Chapter 1 ~ RESEARCH PERSPECTIVE Nature of Research, 1 Definition of Research 2 Values of Research .. 4 General Purposes 4 Specific Purposes i 4 Essential Factors for Effective Research 5 Characteristics of a Good Research 7 Research Follows a Basic Procedure 4 Activities of the Research Process «sun: aia: AS Difficulties Encountered in Research. rest 18 The Research Problem us: _ 19 Where are Research Problems Found 2... 19 Characteristics of a Good Problem /Topi¢ 1. 21 Other Factors to Consider 2 Certain Factors in the Selection of a Research Problem... 22 What are Not Research Problems 7 Qualifications of a Good Researcher 29 What ig a Thesis sano 5 32 What is a Dissertation... imac 2 What is a Research Paper niente 3 What is'a Special Problem oe «BB Researcher's Responsibility 33 Review Questions 34 Chapter 2 - THE REVIEW OF RELATED LITERATURE ‘AND STUDIES Introduction ing hcp 35 Understanding the Role of the Review .. 35 The Purpose of the Review 35 Meaning of Literature 36Yypes of Related Literature and Studies Sources of Materials for Literature Review... Review Questions... Chapter 3 - METHODS AND PROCEDURES Introduction ... ‘Types of Research... Methods of Research Quantitative Methods of Research Descriptive Survey Method Descriptive Normative Method Descriptive Correlational Method. Descriptive Evaluative Method Descriptive Assessment Method .... Descriptive Comparative Method..." Descriptive Continuity Method Descriptive Trend Method Descriptive Narrative Method .. Descriptive Ex-Post Facto . Descriptive Case Study Method ...... Experimental Method of Research Classification of Experiments ‘True Experiments ..... Quasi Experimental Research Pre-Experimental Designs or Non-Experimental Designs... Qualitative Methods of Research . Historical Method of Research .. Meaning of Historical Method of Research Content Analysis Method Ethnographic Method Phenomenological Method .. Review Questions... ‘Chapter 4 - SAMPLING DESIGN Sampling. Purpose of Sample 50. 50 51 31 52 52 53 61 61 63 65 Basic Types of Sampling. = Th ‘Types of Probability Sampling ... 5 ‘Types of Non-Probability Sampling 7 ‘The Size of the Sample 78 Why Respondents Must be Sampled 80 Review Questions... 81 Chapter 5 ~ RESEARCH INSTRUMENTS Introduction om Be ‘The Questionnaire 82 Guidelines ia Using the Questionnaire 8 Principles to Consider In Constructing Questionnaires . 83 Characteristics of a Good Questionnaire 87 Advantages of the Use of Questionnaires 87 Disadvantages of the Use of Questionnaires 88 Interview ... 88 Some “Do's” and “Dont’s” for the Interviewer 89 Rating Scale... 90 Checklist 90 Sociometry a1 Document or Content Analysis...... ” Scorecard ... ” TTeacher- oF Researcher-Made Tools 2 ‘Tape Recording the Data .... 92 The Opinionnaire. 92 Observation 5 93 ‘Types of Observation %3 Psychological Tests and Inventories... 4. Ready-to-Use Instrument or Standardized Test 94 Criteria for Measuring Research Instruments 95 Validity of the Instrument ... 95 Reliability of the Instrument .. 7 Other Methods of Measuring Research Instruments... 101 Reasons for Conducting a Field Test or Dry-run. 101 Review Question: 102Chapter 6 ~ STATISTICS: THE LANGUAGE OF FACTS. Interval Introduction 103 Ratio... 120 121 Meaning, of Statistics. 103 Variables ..... 121 Use of Statistics. 104 Classification of Variables vs 121 Two Kinds of Statistics 104 Variables in Correlational Studies .. 122 Descriptive Statistics 104 Independent Variables....... Inferential Statistics .. a 104 Dependent Variables 12 Meaning and Uses of Descriptive Statistics . 105 Secondary Variables \ Meaning and Uses of Inferential Statistics 105 Moderator Variable 13 ‘Types of Descriptive Statistics 106 Control Variable ... 124 Measures of Central Tendency or Averages .. 106 Intervening Variable 124 The Weighted Mean 108 Formulating Hypothesis. eatsane 124 Measures of Dispersion or Variability m Characteristics of Hypothesis 125 Percentage and Frequency Distribution m Common Classifications of Hypothesis 125 Ratios and Ranking .. 2 Sources of Hypothesis 126 Measures of Non-Central Location a M4 Characteristics of a Good Hypothesis 126 Measures of Symmetry and/or Assymmetry m4 Hypothesis and Assumption ....-. as WZ Measures of Peakedness or Flatness...... 14 Cautions In Using Statistics......... Lise 127 ‘Types of Inferential Statistics ..... ae 14 Review Questions 128 Parametric Tests .... sesnnnanannn cee TE at, 14 ‘Chapter 7 - WRITING A RESEARCH REPORT test 15 ‘The Preliminaries (Front Matter).. 130 Ftest.. set 15 The Title Page Non-Parametric Tests 15 Certification 131 Chi-square 3 us Approval Sheet.. 131 Spearman-Rho Rank Correlation Coefficient... 115 Thesis Abstract . 131 Friedman's Analysis of Variance.. 116 Table of Contents. 131 Kruskal-Wallis Test.. 16 List of Tables, Figures, and Plate: 131 Phi-Coefficient... . 116 Acknowledgments 132 Contingency Coefficient... 16 Dedication ........ 132 Kendal Coefficient of Concordance 16 The Text (Body) 132 Correlation Analysis... ~ 116 The Problem and Its Background (or other Level or Scale of Measurement of Data... 8 headings). sweee 133 Nominal peta n9 Guidelines in Writing Introduction ‘Rationale vu. 133 Ordinal .... : ~ 19 Conceptual Framework .. 133 @ @Guidelines in Using Conceptual Framework .. 134 Theoretical Framework 134 Guidelines in,Using Theoretical Framework wnune 135 Statement of the Problem... 135 Guidelines in Using the Sub- problems of the Study... th Assumptions of the Study . Hypothesis ne Criteria for Evaluating Research/ Working Hypothesis Importance/Significance of the Study, Scope and Delimitation of the Study ... Definition of Terms... Guidelines for the Definition of Terms Review of Related Literature and Studies. Guidelines in the Use of Review of Related Literature and Studies Research Design Method of Research Used Respondents Research Instrument... Guidelines in the Use of Research Instruments Data-Gathering Procedure. Sources of Data Locale of the Study MI Statistical Treatment of Data ... on 142 Presentation, Analysis and Interpretation of Data. 142 Guidelines in the Presentation, Analysis and. Interpretation of Data... Characteristics of a Good Figure Summary, Conclusions and Recommendations. Guidelines on Findings .... Guidelines on Conclusions Reference Materials (Back Matter or End Matter). Bibliography. Criteria in the Use of Bil 136 136 136 137 137 141 141 143, 4 Appendix. Review Questions 148, 148, (Chapter 8 - PRESENTING AND COMMUNICATING A RESEARCH REPORT Introduction... Presenting the Research Report at Meetings and 150 Professional Conferences... 150 Respond ... 152 Restructure 152 Rehearse.. 153 Relax 155 Presenting the Report Before a Faculty Committee... 156 Publication of the Research Report 158 A Refereed Journal... 159 Publication in Professional and Non-Professional Periodicals 160 Review Questions. 161 Exercises, 161 (Chapter 9 - WRITING A TERM PAPER Introduction ... . 163 Meaning and Nature of a Term Paper . 2 163 Knowing the Basic Structure and Format of a ‘Term'Paper 164 The Structure of a Term Paper 164 Basic Structure of the Term Paper .. 165 ‘Types of Term Papers 165 Argumentative Paper... Position Pape Descriptive Paper. Literary Paper... Choosing and Focusing a Topic Researching Your Topic ‘Completing the Paper Prepare the Final Paper 167 172 173 175Student Portfolios Review Questions... Exercises Chapter 10 - COMPUTER-ASSISTED RESEARCH Introduction 2 Advantages and Disadvantages of Computers General Functions of a Computer Special Functions of a Computer. What the Computers Can Do and Cannot Do i any Type of Research Conducting a Computer Search ‘Computer Searches ... How to Select a Computer Program Computer Database Zs Sources of Information for Computer Programs in Qualitative Research. Selecting, Using, and Combining Descriptors. Capabilities and Uses of Computers in Qualitative Research... ss Programs Used in ‘Qualitative Research. Data Analysis .. Drafting an Outline. Computer Note-Taking, Computer-Assisted Collation and Analysis of Data . Review Questions Exercises .. Bibliography . Appendices: ‘Appendix A ~ Parts of a Research Proposal Appendix B ~ Criteria for Judging the Master's Thesis Appendix C - Suggested Questions for the Critical ‘Analysis of Research Report... Appendix D ~ Certification ... Biodata Form. @& Appendix 176 178 179 179 180 181 181 182 182 183 183, 183, 184, 184 185 187 188 189 192 194, 196 198, 199 Appendix F ~ Sample Table of Contents Appendix G ~ Sample List of Tables Appendix H— Sample List of Figures Appendix I Sample Research Paradigm 204 Appendix J - Sample Table... Appendix K - Sample Bibliography 5 Appendix L — Sample Permit to Conduct Study 208 Appendix M- Ethics in Research Appendix N - Sample Criteria for Evaluating Theses and Dissertations 24 Appendix © — Sample Title Page for Undergraduate Research Paper wnmnmnemmnnnnmnen 216 Appendix P - Sample Approval Sheet for Graduate Research Paper . ine BH Appendix Q- Sample Timetable of Research Activities in Outline Form (in weeks) 218 Appendix R - Sample Timetable of Activities in a Gantt Chart 219 Appendix S ~ Suggested Areas for Research 20 Appendix T — Sample Items for a Community Survey. 226 Appendix U- Glossary of Some Statistical Symbols... 228, Appendix V - Sample Page for a Table of Random Numbers .. 230 ‘Appendinc W— An Txaonple of Semantic Didtoentiol ... 231 Appendix X - Sample Items from a Rating Scales. 233 Appendix Y - Sample Computer Form Used in Coding Data vernon - 235 Appendix Z ~ Decision Tree for Selecting an Appropriate Statistical Test 236 Appendix A-1 ~ Critical Values of the Correlation Coefficient nun 237 Appendix B-2 ~ Sample Likeri-Type Questionnaire ... 239 Appendix C-3 ~ Likert-type Opinionnaire Appendix D-4 — Critical Values for Pearson’s Product Moment Correlation (r)\ppendix E-S ~ Critical Values of Student's Distribution (t) . haptei1_comem Appendix 66 ~ Abridged Table of Critical Values for G Chi-Square 246 Appendix G-7 - Critical Values of the F Distribution ..... 247 RESEARCH PERSPECTIVE Glossary of Research Terms 249 Nature of Research ‘A century ago, we tapped our messages in Morse Code and sent them along copper wire that for the most part paralleled the railroad tracks. At the turn of the century, we cranked the telephone on the wall to talk to the neighbor over a strand of wire that served the communication needs of multiple subscribers. Now, on a fiber glass thinner than a human hair, words are carried across the conti- nent or beneath the sea. Today, we fax messages and transmit them at the speed of light. Far above them all, the adequate presence of computers, internets, and other information technology had revo- lutionized our way of life. Index Research has made all these new discoveries and inventions as a key to progress. There can be no progress without research. In government, in education, in trade and industry, in engineering, in medical field, and in all subject disciplines - mathematics, astro- nomy, physics, chemistry, geology, biology, space exploration, the social sciences — research is vital and essential. Gradually, people began to realize that the operation of the forces of nature were notas capriciousas they had been led to believe before. They began to observe the orderliness in the universe and certain cause and effect relationships could be predicted with rea- sonable accuracy. Since, the primary goal of research is to enable man to have a better life, man therefore is continuously in search for ways by which “ he could make his life fuller and richer. A full and rich life encom- ‘passes not only the material and economic phases of his life but also thesocial, emotional, moral, spiritual, mental, and creative-aesthetic aspects. Due to the complexities and hard way of life, it was borne out of man’s necessity to cope with the complex problems which continually beset him of his desire to become master of the environ- ‘ment - and to improve his life. Problems exist everywhere — and un- Jess man conducts researches, he will never cope with the demands of realities of the modern era. He retrogresses instead of progresses.Definition of Research Research starts with a problem. The researcher must feel a need, then he collects data of facts, analyzes these data critically, and finally reaches a decision based on actual evidence. It involves original work, instead of hearsay or mere exercise of personal opin- ion and involves a general desire to satisfy a need. Fortunately, there are almost as many definitions of research as there are authors writing about the subject. However, the different definitions formulated by such authors have common elements. ‘The word researchis derived from the old French word “cerchier” ‘meaning to seek or search. One seeks exhaustively for three reasons: (1) for more explanations, (2) for verifiable truth, and (3) to make discoveries. The goal of searching is to become certain of the occur- rence or existence of a certain phenomenon. , The Encyclopedia of the Social Sciences defines research as “the manipulation of things, concepts, or symbols for the purpose of generali- zing; to extend, correct, or verify knowledge whether that knowledge aids in the construction of a theory or in the practice of an art”. Webster's Third New International Dictionary defines research s “newly discovered facts or the practical application of such new or revised conclusions, theories, or laws.” Merton asserts that “research contributes to the development of the- ory, Itclarfies concepts; it initiates; itreformulates; and it refocuses theory.” According to Thomas and Nelson (1996), “research is « careful and systematic means of solving problems.” According to Wiersma (1995), “research is a process, an activity in the search for knowledge through recognized methods of data collection, analysis, and interpretation.” Good defined research as “a systematic, defensible pursuit of re- sults which will solve a problem. Researclt is good if it consummated an ordered, reasonable, communicable search.” Aquino defined research as “the systematic search for pertinent information of a specific topic or problem. After a careful, systematized research for pertinent information or data on a specific topic or problem ‘and after the research worker has analyzed and interpreted the data, he eventually faces another essential task—that of preparing the research reports,” Isidro and Malolos define research as “a process ofscientificthink- ing that leads tothe discovery or establishment of new knowledge or truth.” It is not a subjective expression of ideas or opinion. According to Parel, research is “a systematic study or investigation ofsomething for the purposeofanswering questions posed by the researcher.” According to Whitney, research is “a scientific approach in terms of accepted mind process involving all essential steps in problem solving through critical examination of hypothesis to find tentative corroboration and succeeding search for certainty as a basis of action.” J.Soriano looks on research as “awork oflove—love for achievement and discovery, love for creativity, love for innovation or originality, love ‘for one’s chosen field of specialization, and above all love for humanity." Claudio and de Leon defined researchas “asystematicand refined technique of thintking and employing specialized instruments and proce- dures to solve a problem.” Helmstadler defined research as the “activity of solving problems which lends to new knowledge using methods of inquiry that are currently accepted as adequate by scholars in the field”. According to Crawford, research “is simply a systematic and re- fined technique of thinking employing specialized tools, instruments, and procedures in order to obtain a more adequate solution of a problem than ‘would be possible unider means. It starts with a problem, collects data or facts, analyzes these critically, and reaches decisions based on actual evi- dence. It involves work instead of a mere exercise of opinion. It evolves from a genuine desire to know rather than a desire to prove something. It is qualitative, seeking to know not only what but how much, and ‘measurement is therefore a central feature of it.” According to Maranon, research is “a methodical, basically a habit of thought that can be developed.” Hillway defined research as a “way mankind perfected it very slowly over a period of several centuries and at present it is considered «as the most reliable means of advancing knowledge.” Best defines research as “the systematic and objective analysis and recording of controlled observations that may lead to the development of neralizations, principles, or theories, resulting in the prediction and possibly the ultimate control of events.”Hence, research is the formal and intensive process of carrying on a scientific method of analysis. It is a systematic and objective analysis and recording of controlled observations that may lead to the development of principles. Walues of Research General Purposes: ‘The principal purpose of research is the preservation and im- provement of the quality of human life. All types of research are directed to this end - to serve man and make his life better. Due to research, man is enjoying the products of research: fast and comfortable land, sea and air transportation; wonders of elec- tricity and electronics; air-conditioning units; new information and communication technology; and others. Other large and basic values of research are: it reduces man’s burden of work, improves judgment, increases satisfaction in mul- titudinous ways, adds to his power, among others. Specific Purposes: 1. To discover new facts or new “truths” about known phenom- ‘enon for primal existence 2. Tofind answers to problems which are only practically solved by other fields of discipline To improve existing methods and techniques 4, To discover the dangers of abusive use of unprescribed drugs and some poisonous substances 5. Toprovide the educational system order, related, valid general- izations into systematized science 6. Toprovide basis for correct action and decision-making in edu- cation, business, industry, nursing, medical field, accountancy, law-enforcement, engineering and architecture, among others 7. Tosatisfy the researcher’s curiosity by searching again exhaus- tively new facts either for personal satisfaction, institutional benefit or society’s gain 8, To find answers to queries by means of scientific studies, as to who comes first, eggs or hen 9, To acquire a better and deeper understanding about one phe- nomenon that can be known and understood better by research, such as why women are generally smaller than men 10. Toexpand or verify existing knowledge. This usually happens when researches replicate newly discovered facts that may be found to expand knowledge gained from a previous research or verify if the same facts are found 11, To improve educational practices, business practices, account- ing, practices, engineering practices, medical practices, among, others, to raise the quality of mankind. Mankind found through experience that sufficient studies on practices do pay off in the hard, practical, concrete sense to more than compensate for the cost of undertaking research effort 12. Toprovidemanwithmore ofhisbasicand social needs. Through- out the hard, tedious search for new knowledge for basic and social needs, quality of life of mankind is improved 13, To determine as unambiguously as possible either to accept or reject the null hypothesis 14, Todetermine whether the assumption of such specific problem is assumed to be true or false Essential Factors for Effective Research ‘There are three (3) basic factors for a research to be effective ‘These are (1) men, (2) money, and (3) materials. These three factors are important for scientific research to be effective in realizing, its specific objectives. There should be a balance in resources for these ‘major factors toachieve fruitful results. The relationship toeach other can be represented diagrammatically as shown below: Menrom the start of your schooling up to the end of your research ik, you always spénd money for research undertaking. In the undergraduate level, expenses ate not as high as in the graduate level, In the graduate level, a research must have a budget for re- search consultant (optional), statistician (optional), materials and supplies, adviser’s fee, encoders, research assistants, and other miscellaneous expenses. Excluding the higher cost of tuition and miscellaneous fees, the graduate researcher will also incur expenses for comprehensive examination fee, thesis proposal materials and oral defenses, pre- final defenses and final oral defenses, including adviser’s fee, thesis committee fees, research consultants, statistician (ifneeded), encoder, research assistants, traveling expenses, supply and material expenses, and many other incidental expenses. ' Materials: ‘These materials may includethe computer equipment, supplies, folders, index cards, writing materials, and other facilities. It also includes the availability of data and genuineness of the data. Again in the undergraduate level, the cost of materials is not as expensive as in the graduate level. Men: A researcher needs personnel to assist him in the conduct of his research, no matter how simple the research is. If you are an undergraduate student, you need your teacher as your adviser, sometimes you need the assistance of your dean, other teachers, statisticians, editors, encoders, but most especially you need the ‘members of your team to be able to put up a good research output. Research in the undergraduate level is more of a team research than an individual research. In the grad-uate level, the researcher needs his adviser, his dean, his faculty mem-bers to assist him; his co- employees, his superiors to give him their moral support; and most ofall the respondents who will respond to the instruments. Whether in the undergraduate or graduate level, public relation and good dealing to all people are incidental parts to research undertaking. Characteristics of a Good Research Different authors have different views on how they look at a good research. Here are some: According to Crawford (as quoted by Aquino): 1. It is a systematic and refined technique of thinking, 2. Itemploys specialized tools, instruments, and procedures in obtaining adequate solutions to a problem. 3. Itstarts with a problem, collects data, analyzes data criti- cally and reach a decision based on actual evidence. 4. It involves original work instead of an exercise of mere opinion. 5. Itevolves from a genuine desire to know not only “what” but also “how much” rather than a desire to prove some- thing. According to de Leon and Claudio: 1. Produce Processible Result Research does not only collect several relevant infor- mation or data. These data should be processed with some ease and produce consequent usefulness. 2. Produce Specific Results A research should have specific objective to focus at, in order to attain specific results. Specific results may be obtained by controlling important variables and disre- garding irrelevant data. 3. Produce Generalizable Result The research should not only apply to one problem or sole person, instead it should apply to the majority. This is possible if the research is flexible and widely applicable. One big help in such objective is by utilizing sampling procedures. 4. Produce Interpretable Result The researcher should have the ability to interpret his research. The effort of researching may produce somethingbeautiful, stunning, commendable but meaningless, if it cannot be correlated to the basic question or problem situ- ation. So in order to acquire a meaningful one, a research should emphasize the real problem and clearly interpret its objective. According to Best: A good research... 1. gathers new data. Research is not just merely reorganizing or restarting what is already known because it adds nothing to what is known. Instead, research involves gathering new data or using the existing data for a new purpose. 2. solves problems. ‘A research always involves problems or difficulties which are to be solved. It always involves an analysis of the relationship between causes and effects which implies the possibilities of empirical testing or testing a verified observation. 3. develops sound theories. Research places upon the development of sound theo- ries or upon the discovery of general principles that will be helpful in predicting future occurrence. 4. requires expertise. The researcher knows what is already known about the problem under investigation. He has searched the rela- ted literature carefully. He is thoroughly grounded in the terminology, the concepts, and the technology necessary to understand and,analyze the problem. 5. involves ant accurate observation and description. ‘The researcher uses qualitative, numerical measuring devices ~ the most precise means of description. He selects or devices valid data gathering instruments, and employs appropriate mechanical, electronic, or psychometricdevices to improve on the accuracy of human observation, record- ing, computation, and analysis of data. 6. is logical and objective. Applyingevery possible testto validate the procedures employed, the researcher strives to eliminate personal feel- ings and biases. There isno attempt to persuade or to prove anemotionally-held conviction. The emphasisis on testing rather than on proving the hypothesis. 7. is carefully recorded and reported. Every important term is carefully defined, limiting factors are recognized; procedures are described in detail; references are carefully documented; results are faithfully recorded;and conclusions re presented cautiously and with scholarly restraint. The written report with accompany- ing data is made available for the scrutiny of associates or other scholars. Any competent reader of the report will have the information necessary to analyze and evaluate the process and the conclusions reached. The report will be presented in sufficient details so that the investigation could be replicated for the purpose According to Thomas and Nelson (1996): A good research must be: 1. systematic. Problem solving is accomplished through the identi- fication and labeling of variables and is followed by the design of research that tests the relationships among those variables, Data are then collected that, when related to the variables, allow for the evaluation of the problem and hypothesis. 2 logical, Examination of the procedures used in the research process allows researchersto evaluate the conclusion drawn, 3. empirical. The researcher collects data on which to basedecisions 4. reductive. The researcher takes individual events (data) and uses them to establish general relationship.5. replicable. The research process is recorded, enabling others to test findings by repeating the research or to build future research on previous results. According to Wiersma (1995): A good research has the following characteristics: a 2. 3 4. 5. Research is empirical. Research should be systematic. Research should be valid. Research should be reliable. Research can take on a variety of forms. According to Calmorin: A good research is: 1 empirical, A research must be experiential and at the same time practical. It should not only be based on scientific know- ledge or theory but on practical experience or on obser- vation. logical Something is logical when it is marked by consistency of reasoning. A good research must be based on valid proceduresand principles. Thescientificinvestigation must be done in an orderly manner in order to attain commend- able, valid, and excellent results. cyclical. Research is cyclical because it starts with a problem Inconducting aresearch problem, you investigateand based on the findings you draw-up conclusions and recommen- dations. From the recommendations, many problems prop up which need another research but this does not mean that research never ends atall. A research will always come up with a solution but due to fast exploration of know- ledge, the data may become obsolete, so there is a need to “search agai 4. analytical Regardless of the type of research, be it historical, des- ctiptive or experimental, a research applies analytic pro- cedures in gathering data. 5. replicable ‘The result of the research, with all the important data that have been gathered, must be replicated to enable the researcher to arrive at valid conclusive result. The more replication of researches, the more valid conclusive results will come up. 6. critical Careful, precise and critical judgment is the most important thing a research should possess. The researcher will have enough confidence if his research is critically made. According to Paul Leedy: A good research = 1. begins with a question in the mind of the researcher. Man is a curious animal and being so, he sees phenomena which arouse his curiosity. 2. requiresaplan. Itisnotan aimless, undirected activity merely looking something up or down. demands a clear statement of the problem. At the beginning of the research, the researcher must crystallize what pre- cisely he is going to do, how to do it, and what means he is going to use to arrive with his destination. Hence, re- search is not a haphazard undertaking 4, deals with the main problem through subproblems. From a practical standard point, it is more expedient to divide the main problem into appropriate subproblems, all of which when resolved will result in the solution of the main research problem.5 seeks direction through appropriate hypothesis. When a re- searcher is forced with a problem for research, he makes educated guesses to assist him in the discovering of the solution and give him direction when looking for facts. deals with facts and their meaning. Having isolated the main problem intoappropriate subproblemsand pointsinwhich the facts may lie, the next step is to collect whatever facts seem to be pertinent to the problem and organize them into meaningful agreements. is circular. Schematically, the “circle of research” is repre- sented in a diagram (courtesy of Paul Leedy, 1994). This dliagram may be thought of more asa helix than as a circle. In the helical process of solving problems, we create still more problems; consequently, research continues progres- ively onward. To see research in this way is to invest it ‘a dynamic quality ~ a far-cry from the common view ‘of research as a static, end-in-itself matter. Legend: Research is a eyclie process 1 Research begins with an unanswered question in the mind of the researcher. Research sees the goal in a clear statement of the problem. Research subdivides the problem into appropriate subprob- lems. Each subproblem seeks guidance through an approp- riate hypothesis, Research posits tentative solutions to the problem (s) through appropriate hypothesis. Research looks for facts directed by the hypothesis and guided by the problem. The facts are collected and organized. Research interprets the meaning of the facts which leads to resolution of the problem; thus confirming or rejecting the hypotheses and providing an answer to the question which began the research cycle. Research holds the hypotheses until all the facts are in and interpreted. At that point the hypotheses are supported or rejected. From the discussion above, the characteristics ofa good research may be summarized as follows: 1. Research is systematic. It follows an orderly and sequential procedure that leads to the discovery of the truth or so- lution. Research is controlled. All variables, except those that are tested or being experimented upon, are kept constant (not allowed to change or vary). Research is empirical. All the procedures employed and the data gathered are perceived in the same manner by all observers. + Research is analytical. The data of all researchers have to be analyzed, presented, and interpreted, 5. Research is objective, unbiased, and logical. All the findings and conclusions are logically based on empirical data. 6. Researcltemploys hypothesis. Experimental research requires hypothesis that need to be tested. Descriptive research, as a general rule, do not contain hypothesis but assumptions based from specific questions are answered in the conclu sion section. 7. Research employs qualitative or statistical methods. Data are transformed into numerical measures and are treated statistically to determine their significant or usefulness.8. Research is original work. Except in historical research, data are gathered from primary sources or first-hand sources and not from secondary sources. 9. Research is done by an expert. Only experts use valid data, carefully designed procedures, and valid research instru- ment. One can be an expert through rigorous training, 10. Research is a patient and unhurried activity. A research care- lessly done due to racing against time may lead to incorrect, findings and shaky conclusions. 11. Research requiresan effort-making capacity. Research involves much work, time, personnel, and money. 12. Research requires courage. At times, the researcher encoun- ters public disapproval, frustration, embarrassment, un- dergo hazards, discomforts, sleepless nights, lack of ap- petite, sometimes “cry” especially among the women but despite of these difficulties and problems, the researcher should be brave enough to finish and pursue the effort started. In Filipino usage, “Kung walang tiyaga, walang nilaga.” Research Follows a Basie Procedure Research is not a haphazard activity. It follows a standard pro- cedure or a logical sequence of steps that form its methodology and that methodology has eight distinct characteristics. 1. Research begins in the mind of the researcher. Research ori- ginates in a curious, observant, inquisitve attitude that recog- nizes that problem situations exist that need further investi- gation. 2. Research demands that the researcher articulate a specific goal for the investigation. 3. Researchdemandsaspecificplanof procedure. Thisisalso called the research method 4. Research generally recognizes that a frontal attack in the entire problem is too much to attempt at one time. Every problem can be divided into sub-problems. By subdividing the problem, it becomes more manageable. You solve a part at a time, Research is generally guided by constructs called hypotheses. We mentioned and partly defined hypotheses earlier. We will have more to say about them in the succeeding discussions. 6. Research accepts certain critical assumptions that are axiomatic and essential for the research process to proceed. 7. Research countenances only specific, measurable data asad sible in resolving the problem. 8. Researcl bynature, acircularormoreexactly ahelical process. Activities of the Research Process ‘The systematic process of research leads to the general activities involved in conducting a research study. These activities are not limi ted to a specific type of research, but apply generally. Note that activities overlap to some degree and at times two or more activities can lie in process simultaneously. Also, activities may receive vary. ing emphasis, however, depending on the type of research being conducted The illustration that follows presents a sequential pattern of acti-vities in flowchart form to provide an overview of the various research activities. The top row of boxes represents the general activities, and in order to accommodate flexibility in the research process and variations in different types of research, there are some overlaps among the activities. For example, an experiment may be conducted for which all hypotheses are formulated and data iden- tified before any data are collected. On the other hand, an ethno- staphic researcher might be reformulating hypothesis and identi- fying additional data well into the research process. This charac teristic is indicated by the overlapping boxes (see illustration), The lower boxes (broken line) are not activities, but in essence are the products of research. The arrows reflect the relationships between the activities and existing knowledge, related theory, and expanded, revised, and new theory and knowledge. Related theory 's considered to be a part, but not necessarily all of the body of knowledge relative to the research problem. A theory provides a lramework for conducting research, and it can be used for synthe- zing and explaining (through generalization) research results (Wiersma, 1995),g = : i ci i a2 35 2 3d a 3 8 z a\\a | i pad Ig Sl z * par e | | z e| £8 14 4 She 3 dy igi £1 Sa 8 3| 23 ache Hie S| a2 a a rt---4 925 x | ge! $36 q ili af i! Pied: i ds sos [uije) fe, 2° ° eiqe ua (T)E/ Pil ¢ fe ik ga |tta| ag! 2 Expanded, revised and new theory, if forthcoming from the research project, then becomes part of the existing body of know- ledge, as does new knowledge not considered to be theory. All general activities draw on existing knowledge, but for purposes of these research activities, we associate the major part of the body of knowledge, with the research problem. At this point, each of the general activities will be described briefly. 1. Identi ion of the Research Problem This is the beginning activity of the research process (at least, it must be), and it is often difficult. The problem must be identified with adequate specificity. There are factors (in- ternal and external) that will guide a researcher in the choice of a problem (this is discussed in this book). It is at this point in many studies that hypothesis (if needed) are generated. Vari- ables must be identified and defined adequately for their use in the context of the study so that necessary data can be iden- fied in preparation for data collection. It is therefore a must that researchers should review existing literature (conceptual and related studies) to gain information related to the problem and to the possible methodology for conducting the research, for the purpose of determining whatothers (researchers / writers) have done and have discovered that might be useful. 2. Data Collection Before data are obtained, measuring instrument /s must be identified and perhaps developed. If an ethnographic study is being done, the researcher has to collect the data through various data gathering tools such as interviews and observa- tion. If an experiment is being conducted, the treatments are administered /manipulated just before or during the data collection process. In the case of a survey, research instruments (like achievement test, questionnaires) are administered. If research instruments are developed, they must be tried /tested before the major data collection for the study is undertaken. ‘Then the data must be assembled, coded, and prepared for analysis. 3. Analysis ‘The results of the study are generated after the analysis has been done. Field notesare organized and synthesized. Data are summarized, manipulated, and in essence reduced so they provide necessary information for description and hypothesis testing. If statistical measures are done, they must have been completed at this point.4, Summarizing Results and 5. Drawing Conclusions After the data have been analyzed and results generated, the results mustbesummarized and tied together; analysis must be interpreted and findings and conclusions must be drawn as they relate to the research problem and on the basis of the findings, conclusions are drawn about hypotheses (if there are hypotheses tested). The importance of this research activity can hardly be overemphasized because it is the way in which the research results add to new knowledge and theory, and are incorporated into the existing body of knowledge. Drawing findings and conclusions requires interpretation, synthesis, and insights. Summarizing results (findings) and drawing conclusions should reflect scholarship throughout. It is always a good pro- ceduretohaveone’sconclusionsbe reviewed By your colleagues, adviser, and the thesis committee for assistance who are famil- iar with your study. For your guide in summarizing results and drawing conclusions, this book offers some guidelines. Difficulties Encountered in Research Research is a way of progress, but as such it also poses innu- merable stumbling blocks to certain people. Some of the difficulties encountered by people attempting to undertake research are: 1. Difficulty of Recognizing Problems From the time weareenrolled in the undergraduate or grad- uate level, we are already confronted with so many problems: mental, physical, social, moral, spiritual, educational, business or the problems that you encounter in your workstation and daily life. Most researchers begin thinking of a problem when they start to undertake research. Thinking and recognizing, a problem is a long process. As much as possible, you should start thinking of a research problem at the start of your college life or in the course of your studies. 2. Duplication Duplication is not at all bad neither all good in research, In undertaking a research project, there could be a voluminous universe of research studies undertaken which you ate not aware of. It could be that a particular research study may have alterations made to fit the conditions of the particular research. Duplication of research is valid and even a necessity — this is true when a hyphothesis needs strengthening orf its validity is dubious and therefore needs further testing to prove that the findings are beyond doubt or to disprove them. 3. Indifference of People to Research Without the cooperation of people, especiall especially the respon- dents, research could not move along smoothly. ° The Research Problem Different authors speak of different terminologies. Some au- thors use the term “problem”, another author “topic”, while others use “thesis subject”. Be it one term or the other, they all mean the same thing ~ research problem. A problem is a “big question mark”. It is something not ad- equately attained to the satisfaction of users. A research problem is a situation of concern brought into focus for concentrated study. Before a researcher can conduct a research study he must have a research problem to work on. Because a research problem needs concentrated study, itis imperative that the selection be made after thorough deliberation. Hence, it is essential that utmost care and attention be given to the research problem. The quality of the prob- lem determines to a greater extent, the quality of the entire research process and its product; the fruitfulness of the research itself, the extent to continue even though the solutions are harder to come by than originally anticipated, the extent of cooperative pooling of lindings and their applications Where are Research Problenrs Found AL the very heart of every research project is the problem. The problem is the heart of the research project. It is paramount in im- portance to the success of the research effort, and it should be so considered by any researcher. The situation is quite simple: no problem, no research, One of the problems that confront a student 's that if he has no problem, that is his problem.Problems for research are everywhere. Take a good look at the world around you. And start with yourself, your family, then go to the neighborhood, to the community, to the school or place of assignment, your profession; it teems with researchable questions. Whatever arouses your interest, it awakes your curiosity, and raises questions for which as yet there are no answers or where answers exist but where dispute arises as to their validity — there is fertile ground for the discovery of a researchable problem. What are the most likely sources to which one may go for a suitable research problem, or from which one may develop a sense of problem awareness? 1. Many of the problems confronted in the classroom, in the office, in the agency, in the community, everywhere lend themselves to investigation. 2. Technological changes and curricular developments are cons- tantly bringing forth new problems and new opportunities for research, 3. Classroom lectures, class discussions, seminar workshops, forums, final reports, out-of class exchanges of ideas, travels will suggest many stimulating problems to be solved. 4. Reading assignments in textbooks, special assignments, re- search reports, and term papers will suggest additional areas of needed research. 5. Reading from professional magazines like Educators Quarterly, Time Magazine, Asiaweek, Philippine Journal of Education, Modern Teacher, and other periodicals are good sources of research topics. 6. Consultation with the course instructor, research adviser, Dean, Directorof Research, Vice-President for Academic fairs, faculty members, co-students, are helpful. If many topics are consid- ered exploratory, reading may indicate the suitability of one of the several topics. The choice of one suitable problem should take into consideration the availability of the materials, your interest, the needs of the locality or the region with such topic, the time to finish orcomplete the problem, the financial capacity toundertake the project, and the competency to undertake such topic. All or some of these factors should be considered in look- ing for a suitable problem. Graduate journals found in libraries contain also research abs tracts. In most schools, they have the Dissertation Abstracts Inter- national and the list of theses and dissertations compiled by the National Library. In Graduate School libraries, they have copies of the Listof Approved Theses and Dissertationsas well asactual copies of these. A resourceful student can go to different libraries located in a city ot province which are closely clustered to gather sou or research problems. A graduate student can also go to the Commi- sion on Higher Education (CHED) Regional library to search for appropriate topics for his research study. Characteristics of a Good Problem/Topic ‘One of the most difficult phases of a research work is to choose a suitable and good problem. It is easy to select any problem but whether this problem is good or lack the nature of a research depends upon the one selecting, including those people who helped him select such problem. Poor selection of a suitable problem may be duc to researchers’ lack of understanding of the real nature of research and systema- tic problem-solving activity. It may also be due to their enthusiastic but naive desire to solve an important problem quickly and inad- equately. Those who are more experienced know that graduate research is often tedious, painfully slow, and rarely spectacular. The research for truth and the solution of important problems take a great deal of time and energy, and intensive application of the formes, unlike in the undergraduate level where research study is made as simple as itis. Here are some of the characteristics of a good problem: 1, Topicsshould recognize theimportance ofdaily occurrences. 2. Research is more than compiling, counting and tabulating, data. It involves deducting the consequences of hypo- thesis through careful observation and the application of rigorous logic. 3. Research is a process of testing rather than proving, and it implies an objectivity that let the data lead where they will, @4. Most research students tend to select narrow, practical problems that are closely related to their school experience but rarely have great theoretical significance The problem must have practical value. 5 6. It has a boundary line, One‘could glean limitations. 7. It shows the goal of the study. 8. It is eye-catching and functional. Other Factors to Consider | 1. The problem must consider existing practices and contribute to the needs of the locality and region. 2. Aproblem is repetition in extension of investigation. Does the topic build on previous research? It is pointed out that history is never complete, that survey of status can be accurate only for the time and area represented and that many experiments should be repeated for purpose of verification | 3. Problems are offshoots of studies underway. Sometimes a pro- blem, method, concept, idea buds out of an investigation in progress or during certain discussion and they could be used as subject matters for research. | 4. The topic should acquaint you with a cross-section of course materials; if your topic requires you to merely consult one book | orto interview one person, you are depriving yourself of a one- range benefit ofthe college research sample, namely, supervised exercise in the use of various source materials. 5, The topic should be of a manageable scale; ie,, can be satisfac- torily completed under the condition and constraints pres- cribed by the curriculum. Certain Factors in the Selection of a Research Problem ‘There are two factors or criteria in the selection of a problem. These are external factors or external criteria and personal factors or personal criteria. External factors have to do with such matters as novelty, im- portance in the field, availability of data and method, and institu- tional or administrative cooperation. Personal factors involve such considerations as interest, training, cost, time, and others. Among the external factors are: 1. Novelty and avoidance of unnecessary duplication. Novelty is concerned with the element of newness. This element has two dimensions. First, the problem must not have been investigated before. There had been so many problems of the same nature that you could find in the bookshelves or list of theses, and term papers. Nevertheless, ifthe pro- blem was investigated before, it may be the subject of another study but with different assumptions, different methodology, different ways of analyzing the data, differ- ent setting (additional or different variables) and others, Duplication of a research problem is permissible but there should be a neccesity and justification. 2. Importance in the field/practical value of the problem. It must result in practical value in the life of the persons alluded to, the respondents, to the concerned institution, or to the end-users, The result could subsequently be used to im- prove practices, concepts, beliefs, methods. It could even be published into a book orin a magazine for the consump- tion of the public. By being practical about your choice of the problem means that you must consider also the available time and the published resources on your topic (Menasche, 1997) According tohim, because you havea limited time forwork, you must be sure that there will be adequate information immediately available in your library or from local libraries and information sources. 3. Special equipment. Research activity is also constrained by the use of special equipment or a unique working condi- tion. Ifthe research requires special techniques of gather- ing data which are not available to the researcher, then he should not delve into it. 4. Availability of data. If data are available, fruitful results can be yielded without experiencing too much difficulty. Usually, a research study takes more than a year to com- plete because of the difficulty of obtaining the data. Institutional or administrative cooperation. The selection of thetopicwill need the endorsementofthesponsoringagencyand administrative cooperation. In this case, the researcher has no choice but to follow the recommendation of the sponsoring agency, since he may have a contract to follow. The institution where the researcher is an employee, fac- ulty, or student must give full support and assistance to the researcher. Some personal factors are: 1. Researcher's interest in the problem. A researcher never just selects a problem because of what people say to him, but mustbe guided by his personal choiceand interest. Inshort, the topic should be of personal choice to. the researcher; otherwise, he may not be able to sustain his interest in it long enough toeven complete thestudy. Ontheotherhand, ifhe is genuinely interested in the topic, he will voluntarily exert time and effort that will ensure the completion of a thoroughly researched and well-written paper. Not only that, he may actually enjoy the work until its completion. Manasche (1997) said that if the researcher does not have a real interest in it, he may lose motivation later, and this will make his task much harder. In general, the re- searcher should select a topic that seems to prove of real value to the researcher, perhaps something that he always wanted to learn more about but have lacked the opportu- nity tostudy ora topicthat willbe valuable tothe researcher later. Time required lofinish the study. The study mustbe conducted within a reasonable period of time, Most students, gradu- ate or undergraduate, are in a hurry to finish the degree. In the undergraduate level, a research course is only for one semester, and about one half of the semester is devoted for the completion of a research paper. Hence, the prepara- tion of the research process should start at the very begin- ning of the course. To facilitate completion of the study, the student-researcher should select a problem that could be finished within a semester’s time. Inthe graduate level, time isalso of the essence especially if the student is aspiring for promotion, or being groomed fora transfer of assignment, or for personal reasons. There- fore, the study must be conducted within a reasonable time provided money, materials, and men are readily available as factors for effective research. 3. Special qualification of the researcher. This is sometimes called competency in the subject/problem under study. Never attempt to select a problem that is not within the research- exs competence level/mastery level. 4. Cost of investigating the problem. Conducting a research no matter how simple it is always entails expenses. Hence, the researcher must have enough budget for expenditures. 5. Hazards, penalties, and hardships. The researcher has to be prepared for the hazards, penalties, and the hardships that may go with the research activity, These hazards may be personal, social, or professional. Calderon and Gonzales (1993), enumerates eighteen (18) guide- lines in the selection of a research problem or topic. These are: 1 The research problem must be chosen by the researcher himself (not by anyone else) to avoid blaming others or offering excuses for any obstacle encountered later. The research problem must be within the interest of the re- searcher, ‘The research problem must be within the specialization of the researcher, ‘The research problem must be within the researcher's compe- tence to tackle. ‘Theresearch problem mustbe within theability ofthe researcher to finance. There must be a budget which the researcher must be able to shoulder. The research problem must bé researchable and manageable. A research problem or topic is one in which: a. the data are available and accessible, b. the data meet the standard of accuracy, objectivity, and verifiability, the answers to the specific questions (subproblems) can be found or collected,10. u. 12. 13. 4. 15. 16. 17, d._ hypotheses formulated are testable (can be accepted or rejected), and ce. the equipment and research instruments are available and can give valid and reliable results. ‘The research problem can be completed within a reasonable period of time excep ifit isa longitudinal research which takes along period for its completion. A master’s thesis must be com- pleted within three (3) years from the time the problem or topic has been approved and for doctoral dissertation, five (5) years. ‘The research problem must be significant and relevant to the present time and situation and of current interest. The results of the study are practical and implementable. The research problem must be original or,novel and requires reflective thinking to solve it. ‘The research problem can be delineated to suit the resources of the researcher but big or large enough to be able to give significant, valid, reliable results and generalization. ‘The research study must contribute to the regional and national development goals fortheimprovementof the quality ofhuman life, ‘The research study must contribute to the fund of human know- ledge or add a new bit of knowledge to what is already existing. ‘The research study must pave the way for the solution of the problems intended to be solved. The recommendations, if im- plemented, can solve the problem/s. It must not undermine the moral and spiritual values of the people —suchas to promote drug addiction, crime, hatred, divi siveness. It must not advocate violent change but by peaceful means. ‘There must be a return (benefits) of some kind to the researcher in terms of a. salary increase, cash award, or publication of the study in Which there is some kind of royalty. by. advancement of position or promotion. c. improved specialization, competence and skill in profes- sional work, specially if the research study is related to the profession of the researcher, d._ enhanced prestige and reputation. ©. satisfaction of intellectual curiosity and interest, 18. There must be consideration of the hazards involved, either physical, social, or legal consideration. What are Not Research Problems Certain problems may not be suitable for research. This is pri- marily because they lack the interpretation of data requirement and they lack the mental struggle on the part of the researcher to force the facts to reveal their meaning, There are few situations to avoid in considering a problem for research purposes so that they do not appear as a position paper, tabulation results, or just a mere term paper. These are: 1. Do not use a problem in research as a method for achieving self-enlightenmentor solving a personal problem. All of ushave great gaps in our education and diminishing them is the joy of learning. But it is not the purpose of research to educate people. Your lack of information may be a personal problem and you may want to know more about a certain area of knowledge. ‘That is laudable. You may find gathering facts and dissipating, yout own informational deficiency gratifying, Thatis good. But do not confuse data gathering as a similar activity that is char- acteristic of the research process. From the standpoint of the purpose for which they are initiated, the two are entirely differ- ent, Personal satisfaction and self-aggrandizement are not the goals of research. Problems whose sole purpose is merely to compare two sets of data are not suitable research problems. Research is not for {allying, tabulating, and informing the reader about the result, Probably, this is a good topic for a term paper, or a poll survey. Examples: a, What‘are the directions of the Philippine economy during the Ramos administration and the Arroyo administration?b. Whatare the social reform agenda of the Philippine Presi- dents? However, it should be impressed here that there are com- parison problems which can qualify into research problems. ‘And this will be dependent on the nature and design of the research being undertaken. Finding a coefficient of correlation between two sets of data merely to show a relationship between those data sets is not acceptable as a problem for research. Under every coefficient of correlation lies an ulterior cause of research. The problem for research is where lies the cause of that intellectual relationship. Is it genetic? Is it social? Is it environmental? Is it a combination of causes or all of them? Problems that result in a YES or NO answer are not problems for research, Why? For the same reasons that merely finding a correlation coefficient is not satisfactory. Example: Is homework beneficial to children? That is no problem for research, certainly not in the form in which it is stated. ‘Those that deal with ethical (or moral) questions. It would be very hard to generate an honest response from these problems, more so, in our cultural setting, Examples: Is there a relationship between premarital sex and class achievement? Do parents’ marital relationship affect students’ class achievement? Questions that do not réquire a mental struggle. These ques- tions can easily be answered even by an elementary pupil. As a critical investigation, research involves logical thinking and, therefore, a mental struggle. Examples: How many female students are enrolled in English I? How many college faculty members wear eyeglasses? 7. When a machine can take the place of a researcher to provide answers to questions. Recently, the impact of computer techno- logy has facilitated the generation of data among institutions such as number and percentage of faculty members in one department and in another department, educational qualifi- cation, marital status, and the like. Examples: Are you offering computer course? Do you accept physically handicapped students in the College of Education? 8. Metaphysical questions where it is impossible to collect pub- licly verifiable data and information in order to answer the question. Examples: Is there a God? Do you believe in spirits? Qualifications of a Good Researcher What is a good researcher? A good researcher should possess the following qualities or traits: 1. He must know the principles and methods of research, 2. He must know the parts or elements of a research paper and be able to apply them in practice He must know the statistical measures that are applicable in the analysis of data. 4. Hemustbe patient, persistent, and resourceful in conduct- ing research. 5. He must have deep interest in searching for the truth no matter how bitter it is. 6. He must have a good command of the English language. 7. Hé must have analytical and critical mind, 8 Hemustbealertand can be relied on about pastand current events,Other authors give the following qualities ofa good researcher. According to Best and Khan (1993): 1. A researcher is an expert of research. He learns what is already known about the problem and how others have investigated it. 2. The researcher is objective; he eliminates personal bias. 3, The researcher accepts only what can be verified by ob- servation; he rejects revelation and dogma as method of establishing knowledge. 4, The researcher utilizes valid and reliable data gathering procedures. 5. The researcher is a wide reader of various sources of infor- mation. : 6. The researcher applies carefully designed procedure. 7. ‘The researcher is patient. He must expect disappointment and discouragement as he pursue his research, ‘The researcher is careful in recording and reporting data. 9, The researcher is able to carefully document data, 10. Theresearcheriscourageous—despite opposition of political and religious authorities. 11. Theresearcherisready for violent criticism from those whose personal conviction, experiences, and observation are in conflict with some of his findings. According to Shaughnessy and Zeahmeister (1997) 1. The researcher must carry out research in a competent manner. 2, The researcher must report results accurately. ‘The researcher must manage available resources honestly. 4. The researcher must fairly acknowledge the individuals who contributed their ideas or their time and effort. 5, The researcher must consider the consequencé of the research study to society. 6. Theresearcher musthave the courage to speak out publicly ‘on societal concerns of the results of his study. According to undergraduate research students: 1. He is tactful He has patience and perseverance in research work. He is a positive thinker. He has high levels in reasoning, imagining, judging, and abstracting. BeD He has a good working knowledge of statistics. He has a good working knowledge of grammar. He is creative and innovative. He is a wide reader. yen ae He is abreast of developments in all fields of discipline. 10. He has a good sense of humor or good relationships with all classes of people. IL. He has organizational skills. 12, He enjoys the field of research. According to graduate research students, a researcher is: 1. a keen observer of events. good in reasoning, power. intellectually honest. competent in doing research. resourceful and adaptable. one with a good mental power. good in statistics. eNa we eD efficient in research work. 9. one with a good sense of logic.According to Calmorin (2004), the researcher must be: — research oriented ~ efficient — scientific effective ~ active : resourceful fe ~ creative = honest = economical ~ religious : mamronpmaoma ( What is a thesis According to Cole and Bigelow (as cited by Aquino, 1992), a thesis is a report of a scholar upon some piece of research which he has completed. It is a culmination of devious process extending from the initial insights into the opportunity for investigation to the insertion of the final footnotes. Many elements are involved and each offers the possibility of raising or lowering the quality of the product. ‘The parts of a thesis is discussed in detail in other parts of this book. According to Campbell (1990), the word thesis commonly refers to a substantial research project. As the word (which also means proposition or pointof view defended through agreement) implies, a thesis should draw an original conclusion based on information derived from research. Although the term can refer to the paper written for a doctoral degree, American usage generally reserves the name thesis for the master’s or the undergraduate paper. In short, a thesisis a research output conducted by a graduate or undergradu- ate student in partial fulfillment of the course or degree requirement ‘and which shall be defended before a panel of examiners/ reviewers. According to Campbell, a dissertation is a research paper sub- mitted by a candidate for the doctoral degree. This paper requires more research and more extensive development of ideas than a ‘master’s thesis. The word thesis can generally be used interchange- ably with dissertation depending on the field and on the preference of the institution. What is a research paper This is a library paper which does not require complete parts of a thesis and is usually assigned to an undergraduate student or in some cases to a graduate student as a partial requirement of the course. The writer of a research paper carefully documents the sources of information and conclusions presented in the paper. In general, the more advanced the course, the more extensive the research required for the assigned paper is. In some schools, a thesis is also called a research paper. What is a special problem This is a special type of a thesis which does not require the complete elements of a thesis, including its style and format. Biit it must always contain the three main parts of a thesis: preliminaries, text, and reference materials. This special problem which is also called “special project” in other institutions is under the care and approval of an assigned professor. It is submitted as a partial requirement of the degree in the master of business administration, master of management, and other special types of master’s programs. It does not follow the usual oral defense format before the members of the oral examination committee which a thesis or dissertation candi- slate does. Researcher's Responsibility The responsible researcher would not, and should not, take the matter of research and thesis writing lightly. It is too serious a res- ponsibility to trifle with, We can pethaps say with a justified sense Of righteousness that in the conduct of research, as well as in the preparation of the research report — be it a research paper, thesis, ra dissertation the investigator’ scholarship and integrity, among her things, are at stake. For this reason, it is essential that the archer, and for that matter, the undergraduate and graduate \udents should possess the needed skills and competencies, toge- \her with the appropriate attitudes (Aquino, 1992).