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BAM 069: Business Research
Students Activity Sheet #1
Name: ____________________________________________________________ Class number: _______

Section: ____________ Schedule:______________________________________ Date: ______________
Lesson title: Adopting Flexible Learning Approach Materials:

FLM Student Activity Sheets
Lesson Objectives:
References:
1. Describe Flexible Learning Set – up. www.oxfordlearning.com
2. Recall house rules. blog.online.colostate.edu
: “Be a student as long as you still have something to learn, and this will mean
all your life.” – Henry L. Doherty
A. LESSON PREVIEW/REVIEW
INTRODUCTION (2 mins)
Good day! You are now enrolled in Business Research I hope you will cooperate with what the
course requires you. This will make your learning experience memorable.
Read the learning targets carefully and keep them in mind as we go through today’s lesson.
1. I can describe Flexible Learning Set-up.
2. I can recall house rules.
3. I can recognize the qualities and characteristics of a good researcher.
Activity 1: What I Know Chart Part 1 (3 minutes)

What do you know about Flexible Learning? Try answering the questions below by writing your
ideas under the What I Know column. The third column is left blank this time. You may use key
words or phrases that you think are related to the questions.
What I Know Questions: What I learned (Activity 4)

What is flexible learning?
How will you recognize a good

researcher?
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This document is the property of PHINMA EDUCATION

B. MAIN LESSON
Activity 2: Content Notes (13 minutes)

The following are notes about Flexible Learning. You may underline or highlight words or
phrases that you think is the main focus of the lesson.
When you enrolled this semester, what are your expectations? Will it be online or modular?
Our learning framework remains to be Active Learning. In response to the needs of this new
normal, we will be adopting a Flexible Learning Approach. It is a combination of face-to-face
classes and home-based learning.
What schedule will be followed in flexible learning set-up?
For school year 2021 – 2022, we will follow the 4-10 schedule, which means:
1. Students will attend face-to-face classes for 4 days in a week;
2. Study at home for the next ten (10) days.
What learning materials are needed in flexible learning set-up?
The primary instructional material for the flexible learning set-up is the Flexible Learning
Module.
The learning experiences in the modules are designed for full self-study in the event that
students will need or will be required to stay at home.
If the modules are designed for full self-study, what would be the teacher’s role now?
Teacher’s Role in the 4-10 Schedule
A. In class, face-to-face, (4 days)

1. Mentor
2. Collect Flexible Learning Module Student Activity Sheets
3. Give summative assessments (quizzes, examinations)
4. Facilitate supplementary group activities
5. Provide supplementary content via videos, etc.
B. At home, self – study, (10 days)

1. Check and grade collected output.
2. Monitor work through phone calls and chats, provide guidance, answer questions, and
check understanding.
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HOUSE RULES FOR BUSINESS RESEARCH
As a business research student, you are expected to
1. Actively participate with your group.
2. Read and be resourceful in looking for related literature and review

Qualities of a Good Researcher

There are 10 qualities of a good researcher whose first letters form the
acronym, RESEARCHER, as follows: R for research – oriented; E,
efficient; S, scientific; E, effective; A, active; R, resourceful; C, creative;
H, honest; E, economical; and R, religious.
A researcher who possesses the foregoing qualities is the kind of
investigator the government needs because he can respond to the
economic recovery of the country.
Characteristics of a Researcher
There are four common characteristics of researcher, these are;
1. Intellectual Curiosity
A researcher undertakes reflective thinking and inquiry of the things, situations and
problems around him. He is eager to get information on these often due to novelty and
unusualness. He raises questions to seek answer, continues to read related literature, makes
use of his experiences, and exercises his creativeness and inventiveness.
2. Prudence
There’s a saying that “Intellectual curiosity ends when prudence begins.” Once the
investigator has chosen wisely his research problem his intellectual curiosity ends.
The researcher is prudent if he conducts his research study at the right time and at the
right place wisely, efficiently, and economically. In other words, he does right thing at the right
time. Likewise, the 4 M’s (Man, Money, Materials, and Machinery) are used effectively and
economically.
3. Healthy Criticism
The investigator is always doubtful as to veracity of the results. Normally, the researcher
always doubts the truthfulness of his findings even if the data are gathered honestly.
4. Intellectual Honesty
An intelligent researcher is honest in collecting or gathering the data or facts in order to
arrive at honest results. Honesty is the best policy for an intelligent investigator because the
success or failure of his research lies on his hand.
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Activity 3: Skill Building Activities (15 minutes)

Now that you’re enlightened about Flexible Learning, it’s time to accomplish the activities below.
Wait for the instruction of the instructor. EnjoyJ.
1. Read the course outline for BAM 069, Business Research.
2. Fill out the student directory
3. Take note of the house rules.
II. Identification. Write the word that corresponds in each of the following phrases and/or
statements. Hint: the following corresponds to each qualities of a good researcher. Write your
answer on the space provided before the number.
____________________1.
Research oriented Starts to love and finds interest to conduct research
____________________2.
scientific Systematic, methodical, logical, and precise in decision
____________________3.
active Energetic and dynamic in conducting research until its completion
____________________4.
efficient Industrious in order to achieve dreams
____________________5.
creative Be inventive and quick – witted
____________________6.
religious Spiritually – oriented individual
____________________7.
effective Able to realize return on investment from the research outputs
____________________8.
resourceful Thrifty and wise in the use of materials, time and money
____________________9. Unique, original and innovative in research
economical
____________________10.
honest Trustworthy and declare valid research results
Activity 4: What I Know Chart Part 2 (2mins)

Now let’s check your final understanding of Flexible Learning. I hope that everything about the
topic is clear to you. This time you have to fill out the What I Learned column in Activity 1 Part 1.
Activity 5: Check for Understanding (5 mins)

Good job! You’re about to finish today’s activity.
Since this is just a beginning, here’s are some tips:
1. Get a good night’s sleep. Students of all ages should get at least eight hours of sleep every
school night. It’s the best way to ensure that the brain is refreshed and ready to process all of
the information learned during the day. It may be tempting to stay up late to cram, but it’s more
beneficial to get enough rest.
2. Eat properly. Don’t forget to eat! Your body and your brain needs fuel to help stay in top form.
Plus, it’s difficult to focus when you stomach is growling. Have healthy snacks but make sure
they are prepared in advance so you don’t spend too much time away from your work.
3. Get dress. By getting up and getting ready for the day, helps set the tone for making it a
productive day. Not getting dressed makes people more likely to decide to just watch videos
and sleep after lunch.
4. Have a designated study area. Whether it’s the kitchen table or the desk in your bedroom,
create an area to study that is a designated study zone. Try to reserve your bed for sleeping
and avoid studying in it (it’s easy to take a nap!).
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5. Create a timetable. This helps you organize your time, schedule your breaks, and is useful
when you have multiple subjects to study. Write your schedule so you can remember it and
refer to it often. Set reasonable limits for how much time you spend studying each day, and
break you session up into manageable chunks.
6. Take notes. This may include underlining or highlighting parts of lesson that you find important
or may be seen as its focus.
7. Try active studying. It is as simple as asking questions before, during, and after study time. Not
only does this help to give your study session direction, but it also helps keep you on track and
reflect on how to improve your next study session.
8. Use a dictionary. If you pass by unfamiliar words, search for its definition. This will help you
understand each lesson everyday plus it will help you widen your vocabulary.
C. LESSON WRAP-UP
Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.
B. Think About Learning

1. Go back for today’s learning targets. Were you able to achieve those learning targets? If
yes, what helped you achieve them? If no, what is the reason for not achieving them?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2.What question(s) do you still have in mind about today’s lesson?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
FAQs
1. Are we required to watch online videos at home?
No. Since we cannot assume that all students will have access to online materials, videos, if there is
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any, will be presented during face-to-face session.
Job well done! You’ve finished today’s activity.
KEY TO CORRECTIONS:
Activity 3
II.
1. Research – oriented 6. Religious
2. Scientific 7. Effective
3. Active 8. Economical
4. Efficient 9. Creative
5. Resourceful 10. Honest
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Lesson title: Acquiring Basic Concepts in Research Materials:

Lesson Objectives:
References:
1. Define research. Flores, M. Methods of Research
2. Enumerate characteristics of a good research. in Business Education 2016,
Appreciate the importance and purpose (aims, goals, Unlimited Books
objectives) of research in human life. Almeida et al. Research
Fundamentals (From Research
to Output) 2016, Adriana
Publishing Co., Inc.
Calderon et al. Methods of
Research and Thesis Writing
1993, National Book Store, Inc.
Create a To-do List. List your tasks, organize them in order of
priority and set deadlines. To-do lists will give you a structure, and a
plan to stick to.
Good day CMA-ers! Welcome to the world of wonderful world of RESEARCH! Today, you’ll
acquaint basic concepts in research. Concept is an abstract term, notion or idea, often conveyed
in a single word which serves as a springboard or building block of a theory, (de Belen,2015).
Read the lesson targets carefully and keep them in mind as we go through today’s lesson.
1. I can define research.
2. I can enumerate characteristics of a good research.
3. I can appreciate the importance and purpose (and/or goals) of research in
human life.
Let’s start exploringJ!

Research is a key to progress. There can be no progress without research in almost if not all
human endeavors. In government, in education, in trade and commerce, and in all types and
kinds of industries, research is vital and essential. Therefore, the methods and techniques must
be taught and learned in graduate as well as in undergraduate work. This is imperative because
the people who have gone through the college and graduate levels are the ones who are most
expected to undertake research activities.

Now that I had given you an introduction, fill in the What I Know column by answering the
questions below. The third column is left blank this time. You may use key words or phrases that
you think are related to the questions.
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What is research?
What are some characteristics

of good research?
Why do we need research?
B. MAIN LESSON
The following are basic concepts in research. You may underline or highlight words or phrases
that you think is the main focus of the lesson.
Definition of Research
The word research is derived from the Old French work cerchier, meaning to
seek or search. One seeks exhaustively for three reasons: (1) for more
explanations, (2) for verifiable truth, and (3) to make decisions. The prefix re,
meaning “again” signifies replications of the search.
Research may be defined as a scientific investigation of phenomena which

includes collections, presentations, analysis, and interpretation of facts that links man’s
speculation with reality.
Research is a method of acquiring knowledge based on the scientific method of inquiry to enrich
the system of objective knowledge in the fields of natural and social sciences.
The authors cited below defined research from different points of view.
Palispis (2001) cited that research is carried out for a specific purpose to answer specific
questions to solve a particular problem or issue. It seeks new knowledge and provides useful
information in the form of verifiable data. It contributes to the attainment of the development goals
of a nation. Research is not only conducted because it is pre-requisite to obtaining a degree, but
more so because it can potentially mobilize society.
Sanchez (2002) define research as a discovery and exploration of the unknown. It involves an
investigation of facts leading to the discovery of new ideas and new methods. It proceeds from
the known to the unknown. The end result is the discovery of truth. To arrive at such, the
researcher uses a method that suits his chosen field.
Burns & Grove (2007), said that research is to search or examine again and again or carefully.
Research is a diligent, systematic inquiry or investigation to validate and refine existing knowledge
and generate new knowledge.
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Best & Khan (1993) described research as “the systematic and objective analysis and recording
of controlled observations that may lead to the development of generalizations, principles, or
theories, resulting in prediction and possibly ultimate control of events.”
Importance of Research
Researchers must not simply set results and recommend actions. The importance of research
should be measured on the extent to which they are being actually carried out (Katigbak, 2008).
Research is conducted in many different settings. Conducting research in an educational setting

is important in every educator’s professional life (Educational Research, 2011). Education in a
research is done to improve these practices. Education should look at research as a way to
develop new understanding about teaching, learning and educational administration. This new
knowledge will lead to the improvement of educational practice (Gall & Barg, 2003).
Taflinger (1996-2011) cites two basic importance of research, to learn something or to gather
evidence. To learn something is for our benefit. It is almost impossible for a person to stop
learning. Research is organized learning looking for specific things to add to our store of
knowledge.
Purposes of Research (Aims, Goals, Objectives)
The definition of research says that research is purposive. The

main or principal purpose and goal of research is the preservation
and improvement of the quality of human life. All kinds of research
are directed toward this end. “The purpose of research is to serve
man,” and “The goal of research is the good life.”
Follows are some specific purposes and goals of research:
1. To discover new facts about known phenomena.

2. To find answers to problems which are only partially solved by existing methods and
information.
3. Improve existing techniques and develop new instruments or products.
4. To discover previously unrecognized substances or elements.
5. To order related, valid generalizations into systematized science.
6. To provide basis for decision – making in business, industry, education, government, and
in other undertakings.
7. To satisfies the researcher’s curiosity.
8. To find answer to queries by means of scientific methods.
9. To improve educational practices for raising the quality of school products.
10. To promote health and prolong life.
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Characteristics of Research
To qualify as research, the process must have certain characteristics, some important
characteristics are as follows;
Controlled. All variables Rigorous. This

except those that are tested or characteristic ensures that
being experimented upon are the procedures followed to
kept constant (not allowed to find answer to question
change or vary) so that the are relevant, appropriate
changes made on the subjects and justified. The degree
of the study can be attributed only to the of rigor varies between the physical and social
experimental variable. sciences and within social sciences.
Systematic. It follows an Valid and Verifiable. This

orderly and sequential implies that whatever one
procedure that leads to the can conclude on the basis
discovery of the truth, of the findings is correct
solution of a problem, or and can be verified by
whatever is aimed to be discovered. others, too.
Empirical. Any conclusion Critical. Critical scrutiny of

drawn is based upon hard the procedures used and the
evidence gathered from methods employed is
information collected from important to a research
real life experience or inquiry. The process of
observation. investigation must be free from any drawbacks.
The process and the procedures used must be
able to withstand critical scrutiny.

How’s dealing with the basic concepts of research? How did you find it? I hope you’ll do great in
the following activities. EnjoyJ.
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I. From the given concepts of research: definition, importance, purposes and characteristics,
make a brief conceptual understanding of research using figures, symbols, objects and/or
combination. Illustrate it inside the box.
II. Answer the following questions briefly. Write your answers on the space provided.
1. Considering the given definitions of research, how will you define it?
______________________________________________________________________
Research has been defined as a systematic search for new knowledge based on
______________________________________________________________________
scientific investigation aimed at improving existing knowledge through testing and
______________________________________________________________________
feedback.
______________________________________________________________________
2. Enumerate and explain three basic characteristics of research.

The three basic characteristics of research are: (1) It must be systematic from the known
______________________________________________________________________
to the unknown. (2) It must be Valid and Verifiable. The findings or conclusions must be
______________________________________________________________________
proven or tried out before it will be accepted in the academic and research communities. (3)
It______________________________________________________________________
must be Controlled. All other variables except the variable which one wishes to study must
be kept constant and not allowed to change for a better understanding of the causes and
______________________________________________________________________
effects of the variable being studied.
3. Why is research important to your course?
______________________________________________________________________
Research is important because it present a process that gives concise, proven and
______________________________________________________________________
verifiable information on a specific topic of interest. As students who aspire to become
______________________________________________________________________
successful in the business world, one must be an effective research user in order to have a
______________________________________________________________________
competitive advantage over others in their chosen field.

Now let’s check your understanding about the lesson for today. I hope that everything about the

Good job! You’re about to finish today’s activity.
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True or False. Direction: Write O if the statement is correct and leave it blank if not. Write your
answer on the space provided.
_________ 1. Palispis cited that “research is carried out for a specific purpose to answer
specific questions to solve a particular problem or issue”, year 2002.
_________ 2. Best & Khan (1994) described research as “the systematic and objective analysis
and recording of controlled observations that may lead to the development of
generalizations, principles, or theories, resulting in prediction and possibly
ultimate control of events.”
_________
O 3. In systematic characteristic of research, the procedures adopted to undertake an
investigation follow a certain logical sequence.
_________ 4. Verifiable characteristic ensures that the procedures followed to find answer to
question are relevant, appropriate and justified.
_________
O 5. In research, empirical as a characteristic connotes for all the procedures
employed and the data gathered are perceived in the same manner by all
observers.
_________
O 6. One purpose of research is to discover new facts about known phenomena.
_________ 7. One purpose of research is to discover previously recognized substances or
elements.
_________ 8. If a research implies that whatever one can conclude on the basis of the findings
is correct and can be verified by others, too. Then the research is valid and
verifiable.
_________ 9. Two basic importance of research is to learn something or to gather evidence.
_________ 10. To qualify as research, the process must not have certain characteristics.
C. LESSON WRAP-UP
A. Work Tracker
completed.

1. Go back for today’s learning targets. Were you able to achieve those learning targets? If
yes, what helped you achieve them? If no, what is the reason for not achieving them?
-
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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2. What question(s) do you still have in mind about today’s lesson?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
FAQs
1. Is research similar to problem – solving? If not, why? Elaborate.
No. They are different. In research, there may not be a problem only interest in answering a
question or a query on the other hand, in problem – solving there is always a problem to be
solved.
2. Cite more differences of research and problem – solving.
A research problem is more rigorous and broader in scope while, a problem to be solved is
less rigorous and less broad. Further, all research is intended to solve some kind of
problem, but this is not the primary aim while problem – solving, it does not always involve
research.
Great! You’ve finished today’s activity.
KEY TO CORRECTIONS:
Activity 3
I. Answers may vary. But make sure that the answer approached (or approaching to) the main
idea/thought of the term being asked. Scores may also depend on the assigned
teacher/instructor.
II. 1. Answers may vary. But make sure that the answer approached (or approaching to) the main
teacher/instructor.
2. Refer answers to Activity 2 (content notes, characteristics of research).
3. Answers may vary. But make sure that the answer approached (or approaching to) the main
teacher/instructor
Activity 5
1. 6. O
2. 7.
3. O 8. O
4. 9. O
5. O 10.
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Lesson title: Identifying Types and Classification of Materials:

Research and Identifying the Variable and FLM Student Activity Sheets
the steps of Research Process
References:
Lesson Objectives: Flores, M. Methods of Research
in Business Education 2016,
1. Identify types and classification of research. Unlimited Books
2. Identify the variable and the steps of research process. Calmorin, L. Research and
Differentiate the three kinds of variable. Thesis Writing (with statistics
and computer application) 2016
Rex Book Store, Inc.
Write out your study timetable for the day ahead, or the next few
days, then stick to it.
Good day! Welcoming you again in Business research course. Last session, you delve on basic
concepts in research. Let’s test how good your memory is by accomplishing the activity that
follows.
Direction: Answer the questions briefly.

1. List three words that describe and/or define research.
2. Write one importance of research in human life.
The following are your target for today, keep them in mind as we go through today’s lesson.
1. I can identify types and classification of research.
2. I can identify the variable and the steps of research process.
3. I can differentiate the three kinds of variable.

Have you ever met a researcher? How about dealing with some research? Do you have any idea
about these? Try to answer or give your opinion about the questions in the table by writing it in
the What I Know column, and the third column is left blank this time. You may use key words or
phrases that you think are related to the questions.
What are the types and

classification of research?
1

What is variable?
Write a word/s that you first

thought when you read or hear
the word “research process”.
B. MAIN LESSON
It is now time to collect information to satisfy today’s target. You may underline or highlight words
or phrases that you think is the main focus of the lesson.
Types and Classification of Research
Types of Research
There are three types of research, namely: (1) pure research, (2) applied research, and
(3) action research.
1. Pure Research. This is also called “basic research” or “fundamental research”. It aims to
discover basic truths or principles. It is intended to add to the body of scientific knowledge by
exploring the unknown to extend the boundaries of knowledge as well as to discover new facts
and learn more accurately the characteristics of known without any particular thought as to
immediate practical utility. The examples of pure researches are as follows:
a. Archimedes’ Principle. Although accidental, Aristotle Archimedes discovered what is

known as the ‘Archimedes’ Law of Buoyancy. He extended his principle further as follows:
“An object in a liquid will experience a buoyant force just equal to the weight of the liquid
displaced.” He extended his principle further as follows: “An object will float if the buoyant
force of the liquid is greater than its weight or the gravitational pull of the earth for the
object.
b. Newton’s Law. As a result of his experiences, Isaac Newton conducted pure research
known as Newton’s Law of Motion which states that “A body at rest remains at rest and a
body in motion will continue to move with the same velocity in a straight line unless acted
upon by an external force” (Rebollos, et al., 1986).
c. Hooke’s Law. Pure research conducted by Robert Hooke resulted in Hooke’s Law which
states that “Within a limit of perfect elasticity, strain is directly proportional to stress.”
(Manlulu, 1985).
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2. Applied Research. This type of research involves seeking new applications of scientific
knowledge to the solution of a problem, such as the development of a new system or
procedure, new device or a new method in order to solve the problem. In this type of research,
the problem is identified and a new system of new method is applied in order to solve the
problem. For instance, to solve problem of rice shortage, research on using new varieties of
rice has been conducted for the purpose of producing more rice. Another problem is population
explosion. To solve this problem, research on the effectiveness of the different contraceptives
for family planning has been conducted to alleviate the number of children per family.
3. Action Research. This is also called as “developmental research”. This is a decision – oriented
research involving the application of the steps of the scientific method in response to an
immediate need to improve existing practices. This process involves practitioners who study a
certain problem in vivo and from such experience draw their decisions and actions as well as
evaluation. For instance, the culture of seaweed, particularly Eucheuma using the broadcasting
method has existed in the locality and can be improved by using staking and bamboo rafts
methods.
Classification of Research
Research is classified as: (1) library, (2) field, and (3) laboratory research.
1. Library Research. This is done in the library where answers to specific questions or problems
of the study are available. The historical methods lends itself to library research because the
study is focused on the past, and much of the primary and secondary sources are found in the
library. Some historical evidence may, of course, be from archeological findings.
Field and laboratory researches also make use of the library researches but the answers
to certain problems are not available in the library. The data gathered through survey or
experimentation.
2. Field Research. Research is conducted in a natural setting. No changes are made in the
environment. Field research is both applicable to descriptive survey and experimental
methods.
An example of field research using the experimental method is “The Cultivation of Green
Mussel using Bamboo Raft and Staking Methods in Bulobadyang Island, estancia, Iloilo.” In
this study, the green mussel is cultured in the natural environment. All things are made equal
except the methods use in cultivation.
3. Laboratory Research. The research is conducted in artificial or controlled conditions by

isolating the study in a rigorously specified and operationalized area. The purposes are (1) to
test hypothesis derived from theory, (2) to control variance under research conditions, and (3)
to discover the relations between the dependent and independent variables.
Laboratory research is applicable to experimental, descriptive, and case study methods.
An example of laboratory research using experimental method is “Cultivation of Milkfish at the
Fishpond using Fish Meal and Bread Meal as Supplemental Feeds.” The researcher uses two
compartments, namely, the control and experimental ponds. All things are held constant except
the supplemental feeds used.
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An example of laboratory research using descriptive method is “The effectiveness of

Traditional and Modern Methods of Teaching Physics.” The researcher who should be a
Physics teacher should choose his subjects of the study with almost the same mental ability in
both traditional and modern methods. Test is the instrument used to gather data in this study.
All things are made equal except the method used.
The Variable
A variable is defined as a quantity or a “characteristic that has a two or more mutually exclusive
values of properties,” (Sevilla et.al, 1992) Numerical values or categories represent these
quantities or characteristics.
Types of Variable
This is the stimulus variable which is chosen by the researcher to
determine the relationship to an observed phenomenon.
This is the response variable which is observed and measured to

determine the effect of the independent variable.
This is a variable which interferes with the independent and

dependent variables, but its effects can either strengthen or
weaken the independent and dependent variables.
The following schematic diagram of the 3 variables of each conducted research.

1. Effectiveness of Teaching Mathematics as Perceived by K to 12 Students of Public and Private
Schools in Iloilo City
Schematic diagram of Independent, Intervening and Dependent Variables:
2. Survival Rate of Culturing Koi in Aquarium Using Fish Meal and Bread Meal as a Supplemental
Feeds
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Schematic diagram of Independent, Intervening and Dependent Variables:
The Research Process
The different steps involved in the conduct of research include the following:
1. Identification of the Research Topic and Formulation of the

Research Problem.
This is a very important part of the research process
as it determines the subsequent parts of the research
project. One of the critical steps that one will take in
research is the choice of the problem.
2. Identification of Research Methodology

This section is composed of four components. These
are: (a) the research design; (b) sources of information; (c) techniques of data collection; and
(d) the scheme or tools for analyzing data. These components are normally contained in the
research proposal, after the statement of the problem. Methodology is a critical part of the
proposal as it determines how much one can do, given a certain amount of funding.
3. Collection of Data
After the research proposal has been formally approved, the researcher must be ready to
execute the research as planned.
4. Processing of Data
This phase of the research requires that you define what type of approach you will apply
to organize your data in preparation for data analysis and interpretation.
5. Analyze data
Under this phase, the researcher begins the process of turning raw data into data
structures that can be used in generating meaningful and useful bits of information for the
decision makers.
6. Preparation and Presentation of the Final Report

The last phase of the research process is the preparation and presentation of the final
report. The report contains the description of the research problem and its component. It also
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contains an account of how the research plan was implemented. The importance of this step
cannot be overstated. Explanation for deviations and problems encountered are also included
in the report. Note: These steps will be tackled thoroughly in the next modules.
I hope you enjoyed reading the content notes, and now ready to accomplish the following
activities.
I. Identification. Identify the types of variables in each written statement.
1. A study was done to find if fuel types affect the engine’s performance in a car.
Independent Variable: _____________________________________________________
Dependent Variable: ______________________________________________________
2. A study was done to find if the more time people spend using social media, the less they
read books.
3. A study was done to find if eating breakfast in the morning increases the ability to learn in
school.
4. A study was done to find if taking a nap in the afternoon makes people more focused for the
rest of the day.
II. Answer the following questions. Write your answers on the space provided.
1. “Differentiate the three variables by using any key statements and/or examples in at least 3
sentences.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Let’s say you are task to do a research and considering the types and classification of
research stated, what research will you conduct?, why? Write at least 3 sentences.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
3. Say you are on conducting research now, which phase/s of research process do you think
will cover a large period of your time? Expound your answer.
6

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Now let’s check your understanding about the lesson for today. I hope that everything about the

Oh! Looks like you are prepared enough to do more activitiesJ? That’s great, another set will
follow for you to meet the targets. Make sure you read the directions/instructions carefully.
I. Direction. Write F if the statement is correct and T if not. Write your answer on the space
provided.
_________ 1. Pure research is fundamental research.
_________ 2. Field research is the study of the past.
_________ 3. The research entitled “YIELD OF KAPPAPHYCUS CULTURED IN GUIMARAS
MARINE WATERS USING LANTAY METHOD AND HANGING METHOD” is an
example of Library research.
_________ 4. An example of pure research is the Law of motion of Archimedes.
_________ 5 Action research is intended to add to the body of scientific knowledge by exploring
the unknown to extend the boundaries of knowledge as well as to discover new
facts and learn more accurately the characteristics of known facts without any
particular thought of immediate practical utility.
II. Direction. Fill in each blanks with correct word/s. Hint: the first letter is provided.
A dependent variable is a 1(r) ______________________ variable or an effect that is

2(o) ______________________ or 3(m) ______________________.
An 4(i) ______________________ is a variable that hinders the stimulus and response

variables and its effects can either 5(s) ______________________ or 6(w)
______________________ the stimulus and response variables.
An 7(i) ______________________ is a 8(s) ______________________ variable to determine

the 9(r) ______________________ to an observed 10(p) ______________________.
C. LESSON WRAP-UP
A. Work Tracker
7

completed.

Look at our the learning objectives. What did you learn in today’s lesson? Fill in each blanks to
complete the statement that follows.
1. Three things that I have learned from today’s lesson are…
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Two things that I found interesting in today’s lesson are…
______________________________________________________________________
______________________________________________________________________
3. One question that I still want to know about the topic is…
______________________________________________________________________
FAQs
1. Is/are there other example of pure research? If yes, what are those?
Yes. Additional to the mentioned examples are Charles’ Law (Williams, 1980) and Boyle’s
Law (Rebollos et al. 1986)
2. Are there any other types of variable? If yes, what are those?
Yes. These are moderator variable and control variable. This can be found in other books or
in any resources.
3. It is stated in the content notes that of the critical steps that one will take in research is
the choice of the problem (1st step). Are there guidelines or considerations for this
matter?
Yes. The considerations, specifically characteristics of research problem will be tackled in
the next lessons.
8

KEY TO CORRECTIONS:
Activity 3
I.
1. IV: fuel type DV: engine performance Constants: car, driver, driving location and speed
2. IV: time on social media DV: less books read
3. IV: Eating breakfast DV: Ability to learn
4. IV: time spent napping in the afternoon DV: Focus
II. 1 – 3. Answers may vary. But make sure that the answer approached (or approaching to) the
main idea/thought of the term being asked. Scores may also depend on the assigned
teacher/instructor.
Activity 5
I. 1. F 2. T 3. T 4. T 5. T
II.
1. response 6. weaken
2. observed 7. independent
3. measured 8. stimulus
4. intervening variable 9. relationship
5. strengthen 10. phenomenon
9

Lesson title: Recording Ethical Considerations and Materials:

Guidelines in Research and Outlining FLM Student Activity Sheets
Research Proposal
References:
Lesson Objectives: Almeida et al. Research
Fundamentals 2016
1. Discuss the importance of ethics in research Adriana Publishing Co., Inc.
2. Explain the codes, conduct and the rights of the Cristobal et al. Research Made
research participants. Easier 2013
3. Identify the components of the research proposal. C & E Publishing, Inc.
Set yourself Deadlines. Now that you’ve already broken down your
study into individual tasks, it will help to set yourself a competitive
deadline. You may have determined that your first activity will take
three hours and should aim to finish that section of the project at
least a week before it is due.
Hooray for today! It’s another day of fun in learning new topic of this course. Are you enjoying so
far? Before we go through today’s lesson, let’s have a quick recap on the previous topic. Answer
the short activity as follows.
List down the steps of research process. Write your answer in the box.
The following is/are your target/s for today, keep them in mind as we go through today’s lesson.
1. I can discuss the importance of ethics in research
2. I can explain the codes, conduct and the rights of the research participants.
3. I can name the components of the research proposal.

Hi! It is time to make a wide guess on the questions in the box, write it in the What I Know column,
and the third column is left blank this time. You may use key words or phrases that you think are
related to the questions.
1

What are the ethical guidelines

in research?
What are the considerations in

research?
What are the components of
research proposal?
B. MAIN LESSON
This is your moment to collect and select information that will satisfy today’s target/s. You may
underline or highlight words or phrases that you think is the main focus of the lesson.
Importance of Ethics in Research (Resnik, 2007)

1. Ethics promotes the pursuit of knowledge and truth and avoidance of error. It also
fosters values that are essential to collaborative work. Research often involves a great
deal of cooperation and coordination among many people in different fields or
disciplines. Important values are trust, accountability, mutual respect, and fairness.
2. Many of the ethical norms help ensure that researchers are held accountable to the
public.
3. Adherence to ethical principles also helps build public support for research. People are
more likely to fund researches that promote a variety of important moral and social
values such as social responsibility, human rights, animal welfare, health, and safety.
Ethical Codes and Policies for Research

Given the importance of ethics in the conduct of research, many professional associations,
government agencies, and universities have come up with the following codes and policies for
research:
Honesty. Maintain honesty in Objectivity. Avoid biases in Integrity. Keep promises

all communications, e.g., the experimental design, data and agreements. Act with
when reporting data, results, analysis, interpretation, sincerity and strive for
and procedures. Never expert testimony, and other consistency of thought and
fabricate, falsify or aspects of research. action.
misrepresent data.
Care. Avoid careless errors Openness. Share data, Respect for intellectual
and negligence. Critically results, ideas, and resources. property. Honor patents and
examine your work and the Be open to criticism and new copyrights. Do not use
works of your peers. Keep ideas. unpublished data, method or
records of research activities results without permission.
in good order and condition. Give proper credit and
acknowledgement to all
2

authors cited and sources

used in your research.
Confidentiality. Protect Responsible publication. Responsible mentoring.

confidential communications Publish in order to advance Help educate, mentor and
or documents. research and scholarship. advise students.
Avoid wasteful and
duplicative publication.
Respect for colleagues. Social Responsibility. Non – Discrimination. All

Treat peers fairly. Strive to promote social good those eligible to participate in
and prevent social harm. research must be allowed to
do so.
Competence. Maintain and Legality. Know and obey Human subjects’

improve your own relevant laws and institutional protection. Minimize harms
professional competence and and government policies. and risks to human lives;
expertise. instead, maximize benefits,
and respect human dignity,
privacy, and autonomy.
Rights of Research Participants (Trochim, 2006; Smith, 2003; and Polit, 2006)
1. Voluntary participation. Any person need to be coerced to participate in any research
undertaking.
2. Informed consent. Prospective research participants must be fully informed about the
procedures and risks involve in research. Their consent to participate must be secured.
3. Risk of harm. Harm that is either physical, financial, or psychological must not be
experienced by the participants. The principle of non – maleficence states that it is the
researcher’s duty to avoid, prevent, or minimize harm to participants.
4. Confidentiality. Participants must be assured that identifying information will not be
made available to anyone who is not directly involved in the study.
5. Anonymity. It means that the participants will remain anonymous throughout the study,
sometimes even to the researchers themselves.
Unethical Activities
The following are the common breaches in ethics:
1. Publishing the same paper in two different journals without informing the editor/s
2. Failing to inform a collaborator of one’s intent to file a patent in order to become the
sole inventor
3. Including a colleague as an author of a paper in return for a favor even though he/she
did not contribute to it
4. Discussing with your colleagues data from the paper that you are reviewing for a journal
5. Trimming outlines from a data set without providing sufficient justification
3

6. Using inappropriate statistical techniques in order to obtain favorable results and

enhance the significance of one’s research
7. Making the results of the study publicly known first giving peer the opportunity to review
the work
8. Failing to acknowledge the contributions of other people in the field (This includes
relevant prior work in the review of related literature and studies.)
9. Making derogatory comments and personal attacks in your review of author’s submitted
work
10. Injudicious and inhumane use of animals in research
A proposal is an offer to produce a research product or render a service to the potential

buyer or sponsor. The research proposal presents a problem, discusses related research efforts,
outlines the data used to gather and analyze the data.
Research proposal are valuable to both the research sponsor and the researcher. The
sponsor uses the proposal to evaluate a research ides. It is also useful tool to ensure that the
sponsor and investigator or researcher agree on the research question.
Components of the Research Proposal

A research proposal should always begin with a section on the purpose of research, which
is a brief but clear statement of the decision problem or opportunity as viewed by management.
Both the overall problem and its implications are emphasized. Furthermore, the purpose of the
research must be clearly communicated, along with the projects and limitations. More specifically,
this section describes the areas of inquiry to be investigated, the project’s goals and ideas to be
achieved and the specific research question or hypothesis to be raised.
1. Purpose of the Proposed Research Project

A researcher’s proposal must present the plan, services
and credentials in the best possible way to encourage the
proposal’s selection over competitors. The proposal tells us
what, why, how, where, and to whom the research will be done.
It must also show the benefit of doing a research.
Many students and beginning researchers view the
proposal as unnecessary work. In reality, the more
inexperienced a researcher is, the more important it is to have a
well – planned and adequately documented proposal. The
research proposal is essentially, a road map, showing clearly the location from which a journey
begins, the destination to be reached, and the method of getting there. Well – prepared
proposals include potential problems that may be encountered along the way and methods for
avoiding or working around them.
The purpose of research proposal is as follows:

1. to present the management questions to be researched and to relate its importance;
2. to discuss the efforts conducted by the other researchers who have worked on related
management questions; and
4

3. to suggest data necessary for solving the management question and how the data will
be gathered, treated, and integrated.
A research proposal allows the instructor/professor in business research to assess
the sincerity of the student’s/researcher’s purpose, the clarity of his/her design, the extent
of the relevant background material, and fitness for undertaking the research project.
2. Type of Study
This includes the discussions of research methods that will be used to collect either
primary or secondary data. For example, does the specific research problem require the use
of either a qualitative or quantitative research design, or more complex design that combines
both types? It is in this section that the information requirements are clearly identified and
justified.
3. Definitions of the Target Population and Sample Size

This section clearly defines the specific population under investigation in both descriptive
and quantitative terms. The researcher also projects the size of the sample needed to be
representative of the defined target population, and includes the justification of the projection.
Determining the appropriate sample size is not easy task. The researcher must consider
how precise the estimates must be and how much time and money are available to collect the
required data, since data collection is generally one of the most expensive components of a
study.
The following factors play an important role in determining appropriate sample size:
a) The variability of the population characteristics under investigation. The greater the
variability of the characteristics, the larger the size of the sample necessary.
b) The level of confidence desired… The higher the level of confidence, the larger the sample
size needed.
c) The degree of precision in estimating the population characteristics (e). The more precise
the required sample results (i.e., the smaller the e), the larger the necessary sample size.
4. Sample Design Technique and Data Collection Method

This section discusses the appropriateness of using either probability or non – probability
sampling. The procedures necessary to correctly execute the drawing of the sample should be
discussed in detail. Also included are discussions that identify and justify the most appropriate
research design (i.e. observation, survey, or experiment).
5. Specific Research Instrument

This part discusses the specific methods that will be used to collect the data (personal
interviews, self – administered surveys, disguised/non – disguised observations, focus groups,
etc.). The researcher will discuss the types of data and appropriate scale measurement
designs needed to achieve the stated information requirements. If the interviews are required,
this section should explain the procedures that will be used to train researchers.
The two ways of collecting data using questionnaire are as follows:
a) Self – administered questionnaire requires the individual respondent to answer questions
without assistance of a proctor. The questionnaire is mailed to or forwarded to the house
5

of the intended respondent, or the respondent picks up the questionnaire during his off
hours in his place of employment, or in the school, if he is a student.
b) Group – administered questionnaire requires groups of individuals to fill out questionnaire
with the assistance of proctor who stands by for any question that arises from the
respondents.
General Outline of a Research Proposal based on CMA Research Manual
TITLE OF THE RESEARCH PROPOSAL

I. THE PROBLEM AND REVIEW OF RELATED LITERATURE
Background/Rationale
The introduction describes the background and/or the rationale of the study. The background
illustrates the setting in which the study is based while the rationale explains the basis and motivation
for the choice of the topic under study.
Review of Related Literature

The RRL presents a survey of previous studies done about the topic and clearly presents the available
theories and concepts that are used as the basis of the research framework.
Theoretical or Conceptual Framework

It must be originally conceptualized even if it is based on previous knowledge. Its discussion focuses on
remodeling, retooling or altering the theories or concepts (mentioned in the RRL) that are found to be
related to the framework. It can be given in diagrammatic presentation, mathematical arrangements or
statistical equations showing the relationships of the variables identified in the statement of the
problem. If it is presented in figure form, it must be able to illustrate the manner in which the problems
can be resolved by the relationships of the variables of the research.
Statement of the Problem/Objectives of the Study

Must be SMART: Simple, Measureable, Attainable, Result-oriented and Time-bounded.
Significance of the Study: Indicates the justifications why the research needs to be conducted, its
considerable contributions for the present and use for the future.
Scope and Limitations: Scope defines the extent and coverage of the research while the limitations
delineate the constraints and restrictions beyond which the research will not cover.
Operational Definition of Terms: Provides the definition of words or expressions as used exclusively in
the research based on the theoretical or conceptual framework.
II. METHODOLOGY
Respondents: Details the characteristics of the respondents, either as group or individuals

Locale: Identifies the exact place where the respondent will come from.
Instrumentation: Illustrates the questionnaires to be used either for enumeration, key informant
interview or group discussion.
6

Data collection: Describes the best manner how the data will be gathered in accordance to the
objectives.
Data Analysis: Determines the way in which the data will be processed statistically based on the
objectives of the study.
WORKPLAN/ACTIVITY SCHEDULE
Gantt Chart of Activities: shows the activities to be undertaken in a specific timetable to be undertaken
by the researcher and the panel of advisers (3) until the final submission of the research output.
REFERENCES
General Document Guidelines
Paper: Use 81/2 x 11 inch clear paper, substance 20

Margins: One inch and half on left and on one inch for top, bottom, right
Font Size and Type: 12-pt. Times New Roman font or courier new
Line Spacing: Double-space throughout the paper, including the title page, abstract, body of
the document
Spacing after Punctuation: Space once after commas, colons, and semicolons within
sentences. Insert two spaces after punctuation ending sentences/
Alignment: Justify
Paragraph Indention: 5-7 spaces
Pagination: The page number appears one inch from the right edge of the paper on the first
line of every page. Preliminary pages usually carry lowercase roman numerals. No page
number first page of the chapter.
*** Note for students: Some components will be tackled thoroughly in the next modules. ***

I hope you do great on collecting and gaining information in the content notes. Now that you had
learn new concepts, accomplish the following activities. EnjoyJ.
I. Identification. Identify the word/s that correspond to each ethical codes and policies for research.
Write your answer on the space provided.
_____________________1.
Honesty Never fabricate, falsify, or misinterpret data.
_____________________2.
Anonymity It means that the participants will remain anonymous throughout
the study.
_____________________3.
Respect for intellectual property Honor patents and copyrights.
_____________________4.
Legality Know and obey relevant laws and institutional and government
policies.
_____________________5.
Objectivity Avoid biases in the experimental design, data analysis,
interpretation, expert testimony, and other aspects of research.
_____________________6. Share data, results, ides, and resources.
Openness
7

_____________________7.
Responsible mentoring. Help educate, mentor and advise students.
_____________________8.
Non – Discrimination All those eligible to participate in research must be allowed to do
so.
Care
_____________________9. Critically examine your work and the works of your peers.
_____________________10.
Integrity Act with sincerity and strive for consistency of thought and action.
_____________________11.
Target Population and Sample Size The greater the variability of the characteristics, the smaller the
size of the sample necessary.
_____________________12. A proposal is an offer to produce a research product or render a
proposal
service to the potential buyer or sponsor.
_____________________13. Both the overall problem and its implications are emphasized in
research proposal.
_____________________14. The more inexperienced a researcher is, the more important it is
to have a well – planned and adequately documented proposal.
_____________________15. Research proposal is essentially, a road map, showing clearly the
location from which a journey begins and destination to be
reached.
II. Answer the following questions. Write your answers on the space provided.
1. Why do we need ethics in research? Express your answer in at least 3 sentences.
______________________________________________________________________
Ethics are important because they protect both the researcher and the public- so that
______________________________________________________________________
research can be done with consent and proper information given to participants.
______________________________________________________________________
Research is sometimes seen as a "sacred" task, so it makes sense that there would be
strong ethical guidelines in place.
______________________________________________________________________
2. What does a research proposal tells?

______________________________________________________________________
A research proposal is basically like a business plan. It outlines the broad goals of your
______________________________________________________________________
research and outlines how you will go about achieving those goals.
______________________________________________________________________
______________________________________________________________________

This time you have to fill out the What I Learned column in Activity 1 Part 1. Don’t forget to write
the important keys and points about the topic.

Hi! It is necessary to distinguished right from wrong. You have to be very observant on dealing
with the ethical vs. unethical. Read the directions/instructions carefully.
Directions. For statements 1-5, Write E if the statement is ethical and U if not. For statements 6-
10, Write fact is the statement is correct and bluff if it is not correct. Write your answer on the
space provided.
8

U
_____1. The researcher must publish the same paper in two different journal without informing
the editor/s.
_____2.
U Making the results of the study publicly known without first giving peers the opportunity
to review the work.
_____3.
U Any person need to be coerced to participate in any research undertaking.
_____4.
E Including a colleague as an author of a paper in return for a favor even though he/she
did not contribute to it.
_____5.
U Trimming outlines from a data set without providing sufficient justification.
_____6.
bluff The greater the variability of the characteristics, the smaller the size of the sample
necessary.
_____7.
Fact Both the overall problem and its implications are emphasized in research proposal.
_____8.
Fact The more inexperienced a researcher is, the more important it is to have a well-
planned and adequately documented proposal.
_____9.
Fact A well – prepared proposals include potential problems that may be encountered along
the way and methods for avoiding or working around them.
______10.
Fact Research proposal is essentially, a road map, showing clearly the location from
which a journey begins and destination to be reached.
C. LESSON WRAP-UP
A. Work Tracker
completed.

Go back to the target/s. What did you learn in today’s lesson? Fill in each blanks to complete
the statement that follows.
1. Three things that I have learned from today’s lesson are…
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Two things that I found interesting in today’s lesson are…
______________________________________________________________________
______________________________________________________________________
3. One question that I still want to know about the topic is…
______________________________________________________________________
9

FAQs
1. Are there list of some ethical questions that serves as a guide for the researcher at the start of
the research project?
Yes. Brinkmann (2012) lists some ethical question as a guide for the researcher at the start of
the research project:
What are the beneficial consequences of the study?
How can informed consent of the participants be obtained?
How can confidentiality of the participants be protected?
What are the consequences of the study for the participants?
How will the researcher’s role affect the study?
2. Is informed consent fundamental in conducting research? Why?

Yes. Informed consent is a principle that is fundamental to the notion of human rights
(Denscombe, 2002). This means that it is absolutely essential to seek the voluntary consent of
the human subject. The person involved should have the legal capacity to give consent; should
be able to exercise free power of choice without any intervention or force; and must have
sufficient knowledge and comprehension of the subject of research to enable him to make an
enlightened decision.
3. Is a proposal valuable?
Yes. Research proposal are valuable to both the research sponsor and the researcher. The
sponsor uses the proposal to evaluate a research ides. It is also useful tool to ensure that the
sponsor and investigator or researcher agree on the research question.
4. State some additional importance of research proposal.
For the beginning researcher, the proposal enables learning from other researchers. The
completed proposal provides a logical guide for the investigation.
The research proposal is essentially, a road map, showing clearly the location from which a
journey begins, the destination to be reached, and the method of getting there. Well – prepared
proposals include potential problems that may be encountered along the way and methods for
avoiding or working around them.
10

KEY TO CORRECTIONS:
Activity 3
I.
1. Honesty
2. Anonymity
3. Respect for intellectual property
4. Legality
5. Objectivity
6. Openness
7. Responsible Mentoring
8. Non - discrimination
9. Care
10. Integrity
11. Sample Design Technique and Data Collection Method
12. Specific Research Instrument
13. Self – administered questionnaire
14. Potential Managerial Benefits of the Proposed Study
15. Group – administered questionnaire
II. 1 – 2. Answers may vary. But make sure that the answer approached (or approaching to) the
main idea/thought of the term being asked. Scores may also depend on the assigned
teacher/instructor.
Activity 5
1-5 U, 6 bluff 7-10 fact
1

Lesson title: Defining Research Problem and Hypothesis – Materials:

Part 1 FLM Student Activity Sheets
Lesson Objectives: References:

Flores, M. Methods of Research
1. Define a research problem and/or objectives; and in Business Education 2016,
2. Identify the sources, characteristics, and criteria of Unlimited Books
research problem. Calmorin, L. Research and
Thesis Writing (with statistics
Read published researches. It will give you an idea how they

construct their research problem. Doing it can guide you in writing your
own.
Greetings! It’s a new day for a new moduleJ. Before dealing with the main lesson, read the
preview about research problem that follows.
It cannot be denied that majority of the thesis writer and beginners in research find difficulty
in formulating research problems and research objectives. Sometimes, they do not see that
simple question may actually be a research problem stated in an interrogative form. Likewise,
they are misled into thinking that research objectives are the same as instructional objectives.
It is a must that theses/dissertation writers and amateur researchers should know how to
formulate research problems and objectives as well as how to determine what problem/objective
is researchable. They should also see that even simple questions are research problems stated
in the interrogative forms. Furthermore, they should see the difference between research
objectives and instructional objectives.

Hi, I hope you’ll be productive today. Try to answer or give your opinion about the
questions/statement in the table by writing it in the What I Know column, and the third column is
left blank this time. You may use key words or phrases that you think are related to the questions.

What is research problem?
1

What are the characteristics of

research problem?
B. MAIN LESSON
It is now time to collect information to satisfy today’s target/s. You may underline or highlight
words or phrases that you think is the main focus of the lesson.
The Research Problem

An investigator knows that a problem is really researchable when (1) there is no known
solution to the problem; (2) the solution can be answered by using statistical methods and
techniques; (3) there are probable solutions but they are not yet tested; or (4) the occurrence of
the phenomena requires scientific investigation to arrive at precise solution.
The research problem should be stated vividly and explicitly expressed in interrogative
form for “questions have the virtue of posing a problem directly.” (Kerlinger, 1996)
There are two (2) types of Research Problem that is present in every study: (1) General
Statement of the Problem which states the over-all problem of the study and (2) Specific
Statement of the Problems which state the specific problems proposed for research based on the
general problem.
Illustrative examples:
I. GENERAL PROBLEM: How may the problems met by the management and
marketing instructors and professors in the State Universities and Colleges (SUCs)
in Region 6 Western Visayas in the School Year 2014 – 2015 be described?
The SPECIFIC PROBLEMS are stated as follows:
1. How may the problems met by management and marketing instructors and
professors in the SUCs in Region 6 (Western Visayas) in the school year
2014 – 2015 be described in relation to:
a. Administration and supervision;
b. Instructional materials;
c. Teacher factor; and
d. Student factor.
2. Which is the most pressing problem met by management and marketing
instructors and professors in the SUCs in Region 6 (Western Visayas) in
relation to administration and supervision, instructional materials, teacher
factor, and student factor?
3. Is there a significant difference in the mean rank levels of the problems met
by management and marketing instructors and professors in the SUCs in
2

Region 6 (Western Visayas) in relation to (a) administration and

supervision, (b) instructional materials, (c) teacher factor, and (d) student
factor?
II. GENERAL PROBLEM: How may the level of commitment among the employees
of Glerish Transport Service be described as basis for productivity?

1. How may the socio-demographic profile of the respondents be described in
terms of:
1.1 Age
1.2 Gender
1.3 civil status
1.4 number of dependents,
1.5 educational attainment
1.6 length of service
1.7 Employment Status
1.8 salary.
2. How may the employee commitment be described?
3. Is there a significant relationship between employee commitment and their
demographic profile?
III. GENERAL PROBLEM: How may the perceived usefulness of millennials on
GCash be described?

1. How may the respondents be described in terms of:
1.1 Gender
1.2 Civil status
1.3 Average monthly cash in to Gcash
1.4 Frequency of Use
1.5 Average monthly income / allowance
1.6 Amount spent on single transaction
1.7 Average monthly cash payments using Gcash
2. How may the perceived usefulness of GCash be described in terms of
2.1 Convenience and Ease of Use

2.2 Service Offered
2.3 Wide Acceptance
2.4 Security and Privacy
2.5 Discount and Cashback
3

3. Is there a significant relationship between Amount Being Spent, Frequency

of Use and the Perceived Usefulness of GCash?
4. Is there a significant difference between the gender of millennials when using

GCash?
5. Is there a significant difference between the civil status of millennials when

using GCash?
Characteristics of a Research Problem

The characteristic of a good problem possess the acronym – SMART. This means that a
research problem should be:
Specific The problem should be specifically stated;
Measurable It is easy to measure by using a research instruments (i.e.,

questionnaire, tests, etc.) in collecting data;
Achievable The data are achievable using correct statistical techniques to

arrive at precise results;
Realistic Real results are not manipulated; and

Time – bound Time frame is required in every activity because the shorter
completion of the activity the better
Sources of Research Problem

There are several sources of research problems that a researcher can investigate. It is
said that “Research was born out of man’s problems and man’s major problem demands
research.” (Good and Scates, 1972)
The specialization of a researcher is also an impetus towards research. If researcher’s

forte is Business, he may desire to determine the buying behavior of the consumer and
recommend to a specific company the result of the study. Thus, his specialization is a source of
research problem.
A mathematics teacher may wish to improve his method of teaching. Hence, he may
conduct a study on the teaching of mathematics using different methods. If there is a significance
difference on the achievements of students using the different method; if there is a significant
difference on the achievements of students using the different methods of teaching mathematics,
he may use the best method according to research is most effective to both fast and slow learners.
Existing and past researches are rich sources of research problems even using
research replication utilizing the same instrument but administered to different group of subjects
and area in order to compare the similarities and difference of the findings.
4

Other sources of research problems are theses, dissertations and research journals.
The researchers of these materials recommend problems for future research workers to
investigate into it.
Criteria of a Good Research Problem

There are ten criteria of a good research problem. These are: (1) interesting; (2) relevant
to the government’s thrust; (3) relevant to the needs and problems of the people; (4) innovative;
(5) cost – effective; (6) inventive; (7) yields a return on investment; (8) original; (9) measurable;
and (10) time – bound.
The Research Objectives

The researcher should bear in mind that research objectives are different from
instructional objectives. In a research paper, thesis or dissertation, either a problem or objective
is used. It is inadvisable to use both problem and objective in a research paper, thesis or
dissertation because each problem/objective stated in Chapter 1 is answered in Chapter 4
(Results and Discussion) of the study.
A research objective is defined as “statement of purpose for which the investigation is to
be conducted.” (Ardales, 1992) Research objectives also have the same characteristics, smart,
with research problem.
Similarly the research objectives are stated specifically in a simple language in order that
the researcher finds them easy to measure by using research instruments (i.e., questionnaire,
test, interview, rating scale, checklist, etc.) in collecting data and these data are achieved when
correct statistical techniques are used to arrive at real results (not manufactured) but for every
activity to be done, time frame is required the shorter the completion of the activity, the better.
Base on the SOP in Illustrative Examples I, the following are the objectives:
1. To identify the problems met by Management and Marketing instructors and
professors at the SUCs in Region 6 (Western Visayas) in school year 2014 – 2015
in relation to (a) administration and supervision, (b) instructional materials, (c)
teacher factor, and (d) student factor.
2. To find out the most pressing problem met by management and marketing
instructors and professors at the SUCs in Region 6 (Western Visayas) in school
year 2014 – 2015 in relation to (a) administration and supervision, (b) instructional
materials, (c) teacher factor, and (d) student factor.
3. To determine the significant difference in the mean rank levels of the problems met
by Management and Marketing instructors and professors at the SUCs in Region
6 (Western Visayas) in school year 2014 – 2015 in relation to (a) administration
and supervision, (b) instructional materials, (c) teacher factor, and (d) student
factor.

Are you ready for the next part of this lesson? I hope yesJ. Do your best on accomplishing the
following activities.
5

Answer the following questions. Write your answers on the space provided.
1. Define research problem in your own words briefly.
______________________________________________________________________
A research problem is a question that is being studied, usually by scientists or
______________________________________________________________________
researchers. This generally means asking how something works, what causes
______________________________________________________________________
something to happen, how two things are similar or different, and where something
______________________________________________________________________
originated.
______________________________________________________________________
2. (5) Enumerate and explain (in your own words) the characteristics of a research problem.
______________________________________________________________________
The characteristic of research problem is Specific, Measurable, Achievable, Realistic
______________________________________________________________________
and Time. Specific is a problem that is specifically stated; Measurable is to have the
______________________________________________________________________
capability to use a research instruments (i.e., questionnaire, tests, etc.) in collecting data;
______________________________________________________________________
Achievable is a problem that is achievable by correct statistical technique to arrive at
precise results; and Realistic is a problem that has not been manipulated or altered. and
______________________________________________________________________
Time is to complete the research in a short time frame
3. (4) List the facts an investigator should know when the research problem is researchable.
______________________________________________________________________
1. there is no known solution to the problem; 2. the solution can be answered by
______________________________________________________________________
using statistical methods and techniques; 3. there are probable solutions but they are
______________________________________________________________________
not yet tested; or 4. the occurrence of the phenomena requires scientific investigation
______________________________________________________________________
to arrive at precise solution.
______________________________________________________________________
4. (3) Choose three from the stated criteria of a good research problem, then explain why
each is included as a criteria.
______________________________________________________________________
(1) Interesting: In order for a research problem to be interesting, it must pique the curiosity of the
______________________________________________________________________
researcher. The researcher must find the study of his choosing an important enough task that he is willing to
______________________________________________________________________
spend his time and resources to find its solution. (2) Relevant to the government's thrust: A research
problem must ______________________________________________________________________
have relevance to the present administration’s issues and concerns in order for it to be truly
important. (3)______________________________________________________________________
Relevant to the needs and problems of the people: The research problem must not be limited
only to the researcher himself or to his immediate colleagues, but must also concern the country as a whole.
Oh! Hello there. Still fine with the activities? I hope you learned and reached the target/s for today.
This time you have to fill out the What I Learned column in Activity 1 Part 1.
6


I hope you do well in the previous activities, and so in this activity. Make sure you read the
directions/instructions carefully.
Direction. True or False. Write research if the statement is true, problem if not. Write your answer
on the space provide before each statements.
_________________1.
research A good research problem should be SMART.
_________________2.
research Research was born out of man’s problems and man’s major problem
demands research.
_________________3.
problem Research objectives are the same as instructional objectives.
_________________4.
problem Real results are manipulated in research.
_________________5. The specialization of a researcher is not an impetus towards research.
_________________6.
research Research objectives are stated specifically in a simple language.
_________________7. Other sources of research problems are not theses, dissertations and
problem
research journals.
_________________8.
research An investigator knows that a problem is really researchable when there
is known solution to the problem.
_________________9.
research Existing and past researches are rich sources of research problems.
_________________10.
problem An investigator knows that a problem is really researchable when the
solution can be answered by using statistical methods and techniques.
C. LESSON WRAP-UP
A. Work Tracker
completed.

Go back to the target/s. Track yourself if you’re able to reach today’s target by answering the
questions that follows.
1. What did you learn from today’s lesson?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Write interesting fact/s you found from today’s lesson.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Write question/s that you still want to know about today’s topic.
______________________________________________________________________
______________________________________________________________________
7

______________________________________________________________________
FAQs
1. Are there any other reasons or considerations for a researcher be able to know when a
research problem is researchable?
Thesis and dissertation writers should know how to choose a researchable problem. As
much as possible, research problems possesses the 7Ms resources: manpower, money,
materials, methods, machinery, moment of time, and marketing.
2. Are research should always have its return on investment or the so – called ROI?
Many theses and dissertations gather dust in shelves because they have no return on
investment (ROI). This is true of the descriptive research; that the research outputs have no
ROI. That’s why the Philippine economy has not recovered. Majority of the graduates do not
respond to the socioeconomic development of the country.
In the Philippines, graduates are only trained on descriptive research. Training must be
done in both undergraduate and graduate students in descriptive and experimental
researches so that ROI can be derived from their research output that will benefit the
country economically.
Job well done! You’ve finished today’s activity. The activities will be assess with your teacher and/or
facilitator during your class sessions.
8

KEY TO CORRECTIONS:
Activity 3
1. Answers may vary. But make sure that the answer approached (or approaching to) the main
idea/thought of the term being asked. Scores depend on the assigned teacher/instructor.
2. SMART. On the explanation parts make sure that it is justifiable enough. Scores depend on
the assigned teacher/instructor.
3. An investigator knows that a problem is really researchable when (1) there is no known solution
to the problem; (2) the solution can be answered by using statistical methods and techniques;
(3) there are probable solutions but they are not yet tested; or (4) the occurrence of the
phenomena requires scientific investigation to arrive at precise solution.
4. Combinations/answers may vary. On the explanation parts make sure that it is justifiable
enough. Scores depend on the assigned teacher/instructor.
Activity 5
1. research
2. research
3. problem – they are different.
4. problem – results should never be manipulated and must be purely based on the data
gathered.
5. problem – it is important that the researcher is knowledgeable on the topic of his research. So
he can analyze it better.
6. research
7. problem – the given can be sources of research problem.
8. problem – A problem is really researchable when there is no known solution to the problem.
9. research
10. research
9

Lesson title: Defining Research Problem and Hypothesis – Materials:

Part 2 FLM Student Activity Sheets

1. Formulate null and alternative hypotheses; and in Business Education 2016,
2. Identify sections of research: theoretical and conceptual Unlimited Books
framework; significance, scope and limitations of the Calmorin, L. Research and
study; and definition of terms. Thesis Writing (with statistics
Look back. Learn from every week by looking back and reviewing what
you have accomplished. It will help you learn better time management
skills for the future and identify the things that simply aren’t worth your
attention any longer.
Hooray for today! It’s another day of fun in learning new topic of this course. Before we go through
today’s lesson, let’s have a quick recap on the previous topic. Answer the short activity as follows.
Enumerate and explain characteristics of a research problem. Write your answer in the box.


What is hypothesis?
Name other sections of

research found in Chapter 1.
1

B. MAIN LESSON
This is your moment to collect and select information that will satisfy today’s target/s. You may
underline or highlight words or phrases that you think is the main focus of the lesson.
The Hypothesis
A hypothesis is defined as a wise guess that is formulated and temporarily adopted to
explain the observed facts covered by the study. A hypothesis guides the investigator in that it
describes the procedure to follow in conducting the study. Hypothesis is important for it tells the
investigator what to do and how to go about solving a research problem. The researcher is in a
much better position if there are hypotheses to guide him on the kind of data to collect (Leedy,
1981).
There are two types of hypothesis, namely, null (𝐻! ) and the alternative (𝐻" ) or (𝐻# ). These
hypotheses are always stated in declarative sentence form.
The null hypothesis (𝑯𝒐 ) “is a denial of an existence of an attribute, a relationship or a
difference of an effect.” (Ardales, 1992) It is always stated in a negative form. In contrast, the
alternative hypothesis (𝑯𝒂 ) “is the opposite extreme of the null hypothesis because this is
always stated in positive form. Alternative hypothesis is an affirmation of the existence of an
observed phenomenon.
Examples:
Research Problem Null Hypothesis Alternative Hypothesis

1. Is there a significant There is no significant There is significant difference
difference in the means rank difference in the means rank in the means rank levels of
levels of the problems met by levels of the problems met by the problems met by the
the Management and the Management and Management and Marketing
Marketing instructors and Marketing instructors and instructors and professors at
professors at the SUCs in professors at the SUCs in the SUCs in Region 6
Region 6 (Western Visayas) Region 6 (Western Visayas) (Western Visayas) in school
in school year 2014 – 2015 in in school year 2014 – 2015 in year 2014 – 2015 in relation
relation to (a) administration relation to (a) administration to (a) administration and
and supervision, (b) and supervision, (b) supervision, (b) instructional
instructional materials, (c) instructional materials, (c) materials, (c) teacher factor,
teacher factor, and (d) teacher factor, and (d) and (d) student factor?
student factor? student factor?
2. Is there a significant There is no significant There is a significant

relationship between the age relationship between the age relationship between the age
of the respondents and their of the respondents and their of the respondents and their
perception on the perception on the perception on the
functionality of GCash? functionality of GCash functionality of GCash.
2

3. Is there a significant There is no significant There is significant difference

difference between the difference between the between the gender of the
gender of the respondents gender of the respondents respondents and the effects
and the effects of social and the effects of social of social media on their
media on their online buying media on their online buying online buying behavior.
behavior? behavior.
Theoretical and Conceptual Framework

Some thesis/dissertation writers use both the theoretical and the conceptual framework.
However, it is advisable to use only one, either the theoretical or the conceptual framework.
Both theoretical and conceptual frameworks provide clear explanations regarding the
relationships of variables. “The fact that variables can be shown to be associated but does not
guarantee that the relationship of variables has significance” (de Jesus, et. al, 1984). Hence,
research study must have theoretical framework as legal basis to describe properly the process
of the study.
Ø Shapes the justification of the research problem/research objectives in

order to provide the legal basis for defining its parameters.
It is describe for an investigator to identify key concepts that are
used in the study for better understanding of the role of theory in
research.
theoretical Ø A symbolic construction which uses abstract concepts, facts or laws,

framework variables and their relations that explains and predicts how an observed
phenomenon exists and operates.
An investigator is required to formulate existing theories which link
his study because theories are useful devise for interpreting,
criticizing, and unifying established scientific laws or facts that guide
in discovering new generalizations.
Ø Presents specific and well – defined concepts which are called

constructs.
conceptual Its function is similar with theoretical framework because the
framework constructs used are derived from abstract concepts of the theoretical
framework.
Significance of the Study

The significance of the study in a thesis/dissertation or in a research paper is a must. For
research project seeking for financial assistance by other agencies, significance of the study
should be presented comprehensively in order to convince the screening committee of the
importance of the study.
The discussion of the significance of the study is presented either in the inductive or
deductive perspective. In an inductive perspective, the researcher moves from the particular to
3

the general, and presents the importance of the study from the target beneficiaries, to the
researcher himself, to the people in the community, to the people in the province, region and
nation. Likewise, in a deductive perspective, general to particular, discussion of the importance
of the study starts first from the national level to the researcher himself and to the target
beneficiaries.
The investigator should prove that the study has important contributions in relation to (a)
solving the problem and need, (b) bridging a knowledge gap, (c) improving social, economic and
health conditions, (d) enriching research instruments and methods, and (e) supporting
government thrusts.
Scope and Limitations of the Study

Scope and limitations of the study is an important section of a thesis, dissertation, and a
research paper. This includes the coverage of the study, the subjects, the research instruments,
the research issues or concerns, the duration of the study, and the constraints that have direct
bearing on the result of the study.
Definition of Terms
This is the last section of a thesis, dissertation and a research paper in Chapter 1. Theses
and dissertations do not include this section of the study if there are more that fifteen terms defined
because this portion is for the glossary. In this section, the key terms are clearly defined.
There are two ways to define the key terms used in the study. These are:
The definitions of terms are based on concepts or

Conceptual definition hypothetic ones which are usually taken from the dictionary.
The definitions of terms are based on observable

Operational definition characteristics and how it is used in the study.
It is advisable that the researcher should use two ways in defining the terms to make the
meaning clear. The operational definition is preferable when defining technical terms.

I hope you do great on collecting and gaining information in the content notes. Now that you had
learn new concepts, accomplish the following activities. EnjoyJ.
I. Answer/satisfy the question/s and/or statement/s that follows.
For items 1 – 5, identify the word/s that corresponds to each statement. Write your answer on
the space provided after each statement.
1. A wise guess that is formulated and temporarily adopted to explain the observed facts
covered by the study._____________________
Hypothesis
4

2. Symbolic construction which uses abstract concepts, facts or laws, variables and their
relations that explains and predicts how an observed phenomenon exists and operates.
_____________________
theoretical framework
3. An important section of a thesis, dissertation, and research paper.
_____________________
Scope and limitation of the study
4. Defining terms based on how it is used in the study. _____________________
Operational definition
5. An affirmation of the existence of an observed phenomenon. _____________________
Alternative hypothesis
6 – 11. Content of Scope and Limitations of the Study
12 – 13. Types of Hypothesis
14 – 15. Ways of defining terminologies in research
For item numbers 6 -1 5. Write your answer in the box.

6-11.) It;s includes the coverage of the study, the subjects, the research instruments, the
research issues or concerns, the duration of the study, and the constraints that have direct
bearing on the result of the study.
12-13.) The null hypothesis and null hypothesis
14–15.) Conceptual and Operational definition
II. Formulate the null and alternative hypothesis of each research problems.
1. Is there a significant difference in the mean weight of freshwater catfish (C. batrachus)
cultured in fishpond using fish meal and catfish using bread meal as supplemental
feeds?
𝐻! :
______________________________________________________________________
There is no significant difference in the mean weight of catfish between fish meal
______________________________________________________________________
and bread meal.
______________________________________________________________________
𝐻" :
______________________________________________________________________
There is a significant difference in the mean of weight between fish meal and bread meal.
______________________________________________________________________
______________________________________________________________________
2. Is there a significant relationship between (a) amount Being Spent and (b) Frequency of
Use in the perceived usefulness of GCash?
𝐻! :
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5

𝐻" :
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Is there a significant relationship between the amount of cookies the respondents eat
and their blood sugar level?
𝐻! :
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
𝐻" :
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________


Hi! It is necessary to distinguished right from wrong. You have to be very observant on dealing
with the ethical vs. unethical. Read the directions/instructions carefully.
Direction. True or False. Write alternative if the statement is true, null if not. Write the answer on
the space provided before each number.
_______________1.
null In practice, the alternative hypothesis is commonly used because it is easy
to accept or reject it.
_______________2.Theoretical
null framework presents specific and well – defined concepts which
are called constructs.
_______________3.
alternative Significance of the study in thesis/dissertation or in research paper is a
must.
_______________4.
alternative Scope and limitations of the study is an important section of a
thesis/dissertation or research paper.
_______________5.
alternative Majority of the thesis writer and beginners in research find difficulty in
formulating research problems and objectives.
_______________6.
alternative In conceptual definition, the definitions of terms are based on concepts or
hypothetic ones which are usually taken from the dictionary.
_______________7.
alternative It is advisable that the researcher should use two ways (conceptual &
operational) in defining the terms to make the meaning clear.
6

_______________8.
null Significance of the study includes the coverage of the study are, the
subjects, the research instruments, the research issues or concerns, the
duration of the study, and the constraints that have direct bearing on the
result of the study.
_______________9.
alternative In an inductive perspective, the researcher moves from the general to
particular.
_______________10.
null In a deductive perspective, the researcher moves from the particular to
the general.
C. LESSON WRAP-UP
A. Work Tracker
completed.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
FAQs
1. How to reject null hypothesis?
The null hypothesis is rejected if the computed value (CV) is significant. If the CV is
equal to or greater that the tabular value (TV) or critical value, the result is significant.
Hence, the null hypothesis is rejected. (If CV ≥ TV, significant, reject 𝐻! )
2. How to accept null hypothesis?

The null hypothesis is accepted if the computed value (CV) is insignificant. If the CV is
lesser that the tabular value (TV) or critical value, the result is insignificant. Thus, the null
hypothesis is accepted. (If CV < TV, insignificant, accept 𝐻! )
7

3. Which perspective should we use for Significance of the Study?

Based on the school’s template and format, inductive perspective should be used.
4. Why does null hypothesis the most commonly used in undergraduate researches?
The main purpose of a null hypothesis is to verify/ disprove the proposed statistical
assumptions. If a study is to compare method A with method B about their relationship,
and if the study is preceded on the assumption that both methods are equally good, then
this assumption is termed as the null hypothesis. We also use null hypothesis is to verify
the consistent results of multiple experiments. For e.g., the null hypothesis stating that
there is no relation between some medication and age of the patients supports the
general effectiveness conclusion, and allows recommendations.
8

KEY TO CORRECTIONS:
Activity 3
I.
1. Hypothesis
2. Theoretical framework
3. Scope and limitation of the study
4. Operational definition
5. Alternative hypothesis
6 – 11. Includes coverage of the study, the subjects, the research instruments, the research issues
or concerns, the duration of the study, and the constraints that have direct bearing on the result
of the study.
12 – 13. Null and Alternative hypothesis
14 – 15. Conceptual and Operational definition
II.
1. Null (𝐻! ) : There is no significant difference in the mean weight of freshwater catfish (C.
batrachus) cultured in fishpond using fish meal and catfish using bread meal as
supplemental feeds.
Alternative (𝐻" ) : There is a significant difference in the mean weight of freshwater
catfish (C. batrachus) cultured in fishpond using fish meal and catfish using bread meal
as supplemental feeds.
2. Null (𝐻! ) : There is no significant relationship between (a) amount Being Spent and (b)
Frequency of Use in the perceived usefulness of GCash.
Alternative (𝐻" ) : There is a significant relationship between (a) amount Being Spent and
(b) Frequency of Use in the perceived usefulness of GCash.
3. Null (𝐻! ) : There is no significant relationship between the amount of cookies the
respondents eat and their blood sugar level.
Alternative (𝐻" ) : There is a significant relationship between the amount of cookies the
respondents eat and their blood sugar level.
Activity 5
1. null - null hypothesis is easier to use.
2. null - the statement refers to conceptual framework
3. alternative
4. alternative
5. alternative
6. alternative
7. alternative
8. null – the statement refers to scope and limitations of the study.
9. null – the statement defines deductive perspective
10. null – the statement defines perspective
9

Lesson title: Discovering Review of Related Literature and Materials:

Studies FLM Student Activity Sheets

1. Describe related literature and studies; in Business Education 2016,
2. Locate sources of related literature and studies; Unlimited Books
3. State characteristics of related literature and studies; Calderon, et.al, Methods of
and Research and Thesis Writing
4. Write a review of related literature and studies. 1993, National Book Store, Inc.
https://www.scribbr.com/disserta
tion/literature-review/
Stick to you class schedule. Do the tasks for your subject on its designated
time and do it right away. This will allow you to spent the remaining hours of
the day doing non-school related tasks.
Good dayJ. Today is another day of fun learning and experiences, new chapter or portion of a
research study. Before dealing with today’s topic, accomplish first the activity that follows.
Enumerate and explain the types of hypothesis. You may use key word/s for the explanation.


What is related literature?
What is related study?
1

B. MAIN LESSON
Time to be enlightened about the main topic. You may underline or highlight words or phrases
that you think is the main focus of the lesson.
The review of related literature is one of the components of research process. A

researcher needs to review write – ups, readings, and studies related to his present study to
determine the similarities and differences of the findings between the past and the present
studies. This also aims to gain insight into the aspects of the problem that are critical and
controversial. Likewise, a review of related readings, literature, and studies provide the
investigator a background regarding the aspects which have been studies and not yet studied. It
also assists him ideas to proceed with his study until its completion.
Moreover, the researcher should have the ability to compare between what should read
and include in his study and what he should not read. Basically, the investigator is required to
read all literature and studies partially and closely related to his study.
The word related means the readings, literature, and studies which have direct bearing or
relation to the present study.
In research paper, thesis, and dissertation, the review of related literature is divided into
two parts. These are (a) related literature, and (b) related studies.
Related Literature
Literature may be defined as “Written works collectively, especially, those of enduring
importance, exhibiting creative imagination and artistic skill which are written in a particular period,
language, and subject.” (Funk and Wagnalls Dictionary) In other words, any written materials such
as books, journal, magazine, novel, poetry, yearbook, and encyclopedia are considered as
literature.
Related literature is composed of discussion of facts and principles to which the present
study is related. For instance, if the present study deals with business, literature to be reviewed
or surveyed should be composed of material that deal with business. These materials are usually
printed and found in books, encyclopedias, professional journals, magazines, newspapers and
other publications.
These materials are classified as
1. Local, if printed in the Philippines; and
2. Foreign, if printed in other lands.
Similarly, the presentation of related literature is in chronological order either from past to
present or vice versa. Some universities allow an arrangement by topic order while others allow
an alphabetical arrangement.
Related Studies
Related studies, on the other hand, are studies, inquiries, or investigations already
conducted to which the present proposed study is related or has some bearing or similarity. They
are usually published and unpublished materials such as manuscripts, theses, and dissertations.
They may be classified as
1. Local, if inquiry was conducted in the Philippines; and
2. Foreign, if conducted in foreign lands.
2

The presentation of foreign and local studies is similar with related literature which are
arranged in chronological order.
Characteristics of Related Literature and Studies

There are certain characteristics of related materials that make them of true value. Among
these characteristics are:
1. The surveyed materials must be as recent as possible.
2. Materials reviewed must be objective and unbiased.
3. Materials surveyed must be relevant to the study.
4. Surveyed materials must have been based upon genuinely original and true facts
or data to make them valid and reliable.
5. Reviewed materials must not be too few nor too many.
Sources of Related Literature and Studies

The sources of related literature and studies may include the following:
1. Books, encyclopedias, almanacs, and other similar references.
2. Articles published in professional journals, magazines, periodicals, newspapers
and other publications.
3. Manuscripts, monographs, memoirs, speeches, letters, and diaries.
4. Unpublished theses and dissertations.
5. The Constitution, and laws and statutes of the land.
6. Bulletins, circulars, and orders emanating from government offices and
departments, especially from the Office of the President of the Philippines and the
Department of Education, Culture and Sports.
7. Records of schools, public and private, especially reports of their activities.
8. Reports from seminars, educational or otherwise.
9. Official reports of all kinds, educational, social, economic, scientific, technological,
political, etc. from the government and other entities.
Where to locate Sources of Related Literature and Studies?

Generally, the sources of related literature and studies are located in the
following place:
1. Libraries, either government, school or private libraries.
2. Government and private offices.
3. The National Library
The last two are especially rich depositories of related materials, particularly
unpublished master’s theses and doctoral dissertations.
There are some other sources you can access via online such as google
scholar, scribd, amazon kindle and other e – apps and e – libraries.
3

Writing Review of Related Literature and Study (by Shona McCombes of Scribbr.com)
Writing a literature review involves finding relevant publications (such as books and journal
articles), critically analyzing them, and explaining what you found. There are five key steps:
1. Search for relevant literature - Before you begin searching for literature, you need a
clearly defined topic related to your research problem and questions.
• Make a list of keywords - create a list of keywords related to your research
question. Include each of the key concepts or variables you’re interested in, and
list any synonyms and related terms. You can add to this list if you discover new
keywords in the process of your literature search.
Keywords example
Ø Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
Ø Body image, self-perception, self-esteem, mental health
Ø Generation Z, teenagers, adolescents, youth
• Search for relevant sources - Use your keywords to begin searching for sources.
Some useful databases to search for journals and articles include:
Ø Google Scholar
Ø JSTOR
Ø EBSCO
Ø Project Muse (humanities and social sciences)
Ø Medline (life sciences and biomedicine)
Ø EconLit (economics)
• Researchers can use operators to help narrow down your search

Ø AND to find sources that contain more than one keyword (e.g. social media
AND body image AND generation Z)
Ø OR to find sources that contain one of a range of synonyms (e.g. generation
Z OR teenagers OR adolescents)
Ø NOT to exclude results containing certain terms (e.g. apple NOT fruit)
• Read the abstract to find out whether an article is relevant to your question. When
you find a useful book or article, you can check the bibliography to find other
relevant sources.
• To identify the most important publications on your topic, take note of recurring
citations. If the same authors, books or articles keep appearing in your reading,
make sure to seek them out.
2. Evaluate sources - Researchers have to evaluate which sources are most relevant to
their questions.
For each publication, ask yourself:
Ø What question or problem is the author addressing?

Ø What are the key concepts and how are they defined?
4

Ø What are the key theories, models and methods? Does the research use
established frameworks or take an innovative approach?
Ø What are the results and conclusions of the study?
Ø How does the publication relate to other literature in the field? Does it confirm,
add to, or challenge established knowledge?
Ø How does the publication contribute to your understanding of the topic? What
are its key insights and arguments?
Make sure the sources you use are credible, and make sure you read any landmark
studies and major theories in your field of research.
You can find out how many times an article has been cited on Google Scholar – a high
citation count means the article has been influential in the field, and should certainly be
included in your literature review.
• Take notes and cite your sources - It is important to keep track of your sources
with citations to avoid plagiarism. It can be helpful to make an annotated
bibliography, where you compile full citation information and write a paragraph
of summary and analysis for each source. This helps you remember what you
read and saves time later in the process.
3. Identify themes, debates and gaps – Researchers need to understand the connections
and relationships between the sources they’ve read.
4. Outline the structure - Depending on the length of your literature review, you can
combine several of these strategies (for example, your overall structure might be
thematic, but each theme is discussed chronologically).
• Chronological
The simplest approach is to trace the development of the topic over time.
However, if you choose this strategy, be careful to avoid simply listing and
summarizing sources in order. Try to analyze patterns, turning points and key
debates that have shaped the direction of the field. Give your interpretation of
how and why certain developments occurred.
• Thematic
If you have found some recurring central themes, you can organize your
literature review into subsections that address different aspects of the topic.
For example, if you are reviewing literature about inequalities in migrant health
outcomes, key themes might include healthcare policy, language barriers,
cultural attitudes, legal status, and economic access.
5

• Methodological
If you draw your sources from different disciplines or fields that use a variety
of research methods, you might want to compare the results and conclusions
that emerge from different approaches.
For example:
Look at what results have emerged in qualitative versus quantitative
research. Discuss how the topic has been approached by empirical versus
theoretical scholarship. Divide the literature into sociological, historical, and
cultural sources
• Theoretical
A literature review is often the foundation for a theoretical framework. You
can use it to discuss various theories, models, and definitions of key
concepts.
You might argue for the relevance of a specific theoretical approach, or

combine various theoretical concepts to create a framework for your
research.
5. Write your literature review. - your literature review should have an introduction, a main
body, and a conclusion. What you include in each depends on the objective of your
literature review.
The introduction should clearly establish the focus and purpose of the literature review.
Depending on the length of your literature review, you might want to divide the body
into subsections. You can use a subheading for each theme, time period, or
methodological approach. In the conclusion, you should summarize the key findings
you have taken from the literature and emphasize their significance.
• Make certain that each section links logically to the one before and after.
• Structure your sections by themes or subtopics, not by individual theorists or
researchers.
• Prioritize analysis over description. Tip: If you ﬁnd that each paragraph begins
with a researcher's name, it might indicate that, instead of evaluating and
comparing the research literature from an analytical point of view, you have
simply described what research has been done.
A good literature review doesn’t just summarize sources – it analyzes, synthesizes, and critically
evaluates to give a clear picture of the state of knowledge on the subject.
6

Example of a paragraph in a literature review
Body image issues have been widely associated with social media usage, particularly in young
women. The relation between media depictions and body image concerns is well-established; a meta-
analysis by Grabe, Ward and Hyde (2008) concluded that exposure to mass media is linked to body
image dissatisfaction among women. However, in an era of rapidly changing digital technologies, the
mass media paradigm is no longer adequate for understanding how people engage with images, and the
findings of older studies like this one may not be generalizable to younger generations. In light of this
changing landscape, researchers have become increasingly interested in the specific effects of social
media. Perloff (2014) theorizes that the interactive aspects of social media may influence its impact on
body image, and mentions that young women are among the most active social media users. Several
empirical studies have focused on Facebook usage in adolescent girls (Tiggermann & Slater, 2013;
Meier & Gray, 2014) and in young adult women (Smith, Hames, & Joiner, 2013; Fardouly et al., 2015;
Cohen, Newton-John & Slater, 2017), while a systematic review by Holland and Timmerman (2016)
confirmed a relationship between social networking and body image for both women and men. Across
these studies, there is consistent evidence that body image issues are influenced not by social media
usage in general, but by engagement with the visual and interactive aspects of these
platforms. Nonetheless, there is a lack of robust research on more highly visual social media (HVSM)
such as Instagram and Snapchat that have gained more recent popularity among younger generations.

Now that you had learn new concepts, accomplish the following activities. EnjoyJ.
Read each review of related literature written by two (2) students. Identify which among the two
students wrote a better review of related literature.
Student A: Smith (2000) concludes that personal privacy in their living quarters is the
most important factor in nursing home residents' perception of their autonomy. He
suggests that the physical environment in the more public spaces of the building did not
have much impact on their perceptions. Neither the layout of the building nor the
activities available seem to make much difference. Jones and Johnstone make the claim
that the need to control one's environment is a fundamental need of life (2001), and
suggest that the approach of most institutions, which is to provide total care, may be as
bad as no care at all. If people have no choices or think that they have none, they
become depressed.
Student B: After studying residents and staff from two intermediate care facilities in
Calgary, Alberta, Smith (2000) came to the conclusion that except for the amount of
personal privacy available to residents, the physical environment of these institutions
had minimal if any effect on their perceptions of control (autonomy). However, French
(1998) and Haroon (2000) found that availability of private areas is not the only aspect
7

of the physical environment that determines residents' autonomy. Haroon interviewed

115 residents from 32 different nursing homes known to have different levels of
autonomy (2000). It was found that physical structures, such as standardized furniture,
heating that could not be individually regulated, and no possession of a house key for
residents limited their feelings of independence. Moreover, Hope (2002), who
interviewed 225 residents from various nursing homes, substantiates the claim that
characteristics of the institutional environment such as the extent of resources in the
facility, as well as its location, are features which residents have indicated as being of
great importance to their independence.
1. Which among the review of related literature is written better? Discuss thoroughly
your answer.
______________________________________________________________________
Both reviewers have done well in describing their subject matter and the background
______________________________________________________________________
sources. However, Student B's review has been more extensive than his reviewer's. It is
______________________________________________________________________
clear from the paper that Student B has done a better job of writing the review of related
literature.
______________________________________________________________________
______________________________________________________________________

Fill out the What I Learned column in Activity 1 Part 1. Don’t forget to write the important keys and
points about the topic.

Good to know that you’re about to finish today’s activity. Here’s another set of funJ. I hope you’ll
like it. Read the directions/instructions carefully.
Direction. True or False. Write LITERATURE if the statement is true, STUDIES if not. Write the
answer on the space provided before each number.
_______________1.
LITERATURE The word related means the readings, literature, and studies which have
direct bearing or relation to the present study.
_______________2. Review of related literature is one of the components of research process.
STUDIES
_______________3.
LITERATURE Related literature is composed of discussion of facts and principles to
which the present study is related.
_______________4.
LITERATURE Presentation of related literature is in chronological order either from past
to present or vice versa.
_______________5.
STUDIES Presentation of foreign and local studies is similar with related literature
which are arranged in chronological order.
_______________6.
LITERATURE Researcher should have the ability to compare between what should read
and include in his study and what he should not read.
_______________7.
LITERATURE In thesis/dissertation or research paper the review of related literature is
divided into two parts.
8

_______________8.
LITERATURE Studies are usually published and unpublished materials such as
manuscripts, theses, and dissertations.
_______________9.
LITERATURE Review of related literature are materials usually printed and found in
books, encyclopedias, professional journals, magazines, newspapers and
other publications.
_______________10. Literature are written works collectively, especially, those of enduring
STUDIES
importance, exhibiting creative imagination and artistic skill which are
written in a particular period, language, and subject.
C. LESSON WRAP-UP
A. Work Tracker
completed.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
FAQs
1. Why it is important to have a Related Literature and Studies in a research study?
A survey or review of related literature and studies is very important because such
reviewed literature and studies serve as a foundation of the proposed study. This is
because related literature and studies guide the researcher in pursuing his research
venture.
2. State some purposes and functions of Related Literature and Studies.

a. They help or guide the researcher in searching for or selecting a better research
problem or topic.
b. They help the investigator understand his topic for research better
c. They ensure that there will be no duplication of other studies.
d. They help and guide the researcher in locating more sources of related
9

information.
3. What are some tips in writing the body of the review of related literature?
As you write, you can follow these tips:
a. Summarize and synthesize: give an overview of the main points of each source
and combine them into a coherent whole
b. Analyze and interpret: don’t just paraphrase other researchers—add your own
interpretations where possible, discussing the significance of findings in relation
to the literature as a whole
c. Critically evaluate: mention the strengths and weaknesses of your sources
d. Write in well-structured paragraphs: use transition words and topic sentences to
draw connections, comparisons and contrasts
KEY TO CORRECTIONS:
Activity 3
Student B has a better written review of related literature. Student A just describes the literature,
whereas Student B takes a more analytical and evaluative approach by comparing and
contrasting. Student B also managed to link the connections among the literature and studies by
using words such as "however," "moreover" and phrases such as "substantiates the claim that,"
which indicate supporting evidence. Student B was able to synthesize knowledge.
Activity 5
1 – 10. LITERATURE
10

Lesson title: Classifying Research Designs Materials:

Lesson Objectives:
References:
1. Identify the classification of research design; and Flores, M. Methods of Research
2. Select the best research design for the thesis. in Business Education 2016,
Unlimited Books
Almeida, et.al, Research
Fundamentals 2016, Adriana
Printing Co., Inc.
Cristobal, et.al, Research Made
Easier 2013, C & E Publishing,
Inc.
End distractions. When you need to be highly focused, make sure that nothing
stands in your way. Simply swiping up to turn on night mode may be all it takes
to stop a phone call, email, or app notification from ruining your train of thought.
Good day! Today you’ll be headed to a new chapter found in every research study. As we
continue, read the lesson preview that follows.
The research design serves as a master plan of the methods and procedures that should
be used to collect and analyze the data needed by the researcher. Determining the most
appropriate research design is a function of the information research objectives and specific
information requirements. In this master plan, the researcher must consider the type of data, the
design technique, the company methodology and procedures, the schedule and budget.

What is research design?
What are classification of

research design?
B. MAIN LESSON
1


It is now time to collect information to satisfy today’s target. You may underline or highlight words
Concepts of Research Method and Design

In this chapter you are expected to actively engage yourself in understanding method,
approach and design and looking into the possibility of making the right choice and decision
regarding the design of your chosen research problem.
Here are the important concepts and definitions that you need to learn (Edmonds &
Kennedy, 2013).
Research Method refers to the philosophical, theoretical, conceptual, and analytic
perspective of research. It can be quantitative, qualitative or mixed method.
Approach refers to the first step in creating structure to the design and it details
conceptual model or framework of how the research will proceed, considering the objectives and
variables of the study.
Design, this refers to the plan, structure, and strategy of investigation so conceived as to
obtain answer to research questions or problems. It is the complete scheme or program of the
research. It includes an outline of what the investigator will do from writing the hypothesis and
their operational implications to the final analysis of data. (Kerlinger; in Kumar, 2011).
Meaning and Functions of a Research Design

As implied in the statement above, after the research topic has been finalized, the
researcher has to plan the details of what design to use, what type of data will provide answers
to the problems of the study, and how the data will be gathered, presented, analyzed, and
interpreted.
The research design guides the researcher in planning the following aspects or
procedures of research:
ü identifying the population of the study
ü decision on whether to take the whole population or just select sample
ü how the sample of the study will be selected
ü ethics in the selection of sample and data gathering
ü choice of method in data collection
ü considerations in the use of questionnaires
ü how interviews will be conducted
Classification of Research Design

Most of the research objectives can be met although the problem can be considered
unique by using other types of research designs or a combination of the following research
designs:
1. Descriptive Research Designs
Descriptive research uses a set of scientific methods and procedures to collect raw data
and create data structures that describe the existing characteristics of a defined target population.
Hair, et. al. 2003. This method is use to discover facts on which professional judgment could be
based. It involves the description, recording, analysis and interpretation of what it is. Descriptive
research design is appropriate when the research objectives include determination of the degree
2

to which the research variables are related to actual phenomena. Here, the researcher looks for
answers to the how, who, what, when and where questions concerning different components of
a research structure.
In this research design, the study focuses at the present condition. Descriptive studies are
valuable in providing facts on which scientific judgments may be based.
The following types of descriptive research widely used by the researchers are:
a. Survey. This is used when the objectives of the study is to see the general or specific
picture of the population under investigation in terms of knowledge about or behavior
towards a certain phenomenon concerning either relatively large population under
investigation called census or with a limited scope which covers only a portion of
population under study called sample survey. The design commonly adopted is called the
Descriptive Survey Method or Descriptive Sample Survey.
b. Content Analysis. This is used to describe objectively, systematically and quantitatively

the content of documents found in business records, minutes of the meeting, speeches,
newspapers, journals, or magazines. It is also known as documentary analysis.
c. Case Study. This is used when an extensively thorough and comprehensive study of a
particular individual, group or institution or situation is involved over a period of time. In
using case study, the researcher must gather and arrange relevant facts in the order of
their importance; determine what is good and what is detrimental; decide what should be
done to improve the situation, and presents his conclusions effectively. If the case does
not give enough information, the case analyst should identify the areas which are in need
of more data.
d. Feasibility Study. This descriptive method is used to find the viability of a proposed
undertaking on establishment of a certain institution, an infrastructure or a business
venture. This study involves an extensive systematic analysis of all factors affecting the
possibility of success of a proposed project. The preparation of a project feasibility study
covers: (1) the collection of data (through research work); (2) an analysis of the collected
data; and (3) the formulation of the recommendations, based on the analysis.
2. Exploratory Research Designs

These research designs are focused on collecting either secondary or primary data and
using the unstructured format or informal procedures to interpret them. Among the types of
research designs exploratory research incorporates the fewest characteristics or principles of the
scientific method. It is often used simply to classify the problems or opportunities and it is not
intended to provide conclusive information from which a particular course of action can be
determined. Some examples of exploratory research designs are focus – group interviews,
experience survey, and pilot studies. Exploratory research can be somewhat intuitive and is used
by many decision makers who monitor the performance measures pertinent to their company or
industry.
3

3. Historical Research Design

Historical research is a systematic collection and evaluation of data related to past
occurrence which describes causes, effects, or trends that may help to explain present events
and anticipate the future (Gay, 1996). Unlike case studies, historical accounts do not focus on the
particular moment in time. It follows through an event over a given period, commencing always
with the past. It is chronology of events taking not f the important milestones or landmarks in the
life of a social unit or individual (Bautista, 1998).
When you conduct a historical study, you undertake a number of activities which are
commonly done in all investigations.
Some special standards and procedures in historical research are: (a) formulating the
problem; (b) gathering the source materials; and (c) criticizing the source of materials.
4. Causal Research Designs

These are designed to collect raw data and create data structures and information that will
allow the researcher to model cause – and – effect relationships between two or more variables.
Causal research is more appropriate when the research objectives include the need to understand
the reasons why certain phenomena happen as they do. That is to say, the researcher may have
a strong desire to understand which variables are the causes of the dependent phenomena
defined in the research problem.
With causal hypotheses, there is an implication that the existence of, or a change in, one
variable causes or leads to a change in the other variable. A causal variable is typically called the
Independent Variable (IV) and the other is Dependent Variable (DV). Cause means roughly to
“help make happen”. So IV need not be the sole reason for the existence of, or change in, the
DV.
Examples of causal hypotheses:
a) An increase in family income (IV) leads to an increase in the percentage of income
saved (DV).
b) Loyalty to a particular department store (IV) increases the probability of purchasing
the private brands (DV) sponsored by the store.
c) A decrease in the price of oil (IV) leads to an increase in the demand for oil
products (DV).
The methods available for collecting data have been classified into two categories, these are: (1)
Quantitative Research Methods; and (2) Qualitative Research Methods.
1. Research Designs in Quantitative Method

Quantitative research is the traditional, positivist scientific method which refers to a
general set of orderly, disciplined procedures to acquire information. It utilizes deductive
reasoning to generate predictions that are tested in the real world. By “systematic”, it means that
the researcher progresses logically through a series of steps, according to a pre – specified plan
of action. Quantitative researchers gather empirical evidence – evidence that is rooted in objective
reality and gathered directly or indirectly through the senses.
In quantitative research, some of the commonly used designs are classified by examining
them from three different perspectives: (1) the number of contacts with the study population; (2)
the reference period of the study; and (3) the nature of investigation, (Kumar, 2011).
4

1) Research Designs Based on the Number of Contacts

a) Cross – sectional studies
b) Before and after design (also known as the pre – test/post – test design)
c) Longitudinal study design
2) Research Designs Based on the Reference Period
a) Retrospective study design
b) Prospective study design
c) Retrospective – prospective study design
3) Research Designs Based on the Nature of Investigation
a) Experimental design
b) Non – experimental design
c) Semi – experimental or quasi – experimental study
2. Research Designs in Qualitative Method

Qualitative research, or the naturalistic method of inquiry of research, deals with the issue
of human complexity by exploring it directly. In this type, the emphasis is on the complexity of
humans, their ability to shape and create their own experience, and the idea that truth ids the
composite reality. Naturalistic investigations place heavy emphasis on understanding the human
experience as it is lived, usually through the careful collection and analysis of data that are
narrative and subjective.
Qualitative research focuses on gaining insights on and an understanding of an
individual’s perception of events. It is concerned with in – depth descriptions of people or events
and their interpretation of circumstances.
Some of the commonly used designs are as follows.
1) Case Study
2) Grounded Theory
3) Phenomenology
4) Ethnography
5) Mixed Methods
Note: Details of the research designs listed under Quantitative and Qualitative Method can be
found in the 2nd book reference of this session (pp. 81 – 83).
5

Nieswiadomy (2004) categorized two major research designs, namely the quantitative and
qualitative.
Quantitative Research Qualitative Research
Aims to characterize trends and patterns Involves processes, feelings, and motives:
the why’s and the how’s (data are in depth
and holistic)
Usually starts with neither a theory nor Usually concerned with the generating a
hypothesis about the relationship between hypothesis from data rather than testing a
two or more variables hypothesis
Uses structured research instruments like Uses either unstructured or semi – structured
questionnaires or schedules instruments
Uses large sample sizes that are Uses small sample sizes chosen purposely
representative of the population
Research of this kind can be replicated Validity should be high
Used for greater understanding of group Used to gain a greater understanding of

similarities individual differences in terms of feelings,
motives and experiences
Uses structured processes Uses more flexible processes
Methods include census, survey, Methods include field research, case study,
experiments, and secondary analysis secondary analysis
6

Qualitative or Quantitative?
Below is a figure that can help you to decide on choosing appropriate research design
and/or method, especially between qualitative and quantitative.
7


I hope you’re now ready to do activities that might help you to reach the targets. EnjoyJ.
I. Identification. Identify the word/s that corresponds to each statement that follows. Write your
____________________1.
Causal Research Design These are designed to collect raw data and create data structures
and information that will allow the researcher to model cause – and
– effect relationships between two or more variables.
____________________2.
Research Design It serves as a master plan of the methods and procedures that
should be used to collect and analyze the data needed by the
researcher.
____________________3.
Descriptive Research Design In this design, the study focuses at the present condition.
____________________4.
Content Analysis This is used to describe objectively, systematically and quantitatively
the content of documents found in business records, minutes of the
meetings, etc.
____________________5.
Feasibility Study This is used to find the viability of a proposed undertaking on
establishment of a certain institution.
____________________6.
Exploratory Research Design This design focused on collecting either secondary or primary data
and using the unstructured format or informal procedures to interpret
them.
____________________7.
Quantitative Research Method This method places heavy emphasis on using formalized standard
questions and predetermined response option in questionnaire or
survey.
____________________8. A systematic collection and evaluation of data related to past
occurrence which describes causes, effects, or trends that may help
to explain present events and anticipate the future.
Qualitative Research Method
____________________9. One of the main objectives of this method is to gain preliminary
insights into decision problems and opportunities.
Case Study
____________________10. This is used when an extensively thorough and comprehensive
study of a particular individual, group or institution or situation is
involved over a period of time.
II. Direction. True or False. Write Quantitative if the statement is true, Qualitative if not. Write the
Quantitative
_______________1. Research design serves as a master plan of the methods and procedures
that should be used to collect and analyze the data needed by the
researcher.
_______________2.In
Quantitative descriptive design, the study focuses at the present condition.
_______________3.
Qualitative Descriptive studies are valuable in providing facts in which scientific
judgment may be based.
_______________4.
Quantitative Survey is used when the objectives of the study is to see the general or
specific picture of the population under investigation.
8

_______________5.
Quantitative Exploratory research designs are focused on collecting either secondary
or primary data and using the unstructured format or informal procedures
to interpret them.
_______________6.
Qualitative Historical account focus on the particular moment in time.
_______________7.
Qualitative Content analysis is used when an extensively thorough and
comprehensive study of a particular individual, group or institution or
situation is involved over a period of time.
_______________8.
Quantitative Among types of research design, causal research incorporates the fewest
characteristics or principles of scientific method.
_______________9.
Qualitative One of the main objectives of quantitative research is to gain preliminary
insights into decision problems and opportunities.
_______________10.
Qualitative Historical research is more appropriate when the research objectives
include the need to understand the reasons why certain phenomena
happen as they do.


Hi! It is a must to distinguish right from wrong. Let’s see if you have that skillJ. Read the
Direction: With your groupmates, fill out this Research Proposal Framework to be submitted for
approval. By submitting this form, you also agree that should more than one title were approved,
the other approved titles can be assigned to other groups.
With existing
questionnaire
Research Title Research Objective Respondents (Yes or No)
Identify how useful Gcash as
Funcitonality of Gcash perceived by millenials thereby AU students
among Millenials: A provide recommendation and Yes (attach
Basis for Adaption for whether to adapt as mode of employees link of study
example Mode of Payment payments for merchants age 20-39 here)
9

Activity 6: Thinking about Learning(5 mins)

A. Work Tracker
completed.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10

FAQs
1. Quantitative research method is related to what research design/s?
Quantitative research methods are more directly related to descriptive and causal research
designs than exploratory designs.
2. Why it is that one of the special standards and procedures in historical research is “criticizing the
source of materials”?
One of the essential responsibilities of a researcher is to be able to detect whether a document is
unintentionally erroneous or deliberately produced to misinform. The researcher should be very
careful in thinking that a resource is genuine unless he/she has tried it by scientific means to
determine how reliable and trustworthy it is.
KEY TO CORRECTIONS:
Activity 3
I. Identification
1. Causal Research Design 6. Exploratory Research Design
2. Research Design 7. Quantitative Research Method
3. Descriptive Research Design 8. Historical Research Design
4. Content Analysis 9. Qualitative Research Method
5. Feasibility Study 10. Case Study
II. True or False

1 – 5. Quantitative
6. Qualitative – does not focus on a particular moment in time
7. Qualitative – the statement is referring to Case Study
8. Qualitative - the statement is referring to Exploratory Research Design
9. Qualitative - the statement is referring to Qualitative Research Method
10. Qualitative - the statement is referring to Case Study
11

Lesson title: Comparing Qualities of a Good Research Materials:

Instrument FLM Student Activity Sheets

1. Compare validity, reliability, and usability; and in Business Education 2016,
2. Identify types of validity, methods in testing reliability, Unlimited Books
and factors that determine usability. Calmorin, L. Research and
Thesis Writing (with statistics
Productivity Tip: Tackle the hardest task first. Start your day off right by “eating the frog.” Complete
your hardest task first thing in the morning and you’ll set the tone for a productive day.
Greetings! It’s a new day for a new moduleJ. Before dealing with the main lesson, read the
preview about measuring instruments as follows.
Research made instruments such as tests, questionnaires, rating scales, interviews,

observation schedule, etc. should meet the qualities of a good research instrument before they
are used. These measuring instruments are used for gathering or collecting data, and are
important devices because the success failure of a study lies on the data gathered.
The following is/are your target/s for today, keep them in mind as we go through today’s lesson.
1. I can compare validity, reliability, and usability; and
2. I can identify types of validity, methods in testing reliability, and factors
that determine usability.

Hi, I hope you’ll be productive today. Try to answer or give your opinion about the

What is validity?
What is reliability?
1

What is usability?
B. MAIN LESSON
It is now time to collect information to satisfy today’s target/s. You may underline or highlight
words or phrases that you think is the main focus of the lesson.
Qualities of a Good Research Instrument

The common qualities of a good research instrument are: (1) validity, (2) reliability, and
(3) usability.
1. Validity means the degree to which a test or measuring instrument measures what it intends
to measure. The validity of measuring instrument has to do with its soundness, what
the test or questionnaire measures its effectiveness, how well it could be applied.
No test or research instrument can be said to have “high” or “low” validity in the
abstract. Its validity must be determined with the reference to the particular use for
which the test is being considered. The validity of test must always be considered in
relation to the purpose it serves. Validity is always specific in relation to some definite
situation. Likewise, a valid test is always valid.
Types of Validity. Validity is classified under four types, namely, content validity, concurrent
validity, predictive validity, and construct validity.
a. Content Validity means the extent to which the content or topic of the test is truly
representative of the content of the course. It involves, essentially, the systematic
examination of the test content to determine whether it covers a representative sample of
the behavior domain to be measured. It is very important that the behavior domain to be
tested must be systematically analyzed to make certain that all major aspects are covered
by the test items in correct proportions. The domain under consideration should be fully
described in advance rather than defined after the test has been prepared.
Content validity is described by the relevance of a test to a different types of criteria, such
as thorough judgments and systematic examination of relevant course syllabi and
textbook, pooled judgments of subject – matter experts, statements and behavioral
objectives, and analysis of researcher – made test questions, among others. Thus, content
validity depends on the relevance of the individual’s responses to the behavior area under
consideration rather on the apparent relevance of item content.
Content validity is commonly used in evaluating achievement test. A well – constructed

achievement test should cover the objectives of instruction, not just its subject matter.
Content validity is particularly appropriate for the criterion – reference measure. It is also
applicable to certain occupational tests designed to select and classify employees. But
content validity is inappropriate for aptitude and personality tests. These tests are not
2

based on a specified course of instruction from which the test content can be drawn, and
they bear less intrinsic resemblance to the behavior domain.
b. Concurrent Validity is the degree to which the test agrees or correlates with a criterion set
up as an acceptable measure. The criterion is always available at the time of testing. It is
applicable to tests employed for the diagnosis of existing status rather than for the
prediction of future outcome.
c. Predictive Validity as described by Aquino and Garcia, is determined by showing how well
predictions made from the test are confirmed by evidence gathered at some subsequent
time. The criterion measure against this type of validity is important because the outcome
of the subjects is predicted.
d. Construct Validity. The construct validity of a test is the extent to which the test measures
a theoretical construct or trait. This involves such tests as those of understanding,
appreciation and interpretation of data. Examples are intelligence and mechanical aptitude
tests.
2. Reliability means the extent to which a “test is dependable, self – consistent and stable”
(Merriam). In other words, the test agrees with itself. It is concerned with the
consistency of responses from the moment to moment. Even if a person takes the
same test twice, the test yields the same results. However, a reliable test may not
always be valid.
For instance, a research student receives a grade of 1.25 in Methods of Research.
When ask by his friends, he says his grade is only 1.5. In statistical sense, the story
is reliable for it is consistent, but not valid because there is no veracity or
truthfulness of the story. Hence, it is reliable but not valid. Likewise, reliable test or
measuring instrument is not always valid even if it may be reliable.
Methods in Testing Reliability. There are four methods in testing the reliability of a good research
instrument, these are: test – retest method; parallel forms; split –
half; and internal consistency.
a. Test – retest method. In test – retest method, the same test is administered twice to the
same group of students and the correlation coefficient is determined.
b. Parallel forms or equivalent forms method test is administered to a group of students and
the paired observation is correlated. In constructing parallel forms, the two forms of the
test must be constructed so that the content, type of test item, difficulty, and instruction of
administration are similar but not identical.
c. Split – half method is administered once, but the test items are divided into two. The
common procedure is to divide the test into odd and even items. The two halves of the
test must be similar but not identical in content, number of items, difficulty, means, and
standard deviations.
3

d. Internal consistency method is used in psychological tests that consist of dichotomous

scored items. The examinee either passes or fails in an item.
3. Usability/Practicability means the degree to which the research instrument can be

satisfactorily used by the teachers, researchers, supervisors and
school managers without undue expenditure of time, money, and
effort. In other words, usability means practicability.
Factors that Determine Usability. There are five factors that determine usability, namely: ease of
administration, ease of scoring, ease of interpretation and
application, low cost, and proper mechanical make – up.
a. Ease of Administration to facilitate the administration of a research instrument, instructions

should be complete and precise. As a rule, group tests are easier to administer than
individual tests. The former is easier to administer because directions are given only once
and the instrument is simultaneously administered to a group of students, thus saving time
and energy on the part of the examiner or researcher.
b. Ease of Scoring a research instrument depends upon the following aspects: construction
of the test in the objective type; answer keys are adequately prepared; and scoring
directions are fully understood. Moreover, scoring is easier when all subjects are
instructed to write their responses in one column in numerical form or word and with
separate answer sheets for their responses.
c. Ease of Interpretation and Application. Results of tests are easy to interpret and apply if
tables are provided. All scores must be given meaning from the tables of norms without
the necessity of computation. As a rule, norms should be based both on age and year
level, as in the case of school achievement tests. It is also desirable if all achievement
tests should be provided with separate norms for rural and urban subjects as well as for
learners of various degrees of mental ability.
d. Low Cost. It is more practical if the test is low cost, material – wise. It is more economical
also if the research instrument is of low cost and can be reused by future researchers.
e. Proper Mechanical Make – up. A good research instrument should be printed clearly in an
appropriate size for the grade or year level for which the instrument is intended. Careful
attention should be given to the quality of pictures and illustrations on the lower grade
subjects of the study.
4


Are you ready for the next part of this lesson? I can clearly feel that you say yesJ. Do your best
on accomplishing the following activities.
I. Identification. Identify the word/s that corresponds to each statement that follows. Write your
____________________1.
Research Instruments These are used for gathering or collecting data.
____________________2.
Validity The degree to which a test or measuring instrument measures what
it intends to measure.
____________________3.
Content Validity It is the extent to which the content or topic of the test is truly
representative of the content of the course.
____________________4.
Construct Validity It is the extent to which the test measures a theoretical construct or
trait.
____________________5.
Predictive Validity It is determined by showing how well predictions made from the test
are confirmed by evidence gathered at some subsequent time.
____________________6.
Reliability The extent to which a test is dependable, self – consistent and stable.
____________________7. The degree to which research instrument can be satisfactorily used
by teachers, researchers, supervisors and school managers without
undue expenditures of time, money and effort.
____________________8.
Proper Mechanical Make – up A good research instrument should be printed clearly in an
appropriate size for the grade or level for which it is intended.
____________________9.
Low cost The test is more practical and material wise.
____________________10. Result of tests are easy to interpret and apply if tables are provided.
II. Enumeration. Enumerate the word/s that corresponds to each statements.
1 – 3. Qualities of a Good Instrument

1. validity 3. usability
2. reliability
4 – 7. Classification of Validity
4. 6.
5. 7.
8 – 11. Methods of Testing Reliability

8. test – retest method 9. parallel forms 10. split –half 11. internal consistency
12 – 15. Factors that determine Usability

12. ease of administration 14. ease of interpretation
13. ease of scoring 15. proper mechanical make – up
5

III. Answer the following question briefly.
1. Compare and contrast: Validity, Reliability and Usability.

Validity refers to the ability of a test, research or scale to measure what it was designed for. Reliability
refers to how often a measurement tool produces results that are stable or repeatable. Usability is how well
a study or model performs in practice, taking into account all aspects of understandability and application.
2. Why do you think researchers need to consider qualities of a good research instrument?
We want to make sure that we are getting the right results.

Oh! Hello there. Still fine with the activities? I hope you learned and reached the target/s for today.
This time you have to fill out the What I Learned column in Activity 1 Part 1.

I hope you do well in the previous activities, and so in this activity. Make sure you read the
Direction. True or False. Write true if the statement is true, false if not. Write your answer on the
space provide before each statements.
_________________1.
True Research instruments are important devices because the success or
failure of a study lies in the data gathered.
_________________2.
True The validity of a measuring instrument has to do with its soundness, what
the test or questionnaire measures its effectiveness, how well it could be
applied.
True
_________________3. Content validity is commonly used in evaluating achievement test.
_________________4.
True Reliability means the test agrees with itself.
_________________5.
True Usability is practicability.
_________________6.
False It is more practical if the test is low cost, material wise.
_________________7.
False The construct validity means the extent to which the content or topic of
the test is truly representative of the content of the course.
_________________8.
True Content validity means the extent to which the content or topic of the
test is truly representative of the content of the course.
_________________9.
False Validity is not always specific in relation to some definite situation.
_________________10.
False Predictive Validity is the degree to which the test agrees or correlates
with a criterion set up as an acceptable measure.
C. LESSON WRAP-UP
A. Work Tracker
completed.
6


______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
FAQs
1. Is/Are there any other qualities of good research instrument? If yes, define each.
Yes. These are: justness; morality; and honesty as stated in Calmorin, L. Research and Thesis Writing
(with statistics and computer application) 2016 Rex Book Store, Inc. pp.111, 126.
• Justness is the degree to which the teacher is fair in evaluating the grades of the learners. The
learners must be informed of the criteria on which they are evaluated.
• Morality is the degree of secrecy of the grades of the learners. Morality or ethics means that test
results or grades must be confidential to avoid embarrassing slow learners.
• Honesty. In honesty, the researcher must be honest in constructing the research instrument,
writing the research paper, thesis, dissertation, and book.
7

KEY TO CORRECTIONS:
Activity 3
I. Identification.
1. Research Instruments
2. Validity
3. Content Validity
4. Construct Validity
5. Predictive Validity
6. Reliability
7. Usability/Practicability
8. Proper Mechanical Make – up
9. Low cost
10. Ease of Interpretation and Application
II. Enumeration
1 – 3. Validity, Reliability, and Usability/Practicability
4 – 7. Content Validity, Concurrent Validity, Predictive Validity, Construct Validity
8 – 11. Test – retest, parallel forms, split – half, internal consistency
12 – 15. Ease of administration, ease of scoring, ease of interpretation and application, low cost,
proper mechanical make – up.
III. Answers may vary. Teacher/instructor will have a rubric for scoring purposes.
Activity 5
1 – 6. True
7 False – the statement defines content validity
8. True
9. False – validity is always specific
10. False – the statement is referring to concurrent validity
8

Lesson title: Determining Sample Size Materials:

Lesson Objectives:
References:
1. List advantages and limitations of sampling; Flores, M. Methods of Research
2. Identify types of sampling designs and basic levels of in Business Education 2016,
scale measurements; and Unlimited Books
3. Determine sample size. Calderon, J. & Gonzales, E.
1993 Methods of Research and
Thesis Writing: National Book
Store, Inc.
Cristobal, Jr. et. al, 2013
Research Made Easier: C & E
Publishing Inc.
To boost confidence in public speaking, you can practice by talking to

yourself in front of a mirror. Having a script also. You can also watch
Tutorial Videos on Youtube and practice everyday.
Greetings! I hope you’ll have a good day with this activity session. Before dealing with the main
lesson, read the preview about sampling.
Whether a research design is descriptive or exploratory, sampling is necessary, especially

if the population of the study is too large where the resources of the investigator are limited. And
it is advantageous for him to use sample survey rather than total population.
However, the use of the total population is advisable if the number of subjects under study
is less than 100. But if the total population is equal to 100 or more, it is advisable to get a sample
in order to be effective, efficient and economical in gathering data, provided however, that the
sample is a representative cross – section of the population and is scientifically selected.

Hi! I know that you’re ready for today’s activity. Try to answer or give your opinion about the

What is sampling?
1

What are the types of sampling

designs?
B. MAIN LESSON
Read and comprehend the following concepts that follows. You may underline or highlight words
Sampling may be defined as the method of getting a representative portion of a

population. The term, population, is the aggregate or total of objects, persons, families, species
or orders of plants or of animals.
The Nature and Concept of Sampling

The basic idea of sampling is that by selecting some of the elements in a population, we
may draw conclusions about the entire population. Sampling is the selection of a small number of
elements from a larger defined target group of elements and expecting that the information
gathered from the small group will allow judgments to be made about the larger group. A
population is the total collection of elements about which we wish to make some inferences.
The concept of sampling also plays an important role in the process of identifying,
developing and understanding new constructs (or objects) that need to be investigated by the
researcher.
Samples also play an important indirect role in the process of designing questionnaires,
Depending on the redefined information problem and the selected target population, sampling
decisions will affect the decisions regarding type of research design (e.g., personal administered
, computer – assisted, or self – administered), and the actual questionnaire’s structural design
attributes.
There are different reasons for the inclusion of sampling procedures in research. The main
objective is to allow the researchers to make inductive and predictive judgments or decisions
about the total target population on the basis of limited information or in the absence of perfect
knowledge. The concept of sampling involves two basic issues: (1) making the right decisions in
the selection of items (e.g., people, products, or services); and (2) feeling confident that the data
generated by the sample can be transformed into accurate information about the overall target
population.
Advantages of Sampling
The following are the advantages of sampling:
1. It saves time, money and effort.
2. It is more effective.
3. It is faster and cheaper.
4. It is more accurate.
5. It gives more comprehensive information.
2

Limitations of Sampling
If sampling design has its strength, it also has its weaknesses. The following are the
disadvantages of sampling design:
1. Sample data involve more care in preparing detailed sub classifications because
of a small number of subjects.
2. If the sampling plan is not correctly designed and followed, the results may be
misleading.
3. Sampling requires an expert to conduct the study in an area. If this is lacking, the
results could be erroneous.
4. The characteristics to be observed may occur rarely in a population, e.g., teachers
over 30 years of teaching experience.
5. Complicated sampling plans are laborious to prepare.
Types of Sampling Designs
Probability Sampling or Scientific Sampling Techniques

This is a process of selecting a sample in such a way that all individuals in the defined
population have an equal and independent chance of being selected for the sample, the process
of being called as randomization. Under this technique, the following procedures can be used:
1. Simple Random Sampling. This technique uses the concept of lottery method of
getting a sample.
2. Systematic Sampling. In this approach, every kth element in the population is
sampled, beginning with a random start of an element in the image of 1 to k.
3. Cluster Sampling. It is a sampling process in which groups, not individuals are
randomly selected. All the members of selected groups have similar
characteristics.
4. Stratified Random Sampling. The process by which the sample is constrained to
include elements from each of the segments. For example, the University students
can be divided by their class level, school or major, gender, and so forth. After a
population is divided into the appropriate strata, a simple random sample can be
taken within each stratum.
5. Double Sampling. In this approach, it may be more convenient or economical to
collect some information by sample and then use this information as the basis for
selecting a sub – sample for further study. Double sampling is also called
sequential or multiphase sampling. It is usually found with stratified and/or cluster
designs. The calculation procedures are described in more advanced texts.
Non – Probability Sampling or Non – Scientific Sampling Techniques

In this technique, the probability of selection of each sampling unit is not known. Therefore,
potential sampling error cannot be appropriately known either. The selection of sampling units will
be based on some type of intuitive judgment, desire, or knowledge of the researcher. The
following types of no – probability sampling designs are as follows:
1. Convenience Sampling. In this method, samples are drawn at the convenience of
the researcher or interviewer as often as the study is being conducted.
3

2. Judgment Sampling. It occurs when a researcher selects sample members to

conform to some criteria. In a study of labor problems, you may want to talk only
with those who have experienced on – the – job discrimination.
3. Quota Sampling. This method involves the selection of prospective participants
according to specified quotas regarding either demographic characteristics (e.g.,
age, gender, race, income); specific attitudes (e.g., satisfied/dissatisfied,
liking/disliking, great/marginal/no quality); or specific behavior (e.g.,
regular/occasion/rate customer, product user/nonuser).
4. Snowball Sampling. This method involves the practice of identifying and qualifying
a set of initial prospective respondents who can, in turn, help the researcher
identify additional people to be included in the study. This method of sampling is
also called refund sampling, because one of the respondent refers other potential
respondents. This is typically used in research situations where: (1) the defined
target population is very small and unique; and (2) compiling a complete list of
sampling units is nearly impossible task.
Determining Sample Size

Steps in Computing the Size of a Sample
1. Determine the size of the population. This is easily determined from the scope and
limitation of the study.
2. Decide on the margin of error. As much as possible the margin of error should not be
higher than 5%. Probably, 3% is an ideal one.
!
3. Use the Slovin’s Equation, 𝑛 = as introduced by Pagoso (1993), and Atkinso
"#!$ !
(1996) in which 𝑛 is the size of the sample, 𝑁 is the size of the population, and 𝑒 is the
margin of error.
4. If the sampling is multistage or if the population is stratified, compute the sample proportion
(percent) by dividing the result in step no. 3 by the population.
5. Multiply the number of sampling units in each final sampling stratum by the rate (percent)
to find the sample from each final sampling stratum.
6. Add the samples from all the final sampling strata to find the total sample.
Example. Suppose an investigation of the teaching of science in the high schools of a region is to
be conducted, in which the science teachers are to be made respondents. There are 2 243
teachers handling biological sciences, 1 406 handling chemical sciences, and 992 teachers
handling physical sciences, a total of 4 641 teachers.
The sampling procedure follows:

Step 1. The population is 4 641.
Step 2. The margin of error to be used is 3%.
!"!#
Step 3. Using Slovin’s formula 𝑛 = #$!"!#(&.&()! = 896.4825 (This may be rounded to 900
for convenience). This is the sample.
4

Step 4. The teachers are grouped into three categories according to the branch of science
they are handling, so we use stratified sampling.
* ,&&
Sample proportion (%)= + = !"!# = 0.1939 may be rounded off to 0.20 or 20% for
convenience of computation.
Steps 5 and 6.
Teachers handling Number % Sample
Biological Sciences 2243 20 449
Chemical Sciences 1406 20 281
Physical Sciences 992 20 198
Total 4641 928
The total sample is 928.
The Nature of Measurement

Measurement in research consists of assigning numbers to empirical events in compliance
with a set of rules. This implies that measurement is a three – part process:
1. Selecting observable empirical events;
2. Developing a set of mapping rules, a scheme for assigning numbers or symbols to
represent aspects of the event being treasured;
3. Applying the mapping rule/s to each observation of that event.
Scale Measurement
This is the process of assigning a set of descriptors to represent the range of possible
responses that a person gives in answering a question about a particular object, construct, or
factor. This process aids in determining the amount of raw data that can be obtained from asking
questions, and therefore, indirectly has impact on the amount of primary information that can be
derived from the data. Central to the amount of data issue understands that there are four basic
scaling properties (i.e., assignment, order, distance, and origin) which can be activated through
scale measurements.
The rule of thumb is that as a researcher simultaneously activates more properties within
the question/answering process, the greater the number of raw data that can be gathered from
people’s responses. All raw data can be classified into one of four mutually exclusive types: state
– of – being, state – of – mind, state – of – behavior, and state – of – intention. By understanding
the categorical types of data that can be produced by individuals’ responses to questions
improves the researcher’s ability in determining not only what questions should be asked, but also
how to ask those questions.
Basic Levels of Scales

The four basic levels of scales are nominal, ordinal, interval, and ratio.
1. Nominal Scales. These are the most basic and they provide the least number of data.
They activate only the “assignment” scaling property; the raw data do not exhibit relative
magnitudes between the categorical subsets of responses. The main data structures (or
patterns) that can be derived from nominal raw data are in the form of modes and
frequency distribution.
5

2. Ordinal Scales. These require respondents to express their feelings of relative magnitude
about the given topic. Ordinal scales activate both the assignment and order scaling
properties and allow researchers to create a hierarchical pattern among possible raw data
responses (or scale points) that determine “greater than/less than” relationships. Data
structures that can be derived from ordinal scales measurements are in the form of
medians and ranges as well as modes and frequency distributions.
3. Interval Scales. This scale measurement allows the researcher to build into the scale
elements that demonstrate the existence of absolute differences between each scale
point. Normally, the raw scale descriptors will represent a distinct set of numerical ranges
as responsible responses to a given questions (i.e., “less than a mile”, “1 to 5 miles”, 6 to
10 miles”).
4. Ratio Scales. These are the only scale measurements that simultaneously activate all four
scaling properties (i.e., assignment, order, distance, and origin). Considered the most
sophisticated scale design, they allow researchers to identify absolute differences
between each scale point and to make absolute comparisons between the respondents’
raw responses. Ratio scale structures are designed to allow “true natural zero” or “true
state of nothing” responses.

It’s time to do your best on accomplishing the following activities. EnjoyJ.
I. Enumeration. Enumerate the word/s that corresponds to each statements.

1 – 4. Basic Levels of Scales
Nominal, Ordinal, Interval and Ratio
5 – 9. Probability Sampling Techniques
Simple Random, Systematic, Cluster, Stratified Random, and Double
10 – 13. Non – Probability Sampling Techniques
Convenience, Judgement, Quota, and Snowball
II. Problem Solving. Suppose you want to get a representative sample with 3% margin of error
from a college offering the following courses with their respective
enrollments:
Course Enrolment
BSHM 650
BSTM 1,213
BSBA 2,819
BSA 993
Determine the sample. Hint: Your answer in step 3 should be rounded off to
the nearest hundreds. And in step 4, answer should
be rounded off to the nearest hundredths.
III. Answer the following questions briefly.
1. Expound two (2) Advantages of Sampling.
6

2. Enumerate and explain at least two limitations of sampling.

I hope you enjoyed the previous activities and able to achieved the targets. This time you have to
fill out the What I Learned column in Activity 1 Part 1.

Read the directions/instructions carefully before answering the activity that follows.
Identification. Identify the word/s that corresponds to each statement that follows. Write your
____________________1.
Sampling The method of getting a representative portion of a population.
____________________2.
Probability Sampling The process of selecting a sample in such a way that all individuals
in the defined population have an equal and independent chance of
being selected for the sample.
____________________3.
Cluster Sampling It is a sampling process in which groups, not individuals are
randomly selected.
____________________4.
Stratified Random Sampling The process by which the sample is constrained to include elements
from each of the segment.
Convenience Sampling
____________________5. The samples are drawn at the convenience of the researcher or
interviewer as often as the study is being conducted.
Judgment Sampling
____________________6. It occurs when a researcher selects sample members to conform to
some criteria.
____________________7.
Snowball Sampling This method involves the practice of identifying and qualifying a set
of initial prospective respondents who can, in turn, help the
researcher identify additional people to be included in the study.
____________________8.
Measurement Assigning numbers to empirical events in compliance with a set of
rules.
____________________9.
Scale Measurement The process of assigning a set of descriptors to represent the range
of possible responses that a person gives in answering a question
about a particular object, construct, or factor.
Nominal Scales
____________________10. These are the most basic and they provide the least number of
data.
C. LESSON WRAP-UP
A. Work Tracker
completed.
7


______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
FAQs
1. Are there factors to consider in determining the sample size?
Yes. These are:
a. Homogeneity of the population. The higher the degree of homogeneity of the population,
the smaller is the sample size that can be utilized.
b. Degree of precision desired by the researcher. The larger the sample size, the higher
the precision or accuracy of results.
c. Types of sampling procedure. Probability sampling utilizes smaller sample sizes than
non – probability sampling.
2. What is universal sampling?
When the total population is equal to or less than 100, this same number may serve as the
sample size. This is called universal sampling.
3. How can we check if we got the correct sample using Slovin’s formula?
If you are not confident computing for sample manually, you can go to
http://www.raosoft.com/samplesize.html and simply input your population leaving all other
data therein as is.
KEY TO CORRECTIONS:
Activity 3
I. Enumeration
1 – 4. Nominal, Ordinal, Interval, Ratio
5 – 9. Simple Random, Systematic, Cluster, Stratified Random, and Double
10 – 13. Convenience, Judgement, Quota, and Snowball
II. Solution.
Course Enrolment
BSHM 650
8

BSTM 1,213
BSBA 2,819
BSA 993
Total: 5,675
Step 1. The population is 5,675.

Step 2. The margin of error to be used is 3%.
-".-
Step 3. Using Slovin’s formula 𝑛 = = 929.1854 (Rounded off to the nearest
#$-".-(&.&()!
hundreds becomes 900). This is the sample.
Step 4. The enrollees are grouped into three categories according to their courses, so we
use stratified sampling.
* ,&&
Sample proportion (%) = + = -".- = 0.1586 rounded off to the nearest
hundredths would be equal to 0.16 or 16%.
Steps 5 and 6.
Course Enrolment % Sample
BSHM 650 16 104
BSTM 1,213 16 194
BSBA 2,819 16 451
BSA 993 16 159
Total 5,675 908
The total sample is 908.
III. Answers may vary. Teacher/instructor will have a rubric for scoring purposes.
Activity 5
1. Sampling 6. Judgment Sampling
2. Probability/Scientific Sampling 7. Snowball Sampling
3. Cluster Sampling 8. Measurement
4. Stratified Random Sampling 9. Scale measurement
5. Convenience Sampling 10. Nominal Scales
9
Students Activity Sheet #11 & 12

References:
Mock Proposal Defense Cristobal, Jr. et. al, 2013
(Guide to Thesis Proposal Defense) Research Made Easier: C & E
Publishing Inc.
Calmorin, L. 2016 Research and
Thesis Writing. Quezon City:
Rex Bookstore Inc.
Some considerations in research defense.
Oral Presentations
Researchers often present their findings orally. These presentations, sometimes called briefings,
have some unique characteristics that distinguish them from most other kinds of public speaking: Only
small group of people is involved; statistics normally constitute an important portion of the topics; the
audience is usually composed of four to five members of the Oral Defense Committee, who will hear the
critical parts of the research proposals/research project; the time allotted for the candidate/researcher
will be as short as 30 to 45 minutes, but may run longer than an hour; and the presentation is normally
followed by questions and discussion for suggestion.
Delivery
While the content of the report is the chief concern, the researcher’s delivery is also important. A
polished presentation adds to the receptiveness of the audience, but there is some danger that the
presentation may overpower the message. The researcher faces a real challenge in communicating
effectively. The delivery should be restrained. Researcher should be required to dress properly and the
total appearance should be appropriate for the occasion. Speed of speech, postures, clarity of
enunciation, pauses, and gestures all play their part.
Audiovisuals
Researcher can use a variety of audiovisuals media with good results. While there is a need for
computer – assisted media, the emphasis is visual aids.
The researcher can use chalkboard and whiteboards, handout materials or manuscript, flipcharts,
overhead transparencies, slides, computer – drawn visuals, and computer animation. The choice of visual
aids is determined by the intended purpose of the researcher, the size of the audience, the room
conditions, time and budget constraints, and available equipment.
Before the Defense

1. A student or group of students must apply for the proposal defense. A copy of the
manuscript should be submitted at least 3 working days before the proposal defense.
1

The Research Proposal
The research proposal must contain the following:
Title Page
Author
Adviser
Chapter I THE PROBLEM AND REVIEW OF RELATED LITERATURE
Introduction
Review of Related Literature
Should be organized according to topic
Conceptual Framework of the Study
Paradigm
Statement of the Problem
Hypotheses of the Study
Significance of the Study
Scope and Limitation
Definition of Terms
Chapter II Method
Research design
Participants
Research Site
Materials and Instruments
Data Collection
Data Analysis
Chapter III Workplan/Activity Schedule
References
Appendices
2. Be present on the date of the defense as scheduled by the instructor or the dean. Failure to do
so will automatically drop you from the subject.
3. Prepare the group by assigning the task/s to each member for the presentation of the thesis.
4. Fill up the Grades Worksheet and Deficiency sheet with the names of the member (according to
order of presentation), thesis title, section, research adviser and research teacher.
During the Defense

1. Orientation from the chairman of the panel
2. Group presentation - maximum of 30 minutes
3. Defense – question and answer, maximum of 30 minutes
4. Evaluation
2

Sample questions:
a. What is the rationale (reasons and incidence) behind your research?
b. What are the potential contributions of your study to the business field?
c. What is the most relevant theory of your study?
d. What are the major variables and sub – variables in your study?
e. What is the paradigm of your study?
f. What is the setting of your study?
g. What is your research design? Explain.
h. Who are the respondents of your study?
i. How did you select your participants?
j. How did you come up with your instrument?
k. How will you validate your instrument?
l. How will you establish your instrument’s reliability?
m. How will you gather your data?
n. How do you plan to come up with the results of your study?
o. What statistical treatment will you apply?
Note to the students: This will serve as a guide. Make sure that manuscript, fully accomplished deficiency
sheet and evaluation/grade worksheet are given to the Dean and Panelists at least 3 working days before
proposal defense. On the next page, you will see the Evaluation Form for Thesis Defense and the
Deficiency Sheet. Fill up the Evaluation Sheet with the names of the members of the group according to
order of presentation.
3

College of Management and Accountancy
EVALUATION SHEET FOR ORAL THESIS DEFENSE
TITLE OF THESIS: ________________________________ ADVISER __________________
COURSE:______________ SECTION:_______ FACULTY: ____________________________
RATING SCALE: 94-100 Excellent; 86-93 Very Satisfactory; 71-85 Satisfactory; 50-70 Passing ; 49 and below- Failed
CRITERIA Student 1 Student 2
STUDENT NAME (Last Name, Given Name)--->
INDIVIDUAL STUDENT RATING:
A. Did the student arrive punctually, enabling him to start on time?
B. Poise and self-confidence
C. Ability to express his thoughts and ideas orally

D. Is his discussion smooth and spontaneous?
E. Was the student able to answer questions and explain the concepts and ideas
presented?
OVERALL STUDENT RATING
GROUP RATING:
1

I. CONTENTS OF THESIS PROPOSAL (40%)
Is there a Thesis? A clear reason for the study, background, the questions to be
answered, the destination, etc? Are the methods clear, appropriate and used
correctly?
II. MECHANICS AND ORGANIZATION OF THESIS PROPOSAL (15%)
Grammar, diction, punctuation, footnotes, forms. etc.
III. ABILITY TO ANSWER CORRECTLY QUESTIONS OF THESIS (30%)
IV. ABILITY TO ANSWER CORRECTLY QUESTIONS ON MATTERS

RELATED TO THESIS (15%)
OVERALL GROUP RATING
Panel: _______________________________________ ( Signature over printed name)
2

COLLEGE OF MANAGEMENT AND

ACCOUNTANCY
DEFICIENCY SHEET FOR THESIS
TITLE OF
THESIS _____________________________________________ PANELIST:_______________________
PAGE
NO. DEFICIENCIES CORRECTED ON PAGE NO.
3

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BAM 069: Business Research

Students Activity Sheet #1

Name: ____________________________________________________________ Class number: _______

Lesson title: Adopting Flexible Learning Approach Materials:

Activity 1: What I Know Chart Part 1 (3 minutes)

What I Know Questions: What I learned (Activity 4)

How will you recognize a good

Name: ____________________________________________________________ Class number: _______

Activity 2: Content Notes (13 minutes)

What schedule will be followed in flexible learning set-up?

What learning materials are needed in flexible learning set-up?

Teacher’s Role in the 4-10 Schedule

A. In class, face-to-face, (4 days)

B. At home, self – study, (10 days)

Name: ____________________________________________________________ Class number: _______

Qualities of a Good Researcher

Name: ____________________________________________________________ Class number: _______

Activity 3: Skill Building Activities (15 minutes)

Activity 4: What I Know Chart Part 2 (2mins)

Activity 5: Check for Understanding (5 mins)

Name: ____________________________________________________________ Class number: _______

B. Think About Learning

2.What question(s) do you still have in mind about today’s lesson?

Name: ____________________________________________________________ Class number: _______

any, will be presented during face-to-face session.

Job well done! You’ve finished today’s activity.

Name: ____________________________________________________________ Class number: _______

Lesson title: Acquiring Basic Concepts in Research Materials:

Let’s start exploringJ!

Activity 1: What I Know Chart Part 1 (3 minutes)

What I Know Questions: What I learned (Activity 4)

Name: ____________________________________________________________ Class number: _______

What are some characteristics

Research may be defined as a scientific investigation of phenomena which

Name: ____________________________________________________________ Class number: _______

Research is conducted in many different settings. Conducting research in an educational setting

Purposes of Research (Aims, Goals, Objectives)

The definition of research says that research is purposive. The

Follows are some specific purposes and goals of research:

1. To discover new facts about known phenomena.

Name: ____________________________________________________________ Class number: _______

Controlled. All variables Rigorous. This

Systematic. It follows an Valid and Verifiable. This

Empirical. Any conclusion Critical. Critical scrutiny of

Activity 3: Skill Building Activities (15 minutes)

Name: ____________________________________________________________ Class number: _______

2. Enumerate and explain three basic characteristics of research.

Activity 4: What I Know Chart Part 2 (2mins)

Activity 5: Check for Understanding (5 mins)

Name: ____________________________________________________________ Class number: _______

B. Think About Learning

Name: ____________________________________________________________ Class number: _______

2. What question(s) do you still have in mind about today’s lesson?

Great! You’ve finished today’s activity.

Name: ____________________________________________________________ Class number: _______

Lesson title: Identifying Types and Classification of Materials:

Direction: Answer the questions briefly.

2. Write one importance of research in human life.

Activity 1: What I Know Chart Part 1 (3 minutes)

What I Know Questions: What I learned (Activity 4)

What are the types and

Name: ____________________________________________________________ Class number: _______

Write a word/s that you first

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

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Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

An 7(i) is a 8(s) variable to determine

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

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Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _

Name: ______________________________________________________ Class number: _