RES 1 Module Chapter 1 PDF

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DALUBHASAAN NG LUNGSOD NG SAN PABLO

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Lesson 1: Introduction to Research

Research is formalized curiosity. It is poking and prying with a purpose.
–Zora Neale Hurston
Introduction
This module is designed to develop educational research skills that will be used to identify and determine
so many issues and concerns in education that most of the time has a tendency to see patterns, make
inferences and judgments to formulate, design, plan and act to address them. In education research, this is
an important skill, which allows teachers and administrators to make thoughtful inferences and
predictions based on data. The actions that will be taken then influence what kind of data needed to
collect to support policies, strategies and methods from the bulk of data files in the school to improve
teaching and management practice. Teachers are now being encouraged to carry out research in order to
improve their effectiveness in the classroom, program and activities and preparation to administrative
purposes.
Text: A Self-Learning Outcome-Based Education (OBE) Instructional Materials in RSH 630, Cresencio,
et. al., Chapter 1
Reference: Introduction to Research in Education, Ary et. al., Chapters 1-3
Lesson Learning Outcomes

By the end of this unit you should be able to:
❖ Describe the characteristics of scientific approach.
❖ Identify and determine specific research type for specific purpose in education.
❖ Discuss the competing perspectives of research types and processes.
❖ Conceptualize a research issues and concerns based on the inductive and deductive reasoning.
❖ Develop a systematic approach in writing a research inquiry.
❖ Articulate a sense of scientific inquiry in the context of education issues and concerns; and,
❖ Create an introduction to education research.
Definition of Research
Scientific research is the application of the scientific approach to studying a problem. It is a way to
acquire dependable and useful information. Its purpose is to discover answers to meaningful questions by
applying scientific procedures. To be classified as scientific research, an investigation must involve the
approach described in the next section although it may take place in different settings and may use
different methods, scientific research is universally a systematic and objective search for reliable
knowledge.
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A Systematic
Approach
Deductive Inductive Deductive-Inductive

Approach or
Approach Approach Scientific Approach
Sources of Knowledge
Before we further pursue the role of scientific inquiry in education, let us review some of the
ways in which human beings throughout history have sought knowledge. The major sources of
knowledge can be categorized under five headings: (1) experience, (2) authority, (3) deductive reasoning,
(4) inductive reasoning, and (5) the scientific approach. We will be focusing on the last three sources of
knowledge.
Deductive Approach - refers to a thinking process in which one proceeds from general to
specific. It organizes what people already know and can point out new relationship as it proceeds to
general to specific source of new knowledge. It links theory and observation.
Inductive Approach - refers to a thinking process in which one proceeds from specific to
generalised observation. It organizes observation and facts to the whole. It links facts and observation to
generalized a phenomenon.
Deductive-Inductive Approach or Scientific Approach - Integration of the most important
aspects of the inductive and deductive methods into a new technique, namely the inductive–deductive
method, or the scientific approach. This approach differs from inductive reasoning in that it uses
hypotheses.
Educational Research
Educational research is the application of the scientific approach to the study of educational
problems. Educational research is the way in which people acquire dependable and useful information
about the educative process. Educators usually conduct research to find a solution to some problem or to
gain insight into an issue they do not understand. The ultimate goal is to discover general principles or
interpretations of behavior that people can use to explain, predict, and control events in educational
situations—in other words, to formulate scientific theory.
Drill 1
A. Answer the following questions about what you have read.
1.Define research in your own words.
2. Which characteristics of the deductive and inductive approach did the scientific approach combine
together?
3. As a future educator, how can educational research help you?
B. Identify the source of knowledge—deductive reasoning, inductive reasoning, or the scientific

approach—most prominently used in the following examples:
a. After extensive observation of reactions, Lavoisier concluded that combustion is a process in which a
burning substance combines with oxygen. His work was the death blow to the old phlogiston theory of
burning.
b. Dalton, after much reflection, concluded that matter must consist of small particles called atoms. His
early assumptions became the basis for the atomic theory.
c. Later scientists took Dalton’s assumptions, made deductions from them, and proceeded to gather data
that confirmed these assumptions. They found support for the atomic theory.
d. Knowing that radioactive substances constantly give off particles of energy without apparently
reducing their mass, Einstein developed the formula E = mc2 for converting matter into energy.
e. Accepting Einstein’s theory, Fermi carried on experimentation that resulted in splitting the atom.
f. After studying reinforcement theory, a teacher hypothesizes that using a tutorial computer program will
lead to superior achievement in arithmetic. She devises a study in which the tutorial is used with two
sixth-grade classes, whereas conventional materials are used with two other sixth-grade classes.
Types of Research
Different research studies can be classified based on certain characteristics being highlighted. The
following are some of these classifications and the general types of researches used in education.
Types of Research Based on Purpose in Education
1. Exploratory Research – as the name implies “exploratory” generally provides an information
and insight to researchers as they prepare for larger research efforts such as surveys and
experiments. The study does not offer final and conclusive solutions to existing problem but
rather uncovers possible avenues for reaching decision makers’ objectives. This help to form
basis of many research topics that can be conclusive and specific. The research assists the
researchers in finding possible causes to the symptoms communicated by decision makers.
A socially responsible decision makers in education often approach researchers with symptoms to
a problem (example: declining enrolment, falling national examinations, etc.) to have a baseline
of what should done to address to the problem. Researchers may conduct exploratory research to
develop a list of possible causes. Additional more extensive research may then confirm which
possibility or possibilities are most the likely causes. Once established, deciding on strategy might
first require developing a list of available strategies before estimating which stood the best chance
of success.
2. Descriptive Research - determine, describe or identify what is. It is “aimed at explaining current
issues or problems through a process of data collection that enables them to describe the situation.
3. Empirical Research - based on observed and measured phenomena and derives knowledge from
actual experience rather than from theory or belief. It uses data derived from actual observation or
experimentation. Reports of empirical studies are articles summarizing original research.
Empirical research articles are examples of primary research.
4. Developmental Research – refers to a research focus on the assessment and evaluation of
existing model and technique used to further enhancement or improvement. Studies that focus on
the evaluation on the use of instructional materials, tests, curricular programs and activities, etc. It
can also be used in the administration which include: policies, design, management, utilization,
and evaluation. etc. The primary purpose of this research is to examine the focus, techniques, and
tools of the system.
Nature Type 1 Type 2
Study of specific product or program Study of design, development, or
Emphasis design, development and/or evaluation processes, tools, or models
evaluation projects
Lessons learned from developing New design, development, and
specific products and analyzing the evaluation procedures and/or models,
Product
conditions that facilitate their use. and conditions that facilitate their use.
Context-specific conclusions. Generalized conclusions.
5. Cohort Study – is characterized as a longitudinal study analyzing development over time. The
research question to be addressed focuses whether there is an increase or decrease on a certain
outcome variable Y is associated with an increase or decrease in one or more predictor variables
(X). This phenomenon is known as tracking or trending behavior patterns.
Types of Research Based on Methods
General Types of
Research
Quantitative Qualitative Mixed Method

Research Research Research
A Combination of
Experimental Phenomenological Quantitative and
Research Research Qualitative
Research
Quasi-experimental Ethnographic
Research Research
Correlational
Historical Research
Research
Causal Comparative
(Ex Post Facto) Narrative Research
Research
Descriptive Case Study

(Survey) Research Research
The following definitions are taken from experts:
1. Quantitative Research - explains phenomena by collecting data that are analyzed using
mathematically based methods. It is essentially about collecting using quantitative methods.
For example, how many males get academic awards at university compared to females? What
percentage of teachers and school leaders belong to minority groups? Has pupil achievement in
English/Math/Science improved in our school division over time? It is either calculated using
mathematical approach or statistics. A phenomenon that we would like to discover the: rise and
fall of test scores, admission and enrolment population, predict, forecast, and finally test
hypothesis is in quantitative.
Table 1 – Strength and Weaknesses of Quantitative Research
Strengths Weaknesses
1. Testing and validating already constructed 1. Categories and theories used by researcher may
theories about phenomena occur. not reflect local constituents’ understandings.
2. Capable of testing hypothesis 2. Research may overlook certain phenomena not
3. Can generalize research findings accounted for by focus on the pre-determined
4. Useful for obtaining data that allow theory of hypothesis.
quantitative predictions. 3. Knowledge produced may be too abstract and
5. Can eliminate confounding variables. general for direct application to specific local
6. Provides precise, quantitative numerical data. situations.
7. Data analysis is relatively less time
consuming.
8. Results are relatively independent of the
researcher (statistical analysis, significance).
9. Useful for studying large population.
Source: Adapted from Ellis, 2005, Research on Education Innovation
The Types of Quantitative Research

Experimental research - involves a study of the effect of the systematic manipulation of one
variable(s) on another variable. The manipulated variable is called the experimental treatment or the
independent variable. The observed and measured variable is called the dependent variable. In
experiments, you seek to control all other variables that might influence the dependent variable.
To have a “true” experiment, researchers must use a random process such as a coin toss to
assign available subjects to the experimental treatments. With random assignment, each subject has an
equal and independent chance of being assigned to any group; thus, the assignment is independent of
the researcher’s personal judgment or the characteristics of the subjects themselves. Sometimes,
however, researchers cannot randomly assign subjects to experimental treatments for a study. Instead,
as in the preceding example, the experimenter must use already assembled groups such as classes. In
this case, the research is called quasi-experimental.
Correlational Research – refers to the determination of the degree of relationship between
two or more variables. The variables are examined to determine whether they are related and direction
of the magnitude of the relationship is measured to infer. Researchers can make predictions based on
the relationship through a quantitative statistical analysis.
To illustrate:
Teaching Strategies Student Performance
The independent variable (Teaching Strategy) is causing change to the dependent variable
(Student Performance), and or vice versa.
Teaching Strategies Student Performance
Causal-Comparative (Ex Post Facto) Research – is a research approach that seeks to explain
differences between groups by examining differences in the experiences of group of respondents. This
examines the effect of an independent variable (past experience) to a dependent variable. The results
suggest a possible causal relationship but cause-and-effect relationship is avoided.
Survey Research (Descriptive) – refers to a described behavior pattern and it gathers people’s
perception, opinions, attitudes, and beliefs about a current issue in education. Descriptions are
summarized by reporting the number or percentage of persons reporting each response. It requires
thoughtful and careful planning, contrary to what others believed that it is easy, simple questions and
answers.
Action research – refers to a type of research that address specific question in the existing
practice of teaching in the classroom. It offers opportunity for continued reflection. In all professional
fields, the goal of action research is to improve processes. Action research is also beneficial in areas of
teaching practice that need to be explored or settings in which continued improvement is the focus. It
is very popular in the field of education because there is always room for improvement when it comes
to teaching and educating others.
The field of education often uses action research, an interactive method of collecting
information that's used to explore topics of teaching, curriculum development and student behaviour in
the classroom.
2. Qualitative Research – refers to a research that make sense of the interpretative, naturalistic
approach to the world that consists of field notes, interviews, conversations, photographs, memos
to the self, artefacts, and documents. Researchers attempts to make sense of, interpret phenomena
in terms of the meanings people bring to them. Creswell (2012) and Denzin and Lincoln (2018)
claimed that qualitative research begins with assumptions and the use of interpretative/theoretical
frameworks that inform the study of research problems addressing the meaning individuals or
groups ascribe to a social or human problem.
Table 2. Strengths and Weaknesses of Qualitative Research
Strengths Weaknesses
1. Data are based on informants’ own categories 1. Knowledge produced may not generalize to
of meaning. other people and settings.
2. Data is collected in natural and contextual 2. Cannot make predictions.
settings. 3. Cannot test hypothesis
3. Describes rich detailed description of personal 4. Collection of data is time consuming.
experiences of phenomena. 5. Bulk of data across different resources such as,
4. Useful in studying a limited number of in- interview transcript, observation, documents
depth cases. and artefacts.
5. Useful for describing complex phenomena.
6. Can conduct cross-case comparison and
analysis.
7. Responsive to local situation, conditions and
stakeholders need.
The Types of Qualitative Research

Phenomenology - refers to a study that explains the lived experiences of the informants. A
rigorous data collection in textual transcripts from interview, observation, thematic discussions from
different experts to explain a phenomenon. The use of systematic data analysis procedures of
significant statements, an exhaustive description of meanings, and themes cluster. The study ended by
describing the experience of informants and validates it through coding and triangulation.
Ethnography - refers to a study described and convey a phenomenon in real time experience
of the informants but of the researcher as well. Most of the time, the study is about but not limited to
cultural phenomena. Ethnographic study explains how culture works in a complex multi-layered
manner (macro, meso, micro). It describes how theory in a conservative perspective angle sees and the
real setting of the phenomena. The researcher position himself by describing his involvement as a
participant observer of the group involved in the research topic.
Narrative research is understood as a spoken written text giving an account of an event or
action chronologically connected. According to Creswell (2013), it is a collection of stories from
individuals’ lived experiences. It is a collaborative feature as: story told to the researcher, constructed
between the researcher and the participant, or a story intended as a performance to convey a message.
Narrative stories are analyzed in varied ways.
Grounded Theory study sought to develop a theory that explains key factors in the issue
relevant on the topics being explored. Its central focus is to understand the phenomena and the
theoretical model. The study uses multiple methods in qualitative research to establish in-depth and
breadth of developing a theory.
Case Study refers to a study that describes a detailed description of the topic, the people
involved, the area and the main focus of the topic. Data are collected through the multiple source of
information such as interviews, observations, documents, and audio-visual materials, and summarized
in tables based on the forms of data.
The researchers need to have a thorough understanding of the types and approaches to examine the
meaning of experiences towards the phenomenon.
Table 3. Differences of Quantitative Research and Qualitative Research
Dimensions Quantitative Research Qualitative Research
Nature Number Experiences
People Respondents Participants/Informants
Sample Size 30 or more Limited informants
Experiment, Correlation,
Phenomenology, Ethnography, Narrative, Historical, and
Types
Comparative, Evaluative, etc
Grounded Theory
Survey, Trending Analysis
Interview, Observation, Focus group Discussion (FGD),
Methods Artefacts, Documentary Analysis, Case Analysis,
Discourse Analysis, and Literature Review
Statistical Data Analysis and Memoing, Coding, Categories or bracketing. Themes,
Analysis
Mathematical Analysis Triangulation, and Thematic Analysis
Strong research involves accessing and evaluating various forms of information. The information
needed to answer specific questions. Data may vary depending on the nature of questions, context,
population, depth, breadth and extent about the topic. Thus, result to choose a mix method of research.
Drill 2
A. Consider the following characteristics of a research study. Indicate whether each one is most likely (1)
quantitative research or (2) qualitative research.
a. Researcher is objective and detached from participants
b. Develops hypotheses after data have been collected
c. Uses induction to analyze data
d. Uses large representative samples of individuals
e. Uses narrative description
B. Based on the titles, classify each of the following studies according to the research methodology most
likely used:
a. Gender-Based Differential Item Performance in Mathematics
b. Improving Math Skills of High School Students
c. College Students’ Views and Ratings of an Ideal Professor
d. Effect of Early Absence of Father on Scholastic Aptitude
e. An Alternative High School: An In-Depth Study
f. An Analysis of Social Studies Textbooks Used in Chinese Middle Schools to Determine How the
Philippines is Portrayed
C. What research methodology do you believe would be the most appropriate for investigating each of
the following research questions?
a. How do parents conduct home schooling?
b. Does collaborative learning promote achievement in the college classroom?
c. What is the relationship between vocabulary and reading achievement in the primary grades?
d. Do parents support character education in the junior high school curriculum?
e. What is the relationship between teachers’ undergraduate background (education
versus liberal arts) and certain measures of competence in the classroom?
f. How did educational reforms of the junior high school lead to development of
the middle school?
g. What is the influence of family composition on children’s conformity to the student role?
h. What kind of education do students receive in a church-sponsored Christian high school?
i. What is the extent of drug use among students in a rural high school?
Characteristics of a Good Research Problem

1. The problem is significant (it will contribute to the body of knowledge in education).
2. The problem is one that will lead to further research.
3. The problem is researchable (it can be investigated through the collection of data).
4. The problem is suitable (it is interesting and suits the researcher’s skills, time, and available
resources).
5. The problem is ethical (it will not cause harm to subjects).
Preparing a Research Title

The title of a research proposal should be concise and descriptive. An effective title not only
pricks the reader's interest, but also predisposes him/her favorably towards the proposal.
The title is often the first thing written in the proposal.
A good test for your title is to answer these questions:
1. Is the title of your manuscript limited to 1-15 words?

2. Does the title reflect the main variables, the people, and the purpose of the study?
3. Is your title free of jargon? The title should not contain acronyms.
4. Does the title have an overall goal that is clear and informative?
5. Does the title catch the interest of the people in the field?
The Research Proposal

Writing a research proposal is a structured plan designed to explore specific events or topics. The
researcher must have in mind the main purpose of the writing, its problem, its objectives, theories as
groundwork for the study, the significance, methods and design. The main purpose of the introduction is
to provide the necessary background or context for the research problem. How to frame the research
problem is perhaps the biggest problem in proposal writing. The introduction typically begins with a
general statement of the problem area, with a focus on a specific research problem, to be followed by the
rational or justification for the proposed study.
The introduction generally covers the following elements:
Elements of a Research Proposal

Quantitative Research Parts Qualitative Research Parts
Chapter 1 The Problem and Its Setting Chapter 1 – The Problem and Its Setting
Introduction Introduction
Theoretical Framework Statement of the Problem
Conceptual Framework Thesis Arguments (if any)
Statement of the Problem Theoretical Framework
Hypothesis Conceptual Framework
Scope and Limitations of the Study Scope and Limitations of the Study
Significance of the Study Significance of the Study
Definition of Terms
Source: DLSP Research Manual
The introduction to a research paper can be the most challenging part of the paper to write. The
introduction must contain the following:
1. Briefly describe the major issues and sub-problems to be addressed by the research;
- Specific issue and its variables;
- Reason why there is a problem and why it needs to be addressed;
-Specific distinction or differentiation of the proposal to an existing study related to the
topic.
2. Discussion of the appropriateness of the topic based on the researcher’s expertise.
3. Objectives of the study must be clear from the beginning
- Should be stated clearly
- Be clear and concise
- Must be measurable and feasible
Purpose of Research
The research purpose is a statement of "why" the study is being conducted, or the goal of the
study. The goal of a study might be to identify or describe a concept or to explain or predict a situation or
solution to a situation that indicates the type of study to be conducted (Beckingham, 1974). The purpose
statement identifies the variables, population and setting for a study. Every study has an explicit or
implicit purpose statement. The research purpose should be stated objectively or in a way that does not
reflect particular biases or values of the researcher.
In the research process, the purpose is usually stated after the problem, supports the problem and
clarifies the knowledge to be generated for nursing.
Problem Purpose
The Theoretical Framework – refers to the integration of theoretical concepts, constructs and
proposition that apply to the problem under investigation. It is derived from a theory which is a
modifiable explanation of certain facts or phenomena that may help to understand or predict an outcome
(Egbert & Sanden, 2020).
It indicates the following:
- indicates the theoretical perspective and the variables utilized to underpin the research
where the topic to be explore and the theory has a relative connection;
- using theory to put research topic on a solid footing, the actual act of using a specific
theory does not act as a blinker and prevent you seeing other perspectives.
The Conceptual Framework refers to an illustration of the overarching model for understanding
the research topic. The concepts of the study represented as variables are shown in figure to depict the
conceptual flow of the whole research paradigm.
Research Paradigm is the specific stance of the researcher on how knowledge can be revealed.
(Egbert & Sanden, 2020).
1. What do you think is going on with the issues, settings, or people plan to study?
2. What theories, beliefs, and prior research findings will guide to inform research?
3. What literature, studies have your read that discuss about the topic?
The Statement of the Problem. The statement of the problem is research problem that the
researcher is interested to explore and investigate.
1. The question must be clear
2. The question must be feasible to answer
3. The question is arranged logically
4. The question is significant;
5. The question must be ethical.
Research Questions
1. What specifically do you want to better understand and about the settings or respondents you
are studying?
2. What do you do not know that you want to learn?
3. What questions best capture the variables you want to explore?
4. Are questions logically arranged?
The Hypothesis is the possible outcomes of the study being predicted or clarified and later
verified based on the collected data that gives direction to the final outcome of the study. In some cases,
there are outcomes that are significant than the others may lead to more useful knowledge.
For example: A researcher would like to explore the effect of COVID-19 to the admission and
enrolment of students in the school. Two opposite arguments were raised based on his reading and
observations. If we are going to write the problem:
Null Hypothesis:
There is no significant relationship/effect between COVID-19 pandemic and the
population of the admission and enrolment of students this Academic Year 2020-2021.
Alternative Hypothesis:
The COVID-19 pandemic will significantly affect the population of the admission and
enrolment of students this Academic Year 2020-2021.
These two opposing perspectives may be rejected or accepted given the appropriate statistical
analysis of the data using Statistical Package for Social Science (SPSS), R or other statistical software.
Scope and Limitations of the Study sets the reader or evaluators to the expectations of the study.
If discussed in details would:
- Clarify what needs to be added and what was disregarded.
- Coverage of the topic being investigated, the parameters expected to measure the variables,
- Type of information to be included in the scope of the research topic such as: access, cultural
bias, the population, the extent of people involvement, etc. It also includes the facts and
theories utilized in the study.
- Discuss the characteristics of design or methodology that impacted or influenced the
application or interpretation of the results of your study.
- They are the constraints on generalizability and utility of findings that are the result of the
ways in which you chose to design the study and/or the method used to establish internal and
external validity.
Significance of the Study refers to the applications of the study as well as to whom it will be
beneficial and where it can be used as follows:
- the importance of variables and their roles in the field of study.
- How the study affects the existing knowledge of the selected beneficiaries of the study, or how
the result might change the way benefactor do things.
Definition of Terms
1. Only the variables or key terms included in the study shall be defined.
2. Acronyms need not be defined if their meanings have been mentioned in the text.
A term shall be defined operationally (i.e., how it is used or measured in the study), or
theoretically/technically (i.e., how it is defined in published resources).
Drill 3
Identify what is wrong each of the following research questions.
Lesson Exercise
A. Form a group with 6 to 7 members and prepare at least three topics per group of the
possible research area you would want to perform a research on.
Lesson Application
B. Write the research title and the first chapter of the approved research topic of your group.
References
Association for Educational Communications and Technology, Table 42-2. A Summary of the Two
Types of Developmental Research. Retrieved from http://members.aect.org/ edtech/ed1/42/42-
01.html on May 11, 2020.
Ary, Jacobs & Sorensen (2010). Introduction to Research in Education, Wadsworth Cengage Learning,
8th Edition
Burkholder, G.J., Cox, K.A., Crawford, L.M., Hitchcock, J. H. (2019). Chapter 5 Qualitative
Research Design, Research Design and Methods;
California State University Library, Sociology Research Guide: Identify Empirical Articles.
Retrieved from https://libraryguides.fullerton.edu/c.php?g=189661&p=1257021
Cresencio, M.A., Dizon, R.R., Sumande, C.T. Rebusquillo, L. (2020) Instructional Materials in Research
Seminar 1. Open University System
DLSP Student Handbook 2018 rev, ed.
Ellis, A. K. (2005) Research on Education Innovations, 4th Edition, Eye on Education, p. 5
Maxwell, J.A. (2013). Qualitative Research Design, An Interactive Approach 3rd Edition, SAGE
Publication Inc, Singapore
Mujis, D. (2011). Doing Quantitative Research in Education with SPSS: Edition 2, SAGE Publication,
p.19
Lodico, M.G. & Spaulding, D.T. (2010). Methods in Educational Research: From Theory to Practice,
John Wiley & Sons, California.
Sanden, S.& Egbert, J. (2020). Foundations of Education Research: Understanding Theoretical

Components, 2nd Edition, Routledge, New York,
Saunders, M., Lewis, P. & Thornhill, A. (2012) “Research Methods for Business Students” 6th
edition, Pearson Education Limited
Singh, K. (2007). Development of Research Techniques, Quantitative Social Research Methods,

Sage Publication India, p. 27
Twisk, J.W.R., (2003). Applied Longitudinal Data Analysis for Epidemiology: A Practical Guide,
Cambridge University Press, p.7

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CITY GOVERNMENT OF SAN PABLO

DALUBHASAAN NG LUNGSOD NG SAN PABLO

Lesson 1: Introduction to Research

Lesson Learning Outcomes

Deductive Inductive Deductive-Inductive

3. As a future educator, how can educational research help you?

B. Identify the source of knowledge—deductive reasoning, inductive reasoning, or the scientific

Quantitative Qualitative Mixed Method

Descriptive Case Study

The following definitions are taken from experts:

Source: Adapted from Ellis, 2005, Research on Education Innovation

The Types of Quantitative Research

Teaching Strategies Student Performance

Teaching Strategies Student Performance

The Types of Qualitative Research

Characteristics of a Good Research Problem

Preparing a Research Title

A good test for your title is to answer these questions:

1. Is the title of your manuscript limited to 1-15 words?

The Research Proposal

Elements of a Research Proposal

DLSP Student Handbook 2018 rev, ed.

Ellis, A. K. (2005) Research on Education Innovations, 4th Edition, Eye on Education, p. 5

Sanden, S.& Egbert, J. (2020). Foundations of Education Research: Understanding Theoretical

Singh, K. (2007). Development of Research Techniques, Quantitative Social Research Methods,

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