation to a characteristic or factor
under study?” This type of question is often used when a researcher is after
comparing two or more observations. Examples of difference research
questions are shown below.

 How do male and female criminology graduates compare in their

performance in the criminology licensure examination?

 How do the inmates in Mandaluyong Jail compare in their personal

values when they are categorized according to the following variables:
1. age;
2. gender;
3. civil status; and
4. educational attainment?

 How significant 1s the difference in the law enforcement competencies

of police officers in Metro-Manila when they are grouped according to
place of deployment?

 How do criminology graduates from private and state colleges and

universities compare in their performance 1n the licensure
examination for criminologists?

 How do the officers and men of the PNP in the National Capital Region
compare in their levels of job and organizational commitment?

Stating the Research Problem

 After selecting the research problem, it has to be adequately stated.
There are two ways of stating research problems, namely: declarative; and
in question form. In most colleges and universities in the Philippines, the
declarative form is used when stating the main problem of the study. On
the other hand, the question form is used when stating the sub-problems
or specific problems of the proposed research. Go over the example below
and reflect on how the research problems on the relationship between the
level of leadership skills and performance of police investigators in the
National Capital Region were stated.

Title of the Study: The Level of Leadership Skills and Performance of

Police Investigators in Handling Crime Incidents in the National Capital
Region

Main Problem ~ This study was undertaken for the purpose of

establishing the relationship between the level of leadership skills and
performance of police investigators in handling crime incidents in the
National Capital Region (NCR).

Sub-problems - The following specific problems were answered in

inquiry:

1. As, assessed by PNP personnel, barangay officials, and court

personnel what is level of leadership skills of police investigators
in the selected cities in the research locale in terms of the
following:
1.1 operational skills;
1.2 strategic skills;
1.3 technical skills; and
1.4 human skills?

2. Is there a significant difference in the assessment of the

respondents on the level of leadership skills of police
investigators, with regard to the aforementioned variables?

3. What is the performance of police investigators in handling

crime incidents as assessed by the respondents in terms of?
3.1 investigation procedure at the crime scene;
3.2 pre-charge investigation report;
3.3 review evaluation of pre-charge investigation report;
3.4 documentation of the case under investigation; and
3.5 case preparation as prosecutor’s witness?

4. How significant is the difference in the assessment of the

respondents on the performance of police investigators in
handling crime incidents in relation to the aforementioned
variables?
 5. How significant is the relationship between the level of
leadership skills and performance of police investigators in
handling crime incidents?

6. What are the problems encountered by the police investigators

in handling crime incidents in the selected municipalities? '

7. What measures may be recommended to enhance the

performance of police investigators in handling crime incidents?

To be able to state the main problem in your proposed study, be clear

as to what you really want to accomplish. Certainty with what you want to
find out will definitely enable you to state the main problem easily and
correctly. State your research problem in a sentence showing what you want
to describe, explain or predict. Once you have stated your main problem, try
to answer the following questions:

 Is the problem statement clear? Being able to identify exactly what is

to be investigated from the problem statement is an indication that it
is clear.

 Does it provide adequate focus and direction for research? Knowledge

of what is to be done after stating the main problem means that it had
guided you on what to do and what to emphasize in research.

 Does it identify the key factors or variables of the study? If the key
factors cannot be identified from your statement of the research
problem, then it is wrongly stated.

As most problems are too large or complex to be solved, they have to

be subdivided. Every problem can be broken down into smaller or discrete
units. These sub-parts are often called sub-problems. According to Leedy
(2003), it is by viewing the main problem through the sub-problem that the
researcher gets a better view of the entire research endeavor. Inasmuch as
we have to always think of the research problem in terms of its component
parts, there is a need for us to be aware of the characteristics of sub-
problems.

 Each sub-problem should be a completely researchable unit. A

subproblem should be researched as a separate sub-project within the
larger research goal. It is stated in the form of a question.

 Interpretation of data must be apparent with each sub-problem. The

fact that data will be interpreted must be clearly evident from the
statement of the sub-problem.
  The sub-problems must add up to the totality of the problems. This
simply means that the sub-problems formulated will aid the researcher
in covering all the significant areas of the main problem.

Justifying the Research Problem

Having defined clearly the problem of the study, the researcher’s next
task is to justify his choice of it over other probable ones. To justify your
study on a problem, try to answer the following questions:

 Does the problem require immediate solution?

 Is it widespread?

 Does it affect a number of people? If yes, in what way?

 Who shall benefit from the study of the problem?

 Who shall benefit from the study of the problem?

 What benefits can be derived from the study on the problems?

 Who else are interested in studying the problem?

 What contribution to human knowledge can it bring about?

Writing the Title of the Study

After identifying your research problem, you need to give it a title. The
label for the problem is your research title. There are certain functions served
by the research title. Notable among these functions are the following:

 It shows what the study is all about.

 It serves as a frame of reference for the entire study.

 It enables the researcher to claim ownership of the study.

 It can help other researchers refer to the work for possible theories
related to their proposed studies.

As the title is necessary for a study on a research problem, there are

some attributes or characteristics, it must possess. As pointed out by Sevilla
(1993) and Adanza (1995), a good title is clear and specific, as the contents
of the study are clearly shown in it. It also shows relationships among the
characteristics or factors being studied. Hence, a good title implies whether
the research will focus on differences, effects, or associations between and
among variables to be investigated. Finally, a good title is brief but concise.
By brevity is meant that it is composed of not more than 15 substantive
words, excluding function words such as articles, conjunctions, and
prepositions.

LESSON 4: Making the Research Problem

Manageable

How to make your research manageable

Defining Key Terms in the Problem

In any study, you need to define the key terms or concepts in the
statement of the problem in order to avoid confusion or ambiguity (Kumar,
1996). Examine the following statement of a research problem.

The research attempts to probe on the relationship between the

perceived management styles of police senior officers and their
subordinates’ behavior patterns in selected cities in the National
Capital Region, during the third quarter of the present calendar year.
 What are the key terms that should be defined in the statement of the
problem? To ensure clarity and focus, the following terms have to be defined:
management styles; and behavior patterns. How then should these terms be
defined? Researchers usually define key terms either conceptually or
operationally.

Conceptual definition is the definition of a term as given by

authorities or experts in a particular discipline. On the other hand,
operational definition is the researcher’s own definition of a term, based
on how it will be used in his study. This kind of definition requires a
researcher to specify actions or operations necessary to identify and measure
the terms. Consider the following definitions of the key terms in the
previously stated research problem.

Management style refers to the manager or executives distinctive

mode of managing an organization in terms of his performance of the
managerial functions in terms of his performance of the managerial
functions of planning, organizing, staffing, directing, controlling, and
budgeting (Starter, 2004). In this study, the term shall be taken to
mean as the police senior officers’ mode of managing the men and
women under their charge in terms of the key result areas in
managing a police station and its various programs.

The first definition is conceptual, while the second is operational. Why

define key terms in the problem? Fishers, as cited by Sevilla (1993), say that
definition of the key terms establishes the rules and procedures the
researcher will use to measure the variables of the study. Moreover, it
provides a clear meaning of terms that otherwise can be interpreted in
different ways.

Identifying the Variables of the Study

To ensure objectivity in the study of an identified problem, the

researcher has to be definite as to what variables are to be examined or
investigated. A variable is a property or characteristic that takes on different
values (Kerlinger, 1986: Wiersma, 1991). It is a symbol to which number or
values can be attached or assigned. The most commonly used classification
of variables includes independent, dependent, intervening and moderating
variables.

 Independent variable - the cause that is intervening is supposed to

be responsible for bringing about changes in the independent variable.

 Intervening variable - a variable whose existence is inferred but

that cannot be manipulated or controlled.
  Moderator variable - a variable that may or may not be controlled
but has an effect on the research situation.

Let us illustrate the above concepts by recalling the research problem

earlier mentioned on the relationship of perceived management styles of the
senior police officers and their subordinates’ behavior. In the said study,
perceived management style is the independent variable, as it will be used to
explain possible differences in the subordinates’ behavior patterns. On the
other hand, subordinates’ behavior is the dependent variable since it is the
effect that will be determined as consequences of the senior police officers’
particular management style. What factors, other than management style,
can affect the behavior patterns of the subordinates? These may include
commitment to the job or the organization, level of professional, and the
work values, among others. These are examples of intervening variables.

As regards possible moderator variables, the following can be

considered: age; gender; civil status; number of years in the service;
educational attainment; college assignment; teaching performance rating.
Why are these -moderator variables? They are moderator variables as they
are variances in the subordinates’ behavior patterns, as well as their
superiors’ management styles that can possibly be accounted for by their
differences in personal and professional attributes.

According to Wiersma (1991), when a moderator variable is controlled,

it becomes an intervening factor. When a researcher becomes aware of the
existence of a moderator variable and assesses its effect on the dependent
variable, it becomes a control variable. On the contrary, when the researcher
is unable to manipulate or measure the potential moderator variable, then it
is automatically an intervening variable.

Delimiting Research

One way of making a more focused study on a problem is by delimiting

it. It is simply giving full specification of what the researcher intends to do or
does not intend to do. When a researcher is able to set the scope and
delimitation of his study, he can make his research more manageable. At the
same time this can direct him to the proper choice of the research method to
employ.

How can a researcher delimit his research on an identified problem? A

researcher can set the scope and delimitation of his study by focusing on the
following:

 Purpose of the study

 Time coverage of the investigation

 Geographical coverage of the inquiry

  Variables to be studied

 Specific indicators of variables

 Type and size of the respondents of the study

 Data collection tools to be used in data gathering.

How to delimit a study is illustrated below.

The study described, assessed, and analyzed the mediation skills and
values of the barangay chairmen in Zone 14 of Pasay City during the second
quarter of 2011. Mediation skills exhibited by the barangay chairmen were
described in terms of the following scales: very competently displayed;
competently displayed; somewhat competently displayed; and very
incompetently displayed. On the other hand, mediation values professed and
enacted by the barangay chairmen were profiled based on the following
scales: practiced to a very great extent; practiced to a great extent;
practiced to a moderate extent, practiced to a less extent; and not all
practiced.

Answers to the problems of this study were primarily based on the

assessment and perception of the respondents, gathered through the use of
a questionnaire. Hence, the findings of this study are limited to the nature of
the questionnaire used.

Inasmuch as this study was done in Zone 14 of Pasay City,

generalizations and conclusions formulated in this study shall be applicable
only to this locale. Nonetheless, salient findings of this study can serve as
input to improving the implementation of the barangay justice system in all
the areas of Pasay City.

Basuel and Mendoza (2013), the research delimited their study, thus:

This study centered on analyzing the frequency of crimes against

property committed in two barangays of Mandaluyong City, with the end in
view of identifying implications to criminality. It, likewise, described the
respondent’s perception of the extent of the unemployment m the research
locale. Crimes against property covered in this study included the following:
robbery, burglary, theft, motor-vehicle theft, arson, shoplifting, and
vandalism.

The researchers, however, did not attempt to establish correlation

between unemployment and criminality. Nonetheless, survey results were
used as a basis for identifying the implications of the findings particularly on
criminality.
Stating Assumptions in Research

To enhance the understanding of the problem to be studied, the

researcher needs to state his assumptions. An assumption in research is a
statement that the researcher presumes to be true, and need not proven.
Nonetheless, it has to be based on the research problem. In a study on the
interpersonal values of inmates at Mandaluyong City Jail, the researcher
came up with the following basic assumptions:

1. That inmates have their own concept of what is good and desirable for
themselves

2. That an individual’s interpersonal values can be identified and

measured with the use of an appropriate inventory

3. That there are factors that affect an individual’s profession and

enactment of a particular interpersonal value

4. That Gordon’s Survey of Interpersonal Values (SIV) is culture-free and

can be used in determining the interpersonal values professed and
enacted by the respondents of the study.

Stating the Hypothesis of the Study

Formulation of the hypothesis of the study is another important

Consideration' in making one’s research manageable. But what is a
hypothesis in research? A hypothesis is a predictive statement that
represents the researcher’s tentative answer to his statement of the research
problem. Aside from ensuring clarity, the hypothesis serves the following
function in research:

 It provides focus to the study.

 It tells the researcher what data to gather.

 It enhances objectivity in the study.

 It enables the researcher to contribute to the formulation of a theory

and bridge the gaps in the body of knowledge.

When constructing a hypothesis, you must remember that the hypothesis

should be:

 simple and specific

 stated in an empirically testable form

 related to the existing body of knowledge and

  an indication of the specific nature of connection between or among
variables.

As already emphasized, the hypothesis is a specific, testable

prediction. This prediction can be stated either in the null or alternative form.
A null hypothesis (H0) is a statement indicating the non-existence of
difference, relationship, or association between two or more variables or
factors. On the other hand, an alternative hypothesis (H1) states the
nature of the connection between or among the variables that researcher
expects. Between these two, the null hypothesis is often used in many
researches in the academe since no statistical test has been developed in
testing the alternative or research hypothesis. Let us examine examples on
how the hypothesis is stated in the null and alternative forms.

Example 1

Problem: How do criminology graduates of Jose Rizal University and

Philippine College of Criminology compare in their
performance in the licensure examination?

Null (H0): Criminology graduates of Jose Rizal University and

Philippine College of Criminology do not differ significantly in
their performance in the licensure examination.

There is no significant difference in the performance of the

criminology graduates of Jose Rizal University and Philippine
College of Criminology in the licensure examination.

Alternative (H1): Criminology graduates of Jose Rizal University and

Philippine College of Criminology differ significantly in their
performance in the licensure examination.

There is a significant difference in the performance of the

criminology graduates of Jose Rizal University and Philippine
College of Criminology in the licensure examination.

Example 2
Problem: How significant is the association between parental
guidance and juvenile delinquency of a select group of
youngsters?

Null (H0): Parental guidance is not significantly associated to juvenile

delinquency of a select group of youngsters.

There is no significant association between parental guidance

and juvenile delinquency of a select group of youngsters.
 Parental guidance has nothing to do with the juvenile
delinquency of a select group of youngsters.

Alternative (H1): Parental guidance is significantly associated to

juvenile delinquency of a select group of youngsters.

There is a significant association between parental guidance

and juvenile delinquency of a select group of youngsters.

Parental guidance has something to do with the juvenile

delinquency of a select group of youngsters.

Since hypothesis testing is what research is all about, a careful and

precise statement of research hypothesis is vital for a research project to be
worthwhile.

LESSON 5: Developing the Theoretical and

Conceptual Frameworks of The Study
Formulating the Theoretical Framework

The theoretical framework of a study is the structure that can hold or

support the theory of a research work (Leveriza, 1997). This framework presents
the theory which explains why the problem under study exists. Thus, the theoretical
framework is a theory that serves as a basis for conducting the study. Why should a
researcher formulate his theoretical framework? There are three reasons for this.

 It helps the researcher see clearly the variables of the study.

 It provides the researcher a general framework for data collection and

analysis.

 It is essential in preparing a research proposal using descriptive and

experimental research methods.

In a study on the personal values and job performance of the non-teaching

personnel in one higher education institution in the NCR. Bermejo (1998) presented
his theoretical framework in this manner.

The study was premised on the theory that values affect an individual’s
performance on the job. Values according to Bernard and Haijzler (1993) are
ideas, beliefs, and thoughts we hold about ourselves, other people, and the
world. Such conceptions determine how we think, feel, and act. Furthermore,
these attitudes and ideas people hold can determine strongly their direction,
 adjustment, and satisfaction. They are variables that can determine the level of
an individual’s performance of his work.

According to Andres (1991), values help in behavior modification. such as

improving job performance. He further stated that each worker brings to his job
certain likes and dislikes, as well as personality traits. which make up his value
set. When this value set conflicts with those on the job, then the job suffers.
This conflict can result in poor work attitude. absenteeism, tardiness, low
productivity, and general discontentment for the worker, as well as those
around him.

Relative to values and attitudes, a number of factors affect a person’s

performance of his job. Cooper (1991) and D’Sauz’a (1990) mention power,
friendship, and stress as some of them. Human connectedness a positive and
supportive social network, also helps to make an employee work more
productively. Personal relationship can also make a difference on how one feels
at work, and how effective a person is on the job.

The paradigm of the theoretical framework is shown in Figure I.

Independent Variable
Dependent Variables

JOB PERFORMANCE
PERSONAL VALUES

Figure l
Paradigm of the Theoretical Framework

In a research proposal submitted to the author by one of his students on the

personality preferences and professional satisfaction, the theoretical framework was
presented in this manner.

This study shall be anchored on the theory that teachers ‘personality

preferences exert influence on their satisfaction in the practice of their
profession as teachers. The aforementioned theoretical proposition was
called from Hunsaker and Alessandrais thesis (2004) that the individual’s
personality has a bearing on his behavior:

As pointed out by Hunsaker and Alessandra (2004) there are

numerous factors that affect an individual’s behavior on the job. One of
these factors is personality. Personality influences an individual’s disposition,
attitudes and values towards his job. Thus, it can be inferred at this juncture
 that even an individual’s job satisfaction can be affected by the kind of
personality that he has. One clear example is an employee is considered an
introvert. An introvert, who is outgoing and ready for challenge, can be
expected to interact with other employees in the organization in order to
learn the demands of his job. Having learned what is expected of him can
lead him to enjoy his work and become committed to the goals of the
organization.

Writing on the kind of personality preferences people may have,

Gardner and Jewelrer (2003) identified different kinds of individuals based on
Carl Jung's psychological types; extrovert/introvert; senser/ intuitor;
thinker/feeler; and judger/perceiver. As pointed out by the two education
experts each type of personality preference demonstrates a specific type of
behavior that makes a person entirely different from others.

With regards to professional satisfaction, the researcher shall premise

this study on the instrumentality theory, as cited by McCormick and Ilgen
(2006). According to this view an individual calculates the degree to which
his job leads to valued outcomes. It is assured that he has a set of
judgments about how much he values certain outcomes such as pay,
promotion or even working conditions. He estimates the extent to which
holding the job leads to each outcome and considering all outcomes in the
set, the individual arrives at an estimate of the satisfaction he or she feels
will come from the job. This theory looks into the extent to which the job is
instrumental to producing job satisfaction.

This study shall, therefore, attempt to prove the theory that teachers’
personality preferences can affect their satisfaction on the practice of their
profession as teachers.

In a study on unemployment and criminality in two barangays in one of the

key cities in the National Capital Region, the theoretical framework was presented
in the following manner:

The researcher's study was based on Becker’s assumption of his

Economic Theory of Crime (1968 Crime and Punishment: An Economic
Approach) that people make rational choices between legitimate work versus
that of violent or property crime. The theory presumes a significant
relationship between unemployment and crime against property but unclear
relationship with crime against person. According to the economic model, the
reason for this positive relationship is that amidst the periods when there are
scarce opportunities for legitimate income; people may be weighed against
the opportunity for legitimate work. Thus, this study endeavored to prove
the theory that people commit crime against property due to unemployment.

In research on the mediation skills and values of barangay chairmen in Pasay

City, the researcher presented his theoretical framework in this way:
 This study is anchored in the Group Dynamics theory of Lewin and
Competence theory of Stewart. Lewin developed this theory to solve
management problems. He utilized the principles of psychology, sociology,
cultural anthropology and political science in the field of group dynamics.
According to this theory, active participation of group members in decision
making often results more production, deeper satisfaction, and greater
attainment of group Objectives. This theory was deemed appropriate for this
study, considering that speedy resolution of cases at the barangay level
requires active participation on the part of the complainant and the ones
complained. Securing active participation of the groups in conflict, however;
requires mediation skills and values that can lead to positive resolution of
cases brought before the Lupong Tagapamaya.

As already pointed out, another theory used in this study was the
Competence theory of Stewart (2007). According to this theory, the level of
competence of men and women in any organization exerts influence on the
attainment and realization of its vision, mission, and objectives. just like, the
theory, earlier cited, this proposition has a bearing on the present study. If
members of the Lupong Tagapamayapa are competent, then they will be
equipped with mediation skills and values vital for the resolution of cases
filed before them.

This study, therefore, attempts to provide empirical support to the

researcher’s theoretical proposition that effective implementation of the
barangay justice system rests on the competence of the barangay chairman
with respect to the skills and values they have to ensure speedy, fair and
just resolution of cases in their own area of jurisdiction.

Based on the foregoing examples, how was the theoretical framework

formulated? An analysis of these examples reveals that the theoretical framework
can be presented by:

 Specifying the theory used/to be used as basis for the study

 Mentioning the proponents of the theory

 Citing the main points emphasized in the theory

 Supporting the researcher’s exposition of the theory by ideas from other

experts

 Illustrating the theoretical framework by means of a paradigm or diagram

 Ending up by reiterating the theoretical proposition of the study

Formulating the Conceptual Framework

 After formulating the theoretical framework, the researcher has to develop
the conceptual framework of his study. While the theoretical framework is the
theory on which the study is based, the conceptual framework is the
operationalization of this theory. Some researchers consider it as the direction of
the study or the researcher’s own position on the problem. It may be an adaptation
of a model used in a previous study, with modifications to suit the inquiry. It is,
therefore, the researcher’s model patterned after previous models that he had
analyzed leading to the creation of a new conceptual framework.

Aside from showing the direction of the study, through the conceptual
framework, the researcher can show relationships of the different constructs that he
wants to investigate. A construct, according to Arboleda (1991) is any clearly
defined concept. Examine a sample conceptual framework used by Hernandez in
1998 for his study on the correlates of students’ performance in Mathematics.

Attitudes in Mathematics Academic Performance in

Teaching Strategies Mathematics

Student Variables
Teacher Variables

Figure 2 Correlates of Academic Performance in High School Mathematics

Scrutiny of the aforecited figure reveals that the independent variables
of the. study are attitudes in mathematics and teaching strategies used in
teaching the subject. These attitudes may take any of the following forms:
positive; neutral, or negative. On the other hand, teaching strategies utilized
in Mathematics were reckoned in terms of the following dimensions of
cognitive learning: knowledge; comprehension; application; analysis;
synthesis; and evaluation.

Academic performance, however, was the dependent variable in this

study. The Grade-Point Average (GPA) in Mathematics was used as indicator
of academic performance in the aforementioned subject. Students’ GPA was
categorized into the following levels of performance: outstanding; very
satisfactory; satisfactory; fair; and needs improvement.

Further examination of Figure 2 shows that there were two sets of

intervening variables in this study; namely: student variables; and teacher
variables. Student variables included the following: curriculum level; gender;
and interest in mathematics. On the other hand, teacher variables centered
on the following: year level assignment; performance rating; and educational
attainment. The first set of intervening variables was used in accounting for
possible differences in the respondents’ attitudes and performance in
Mathematics. Conversely, the second set of intervening variables was
 employed in explaining possible variances in the teaching strategies utilized
by the high school teachers in teaching the aforementioned subject.

In the research proposal on personality preferences as correlates to teachers’

professional satisfaction, the conceptual framework was presented in the following
manner.

Figure 3 shows the conceptual framework of the study.

INPUT PROCESS OUTPUT
Profile of the grade school Analysis of the personal Better
teachers in terms of profile of the respondents
selected personal Understanding of
attributes Description and analysis
of their personality The Grade School
Personality preferences of preferences
the respondent Teachers as
Description and analysis
Job satisfaction profile of their professional Educators
satisfaction profile
And
Correlational analysis of
teacher’s personality Individuals
preferences and
professional satisfaction

A Model for Analyzing the Relationship Between Teachers’ Personality

Preferences and their Professional Satisfaction

As depicted in Figure 3, it can be seen that there are three (3) sets of
variables that shall serve as inputs to this study. These variables are as
follows: profile of grade school teachers in terms of selected personal
attributes; personality preferences of these teachers and their professional
satisfaction profile.

In order to achieve the output of this study -that of better

understanding these teachers as educators 'and individuals the following
processes shall be undertaken: analysis of the personal profile of the
respondents; description and analysis of their personality preferences;
 description and analysis of their professional satisfaction profile; and
correlational analysis between teachers ‘personality preferences and their
professional satisfaction.

Another example of how the conceptual framework is presented below. This

was used by Lim (2010) in his study on the mediation skills and values of barangay
chairmen.

Amicable settlement of disputes is an old and respected Filipino

custom. It is a practice that conforms with our Filipino cultural values,
underscoring the important role of conflicts or third-party intervention in
settling disputes among members.

The Katarungang Pambarangay was formalized to sustain the

aforementioned tradition in the past. The barangay chairman or the lupong
tagapamayapa serves as the administrative agency of the government
clothed with semi-judicial functions to settle certain classes of disputes
peacefully without judicial intervention. As conflicts for resolution differ in
nature and scope, there is a need for the barangay chairman and his
members to be equipped with the necessary skills and values for them to
become more effective and responsive in their task of mediation.

Figure shows the conceptual framework of the study

INPUT PROCESS OUTPUT

Moderate Skills Comparative Analysis of Speedy and Fair
the Barangay Chairmen’s: Resolution of Conflicts at
Mediation Values the Barangay Level
Mediation Skills
Problems Encountered in
the Implementation of Mediation Values
Barangay Justice System
Analysis of Problems
Encountered in the
Implementation of
Barangay Justice System

Figure 1
Conceptual Framework of the Study

As shown in Figure I, the following served as inputs to this study;

mediation skills; mediation values; and problems encountered by the
barangay chairmen in the implementation of barangay justice system. To
ensure the attainment of the objectives of this research ---that of ensuring
speedy and fair resolution of conflicts at the barangay level, the following
 processes were employed: comparative analysis of the barangay chairmen’s
mediation skills and values; and an in-depth analysis of the problems they
encountered in the implementation of the barangay justice system.

Based on the example cited earlier, what procedures did the researcher
follow in presenting the conceptual framework of the study? You will note that the
following were done in the process:

 Citing the conceptual model or paradigm

 Identifying the independent variables of the study

 Mentioning the dependent variable and its indicators and categories

 Pointing out the intervening variables that can explain variances in the
dependent and independent variables of the study

 Showing the direction of the study.