RSCH500/Methods of Research

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The Research Fundamentals (Part II)

THE RESEARCH FUNDAMENTALS (PART II)

This learning material is the second part of the module, The Research
Fundamentals. It will provide the basics that a college students should know
about research, specifically on the parts of a research report as well as the
components of its Chapter 1 and the principles and techniques on how to
develop the first part of a research report effectively.
At the end of the week, college students should be able to:
1. Familiarize oneself with the parts of a research report
2. Identify components of Chapter 1 as the first part of a research
report
3. Develop the first part of a research report effectively

PARTS OF A RESEARCH REPORT

There are two kinds of research report namely: thesis/dissertation
format and a scientific research journal type.
THESIS /DISSERTATION FORMAT (CHAPTER TITLES):
1. The Problem and Its Background
2. Review of Related Literature and Studies
3. Methods of Research and Procedure
4. Presentation, Analysis and Interpretation of Data
5. Summary of Findings, Conclusions and Recommendations
Titles 1 and 3 can be varied, but Chapters 2, 4 and 5 are generally
observed. Chapters may be added when necessary and upon suggestion of the
research adviser or panel.
SCIENTIFIC RESEARCH JOURNAL TYPE:
A. Abstract
It is an overview of the study. It contains the summary of the research
study. It usually consist of two to four paragraphs.

B. Introduction
It consists of the background of the current situation why the
researcher wants to conduct study. It also includes related review of
literature and supporting law that makes them so eager to make such
research. It also provide why such research is important and may present
a hypothesis to answer the key question or problem.

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C. Methodology
In this section, the researcher will determine how the research will be
conducted. Through this section, quality of research can be evaluated by
the readers and details provided here can be replicated and findings can
be validated by another researcher.

D. Results & Discussion

In this section, data gathered and short introduction is included.
Interpretation of the said data is also a part of this section. Such results are
evaluated against the existing body or research literature.

E. Conclusion and Recommendation

In this section, all the results will be summarized and research
questions will be answered here. Moreover, some suggestions and
recommendations can be written here so that authorities and other
researchers can make use those inputs either for utilization of the research
output or recommendation to make a similar studies.
THREE MAJOR PARTS OF A RESEARCH REPORT
A. Before the Main Body
1. Blank Page
2. Title Page
3. Recommendation for Oral Examination
4. Approval Sheet
5. Acknowledgment
6. Dedication
B. The Main Body
1. Chapter 1 – The Problem and Its Background
2. Chapter 2 – Review of Related Literature and Studies
3. Chapter 3 – Methods of Research and Procedure
4. Chapter 4 – Presentation, Analysis and Interpretation of Data
5. Chapter 5 – Summary of Findings, Conclusions and Recommendations

C. After the Main Body

1. Bibliography
2. Appendices
3. Curriculum Vitae

SUB-TOPICS FOUND IN CHAPTER 1

1. Introduction
It is not the title of a chapter. Words in the Introduction should
cause an impact on the reader. This part should contain statements that
signify the importance of the paper through supportive or substantial
statements by references from important researches. Personal opinion
can be included in this part but it should be backed up by statements
from persons of authority. Legal basis of the topic should be included
in this part.
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The Research Fundamentals (Part II)

2. Theoretical Framework or Conceptual Framework

Theory or sets of theory are included in this part of Chapter 1.
These are general statements that show an interplay of variables and
serve as direction or road map of what the research should be.

In the absence of theoretical framework, the researcher may

build up his conceptual framework wherein all variables are put in a
schematic diagram. Variables stated in the problem and how these
variables relate with each other. The research can be woven into a
coherent undertaking and makes the research more understandable.

3. Statement of the Problem

Research project always start with a problem or problems. It
may be in a broad one and can be broken down into smaller or limited
ones. A problem can be stated in two ways:
A. In question form
The first three problems usually start with “What” and
the last problem deals with analysis, difference or
relationship. Problems are independent and
interdependent on each other and they form a coherent part.
B. In topical form
Problems can also be expressed in topical form.

Statement of the problem should not be to short or not be too

long. A good statement of the problem should be able to:
 Address a gap
 Be important enough to contribute to the existing body of
research
 Be one that will lead to more research
 Render itself to be investigated via collection of data
 Be interesting to the researcher and suit his resources, time
and skills;
 Be ethical

4. Hypothesis of the Study

It is a speculation of the possible outcome or a tentative solution
to a particular problem in conducting research. Objective of the
research is also determined through hypothesis. It is a salient feature
of a good research report.
CHARACTERISTICS OF A GOOD HYPOTHESIS
1. It should be reasonable
2. It should predict future.
3. It should be observable.
4. It should be simple.
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 5. It should have a clear concept.
6. It should be tested empirically.
TYPES OF HYPOTHESIS
1. Research hypothesis – using their words, it serves a
temporary solution to research problems.
Example:

Statement of the Problem #1 – What is the profile of

school principals in terms of the following personal
variables:
 Gender
 Civil status
 Educational attainment
 Length of work experience
What are the leadership skills of school principals in
terms of:
 Human relations
 Technical
 Administrative skills
 Institutional skills

Statement of the Problem #3 – Is there a significant

difference in the leadership skills of school principals when
respondents are grouped according to personal variables?

RESEARCH HYPOTHESIS:
(NULL)
 Leadership skills of school principals do not
significantly differ when grouped according to age.
 Leadership skills of school principals do not
significantly differ when grouped according to
gender.
 Leadership skills of school principals do not
significantly differ when grouped according to
educational attainment.
 Leadership skills do not significantly differ when
group according to work experience.
Hypothesis can be expressed also in this way:
(POSITIVE DIRECTIONAL FORM)
 Leadership skills of school principals significantly
differ when grouped according to age.
 Leadership skills of school principals significantly
differ when grouped according to gender.
 Leadership skills of school principals significantly
differ when grouped according to educational
attainment.
 Leadership skills significantly differ when group
according to work experience.
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The Research Fundamentals (Part II)

2. Statistical hypothesis
a. The Null Hypothesis
In Mathematics, when we say NULL it means zero.
The first statistical hypothesis to be tested is the null
hypothesis.
b. Alternative Hypothesis –When the null hypothesis is
rejected, the following are the alternative hypotheses
that can be done:
 Non-directional hypothesis - significant
difference between variables are being
asserted with this hypothesis. In the use of a
Pearson r correlation coefficient, it refers to the
positive and negative relationships.

Example:
There is no significant (positive or negative)
relationship between maturity and leadership
skills.
 Positive directional hypothesis – it implies a
difference in the positive direction.

Example:
The performance of Grade 11-A is better than
that of Grade 11-B.

 Negative directional hypothesis – it implies a

difference in a negative direction.
Example:
The effect of visual material: a material on the
performance of students is lesser than that
of visual material B.

5. Assumptions of the Study

It is a statement which does not have to be proven like a theory
or tested like a hypothesis. It is taken as a simple truth. It is something
that we believe to be true but there’s no adequate existing evidence to
support such belief.

6. Significance of the Study

In this part, the importance of the study to you, to the school or
the community should be included here. Sectors that will benefit from

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 the study as well as its contribution to current knowledge and research
should be mentioned.

7. Scope and Delimitation of the Study

This part may be called as scope and limitation. If scope and
delimitation of the study will be selected this would mean extent of the
study and what it will not do will be discussed but will be confined only
to topics referred in the said study.

8. Definition of Terms
Terms which are used operationally should be included here
which readers may not understand if not defined.

References
Adanza, Estela G., et al., (2009), Methods of Research: A Primer, Manila: Rex
Bookstore
De Ocampo-Acero, Victorina, Leuterio, Florida C., (2006), Methods of
Research, Philippines: Rex Bookstore, Manila