DR Frederick W Gomez... The ABC On The Methods of Educational Research

The ABC of the Methods of Educational Research and Statistics
Dr. Frederick W. Gomez

Professor
Research, Philo, PoS, Theo, Hist & Education
Why ABC of Research?

1. it is a science
2. it has a process
3. it has a method
How to do?
1. follow the systemic behavior of the

Research
Why do the Research?

1. it has a problem
• 1.1. state the problem
1.1.1. by profiling
1.1.2. by descriptive
1.1.3. by inferential
1.1.4. by statistical
Why Publish?
1. For the scientific community
1.1. Research is incomplete until published;
1.3. Unpublished research has doubtful scientific
values;
1.4. Non-cited work does not contribute to the body
of knowledge.
2. For the researcher

2.1. Personal satisfaction
2.2. Measure of scientific contribution
2.3. Criteria for promotion
2.4. Protection against plagiarism
2.5. Image-Building
3. For the Academe

3.1. Gauge of excellence of scientific
training;
3.2. Basis for accreditation & recognition;
3.3. Basis for budget release
3.4. Basis for promotion
When to Publish
1. When there is question of reliability &
validity;
2. When it involves significant, substantial
acceptance, rejection and theorizing;
3. When it complements recently scholarly
work.
4. When presented to conferences or seminars;
5. When refereed from the outside or the
organization.
Reasons for Rejection of Article

1. Not contribute the “body of knowledge”;
2. Conceptual framework or RRLS are NOT
well developed;
3. Methodology does not answers the 5W &
1H;
4. The writing style is disorganized &
structured.
Article Title (8-15 words)

The 5W & 1H or the ABC of Research
Basic Structure of a Title
Main Theme: Research Design + Population +

Geographical Area
Example:
Value Profile and Susceptibility to Interpersonal
Influence: A Survey of Student Smokers at Xavier
University, School Year 2011-2012
Example:
“Travelers' Destination Outlook as Source of New Product
Concepts: A Q-method Study of the Panaad Rites in the Island
of Camiguin, Fiscal Year 2012-2013”
“A Portrayal of Preadolescent Children in Region X

Television Commercials: A Content Analysis, 3rd Quarter 2012”
“Colors and Shopping Intentions: An Experimental

Examination of the Intervening Effect of Price Fairness in
Gaisano & LimKetKai Malls, CDO, 2nd Quarter 2012”
Abstract
Swales (1990):
“When writers are requested to write an abstract, they are said to
have trouble doing it.”
Rhetorical Moves of Abstracts (SiPuMSaFC)

Move 1: Situating Research
Move 2: Purpose
Move 3: Method
Move 4: Salient Findings
Move 5: Conclusion
Full Abstract Sample

[Move 1] Errors in writing are inevitable among
non-native speakers of the English language.
However, left uncorrected, such errors will
undermine school efforts of institutionalizing
quality communication to effect quality instruction.
[Move 2] Hence, this study was conducted to
examine the errors in writing frequently committed
by science, math, and engineering faculty of the
subject university. [Move 3] The analysis of essays
was done by identifying the errors and
categorizing them
• according to language functions. Frequency was

used to determine the order of errors. The
tabulation included the actual number of usage
and the number of correct and erroneous usage.
[Move 4] Findings show that the essays
contained grammatical errors although relatively
low. Most frequent errors were in the use of
tenses, prepositions, noun inflection, articles,
and subject-verb agreement Errors in
conjunction, verb form, pronoun, and modifier
were less frequent. [Move 5] The findings make
• language retooling program necessary for the faculty to achieve

accuracy in the use of the English language;
Introduction: Elements
• Element 1: Problem
• “Learning mathematics remains one of the difficult challenges ...”
• “Although many teachers use cooperative learning methods, few

structure them systematically.”
• “In spite of the numerous expeditions and surveys on Mt.

Makiling, data on the microbial species has not been
given any attention.”
• “Biological and phytochemical studies have been

conducted on ampalaya but no study on its anti-
tubercular activity has been done yet.”
Element 2: Importance
Element 3: Literature
Element 4: Objectives
Element 5: Time and Setting
INTRODUCTION = P+I+L+O+T
SCOPE AND DELIMITATION - Elements

• Scope = coverage of the study
• Identify the following boundaries:
• Subjects
• Objectives
• Time frame
• Area
• Facilities
• Issues of focus
DELIMITATION vs. LIMITATION

• Delimitation – factors that the researcher controls.
Examples:
In order to assure manageability of the collected data, survey
instruments used only multiple-choice items and did not include
open-ended response items.
• Due to the large number of potential participants

in the studied population, the population involved
in the current study focused only on members
within South Dakota.
Limitation – factors over which the researcher has

little or no control
Examples:
• Small sample available for the study
• Failure of sample respondents to answer with
candor
• Factors not accounted for or not controlled
• 4. Mortality rate or loss of respondents
DEFINITION OF TERMS
• Define terms used in the study that are unusual or not
widely understood.
• Define terms either technically or operationally.
• Do not define terms already defined in the

Theoretical/Conceptual Framework.
Review of Related Literature & Studies

(RRLS)
Important Notes:
• Presents the theoretical core of the study;
• Synthesizes the work of others;
• Acknowledge author(s) with the observance of the ethical
standard;
• Use the 2007 up to date RRLS
• Write them that grade 3 pupils can understand
Synthesized Review:
• One way that teachers can include the study of discourse in
the second language classroom is to allow students themselves
to study language; that is, make them discourse analysts
(Murcia, 2007; Carter, 2008; Riggenbach, 2009).
• Includes studies from the past three (3)years;

• Covers not too few nor too many work;
• Establishes relationships of cited works;
• The connectivity between RRLS is important.
Methodology
Participants
• 1.1. Characteristics (Population);
• 1.2. Selection (Randomization);
• 1.3. Type of research engaged.
Design
Materials or Instrumentation
• 3.1. Formulation as to type of research engaged;
• 3.2. Number of items from the universal population into a sample
size of population
3.4. Scoring
3.5. Validation
3.6. Nature of the items
3.7. Score Interpretation by qualitative or quantitative
. Procedure
. Analyses
Findings
• Report the results.
• Use tables for detailed results and only when necessary.
Example:
“The control group averaged 83.2% while the experimental group
averaged 93.6%.”
• Use subheadings if results are relatively long.
• Present only the salient findings (trends, patterns,

extremities)
• Put symbols and figures in parentheses when reporting
the results.
• “The mean of 3.25 for the boys was higher than the
mean of 3.00 for the girls in the sample.”
• “The boys scored higher overall (x=3.25) than the
girls (x=3.00).”
Discussion
Elements of Discussion:
Element 1:Restate the study’s main purpose;

Element 2:Reaffirm the importance of the study;
Element 3:Summarize the results in relation to the objectives;
Element 4: Relate the findings back to the literature/studies;

Element 5: Provide possible explanations for unexpected or
non-significant findings;
Element 6: Discuss the practical implications of the study;
Element 7: Highlight the main limitations of the study that

could influence its internal and external validity;
Element 8: Discuss insightful directions or opportunities for
future research on the topic;
Element 9: Accept or reject previous findings or studies in the
body of existing knowledge;
Element 10: Theorize findings that contribute new knowledge in
the field of science and in the preservation,
protection and promotion of life.
CONCLUSIONS
• Conclusions are not the same as findings and should not simply
be restatements of findings;
• Stated in the present tense.
Findings:
• A study of public school superintendents across
America in 1991 yielded the following findings:
• 1. Only 5% were non-White.
• 2. Only 8% were female.
Conclusion:
• Women and minorities continue to remain
underrepresented in the ranks of public school
superintendents.
Findings:
1. Between 6 pm to 11 pm, 40-50% of the population
watched TV.
2. At 7 pm less than 10% of the population listened to the
radio.
Conclusion:
• TV is more popular than radio in the evening.
Examples
Finding:
• Full-time instructor faculty, 96% were licensed and 94% were
master of art teaching graduates.
• Conclusions:
• Full-time instructor faculty are competent teachers.
• Right: Full-time instructor faculty are qualified to teach

Verb Tenses for Research Writing
• For facts or information write them in the present tense.
Example:
• A multiple choice questionnaire was used since it offers a way to

reduce the time respondents will need to complete it, and
therefore to increase the number of completed questionnaires.
• Most of your methodology section will be written in the past

tense because you are recording what you have done.
Notice too that it is usually written in the simple past (the
verb tense used for events that are now finished).
For example:
a. The sample was weighed.
b. Fish seed were added to the pool.
c. A thermometer recorded changes in external
temperature.
• For facts or information that are true and unlikely to change, write
about them in the present tense. For example:
• Vietnam was chosen for this study because it has a long coastline.
• Cornmeal was used to feed the fingerlings because it provides

high nutritional content at a relatively low cost.
• The present tense is used to talk about the thesis or

dissertation itself and what it contains, shows, etc. For
example:
• Table 3 shows that the main cause of weight increase was

nutritional value of the feed.
• The past tense is used to describe the result of the study.

For example:
• Scores on standardized tests did not correlate with the
ability to write.
• The present tense is used to for generalization or

conclusion.
For example:
• Scores on standardized tests do not correlate with the
ability to write.
• The past tense is used for discussions about works of theory or

philosophy. For example:
• In his Critique of Pure Reason, Immanuel Grant speculated that …

• The present tense is used for a highly formal

recommendation. For example:
• After consideration of all the information available

concerning the problems just described, it is recommended:
1. That the management adopts the …

2. That the faculty members employ strategies that …
3. That the students pursue courses that …
• More discourses!!!
• See you in Seminar in Research

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The ABC of the Methods of Educational Research and Statistics

Dr. Frederick W. Gomez

Dr. Frederick W. Gomez

Why ABC of Research?

1. follow the systemic behavior of the

Why do the Research?

2. For the researcher

3. For the Academe

Reasons for Rejection of Article

Article Title (8-15 words)

Basic Structure of a Title

Main Theme: Research Design + Population +

“A Portrayal of Preadolescent Children in Region X

“Colors and Shopping Intentions: An Experimental

Rhetorical Moves of Abstracts (SiPuMSaFC)

Full Abstract Sample

• according to language functions. Frequency was

• language retooling program necessary for the faculty to achieve

• “Learning mathematics remains one of the difficult challenges ...”

• “Although many teachers use cooperative learning methods, few

• “In spite of the numerous expeditions and surveys on Mt.

• “Biological and phytochemical studies have been

SCOPE AND DELIMITATION - Elements

DELIMITATION vs. LIMITATION

• Due to the large number of potential participants

Limitation – factors over which the researcher has

• Define terms either technically or operationally.

• Do not define terms already defined in the

Review of Related Literature & Studies

• Includes studies from the past three (3)years;

• Present only the salient findings (trends, patterns,

Element 1:Restate the study’s main purpose;

Element 4: Relate the findings back to the literature/studies;

Element 7: Highlight the main limitations of the study that

• Right: Full-time instructor faculty are qualified to teach

Verb Tenses for Research Writing

• For facts or information write them in the present tense.

• A multiple choice questionnaire was used since it offers a way to

• Most of your methodology section will be written in the past

• Cornmeal was used to feed the fingerlings because it provides

• The present tense is used to talk about the thesis or

• Table 3 shows that the main cause of weight increase was

• The past tense is used to describe the result of the study.

• The present tense is used to for generalization or

• The past tense is used for discussions about works of theory or

• In his Critique of Pure Reason, Immanuel Grant speculated that …

• The present tense is used for a highly formal

• After consideration of all the information available

1. That the management adopts the …

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