Research Reviewer

Note: Read after you sleep: analyze, but don’t memorize.

NATURE AND INQUIRY OF RESEARCH

Research
 searching something previously unknown.
 Is a systematic investigation, study of materials, sources to establish facts and reach new conclusions.
 An act of studying something carefully and extensively in order to attain deep knowledge.

Background Information of Quantitative Research

Quantitative Research

 Using numbers in stating generalizations about a given problem or inquiry.

 These numbers are the results of objective scales of measurement of the units of analysis called variables.
 Research findings are subjected to statistical treatment to determine significant relationships or differences between
variables, and the bases of generalization.

Variables – are the ones being tested

Characteristics of Quantitative Research

1. Methods of procedures of data gathering include items like age, gender among others, that call for measurable
characteristics of the population.
2. Standardized instruments guide data collection, thus ensuring the accuracy, reliability and validity of data.
3. Figures, tables or graphs showcase summarized data collected in order to show trends, relationships or differences among
variables.
4. A large population yields more reliable data, but principles of random sampling must be strictly followed to prevent
researchers’ bias.
5. Quantitative methods can be repeated to verify things in another setting, thus reinforcing validity of findings.
6. Quantitative research put emphasis of proof, rather than discovery.

Strengths of Quantitative Research

1. The most reliable and valid way of concluding results, giving way to a new hypothesis or to disproving it.
Objective Scales of Measurement – NORMS
2. The bigger number of sample in a population, the results/generalizations are more valid or reliable.
3. It filters out external factors, if properly designed, and so the result gained can be seen, as real and unbiased.
4. It is useful for testing the results gained by a series of qualitative researchers, leading to a final answer and a narrowing
down of possible directions to follow.

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Weaknesses of Quantitative Research

1. It can be costly, difficult and time-consuming, difficult because most researchers are non-mathematicians.
2. It requires extensive statistical treatment, requiring stringent standards more so with confirmation of results.
3. when ambiguities in some findings surface, retesting and the refinement of the design call for another investment in time
and resources to polish the results.
4. Quantitative methods also tends to turn out only proved or unproven results, leaving little room for uncertainty or grey
areas.

Kinds of Quantitative Research Designs

Research Design

 Is a plan, structure, and strategy of investigation conceived to obtain answers to research problems.
 Constitutes the blueprint for the selection, measurement and analysis of data.

Experimental Design

 Is the blueprint of the procedures that enable the researcher to test hypothesis by reaching valid conclusions about
relationships between independent and dependent variables.
 The research problem determines the research design you should use.

 Basis in Selecting an Experimental Design

 the purpose of the experiment,

 the type of variable to be manipulated, and
 the conditions of limiting factors under which it is conducted.

 Symbols in Discussing Experimental Designs

 R – random selection of subjects to assignment of treatments to experimental groups.

 X – experimental variable manipulated.
 C – control variables.
 O – observation or test.
 __ - a line that that between levels indicates equated groups.

SFV
DEPENDENT
INDEPENDENT
VARIABLES
VARIABLES
Determination of
Age,
schools,
Sex,
Individual,
Religion
Family

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  Types of Experimental Designs

 Pre – Experimental Designs – least effective, for it either provides with control group, no way of equating groups
that are used.

Ex. 1.) The one – shot case study

X O

Multimedia
Instruction Post-Test

2.) The one – group comparison design

O1 X O2

Multimedia
Pre-Test Post-Test
Instruction

3.) The static – group comparison design

X O
C O

Multimedia
Post-Test
Instruction

Traditional
Post-Test
Teaching

 True Experimental Designs – it employs randomization to provide for control of the equivalent of groups and
exposure.

Ex. 1.) The post-test only, equivalent groups design

R X O1
R C O2

R
Traditional
Post-test
Teaching
R Traditional Post-test
Teaching

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 2.) The pre-test, post-test, equivalent-groups design

R O1 X O2
R O3 C O4

3.) Solomon four-group design

R O1 X O2
R O3 C
O4
X O5
C O6

4.) Quasi-experimental designs

-Types of Quasi – experimental Designs

1.) The pre-test, post-test, non-equivalent groups design. (there is a big intellectual
capability of 2 sections being given a test)

O1X O2
O3C O4

2.) The time-series design. ( to verify, and is done to see if you understood on what is
discussed.)

X O4
O1 O2 O3 O5 O6 O7
3.) The equivalent time-series design.
X X X
O1 X O2 O3 O4 O5 O6 O7 O8
O9 O10

4.) The equivalent materials, pre-test, post-test design.

O1 X1 O2
O3 X2 O4

Non – Experimental Design

 Correlational, survey, and observational.

 Is when a researcher cannot control, manipulate or alter the predictor variable or subjects, but instead, relies on
interpretation, observation or interactions to come to a conclusion.
 This is a non – experimental design, the researcher examines the relationship between two or more variable in a
natural setting without manipulation or control.
 In other words, it is a research design where researchers study the relationship of two or more variables without any
intervention.
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  Need of Non – Experimental Design

 Non-experimental design can be used to conduct a study are as follows:

 the studies of which the independent variable cannot be maintained.

 The studies in which is unethical to manipulate the independent variable, i.e. manipulation may
cause physical or psychological harm to subject.
 The studies or research situations whether it is not physically possible to conduct experiments.
 Descriptive-style studies that do not require an experimental approaches.

 Advantage of Non – Experimental Research Design

 Non- experimental designs tend to be closest to real-life situations.

 Non- experimental research designs are most suitable for the nursing research studies (suitable for nursing).
 Numerous human characteristics are inherently no subject to experimental manipulation (e.g. blood type,
personality, health beliefs, medical diagnosis, etc.)
 There are many variables that could be technically manipulated, but manipulated is forbidden on ethical
grounds.

 Disadvantages of Non – Experimental Research Design

 The major disadvantage of non-experimental research is that the result obtained and the relationship between the
dependent and independent variable can never be absolutely clear and error free.
 Non – experimental research studies are conducted for comparative purposes using non randomly selected groups,
which may not be homogenous and tend to be dissimilar in different traits or characteristics which may affect the
authenticity and generalizability of the study results.

 Kinds on Non – Experimental Designs

1) Descriptive Research
 to observe, describe and to document aspects of a situation.
2) Survey Research
 for collecting data from a group, you may use a questionnaire or an interview.
 Usually for customer satisfaction in order to get feedbacks.
3) Exploratory research
 First time to conduct the study of the topic.
 A preliminary research.
 Ex: “The Provident Loan of High School Teachers”
4) Correlational Research
 2 or more variables in the same group to determine relationships.
 Ex: “Entrance Exam Test and Academic Performance of the Students.”
5) Ex – Post facto Research
 These type of research reads to investigate the causal relationship (the cause and effect relationship of
variables.)
 Ex: “The effect of Home Schooling on the Social Skills of Adolescents.”
6) Comparative Research
 Used to compare 2 distinct groups on the basis of selected attributes such as knowledge level, perceptions,
attitudes, physical or psychological symptoms.
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  Ex: “The Health Problems Among Urban Older People from Vigan City.”
7) Evaluative Research
 Uses standard social research methods for evaluative purposes, seeks to asses or judge about something.
 Ex: “The Effectiveness of Teaching of the Development of a Curriculum.”

Importance of Quantitative Research

1.) It reflects precise measurement and an in-depth analysis of data.

2.) It is useful in obtaining an objective, understanding of people, things, places and even events of this world.
3.) It requires the use of reliable measurement instruments of statistical methods.
4.) It is an effective method to obtain information about specified personality traits of a group member or as a whole.

Quantitative Research Across Disciplines

1.) Quantitative Research and Anthropology

 It employs experimental research design.
 It usually uses true and quasi-experimental designs.

2.) Quantitative Research and Communication

 it is often interested in how an understanding of a particular communication phenomenon might be generalized to a
large population.

3.) Quantitative Research and Sport Medicine

 it is used to test the effect of certain exercise to physical health.
 it validates health beliefs and practices to modern medical applications.

4.) Quantitative Research and Medical Education

 It tends to predominantly observational research based on surveys and correlational studies

5.) Quantitative Research and Behavioral Science

 Questions of Relationship – tends to explore how are behavior exhibited by people and is related to other types of
behavior.
 Patterns of Differences – explore how patterns of behavior perceptions might differ from one group or type to
another.

6.) Quantitative Research in Education and Psychology

 Merlens (2005) says that the dominant paradigms that guided early educational and psychological research were
positivism and it successor, past positivism.
 Positivism – is based on the rationalistic, empiricist philosophy that originated with Aristotle, Francis Bacon, John
locke, August Comle and Immanuel Kant.
 Positivism – include that beliefs that the social world can be studied in the same way as the natural world that is
value-free and that explanations of a casual nature can be provided.

7.) Quantitative Research and Social Sciences

 Quantitative approach – are typically associated with positivist perspectives in social research.
 Quantitative method - refers to the adoption of the natural sciences, experiments as the model for scientific
research.

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KINDS OF VARIABLES AND THEIR USES

Variables
 are something that can take more than one value and numbers can be words or numbers.
 The most common variables are: age, gender, education, income, civil status and occupation.
 An attribute is a specific value on a variable for instance gender has 2 attributes (which is male and female).
 Or the variables agreement might be defined as having 5 attributes:
 Strongly Disagree
 Disagree
 Neutral
 Agree
 Strongly Agree

NATURE OF VARIABLES AND DATA

 Nominal Variables
 represent categories that cannot be ordered in any particular way.
 Ex: biological sex, political affiliation, religious preference, brands of car, kinds of bag, breeds of cattle.

 Ordinal Variables
 represent categories that can be ordered from greatest and smallest.

 Internal Variables
 have values that lie along an evenly dispersed range of numbers.
 Ex: temperature, person’s net worth, UNP CST results, math scores

 Ratio Variables
 have values that lie along an evenly dispersed range of numbers when there is a absolute zero, as opposed to net
worth, which can have a negative debt-to-income ratio-level variable.
 Ex: most scores from response to survey, age

 Independent Variables
 Those that probably cause influence or affect outcomes.
 They are invariably called, treatment, manipulated, antecedent or predictor variables.

 Dependent Variables
 Those that depend on the independent variables.
 They are the outcomes or results of the influence of the independent variables.

 Intervening or Mediating Variables

 “stand between” the independent and dependent variables.
 They show the effects of the independent variable on the dependent variable.

 Control Variables
 Special types of independent variables that are measured in a study because they potentially influence the
dependent variable.
 Use of statistical procedures (ANCOVA); may be demographic or personal variables.

 Confounding Variables
 Those that are not actually measured or observed in the study.
 They exist but their influence cannot be directly detected in a study.

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IDENTIFYING THE INQUIRY AND STATING THE PROBLEM

Designing a Research Useful in Daily Life

Research
 Is a good or its seeking answers to questions or even solutions to problems of daily living.
 Typically calls to mind mathematical formulas that describe the ever expanding natural phenomena, complex theorems,
liquids in test tubes, endless experiments to explain phenomena, human behavior and the like.
 Research affects the society and the lives of each one of us, each day of our lives.

HOW
 The way we perceive the world
 The way we experience relationships with others
 The way society is organized and governed
 They ae influenced by the ever expanding frontiers of knowledge

Possible Research Topics Related to Daily Life:

 Poverty Alleviation  Traffic Situation
 Unemployment  Preservation and Conservation of the Environment
 Homelessness  Livelihood Projects
 Gender Equality  Entrepreneurial Ventures
 Population Aging  Health Care
 Child Care  Social Security
 Development of the Youth  Food Storage
 All forms of Violence
 Online or Cybercrimes
 The title of the research must be original, clear,
concise, and specific.
Writing a Research Title  The topic and research questions match.

Research Title or Project

 is a product of real-world observations, dilemmas Questions to Ponder
wide reading, selective viewing, (television 1. What will be investigated, determined or discovered?
programs, films, documentaries, and videos) 2. Who are the respondents?
meaningful interactions with significant others and 3. Where will the research be conducted (research
deep reflection. locate/setting/place)?

Title Broad Topics Should Always Be Narrowed Down

 should summarize the main idea of the manuscript,  Blended Learning in English Classes
and if possible, with style.  Presidential Election Results
 Should be a concise statement of the main topic and  Agri-businesses
should identify the variables and theoretical issues  Social Networking
under investigation and the relationship between  Vegetarianism
them.
 The title of the research is the research problem or
inquiry in capsule form. Specific Topics are Researchable
 The title of the research must clearly reflect the topic
of investigation.
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  A Correlational Study on the Use of Blended
Learning in Freshman English Classes and Student
Achievement
 Campaign Events and Materials and their Impact on
Presidential Election Results
 The Impact of Agri-businesses on the Philippine
Economy
 Effects of Vegetarianism on Physical Health.
WRITING A RESEARCH TITLE
Techniques in Narrowing down a Topic into a Research
Question
 Examine the Literature
 Published Articles are an excellent source of
ideas of research questions.
 They are usually at an Appropriate Level of
Specificity and suggest research questions
that focus on the following:
1. Replicate a previous research project
exactly or with slight variations.
2. Explore unexpected findings
discovered in previous research.
3. Follow suggestions an author gives
for future research at the end of an
article.
4. Extend an existing explanation or
theory to a new topic or setting.
5. Challenge findings or attempt to
refute a relationship.
6. Specify the intervening process and
consider linking relations.
 Talk Over Ideas with Others
 Ask people who are knowledgeable about the
topic for questions about it that they have
thought of.
 Seek out those who hold opinions that differ
from yours on the topic and discuss possible
research questions with them.
 Apply to a Specified Context
 Focus the topic on a specific historical
period.
 Narrow the topic to a specific society or
geographic unit.
 Consider which subgroups or categories of
people/units are involved and whether there
are differences among them.
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 Define the Aim or Desired Outcome of the Study
 Will the research question be for an
exploratory, explanatory or descriptive
study?
 Will the study involve applied or basic
research?
Avoid Words that Serve No Useful Purpose; they increase
length and can mislead indexers
 the words method and results do not normally
appear in a title, nor should such terms as A
Study of or An Experimental Investigation
of.
 Occasionally, a term such as a research
synthesis or a meta-analysis or MRI study of
conveys important information for potential
reader and is included in the title.
Function Words
 Prepositions: of, at, in, without, between.
 Pronouns: he, they, anybody, it, one.
 Determiners: the, a, that, my, more, much,
better, neither.
 Avoid using abbreviations in a title
 Spelling out all terms helps accurate,
complete indexing of the article.
 The recommended length for a title is no
more than words, with function words not
included in the counting.
Choosing a Topic for a Research Study
 Select a topic that interests and motivates
you.
 Should be “doable” with the resources at
your disposal and within the required time
frame.
 The research topic should be focused and
well-defined.
 Avoid topics close to your personal views,
ideas, opinions and prejudices cloud your
thinking.
 Objective – free from your personal biases or
preferences as a researcher.
Topics of Interests
 Body, health and lifestyle issues
 Traffic and the economy
 Mobile hospitals
 Popular culture and culture music
 Flood control
  Endangered species
 Science interests
 Structural designs
 Solid waste management
 Material recovery facility
Output
 think of one title with conceptualization
 Conceptualization means you have to be detailed
about the purpose of your research, it’s possible
research specific questions, and the appropriate
research design.
DESCRIBING BACKGROUNG OF THE STUDY
Background of the Study
 Is basically an interview if the research study, and
explains why you, as researcher, are doing the study.
 Provides information that is important or essential to
understand the main body of the research
investigation, which could be an offshoot of any of
the following:
a) Historical developments
b) Cultural developments
c) Academic developments
d) Scientific findings
e) Debates or arguments and a host of
others
 Gives rise to your research questions.
 Locates or situates your study in the context of your
specific field and other related fields.
 Links your study to recent developments, as well as
your mentioning whether certain issues relevant to
your field of investigation had been addressed in any
form.
STATING RESEARCH QUESTIONS
RESEARCH QUESTIONS
 express clearly the specific direction or focus of your
research problem or inquiry.
 comprise the care of the study.
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STATEMENT OF THE PROBLEM - states clearly the
purpose or interest of the study; poses specific questions
about the research problem.
TYPES OF RESEARCH QUESTIONS
 PROBLEM QUESTIONS - are general and explanatory
and have a crucial influence on the form and content of
topic questions.
 TOPIC QUESTIONS - are specific and descriptive.
 SIX-KEY PROBLEM QUESTIONS
 How are a persons self identity, feelings, ideas and
attitudes related to his/her environment?
 Focus on the individual’s attitudes towards
emotion and intimacy in friendship or romantic
partnerships and how they are influenced by
TV programs, films and magazines
 How do people influence each other’s behavior in
social interaction-either “face-to-face” or
“mediated” through texts, emails, mobiles and so
on?
 Focus on the question of whether mixing with
other drug users makes experimenting with
different drugs more likely.
 How do social settings (such as schools,
universities, families, factories, companies,
hospitals and so on) influence the behavior of those
operating within them?
 Give rise to a proper examination of how and
why people express emotion and feeling in
school work, family and friendship.
 How is social behavior influenced by: (a) social
class, ethnicity, gender, age, neighborhood, region,
or politics; (b) cultural values, expectations and
institutions (including the media)?
 Give rise to research on possible links between
drug use and social class, gender or ethnicity.
 How does power influence human behavior and
social activity?
  A research on intimacy might center on the
way the balance of control in close
relationships determines whether or not they
survive in the longer team.
 How does the passage of time influence social
behavior?
 A research project might investigate changes in
intimate relationships over time.
INDICATING SCOPE AND DELIMITATION
SCOPE AND DELIMITATION
 Sets the boundaries and parameters of the problem
inquiry.
 Narrows down the scope inquiry.
 Coverage of the study.
 Limits of the study need to be properly 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. It should be stated
specifically.
 It should include the following parameters of the study:
 Coverage of the study (independent and
dependent variables).
 Population and sample/respondents of the
study.
 Methodology
 Statistical treatment of data.
CITING BENEFITS AND BENEFICIARIES OF THE
STUDY
SIGNIFICANCE OF THE STUDY
 How will it contribute to the well-being of a person or
progress of a group or society.
 Situate the study as addressing a particular, important, or
even pressing problem.
 Importance of the study.
LEARNING FROM OTHERS AND REVIEWING THE
LITERATURE
SELECTING RELEVANT LITERATURE
 Primary purpose of the Literature Review:
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-To establish a state of current “knowledge” or
agreement about the research topic.
 To have in-depth examination of texts to identify and
investigate more critical elements where current
understanding is unclear and which the new research can
address.
 Objective of the Literature Review:
-To identify, criticize and synthesize the most recent,
relevant and authoritative texts related to the research
being undertaken.
SOURCES FOR THE LITERATURE REVIEW
 Sources - refer to print, electronic or visual materials
necessary for your research.
 Primary Sources (letters,correspondences, diaries,
memoirs, autobiographies, official or research topics,
patents and designs and empirical research articles).
 Secondary Sources (Academic journal articles,
conference proceedings, books, documentaries).
 Tertiary Sources (Encyclopedias, dictionaries, atlases,
handbooks)
DOING A LITERATURE REVIEW
 The ability to review and to report on relevant literature
is a key academic skill.
 Doing a literature review situates the research focus
within the context of the wider academic community in
your field.
 The literature review:
 Reports your critical review of the relevant
literature.
 Identifies a gap within the literature that your
research will attempt to address.
 Researchers need studies to compare, replicate or
criticize them for weaknesses.
 Researchers vary in perception and depth.
 Literature review can help to clarify thoughts about
the research study.
 Literature review can establish framework within
which to present and analyze the findings.
GOALS OF LITERATURE REVIEW
 To demonstrate a familiarity with a body of knowledge
and establish credibility.
 To show the path of prior research and current project is
linked to it.
 To intergrate and summarize what is known in an area.
 To learn from others and stimulate new ideas.
 Most common reason for writing a literature review is
the second goal: creating links to a developing body of
knowledge - referred to as background or context
review.
How to Evaluate Articles
 Read the abstract. A good abstract summarizes critical
information about a study. It gives purpose of the study,
identifies methods used and highlights major findings.
 Read the articles. Begin by skimming the material and
quickly reading the conclusion. This will give a picture
of what the article is all about. Spend time and effort in
reading an article to get maximum results.
 Some conditions that can affect or influence your reading
are:
a) The article is a high-quality article with a well-
defined purpose, showing clear writing and is a
smooth logical one.
b) You are sharply focused on a particular issue or
question.
c) You have a solid theoretical background.
 To perform a good literature review, you must be
selective, comprehensive, critical and current.
a) By being selective, you do not list everything, but
only the most relevant studies.
b) By being comprehensive, you include part of the
studies that are highly relevant and do not omit
important ones.
THE LITERATURE REVIEW PROCESS
Select a
topic
Write Selectand
the choose
literature
review
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Analyze
and
Interpret
literature
SYNTHESIZING INFORMATION FROM RELEVANT
LITERATURE
SYNTHESIS
 Is a discussion that draws on one or more sources by
inferring relationships.
 Refers to the bringing together of materials from
different sources, and the creation of an integrated
whole.
TYPES OF SYNTHESIS
 EXPLANATORY SYNTHESIS - helps the readers to
understand a topic; primary aim to present the facts in a
reasonably objective manner. (entail descriptions,
sequence of events or state of affairs)
 ARGUMENT SYNTHESIS - presents your own point of
view with the support of relevant facts drawn from
services and presented in a logical manner. (what is
presented if debatable)
CATEGORIES OF SOURCES
 DOCUMENTS
- include written or printed materials that have been
produced in some form or another such as annual reports,
books, artwork, cartoons, circulars, records, diaries,
notebooks.
- may be published or unpublished; intended for private or
public consumption; they my be original works or copies.
 NUMERICAL RECORDS - may be considered as a
separate type of source in and of themselves or as a
subcategory of documents such as test scores, attendance
figures, census reports, school budgets.
 ORAL STATEMENTS - may include stories, myths,
legends, chants, songs, and other form of oral
expressions.
 RELICS - are formal types of historical sources or any
 object where physical or visual characteristics can  SYNTHESIS MATRIX - is a chart that will allow you to
provide some information about the past like furniture sort and categorize the different opinions and arguments
artwork, clothing, buildings or equipment. on an issue in relation to your study.

 THE RRLS must contain substantial information of the FOLLOWING ETHICAL STANDARDS IN WRITING
subject or topic. RELATED LITERATURE
 This section serves as the foundational knowledge or the
springboard for the study.
 All information in the review are presented, organized
UNDERSTANDING ETHICS
and summarized further in the synthesis referred to as the
“synthesis of the arts”.  RESEARCH ETHICS - are standardized rules that guide
 The procedures and findings taken from the reviewed the design and conduct of research.
literature are presented in the past tense.  ETHICS - refers to questions of right and wrong.
 The present tense is used in the discussions of the  ETHICAL BEHAVIOR - refers to as being in
analyses, comments, correlations and intergrations. accordance with rules or standards for right conduct or
practice.
HOW TO WRITE A SYNTHESIS
PRINCIPLES FOR RESEARCH ETHICS
 Consider your purpose in writing.
 Select and read carefully your sources, according to  DISCUSS INTELLECTUAL PROPERTY FRANKLY. -
purpose. credit the ideas from sources or to the originator.
 Formulate a thesis. It is the main ideas that you want to  BE CONSCIOUS OF MULTIPLE ROLES. - both a
present in your synthesis. mentor and laboratory supervisor for students they teach
 Decide how you will use your source material and take or advise.
down notes.  FOLLOW INFORMED CONSENT. - participants
 Develop an organizational plan according to your thesis. should signify their willingness to be part of the research.
 Write the first draft of your synthesis, following your  RESPECT CONFIDENTIALITY AND PRIVACY. -
organizational plan. observance of confidentiality in terms of data provided
 Revise your synthesis. by them.
 TAP INTO ETHICS RESOURCES. - certain rules that
researchers have to abide by
TECHNIQUES FOR WRITING A SYNTHESIS
 SUMMARY - is the simplest way of organizing a
 Research misconduct is defined as fabrication,
synthesis. Write one after the other the most relevant
falsification or plagiarism, including misrepresentation
information and sources you gathered.
of credentials in proposing, performing or reviewing
 EXAMPLE OR ILLUSTRATION - is a reference to a
research or in reporting research results.
particularly illuminating example or illustration that you
have included in your review. Need to credit your
source/s.
 TWO (or more) REASONS - is an approach that can be
effective by simply stating your thesis, then give reasons
why it is true. Reasons need to be supported by evidence
from your data and sources.
 COMPARISON AND CONTRAST - are techniques that METHODOLOGICAL REVIEW OF LITERATURE
will lead to examining two subjects or data in terms of
one another. The former considers similarities while the
latter highlights differences. Processing

PREPARING A SYNTHESIS MATRIX

1. Know the
literature
2. Comprehend the
RJR, NKVT, MJP | SOCRATES literature
3. Apply
4. Analyze
5. Synthesize
 which has already a clear and accepted definition in
Input Output place-defined as used in the study (a law have to use
legal definition rather than legal one of your own).

UNDERSTANDING OPERATIONAL DEFINITIONS

 OPERATIONAL DEFINITION - refers to a specific
definition of a concept in a research study.
 It help researchers to communicate about their concepts.
It defines a concept solely in terms of the operations (or
ILLUSTRATING AND EXPLANING CONCEPTUAL methods) used to produce and measure it.
FRAMEWORK TYPES OF OPERATIONAL DEFINITIONS
 EXPERIMENTAL OD - which describes how a term’s
reference is manipulated.
WRITING A CONCEPTUAL FRAMEWORK  MEASURED OD - which describes how referents of a
 CONCEPTUAL FRAMEWORK term are measured.
- is like a recipe or blueprint. It provides an outline of the  MANIPULATING OD
plan on how to conduct the research. Ex: “short class” - one lasting less than 50 mins

- It is presented in a floww chart, map or diagram “Long class” - one lasting more than 50 mins

 It is used to outline possible courses of action or to  MEASUREMENT OD

present a preferred approach to an idea or thought. Ex: “Short class” - one ending before squirming
begins

PURPOSES OF CONCEPTUAL FRAMEWORK “Long class” - one still in session when 1/2 class
is squirming or looking out of the window.
 To clarify concepts and propose relationships among the
concepts in a study.
 To provide a context for interpreting the study findings.
ADVANTAGES OF OPERATIONAL DEFINITIONS
 To explain observations.
 To encourage theory development that is useful and  Makes research methodology used clear to the reader.
practical.  Combine statements to things, either directly or
indirectly, observable example is empirical.
 Help assure good communication by specifying how
STEP BY STEP GUIDE ON HOW TO WRITE THE
terms are used.
CONCEPTUAL FRAMEWORK LISTING RESEARCH HYPOTHESIS
 Choose your topic Hypothesis
 Do a literature review.  is a specific proposition which is presented for testing
 Isolate the important Variables through research.
 Generate the conceptual framework.  It is a prediction about the relationship between two
or more variables.
ORGANIZING DEFINITIONS  Are arrived at by either inductive or deductive
reasoning which one to use depends on the stage.
 Make sure that in the definition, you focus on what
Induction
something is, not just what its effects are or what it is
used for.  Specific to general
 Extend the definition so that it exactly covers what you  Provides a tentative
want the reader to understand-expand the dictionary explanation of phenomena.
definition. Deduction
 It is helpful to supplement a definition, where
appropriate, to clarify further the meaning of the term.  General to specific
 You are advised not to invent a definition for any term
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  It provides a relational
statement that is directly testable.
 Gwapo ni mark? YES
PURPOSE AND IMPORTANCE OF HYPOTHESIS
 It coulld be considered as the working instrument of
theory.
 It could be tested and shown to be probably supported
apart from ones own values and opinions.
 It provides a tentative explanation of phenomena and
facilitates the extension of knowledge.
 It provides a relational statement that is directly
testable.
 It provide a direction to the research and framework
for reporting conclusions.
 https://www.youtube.com/watch?v=rgHHJkzn5TU
CHARACTERISTICS OF HYPOTHESIS
1. Testable
2. Logical
3. Directly related
4. Represented by single unit
5. Factually or theretically based
6. States relationship between variables
7. Set limits of the study
8. Stated in a form of accepting and rejecting
CLASSIFICATION OF HYPOTHESIS
 Simple Hypothesis- expresses an expected
relationship between one IV and one DV.
Note: IV-Independent Variables; DV-dependent
variables.
 Complex Hypothesis- (multivariable hypothesis) is a
predicytion of a relationship bet. Two or more IV’s
and two or more DV’s.
 Directional Hypothesis- specifies not only the
existence but expected direction of the releationship
between variables.
Ex: Children with high IQ will exhibit more anxiety
than children with low IQ
 Non-directional Hypothesis-does not stimulate the
direction of the relationship.
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Ex: Thre is a difference in the anxiety level of the
children of high IQ and those of low IQ
“Ang pinagkaiba ng directional at non-directional is
that ang directional ay direct to the point sa kanyang
reason samantalang sa non-directional bes ay hindi
direct to the point. Hindi tulad ng ex mong pasikot
sikot ang rason, eh nakahanap na nga ng kapalit mo.
Gets?”
FORMULATION OF HYPOTHESIS
 Compare the variables
 Relate the variables
 Describe the variables
 Hypothesis is tested through statistical procedures.
“If the feelings are equal, the effort should be equal”
DEFINING A HYPOTHESIS
Hypothesis
 is a specific proposition which is presented for testing
through research.
 is a prediction about the rlationship between two or
more variables.
Research Design
 is the overall concept os strategy to put together the
components of your study in a logic manner.
 It ensures that the research problem is properly
addressed
TYPES OF RESEARCH DESIGN
1. Exploratory
 Often used to establish an initial understanding and
background information about a study.
Bagong study bes! Kayat initial kasi bago.
2. Descriptive
 It is used to gather information on current situations
and conditions.
Tinutulungan kang magahanap ng mga kasagutan
bes. Kaya kong magulo siya, gumawa ka ng
descriptive research. Gets?
TYPES OF DESCRIPTIVE DESIGNS
1. Survey
-it is usually used in securing opinions and trents
through the use of questions and questionaires.
2. Evaluation Research
 -used for research studies aimed to determine the
existence of a relationship bet. Two or more
variables.
TYPES OF EVALUATION RESEARCH
 Formative- used to determine the quality of
implementation of a project.
 Summative- done after implemantation of the
program.
TYPES OF FORMATIVE EVALUATION RESEARCH
 Needs Assessment- evaluates the need for the
program or project.
 Process Evaluation- evaluates the process
implementation of a program.
 Implementation Evaluation- evaluates the
efficiency of effectiveness of a project or a program.
TYPES OF SUMMATIVE EVALUATION
RESEARCH
 Secondary Data Analysis- examine existing data
for analysis.
 Impact Evaluation- used to evaluate the over all
effect of the program in its entirely.
 Outcome Evaluation- done to determine if the
program has caused useful effects based on target
outcomes.
 Cost-Effectiveness Evaluation- also called
“cost benefit analysis” ; compares the relative
costs to the results of some courses of action.
3. Causal-Research Design
 It is used to measure the impact that an
independent variable (causing effect) has on
another variable (being affected) or why
certain results are obtained.
“Don’t chase people. Be yourself, do your own thing and
work hard. The right people – the ones who really belong in
your life will come to you and stay”
DESIGNING THE QUESTIONAIRE AND
ESTABLISHING VALIDITY AND REALIABILITY
Questionaire- is an instrument for collecting data.
STEP 1: Background
- Do a basic research on the background of the chosen
varible or construct.
Planning Data Collection Procedures
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Data Collection- refers to the process of gathering info. It
expected to generate numerical calculations.
Types Of Quantitative Data
1. Observation- used in asituation where the respondents
cannot answer the reserachers question to obtain info. for a
research study.
2. Survey- quantitative data can be collected using four main
types of survey:
a) Sample survey- collects data form a sample of a
population.
Ex: costumer satisfaction, healthcare,
politics, market or academic
b) Administrative Data-survey on the organizations day-
to-day operations. Data is now supported with
various ICT tools and softwares.
c) Cencus- colllects data from the selected population.
- It details on age, sex, education, marital status,
household size, occupation
- Data are usually used by gov’t or private firms.
d) Tracer Studies-regular survey with a sample of those
surveyed within a specific time or period.
“ sa school bes, ito yung ginagamit nila para tukuyin
yung kanilang mga alumni kung ano na ang kanilang
narating”
3. Quantitative Interview
- may be used for both quantitative and qualitative
research studies wherein the involvement of reserachers
and respondents is done.
- contains close-ended( note: this type of questionaire
is in a form of mulitiple choice) questions and few open-
ended (note: this type of questionaire answers why)
questions.
3. Questionaires
- standardized questionaires has gone through the
process of psychmetric validation.
- may be standardized or researcher-made
Adavantages of Standardized Questionaires:
i. Validity- undergone the process of validation
procedures.
ii. Reliability- repeatablity of the questionaire has been
tested.
 iii. Sensitivity- often measured through resampling 1-Very Rarely
procedures to see how well the questionaire can be
differentiate at a fraction of the sample size.  Frequently of use
iv. Objectivity- practitioners or experts are requested to 5-Always
verify statements of other pratitioners. 4-Often
v. Quantification- has undergone statistical analysis. 3-Sometimes
vi. Norms- have normalized preferences. 2-Rarely
1-Never
“ You are so close to the victory; don’t you dare give up
now.”  Satisfaction
5-Very Satisfied
4-Satisfied
Guide in Formulating Good Questions
3-Undecided
a) Avoid leading questions. 2-Unsatisfied
b) Be specific with what you like to measure. 1-Very Unsatisfied
c) Avoid unfamiliar words that the respondents might
not be familiar.  Implementation
d) Multiple choice categories should be mutually 5-Very Highly
exclusive to eleicit clear choices. 4-Highly
e) Avoid personal questions 3-Moderately
f) Make your questions short. 2-Farely
1-Poorly
Types of Variables
1) Dependent- variables trying to explain STEP 3: Choose the Types of Questions in Developing
2) Independent Variable- variables that cause Students
influence or change in dependent variable.
3) Control- to test if there is a possible relationship bet.
 Dichotomous Question- these are questions with 2
IV and DV.
choices only.
4) Continous- variables on a continuous scale.
 Open-ended Question- types of question usually
Ex: time, weight, yung mga may decimal
answers why.
 Closed-ended Question- other term “multiple choice
5) Discrete Variable- counted but it should be whole question”
number.  Rank-order Scale Question- the respondents asked
to rank their answers each item.

STEP 2: Questionaire Conceptualization Things to do in Developing Questions

 Choose the response scale that you will use 1) It should be clear, consize, and simple using
 Do the likert scale minimum number of words.
 Likert scale is the popular rating scale used by the 2) Classify your questions
researchers. Use to measure behavior and 3) Consistent within the needs
attitudes quantitatively. It consist of choices. 4) Avoid sensitive words

Memorize the following feel ko nasa test to: Descriptive Data Analysis

 Frequently of occurrence Measures of Central Tendency- called measures of

5-Very Frequently location or center. Indicate a typical value or a
4-Frequently representative value.
3-Occasionally
2-Rarely
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 Mean- the arithmetic avereage of a set of data. The sum
of the observed values. “sometimes, the people who are thousands of miles away can
- Frequently used in interval or ratio data. make you feel better than those whos are right beside you”

Research
Reviewer
“Trust me nasa test ang mga ito, but huwag nyung imemorize ito, you have to analyze kasi usually pinapalitan ni sir yung mga
questions at given.”
“note ko rin, basahin nyu yung research nyu kasi more on application ang research baka ipasulat lahat ang boung research natin”

Happy Reviewing!

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 _mjp_

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RJR, NKVT, MJP | SOCRATES
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RJR, NKVT, MJP | SOCRATES