College: College of Teacher Education

Campus: Bambang

DEGREE PROGRAM BSED COURSE NO. PHYSED2

SPECIALIZATION English COURSE TITLE Language Education Research
YEAR LEVEL 3 TIME FRAME 9hrs WK NO. 1-3 IM NO. 01

I. UNIT TITLE/CHAPTER TITLE: Nature and Characteristics of Research

II. LESSON TITLE: Research Defined, Characteristics of Research, Phases of the Research
Process,
Ethics in Research, Research Agenda of Teacher Education, and Variables

III. LESSON OVERVIEW: This lesson shall evolve around the meaning and importance of research.
It will be substantiated by discussions on characteristics, phases, and
ethics in research. Likewise, students shall be oriented to research
agenda leaned towards teacher education. Introductory lessons shall be
dealt with on variables, its kinds and its applications.

IV. DESIRED LEARNING OUTCOMES: At the end of the chapter, the students are expected to:
1. explain the importance of research in language education;
2. explain the characteristics of research and ethics in conducting a research;
3. discuss the phases of the research process and be able to present it using a flow chart;
4. discuss the research agenda utilized in conducting a research;
5. identify variables used in a study according to their classifications; and
6. utilize the concepts of variables in dealing with problems related to language education.

V. LESSON CONTENT

Introduction
Research according to Calderon and Gonzales (1998) is a key to progress. There can be no
progress without research in almost if not all human endeavors. With these, it is inherent for college
and graduate school students to undertake research for them to discover effective methods and
strategies that could enhance performance among students and teachers as well and eventually
contribute to the growth and progress of the community in which one lives in.
Every undergraduate and graduate student envisions that one day he would be able to write his
thesis or dissertation along the degree being pursued. A thesis or a dissertation indicates one’s ability
to do creative and scientific work. It is then hoped that the concepts presented in this chapter help
broaden the knowledge of researchers that could help them formulate their research title and ultimately
write their thesis or dissertation.
The Meaning of Research
1. Research is the highest form of academic individuality (Vadil 2013). This is attributed to its
being a dynamic educational venture one may take to divulge things that give more meaning to life
(Tallungan, 2014).
2. Good and Scates (1972) defines research as the careful, unbiased investigation of a
problem, based insofar as possible, upon demonstrable facts and involving refined distinctions,
interpretations and usually some generalizations.
3. Crawford (1967) states that research is simply a systematic and refined technique of
thinking, employing specialized tools, instruments and procedures in order to obtain a more adequate
solution of a problem than would be possible under ordinary means.
4. According to Best (1981) research is the systematic and objective analysis and recording of
controlled observations that may lead to the development of generalizations, principles and theories
resulting in prediction and possibly control of events.
5. Kerlinger (1973) states that research is a systematic, controlled, empirical, and critical
investigation of hypothetical propositions about the presumed relations among natural phenomena.
 6. In the light of the definitions cited, research is a systematic process of investigating through
careful collection, analysis, and interpretation of data using specialized statistical tools and instruments
for the purpose of finding solution to a problem.
Characteristics of Research
A summary of the characteristics of research is made by Best (1981) and stated as follows:
1. Research is directed toward a solution of a problem. The ultimate goal of research is to
find solutions to an identified problem through careful investigation, collection, analysis, and
interpretation of data using valid and reliable instruments and statistical tools.
2. Research emphasizes the development of generalizations, principles, or theories that
will be helpful in predicting future occurrences. Research usually goes beyond the specific objects,
groups, or situations investigated and infer characteristics of a target population from the sample
observed. Research is more than information retrieval, the simple gathering of information. Although
many school research departments gather and tabulate statistical information that may be useful in
decision making, these activities are not properly termed research.
3. Research is based upon observable experiences or empirical evidence. Certain
interesting questions do not lend themselves to research procedures because they cannot be
observed. Research rejects revelation and dogma as methods of establishing knowledge and accepts
only what can be verified by observation.
4. Research demands accurate observations and descriptions. Researchers use
quantitative measuring devices, the most precise form of description. When this is not possible or
appropriate, they use qualitative or nonquantitative descriptions of their observations. They select or
devise valid data-gathering procedures and, when feasible, employ mechanical, electronic, or
psychometric devices to refine observation, description, and analysis of data.
5. Research involves gathering new data from primary or firsthand sources or using
existing data for new purpose. Teachers frequently assign a so-called research project that involves
writing a paper dealing with the life of a prominent person. The students are expected to read a
number of encyclopedias, books, or periodical references and synthesize the information in a written
report. This is not research, for the data are not new. Merely reorganizing or restating what is already
known and has already been written, valuable as it may be as a learning experience, is not research. It
adds nothing to what is known.
6. Research requires expertise. The researcher knows what is already known about the
problem and how others have investigated it. He or she has searched the related literature carefully,
and is also thoroughly grounded on the terminology, the concepts, and the technical skill necessary to
understand and analyze the data gathered.
7. Research strives to be logical and objective, by applying every possible test to
validate the procedures employed, the data collected, and the conclusions reached. The
researcher attempts to eliminate personal bias. There is no attempt to persuade or to prove an
emotionally held conviction. The emphasis is on testing rather than on proving hypothesis. Although
absolute objectivity is as elusive as pure righteousness, the researcher tries to suppress bias and
emotion in his or her analysis.
8. Research involves the quest for answers to unsolved problems. Pushing back the
frontiers of ignorance is its goal and originality is frequently the quality of good research project.
However, previous important studies are deliberately repeated, using identical or similar procedures,
with different subjects, different settings, and at a different time. This process is replication, a fusion of
the words repetition and duplication. Replication is always desirable or to raise questions about the
conclusions of a previous study. Rarely is an important finding made public unless the original study
has been replicated.
9. Research is characterized by patient and unhurried activity. The researcher is willing to
exert painstaking effort, suspending judgment to permit the data and logic to lead to a sound
conclusion. He realizes that significant findings do not come as a result of hurried and careless
procedures.
10. Research is carefully recorded and reported. Each important term is defined, limiting
factors are recognized, procedures are described in detail, references are carefully documented, results
are objectively recorded, and conclusions are presented with scholarly caution and restraint. The
written report and accompanying data are made available to the scrutiny of associates or other
 scholars. Any competent scholar will have the information necessary to analyze, evaluate, and even
replicate the study.
Phases of the Research Process
In order to conduct a research study and come up with valid and reliable results, the following
should be undertaken:
1. Identification of the Research Problem. Formulating the research problem is the first and most
important phase in the research process. A research problem identifies your destination. A student taking up
research subject faces a problem in finding the RESEARCH PROBLEM itself. This is a topic in which the
student will write on but the problem is where to find for this topic. The student should be guided by the fact
that a research problem has some significance which may be of direct contributory significance to a group of
people or it may be significant in the sense that it will open avenues for improvement of processes in any
institution or establishment. The following may serve as guides in identifying the research problem.
1.1 Motivation. This refers to the need or desire that causes the student to act in order to solve an
existing problem. The researcher should be able to answer the question “What motivated you to conduct
the study?”
1.2 Interest. The researcher should be able to identify a research problem which is along his
interest or specialization. Likewise, the study at hand should be related to the degree being pursued by the
researcher.
1.3 Goals and Objectives of the Study. The researcher should have a clear view of his goals and
objectives in conducting the research study. The objectives provide proper direction for the identification of
variables, instruments to be utilized, data-gathering procedure, and statistical treatment of data to be
collected.
1.4 Initial Review of Literature on Conceptual and Theoretical Frameworks. This will enable
the researcher to read about the topic he has chosen to write on to determine what other authorities say
about it in terms of its conceptual and theoretical frameworks.
1.5. Initial Assumption. An assumption according to Gay as cited by Sevilla, et. al. (1992) is any
important fact presumed to be true but not actually verified. This pertains to event or situation that seem so
true and taken for granted in a study. An assumption is never tested. It is then the duty of the researcher
to identify assumptions that could help in the improvement of procedures to be undertaken.
1.6 Defining the Specific Research Problems. At this point, the researcher should define the
major problem to be answered in the study. Likewise, the specific questions should also be formulated to
ensure proper direction in the research undertaking.
1.7 Second Review of Related Literature. This phase in the research process is done in order to
collect information about previous findings of related studies. Ideas on data-gathering procedures could
also be sought at this point in time. This will guide the researcher on the proper conduct of the study.
1.8 Selecting the Research Approach/Design. The design of the study should be determined as
early as possible. This guides the researcher on the appropriate sample size, the sampling procedure to
be utilized, the research instruments, the data-gathering procedure, and the statistical analysis for the data
to be collected. In short, the research design refers to the overall plan and scheme for conducting the
study.
1.9 Scope, Limitation, and Importance of the Study. The scope of the study indicates the
extent of applicability of the results of the research study. On the other hand, the limitation of the study
gives information about the shortcomings of the study. The researcher should honestly indicate such
limitation of the study, if any. As regards importance of the study, the researcher should be able to identify
the beneficiaries of the study, and describe how they will benefit from the said study.
2. Identifying, Labeling, Manipulating and Controlling Variables. It is important that the variables
included in the study be identified and labeled into independent and dependent variables. Likewise, variables
considered affecting the result of an investigation or experiment should be controlled. Independent variables in
experimental studies should be manipulated by involving control and experimental groups.
3. Formulating of a Hypothesis or Hypotheses. The bases for the formulation of hypothesis or
hypotheses in a research study are the questions posted in the study. Only inferential questions require
hypothesis or hypotheses. The importance of hypothesis according to Kumar (1996) lies in its ability to bring
direction, specificity and focus to a research study. They tell a researcher what specific information or data to
be collected, and thereby provide greater focus for the entire investigation.
4. Constructing Operational Definitions. These should include the definition or description of how
variables were used in the conduct of the study. Operational definition of terms is required in any research
study. It should be noted that only key words or terms are clearly defined in terms of how these terms are
used in the study, how these are classified or measured, and the instruments used to measure these variables.
 5. Developing and Selecting Research Instruments. One of the functions of a
researcher is to select and develop appropriate instruments that will be used to measure the identified
variables. The researcher is likewise responsible in ensuring the validity and reliability of the instruments
through the use of different strategies in order to come up with valid and reliable findings. At this point, if the
instrument is adopted from a study, it is but proper for the researcher to acknowledge the original author of the
research instrument. 6. Collecting Data. After the formulation of the research problem, development
of research design, construction of research instruments, and identification of samples and sampling
procedure, the researcher is now ready to collect the needed data in order to answer the problems posted in
the study. At this point, the researcher should be able to select the data-gathering method
or technique to be utilized. Likewise, the level of measurement of the variables involved in the study should be
known to the researcher for him to be able to identify later the appropriate statistical tools to be used in treating
the data collected. The researcher should be very careful in utilizing any of the methods in collecting
data. If questionnaires, rating scales, or opinionnaire are utilized, make sure that all items in the instruments
are properly filled and no items are left blank.
7. Analyzing or Classifying and Tabulating Data. Once data needed
in the study have been collected, analysis, classification and tabulation of data can be done. The basis for
tabulation should be the questions posted in the study.
Data analysis, according to Calmorin and Calmorin (1995) may
be defined as an examination of data or facts in terms of quantity, quality, attribute, trait, pattern, trend, and
relationship among others so as to answer research questions which involve statistical techniques and
procedures. The different levels of measurement of the data collected
will determine the appropriate statistical tools to be utilized in answering the questions posted in the study.
8. Interpreting Data and Formulating Generalizations
or Principles that may Accept or Reject the Hypothesis or Hypotheses. A set of raw data find its meaning
only when properly interpreted. Calmorin and Calmorin (1995) opined that generally speaking, analyzing and
interpreting of raw data should go hand in hand in order to give meaningful results. Interpretation is important
to have a clearer meaning of the research findings. 9. Writing the Research Report. This is the last phase
and probably the most difficult. This phase requires accuracy and clarity in the presentation and discussions of
the findings of the investigation. This report informs everyone what the researcher had done, what were
discovered, what conclusions were drawn and what recommendations could be offered. The researcher at this
phase should be familiar with the different styles and mechanics in writing a research report.
Ethics in Conducting Research Study
1. Behave as a Researcher. Consult only your adviser. Never confer with your adviser when
you have not read anything about your topic. This is not only annoying but it is also unprofessional.
2. Acknowledge Authorities Cited in the Study. If the idea did not originate from the
researcher, or if it was lifted only from a text, it is but proper for the researcher to acknowledge the
author of the material cited.
3. Honesty, Accuracy and Objectivity in Gathering Data Should Be Observed by the
Researcher. When data are not recorded with utmost honesty, accuracy and objectivity, the findings of
the study cannot be considered valid and reliable. It is then inherent that researchers should observe
proper way of collecting data from the respondents.
4. Confidentiality of Individual Data. The researcher should assure the respondents of the
confidentiality of the data gathered. This will ensure more valid and reliable responses from the
respondents because they are aware that data collected will be treated with strict confidentiality. There
is always a need to emphasize whole data analysis in a research study.
5. Always Ask Permission from Proper Authorities in Conducting Research Studies.
When conducting any research study, the researcher should always ask permission from authorities,
especially those who will be affected by the results of the said study. No study for that matter should be
conducted without due permission from authorities concerned.
6. Always Make Generalizations as a Whole. Generalization should be based on findings
arrived at in a research study. It should represent the characteristics of the population where the
samples were drawn. It is unethical to pinpoint to individuals when making generalizations.
7. Ask Permission from Original Author of Instruments Used. Before one can develop a
valid and reliable instrument, he should follow definite procedures. For this, it would be unethical if
original authors of instruments adopted are not properly recognized and acknowledged in a research
study.
Research Agenda for Students in Education
 The research agenda proposed by Ochave (1992) have for their general objective the
development of education as a science. The specific objective for the research agenda is for graduate
schools and other schools to evolve a research grid from which scholars may select their problems for
their theses and dissertations.
Research Agendum No. 1. Identification and Classification of Variables. This involves
identifying all the variables in education and classifying them as independent and dependent. This
should be done within specializations and should be drawn from problems already investigated and
those which have not been investigated yet.
Research Agendum No. 2. Development of Instruments. This phase is concerned with
developing instruments or tools to measure the identified variables and validating them for ready use of
researchers. This stage, in effect, is an extension of Research Agendum No. 1 where variables are the
object of instrumentation. In fact, the use of the instruments is the operational definition of the variables
involved. Instruments are also the link between the researcher and the reality of the variables.
Research Agendum No. 3. Theory Development. This phase is concerned with the
development of theories in education, instruction and learning that are sensitive to the Filipino’s social
and cultural needs and development. As soon as varied instruments are available, researchers will
eventually use them. It will be of great relief for researchers if they have instruments in their command.
One set back in an investigation is the lack of instruments for data gathering, but as a result of
Agendum No. 2, the researchers can now use this to arrive at some theories. This is now the stage of
theory development.
Research Agendum No. 4. Theory Testing. The theory developed in Research Agendum
No. 3 is now tested involving another problem investigation. The results of this investigation either
confirm or refute the previous theory and so on until such time that the said theory is refined and
accepted.
The Research Grid. After Agendum No. 4 is consummated, the researchers can now construct
the Research Grid (RG). The purpose of the RG is to take stock of the nature, quality, and types of
knowledge that have been accumulated. It consists of identified variables, instruments constructed,
and theories arrived at. More importantly, the RG will show gaps in knowledge which need research.
Students who are ready to work on their theses will easily be able to draw a problem for investigation.
Moreover, earlier studies will not necessarily be duplicated.
Variables and Its Classifications
In order to implement the Research Agendum No. 1, the concept of variable should be dealt
with proper care since any research problem consists of one or more variables to be investigated.
According to Sevilla, et. al. (1992) any endeavor that concerns people is challenging, thus
stimulating. This stems from the fact that people are varied; hence their behaviors are complex. In
research, one of the phenomena that make people interesting is the variable.
The following are just some definitions of variable:
1. Variable is any quantity or characteristic which may possess different numerical values or
categories;
2. It is a characteristic that has two or more mutually exclusive values or properties;
3. A factor which is dependent upon other factors or one of the conditions controlled or
measured in an experiment; and
4. Constructs or properties being investigated.
Classifications of Variables
A. Variables according to Continuity of Values
1. Continuous Variables. These are variables whose levels can take continuous values. It
can be divided into smaller units and reading represents a lower and upper limits. Examples are
height, weight, capacity, width, or measurements of varying degrees of precision.
2. Discrete or Discontinuous Variables. These are variables whose values or levels cannot
take the form of decimals. They are expressed only in whole units. Examples are size of family,
number of people, number of cars passing a point during a certain period of time, etc.
B. Variables according to Level or Scale of Measurement
 1. Nominal Variable. It refers to a property of numbers or group defined by an operation which
allows making of statements only in equality or difference. It is used as a measure of identity,
classification of an object, person or characteristic. It is determined by just counting. Examples are
sex, religion, eye color, color of the skin, political party, etc.
2. Ordinal Variable. It refers to a property defined by an operation where members of a
particular group are ranked. It is arranged from highest to lowest or vice versa. Examples are
hardness of mineral, judging individuals according to aggressiveness, cooperativeness and
some other qualities.
3. Interval variable. It refers to a property defined by an operation which permits making of
statements of equality of intervals rather than just statements of sameness or difference and greater
than or less than. The units used are equal. It has arbitrarily chosen zero points. Examples are
temperature, grades, and scores in tests.
4. Ratio Variable. It refers to a property defined by an operation which permits making
statements of equality of ratios in addition to statement of sameness or difference, greater than or less
than, and equality or inequality of difference. An absolute zero is always implied for a ratio variable.
Examples are measures of length, width, weight, capacity, age, and loudness.
C. Variables according to Functional Relationship
1. Dependent or Criterion Variable. It is the outcome or objective of the study. It simply refers
to the result of the study.
2. Independent or Variate or Predictor Variable. It is the property or characteristics that
make the outcome or objective vary or differ. An independent variable may be:
2.1 Manipulable or Active Variable. This is a variable which can be directly manipulated in an
experimental study. Some Manipulable or active variables are methods of teaching, use of
instructional materials, reinforcement or the use of feedback.
2.2 Non-Manipulable Variable. It is an independent variable which cannot be changed. It is
considered assigned or organismic. Some examples are sex, mental ability, age, socio-
economic status, aptitude, race and civil status.
3. Intervening or Moderator or Extraneous Variable. It refers to the variable which may
affect the dependent variable but which is controlled.
Note: A variable that is dependent in one study may be independent or moderator variable in another
study.