RESEARCH II

QUARTER I: WEEK 6 - 7
LESSON 2: The Research Process: Steps in the Research Process
The Research Problem: Identifying a Research Problem
Formulating Research Problem
Formulating the Hypothesis
CONTENT STANDARDS: The learner demonstrates understanding of the nature of research and research
processes, different standard rules in the conduct of research, which are necessary in the
preparation of the system of research documentation.
PERFORMANCE STANDARD: The learner should be able to make a portfolio of abstracts of researches in
his/her field of interest.
LEARNING COMPETENCIES:
The learners should be able to:
1. Describe the nature of the research process
2. Apply guidelines / criteria in the selection of research topic/problem
3. State the main problem and sub-problems of the research
4. Formulate research hypothesis

THE RESEARCH PROCESS: STEPS IN THE RESEARCH PROCESS

Research Process refers to the series of steps which make up research from the development of
an idea to the completed research paper.
A researcher identifies his/her expertise, competency and interest. The problem should also be
researchable. A researcher knows that a problem is really researchable when (1) there is no known
solution to the problem; (2) the solution can be answered by employing statistical methods and
techniques; (3) there are probable solutions but they are not yet tested; and (4) the occurrence of the
phenomena requires scientific investigation to arrive at precise solution.
The research problem should be stated vividly and explicitly expressed in interrogative for or
questions have the virtue or posing a problem directly (Kerlinger, 1986).

Characteristics of Good Research Questions

Good research questions have the four essential characteristics. The researcher should formulate
research questions.
1. Feasibility. It can be studied without at undue amount of time, energy, or money.
2. Clarity. Most people would agree as to what are the key words in the question mean.
3. Significance. It is worth researching because it will provide new knowledge about the world
and the human condition.
4. Ethical. It does not involve physical or psychological harm or damage to human beings, to
animals or to any natural or social environment.

Stages in the Research Process

I. Conceptual Stage
1. Formulation and delimiting of research problems
2. Formulation of research title
3. Identification of main and specific problems and hypothesis
4. Review of related literature and theoretical background
II. Designing and Planning Stage
1. Designing and constructing of research methodology
2. Determination of the following:
a. Design
b. Environment
c. Respondents
d. Instruments/tool
e. Data collection
f. Statistical methods/statistical tools
III. Empirical Stage
1. Revision of proposed study
2. Submission for ethical review (when necessary)
3. Collection of data
 4. Collation and tabulation of obtained date
5. Data processing and analysis
6. Data interpretation and discussion
7. Discuss implications
8. Draw conclusions and offer recommendations
IV. Oral Defense Stage
1. Editing of the manuscript
2. Dry run before oral presentation
3. Research paper presentation / oral defense
4. Revision of the research report
V. Dissemination Stage
1. Communication and utilizing of research findings through forums and publications

THE RESEARCH PROBLEM

The problem statement sets the direction of the study. It is the verbalization of the “question”
which the study proposes to answer. This is divided into the main problem and the subsidiary problems.
These can be stated in declarative (infinitive) or interrogative (question) form.
The main problem is the whole focus of the study. This is reflected in the title of the study.
The sub-problems are the breakdown of the main variables into their components. When the
answers to the sub-problems are put together, they answer the main question.
Questions like what is the demographic profile? What are the implications? What are the
recommendations? are not sub-problems. The numbers of specific/sub-problems are dependent on the
research design and the nature of the study.

Techniques to facilitate problem identification:

 Visit the library and browse books and other reading materials
 Consult your research teacher about the research thrusts of the school
 Observe needs and concerns in your workplace, community or school
 Search related topics form journals and other scholarly materials
 Analyze the possible causes of the present problems or current issues and their possible
solutions
 Read recommendations from unpublished materials

Hypothesis
Hypothesis is a scientific guess pertaining to the relationship difference of variables being
investigated. It is optional. However, it must be used whenever there is a basis for prediction.
Choosing the type of hypothesis to be used in the study us important because it shows the logical
coherences with the theoretical background and statement of the problem.
It also guides the researcher on the choice of respondents or subjects of the study and the
statistical treatments to be used.
Further, it guides the researcher on the critical values in the rejection or non-rejection of the null
hypothesis.
Formulation of the hypothesis is based on the statements of the problem, the paradigm and the
variables being investigated. Hypothesis must be stated clearly and in a declarative or interrogative form
and the variables are stated in their operational forms.

Importance of a Testable Hypothesis

To devise and perform an experiment using the scientific method, you need to make sure that your
hypothesis is testable. To be considered testable, some essential criteria must be met:

 There must be a possibility to prove that the hypothesis is true.

 There must be a possibility to prove that the hypothesis is false.
 The results of the hypothesis must be reproducible.

Without these criteria, the hypothesis and the results will be vague. As a result, the experiment
will not prove or disprove anything significant.

How to Formulate an Effective Research Hypothesis

 A testable hypothesis is not a simple statement. It is an intricate statement that needs to offer a
clear introduction to a scientific experiment, its intentions, and the possible outcomes. However, there
are some important things to consider when building a compelling hypothesis.

1. State the problem that you are trying to solve.

 Make sure that the hypothesis clearly defines the topic and the focus of the experiment.
2. Try to write the hypothesis as an if-then statement.
 Follow this template: If a specific action is taken, then a certain outcome is expected.
3. Define the variables
 In scientific experiments, a hypothesis proposes and examines the relationship between an
independent variable and a dependent variable. The effect on the dependent variable (the idea
being tested) depends on or is determined by what happens when you change the independent
variable (the factor being changed).

Types of Hypothesis
Null Hypothesis: This is a hypothesis that proposes no relationship or difference between
two variables. This is the conventional approach to making a prediction. It involves a statement that says
there is no relationship between two groups that the researcher compares on a certain variable. The
hypothesis may also state that there is no significant difference when different groups are
compared with respect to a particular variable. For example, ‘There is no difference in the academic
performance of high school students who participate in extracurricular activities and those who do not
participate in such activities’ is a null hypothesis. It asserts that there is no true difference in the sample
statistic and population parameter under consideration (hence the word ‘null’ which means invalid, void,
or a mounting to nothing) and that the difference found is accidental arising out of fluctuations of
sampling. It is denoted as H0.
Alternate or Research Hypothesis: This hypothesis proposes a relationship between two or more
variables, symbolized as Ha. For example, if a researcher was interested in examining the
relationship between music and emotion, s/he may believe that there is a relationship between music
and emotion.
Ha (the research/alternate hypothesis): Music at a fast tempo is rated by participants as
being
happier than music at a slow tempo.
H0 (the null hypothesis): Music at a fast tempo and at a slow tempo is rated the same in happiness
by participants.
The two hypotheses we propose to test must be mutually exclusive; i.e., when one is true the other
must be false. And we see that they must be exhaustive; they must include all possible occurrences.
The rejection of the null hypothesis indicates that the differences have statistical significance and
the acceptance of the null hypothesis indicates that the differences are due to chance.
(https://www.researchgate.net/publication/325846748_FORMULATING_AND_TESTING_HYPOTHESIS)

Sample Hypotheses in Cause-and-effect Format

For an experiment testing the effects of water temperature on planaria reproduction, a hypothesis
could be written several ways. (In the sample hypotheses below, the independent variable is underlined
once and the dependent variable is italicized.)

1. If the speed of planaria reproduction is related to temperature, then planaria in lower

temperatures will reproduce more slowly than those in higher temperatures.
2. If the temperature of a planaria’s environment is lowered, then the speed of planaria
reproduction will decrease.
3. A decreased temperature of a planaria’s environment will decrease the speed of planaria
reproduction.
Sample Hypotheses stated as Null or Alternative:
1. Ho: There is no significant relationship between the temperature of a planaria’s environment
and the speed of planaria reproduction.
Ha: There is a significant relationship between the temperature of a planaria’s environment and
the speed of planaria reproduction.

2. Ho: There is no significant difference in the growth of tomato plants using organic fertilizer and
using synthetic fertilizer on the three (3) successive applications.
Ha: There is a significant difference in the growth of tomato plants using organic fertilizer and
using synthetic fertilizer on the three (3) successive applications.
Characteristics of a Research Problem or Objective (Calmorin and Calmorin, 2007)
The characteristics of a good problem possesses the acronym – SMART. This means that a
research problem should be:
Specific. The problem is in simple and specific manner. The variables, local and subjects of the
study are specifically stated.
Measurable. It is easy to measure and quantify by using research instruments in collecting data.
Instruments or tools include questionnaire, index, survey form, observation sheet, interview schedule on
scale.
Achievable. The data are achievable using correct statistical techniques to arrive at precise results.
Realistic. Real results are not manipulated. Findings are observable and comparable to reality.
Time – bounded. Time frame is required in every activity because the shorter completion of the
activity is better. Time table should be developed to guide the researcher on the step by step process of
the study.

Guidelines in the Selection of a Research Problem or Topic

1. The research problem or topic must be chosen by the researcher himself/herself which is
within his/her interest, specialization and competence of the researcher. It must be within the
ability of the researcher to finance, otherwise he/she must be able to find funding for his
research.
2. It is researchable and manageable, which means that data are available and accessible. The
data must meet the standards of accuracy, objectivity, and verifiability. Answers to the specific
questions (sub-problems) can be found. The hypotheses formulated are testable, that is, they
can be accepted or rejected. Equipment and instruments for research are available and can
give valid and reliable results.
3. The research can be completed within a responsible period of time. It is significant, important,
and relevant to the present time and situation.
4. The results are practical and implementable and requires original, critical, and reflective
thinking. 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 generalizations.
5. The study must contribute to human knowledge particularly on the national development
goals for the improvement of the quality of human life. It must show or pave the way for the
solution of the problem or problems intended to be solved.
6. It must not undermine the moral and spiritual values and must not advocate any change in the
present order of things by means of violence but by peaceful means.
7. There must be a return of some kind to the researcher. The return may be: Monetary;
advancement of position, promotion; Improved specialization, competence, and skill in
professional work; enhanced prestige and reputation; and satisfaction of intellectual curiosity
and interest, and being able to discover the truth.
8. There must be a consideration of the hazards involved, either physical, social, or legal of a
person or other living things.

Guidelines for Critiquing Research Problems, Research Questions and Hypothesis

1. Has the research problem been clearly identified? Has the researcher appropriately delimited
its scope?
2. Does the problem have significance? How might the research contribute to science and
society?
3. Is there a good fit between the research problem and the situation within which the research
was conducted?
4. Dies the report formally present a statement or purpose, research questions or hypotheses? Is
this information communicated clearly and concisely, and is it placed in a logical and useful
location?
5. Are purpose statements or questions worded appropriately? (e.g. are key concepts/variables
identified and the population of interest specified)?
6. If there are no formal hypotheses, is their absence justifiable? Are statistical tests used despite
the absence of stated hypotheses?
7. Do hypotheses flow from a theory or previous research? Is there a justifiable basis of
predictions?
 8. Are hypotheses properly worded – do they state a predicted relationship between two or more
variables? Are they directional or nondirectional, and is there a rationale for how they were
stated? Are they presented as research or as null hypotheses?
(from Polit and Beck, 2004)

Formulation of the Research Problem / Objective

In formulating the problem statement, the following criteria should be considered:
1. The research problem/objective is written in questions (problem) or declarative/infinitive
form (objective).
Example: 1. What is the effect of the organic fertilizer on the tomato plants in terms of:
1.1 plant height;
1.2 number of leaves; and
1.3 amount of fruits produced.
2. to determine the effect of the organic fertilizer on the tomato plants in terms of
plant height, number of leaves and amount of fruits produced.
2. The research problem identifies a specific area.
3. The topic is phrased in workable and manageable terms.
4. The scope is limited to realistic parameters that are not narrow nor too broad. The words used
are unbiased, objective and not emotion-laden and that the relationship between the variables
to be studied are clearly cited.
5. The phrases and words are measurable and can be empirically proven.
6. The research problem identifies the data and techniques needed to answer the questions
which are stated in grammatical terms.

The Title
The following are the guidelines in the formulation of the research title. These are also the
characteristics of the title.
1. Generally, the title formulated before the start of the research work. It may be revised and
refined later when needed or upon the suggestion of the research committee.
2. The title must contain the subject matter of the study, the locale of the study and the subject
involved.
3. The title indicates what is expected to be found inside the research paper by stating the
aspects of the subject matter to be studied.
4. It must be as brief and concise as possible.
5. Avoid using the terms “An Analysis of,” “A Study of,” “An Investigation of,” and the like. All
these things are understood to have been done or to be done when a research is conducted.
6. If the title has more than one line, it be written like an inverted pyramid and all words should
be capitalized.

Samples of Research Titles

EFFECTIVENESS OF ANONA SQUAMOSA POWDERED SEEDS

IN COCONUT OIL AS PEDICULICIDE

Pamiela M. Demecilio

AUTOMOTIVE HYDRAULIC IMMOBILIZER FOR ADULT RICE STEM BORERS

Cagas, Lily
Hinampas, Jerly
Jesuro, Nicole
Pacana, Jaspher
 ACTIVITY NO. 1.7
QUARTER 1 WEEK 6-7

NAME: ___________________________________________________________________ GRADE & SECTION: ____________________

DATE: ____________________________________

THE RESEARCH PROCESS

Briefly define the following terms as applied to research.

1. process
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2. problem
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3. questions
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4. feasibility
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5. clarity
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6. significance
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7. ethical
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8. formulation
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9. empirical
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10. method
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 ACTIVITY NO. 1.8
QUARTER 1 WEEK 6-7

NAME: ___________________________________________________________________ GRADE & SECTION: ____________________

DATE: ____________________________________

HYPOTHESIS WRITING

For each experiment, write down the independent variable (IV), dependent variable (DV), Null and
Alternative hypotheses.
1. Katiana wanted to figure out what type of liquid worked best for growing beans. She watered one
with coca-cola, one with lemonade, and one with just water. After one week, she measured how
high they had grown.
a. Independent Variable (IV): _____________________________________________
b. Dependent Variable (DV): _____________________________________________
c. Ho: _______________________________________________________________________________________________
d. Ha: ________________________________________________________________________________________________
2. Trevor wanted to find out what fertilizer worked best for growing marigolds. He put Miracle
Grow on one, Scotts fertilizer on one, and no fertilizer on another.
a. Independent Variable (IV): _____________________________________________
b. Dependent Variable (DV): _____________________________________________
c. Ho: _______________________________________________________________________________________________
d. Ha: ________________________________________________________________________________________________
3. Taylor wanted to see if eating apples would help her do better on her classwork. The first day, she
didn’t eat any apples. On day 2, she ate one apple; on day 3, she ate 2 apples; and on day 4, she ate
3 apples. Each day, she recorded the grades she got on her science work.
a. Independent Variable (IV): _____________________________________________
b. Dependent Variable (DV): _____________________________________________
c. Ho: _______________________________________________________________________________________________
d. Ha: ________________________________________________________________________________________________
4. CJ wanted to see if listening to music would make the basketball players make more baskets. On
day one, he didn’t play any music and counted how many baskets they could make in 10 minutes.
On day 2, he played rap music and counted the baskets, and on day 3, he played classical music
and counted the baskets.
a. Independent Variable (IV): _____________________________________________
b. Dependent Variable (DV): _____________________________________________
c. Ho: _______________________________________________________________________________________________
d. Ha: ________________________________________________________________________________________________
5. Michael wanted to see what kitchen cleaner worked best for cleaning her counters. He used Lysol,
Clorox, Pinesol, and just water. For each cleaner, he put 5 milliliters of grape juice on the counter,
sprayed the cleaner, and wiped it with one paper towel.
a. Independent Variable (IV): _____________________________________________
b. Dependent Variable (DV): _____________________________________________
c. Ho: _______________________________________________________________________________________________
d. Ha: ________________________________________________________________________________________________
6. Alex wanted to find out what toothpaste made teeth the cleanest. Everyday she brushed her teeth
with a different product and then took a plaque test to see how much plaque was left. She used
Crest, Colgate, Close-up, and water.
a. Independent Variable (IV): _____________________________________________
b. Dependent Variable (DV): _____________________________________________
c. Ho: _______________________________________________________________________________________________
d. Ha: ________________________________________________________________________________________________
7. Caelyn wanted to find out what shampoo made her hair the shiniest. Everyday she washed her
hair with different shampoos and then rated how shiny her hair was, on a scale from 1-10. She
used Pantene, Herbal Essences, L’Oreal, and just water.
a. Independent Variable (IV): _____________________________________________
b. Dependent Variable (DV): _____________________________________________
c. Ho: _______________________________________________________________________________________________
d. Ha: ________________________________________________________________________________________________
8. Fredrick wanted to find out what soil works best for growing roses. He grew them in potting soil,
clay, sand, and soil he found outside his yard. After one week, he measured their height and how
many leaves they had.
a. Independent Variable (IV): _____________________________________________
b. Dependent Variable (DV): _____________________________________________
c. Ho: _______________________________________________________________________________________________
d. Ha: ________________________________________________________________________________________________
9. Anna wanted to see what battery lasted the longest. She put each battery into a clock and
recorded the time that the clock stopped. She used Duracell, Energizer, Kroger brand, and
EverReady.
a. Independent Variable (IV): _____________________________________________
b. Dependent Variable (DV): _____________________________________________
c. Ho: _______________________________________________________________________________________________
d. Ha: ________________________________________________________________________________________________
10. Darius wanted to test how the mass of a paper airplane affected the distance it would fly. Paper
clips were added before each test flight. As each paper clip was added, the plane was tested to
determine how far it would fly.
a. Independent Variable (IV): _____________________________________________
b. Dependent Variable (DV): _____________________________________________
c. Ho: _______________________________________________________________________________________________
d. Ha: ________________________________________________________________________________________________
 PRODUCT FOR FIRST QUARTER

NAME: ___________________________________________________________________ GRADE & SECTION: ____________________

DATE: ____________________________________

Write three (3) research problems and state a hypothesis for each of the problem. Fill out the following
with the information needed.

I.
1. Research problem:
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2. Hypothesis:
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3. A brief summary of what I intend to do, when, where, and how is as follows:
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4. The major problems I foresee at this point are as follows:

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II.
1. Research problem:
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2. Hypothesis:
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3. A brief summary of what I intend to do, when, where, and how is as follows:
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4. The major problems I foresee at this point are as follows:

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III.
1. Research problem:
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2. Hypothesis:
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3. A brief summary of what I intend to do, when, where, and how is as follows:
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4. The major problems I foresee at this point are as follows:

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