HELLO

Determine whether Inquiry or Research is

applicable to the given situations.

1. A person wants to know the occupant of one

condominium.
2. A student wants to know the medicinal effects of
guava leaves.
3. Mr. Cruz wants to know the technique to make his
electric fan function instantly.
4. Professor Gomez wants to discover the impact of social
networking on his students’ learning abilities.
5. Aling Rosa wants to know the reason behind the
decrease of her sales for the day.
6. A business executive wants to find out which of these
two marketing strategies, free tasting and attractive
packaging, could increase daily sales.
Which between these two sets of statements is
easier or quicker to understand?

SET A: Ninety-five (95%) of the examinees passed the

licensure exams. Twenty pages of the book contain
grammatically incorrect sentences.

SET B: A big number of examinees passed the

licensure exams. Several pages of the book contain
grammatically incorrect sentences.
What is QUANTITATIVE RESEARCH?

-Explaining phenomena
by collecting numerical
data that are analysed
using mathematically
based methods. (Aliaga
and Gunderson, 2000)
 Expressing meaning through numerals or a
set of symbols indicates specificity,
particularity, or exactness of something.

Makes you focus your mind on specific

things by means of statistics that involve
collection and study of numerical data.

Seeks to find answers to questions starting

with how many, how much, to what extent,
and the like.
 CHARACTERISTICS OF QUANTITATIVE
RESEARCH

1. One tend to exclude his/her own thoughts and

feelings about the subject or object.
2. It’s reliable and objective. (OBJECTIVE
RESEARCH)
3. Analogous to scientific or experimental thinking.
4. Uses statistics to generalize a finding.
5. It tests theories or hypotheses.
ADVANTAGES AND DISADVANTAGES OF
QUANTITATIVE RESEARCH
(GROUP ACTIVITY)
 ADVANTAGES OF QUANTITATIVE
RESEARCH

1. It allows the researcher to measure and analyze the data to

arrive at an objective answer to the problem posed or stated.
2. The result is reliable since the study uses a big sample of
the population.
3. Standards are usually used in choosing the instruments, in
sampling procedures, and in choosing the most statistical
treatment, thus making the research replicable.
4. Personal biases can be avoided since personal interaction is
not part of the research process.
5. Processes involved are simplified since the steps in doing
quantitative research are made easy and systematic.
6. Results can be deduced through statistical treatments and
interpreted in a few statements.
 DISADVANTAGES OF QUANTITATIVE
RESEARCH
1. The context of the study or the experiment is ignored in such
a way that it does not consider the natural setting where the
study is conducted.
2. Having a large study sample requires researchers to spend
more resources.
3. Results are limited since they are usually based on the
analysis of numbers and are not obtained from detailed
narratives.
4. It provides less elaborate accounts of human perceptions.
5. In experimental research, the level of control might not be
normally placed in the real world because it is usually done
in a laboratory.
6. Preset or fixed alternative answers may not necessarily
reflect the true answers of the participants.
7. Findings can be influenced by the researcher’s perspective.
 Give the importance of Quantitative Research in
Different Fields:

Group 1: Education
Group 2: Business
Group 3: Medical and Health Allied Services
Group 4: Science and Technology
 CLASSIFICATIONS OF
QUANTITATIVE RESEARCH

A.EXPERIMENTAL RESEARCH
B.NON EXPERIMENTAL RESEARCH
A. EXPERIMENTAL RESEARCH- treats or deals with
the object or subject of the research in a definite or
exact manner.
- Determines the extent of the effects of influence of the
treatment of the object/subject, then discusses the
causes of such effects.
- Utilizes the principle of research known as the
“Method of Difference”.

*Method of Difference- the effect of a single

variable applied to the situation can be
assessed and the difference can be
determined (Mill, as cited by Sevilla, 2003)
 TWO (2) GROUPS:
A.Experimental Group- the one on which the
treatment or influence is applied
B.Control Group- does not receive any treatment
CLASSIFICATIONS OF EXPERIMENTAL RESEARCH

CLASS 1

CLASS 2

TRUE EXPERIMENTAL QUASI EXPERIMENTAL

RESEARCH RESEARCH
QUASI EXPERIMENTAL RESEARCH FAILS TO
QUALIFY AS A GENUINE EXPERIMENTAL
RESEARCH
*PRE EXPERIMENTAL RESEARCH/DESIGN- considered very
WEAK because the researcher has little control over the
research.
 Types of TRUE EXPERIMENTAL
RESEARCH/DESIGN

1. Pretest-Posttest Controlled Group Design

a. Subjects are randomly assigned to groups
b. A pretest is given to both groups
c. The experimental group receives the treatment
while the control group does not.
d. A posttest is given to both groups
Procedure: R- random selection
R 01 X 02 (Experimental Group) 01- pretest
02 posttest
R 01 02 (Control group) X- intervention (or treatment)
2. Posttest only controlled group design

a. Subjects are randomly assigned to groups

b. The experimental group receives the treatment
while the control group does not receive the
treatment
c. A posttest is given to both groups.
Procedure:
R X 02 (Experimental group)
R 02 (Control group)
 Solomon four-group design-
3.
considered as the most reliable and
suitable experimental design
1. Subjects are randomly assigned to
one or four groups.
2. Two of the groups (experimental
group 1 and control group 1) are
pretested.
3. The other two groups (experimental
group 2 and control group 2) receive
the routine treatment or no treatment
Procedure:
R 01 X 02 (EXP GROUP 1)
4. A posttest is given Rto01all02four groups.
(CONTROL GROUP 1)
R X 02( EXP GROUP 2)
R 02 (CONTROL GROUP 2)
 Types of QUASI-EXPERIMENTAL
RESEARCH/DESIGN
1. Non-equivalent controlled group design- similar to the
pretest-posttest control group design except that there
is no random assignment of subjects to the
experimental and control groups.
Procedure:
01 X 02 (experimental group)
1 02 (control group)
2. Time-Series design- the researcher periodically
Where:
observes or measures the subjects
Procedure: 01, 02, 03 stand for pretest
01, 02, 03 X 04, 05, 06 (multiple observations)
04, 05, 06 stand for posttest
(multiple observations)
 NON-EXPERIMENTAL RESEARCH/DESIGN

A way of finding out truths about a subject by describing the

collected data about such subject and determining their
relationships or connections with one another.

Dealing with both qualitative Seeks to discover people’s

and quantitative data thoughts, views, feelings, and
attitudes about a certain
- Uses research methods thatsocietal are issue, object, place,
applicable to both quantitativeorand
event
qualitative data
- Collects data through survey
observation, historical studies, case
studies, documentary analysis, and
 VARIOUS WAYS OF DATA ANALYSIS:

A.Primary- analysis of data collected by the

researcher himself
B.Secondary- examination of data collected by
other people
C.Meta-Analysis- analysis of data expressed
numerically
 NON EXPERIMENTAL
RESEARCH DESIGN
 Survey Studies/Research- most used non-
experiment/research in the field of Sociology,
Psychology, and Humanities
- A method of research that aims at knowing what
a big number of people think and feel about
some sociological issues.

DATA GATHERING TECHNIQUES:

A. Interview
B. Questionnaires
C. Online survey
D. Telephone interview
 CLASSIFICATIONS OF VARIABLES

EXPERIMENTAL VARIABLES

A.INDEPENDENT VARIABLES- these variables are

usually manipulated in an experiment. Thus, it is
also called manipulated or explanatory variable.
B.DEPENDENT VARIABLES- these variables are
usually affected by the manipulation of the
independent variables. They are also called as
response or predicted variable.
C. EXTRANEOUS VARIABLES- these variables are also called mediating or
intervening variables.
- These variables are already existing during the conduct of an experiment
and could influence the result of the study. They are known as covariate
variables.

Examples:

a. Title of Research: An Experiment on the Methods of Teaching and

Language Achievement Among Elementary Pupils

Independent Variable: Method of Teaching

Dependent Variable: Language Achievement
Extraneous Variables: Ventilation Facilities; Physical Ambiance

b. Title of Research: Use of Gardening Tools and Types of Fertilizer: Their

Effects on the Amount of Harvest

Independent Variables: Use of gardening tools, types of fertilizer

Dependent Variables: Amount of Harvest
Extraneous Variables: Humidity Level; Types of Seeds/plants
Activity 1. Read the titles and identify what type of experimental
variable is being referred to.
Research Title Independent Dependent Extraneous
Variable Variable Variable/s
The Effects of Types of
Audio-visual Materials
to the Problem-Solving
Skills in Mathematics

Various Study Habits,

and Their Effects on
the Level of
Performance in
Management Subject
Effects of Types of Soil
and Fertilizer on the
Growth of Papaya Tree
Types of Feeds and
Salinity Level: Their
Effects on the Growth
of Tilapia in Fishponds
 NON- EXPERIMENTAL VARIABLES

a. Predictor Variables- these variables changes the other

variable/s in a non-experimental study
b. Criterion Variables- these variables are usually influenced
by the predictor variables.

Examples:
a. Title of Research: Competencies of Teachers and
Students’ Behaviour in Selected Private Schools
Predictor Variable: Competencies of Teachers
Criterion Variable: Students’ Behaviour
b. Title
of Research: Conduct of Guidance Counselling
Programs and Degree of Absenteeism and Drop-Out
Rate Among Grade 8 Classes
Predictor Variable: Conduct of Guidance Counselling
programs
Criterion Variable: Degree of Absenteeism and drop-out
rate

c. Title of Research: The Types of Facilities,

Administrator’s Profile, and Parents’ Support Towards
School Effectiveness Among Public Senior High
Schools
Predictor Variables:
Criterion Variables:
Read the title and identify what type of non-experimental
variable is being referred to.

Research Title Predictor Criterion Variable

Variable
Relationship of Leadership Styles and
Levels of Satisfaction of Customers of
Selected Restaurants
Profile of Parents and Family Bonding:
Their Influence on Study Habits and
Achievement Level
Types of Business and Managerial
Skills Towards Profitability Level of
Canteens
Disciplinary Mechanisms and
Behavioral Changes Among Senior
High School Students
RESEARCH TITLE
1. Summarizes the main idea of the paper
2. Be a concise statement of the main topic
3. Include the major variable/s
4. Show the relationship of the main
variables of the study
5. Mention the participants (in a general
manner) and the setting
IMPORTANT REMINDERS
IN FORMULATING THE
RESEARCH TITLE:
1. Avoid using words that serve no useful
purpose. (e.g. methods, results,
investigations and study)
2. The general problem, (or even the
specific question that the researcher
intends to answer, when rewritten in a
statement form, can serve as the title.
3. The title must have 10-15 words.
 EXAMPLES OF RESEARCH TITLE:

Frequency of Tardiness and Level of Support of Parents

Among High School Students in Selected Public Schools

Homework, Reading Ability, and Exercises in Accounting:

Their Influences on Outcomes in Bookkeeping

Work Values and Job Satisfaction Level of Employees

(Corpuz, 2010)

Effectiveness of Information, Education and Communication

in the Awareness of Breastfeeding Among Nursing Mothers
(Panganiban, 2007)

Level of Difficulty and the Practical Research Outputs Among

Senior High Schools in Selected Private Schools
STATEMENT OF THE
PROBLEM
Important Elements:
1. Main Tasks- satisfy the question, “what to do”,
with the major variables such as to associate, to
relate, to assess, to measure, to determine, etc.
2. Main or major variables
3. Participants- subjects or respondents
4. The specific setting
5. Coverage date of the conduct of study
6. For developmental research, the intended outputs
such as an intervention program, module, policies,
among others.
 EXAMPLES OF A GENERAL
PROBLEM:

1. The main problem of this research is to look into the

influence of video games and the utilization of social media
on the language proficiency of the freshman students of
Leyte National High School for the first semester of
academic year 2014-2015. The result of this investigation
will be the basis of the formulation of the guidelines in the
development, organization, and implementation of effective
study habits.
2. The study aims to assess the behavioural traits of senior
high school students and to relate them to the productivity
level in reviewing lessons and passing the long
examinations. This study is to be conducted during the first
semester of SY 2016-2017 in the Division of Palo, Leyte.
3. This investigation aims to assess the level of
performance of technical-vocational instructors and
relate it to the efficiency level of senior high school
management students undergoing on-the-job training
in the selected businesses in Palo, Leyte during the
school year 2014-2015.
4. The general problem of this study is to determine
the relationship of the intrapersonal and interpersonal
competencies of school managers which will become
the basis of a human relation intervention program.
 TYPES OF RESEARCH
QUESTIONS
FACTOR-ISOLATING QUESTIONS
A. What is the level of description of the study habits of senior
high school students in terms of:
1. Review time;
2. Place of review; and
3. Techniques in studying

B. What is the level of school effectiveness in terms of:

1. teacher’s performance;
2. School’s performance
a. drop-out rate
b. completion rate
c. survival rate
FACTOR-RELATING QUESTIONS (What is happening
here?”) Their goal is to determine the relationship among
factors that have been identified. These are usually questions
for a NON-EXPERIMENTAL type of research.

1. How does the study habits influence the

achievement level of the Grade 11 students in their
major subjects?
2. What is the significant association between the
nature and economic status of the family and the
social status of the junior students?
3. What is the relationship of the level of performance
of the college instructors to the OJT performance of
the HRM students of the Tacloban School of
Business?
SITUATION-RELATING QUESTIONS. (What will happen
if..?) these questions usually yield HYPOTHESES TESTING
OR EXPERIMENTAL STUDY designs in which the
researcher manipulates the variables to see what will
happen.

1. What is the most effective food supplements to be given to

increase the productivity of tilapia farming?
2. What are the gaseous composition of gas before and after
using the exhaust pipe filter?
3. What is the difference between the degree of assistance
extended by the male and female high school students in
the foundation day celebration of Dr. Cristobal Academy?
SITUATION-PRODUCING QUESTIONS (How can I make it
happen?). These questions establish explicit goals for
actions, develop plans or prescriptions to achieve goals and
specify the conditions under which these goals will be
accomplished.

1. Based on the findings, what human relation

intervention program can be adopted to enhance
or improve school effectiveness?
2. What policy is to be formulated to manage the
effective involvement of high school students in
social media?
3. What part of the curriculum should be enhanced or
improved to prepare the senior high school
students for the workplace?
INTRODUCTION
This is important in establishing the cognitive
setting of the research. It has the following
elements:
1. Rationalization of the need to research on the
problem
2. Clarification of the important terminologies for
the reader to easily understand what the
research is about.
3. Establishment of the degree of seriousness of
the problem which prompted the researcher to
look for the solutions.
 GUIDE QUESTIONS IN FORMULATING THE
INTRODUCTION

1. What is the rationale of the research problem?

- Sharing the beneficiaries the reason why the researcher has
decided to look for solutions to the problem
- A narration of the researcher’s experience that has driven
him/her to conduct the study
A RATIONALE may include:
a. Narration of personal experiences
b. Description of an article read
c. A scene witnessed
d. A news heard or a theory that needs to be clarified
The proponent should describe the EXISTING and
PREVAILING problem situation based on his/her experience.
2. What is the setting of the research problem?
- In describing the setting, focus on the peculiarity or uniqueness
of the setting to make the reader more interested in reading the
paper.

Example: School (setting)- describe its vision-mission, special

clientele, mode of transportation, etc.,

3. What is the basic literature foundation of the study?

- Defines or clarifies the terms or variables used in the
study.
- DEFINITIONS AND CLARIFICATIONS MUST BE
DERIVED FROM DIFFERENT LITERATURE
SOURCES.
4. How serious is the research problem?
- Provides the intensity and magnitude of the problem
- The researcher may look for statistical and quantitative
evidence to assess the weight of the problem

5.What is the general objective of the research

problem?

6. What is the overall purpose of the research

problem?
- Emphasis on how the research findings will help
his/her classmates or fellow students and the whole
community as well.
GROUP ACTIVITY
(PREDICTION)
THE HYPOTHESIS AND ASSUMPTIONS OF THE STUDY

A HYPOTHESIS is a tentative prediction about the

relationship between two or more variables in a
population under study (Polit, 2007).
a. Translates a research question into a prediction of
expected outcomes.
b. Commonly used in an experiment-type research,
formulated particularly before the conduct of an
experimental-quantitative research.
c. An intelligent guess that occurs with at least 2
variables (independent and dependent variables).
 BASIC KINDS OF HYPOTHESES
a. Null Hypothesis- formulated for the purpose of statistical
analysis. This kind is always expressed as a negative
statement. It is subjected to testing in which the decision is
either to accept or reject it.

Examples:
1. There is no significant relationship between the reasons for
using alternative medicine and the level of comfort of the
patients.
2. The kind of teaching methods used has no effect on the
level of performance of students as shown in their
academic grades and behaviour in class.
3. There is no significant difference between the gaseous
composition concentration before and after using the
luffa sponge as an exhaust pipe filter.
b. Research Hypothesis- states the actual expected
relationships between variables. It is always expected
affirmatively and is called substantive or scientific
hypothesis.
“Alternative Hypothesis”
DEFINITION OF TERMS

Terms defined conceptually- terms defined

using books and dictionaries

Terms defined operationally- terms are based

on how it is used in the study.
Example:

Terms that are defined conceptually and operationally.

Eating disorders. A group of behaviors fueled by unresolved

emotional conflicts, resulting in altered food consumption
(Grodner, 2005). As used in this study, it pertains to the kind of
food, frequency of eating, and amount of intake or
consumption.

Nosocomial infection. It is a hospital-acquired infection

(Smith, 2005). In this study, the infection acquired in the
hospitals are confined in the medical and pediatric wards, and
operating rooms.

Primigravida. A woman in her first pregnancy (Pilliteri, 2004).

Operationally, it pertainsto a mother who has given birth at the
Bataan General Hospital in the first quarter of 2009.
 SCOPE AND DELIMITATION

CONCEPT- generally accepted collection of

characteristics that can be defined by a dictionary.
Examples: age, civil status, degrees, weight, height,
etc.

CONSTRUCT- new characteristic that results from the conduct of

research. (combines two concepts)
“SCOPE”

Examples: level of performance, nature of environment, rate

of recovery, educational attainment, sociological factors
DELIMITATION- boundaries of the study with respect to the major
variables

- Further classified by the sub-variables

- Must also be defined by its INDICATORS
Examples: facial expressions, communication skills, discipline,
body gestures, attitudes towards classmates, etc.

INDICATORS- concepts or ideas the researcher has gathered from

reading various literatures regarding the major variables and sub-
variables
Can be expressed by a phrase or a sentence

In formulating the SCOPE AND DELIMITATION it is

significant that the researcher has already defined the
major variables that are contained in the study
SCOPE- (MAJOR VARIABLES)
Example: Level of Behavior

DELIMITATION- (SUBVARIABLES)
Examples: facial expressions during recitation,
communication skills, body gestures
INDICATORS

For facial expressions: (Note: This can be measured or

quantified using the Likert Scale Scale points and empirical
observations: 4- very visible, 3- visible, 2- invisible, 1- very
invisible

a. The students smile when answering the questions

b. The students manifest confidence in their facial
expressions
c. Mannerisms are noted in the faces of the students
d. Different expressions are noted from the students
e. Students seem to look surprised when asked about some
concepts
THE STANDARD CITATION AND REFERENCING
STYLES
GENERAL WRITING TIPS:
1. Technical language is used if exact wording or definition
of a term is needed.
2. Using the first person should be avoided.
Wrong:
I will show that the literature on treating juvenile
murderers is sparse and suffers from the same problems as
the general literature.
Right:
The literature on treating juvenile murderers is
sparse and suffers from the same problems as the general
literature. Most of the treatment results are based on
clinical case reports.
3. Using colloquial, informal, or slang words, should be
limited to specific cases only. Academically sound language
should be used.
Examples:
“conducted a study” instead of “did a study”
“examined” instead of “looked at”
“utilize” instead of “use”
“great deal” instead of “a lot”
4. It is imperative to develop good citation habits. It is
considered plagiarism to use other writers’ words and ideas
and pass them as one’s own.
 APA REFERENCING GUIDE
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle.
Location: Publisher.
Note: For "Location," you should always list the city and the state using the two
letter postal abbreviation without periods (New York, NY).

Chitty, D. (2003). Do lemmings commit

Book by a single author
Book by two or more authors
suicide? Beautiful hypotheses and ugly facts.
New York: Oxford University Press.
Rosellini, G., & Worden, M. (2004). Of
course you’re angry: A guide to dealing with
the emotions of substance abuse (Rev. ed.).
Center City, MN: Hazelden.

Book by a corporate author Children’s Express. (1999). Voices from

the future: Our children tell us about violence
in America

Book by a single author
Book by two or more authors
Book by a corporate author
Book by an unknown author
Chitty, D. (2003). Do lemmings
commit suicide? Beautiful hypotheses
and ugly facts. New York: Oxford
University Press.
Rosellini, G., & Worden, M. (2004). Of
course you’re angry: A guide to dealing
with the emotions of substance abuse
(Rev. ed.). Center City, MN: Hazelden.
Children’s Express. (1999). Voices
from the future: Our children tell us
about violence in America. New
York:Crown.
The Koran. (1974). New York:
Crescent Books
Comprehensive Quiz
1. Compare and contrast Experimental and Non-Experimental
Research.
2. Could Inquiry and Research go together? Explain your point.
3. What do you think of this line: Inquiry occurs completely
with excessive familiarity with the physical looks of an
object?
4. What are the implications of declaring what is true by means
of a quasi-experimental research?
5. How do you know when one is doing a true experimental
or a quasi-experimental research?
6. Describe someone doing a survey research.
7. Enumerate and explain each the basic parts of Chapter 1
(Experimental Research).
 PARTS OF CHAPTER 2
Review of Related Literature and Studies

Related Literature
Related Studies
Synthesis of the State-of-the-Art
Gap Bridged by the Study
Theoretical Framework
Conceptual Framework
Notes
LITERATURE REVIEW
A process of compiling, classifying, and evaluating what other
researchers have written on a certain topic.

Can be a partial component of a research undertaking but it

can also stand alone as a self-contained review of writings on a
subject

WHAT IS THE PURPOSE OF REVIEWING A

LITERATURE?
PURPOSES OF REVIEWING A LITERATURE
(ESSENTIAL TERMS)

A. CONFIDENCE
B. SPRINGBOARD OF DISCUSSION
C. OBJECTIVITY
D. EMPIRICAL
STRUCTURE OF A LITERATURE REVIEW
In a literature review, one should do as follows:
a. Group research studies and other relevant literature
according to a common theme.
b. Summarize each item of the literature appropriately
according to its significance.
c. Compare and evaluate each item of the literature.
d. Provide topic sentences at the beginning of paragraphs.
e. Summarize sentences at the end of each section to help
the reader understand the main issues.
 FOUR TYPES OF READING (Wilson, 1990)
A.Elementary Reading- basic type of reading.
It is done by recognizing the words and the literal
comprehension of the sentences.
B. Systematic Skimming- this is a type of reading in which the
articles or materials are discussed if they can be included for analysis.

Different ways:
- Looking into the title of the book/article
- Pre-requisite to analytic reading
- Glossing over the bold, underlined, or italicized terms in the first and
middle paragraphs as well as in the conclusion for the main idea or
concept.
- Skimming the table of contents, index, and bibliography for points of
interest
 C. Analytic Reading- this type of reading is done after selecting
the article or book through SYSTEMATIC SKIMMING.
(AMPLE TIME IS NEEDED)
Ways:
-an article is examined paragraph by paragraph
- A paragraph is dissected sentence by sentence
- A sentence is read word by word

ANNOTATIONS ARE APPLIED.

D.Comparative Reading – this is considered as the highest level

of reading, in which the researcher analyzes several articles or
books.
- Concepts and principles from the various points of view of authors
are compared and contrasted
CONDUCTING A REVIEW OF LITERATURE

LOOKING FOR RELEVANT

MATERIALS

ACTUAL READING

NOTE-TAKING
Sample output for Note-Taking:

Variable:
______________________________________

Facts/Information:

Reference/s:
 TOOLS FOR READING AND REVIEW

A.HIGHLIGHTING- a tool utilized by a researcher for the

effective analysis of relevant reading materials.
- Uses marks and symbols to facilitate the reading process
(LEGENDS)
- Aids the researcher in discovering the similarities or contrasts of
ideas and remembering the location of important key terms,
phrases, sentences, and paragraphs

B.ANNOTATIONS- these are remarks, ideas, and opinions the

researcher writes during the analysis and synthesis of related
materials or sources.
INDIVIDUAL WORK
1. Go to the library. Look for an article related to your
research work and have it photocopied.
Optional: article/s from electronic sources should be
printed.
2. Do the highlighting and annotating of the article.
3. Look for a partner. Exchange outputs and critique the
work of your partner.
4. Submit the critiqued output to your teacher for
assessment.
THE REVIEW OF RELATED LITERATURE

VARIABLES

DELIMITATIONS

INDICATORS
Examples:
Major variable: study habits
Sub-variable: time spent studying, methods of studying,
place of study THE DIFFERENT VARIABLES USED IN
THE STUDY ARE THE FOCUS OF THE
Indicators (method of studying)
LITERATURE SEARCH
a. Using books and other reference materials
b. Writing important key terms and phrases
c. Memorizing definitions
d. Doing homework
e. Asking parents about unclear concepts
It is a traditional practice that the RRL is
sub-divided into foreign and local
publications or materials
(MINIMUM OF 7 MAXIMUM OF 10-
LOCAL AND INTERNATIONAL)

It is highly recommended that the

researchers use the different variables
and sub-variables being studied as
subtitles in the review

Discussion of the variables must be

arranged according to how they are
presented in the Statement of the Problem
 IMPORTANT TIP IN WRITING THE RRL:
Open web sources (a person’s private home page, as opposed
to peer-reviewed online journals or licenced database sites that
provide access to scholarly works) are not usually considered
reliable sources for academic research. They should be used
sparingly, if at all, and only after careful research into the
sponsors of a site are done. In other words, it is not advisable to
use generally available internet search engines for your literature
review. ONLY THOSE WITH AUTHORS AND
OFFICICAL ADDRESS MUST BE USED.
 THE
REVIEW
OF
RELATED
STUDIES
 RRS serves as the basis of the analysis of results
because it enables the researcher to compare and
contrast his/her findings with those of past studies.

The studies can be in the form of

thesis, dissertation, or journal
article, among others.

The gathered studies are related to the present

research when:
1. They use the same variables, sub-variables,
concepts or construct; or
2. They have the same subject or topic of study.
In writing a review of related studies, the following data must be
indicated:

1. The name of the author, date and setting of the study

2. The title
3. The salient findings (which are the most important
“ingredients” to include since the discussion of the
variables and their relationship/s will be based on them).
Assignment:
Select one theorist among those listed below. Research on
their proposed theories and other studies. Keep/gather all
your research materials for they will be used in the next
lesson.
 Robert Owens
 Frederick Taylor
 Max Weber
 Henri Fayol
 George Elton Mayo
 Abraham Maslow
 Kenneth Blanchard
 Robert Greenleaf
Theorist: ________________________________

Theory:
______________________________________________
______________________________________________
________________________________________
1. How did your chosen theorist/s arrive at his/her/their
proposed theory?
2. What major variables did your chosen theorist consider as
the foundation for the formulation of his/her theory? List
and explain some of the variables.
3. Based on your research output, how do you define the
word “theory”?
 THE
THEORETICAL
FRAMEWORK
THEORETICAL FRAMEWORK is formulated from an
existing theory/ies and serves as the foundation of the
study.

IMPORTANT NOTE:
The paradigm that is originally used by the
theorist can be fully adopted in the present
study. It can also be adopted since the
researcher can add or subtract variables from
the original framework, provided that the
whole theory is utilized.
 WHAT IS A THEORY?

Primarily
- Derived from the - A conceptual idea used concerned with
Greek word “theoria” to describe, explain, determining cause-
which means vision. predict, or understand a effect relationships.
certain phenomenon.
 FORMULATION OF A THEORETICAL FRAMEWORK:
1. Cites and discusses related/relevant theories
2. Upon mentioning the theory, researcher/s must include the
names of the author, titles of their theories, theoretical principles,
and their explanations.
3. Concluding portion includes the relationship of the used,
established theory to the present study.
CONCEPTUAL
FRAMEWORK
WHAT IS A CONCEPTUAL FRAMEWORK?
-Basic structure that serves as a mental window of the
researcher
-Depicts the research design and the relationships of the
variables involved
- A written or visual presentation that explains either
geographically, or in narrative form, the main things to be
studied, the key factors, concepts or variables and the
presumed relationship among them.
 PARADIGM OF THE
STUDY/CONCEPTUAL PARADIGM

PARADIGM- the result of a clear understanding of the

conceptual or theoretical framework
A VISUAL PRESENTATION OF THE ENTIRE THESIS
 The common paradigms or models of a
study:
1. IPO model (input-process-output) – this model is
largely used when the research attempts to isolate the
factor or major variable that causes the problem, subject, or
phenomenon under investigation. Theofmodel
Sample is used
IPO Model when
Entrepreneurs’
Roles Toward Improved Work
the statements are all factor-isolating questions.
Performance
Example:
Profile of entrepreneurs
a. Age Analysis of data
b. Sex through the
c. Seminars attended
Roles of entrepreneurs
questionnaire,
a. Assessment informal interviews, Profile and roles
b. Planning and statistical entrepreneurs
c. Implementation
d. Evaluation
treatment determined
2.IV-DV MODEL (Independent variable-dependent variable
model). This model is used in experiment-based studies. The
questions raised are higher order and classified as situation-relating.

Example:
Level of Performance of
Teaching methodology used by
Grade 12 students
instructors
a. Academic grades
a. Computer-assisted
b. Practicum grades
instruction
c. Parent’s satisfaction
b. Demonstration method

Sample IV-DV Model for the Effects of Computer-assisted

instruction and Demonstration Method on the Level of
Performance of Grade 12 Students
 3.PC Model (predictor-criterion model). This model is used
when relating and assessing the influence between two or more
variables. Studies that focus on relationships, associations, differences,
Example:
and impacts will benefit from this model.

Teaching competence of Level of Performance of

senior high school teachers ABM students

- Knowledge level - Academic grades

- Pedagogical skills - Behavioral attitudes
- Classroom Management - Peer evaluation result

Sample PC Model for the Relationship of the Teaching Competence

of Senior High School Teachers to the Level of Performance of ABM
students.
4. –Pmodel. This model is used in research studies
that propose a program or any intervention measure.
It fits the situation producing level of questioning.
Profile of
Analysis of data
entrepreneurs
through the
a. Age
questionnaire,
b. Sex Profile and roles
informal interviews,
c. Seminars attended of entrepreneurs
and statistical
Roles of are determined
treatment
entrepreneurs
a. Assessment
b. Planning
c. Implementation
d. Evaluation
Specimen Proposed Intervention Program
Collection
Performance

SAMPLE –P MODEL OF THE PROPOSED PROGRAM FOR

IMPROVED QUALITY SERVICE OF ENTREPRENEURS
Teaching competence of Level of Performance of
instructors students
- Knowledge level
- Pedagogical skills - Academic grades FACULTY
- Classroom Management - Behavioral attitudes DEVELOPMENT
- Peer evaluation PROGRAM

Sample –P Model for Teaching Competence of Instructors and the

Level of Performance of Students Towards the Formulation of the
Faculty Development Program

POM (proposed original model). This model is used

5.
when the researcher presents an original paradigm. It must
be scientific.
SYNTHESIS OF THE STATE-OF-THE-ART
 Highlight the similarities and differences of the studies
conducted and how these findings support the present
study
 Limit discussion to one to two pages
GAP BRIDGED IN THE STUDY (GAPS TO
BE BRIDGED)
 Discuss the inconsistencies and vagueness of the findings
of the studies previously conducted.
 Present the difference of the present study being
conducted in terms of the respondents, areas being
studied or the variables of the study, methodology used,
and scope and delimitations of the study.
 CHAPTER THREE
Research Methodology
 Research Design
 Respondents of the Study
 Source of Data
 Sampling Design
 Data Gathering Procedure
 Statistical tool
 Notes
 How does the researcher
answer the questions stated in
Chapter 1?
ESSENTIAL ELEMENTS OF THE
RESEARCH METHODOLOGY

RESEARCH DESIGN

RESPONDENTS OF THE STUDY

INSTRUMENT OF THE STUDY

ESTABLISHING AND VALIDATING

RELIABILITY

STATISTICAL TREATMENT
 INDEPENDENT VARIABLE

DEPENDENT VARIABLE

EXTRANEOUS/INTERVENING VARIABLES- variables that

are not part of the study but are believed to influence the outcomes
-these variables are part of the study limitations
- Labeled THREATS to INTERNAL or EXTERNAL
VALIDITY
A.Internal Validity- the degree to which the changes in the
dependent variable can be attributed to the independent variable

External Validity- the degree to which the changes in the

B. .
dependent variable can be attributed to the extraneous variables
 THREATS TO INTERNAL VALIDITY
1. Selection Bias: A researcher wants to experiment on the
best method in teaching home science and technology.The
researcher assigns the students from the higher section to
be in the experimental group and the students in the lower
section to be in the control group. Obviously, the students in
the higher section will perform better.
The subjects/respondents of the study are not
randomly selected.The requirements of objectivity
are not met since there is subjectivity in the
selection of subjects.
2. Maturation: A researcher implemented an experiment with
Grade 10 students as his subjects.The researcher, however,
became busy and was unable to follow up the results of the
experiment.When he was able to resume his study two years
later, the subjects had already matured and were in Grade 12.

This happens when the experiment is conducted

beyond a longer period of time during which most
of the subjects undergo physical emotional and/or
psychological changes.
3. History: While a research on the effectiveness of a method
in stopping smoking was on going, news broke out about
students who were diagnosed with lung cancer because of
smoking.The subjects who heard the news were frightened and
decided to stop smoking not because of the intervention but
because of the news.

This happens when an unusual event affects the

result of an experiment.
4. Instrumentation change: A researcher uses an open-
ended questionnaire during the initial period of his data
gathering, then replaces the research instrument with a closed-
ended survey form later.

The instrument used in gathering the data must not

be changed or replaced during the conduct of the
study. Such change will have an effect on the data
gathered and the validity and reliability of the data
will be put into question.
 5.Testing: The researcher wants to see if students score higher
on an achievement test if they are taught the subject using a
new textbook than did students who have used the regular
textbook in the past.The researcher pretests the students before
the new textbook is introduced and then posttests them at the
end of a six-week period.The students may be “alerted” to what
is being studied by the questions in the pretest, however, and
accordingly make a greater effort to learn the material.This
increased effort on the part of the students (rather than the new
textbook) could account for the improvement. It may also be that
“practice” on the pretest by itself is responsible for the
improvement.
Testing bias is the influence of the pretest or
knowledge of baseline data on the posttest scores.
6. Mortality:This happens when one or more
subjects die, drop out, or transfer as in the case of a
student who has not completed his/her
participation in the experiment.

EXAMPLES?
7. Location: A researcher designs a study to compare the
effects of team versus individual teaching of U.S. history on
student attitudes toward history.The classrooms in which
students are taught by a single teacher have fewer books and
materials than the ones in which students are taught by a team
of three teachers.

The particular locations in which data are collected,

or in which an intervention is carried out, may
create alternative explanations for results.
THREATS TO EXTERNAL VALIDITY
1. EXPERIMENTER EFFECT: A known personality like Ms.
Karen Davila, conducted an interview and caused the subjects to
be starstruck and give answers which they believe will please the
interviewer.

The threat appears when the characteristics of the

researcher affect the behavior of the subjects or
respondents. Answers in this kind of threat tend to
be superficial or may not truly reveal the ideas,
opinions, and thoughts of the subjects.
2. HAWTHORNE EFFECT: A research study done in
Hawthorne Works in Illinois looked into the effects of improved
lighting and the introduction of break times and shorter work
hours on worker performance.The original researchers
concluded that these changes the workplace resulted in better
worker performance. Later interpretations by Landsberger
suggested that the novelty of being research subjects and the
increased attention caused the increased productivity of the
workers.
This occurs when the respondents or subjects
respond artificially to the treatment because they
know they are being observed as part of a research
study.
1. A researcher wishes to compare two different kinds of
textbooks in two high school chemistry classes over a
semester. She finds that 20 percent of one group and 10
percent of the other group are absent during the
administration of unit tests.
2. In a study investigating the possible relationship between
marital status and perceived social changes during the last
five years, men and women interviewers get different
reactions from female respondents to the same questions.
 3. Two groups of third graders are compared with regard to
running ability, subsequent to different trainings schedules. One
group is tested during physical education class in the school
gymnasium while the other is tested after school on the
football field.
