Module 2 The Research Process

Module 2
THE RESEARCH PROCESS: THE SCIENTIFIC

APPROACH
Intended Learning Outcomes
By the end of this learning experience, students must be able to:

1. conceptualize research study;
2. write a research title/problem;
3. identify the independent and dependent variables;
4. formulate hypothesis;
5. write the appropriate background of the study; and
6. apply research ethics.
INTRODUCTION
Conceptualization is the process of refining the important concepts and terms in

the thesis/dissertation by giving them conceptual or theoretical definitions (de Belen
2015). One of the most difficult aspects of research is how to develop the idea for the
research project. The research process has three phases: the conceptual phase, the
empirical phase, and the interpretative phase. This module focuses on the idealized
process of research such as the conceptual phase – the process that determines which
questions are to be addressed by the research and how research procedures are to be
used as tools in finding the answers to these questions. Conceptualization involves
bringing together several considerations to identify a good research idea, i.e answerable
research question that is worth answering. Components of this process include
conducting a thorough search of the peer-reviewed literature; finding a research mentor
and another collaborator; considering methodology and study design and assessing
feasibility. (Jain, Lindley & Rosen, 2013)
SocStEd 314- Research in Social Studies
[Date] 1
Module 2 : The Research Process: The Scientific Approach
Compiled by: DR. MA. LEZEL P. PATARAY & DR. GIRLIE D. BATAPA
THE IDEALIZED RESEARCH PROCESS
Research can be thought of as a process of systematic and focused investigation

for the purpose of adding to the body of knowledge about a particular subject area. There
are three key points to consider. These are: investigation is carried out systematically,
hence it is planned; the research is intended to add to the body of knowledge and in doing
so assists our understanding of complex issues; and research is a process carried out in
stages.
Conceptualizing the Study
Identifying the research question

Reviewing relevant literature
Refining the research questions
Planning the Study
Developing the study design

Identifying the population/sample
Identify the data collection methods
Access and ethical issues
Carrying-out a pilot study
Conducting the Study
Recruiting participants
Collecting data
Preparing the data
Data analysis
Drawing conclusions
Communicating Results
Writing up the study
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A. CONCEPTUALIZING THE STUDY
One of the most challenging components of research is coming up with a

research project topic. Conceptualization entails combining numerous factors to
come up with a good research idea, i.e., a research topic that is worth answering.
❖ Identifying the research question/research topics

- The first step in the research is identifying the research topic that
broadly defines the area of research.
-Finding your focus
• Which aspects of your discipline interest you most?
• What have you observed that you have questions about?
• What articles have you read that have raised questions in your mind?
-What are the gaps in the literature?
• By topic (what is not being looked at?)
• Methods (what is not being done?)
• Populations (who is not being studied?)
• Comparisons (who is not being compared?)
❖ Reviewing relevant literature
- By now, you should have a list of keywords that you may use to do a
preliminary literature search. Do not rely just on electronic databases, and if
you know of solid work on the subject, look through the references to see
what else you might need. Allow yourself time to go to a library and check
out some of the references you've found.
- Where to start?
• Read
• Detailed literature searches
• Attend seminars, conferences, and presentations.
• Discuss the subject area with peers.
• Listen and ask questions.
❖ Refining the research question/topics
Having a clear research question/topic is essential for a successful study.
The research question should guide the study from this point on.
• Research topics should be discussed with fellow researchers
• Discuss with stakeholders.
• Assess what is most critical to learn.
• Assess research sources available.
- Questions to ask yourself.
• Is this a good idea?
• Who cares?
• Can it be addressed using appropriate research methods?
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• Will it stimulate interest from others and the sponsors?
• It is feasible/practical/doable?
B. PLANNING THE STUDY
❖ Design of the Study

In creating a research design the following step is to plan the study after
you've clarified your research issue. The first task at this stage is to consider the study
design. Your study question will determine the type of design you will utilize.
You must ask yourself a series of questions that start to unpack your
overarching research question.
• What is the nature of my research question?
• What sort of information am I likely to need?
• How easy is this information to get hold of?
• What resources are available?
• How will I analyze and make sense of the information I collect?
One of the first things to think about is your methodological approach. In

general, you have three options here: a primarily quantitative approach, a
primarily qualitative approach, or a hybrid strategy that incorporates both
quantitative and qualitative approaches. This section will take a quick look at the
differences between quantitative and qualitative approaches. This is a massive
topic in and of itself, involving philosophical assumptions about knowing and
science. (Detailed discussion on these approaches will be in the next lessons)
❖ Identifying the Population/sample
To do any research, the researcher must first identify the population being
studied. The research question determines this, as it makes practically all
decisions in the planning step. The population is the group of people who are
interested in the study and for whom the results will be useful. The population
should be defined in quite formal and exact terms so that it is evident who falls
within and outside of your criteria. Because populations are typically huge, a
study sample is taken to reflect the population for practical purposes. Different
sampling procedures are linked to various scientific approaches and study
designs.
Random sampling is regarded as the gold standard in quantitative study
designs. Selection bias is eliminated when a portion of the sample is chosen at
random. This, however, is only achievable if we have a comprehensive population
list (known as the sampling frame). Purposive sampling, in which possible
participants are chosen for their ability to provide the most relevant information
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for the study based on known traits, is one example of a qualitative study design
that is less concerned with drawing inferences about a community.
❖ Data collection methods

The purpose of a sample is to collect data from members of the sample.
Depending on the research question, study design, and sample size, data can be
collected in a variety of ways. Questionnaires, interviews, and observation are
the most frequent techniques for gathering information.
- Questionnaires
A questionnaire is a set of written questions that can be completed by the
respondent or by an interviewer as part of a formal, structured interview.
Questionnaires, particularly self-completion questionnaires, are thought to be a
useful approach to collect a large amount of data rapidly and inexpensively.
However, there are drawbacks: the amount of data you can expect from a single
participant is limited, complex questions that require a certain level of
explanation are unsuitable for self-completion questionnaires, and specific
groups of the population (for example, highly mobile sections of the population)
are difficult to reach using this method.
- Interviews
Although most interviews are one-on-one, some studies may employ
group interviews or focus groups. A questionnaire presented by an interviewer is
a highly structured type of interview. Interviews in qualitative research have a
much looser structure (commonly referred to as semi-structured or unstructured)
and much more flexibility. The information obtained from these types of
interviews is typically in the form of text.
- Observation
Observation is a method of gathering information by visually observing
events. It necessitates that the data's nature be observable. Observation
schedules, like the other two methods of data collection, can be highly structured
or somewhat unstructured, depending on the type of data needed and the nature
of the observed event.
The data collection strategy chosen for a study should be appropriate for
the sort of data needed. Using unstructured interviews for essentially
quantitative investigations when information could be acquired more quickly
through organized interviews or questionnaires would be a waste of time. Self-
completed questionnaires, on the other hand, are often unsuitable for qualitative
research because, even if there is space for comments or for respondents to
express ideas, the space is restricted, and respondents must have articulation and
literacy abilities.
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❖ Access and ethical issues
Conducting research on human subjects raises several ethical concerns.

Because individuals are disclosing information about themselves, frequently
highly sensitive information, this raises concerns regarding confidentiality and
anonymity. There are, however, additional aspects to consider. The relationship
between the researcher and the participant can be complicated, especially in
healthcare research, where the participant could be a patient or an employee of
the researcher's company. Participants may feel forced to participate in research
that they are uncomfortable with.
There are particular ethical dilemmas in experimental research where
treatments for individuals are determined by the study, however, a full discussion
of these issues is beyond the scope of this pack.
When attempting to gain access to the sample, the researcher must

evaluate how this can be accomplished effectively and who must be consulted.
Access may be granted exclusively through a third party, known as a
"gatekeeper." This could be a requirement of an ethics committee's clearance, or
it could just be the most efficient way to obtain your sample. In that circumstance,
the gatekeeper becomes critical to the study's success.
❖ Carrying out a pilot study
When the researcher is ready to begin the study, he or she should do a

brief pilot study to ensure that the approach has been well considered. The pilot
is a scaled-down version of the study and serves as a means of testing the
waters and identifying issues early on.
The pilot study enables the researcher to check the following: ·
• The accessibility of the sample group.
• The likely response rates.
• Whether or not the method of data collection can generate the
depth, range, and quality of information required.
If difficulties are discovered during the pilot study, the researcher can
make adjustments before beginning the major investigation, increasing the
likelihood that the main study will be successful.
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C. CONDUCTING THE STUDY
❖ Recruiting participants
It is not rare for studies to fail due to insufficient participant recruitment.

The first contact you make with potential participants is critical in determining
whether you will be able to recruit enough people to participate in your study.
Your approach will most likely be determined by how you choose your subjects.
If you're interested in a specific age group, you might be able to take a
random sample, in which case you'd write to individuals who were chosen and
invite them to participate. Piloting your technique of approach is a vital element
of your pilot project, especially if you expect to have difficulty persuading people
to participate. Keep track of who was approached, when they were approached,
if they consented to participate, and, if possible, the reasons for their refusal.
❖ Collecting data
The researcher moves on to conducting interviews, sending out

questionnaires, or recording observations once the technique has been thought
out and the data collection method has been piloted. This is the most interesting
or fun aspect of the study process for many researchers. The researcher begins to
examine the topic through the gathering of original data after months, if not
years, of planning - formulating the research idea, reading the literature, and
designing the research approach.
Avoid conducting interviews in different settings (for example, at home)

or consider self-completed questionnaire data and interview data as if they were
collected in the same way once the pilot phase is done. It is sometimes necessary
to be flexible, and in these cases, it is critical to document the reasons for
departing from the study protocol.
❖ Preparing the data

Once you've gathered your data, you'll need to keep it safe and manage it
so that it's useful when it's time to analyze it. There are a variety of computer
software packages that make the transfer from questionnaire to dataset easier,
but they still require human input.
Questions should be coded in a clear and unambiguous manner, and any
decision on the best acceptable code should be made prior to data entry.
Researchers who are not entering their own data should keep in mind that
another person performing this activity is unlikely to be as devoted to the study
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as they are, therefore failing to guarantee that data entry is a smooth process will
result in a loss of accuracy.
❖ Data analysis
Questions should be coded in a clear and unambiguous manner, and any
decision on the best acceptable code should be made prior to data entry.
Researchers who are not entering their own data should keep in mind that
another person performing this activity is unlikely to be as devoted to the study
as they are, therefore failing to guarantee that data entry is a smooth process will
result in a loss of accuracy.
As a general guideline, start small and work your way up. Describe the
demographic features of the sample (number of men and women, distribution
across age groups etc.). When it comes to writing up, you'll probably need to
report this anyhow, but it'll also help you familiarize yourself with the dataset. It
will do whatever you ask of it.
❖ Drawing conclusions
A clinical interpretation of the findings is something that a statistician will
not provide. This must stem from your knowledge of the topic area and familiarity
with the study's methodology. After the data has been processed and a complete
set of results has been generated, the researcher evaluates the findings and
considers them considering existing knowledge and the methodology used to
generate the results.
The research question needs to be re-visited. To what extent have the
results addressed the question? At this stage, you need to be extremely critical in
your thinking. Are there alternative explanations for the answer(s) that you
arrived at? Could your results be an artefact of the way the study was designed
and conducted? You need to then consider what the implications of your study
and the results are for practice and future research. Can you legitimately make
recommendations for practice based on your study findings? How feasible are
these recommendations? Think too about the overall methodological limitations
of your study (there will always be limitations of some kind). Can others learn
from the mistakes you made? Can you make recommendations for future
research in this area?
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D. Communicating Results
❖ Writing up the study

A good research paper or report will be enjoyable to read and will convey
a point. It shouldn't matter whether the message is favorable or negative
provided the study topic was important in the first place (for example a new and
exciting intervention may have been found to be no more effective than the
existing treatment or management).
A good research paper or report will be entertaining to read while also
making a point. It shouldn't matter whether the message is positive or negative if
the research topic is important (for example a new and exciting intervention may
have been found to be no more effective than the existing treatment or
management).
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Introduction to the Research Problems, Purpose, Questions and Hypothesis
1. A research problem is considered a professional situation in need of
improvement, change or a solution. Houser (2012) considered the research
problem to be the “why”.
2. The research purpose is the goal or interest of the study. The purpose statement
also investigates how variables (qualities, properties, characteristics) are studied
in a setting and population, (Houser, 2012). Polit and Beck (2012) support that a
problem statement represents and indicates a situation to be studied.
3. Research questions are specific questions that researchers want to know the
intent of the study. According to Pollit and Beck (2012), research questions
direct the data to be collected for the study.
4. A hypothesis is a statement that makes a specific prediction between one or two
variables in a population then tested.
Writing the Research Title

Here are the basic questions asked about the research title.
✓ Does the title describe what the study is all about?
✓ Does the title contain a high specificity level?
✓ Is the title academically phrased and is not verbose?
Sample titles: Do they meet the basic questions asked?

1. Portfolio: A Tool for Reflective Thinking in Teacher Education?
2. Impact of Parental Support on the Academic Performance and Self Concept of the
Students.
3. Influence of Family and Socio-Demographic Variables on Students with Low
Academic Achievement
4. Private Tutoring and Social Cohesion
5. Attachments and Socialization the Positive Side of Social Influence
Writing an Introduction
An introduction answers the following questions.
✓ What is the problem?
✓ Why is it a problem?
✓ How it should be solved?
✓ Why it should be solved?
✓ What is the purpose of the study?
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Stating the Problem
The problem statement is the researcher’s guide during the research process. It
is the verbalization and articulation as well as the analysis of the “questions” the
researcher wants the research to answer.
The problem statement is divided into the major or main problem and the minor
or sub-problems. The major or main problem is the verbalization of the specific
“questions” that the researcher wants to answer. It may be declaratively or
interrogatively.
Example:
Main problem (Interrogative)
What are the factors that affect the teaching skills of teachers?
Main problem (Declarative)

Design and develop an online course in Human Behavior in the
organization at the Graduate Level.
What is a statement of the problem?

A statement of the problem is a concise description of the issues that need to be
addressed by the researcher.
Writing the Background of the Study
A. What is the purpose of a background study?
One of the preliminary steps to completing a thesis/dissertation is the background

study. The background study includes (1) a review of the area being researched, (2)
current information surrounding the issue, (3) previous studies on the issue, (4) relevant
history on the issue, and (5) effectively set forth the history and background information
on the problem (The University of Sydney, n.d)
The purpose of a background study is to help you improve the relevance of your
research question and to further develop your thesis.
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B. Why do a background study?
In addition to gaining general knowledge about your topic area, your goals are to
determine the current state of knowledge and to become familiar with current research.
Gravetter and Forzano (2006) pointed out that once you have a general idea for a
research study, the next step is to go to the library to gather the background that you
have identified. Once you have done this, your task is simply to extend the current
research one more step.
C. How do you write a background study?
1. Conduct primary research at the beginning stages of formulating a thesis when

many issues are unclear. Visit your library, or internet to find primary sources such
as books and scholarly journals for your background study.
2. Read the information and develop a research question or thesis statement that
will guide your research. You will need to take notes and keep an accurate track
of the sources that you used up to this point. Use a method of recording sources
of information that you are comfortable with. Be sure to cite the sources of the
information or each note so you don’t forget where the piece of information came
from, should you decide to use it in your thesis.
3. Write a thesis statement or research question. Think about what you’ve read and
look to issues, problems, or solutions that others have found and determine your
own opinion or stance on the issue.
4. Complete your research using a thesis statement and research question as your
guide.
5. Create five separate sections that cover the key issues, major findings, and
controversies surrounding your thesis as well as sections that provide an
evaluation and conclusion.
6. Conclude by identifying and further studying what needs to be done in the area
and provide possible solutions to the issue that haven’t been considered before.
7. Revise and edit your background study.
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Formulating the Hypothesis
What is a hypothesis?
A hypothesis is a tentative statement about the relationship between two of

more variables. A hypothesis is a specific, testable prediction about what you expect to
happen in your study (Black & Champions, 1976, cited in Kumar, 1996).
A hypothesis must be empirically grounded and lead to the main contributor of

the investigation. A research hypothesis is the statement you created when you
speculate upon the outcome of a structure, as the ultimate aim of any experiment. It is a
statement that predicts the relationship between the independent (casual) and
dependent(outcome) variables.
A hypothesis (plural, hypotheses) is a proposed explanation for a phenomenon.

Hypothesis consists of independent and dependent variables. The dependent variables
are the outcome you are interested in studying-the effect. The independent variable is
the variable that is producing a change in the dependent variable-the cause.
A hypothesis is not a final answer, but rather a proposal to be tested and

evaluated. For example, a researcher might hypothesize that there is a relationship
between personality characteristics and cigarette smoking. Or another researcher might
hypothesize that a dark environment causes depression.
Why hypothesize?
A research hypothesis is a specific statement of expected outcomes of an

experiment. It includes who the subjects are, the experimental conditions, and the
statistical test to be applied.
Hypotheses are testable explanations of a problem, phenomenon, or

observation.
Quantitative research involves formulating a hypothesis to address the research

problem.
Hypotheses that suggest a causal relationship involve at least one independent

variable and at least one dependent variable; in other words, one variable which is
presumed to affect the other.
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An independent variable is one whose value is manipulated by the researcher or
experiment. A dependent variable is a variable whose value are presumed to change as
a result of changes in the independent variable.
How to state a hypothesis
A hypothesis is a statement that researchers can empirically test.it is a statement

about how two variables are related. It is not a question, and, to that end, it is different
from a research question that is usually broad and does not specifically link two or more
specific concepts.
Because the hypothesis identifies the specific variables and their relationship, it
forms the foundation for the future research study.
Characteristics of a Good Research Hypothesis
1. Logical
A good hypothesis is usually founded on established theories or

developed from the results of previous research. Specifically, a good
hypothesis should have two logical conclusions of a logical argument.
Example:
Premise 1: Academic success is highly valued and respected in society.
Premise 2: Being valued and respected by others contribute to high self-esteem.
Conclusion or Hypothesis: higher level of academic success will be related to higher
levels of self-esteem.
2. Testable
A good hypothesis must be testable. That is, it must be possible to

observe and measure all of the variables involved. The hypothesis must
involve real situations, real events, and real individuals. You cannot test a
hypothesis that refers to imaginary terms or hypothetical situations.
3. Refutable
A testable hypothesis must be refutable. It must be possible to obtain

research results that are contrary to the prediction. For example, if the
research hypothesis predicts that the treatment will cause all increase in
scores, it must be possible for the data to show a decrease.
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Which are not testable or refutable?
Hypothesis: Better knowledge and performance lead to better school

leadership.
Hypothesis: Better knowledge led to better performance.
Hypothesis: If people could fly, there were fewer cases of depression.
The Null Hypothesis
The null hypothesis is a statement about the population or populations being

examined that always states that there is no effect, no change, or no relationship. In
general, the null hypothesis says that nothing happened.
In a study comparing two treatments, the null hypothesis states that there is no
difference between the treatments.
One characteristics of a good hypothesis is that it must make a positive statement

about the existence of a relationship or the existence of a treatment effect.
The null hypothesis is exactly the opposite of the research hypothesis. The
research hypothesis says that the treatment does have an effect, and the null hypothesis
says that the treatment has no effect.
The goal of the research study is to gather enough evidence to demonstrate

convincingly that the treatment really does have an effect. The purpose of the hypothesis
test is to evaluate the evidence. The test determines whether he results of the research
study are sufficient to reject the null hypothesis and justify to conclusion that the
treatment has no effect.
Basic Rules for Ethical Research
When research is carried out without considering moral considerations about

what should be done and what should not be done, the researcher's professional
credibility is endangered. According to Denscombe (2002), ethics is intimately tied to the
concept of morality, and ethics refers to a set of moral rules that humans can use to
determine whether their behaviors are right or wrong, good or terrible. In research
ethics, a moral viewpoint is required rather than a practical or logical approach to the
research process.
In the context of social science, Murphy and Dingwell (in Flick, 2011) have
developed an “ethical theory” based on four principles:
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1. Non-maleficence – researchers should avoid harming participants.
2. Beneficence – Instead of being carried out for its own sake, research on human
subjects should produce some positive and measurable benefit.
3. Autonomy or self-determination – research participants’ values and decision s
should be respected.
4. Justice – all people should be treated equally.
Other ideas pertaining to ethical considerations in research.
1. Integrity of the researcher. In the pursuit of truth, researchers must operate

professionally. They should be dedicated to finding out what's going on and
reporting it as truthfully as possible.
2. It is necessary to avoid deception or misrepresentation. Other concerns must
not influence the inquiry except for what is the truth of the topic. Social study
sponsored by various interest groups such as political groups, manufacturing
firms, promotion companies, or even motivated by the researcher's own interests
can sometimes result in misrepresentation or dishonesty. It is absolutely proper
to observe and commit oneself to ethical principles and reminders.
As is expected of every researcher, it is his or her responsibility to inform and
discuss the study's outcomes, both positive and negative outcomes, with the
participants. The researcher can't force people to participate if they don't want
to. As a result, prior to data collection, it is required to obtain the consent of the
participants.
3. Informed consent. It is a fundamental principle in the concept of human rights
(Denscombe, 2002). This means that the human subject's voluntary consent must
be always obtained. The individual participating must have legal ability to agree,
be able to exercise free freedom of choice without interference or coercion and
have adequate knowledge and grasp of the study subject to make an informed
decision. In the case of children participants (below 18 years old) or other
vulnerable members of the society, consent must be given by the parents or legal
guardian or another person who has a direct, formal responsibility for the welfare
of the child or other vulnerable participants.
4. Privacy, confidentiality, and Anonymity. The researcher should take steps to
protect the confidentiality of data and avoid disclosing the identity of persons
who are taking part in the study. “In legal form, the question of privacy was
originally conceived as the protection of individual citizens against intrusions by
others into their lives, and against demands for the revelation of information,”
Hammersley and Traianon (2012) write. Closely intertwined under the heading of
privacy are issues to do with the control of both territory and information. The
territory involved is not only physical space, but also virtual space that exists on
mobile phones, personal and institutional computers, and internet.
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Sample of Informed Consent
Dear Participants:
I am Corazon de Maria, a graduate student conducting a study on the “Value

Orientations, Job Performance, and Job Satisfaction of Teachers in Metro Manila” as
a requirement for the EdD degree.
Please help me achieve my goal by voluntarily participating as one of my research

participants. Rest assured that the information you will give will remain strictly
confidential and will used for no other purposes except for this research.
Kindly aware that your participation in this research is voluntary. Should there be a
hindrance to your participation, please let me know.
I sincerely express my thanks for your commitment, time and effort which I consider
as your unique contribution to this study.
Truly yours,
CORAZON DE MARIA
Researcher
Note: Please write your number code, initials, and date on the spaces below to show
that you willingly accomplished this questionnaire.
_____________ _____________ ____________

Number code Initials Date
Noted: ____________________
Researcher’s Adviser
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Formative Assessments
Name: ________________________________Yr/sec. ____________ Date: _______
1. Read the sample below (Writing an Introduction)

A study of a Standard Assessment of Noise Concepts
of Middle and High-Grade Elementary School Students
Min-ray, Ching-chief Lin’ and Dar-Yuh Chiou
Introduction
From the latest data of the Environmental Protection

Administration (EPA), R.O.C, petition from Taiwan increased by 100 cases
per year recently, which means that noise problems desperately need to be
solved. If no effective measure is taken, then we will not know quiet
conditions for even a day.
Noise is very harmful to humans, and it causes many physical and

mental diseases (taylor, 1970; Jonaj, Bradley, and Dawaon, 1981; Hua, Wu
Tung, and Gau, 1993; Yeh, 1997). Noise also influences interpersonal
communication by interfering with reception of all kinds of sounds (Suter,
1991; Hung, 1985), and disturb human sleep, etc. (Thiessen, 1970; Suter,
1991).
The noise portion of environmental education was previously

undertaken by researcher such as Allman (1972), Chen and Gau (1994), and
Lin (1994). Concerning the study of noise concepts, Allman (1972)
mentioned 9 secondary concepts of “noise pollution control” in his research
on environmental education conceptions, and Chen and Gau (19940
mentioned 4 sub-concepts about noise in their study on environmental
education conceptions in elementary schools. Lin (1994) even established
concept maps of noise pollution for elementary school students. However,
there has been no research on standardized evaluation tests for
environmental education.
Hence, from the aspects of the major content and procedures of

environmental education, the purpose of this study are to (1) study
misconceptions about noise and complete test questions for noise concept
tables of elementary schools students from these misconceptions; (2)
compile evaluation tables, and (30 thus interpreter, explain, and compare
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scores as the basis for learning diagnosis, learning accomplishment
evaluation, and teaching improvement.
Assessment 2.1
Use the template below to identify the parts of an Introduction.
Title of the Study:

_________________________________________________________________________
___________________________________________________________________
Author(s): _____________________________________________________________
1.a What is the problem?
1.b Why is it a problem?
1.c How it should be solved?
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1.d Why it should be solved?
1.e What is the purpose of the Study?
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2. Read the sample statement of the problem.
Statement of the Problem (Samonte, E. (2013)
The main objective of this research undertaking was to conduct an

assessment on the implementation of SBM Program in Public Elementary Schools in
the District of Bacolor, Pampanga.
More specifically, the study attempted to answer the following sub-problems:
1. How do the stakeholders assess the six dimensions of School Based
Management program by School?
1.1 School Leadership
1.2 Internal Stakeholders
1.3 External Stakeholders
1.4 School Management Process
1.5 Resource Management and
1.6 Performance Accountability
2. How do the stakeholders assess the implementation of SBM dimension by
school?
3. Are there significant relationships between and among the respondent
group’s assessment on the different dimensions?
4. What are the issues and concerns on the SBM implementation?
5. What improvement plan be developed to achieve the SBM standards?
2.a What is the main problem?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________
2.b What are the minor or specific problems?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________
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3. Read the background of the study then complete the table below.
Title: School-Based Management of Selected

Public Secondary Schools in the City Division of Cavite
Background of the Study
To achieve the Education For All (EFA) objectives by 2015, the Department of
Education is pursuing policy reforms under the Basic Education Sector Reform
Agenda (BESRA). Key Reform Thrust (KRT) of BESRA is School-Based
Management (SBM). SBM underscores the empowerment of key stakeholders in
schools’ communities to enable them to actively participate in the continuous
improvement of schools towards the attainment of higher pupil/student learning
outcomes.
The Governance of Basic Education Act of 2001 provides the legal basis for
the decentralization of basic education management and governance to the level
closely to the learners. The school and community (Republic Act 9155)
The Department of Education has stepped up its efforts to decentralize

education management a strategy that is expected to improve the department’s
operating efficiency and upgrade education quality. The DepEd is now accelerating
the implementation of School-based Management (SBM), a key component of
Basic Education sector Reform Agenda (BESRA). With SBM as the key provider of
education, the school will be equipped to empower its key officials to make
informed and localized decisions based on their unique needs toward improving
the education system.
A decision as to where and into what aspects of school management and

processes a school and its stakeholders may start to build upon, as prescribed in
the SBM Scale of practice, makes assessment imperative. Assessment is also
important to determine the direction of improvement to attain the level of SBM
practice.
[Date] 22
Identify the background and setting by answering all of the questions about the topic.
Questions Answers
Who
Where
When
What
Why
4. Formulate the hypothesis
Problems:
1. What is the personality profile if the respondents in terms of:
1.1 Dominance
1.2 Influence
1.3 Steadiness
1.4 Conscientiousness
Ho1:
[Date] 23
2. How is the disc personality profile of the respondents related to their
performance in chemistry?
Ho2:
Problems:
1. Is there a significant difference between the anxiety levels of the respondents

living in a dormitory and those who are not?
Ho1:
2. Is there a significant difference between the quality of life of the respondents

living in a dormitory and those who are not?
Ho2:
[Date] 24
References:
Almeida, A.B., Gaerlan, A.A., Manly, N. E. (2016). Research Fundamentals. From Concept
to Output. A guide for Researchers & Thesis Writers. Adriana Printing Co.Inc
Cohen, L. Manion, L., & Morrison, K. (2007). Research Methods in Education. 6th Edition.
Routledge Publisher.
Cooley, L. and Lewkowicz, J. (2003). Dissertation Writing in Practice: Turning Ideas into
Text. Hongkong University Press
Gall, M., Gall, J. & Borg, W. (2007). Educational Research: An introduction. 8ty Edtion.
Boston: Pearson
Galvan, J.L. (1999). Writing literature reviews. Los Angeles: Pyrezak Publishing.
Hammersley, M. & Traianon, A. (2002). Ethics in qualitative research. London: SAGE

Publications.
Kabir, S.M.S. (2016) Introduction to Research. ResearchGate.
[Date] 25

Module 2 The Research Process

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Module 2 The Research Process

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Module 2

THE RESEARCH PROCESS: THE SCIENTIFIC

Intended Learning Outcomes

By the end of this learning experience, students must be able to:

Conceptualization is the process of refining the important concepts and terms in

Research can be thought of as a process of systematic and focused investigation

Conceptualizing the Study

Identifying the research question

Planning the Study

Developing the study design

Conducting the Study

SocStEd 314- Research in Social Studies

One of the most challenging components of research is coming up with a

❖ Identifying the research question/research topics

B. PLANNING THE STUDY

❖ Design of the Study

One of the first things to think about is your methodological approach. In

❖ Identifying the Population/sample

❖ Data collection methods

Conducting research on human subjects raises several ethical concerns.

When attempting to gain access to the sample, the researcher must

❖ Carrying out a pilot study

When the researcher is ready to begin the study, he or she should do a

SocStEd 314- Research in Social Studies

It is not rare for studies to fail due to insufficient participant recruitment.

The researcher moves on to conducting interviews, sending out

Avoid conducting interviews in different settings (for example, at home)

❖ Preparing the data

SocStEd 314- Research in Social Studies

SocStEd 314- Research in Social Studies

❖ Writing up the study

SocStEd 314- Research in Social Studies

Writing the Research Title

Sample titles: Do they meet the basic questions asked?

SocStEd 314- Research in Social Studies

Main problem (Declarative)

What is a statement of the problem?

Writing the Background of the Study

A. What is the purpose of a background study?

One of the preliminary steps to completing a thesis/dissertation is the background

SocStEd 314- Research in Social Studies

C. How do you write a background study?

1. Conduct primary research at the beginning stages of formulating a thesis when

SocStEd 314- Research in Social Studies

A hypothesis is a tentative statement about the relationship between two of

A hypothesis must be empirically grounded and lead to the main contributor of

A hypothesis (plural, hypotheses) is a proposed explanation for a phenomenon.

A hypothesis is not a final answer, but rather a proposal to be tested and

A research hypothesis is a specific statement of expected outcomes of an

Hypotheses are testable explanations of a problem, phenomenon, or

Quantitative research involves formulating a hypothesis to address the research

Hypotheses that suggest a causal relationship involve at least one independent

SocStEd 314- Research in Social Studies

How to state a hypothesis

A hypothesis is a statement that researchers can empirically test.it is a statement

Characteristics of a Good Research Hypothesis

A good hypothesis is usually founded on established theories or

A good hypothesis must be testable. That is, it must be possible to

A testable hypothesis must be refutable. It must be possible to obtain

Hypothesis: Better knowledge and performance lead to better school

The Null Hypothesis

The null hypothesis is a statement about the population or populations being

One characteristics of a good hypothesis is that it must make a positive statement

_______ _ ______

Name: __________________________Yr/sec. Date: _