Research Skills

 Reading For each of the skills,

 Listening
give yourself a grading
 Watching on a scale from 1(low)
 Choosing to 10(high).
 Questioning
 Summarizing Which skills do you
 Organizing consider yourself to be
 Writing best at?
 Presenting
RESEARCH AIMS TO :
 Describe- describe a phenomenon in the past,
present and future
 Explore-answers “what” & “how”

 Explain-seeks clarification “why”

 Predict and control-anticipates possible

reactions to interventions
 The Research Process
The Problem- Introduction, Statement of the Problem
Hypothesis, Scope and delimitation, Importance of the study
Definition of terms

RESEARCH
PROPOSAL Review of Related Literature & Studies

STAGE Methodology- Research Design, Sampling, Procedure,

Instrument, Treatment of the Data

Data Collection

Presentation, Analysis &

Interpretation of Data

Summary, Conclusion &

Recommendation
Problem Identification
 Most critical decision that has to be made.
 Choosing the topic determines the area on
which the investigation will be focused.
 Challenge is in the choice of the system to be
used in the investigation.
 Choices is limited by the interest and field of
specialization that has to be attained.
 Relevant and specific
 problems could –
 arise from curiosity
 based on necessity to solve/improve a situation
 be of practical importance in the classroom
 be of contributory or creation of theoretical value
 be an exploratory of a theory
 or application of a known concept
toward a new development
Problem Identification
Interest of the researcher is the determinant.
Other factors to be considered:
 Amount of available time – size of topic has
commensurate with the time period for
investigation.
 Available financial resources.

 Availability of facilities/respondents required

 SMART
Characteristics of a good title
 Must be carefully chosen
 Informs the reader correctly
 Assures proper indexing and facilitates
information retrieval. (keywords, and
proper use of variables needed)
 Proper syntax (word order) must be
observed. The modifier should be placed
near the word modified.
 Know your intended reader
 Must inform with the least possible word
 Avoid the words, study of, investigation on,
notes on, analysis of, comparative- these are in
the methodology)
 The topic should be of great interest to you.
 A good problem is one, which invites more
complex designing.
 A good problem can be completed in the
allotted time desired.
 A title is short, clear and specific that the
relationship among the variables has been
indicated.
 Suggested number of words 18 to 10 or less.
 Specific questions should be quantifiable
Tips in making the Introduction

 Very clear introduction- Lead paragraph

must be striking and talks about the
main topic or problem of the study.
 The introduction comprises of lead
paragraph, body of the introduction
( causes and effect of the study)
 Rationale- reason why undertake the
study ( very clear objectives)
Statement of the Problem
The problem studied must be one which arose
from a need or difficulties. The reader must
recognize that :
1. the problem is precise, accurate and clear.
2. the problem is stated either in declarative or
interrogative statement
3. can be one main statement of a series of
questions or a combination of both and
4. the problem must be defined in terms of the
data that can be obtained
5. Feasible- it can be investigated and significant
6. Quantifiable
7. Invites complex design and engagement.
8. Solvable through current methods and sources
9. Have the literature
10. The problem is still unknown or doubtful.
11. Needs less money, manpower and time. It
would be unwise to spend large amount of
money for a problem for minuscule dimension
12. State the problem showing what you want to
explore, describe, test, or explain.
 Hypothesis
Hypotheses are tentative statements about a given
population. They serve as a tentative answer to one or
more of the research questions, and are subjected to a
statistical test.
a. The hypothesis should be stated in a testable form.
It is testable if it can determine whether the
proposition is either true or false.
b. Qualitative research does not test hypothesis
however, Experimental researches require hypothesis
to determine the cause and effect (or to determine the
effect of the independent variable to the dependent
variable).
C. The hypothesis can predict the results and is
appropriate to the research question.
Scope and Delimitation of the Study
Limits of the study need to be defined. The scope
is expected to indicate a reasonable area of study
which is large enough to be significant but
narrow enough to permit careful treatment and
what you want to achieve.
The scope of the problem should be stated
specifically: The nature of any subjects treated,
their number, the treatments they received, any
limitations that exist in the reference population,
instruments or research design. It answers “what,
who, when, where, how, why”
 Significance of the study
This part of the study required for proposals so
that the study can be justified, State why the
problem investigated is important, and what
significance the results have. It should include
a statement on relevance to felt needs, has
potential contribution to new knowledge, has
environmental impact, adaptive to Philippine
culture, contribute to the advancement of
science, result may be parallel to a scientific
research, and observes ethical principles, and
has impact on several groups or agencies.
Definition of terms
Clear definition should be stated for important
variables. It could be theoretical or operational
or both.

Definition could be:

*Operational- how a word is used in the study
*Conceptual- how a word is defined in the
dictionary or from a book. Place the reference
where the definition came from.
 REVIEW OF RELATED LITERATURE AND STUDIES
 Review of related literature and studies is not a display
of thick reading materials. It summarizes studies which have
bearing to the study. It could be in terms of similarities or
differences to some variables being studied, or the
methodology being applied.
 Value of related literature
 To glean into the ideas of others.
 To look at the results of other studies related to your topic.
 To evaluate the work of others regarding its relevance to the
research question being studied.
 Types of sources
 general references articles, monographs, books, abstracts
 primary sources- journals
 secondary sources- textbooks, encyclopedia, research reviews,
yearbooks
Steps involved in literature search
 define the research problem precisely
 read relevant secondary sources
 select and read 1 or 2 appropriate general reference works
 formulate terms (key words) pertinent to the problem
 search for relevant publications
 take note and summarize key points in the sources

Importance of theory and review of related literature

 it identifies the gaps, weak points and inconsistencies in the previous
researches. It provides the study with a conceptual framework, justifying the
need for the investigation.
 It puts together all constructs or concepts. The theory leads the researcher
into specific questions to be asked in the present study.
 It presents relationships among variables that have been investigated.
 It provides conceptual or theoretical framework
 It gives information about methods used.
 It provides finding and conclusions of past investigation
Literature Survey
 Provide basis for research design.
 Appropriate methodology can be guided by
previous related works.
 Choice of materials can be wisely based on the
experiences of previous investigators.
 Statistical treatment can be based on previous
studies
 Results could also be similar on the same
variables but different setting
Literature Survey
 New ideas/approaches for practice.
 Identify relevant studies/investigators.

 Suggest methods.

 Identify other sources of information.

 Place your own study and practice in

perspective.
 Evaluate various studies by comparison.
Sources of Literature
 Library
 Card catalogue and bibliographic indices.

 Computerized cataloguing:

 OPAC (On-Line Public Access Catalog)

 LORENZO (Library On-line Readers Network

Zone)

 Internet or World Wide Web

METHODOLOGY

 Full details of the materials and methods used are described in this section.
The design appropriate for investigatory projects is experimental design.
Methodology can be divided into 4 groups
 samples
 procedure of the conduct of the experiment
 instruments and materials used and how are they used
 statistical treatment is appropriate

Rules in handling numbers and words

 If the term used more than once in the report, it maybe presented in
acronym form (i.e. moisture content MC)
 Abbreviate the units of weight and measurement (1 kg, 101 grm, 4 mo, 2
wk, 2 gal)
 Italicize scientific names and agency. Do not italicize authors, species
written as sp.
 Avoid beginning sentence with numbers.
 Spell out 1 digit number (1 to 9) and use number for 10 and above
 Use the symbol % after a numeral. (78%)
RESULTS AND DISCUSSIONS
Present relationships and principles shown in
the results section
Ex. It appears the bud sprouting is closely
related to smut infection in sugarcane. All
susceptible hybrids had more bud sprouts
(20%) than the resistant plants (10%)

Present relationships and principles shown in

the results section
Ex. It appears the bud sprouting is closely
related to smut infection in sugarcane. All
susceptible hybrids had more bud sprouts
(20%) than the resistant plants (10%)

Point out exceptions, discrepancies, and inconsistencies

and define them.
 Use present tense for general truths and
references to stable conditions.
Information from a research published in a
primary journal is considered knowledge
and is present. Use present tense for
presenting implications. Use present tense
in referring to the table and charts.
 Use past tense for reporting the
procedure and for reporting research
results.
Results and discussion
 Clear answers to the problems. Follow the
sequence of the problem in the discussion.
 Tables are not left hanging without
explanation, why such results taken.
 There should be more citations in the
discussion to give strength to the results
 There should be no sweeping statements in
the discussions.
 Follow the rules for table writing.
 CONCLUSIONS AND
RECOMMENDATIONS
 Conclusions of research results end
with implications of the significance of
the findings. Of what importance are the
findings? Conclusions, implications and
recommendations should be stated simply
and clearly. Do not use high-sounding
words and fancy technical terms.
 Some pointers
 Is my research contributing to the development of
knowledge, skills, and attitude in science? (creativity,
resourcefulness, validity of methodology,
applicability of scientific principles)- 35%
 Contribution to S & T Community and national
development (40%)- applicability to national goals,
economic value, use of local materials.
 Presentation skills (25%) Write up, exhibit, oral
delivery(5%)
Tips in writing the conclusions &
recommendations
 Conclusions should be drawn from the
results and discussion.
 Recommendations should be based from the
conclusion.
Research
is best learned by doing it,
not copying it.
Remember:
you have not done anything in research
unless you have written it.
THANK YOU
THANK YOU
Guide on which Information
Tool to Use
 PERIODICALS/JOURNALS
 Information on popular “hot” topics.
 Information on current events.

 Articles written by scientists/experts who have

done research.
 Local news and information.

 Very current information.

 A focus on a narrow part of a larger topic.

 Examples of events or people in the news that help

make the research clearer.
Guide on which Information
Tool to Use
 BOOKS
 In-depth coverage of a particular topic.
 Information written by specialists who have
done extensive research.
 Information that does not have to be very
current (check copyright date).
 Information logically and coherently arranged
with an index and a table of contents.
Guide on which Information
Tool to Used
 ENCYCLOPEDIA
 A short general overview of the topic to
scan for background information.
 Answers to specific factual questions.

 Information written by specialists who

know their subject.
 Information that does not have to be very
current (check copyright date.)
Research Design
 Factors to consider:
 Choice and control of condition

 Parameters/variables determine the soundness

of the data that will be collected.
 Information gathered from literature survey can
be a guide in the selection of the variables to be
set during the research.
 Preliminary survey could be carried out to
screen the appropriateness of various variables
or conditions.
Research Design
 Controlled Experiments

 Systematic variation of parameters that is

widely used scheme in experimental work.
 Employed to study the influence of some factors
in the behavior of a system.
 To highlight effect of the factor, positive and
negative controls are used as reference point of
comparison.
Research Design
 Determines the validity of the data and the
acceptability of any generalization that will be
inferred during the study.

 Type and number of systems used in the

investigations must be consistent with the objectives.

 Reproducibility of the observations and the data

should be ensured.
Suggested topics
ANY RESEARCH GAP YOU MAY IDENTIFY FROM PREVIOUS STUDIES
CONDUCTED THAT YOU MAY READ

 *information about the quality of HEIs, schools, review centers as source

for improved student/parent choice.
 *the information system of schools to reach out to their students
 *organizational capabilities of an institution
 *tracer studies, employment experience of graduates
 *profiling and typology of (schools, HEIs) in the following __________
 *socio-economic profile of students in the public schools, vendors, profile
of labor force in different barangays (learn to use secondary data from
NSO, NEDA) any competent agencies
 *evaluation of projects conducted in the school or any agency
 *partnership between institutions and industries or agencies in the
community.
 * Food security
 * poverty alleviation
 *effect of global warming on education sector
 *Gender studies
 *improving schooling for language minorities
 **Multilingual language instruction in the classroom
 * Multicultural classroom
 * Mapping of reading programs of different schools,
 * evaluation of schools materials that may encourage
reading or any cognitive development
 *Multi language teaching
 *Children’s language development in a multi
language or multicultural environment
 *association of Reading, language and play
 * children’s language development
 * educating children with special needs
 *Trends in computer games, TV shows its
effects on reading and English communication
 *development of standardized English test or
English proficiency test for First Year, 2nd, 3rd,
4th year.
 *employment status of ABE graduates 20______
 *Effectiveness of mother tongue language users
in their English communication
 *Culture in the farming community in ______
 *Culture of tricycle drivers around PSU
 Income and Expenditure pattern of employees
 Profile of vendors in Bayambang
 Business opportunities in Bayambang
 Problems affecting socio economic progress
 Factors behind the socio- economic growth of jobless
people
 Commodity flow for priority products in ____
 Reluctance of local entrepreneurs to tap the export
market
 Determining the competitiveness of recreational facilities
in Pangasinan
 Values and attitudes of PSU BSBM students towards
entrepreneurship
 Energy conservation measures in _______
 Assessment of policy implementation of RA___ (solid
waste management)
 Role of community organizations in the developmental
progress
 Educational institution and business partnership in
________
 Manpower and instructional capabilities of PSU or (any
SUC or private higher education institution)
 Assessment of impact of government projects ______ to
job generation
 Effectiveness of law enforcement of traffic rules in
Bayambang
 Barangay budgetary allocations on basic social services
 Training needs analysis of different sectors in
Bayambang
STEPS IN EXPERIMENTAL RESEARCH
Steps in Experimental Scientific Method
 Identify variables
 Based on the gathered information, make an
educated guess about what types of things
affect the system you are working with.

 Make Hypothesis
 Hypothesis is a question in which can be
reworded into a form that can be tested by
an experiment.
Steps in Experimental Scientific Method
 Design Experiments to Test Hypothesis
 Step-by-step list of what you will do to answer each
question – Experimental Procedure
 For reliable answer, a “control” is essential.
 A series of experiments that includes a control is
called a “controlled experiment”.
 Experiments are often done many times.
 Reproducibility is a crucial requirement.
Steps in Experimental Scientific Method
 Obtain Materials and Equipment
 Make a list of the things you require to do
the experiment.
 Do the Experiments and Record Data
 A series of experiments can be done by
changing one variable each time.
 Responses are measured and numerical
measurements are recorded. This is referred
to as “Raw Data” (unprocessed).
 Processed “Raw Data” becomes results.
Guidelines for Experimental
Procedures
 Select only one thing to change in each experiment.
Things that can be changed are called variables.
 Change something that will answer your questions.
 The procedure must tell how you will change this
one thing.
 The procedure must explain how will you measure
the amount of change.
 Each experiment should have a “control” for
comparison so that you can see what the change
actually did.
Pedagogical problems associated with
science projects
 Equipment is usually specialized and not
available
- being not part of the normal curriculum, it is
uneconomical to purchase expensive items for the
use of just a few students for the year.

 Transporting students to labs is

cumbersome and costly
Now let us see what approaches have
been taken by others to tackle this
problem of training young scientists.
 There are many university programs
nationwide that take teachers or students under
their wings for special training.

 and then return them to their home schools

with great hopes that the teachers will teach
more productive science, and that the student’s
will become active young students.
Ideal Set-Up
 At an early age, those young people who show
an interest in the sciences should be identified.

 They and their home teachers should be

coached by professional scientists, and given
the equipment to do their experiments.

 Generally, the students would qualify for the

next step in the program by having participated
in a science fair or similar activity.
 The most between the schools and the
institutions of higher education should be
bridged and the doors opened so that the
teachers and the students could feel free to
make use of the facilities and faculties of the
nearby participating college, university, state,
or federal lab.

 This proposal promotes such a continuum of

the scientific pathway of exploration and
discovery.