UNIVERSITY OF NORTHEASTERN PHILIPPINES

SCHOOL OF GRADUATE STUDIES AND RESEARCH

IRIGA CITY, CAMARINES SUR, PHILIPPINES

METHODS
OF
RESEARCH
INTRODUCTION…
 Definition
(According to Dewey – Good p. 414)

A problem is:
1. Any significant, perplexing and challenging
situation, real or artificial, the solution of which
requires reflective thinking.
2. A perplexing situation after it has been translated
into a question or series of questions that help
determine the direction of subsequent inquiry.
 RESEARCH QUESTIONS
1. Research questions are those that the researcher would like to
answer or address in the study.

2. Depending on the complexity & breadth of the study, there could be

more that one research questions.

3. Identifying a research question will provide greater focus to the

research.

4. It will clarify the direction of the search may it be a descriptive or

experimental in nature.

5. A well-written research question will also shed light on appropriate

research methods.
ELEMENTS OF RESEARCH PROBLEM

The term research problem implies that an

investigation, inquiry or study is to be conducted,
or that the problem is ready for investigation,
inquiry or study. There are certain elements that a
problem and process before it becomes a research
problem ready for investigation.
  There are certain characteristics of
research questions.
 Each question should be clear and
specific.
 If should refer to the problem or
phenomenon under study.
 It should reflect an intervention in
experimental work.
 To formulate a focused question format
.
Elements of Research Problem

There are five distinct

elements (components) of a
research problem. These are
also denoted by “5Ws”.
 ELEMENTS OF RESEARCH PROBLEM
Aim or purpose of he The subject matter of
problem from topic to be investigated.
investigation. Why is What is the study to be
there an conducted?
investigation, inquiry
Why? What?
or study?
The place or
locale where
It the research is
answers to be
ELEMENTS OF A

?
conducted.
REASERCH Where? Where is the
study to be
conducted?
Population or
universe from Who? or The period or time of
whom the data are
to be collected. From When? the study during which
the data are to be
From whom are the Whom? gathered. When is the
data to be gathered?
study to be carried
out?
CRITERIA FOR SELECTING A GOOD
RESEARCH PROBLEM

• Interesting
• Relevant to the government thrust
• Relevant to the needs and problems of the people
• Innovative
• Cost Effective
• Inventive
• Return of Investment
• Original
• Measurable
• Time bound
GUIDELINES IN SELECTION OF A
RESEARCH PROBLEM

 Interest
 Expertise
 Data Availability
 Relevance
 Ethics
CHARACTERISTICS OF A GOOD
RESEARCH PROBLEM

• Specific
• Measurable
• Achievable
• Realistics
• Time-bound
GUIDELINES IN THE SELECTION OF A
RESEARCH PROBLEM OR TOPICS.
1. It can be delimited to suit the resources of the researcher but big or large
enough to be able to give significant, valid and reliable results and
generalization.

2. It must contribute to national development goals for the improvement of the

quality of human life. This is the ultimate aim of research, to improve the
quality of human life.

3. It must contribute to the fund of human knowledge. All the facts

and knowledge that we are mostly the products of research.

4. It must show or pave the way for the solution of the problem or
problems intended to be solved.
GUIDELINES IN THE SELECTION OF A
RESEARCH PROBLEM OR TOPICS.

5. It is researchable and manageable, that is,

a.Data are available and accessible.
b. The data must meet the standards of accuracy, objectivity and verifiability.
c. Answer to the specific questions (sub-problems) can be found.
d. The hypotheses formulated are testable, that is, they can be accepted or rejected.
e. Equipment and instruments for research are available and can give a reliable results.

6. It can be completed within a reasonable period of time unless it is a

longitudinal research which takes a long time for its completion.
 GUIDELINES IN THE SELECTION OF A
RESEARCH PROBLEM OR TOPICS.

7. It is significant, important and relevant to the present time and situation, timely
and of current interest .

8. The results are practical and implementable.

9. It inquires original, critical and reflective thinking to solve it. To be able to

apply these, the research project must be novel, new or original.

10. It must not undermine the moral and spiritual values of the people. It must not
advocate the promotions of antisocial values such as drug addiction, cruelty, hatred,
divisiveness, multiple sex mating, etc.
 GUIDELINES IN THE SELECTION OF A
RESEARCH PROBLEM OR TOPICS.

11. It must not advocate any change in the present order of things by means of
violence but by peaceful means. It must not advocate subversion, revolution or the
like to wrest control of the government or change the form of government.

12. There must be a return of some kind to the researcher, either one or all of the
following, if the research report is completed:
a. Monetary, either increase in salary or publication of the results in which these is
some kind of royalty.
b. Advancement of position, promotion. Generally, after finishing a graduate
course. There is a promotion especially in educational system.
c. Improved specialization, competence and skill in professional work specially if
the research subject is related to the profession.
 GUIDELINES IN THE SELECTION OF A
RESEARCH PROBLEM OR TOPICS
d. Enhanced prestige and reputation.
e. Satisfaction of intellectual curiosity and interest and being able to discover truth.
13. There must be a consideration of the hazards involved, either physical, social or
legal.

a. Physical Hazard – This author knows of a man who went to the mountains to
study tribe, ignoring physical dangers from the wild animals and from the tribesmen
themselves.
b. Social Hazard – This occur when an inquiry happens to encroach upon socially
approved and established social values, norms of conduct or ethical standard.
c. Legal Hazard – If an investigation mat affect adversely the honor and integrity of
certain people, a libel suit may ensure.
 GUIDELINES IN WRITING THE TITLE
1. Generally, the tittle is formulated before the start of the research work. It may be
revised and refined later if there is a need.

2. The title must contain the subject matter of the study, the locale of the study, the
population involved and the period when the data were gathered or will be
gathered.

3. It must be broad enough to include all aspect of the subject matter studies or to be
studied. Hence, the title indicates what is expected to be found inside the thesis
report.
4. It must be brief and concise as possible..

5. Avoid using the terms “An Analysis of”, “A study of”, “An Investigation of” and the
likes. All these things are understood to have been done or to be done when a
research is conducted.

6. In the title contains more that one line, it must be written like an inverted pyramid,
all words in capital letters.
 EXAMPLE OF COMPLETE TITLE:
THE TEACHING OF SCIENCE IN THE HIGH SCHOOLS OF DEL
GALLEGO DISTRICT AS PERCIEVED BY THE SCIENCE
TEACHERS AND STUDENTS DURING THE SCHOOL YEAR 2020-
2021
The contents as required by Guidelines No. 2 are:
a. Subject matter: The teaching of Science
b. Locale of Study: High School of Del Gallego District
c. Population Involved: The Science teachers and students; &
d. Period of the study: School Year 2020-2021
The Teaching of Science in the High Schools of Del Gallego District
It will be noted that the population, the science teachers and students as well as the
period of the study, 2020-2021, are omitted when writing the second term but they
have to be mentioned in the scope and delimitation of the study. It will be noted
also that the title, though brief and simplified, it broad enough to include all
possible aspects of the subject matter. The central theme, which is the teaching of
science, is also very clear.
 GUIDELINES IN WRITING THE TITLE
The thesis writer should be guided by the following in the foundation of this title.
There are also the characteristics of the title.
1. Generally, the tittle is formulated before the start of the research work. It may be
revised and refined later if there is a need.
2. The title must contain the subject matter of the study, the locale of the study, the
population involved and the period when the data were gathered or will be
gathered.
3. It must be broad enough to include all aspect of the subject matter studies or to be
studied. Hence, the title indicates what is expected to be found inside the thesis
report.
4. It must be brief and concise as possible..
5. Avoid using the terms “An Analysis of”, “A study of”, “An Investigation of” and the
likes. All these things are understood to have been done or to be done when a
research is conducted.
6. In the title contains more that one line, it must be written like an inverted pyramid,
all words in capital letters.
 STATEMENT OF THE PROBLEMS
Guidelines in formulating the general problems and the specific sub-problems or
specific questions;

1. The general statement of the problem and the specific sub-problems or questions
should be formulated first before conducting the research.

2. It is customary to state specific sub-problems in the interrogative form. Hence, sub-

problems are called specific questions,
3. Each specific questions must be clear and unequivocal, that is, it has only one
meaning. It must not have dual meanings.
4. Each specific question is researchable apart from the other questions, that is answer
to each specific questions can be found even without considering the other
questions.
5. Each specific question must be based upon known facts and phenomena. Besides,
data from such known facts and phenomena must be accessible to make a specific
question researchable.
6. Answer to each specific questions can be interpreted apart from the answer to other
specific questions.
 STATEMENT OF THE PROBLEMS
(Continuation)
7. The answer to each specific question must contribute to the development of the
whole research problem or topic.
8 . Summing up the answer to all the specific questions will give a complete
development of the entire study.
9. The number of specific questions should be enough to cover the development of the
whole research problem or study.
Before writing down the specific questions, determine first the different aspects of
the research problem to be studied and then for each aspect make one specific
question with sub-question if there is a need. If the research topic is the teaching of
science the different aspects may be the following;
a. Qualifications of teachers, especially educational.
b. Methods and strategies of teaching used and their level of effectiveness.
c. Facilities available, instructional and non-instructional and their adequacy.
 STATEMENT OF THE PROBLEMS

(Continuation)
d. Adequacy of supervisory assistance intended to teachers;
e. Comparison between the perceptions of the teachers and those of the students
concerning the different aspects;
f. Problems encountered by the teachers in teaching science;
g. Proposals to solve or help solve the problems; and
h. Implications of the study to the teaching of science.
 Statement of the Problems
10. Generally, there should be a general statement of the problem and then this should be
broken up into as may sub-problems or specific questions as necessary: Ex.: This
study was conducted to investigate all aspect of the teaching of science in the HS of
Del Gallego District during the school year 2020-2021:
a. How qualified are the teachers handling science in the high school of Del Gallego
District?
b. How effective are the methods and strategies used by the teachers in teaching
science?
c. How adequate are the instructional as well as the non-instructional facilities for the
teaching of science?
d. How adequate are the forms of supervisory assistance extended to the teachers
relative to the teaching of science?
e. Is there any significance between the perceptions of the teachers and those of the
students concerning the different aspects in the teaching of science?
 STATEMENT OF THE PROBLEMS
f. What problems are being encountered by the teachers of science?
g. What suggestion are offered by the teachers and students to improve the teaching
of science?
h. What are the implications of the findings to the teaching of science?
ASSUMPTION
 ASSUMPTIONS
Assumption – is a self evident truth which is based upon a known facts or
phenomenon.
Oftentimes, especially in descriptive and historical researches, assumption are not
explicitly expressed but left implicit, that is, they are unwritten. Generally, every
specific questions implicitly based upon an assumption. If there is no assumption,
expressed of implicit, there can be no specific question.
Example:
1. Specific questions: How qualifies are the teachers handling science?
Implicit (unwritten) assumption: There are certain qualifications that one should possess before he
can teach science.

2. Specific questions: How adequate are the facilities that a school should acquire before it can offer
science as a subject?
Implicit assumption: There are certain required facilities that a school should acquire before it can
offer science as a subject.

3. Specific questions: How effective are the methods used in the teaching of science.
Implicit assumption: There are certain methods that are effective in the teaching of science.
 GUIDELINES IN THE USE OF BASIC
ASSUMPTIONS
Guidelines in the use of basic assumption:
(by Sugden as cited by Manuel p. 81)

1. You can assume the value of your study. Such an argument should have been
made under the section, significance of the study.
2. You cannot assume the reliability of the instruments you propose to use in
your research. Such a rationale and defense should be made under
methodology.
3. You cannot assume the validity of basic data. Validity is established under
methodology.
4. You cannot assume that your population is typical. The point is to be made
under methodology.
5. An assumption is not tested, neither it is defended nor argued.
HYPOTHESES

T H E S E
HY P O
S
 HYPOTHESES

Hypotheses – Is a tentative conclusion and answer to a

specific question raised at the beginning of the
investigation. It is an educated quests about the
answer to a specific question.
Form of Hypotheses., there can be no specific question.

1. Operational Form – is stated in the affirmative. It states that there is a

difference between two phenomena

2. Null Form – is stated in the negative. Stated that there is no difference

between to phenomena. In other words, the null form expresses equality
between two phenomena.
GUIDELINES IN THE FORMULATION OF
EXPLICIT HYPOTHESES.
Guidelines in the formulation of explicit hypotheses:

1. In experimental investigation, hypotheses have to be explicit, they have to be

expressed. They have to be expressed also in comparative and correlational
studies.
2. In descriptive and historical investigation, hypotheses are seldom expressed if not
entirely absent. The sub-problem or specific questions raised before the start of
the investigation and stated under the statement of the problem serve as the
hypotheses. The specific questions serve as the hypotheses. With this fact, it is
logical to that matter all theses and dissertations have their own respective
hypotheses. Consequently, no research is conducted without any hypotheses at all.
3. Hypotheses are usually stated in the null form because testing a null hypotheses is
easier that a hypotheses in the operational form. Testing a hypothesis simply
means gathering data to answer it.
4. Hypotheses are formulated from the specific questions upon which they are based.
GUIDELINES IN THE FORMULATION OF
EXPLICIT HYPOTHESES.

Example 1:
Questions: Is there any significant difference between the perception of the teachers and those of the
students concerning the different aspects in the teaching of science?
Operational Hypothesis: There is a significant difference between the perceptions of the teachers and
those of the students concerning the different aspects in the teaching of science.

Null Hypothesis: There is no significant difference between the perceptions of the teachers and those of
the students concerning the different aspects in the teaching of science.

Example 2:
Questions: Is there any significant difference between the effectiveness of the inductive methods and that
of the deductive methods in the teaching of science?
Operational Hypothesis: There is a significant difference between the effectiveness of the inductive
methods and that of the deductive methods in the teaching of science.

Null Hypothesis: There is no significant difference between the effectiveness of the inductive methods and
that of the deductive methods in the teaching of science.
PURPOSE, FUNCTIONS & IMPORTANCE OF
HYPOTHESES OR SPECIFIC
QUESTIONS.
Hypotheses (specific questions) perform important functions in research as
follows:

1. They help the researcher in designing his study: what methods, research
instruments, sampling design and statistical treatments to use, what data to gather,
etc.
2. They serve as bases for determining the relevance of data.
3. They serve as bases for determining the relevance of data.
4. They serve as bases for the explanation of discussion about the data gathered.
5. They help guide to researcher in consolidating his findings and in formulating his
conclusion. Generally, finding and conclusion are answer to the hypotheses of
specific questions raised at the start of the investigation.
QUESTION FOR STUDY
1. How is a problem known to be a research
problem?
2. What are the elements of a research problem?
3. How is a good research problem selected?
What are the guidelines in selecting a
research problem?
4. How is the title of a research problem
formulated?
5. How are the general and specific questions of
a reaserch problem formulated?