Grade 9 Handout on Research

The Research Process formulated by Borg and Gall (1979)

1.) The recognition of the problem.
2.) Definition of the problem in clear, specific terms.
3.) Development of hypothesis
4.) Development of techniques and measuring instruments that will provide objective data pertinent to the hypothesis.
5.) Collection of data.
6.) Analysis of data
7.) Drawing conclusions relative to the hypothesis based upon data.

Choosing the Research Problem

There are factors to be considered in the selection of a research problem.
1.) Novelty and avoidance of unnecessary duplication.
Novelty is concerned with the element of newness. The element has two dimensions. First, the problem must not have
been investigated before. Second, if the problem was investigated before, it may be the subject of another study but
with different assumptions, different methods, or different ways of analyzing the data.
2.) Practical value of the problem. The problem after it has been investigated, should result in some practical value in life.
3.) Investigator’s interest in the problem. The investigator must be interested in the problem if he/she is to conduct his
research wholeheartedly.
4.) Availability of data and choice method. A problem under investigation will only yield fruitful results if data on a
particular problem is available.
5.) Time required to investigate the problem. The research must be conducted within a reasonable period of time.

THE RESEARCH PROPOSAL

Sound research is carefully planned and systematically carried out. After selecting a suitable problem, the investigator
should next prepare a research proposal or research plan.
The research proposal serves a dual purpose:
1.) It provides a systematic plan of procedure for the researcher to follow.
2.) It provides a basis for the evaluation of the project.
A well-designed research proposal is likely to result in a worthwhile research project.

Elements of a Research Proposal

1.) The Statement of the Problem, either in question form or as declarative statement.
This attempt to focus on a stated goal gives direction to the research process. It must be limited enough in scope to
make a definite conclusion possible. The major statement or question may be followed by minor statements or
questions.
2.) The hypothesis. It is appropriate here to formulate a major hypothesis and possibly several minor hypotheses. This
approach clearly establishes the nature of the problem and the logic underlying the investigation, and gives direction to
the data gathering process. A good hypothesis has several basic characteristics:
a.) It should be reasonable
b.) It should be stated in a way that it can be tested and found to be probably true or probably false.
c.) It should be stated in the simplest possible terms.

3.) The Significance of the Problem. It is important that the researcher point out how the answer to the question or
the solution to the problem can influence educational theory or practice. Careful formulation and presentation of the
implications or possible applications of knowledge helps to give the project an urgency, justifying its worth.

Failure to include this step in the proposal may well leave the researcher with a problem without significance- a search of data
of little ultimate value.

4.) Definitions, assumptions, limitations, and delimitations. It is important to define all unusual terms that could be
misinterpreted. These definitions help to establish the frame of reference with which the researcher approaches the
problem.

Assumptions- are statements of what the researcher believes to be facts, but cannot verify. A researcher may state
the assumption that the participant observers in the classroom, after a period of three days, will establish rapport with
the students and will not have a reactive effect on the behavior to be observed.

Limitations- are those conditions beyond the control of the researcher that may place restrictions on the conclusions
of the study and their application to other situations.

Delimitations- are the boundaries beyond which the study is not concerned.
5.) Review of Related Literature – A summary of the writings of recognized authorities and of previous research
provides evidence that the researcher is familiar with what is already known and what is still unknown and untested.
Since effective research is based upon past knowledge, this step helps to eliminate the duplication of what has been
done, and provides useful hypothesis for significant investigation. Citing studies that show substantial agreement and
those that seem to present conflicting conclusions helps to sharpen and define understanding of existing knowledge in
the problem area, provides a background d for the research project, and makes the reader aware of the status of the
issue.
6.) A careful detailed analysis of proposed research procedures. This part of the proposal outlines the entire research
plan. It describes what will be done, how it will be done, what data will be needed, what data gathering device will be
used, how samples will be selected, and the method of analyzing data.
 The Review of the Related Literature

The review of related literature is essential because effective research must be based upon past knowledge. This is so
because past knowledge tells us what is already known. If a researcher shall come to know what is already known and what is
still unknown about a problem, it is likely that he will know where to start and what to do.

Important functions of the Review of Related Literature

1.) It provides the conceptual or theoretical framework of the planned research.
2.) It provides the researcher with the information about past researches related to his intended study. This process
prevents unintentional (or unnecessary) duplication of these past researches and leads him into what needs to be
investigated.
3.) It gives the investigator a feeling of confidence since by means of the review of related literature he will have on hand
all constructs (concepts) related to his study.
4.) It provides findings and conclusions of past investigations which the researcher may relate to his own findings and
conclusions.

2 Kinds of Literature
a.) Research Literature – refers to published reports of actual research studies done previously while
b.) Conceptual literature - consists of articles or books written by authorities giving their opinions, experiences, theories
or ideas of what is good and bad, desirable and undesirable within the problem area.

Tools or Techniques Used In The Collection of Data

1.) Observation
2.) Interview
3.) Inquiry Forms
4.) Psychological Tests and Inventories
5.) Library Technique

Library Technique- is the main source of both conceptual and research literature. Accordingly, the researcher must be willing
and prepared to spend considerable amounts of his time and effort in performing this essential phase of the time and effort in
performing this essential phase of the research process.

Observation- Considered as one of the oldest forms of studying behavior. As a matter of fact, it is said that from the earliest
history of science, observation has been the prevailing method of inquiry.
Types of Observation
1.) Naturalistic Observation – means watching and describing behavior as it occurs in its natural setting. No attempt is
made to alter or manipulate the behavior. Can be done by placing a trained observer in a setting where he or she can
watch the flow of events.
2.) Participant observation – The person doing the research becomes actively involved in the lives of the people being
observed, thus, participant observation is obtrusive. The person doing the research tends to affect the behavior of the
people being observed.

Interview- The interview is a data gathering device which, in a sense, is an oral questionnaire. Instead of writing the response,
the subject or interviewee gives the needed information verbally in a face-to-face relationship.
Some “Do’s” and “Don’ts’” for the Interviewer
1.) Don’t argue
2.) Don’t appear erudite or learned.
3.) Don’t use big words
4.) Don’t irritate worn spots.
5.) Don’t tell inappropriate stories
6.) Don’t talk too much
The Questionnaire – “a list of planned, written questions related to a particular topic, with a space provided for indicating the
response to each question intended for submission to a number of persons for reply.”

Psychological Tests
Is an instrument deigned to describe and measure a sample of certain aspects of human behavior.

Ex.
Achievement test – attempts to measure what an individual has learned – his her present level of performance.

Aptitude Test – attempt to predict the degree of achievement that maybe expected from individuals in a particular activity.

Interest Inventories – attempts to yield a measure of the types of activities that an individual has a tendency to like and to
choose.

Projective Devices – instruments which enable subjects to project their internal feelings, attitudes, needs, values, or wishes,
to an external object.

Research is to see what everybody else has seen, and to think what nobody else has thought.
* Albert Szent-Gyorgyi *

Prepared by. MS. Jennette Trinity

Methods of Research
Classification scheme by Kerlinger (1973)
1.) Historical method
Purpose: To reconstruct the past objectively and accurately, often in relation to the tenability of a hypothesis.
Example: A study reconstructing practices in the study of social studies in the Philippines during the past fifty years, tracing
the history of agrarian reform in the Philippines, Philippine education since 1946, testing the hypothesis that Francis Bacon is
the real author of the “works of William Shakespeare.”

2.) Descriptive method

Purpose: To describe systematically a situation or area of interest factually and accurately.
Example: Population census studies, public opinion surveys, status studies, questionnaire and interview studies, observation
studies, job descriptions, critical incident reports, test score analyses etc.

3.) Developmental method

Purpose: To investigate patterns and sequences of growth and/or change as function of time.
Examples: A longitudinal growth study following an initial sample of 200 children from six months of age to adulthood, a trend
study projecting the future growth and educational needs of a community from past trends and recent building estimates.

4.) Case and field method

Purpose: To study intensively the background, current status, and environmental interactions of a given social unit: an
individual, a group, an institution, or a community.
Example: The case history of a child with an above average IQ but with severe learning disabilities, an intensive study of a
group of youngsters on probation for drug abuse etc.

5.) Causal-comparative method

Purpose: To investigate possible cause-and –effect relationships by observing some existing consequence and looking back
through the data for plausible causal factors.
Examples: To identify factors related to the “drop-out” problems in a particular high school using data from records over the
past ten years. To investigate similarities and differences between such groups as smokers and nonsmokers, readers and non
readers using data on file.

6.) True experimental method

Purpose: To investigate possible cause-and-effect relationships by exposing one or more experimental groups to one or more
treatment conditions and comparing the results to one or more control groups not receiving the treatment, random assignment
being essential.
Example: To investigate the effects of a specific tranquilizing drug on the learning behavior of boys identified as “hyperactive”
using random assignments to groups receiving three different levels of the drug and two control groups with and without
placebo, respectively.

7.) Action research

Purpose: To develop new skills or new approaches and to solve problems with direct application to the classroom or other
applied setting.
Examples: to develop more effective counseling techniques for underachievers.

BMH
RTI 1 – 15
RT2 – 14
RT3 – 13
RT4 – 13
RT5 – 13

SJF
RT1 – 17
RT2 – 14
RT3 – 13
RT4 – 16
RT5 - 5