RES 122 INTRO TO RESEARCH

CLASSIFICATIONS OF RESEARCH

FEATURES

BASIC RESEARCH

APPLIED RESEARCH
Practical concerns

Objective

Theoretical understanding of
relations between/among
variables

Motivation

Advancement of knowledge,
understanding nature

Improvement of human
conditions

Driving Force

Finding answers to intriguing

questions regarding natural
phenomena

Finding solutions to practical

problems of society

FEATURES

QUALITATIVE
Describes completely and in
detail

Aim

Researcher may only know

roughly in advance what
he/she is looking for
Emerges as the study unfolds

Direction
Design
Source of Data
Type of Data

Researcher is the datagathering instrument

(interviewer).
In the form of words, pictures
or objects
Subjective interprets events,
uses participants observation,
conducts in-depth interviews,
etc.

Role of Researcher

Comprehensivenes
s

Researcher tends to become

subjectively immersed in the
subjectively immersed in the
subject matter.
Richer data, timeconsuming and less able to be
generalized

QUANTITATIVE
Classifies and counts qualities;
constructs statistical models to
explain what is observed
Researcher knows clearly in
advance what he/she is
looking for
Carefully designed before data
is collected
Researcher uses tools such as
questionnaires or equipment
to collect numerical data
In the form of numbers and
statistics
Objective seeks precise
measurement and analysis of
target concepts e.g., uses
surveys, questionnaires, etc.
Researcher tend to remain
objectively separated from the
subject matter.

More efficient; able to test

hypotheses; may miss
contextual detail

Identifying the Research Problem

The identification of the research problem is the first task in undertaking
research. This task includes three major steps:
1. Thinking about the topic.
2. Specifying the problem statement.
3. Identifying the variables to be investigated.
Purpose of a Problem Statement

Introduce the reader to the importance of the topic

Place the problem into a particular context

Provide framework for reporting the results

The Thinking about it stage

Levine (2007) suggests the following guidelines when thinking about thesis
work:

Explore various possibilities.

Avoid eliminating ideas too quickly. Build on them and look for
various possibilities. See how many different research projects
can be identified. Try to be creative and expansive in thinking at
this stage.

Put ideas into writing.

It is so much better to be able to sit down and scan the many
ideas that have been previously put down in writing.

Do not be overly influenced by others.

This is a good opportunity to focus on a research topic that is
really and truly the researchers personal choice and therefore
he/she can willingly commit to.

Be reasonable with expectations.

Be realistic in setting a goal. Make sure expectations are
reasonable.

Be realistic about the time schedule.

Consider the current work load. The researcher should be sure
that he/she is willing to commit the amount of time necessary to
undertake the research.

Specifying the problem statement

Declares in a concise manner the purpose of a research study

Indicates the connection (relationship or comparison) between or
among variables
States the problem clearly without any ambiguity

Identifying the variables to be investigated

WRITING THE INTRODUCTION

The introduction tells the reader:

What the topic of the paper is in general terms

Why the topic is important
What to export in the paper

Introductions should:

Funnel from general ideas to the specific topic of the paper

Starts with a broad basis and then narrows it down to you particular field of study

Guidelines

Keep it short (1 to 2 pages only)

Should logically end at the research problem

Organize your paper properly based in the outline and structure of the paper

Mental Road Map

What is the subject of the paper?

What is the area of interest and what have other researchers found?
What was I am trying to study?
Why was the topic important to investigate?
What did we know about the topic before I did study?
How will this study advance our knowledge?

Common problems:

Merely repeating the terms of the topic

Give too much general background just enough to introduce the general area and
the issue/problem/question
Announce your intention to write a paper (This paper will answer the question.)
Unclear problem organization
Poor organization

What is a PROBLEM STATEMENT?

Problem Statement is the description of an issue currently existing which needs to
be addressed. It provides the context for the research study and generates the questions
which the researcher aims to answer. The statement of the problem is the focal point of
any research.

WHAT ARE KEY COMPONENTS OF THE STATEMENT PROBLEM?

Problem statements often have three elements:
1. The problem itself, stated clearly and with enough contextual detail to establish why it
is important
2. The method of solving the problem, often stated as a claim or a working thesis
3. The purpose, statement of objective and scope of the project being proposed.
These elements should be brief so that the reader does not get lost. One page is enough
for a statement problem.

Criteria for Research Problem Statements:

The statement of the problem should clearly indicate what is to be investigated.
The actual statement may be in a declarative or in a question form.
The statement should indicate the variables of interest and the specific relationship
between the variables that are to be studied.

THEORETICAL FRAMEWORK
This is the foundation of the research study. These are highly related theories and principles that were
established and proven by authorities which are very useful to the present study. Theoretical Framework, therefore,
refers to the set of interrelated construct, definitions, and prepositions that presents a systematic view of
phenomena by specifying relations among variables. The theoretical framework becomes the basic of the
research problem. It explains the phenomena upon which the thesis investigation hopes to fill the vacuum in the
stream of knowledge. The theoretical framework is not something that you found readily available in the literature.

You must review course readings and pertinent research literature for theories and analytic models that are relevant
to the research problem you are investigating.
DEVELOPING THE THEORETICAL FRAMEWORK

1.
2.
3.
4.
5.

Examine your thesis title and research problem.

Brainstorm on what you consider to be the key variables in the research.
Review related literature.
Lists the constructs variables.
Review the theories that are introduced to you in your course readings and choose
the theory/ies that can explain the relationship between the key variables in your
study.
6.
Discuss
the

assumptions and propositions of this theory and point out the relevance to your
study.

CONCEPTUAL FRAMEWORK
The conceptual framework becomes the central theme, the focus, the main thrust of the study. It serves as a guide
in conducting investigation.
Paradigm. A paradigm is a diagrammatic representation of a conceptual framework. It depicts in a more
vivid way what the conceptual framework wants to convey.

Scope and limitations of the Study

Guidelines in writing the scope and delimitation. The scope and delimitation should include the following:

1. A brief statement of the general purpose of the study.

2. The subject matter and topics studied and discussed.

3. The locale of the study, where the data were gathered or the entity to which the data belong.
4. The population or universe from which the respondents were selected. This must be large enough to make
generalizations significant.
5. The period of the study. This is the time, either months or years, during which the data were gathered.
Example: This investigation was conducted to determine the status of the teaching of science in the high schools of
Province A as perceived by the teachers and students in science classes during the school year 1989-1990. the
aspects looked into were the qualifications of teachers, their methods and strategies, facilities forms of supervisory
assistance, problems and proposed solutions to problems.
General purpose: To determine the status of the teaching of science.
Subject matter: The teaching of science.
Topics (aspects) studied: Qualifications of teachers. Their methods and strategies, facilities, form of supervisory
assistance, problems and proposed solutions to the problems.
Population or universe: teachers and students
Locale of the study: High schools of province A.
Period of the study: School year 1989-1990.

IMPORTANCE OR SIGNIFICANCE OF THE STUDY

This section of the paper describes or explains the potential value of the study and
findings to the social sciences or the field of education. This part, therefore, should
identify the audience for the study and how the results will be beneficial to them.
1. The significance of the study to existing conditions must be explained or discussed.
2. Possible solutions to existing problems or improvement to unsatisfactory
conditions.
3. Who are to be benefited and how they are going to be benefited. It must be shown
who are the individuals, groups or communities who may be placed in a more
advantageous positions on account of the study.
4. Possible contribution to the fund of knowledge. If in the study it is found that the
inductive method is very effective in the teaching of science, it should be pointed
out that this can be a constribution of the study to the fund of knowledge.
5. Possible implications. It should be discussed here that the implications include the
possible causes of the problems discovered, the possible effects of the problems,
and the remedial measures to solve the problems.

DEFINITION OF TERMS
Guidelines in defining terms:
1. Only terms, words, or phrases which have special or unique meanings in the study are defined.
2. Terms should be defined operationally, that is how they are used in the study. For instance, a study is made
about early marriage. What is meant by early marriage? To make the meaning clear, early marriage may be defined
as one in which the contracting parties are both below eighteen years of age.
3. The researcher may develop his own definition from the characteristics of the term defined. Thus, a house of light
materials may be defined as one with bamboo or small wooden posts, nipa, buri, or nipa walls; split bamboo floor
and cogon or nipa roof. This is also an operational definition.

4. Definitions may be taken from encyclopedias, books, magazines and newspaper articles, dictionaries, and other
publications but the researcher must acknowledge his sources. Definitions taken from published materials are called
conceptual or theoretical definitions.
5. Definitions should a\be brief, clear, and unequivocal as possible.
6. Acronyms should always be spelled out fully especially if it is not commonly known or if it is used for the first time

REVIEW OF RELATED LITERATURE

Guidelines in Citing Related Literature and Studies
A. Characteristics of the Materials Cited
The following are the characteristics of related literature and studies that should be cited: (Repeated for emphasis)
1. The materials must be as recent as possible. This is important because of the rapid social, political, scientific,
and technological changes. Discoveries in historical and archaeological research have also changed some historical
facts. Researchers in education and psychology are also making great strides. So, finding fifteen years ago may
have little value today unless the study is a comparative inquiry about the past and the present. Mathematical and
statistical procedures, however, are a little more stable.
2. Materials must be as objective and unbiased as possible. Some materials are extremely one sided, either
politically or religiously biased. These should be avoided.
3. Materials must be relevant to the study. Only materials that have some military to or bearing on the problem
researched on should be cited.
4. Materials must not too few but not too many. They must be sufficient enough to give the researcher insight into
his problem or to indicate the nature of the present investigation. The number may also depend upon the availability
of related materials.
B. Ways of Citing Related Literature and Studies
The following are the ways of citing related literature and studies:
1. By author or writer. In this method the ideas, facts, or principles, although they have the same meaning, are
explained or discussed separately and cited in the footnote with their respective authors or writers.
2. By topic. In this case, if different authors or writers have the same opinion about the same topic, the topic is
discussed and cited under the names of the authors or writers. This is a summary of their opinions. This is to avoid
separate and long discussions of the same topic.
Example: It has been found out that praise is an important aid in learning of children. (Enriquez, 1981)
3. Chronological. Related materials may also be cited chronologically, that is, according to the year they were
written. Materials which were written earlier should be cited first before those which were written later.

C. What to Cite
It should be emphasized that only the major findings, ideas, generalizations, principles, or conclusions in
related materials relevant to the problem under investigation should be discussed in this chapter. Generally,
such findings, ideas, generalizations, principles, or conclusions are summarized, paraphrased, or
synthesized.
D. Quoting a Material
A material may be quoted if the idea conveyed is so perfectly stated or it is controversial and it is not too long. It is
written single spaced with wider margins at the left and right sides of the paper but without any quotation marks.

How to Write the Body of a Review of Related Literature

When writing the Body, do the following:

Group the sources according to their common dominators (approaches, objectives or any specific
chronologies);

Give the examples of how to sort out these groups. Use quotations, evidences, data, etc. They will make
your review of related literature more valid.

How to Write the Conclusion of a Review of Related Literature

To make the Conclusion, do the following:

Summarize the contributions of the literature sources made to the area of study you investigate. Maintain
the central focus in the Introduction;

Give a kind of insight into the relationship between the topic of your review and a larger study area (e.g. a
discipline, a scientific endeavor, etc.)

METHODOLOGY
How to write the Methods Sections
The method sections should utilize subheading to divide up different subsections. These
subsections typically include:
Population, Sample size and Sampling Technique
The researcher describes how he selected places, products, situations, and respondents. If regions were used, the
different regions of the country are included in his first list. The next question is: how did the researcher select the
sample regions included in the study? Are the selected regions representative of all the regions that make up the
Philippines? If barrios in a particular province were the focus of the study, how did the researcher select the few
barrios representative of all the barrios? On the other hand, if ethnic groups were used, how did he arrive at the
majority and minority ethnic groups of the particular national survey? The researcher should describe how he went
about selecting the sampled places and sampled products and respondents in this part of the methodology.
Materials
Describe the materials, measures, equipment or stimuli used in the study. This may include testing instruments,
technical equipment, books, images, or other materials used in the course of research.
Research Design

The method of research used whether historical, descriptive or experimental should be explained briefly. The
procedural part of the method, its appropriateness to the study, and some of its advantages should be given
attention and should be well discussed.
Example: Suppose the descriptive method of research was used in the study of the teaching of science in the high
schools of Province A. Briefly the discussion follows:
The descriptive method of research was used in this study. Descriptive method of research is a fact-finding study
with adequate and accurate interpretation of the findings. It describes what is. It describes with emphasis what
actually exist such as current conditions, practices, situations, or any phenomena. Since the present study or
investigation was concerned with the present status of the teaching of science in the high schools of Province A, the
descriptive method of research was the most appropriate method to use.
Procedures
The next part of your method section should detail the procedures used in your study. Explain what you had
participants do, how you collected data, and the order in which steps occurred. Organizes into what you have done
pre(before), during and post (after) the collection of data.
Research Setting
The research setting is the environment in which research is carried out. This could be a laboratory or a real setting,
such as the subjects working environment if you are conducting research into peoples working lives.
The most common research settings in which to employ in your research strategies are the lab and the field.
Research Environment/Setting should:

Describe the geographic location where the study will take place
Describe the locale of the environment
Cite recognizable landmarks such as a nearby urban city
Describe the participant pool

Statistical Treatment of Data

The last part of this chapter usually describes the statistical treatment of data. The kind of statistical treatment
depends upon the nature of the problem, especially the specific problems and the nature of the data gathered. The
explicit hypotheses particularly determine the kind of statistics to be used.
What functions do statistics perform in research? Some are the following:
1. Statistical methods help the researcher in making his research design, particularly in experimental research.
Statistical methods are always involved in planning a research project because in some way statistics directs the
researcher how to gather his data.
2. Statistical techniques help the researcher in determining the validity and reliability of his research instruments.
Data gathered with instruments that are not valid and reliable are almost useless and so the researcher must have to
be sure that his instruments are valid and reliable. Statistics helps him in doing this.
3. Statistical manipulations organize raw data systematically to make the latter appropriate for study. Unorganized
data cannot be studied. No inferences or deductions can be made from unorganized data. Statistics organized
systematically by ordered arrangement, ranking, score distribution, class frequency distribution or cumulative
frequencies. These make the data appropriate for study.

4. Statistics are used to test the hypotheses. Statistics help the researcher to determine whether these hypotheses
are to be accepted or to be rejected.
5. Statistical treatments give meaning and interpretation to data. For Instance, if the standard deviation of the class
frequency of a group is small, we know that the group is more or less homogeneous but if it is large, the group is
more or less heterogeneous.
6. Statistical procedures are indispensable in determining the levels of significance of vital statistical measures.
These statistical measures are the bases for making inferences, interpretations, conclusions or generalizations.
Some guidelines in the selection and application of statistical procedures.

RESULTS & DISCUSSION

The results section of a research paper describes to the reader the outcome and findings of the research project. Using
some simple techniques in the preparation of this section produces a clear and comprehensible presentation of your
research.

Step 1 Organize the layout of the results section in the same way you structured the hypotheses or research questions
in the introduction section of your research project. This will make it easier for the readers to follow your results.

Step 2 Start by describing the statistical test or tests used to compare the different conditions or test your hypotheses.
Be clear on what hypothesis or question is being compared with each statistical test as well as how you are defining the
groups being compared within the test.

Step 3 Use descriptive statistics to describe the overall characteristics of the groups being compared or sample tested
with the inferential statistic.

Step 4 State the statistical results in the acceptable format for your discipline.
Step 5 End each statistical test with a sentence or two indicating what that particular statistical result says about the
hypothesis or question. Was your hypothesis supported by the statistical result?

Step 6 Use tables and figures sparingly. Tables and figures should help the reader visualize the important results, but
not carry the bulk of the work in the presentation of your findings. Tables and figures are helpful to summarize a large
amount of data that is essential for the reader to see but for which it would be too difficult to include each number in the
narrative format of the results section.

Step 7 Rewrite and revise until you have every test necessary to test your hypotheses and the reader can easily
determine what the results indicate in terms of your hypotheses or questions.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This is the last chapter of the thesis and the most important part because it is here where the
findings, and the whole thesis for that matter, are summarized; generalizations in the form of
conclusions are made; and the recommendations for the solution of problems discovered in the study
are addressed to those concerned.
Summary of Findings
Guidelines in writing the summary of findings. The following should be the characteristics of the
summary of findings:
1. There should be e brief statement about the main purpose of the study, the population or
respondents, the period of the study, method of research used, the research instrument, and the
sampling design. There should be no explanations made.
2. The findings may be lumped up all together but clarity demands that each specific question under
the statement of the problem must be written first to followed by the findings that would answer it.
3. The findings should be textual generalizations, that is, a summary of the important data consisting
of text and numbers. Every statement of fact should consist of words, numbers, or statistical
measures woven into a meaningful statement. No deductions, nor inference, nor interpretation
should be made otherwise it will only be duplicated in the conclusion.

Conclusions
Guidelines in writing the conclusions. The following should be the characteristics of the conclusions.
1. Conclusions are inferences,deductions,abstractions,implications, interpretations, general
statements, and/or generalizations based upon the findings. Conclusions are the logical and valid
outgrowths upon the findings.
2. Conclusions should appropriately answer the specific questions raised at the beginning of the
investigation in the order they are given under the statement of the problem.
3. Conclusions should point out what were factually learned from the inquiry. However, no conclusions
should be drawn from the implied or indirect effects of the findings.
4. Conclusions should be formulated concisely, that is, brief and short, ye they convey all the
necessary information resulting from the study as required by the specific questions.

References
http://www.professorbwisa.com/free_downloads/problem_statement.pdf
http://classroom.synonym.com/write-results-section-research-paper-4246.html
http://thesisadviser.blogspot.com/2013/02/things-to-consider-in-writingyour.html