MODULE 1

Lesson 1: Research Experience and Knowledge

 Research
-stands for an action to answer queries, understand problems, seek new knowledge or
based from existing knowledge in a new and creative way.
-a systematic investigation or inquiry entailing collection of data, documentation of
critical information, analysis, and interpretation of information (Williams 2007).
-came from the words “re”(again) and “search”(to look for).
-is not only about the discovery of something unknown, it is coming up with a new
explanation of something that is known.
-a process of searching for something to solve an existing problem or difficulty to solve.
-formation of new knowledge and the employment of previous or existing knowledge
into a new and creative way (O’Donnell 2012).
 New Knowledge
-represents something that someone can get after finishing a research.
 Collection of Data
-happens when somebody wants to answer questions or inquiries.
 Review
-refers to an action when you read articles and other materials to know more what
you are searching for.

Lesson 2: Importance of Research

 Importance of Research in Our Lives

1. Research aims for truth (Rolfe 2002)
-research provides us an explanation or solution to particular problem
based on the truth (Kasi 2009).
-sun is the center of the universe, not the earth (copernicus).
2. Research improves the quality of human life (Bornmann 2013)
-all of the technological advancements are brought by different
researches (Grupta 2008).
3. Research saves life (Cancer Research UK 2019)
-the first generation of antibiotic were discovered by the research of
Fleming (Pandey et al. 2014).
-Erythromycin (Dr. Abelardo Aguilar, 1940)
-incubator and jaundice relieving device (Dr. Fe Del Mundo)
4. Research gathers the necessary information (Igwenagu 2016)
-conducting research implies gathering necessary data to explain your
problem and to answer your particular questions.
5. Research explores humanity (Lee, Tran, Lee 2007)
-deals with the investigation of culture to understand and to appreciate
other’s practices, and beliefs (Zion and Kozleski 2005).
MODULE 2

Lesson 1: Characteristics of Research

 Characteristics of Research (Cristobal & Cristobal, 2017)

1. Research should be systematic
-researcher needs to carry out a series of interrelated steps in
conducting the study, where the procedure must follow a
well-planned, sequential, and organized structure from beginning
to end.
 Research Paper- divided into macrosystems (different chapters labeled
with main headings) and microsystem (consists of
various elements detailing the contents of each part).
2. Research should be objective
-researcher needs to present information that are purely based on
truths
-should always be anchored on the factual basis in which the research
work is founded, thus being free from any bias or personal opinion.
3. Research should be feasible
-researcher needs to consider the practicality of conducting the
proposed study, including the time, budget, and access to resources
to determine if the research can actually be done.
4. Research should be empirical
-research needs to employ appropriate methods, either quantitatively
or qualitatively to produce evidence-based information (drawn from
concrete experimentation, direct or indirect observation, and
verifiable experience.

Lesson 2: The Research Process

 Research Process
-a systematic manner in which the researcher approaches his/her area of
study to produce knowledge that the community will consider to be
worthwhile within the field (Rao, 2017).
 Research Phase (Whittemore & Melkus, 2008)
 Conceptual Phase
-identifying the problem
-reviewing the literature
-formulating the hypothesis
-developing the research framework
-developing the research framework
-determining the research purpose and objective
 Design and Planning Phase
-selecting a research design
-developing study procedures
-determining the sampling and data collection plan

 Empirical Phase
-collecting data
-preparing data for analysis
 Analytical Phase
-analyzing data
-interpreting the results
-making conclusions
 Dissemination Phase
-communicating results to appropriate audience and utilizing
 the findings

 Research Process Cycle

1. Identifying a Research Problem
-specifying a problem
-justifying it
-suggesting the need to study it for audiences.
2. Reviewing the Literature
-locating resources
-selecting resources

3. Specifying a Purpose for Research

-identifying the purpose statement
-narrowing the purpose statement to research questions or hypotheses

4. Collecting Data
-selecting individuals to study
-obtaining permissions
-gathering information
5. Analyzing and Interpreting Data
-breaking down the data
-representing the data
-explaining the data
6. Reporting and Evaluating Research -
deciding on audiences
-structuring the report
- writing the report sensitively

 Sources of Research Problem

1. Personal or Professional Experience
-may lead us to identify problem for which we would like a solution.
2. Literature and the Media
-when searching or reading the literature, it is possible to encounter gaps
in
information, knowledge, and problems for which there is currently no
solution.
3. Theories
-ideas about how things relate to each other (may be general,
commonly held beliefs, or more technical ideas).

 Steps to Take in Conducting a Study (Rao 2017)

1. Define the Research Problem
-look at a significant real-life problem (factors like area of interest,
availability of fund, socio-economic significance of the study, and the
safety measures to be considered in finding and defining the research
problem.
2. Review the Literature
-read various publications or surf the internet to become aware of the
previous works already done about the chosen topic (resources like
science books, magazines, journals, newspapers, or even in the
internet).
3. Formulate Hypothesis
 Hypothesis- a theoretical statement in solving a logical
relationship between variables.
 4. Prepare the Research Design
-identify what is the best means to collect and analyze data in the
study to clarify and improve the research problem, purpose, and
questions.
5. Collect Data
-use an appropriate data collection method to elicit the needed
information.
6. Analyze Data
-utilize strategies and methods that make sense of the data to answer
the research problem.
7. Interpret and Report the Findings
-put the information in perspective and present the solution to the
proposed problem based on the findings of the investigation.

Lesson 3: Ethics in Research

 Ethics
-a branch of knowledge that deals with moral principles on governing a person’s
behavior in the conduct of any activity.

 Importance of Ethics in Research (“What is Ethics in Research and Why is it Important?”,

Resnik 2015)
1. It promotes the aims of research
-ethics guide the researchers in obtaining knowledge, truth, and avoidance
of error by prohibiting fabrication, falsification, and misrepresentation of
research data.
2. It upholds values that are essential to collaborative work
-researchers who are working in different disciplines and institutions
cooperate and coordinate to accomplish a particular research.
3. It ensures that researchers can be held accountable to the public
-ethical norms guarantee the public that researchers are deemed
responsible for committing any form of research misconduct.
4. It builds public support for research
-people express and lend their support by all means if they can trust
the quality and integrity of research.
5. It promotes a variety of moral and social values
-ethical principles help the researcher avoid practices that can
adversely harm the research subjects and the community. Thus,
it encourages social responsibility, human rights, animal welfare,
compliance with the law, and public health and safety.

 Ethical Codes and Policies for Research (“Practical Research 1 for Senior High School”,
Cristobal & Cristobal 2017)
1. Honesty
-researcher should strive to truthfully report data in whatever form of
communication all throughout the study.
2. Integrity
-researcher should establish credibility through the consistency of his/her
thought and action. He/she should act with sincerity especially on
keeping
agreements.
3. Objectivity
-researcher should avoid being biased. The study should not be influenced
by his/her personal motives, beliefs, and opinions.
4. Care
 -researcher should never neglect even the smallest detail of the study.
-all information should be critically examined
-records of research activities should be properly and securely kept.
5. Openness
-researcher should be willing to accept criticisms and new ideas for the
betterment of the study. Research results and findings should be shared
to the public.
6. Respect for Intellectual Property

-researcher should not plagiarize

-all authors cited and sources used in the study should be properly
acknowledged.
 Plagiarism- refers to the act of illegally using another person’s ideas,
works, processes, and results.
-constitutes claiming an intellectual property as one’s
own that can be penalized through Republic Act 8293
known as the Intellectual Property Code of the
Philippines.
7. Confidentiality

-researcher should take steps to protect all confidential documents

from being discovered by others.

8. Responsible Publication
-researcher should ensure that his/her work is clear, honest, complete,
accurate, and balanced, thus avoiding wasteful and duplicate
publication.

-should likewise refrain from selective, misleading, or ambiguous

reporting
9. Responsible Mentoring

-researcher should teach responsible conduct of research and share

professional knowledge and skills especially to new or less- experienced
researchers

10. Respect for Colleagues

-researcher should show courtesy to his/her colleagues by treating
them equally and fairly.
11. Social responsibility

-researcher should promote social good by working for the best interests
and benefits of the environment and society as a whole.

12. Non-discrimination

-researcher should not discriminate based on sex, race, ethnicity, or

any factor relating to scientific competence and integrity.
-research should be open to all people or entities who will
participate in research.

13. Competence
 -researcher should possess necessary knowledge and skills in
conducting a study.
-he/she should be equipped with a sense of professionalism and
expertise to ensure competent results.
14. Legality

-researcher should know and abide by relevant laws, institutional.

and government policies concerning the legal conduct of research.
15. Human Project Protection

-researcher should protect human lives by preventing and

minimizing harms and risks.

-he/she should always uphold the human dignity, privacy, and

autonomy of human subjects to be used in the study.

 Rights of Research Participants (Trochim 2006, Smith 2003, & Polit 2006)

1. Voluntary Participation
-research participants must be given the privilege to exercise their free
will whether to participate or not.
2. Informed Consent

-participants must be provided with sufficient information about the

procedures and risks involved in the research.
-serves as an initial guide on why and how the study will be conducted.

3. Risk of Harm
-research participants must be protected from any type of harm whether
it may be physical. psychological, social, or economic.
-researcher must avoid, prevent, or minimize threats especially when
they are exposed and engaged in invasive and risky procedures.

4. Confidentiality
-research participants must be assured of their privacy particularly on
personal information.
-researcher must secure that all information disclosed by them will not be
used without authorized access

5. Anonymity
-research participants must remain anonymous or unidentified
throughout the study even to the researcher themselves.
-they have the right to keep their identities secret as they participate
especially in case-sensitive studies.
MODULE 3: QUANTITATIVE AND QUALITATIVE RESEARCH

 Definition of terms:
 Contact Time
-the period when the researcher interacts with the research subjects or
participants to obtain relevant information.
 Hypothesis
-a statement usually predicting the relationship between variables that
can be tested by scientific research.
 Outlier
-a statistical observation in a set of data that is inconsistent with the
majority of the data.
-an observation that lies an abnormal distance from other values in a
random sample from a population.
-examination of the data for unusual observations that are far removed
from the mass of data. These points are often referred to as outliers.
 Output Replicability
-capable of repetition, imitation, or reproduction
 Replicability
-gives readers enough detailed information that the research can be
repeated
(or replicated)
-keeps researchers honest and can give readers confidence in research
 Research Instrument
-a measurement tool designed to obtain, measure, and analyze data from
research subjects around the research topic.
-include interviews, tests, surveys, or checklists
-usually determined by researcher and is tied to the study methodology.
 Sample Size
-the number of subjects to be taken from the target population of the
study.
 Trend
-an assumed development in the future that will have a long-term and
lasting effect; prevailing style or preference.
-a recurring pattern
 Trend Analysis
-the practice of collecting data in an attempt to spot that pattern
 Validity
-the functional quality of research instrument on obtaining data and
producing results based on the purpose of the study.
-refers to how accurately a method measures what is intended to
measure.
-about the accuracy of measure.
-if research has high validity, it produces results that correspond to real
properties, characteristics, and variations in the physical or social
world.
 Variable
-any characteristic that can have different values or traits that may
vary across research participants.
 Reliability and Validity
-concepts used to evaluate the quality of research.
-indicate how well a method, technique, or test measure something.
 Reliability
-the consistency of a measure
 Qualitative and Quantitative Research
 Quantitative
-dwells on the collection of numerical data analyzed by statistical
analysis.
 Qualitative
-deals with descriptive, in-depth, and holistic data analyzed by
summarizing, categorizing, and interpreting.

 Structured Interview
-the person or team doing the interview puts together a list of questions
that focus on the candidate’s past experience. strengths and weaknesses,
job requirements, and abilities and assets the person can bring to the
company.
 Unstructured Interview
-are a conversational, unrehearsed interview style that does not have a
specific list of questions meant to be asked in a particular order.
MODULE 4: Characteristics, Strengths and Weaknesses, Kinds, and Importance of Qualitative
Research

 Characteristics of Qualitative Research

Qualitative research can be easily characterized by carefully observing how some
research elements such as: research design, data collection procedure, and data analysis
have been put into considerations. As cited from Spalding University Library (2020), these
three key elements will guide the researcher to properly conduct a qualitative research
study. To further understand this kind of research, its characteristics are presented as
follows:

1. Qualitative research is naturalistic.

-should be based on real-life situations.
-should also unfold the study in a natural manner, that is, the findings
are derived from the analysis of authentic data gathered from the
participants. Such a concept makes qualitative research known for its
non-controlling characteristic

2. Qualitative research is purposeful.

-should select the participants in a purposive manner, that is, they will
be selected because they either have easy access to the information
needed or simply have the knowledge to provide a great deal of
information needed to the study.
-these participants are called “information rich” in the context of
research.
This type of participant selection will validate the concept that qualitative
study focuses on rich insights regarding the phenomenon rather than on mere
numerical data simply obtained from surveys and questionnaires.

3. Qualitative research is detailed.

-thick description of gathered data from the participants makes this
type of study a detailed one.
-should capture the direct quotations of the responses of the
participant/s from the conducted interview or observation.

4. Qualitative research requires engagement and neutrality.

-direct contact with the people, situation, and phenomenon under
investigation should be established by the researcher.
-immersing oneself would enable the researcher to acquire
personal experiences and insights which are essential to better
understand the phenomenon.
-should also be neutral in the responses and observations he/she
may get while engaging with the participant/s.
-should likewise show openness, sensitivity, and respect.

5. Qualitative research follows an inductive procedure.

-as the researcher immerses himself/herself in the phenomenon
under investigation, specific details and data will be gathered
from the target participant/s. These data then can be used to
discover emerging patterns and themes.
-following an inductive procedure, the researcher will start from
exploring the phenomenon and will end to confirming findings of
the works.
 6. Qualitative research is viewed in a holistic perspective.
-a study in a qualitative type cannot be simply done in a linear
and cause and effect relationship approach. Rather, it requires
the researcher to view the whole phenomenon under
investigation in a complex system, that is, different variables can
either cause or effect the phenomenon.

 Strengths and Weakness of Qualitative Research

It is known that a qualitative type of research focuses more on explaining
why subjects under investigation think and behave in certain ways. With such purpose, it
can be observed that there are corresponding strengths and weaknesses a
qualitative research may have once it is employed by the researcher. As cited from
University of Denmark Library (2020), this type of research has its strengths and
weaknesses presented as follows:

 Strengths
1. Qualitative research complements quantitative data.
-interview and observation are the common instruments used in the
conduct of a qualitative study. Such instruments can provide
qualitative data that can be utilized as a support for any
quantitative data appearing in a study, hence, a more reliable result
will be ensured.
2. Qualitative research provides more detailed information to explain
complex issues.
-since this type of research study requires the researcher to
immerse himself/herself in the phenomenon under investigation,
direct experiences can be acquired.
-considering “information rich” participant/s, as well as utilizing
interview and observation as qualitative research instruments,
may enable the researcher to gather more accurate data needed in
explaining a complex phenomenon
3. Qualitative research is cost efficient.
-small number of participants is usually considered in qualitative
research. Hence, less resources will be needed to accomplish
the study.
-interview schedule and observation checklist as qualitative
research tools demand the researcher to spend less resources
unlike questionnaires as a primary tool utilized in quantitative
research.

 Weaknesses
 Qualitative research cannot generalize the findings to the study
population.
-the use of a small number of participants in qualitative research
may result in limited responses.
- findings of the study might not be possibly generalized to a larger
population.
-replication of the study is often suggested.

2. Qualitative research is more difficult to analyze.

-unlike quantitative research which deals with numeric data and
can be interpreted through statistical formula, qualitative
research presents non-numeric data which are all based on
the subjective responses of the participants.
 -if data are not critically analyzed and carefully interpreted,
results may become biased and even less credible.

3. Qualitative research is time consuming.

-though qualitative research utilizes a small number of
participants, this, however, demands the researcher to
spend more time in dealing and engaging with them.
-the analysis and interpretation phase of the study also
requires the researcher to take more time in observing the
emerging patterns and themes derived from participants’
provided.

 Kinds of Qualitative Research

1. Phenomenological.
-focuses on subjective lived experiences of the participants in order to
understand phenomenon
-researcher is concerned with the feelings of the participants regarding a
particular event or activity, hence, the uniqueness of their lived situations can be
described.
-interview is the common instrument used for its data collection with the
suggested sample size ranging from 5 to 25.
Examples:
 A researcher aims to determine the challenges and coping mechanisms of
senior high school working students in the second district of Bataan.
 A researcher aims to explain the lived experiences of the COVID-19
survivors in the province of Bataan.

2. Ethnographic
-concentrates on the study of a group of people in a particular environment.
-to characterize behaviors, cultures, challenges, and possible occurring themes,
the researcher is required to engage himself/herself with the participants
through immersion in an extended period of time.
-observation, along with the use of interview and survey, is an essential
instrument for this type of study.
Examples:
 A researcher seeks to determine the cultural practices and healthcare beliefs of
the ethnic group living in Bataan province.
 A researcher seeks to characterize the survival strategies of families in an
urban poor community.

3. Grounded Theory
- intends to explain a phenomenon through developing a theory.
-in comparison with phenomenological study that primarily describes lived
experiences, grounded theory aims to provide explanation and theory behind
those lived experiences.
-interview and supporting documents are the commonly used data collection
instrument for its participants approximately ranging from 20 to 30 or until
data achieve saturation.
Examples:
 A researcher attempts to conceptualize the breast cancer survivorship process
among Bataeños.
 A researcher attempts to generate a theory of defense mechanisms of students
who experience school bullying.
 4. Case Study
-allows the researcher to have an intensive analysis of the phenomenon.
-the aim of this study is to accurately describe the case through an in-depth
examination of a single person or single institution.
-thorough interview, observation, and documentation are all utilized as multiple
data collection instruments.
Examples:
 A researcher aims to explain the causes of the reading difficulty of a grade 5
struggling reader.
 A researcher aims to describe the language challenges of hearing-impaired
students in a SPED class.

5. Historical
-concerned with the identification, evaluation, and synthesis of past event data.
-aims to understand present patterns and to anticipate future choices through
clearly relating the past event data which are obtained from sources such as
documents, relics and artifacts, and oral reports.
Examples:
 A researcher attempts to explore the nature and context of the political
leadership of Bataan governors.
 A researcher seeks to explore the development in the courtship letter writing
style among Bataeños.

6. Narrative
-life accounts of individuals based on their personal experiences are typically
obtained and analyzed in the conduct of this kind of qualitative research.
-the primary objective of the study is to extract meaningful context based on the
documented experiences.
-unlike phenomenological research which focuses on describing and explaining a
phenomenon through the lived experiences of the participants, narrative
research focuses merely on the nature of the story told by the participants.
Hence, phenomenological research may use narrative, but narrative research
does not necessarily need phenomenological.
-discourse analysis is one of the commonly and widely employed approaches of
narrative research.
Examples:
 A researcher seeks to characterize the struggles faced by student-athletes.
 A researcher seeks to describe the daily teaching experiences of millennial
teachers in the Schools Division of Bataan.
Importance of Qualitative Research
 Qualitative research is known for providing meaning to understand an existing
phenomenon. With this, the perspectives, expressions, and activities of the
participants play a vital role to unveiling the local context across different fields.
 The development in any fields such as in education, business, medical and health
allied services, etc. is made possible by means of qualitative research.
 For example, the researcher may study the experiences of individuals and their
access to health care by determining their perspectives. These solicited
responses reflecting their experiences, attitudes, and circumstances may help the
researcher to understand the phenomenon, hence, suggestions for improvement
and development can be sought.
MODULE 5: The Research Problem and the Research Title

 Research Problem
- Refers to a statement that promptly suggests for conducting an investigation.
- A research problem to be designed must deal with some concerns in a particular field that
may need an improvement or a solution.

Sources of Research Problem

 There is a need for a socially relevant problem when the researcher will attempt to conduct a
study. Hence, it is said that identifying and designing a research problem is quite a challenging
task.
 Familiarity with the potential sources, meanwhile, may help the researcher to come up with a
good research problem. As cited from Sacred Heart University Library (2020), four (4) varied
sources can be considered. These are as follows:
1. Theory
Existing social philosophies and generalizations which the researcher is familiar
with may be of a great help to design a research problem. The researcher may
observe if there is a gap between theory and practice. Difference between what is
said by the elders and what the youngsters see and observe may be a potential
source of a problem.
2. Practitioners
Consultation with the people who have direct experiences in a field of interest may
provide the researcher an idea of what relevant problem he/she may investigate.
Practitioners such as teachers, social workers, health care providers, etc. are
considered to be a good source of problem since they are directly experiencing
difficulties and challenges which are needed to be addressed.
3. Personal experience
Daily experiences can provide the researcher an idea of what problem that needs a
solution. Observation on what is happening in the community may allow him/her
to see the common concerns of people or institutions which may be subjected for
investigation.
4. Relevant literature
An extensive and thorough review of literature and studies relevant to the
problem interest of the researcher may enable him/her to come up with a potential
study. Through reviewing other available researches, the researcher may be able
to determine gaps in knowledge and to subject them for replication. Thus, a good
research problem will be ensured.

Considerations in Formulating the Research Problem

As cited from the book of Cristobal and Cristobal (2017), there are criteria which should be
considered by the researcher in order to arrive with a good research problem. Here they adopted
the proposed criteria of Barrientos-Tan (1997) from the book entitled A Research Guide in
Nursing Education. These are further subdivided into external and internal criteria.
1.External Criteria

a. Novelty - The research problem must carry “newness.” With this, its practical value would
be easily perceived.

b. Availability of subjects - A research problem, when is subjected to a further investigation,

requires data from the target subjects. Hence, the researcher must ensure that there will
be available participants who are capable of providing data needed for the study.
 c. Support of the academic community - The academic community, which consists of
administrators, teachers, staff, students, and parents, should be considered by the
researcher in what particular problem will be investigated. Each member plays a
vital role in the conduct of the study. Hence, the research problem should be clearly
perceived as beneficial once it is subjected for investigation. In addition, securing
permission among the said members must be done before conducting the actual data
collection procedure.

d. Availability and adequacy of facilities and equipment - Necessary common devices such
as computers and telephones which will be used in undertaking a study should be
considered. Likewise, other needed materials required by the research problem should
be checked if they are available and sufficient.

e. Ethical considerations - A research problem, when is subjected to a study, must not pose any
unethical demands most especially on the part of the research participants.

2. Internal Criteria
a. Qualifications of the researcher - These pertain to the expertise of the researcher to
the problem. It is important to the researcher that he/she has enough knowledge and
training when the research problem is subjected to further investigation so as to ensure
the success of the undertaking.

b. Motivation and interest of the researcher - The research problem which is in the interest of
the researcher may give him/her satisfaction and enjoyment. Hence, completion of the
research tasks will be efficiently attained.

c. Time factor - A research problem, when is subjected to a study, should suggest to be time-
efficient. With this, the undertaking will be possibly accomplished in a given time frame.

d. Costs and returns - It is also important that the researcher should consider a research
problem which suggests to be cost-efficient. When it is subjected to a study, it must not be
a sort of an expensive undertaking.

e. Hazards and handicaps - This means that a research problem should not put the researcher
in danger. The proposed study should be safe not only to the participants but moreover to
the researcher himself/herself. Physical and mental health of the researcher must always
be considered.

RESEARCH TITLE

Once the researcher has already had a problem that will be subjected for a study, he/she
may now begin formulating a good research title that will best represent the problem and the study
itself in general. As cited from Sacred Heart University Library(2020), a research title should help
the readers to see the main idea as well as the summary of the whole study. Further, it usually
contains fewest possible words that can bring understanding of the content and the purpose of the
study among the readers.

Characteristics of a Research Title

1. It should be limited only to substantive words with high consideration to the key variables
such as the phenomenon under investigation, the participants, and the setting of the study.

2. It should use words that can create a positive impression among the readers.
Avoid using abbreviations as well as some word constructions such as: “method,” “result,” and
“investigation.”
 3. It should be in the form of a phrase with correct use of capitalization, that is, the first letter
appeared in the title as well as the first letter of each noun word should be capitalized.

4. It should be concise by adequately implying the participants and the coverage of the study.

In addition, a researcher may also put a subtitle which is commonly employed in social science
research papers. This subtitle may be done: (1) to state the scope, context, and theory under
investigation; and (2) to provide a substantive and appealing literary title.

Examples of Qualitative Research Title

1. The ‘Need to Transcend’: A Phenomenological Study on the Lived Experiences of

Millennial Teachers (Lacdo-O et al., 2018)
2. The Educated Citizen: Cultural and Gender Capital in the Schooling of Aetas’ Children
in the Municipality of Janiuay (Moralista & Delariarte, 2014)
3. This Too Shall Pass: A Grounded Theory Study of Filipino Cancer Survivorship (de
Guzman et al., 2012)
4. Local Studies Centers: Transforming History, Culture and Heritage in the
Philippines (Perez & Templanza, 2012)
5. President Rodrigo Roa Duterte’s Political Speeches: A Critical Discourse Analysis
(Remoroso, 2018)
MODULE 6: Rationale of the Study

Research justification
It is considered as the initial step in writing a research paper. This step involves the skill
on how the researcher will provide the readers with critical background or contextual information
that introduces the research topic. Moreover, it needs to indicate the reasons why the
proposed research actually matters. In doing so, the researcher must be able to get the audience's
attention right from the introduction.

How to Write the Rationale of the Study

The rationale of the study must contain the following components:
1. Existing Literature
- a background on what researches have already been done about the given subject.

2. Relevance to Local/Global Context

- situational interconnectedness of individuals or things in varying perspectives.

3. Critical Background/Contextual Information

- circumstances forming a background of an event, idea or subject, that enables the
readers to understand the nature of the problem.

4. Research Gap
- problems, issues or questions that have not been addressed or are yet to be understood.
5. Proof of Urgency
- an urgent need to solve the existing problem.
6. Research Goal/Objective
- the purpose why there is a need for the proposed study to be conducted.

Here are some questions to be considered in presenting justifications:

 Why is this research important?
 What real life or everyday problem, issue, or question does the research relate to?
 Can people relate to the problem in local or global context?
 What benefit does the research promise?
 Are the units of analysis and observation clearly identified?
 What does the researcher hope to find out?
 What was wrong or incomplete about prior efforts already conducted?
 Does the research extend understanding of the phenomena being investigated?
 Does it elaborate or fill in the gaps in the present knowledge?
 What is the research ultimately trying to achieve?
MODULE 7: The Statement of the Problem
After the researcher has clearly presented the rationale of the problem, the formulation of
the targeted and well-defined problem must follow. This well-defined problem is commonly
pertained to the “Statement of the Problem.” Stating clearly the problem can make the vagueness
of the study be clarified. Further, this section allows the researcher to present other essential
elements of research undertaking such as the major variables, objectives, and appropriate
methodology.

In formulating the problem statement in a research paper, there are two types of problems which
should be considered:

 General problem
This pertains to the opening paragraph that gives specific details on other essential
elements which are the purpose, major variables, participants, setting, and time coverage of the
study. The said elements serve as a guide in order to properly formulate the general problem.
Cristobal and Cristobal (2017) from their book Practical Research 1 for Senior High School
presented guidelines in the writing of the general problem. These are as follows:
1. The general problem should clearly state the main task/s of the researcher.
2. The general problem should present the major variable/s related to the
phenomenon to be investigated.
3. The general problem should identify the participants of the study.
4. The general problem should state the research setting as well as the time period of
the study.
5. The general problem may indicate the intended output of the study such as an
intervention program, module, policies, etc.

General Problem Example:

This study aims to determine the functions of emojis in an online communication.
The study was conducted among the different strands of grade 11 students in the senior
high school department of Lamao National High School during the school year 2019-
2020. The result of the study was used as a basis for proposing a learning content
presentation strategy in language teaching.

to determine main task

functions, emojis, online communication major variables
grade 11 students participants
participants Lamao National High School setting
school year 2019-2020 time period
learning content presentation strategy intended output

After formulating the general problem of a study, enumeration of its specific problems should
follow. Unlike the general problem which is stated in a declarative form, the specific problems are
stated as questions. These formulated questions, moreover, should all be anchored on the general
problem. With this, the researcher will be guided on how he/she will seek an answer to the
problem.

In addition, the researcher must also know that a specific question to be formulated must
be a researchable question, that is, it should begin with words such as “what” and “how.” In this
case, the researcher may be able to solicit responses which can ensure detailed data necessary to
the study. Non-researchable questions, as in, those which are answerable by “yes” or “no” should
be avoided.
Examples of Non-Researchable Questions:

1. Do the participants use social media platforms for their communication

purposes?
2. Are the participants using emojis in their online communication?
3. Can the participants understand the meaning of emojis used in conversations?
4. Will the emojis be used for a language content learning presentation strategy?

Examples of Researchable Questions:

1. What are the most frequently used emojis by the participants in the corpus?
2. What are the pragmatic functions of emojis in the corpus?
3. How do multiple emojis affect the meaning of the discourse?
4. What learning content presentation strategy can be proposed based on the results of
the study?
MODULE 8: Scope and Delimitation

Scope and delimitation is an informative part of your research. It is informative because it is to

where you declare the things you have to carry out and follow through the course of research.

 Scope of research - it commonly refers to the depth your research area or parameters. This
includes restriction of the target population, research local, specified duration, design,
procedure, and instrument used.
1. Population - According to Majid (2018), this stands for the entire pool from
which the sample is drawn.
Examples:
a. Schools operating in Bataan (Private and Public)
b. Senior High School Students of a School
c. Grade 10 Students in a School Division
d. Tricycle Drivers operating in a Barangay
e. All Working Students in a grade level

2. Research Locale - It refers to the particular location where the study is

conducted.
Examples:
Lamao National High School
Dinalupihan
Schools Division of Bataan
Bataan Peninsula State University

3. Specific Duration - This stands for the exclusive time frame when the research is
conducted.
Examples:
May 20 to 22 2020
School Year 2020 to 2021
From 2015 to 2020
From January 2020 to May 2020

4. Research Method – This refers to the systematic plan for conducting research
which includes strategies, process, techniques, and procedures for collecting and
analyzing data (MacDonald and Headlam 2008). Here are the four (4) most
commonly used qualitative designs that you can use.
a. Ethnography – If your research is about a description or
investigation about customs of individual and culture, this design
can be used (Elis and Bochner 1996).
b. Phenomenology – If your research is about the commonality of
lived experience within a group of individuals or description of a
particular phenomenon, this research design can be used (Singh
2018).
c. Case Study – If your research is about an investigation of a
phenomenon within the context of real-life situation, you can use
this design (Kothari 2004) .
 d. Grounded Theory – If your research aims toward a development of
a theory in an inductive manner, you can use this design
(VanderStoep and Johnston 2009).

5. Protocols Followed - This refers to the standard procedure, system, or rules that
you follow in gathering data. It can be the permission in the conduct of the study,
communication letter to the respondents, or agreement on the conduct of
interview.

6. Data Gathering Procedure - This refers to the step-by-step procedures that you
employ before and during the data gathering.

7. Instrument - These are measurement devices that you use in your research. It can
be in a form of test, survey, questionnaire, and the like. However, in qualitative
research, you as the researcher is the instrument, and your interview guide serve
as a tool in gathering the data (Bahrami, Soleimani, Yaghoobzadeh, & Ranjbar,
2016).

8. Data Analysis - These are the systematical processes you employ to describe or
interpret your data. It can be thematic network analysis, dendogramming,
structural analysis, text analysis, and Collaizi procedure.

 Delimitation - it refers to choices made by the researcher that serves as boundary (Simon,
2011)

- This includes research objectives, questions, variables, theoretical objectives you

adopted, target samples, and justifications that limits the scope of the study.

 Research objectives, and description of variables are mentioned while

research questions are just reflected on the set objectives.
 Variable are also explained and declared, as well as to the theoretical
objectives of the study.
 Sampling method, target sample size, and justifications in choosing the
above mentioned scope are provided to clearly set the parameter of the
study.

 In some researches, instead of scope and delimitation, they use scope and limitation. The term
limitation is about the external and internal influences that researcher has no control of.
They can be shortcomings, conditions or influences that cannot be avoided due to the
limitation of the study. Thus, these limitations is a declaration of the possible influences to
the result of the study.
PRACTICAL RESEARCH /2ND SEMESTER/1ST QUARTER