Nature of Research

(Source: Research Methods by Sevilla et al., 2001)

There are almost as many definitions of research as there are authors writing about the subject. Fortunately,
the different definitions formulated by such authors have common elements.

To name a few … Calderon & Gonzales (1993) more comprehensively defined research as a purposive,
systematic, and scientific process of gathering, analyzing, classifying, organizing, presenting, and interpreting data for
the solution of a problem, for prediction, for invention, for the discovery of truth, or for the expansion or verification of
existing knowledge, all for the preservation and improvement of the quality of human life.

Research in this age and time means searching for a theory, for testing theory, or for solving a problem. It
means that a problem exists and has been identified and that the solution of the problem is necessary. The problem is
not ordinary in the sense that the solution is here and now. If you have just arrived in Manila and you are looking for
an address, you still need searching but this does not entail very scientific and systematic inquiry. A person who is
interested in finding out the population of Manila by sex and age levels does not need elaborate inquiry. All that he has
to do is get the data from either the City Hall of Manila, the Bureau of the Census and Statistics, or the Office of the
Metro Manila Commission. Experience, authority, inductive reasoning, and deductive reasoning may also solve
problems, but their procedures are not scientific in the real sense of scientificness.

Kerlinger (1973) defines scientific research as "a systematic, controlled, empirical, and critical investigation of
hypothetical propositions about the presumed relations among natural phenomena." This definition has been quoted
by authorities of research and for this reason the present book adopts the same definition. Research is systematic
when it follows steps or stages that begin with identification of the problem, relating this problem with existing theories,
collection of data, analysis, and interpretation of these data, drawing of conclusions, and integration of these
conclusions into the stream of knowledge.

Scientific research in controlled unlike ordinary problems which may be solved superficially. Scientific
research is so planned every step of the way that fancy and guess work do not set in. The problem is defined
thoroughly, variables identified and selected, instruments carefully selected or constructed, and conclusions drawn
only from the data yielded. Consequently, recommendations are based on the findings and conclusions.

As soon as the data have been collected, evidences are now on hand to confirm or refute the hypothesis
formulated at the start of the investigation. These empirical data will form the bases for conclusions. Everything is so
controlled that any observer of the investigation will develop full confidence in the results. Due to the control employed
in the research, exact and precise outcomes are expected. The whole work is ready for critical analysis by a panel of
judges that passes judgment on the entire research. Being critical exhibits careful and precise judgments.

The Scientific Method of Research

(Source: Methods of Research and Thesis Writing by Calderon, J.F., and Gonzales, E.C. 1993)

One of the characteristics of good research is that it is systematic. It follows the scientific method of research which
includes the following sequential steps: (Treece and Treece, Jr., p. 47)

1. Determining (recognizing) the problem

2. Forming a hypothesis
3. Doing the library search
4. Designing the study
5. Developing the instruments for collecting data
6. Collecting the data
7. Analyzing the data
8. Determining implications and conclusions from the findings, and
9. Making recommendations for further research.

It should be borne in mind that the researcher goes through all the nine steps when he does his research and
when he writes his research report. If the standard format of thesis writing is followed, the first two steps will be
included in Chapter 1, "The Problem and Its Setting"; the third step will be in Chapter 2. "Related Literature and
Studies"; the fourth, fifth and sixth steps will be discussed in Chapter 3, "Methods of Research and Procedures", the
seventh step will be presented in Chapter 4,"Analysis, Presentation, and Interpretation of Data"; and the last two steps
placed in Chapter 5, "Summary, Conclusions, and Recommendations".

Principles of the scientific method. (Ibid., p. 50) The principles of the scientific method are:
1. Rigid control
2. Objectivity
3. Systematic organization, and
4. Rigorous standards

Rigid control refers to the manipulation of the research variables. Variables are those things that vary in
quantity and quality which are to be manipulated by the researcher. Examples of variables are age, sex, population,
adequacy, efficiency, etc. There are variables which should be controlled rigidly, that is, kept constant or equal in a
certain research work.

Objectivity means that there should be no bias or partiality in treating the results of the inquiry. The results
should not be tampered with, whatever they may be.

Systematic organization refers to proper and accurate tabulation of data as well as presenting them in
statistical tables ready for interpretation.

The fourth principle refers to the setting up of standards or principles which serve as bases for evaluating the
findings of a study. Such standards should not be changed to suit the expectations of the researcher. The principle
also refers to the accurate statistical computation and interpretation of quantified data.

Some Hindrances to Scientific Inquiry (Errors in Personal Judgment)

(Source: Methods of Research and Thesis Writing by Calderon, J.F., and Gonzales, E.C. 1993)

Babbie gives the following as some of the hindrances to scientific inquiry. They are mostly errors in personal
judgment. (Babbie, pp. 6-16) The explanations are made for local adaptation,

1. Tradition. This is accepting that customs, beliefs, practices, and superstitions are true and are parts of
the daily lives of men. No effort is exerted to find out whether they are true or not. For example, there is a
traditional belief among some women that women who are conceiving should avoid eating dark or black
food such as black berries because their children will become dark also. This may be true or not, but
many women believe and practice it without verifying its truth. People have the idea that when everybody
does a thing, it is true. This belief is a hindrance to scientific investigation.

2. Authority. This is accepting without question, an opinion about a certain subject which is given by
someone who is considered an authority on the subject. If an ordinary person says that kissing transmits
colds, he is not believed much, he may even be laughed at. On the other hand, when a doctor says the
same thing, he is believed without question. Suppose a doctor commits a mistake and it is a fact that
some doctors commit mistakes sometimes. Worse, sometimes persons with big names in the community
make pronouncements about things outside their own expertise and they are believed because of their big
names. They are believed without any scientific inquiry about the truth of their pronouncements. For
instance, a well-known athlete is made to announce that to drink a certain brand of liquor is good because
it makes the body strong. Big stars in the movies are often made to sponsor the sale of certain products,
especially beauty enhancing things or articles, and they are believed without the slightest semblance of
any scientific investigation.

3. Inaccurate observation. This is describing wrongly what is actually observed. For instance, in the dead
of a moonlit night, a man sees a shadow in the form of a person and the man concludes at once without
any investigation that he has seen a ghost. When a meteor streaks the atmosphere, people who see it
say they have seen a flying saucer. When one sees a man lying unconscious in the street after he is hit by
a speeding car, he concludes at once that the person is already dead even if he is not. He does not
investigate anymore.

4. Overgeneralization. This is establishing a pattern out of a few instances. For instance, when one sees
one or two Ilocano husbands who are hardworking, responsible, and trustworthy then he concludes that
Ilocano husbands are hardworking. responsible, and trustworthy. When one happens to travel in a rough
road in a certain province, he forms the impressions that the roads in that province are rough. He does not
take the pains anymore to see if the other roads in the province are also rough.

5. Selective observation. This is persisting to believe an observed pattern from an overgeneralization and
ignoring other pertinent patterns. For example, one sees for the first time one or two prosperous Chinese
stores beside a poor, struggling Filipino store. He forms the conclusion that the Chinese are more shrewd
and more competitive than Filipinos. So, whenever he sees Chinese and Filipino stores, he always has
that idea that Chinese are better businessmen than Filipinos ignoring the fact that there are also poor
Chinese businessmen and there are also very good and more competitive Filipino businessmen.

6. Made-up information. This is making up information to explain away confusion. Suppose a buyer buys
from a store, goods worth P50.00 and gives to the storekeeper a P100.00 bill. The storekeeper mistakenly
gives a change of P40.00. The buyer goes away without counting the change but when he gets home, he
 finds that the change is short of P10.00. Instead of going back to the store to find out why he has a wrong
change, he concludes that the storekeeper is a cheater, and the members of his family are also cheaters.
Then, he buys again from the store but accidently leaves his wallet when he is paying for the goods. A
son of the storekeeper goes to the buyer's house returning the wallet. Instead of thinking that after all the
storekeeper is an honest fellow and perhaps also his family members, he imagines that maybe the boy
went to his house purposely not to return the wallet but to see his house for a possible burglary.

Another example of made-up information is wrongly interpreting the findings of a research material.

7. Illogical reasoning. This is attributing something to another without any logical basis. For instance,
because of the extended good weather it may rain at the weekend. Or, because it is sunny it will not rain
that day. Or, when a woman is believed to be a sorcerer. These are beliefs without any logical basis and
no effort is exerted to verify them.
8. Ego-involvement in understanding. This is giving an explanation when one finds himself in an
unfavorable situation. For instance, when foreigners make a slur on Filipinos, the latter counter that, that
is racial discrimination without investigating whether the slight is true or not. When a student gets a low
grade, he says that he got a low grade because his teacher has a personal grudge against him, and he is
a victim of vindictiveness. He does not make any effort to examine his abilities, his habits of study, etc.

9. Mystification. This is attributing to supernatural power, the phenomena that cannot be understood. This
is accepting that there are things which are beyond human intelligence to understand, and which are
reserved only to a supernatural being. Thus, no effort is exerted to make a scientific inquiry about these
phenomena.

10. To err is human. This is an attitude that admits the fallibility of man. When a man renders a wrong
decision or commits a mistake, he merely leans on the saying "To err is human." He does not make any
effort anymore to study as to why he committed the error, how he committed the error, the implications of
his error, how he can correct his error and how to make more sound decisions in the future.

11. Dogmatism. This is an addition. This is an unwritten policy of certain institutions and governments
prohibiting the study of topics that are believed to run counter to the established doctrines of such
institutions or governments. Thus, in communistic states, it is unlikely that one studies and writes about
the beauty of democracy. The same is true in a democracy. There is a veiled prohibition to study and write
about the beauty and adoption of communism. It may be a remote possibility that a research student in a
Christian church-related school can make a study about the non-existence of God. It is unlikely also that
one advocates the adoption of polygamy in a Christian community because his study findings say that
polygamy is good.

Purposes of Research (Aims, Objectives, Goals)

(Source: Methods of Research and Thesis Writing by Calderon, J.F., and Gonzales, E.C. 1993)

The definition of research says that research is purposive. The main or principal purpose and goal of research
is the preservation and improvement of the quality of human life. All kinds of research are directed toward this end.
"The purpose of research is to serve man," and "The goal of research is the good life." (Good and Scates, pp. 9, 14)
Due to research, man has attained great accelerating progress and is enjoying the products of research such as the
fast and comfortable land, sea, and air means of transportation, the wonders of electricity like the radio, telephone, air
conditioning, light in the homes, movies, running machinery for industry, the computer, the potent drugs that promote
health and prolong life, and many other countless things. "To satisfy man's craving for more understanding, to improve
his judgment, to add to his power, to reduce the burden of work, to relieve suffering, and to increase satisfactions in
multitudinous ways - these are the large and fundamental goals of research." (Good and Scates, p. 15)

For more specific purposes and goals of research, the following may be mentioned:

1. To discover new facts about known phenomena. (Alcohol is a known phenomenon and research
may tum it into a kind of fuel equal in quality to gasoline)

2. To find answers to problems which are only partially solved by existing methods and information
(Cancer is a serious disease which is only partially cured by present methods but due to intensive
and continuous research, the disease may be eradicated later on)

3. Improve existing techniques and develop new instruments or products. (This goal envisages the
invention of new gadgets and machines, food products and others used by man)

4. To discover previously unrecognized substances or elements. (Previously we had only 92 elements

but due to research we now have more than 100)
 5. Discover pathways of action of known substances and elements. (Due to research we come to
know the dangers from the abusive use of unprescribed drugs and some poisonous substances)

These are suggested by French (Treece and Treece, Jr. p. 5) and the statements enclosed in
parentheses are examples by the author.

6. To order related, valid generalizations into systematized science. Schlotfeldt. (Ibid.) (The result of
this purpose of research is the science we are now studying in school)

7. To provide basis for decision-making in business, industry. education, government, and in other
undertakings. One approach in decision-making is the research approach. (Gore and Dyson, p. 65).
(This is basing important decisions upon the results of research)

8. To satisfy the researcher's curiosity. (Sanchez, p. 3) (Edison was curious about how a hen hatches
her eggs and made research on that and he invented the incubator)

9. To find answers to queries by means of scientific methods. One important question that may be
asked which can be answered only by means of research is: In what setting is life expectancy
higher, in the city or in the barrio?

10. To acquire a better and deeper understanding about one phenomenon that can be known and
understood better by research is why women are generally smaller than men.

11. To expand or verify existing knowledge. This usually happens when researches are replicated.
Newly discovered facts may be found to expand knowledge gained from previous research or
verified if the same facts are found.

In relation to Purposes Nos. 2 and 3, the following may be added to the list of purposes:

12. To improve educational practices for raising the quality of school products. Research surveys often
result in the revision of curricula and instructional innovations to maximize the effectiveness of the
learning process.

13. To promote health and prolong life. This purpose is very obviously demonstrated in pharmaceutical,
nutritional, and medical research.

14. To provide man with more of his basic needs-more and better food, clothing, shelter, etc. The work
of the International Rice Research Institute in Los Baños, Laguna is a good example of this
purpose.

15. To make work, travel, and communication faster, easier, and more comfortable. Due to research
airplanes are made to fly faster, land vehicles to run faster, labor-saving machines have been
invented and improved, radio and television bring news immediately to the remote areas, and more
wonders of electricity are making life easier and better.

Characteristics of a Good Research

(Source: Methods of Research and Thesis Writing by Calderon, J.F., and Gonzales, E.C. 1993)

1. Research systematic. It follows an orderly and sequential procedure that leads to the discovery of truth,
solution of a problem, or whatever is aimed to be discovered.

2. Research is controlled. All variables except those that are tested or being experimented upon are kept
constant (not allowed to change or vary) so that the changes made on the subjects of the study can be
attributed only to the experimental variable. This is especially true in experimental research

3. Research is empirical. All procedures employed and data gathered are perceived in the same manner by all
observers. For instance, one says that there are five persons in the room, all agree to the existence of the five
persons. However, if one says that there are five ghosts in the room, one or none at all may believe it because
not all people believe in ghosts. Ghosts are examples of data that are not empirical.

4. Research is analytical. There is a critical analysis of all the data used so that there is no error in their
interpretation.

5. Research is objective, unbiased, and logical. All the findings and conclusions are logically based on
empirical data and no effort is made to alter the results of the research.
6. Research employs hypothesis. This is to guide the investigation process. In experimental studies,
hypotheses are expressly stated but in descriptive studies, the specific subproblems or specific questions
serve as the hypotheses and the hypotheses are tested and not proved.

7. Research employs quantitative or statistical methods. Data are transformed into numerical measures and
are treated statistically to determine their significance or usefulness.

8. Research is original work. Except in historical research, data are gathered from primary sources or first-
hand sources and not from secondary sources (usually printed materials such as books, or theses, etc.)

9. Research is done by an expert. The researcher uses valid and carefully designed procedures, valid data-
gathering instruments, and valid data. He subjects his data to expert scrutiny.

10. Research is accurate investigation, observation, and description. In fact, every research activity must be
done accurately so that the findings will lead to the formulation of scientific generalizations. All conclusions are
based on actual evidence.

11. Research is patient and unhurried activity. This is to ensure accuracy. Research that is hurriedly done or
conducted carelessly due to racing against time may lead to shaky conclusions and generalizations.

12. Research requires an effort-making capacity. No research can be conducted without the exertion of much
effort. No one without any effort-making capacity can conduct research because research involves much work
and time.

13. Research requires courage. Research requires courage because the researcher oftentimes undergo
hazards, discomforts and the like. At times the researcher encounters public and social disapproval. Also,
disagreements with colleagues may arise

Kinds and Classifications of Research

(Source: Methods of Research and Thesis Writing by Calderon, J.F., and Gonzales, E.C. 1993)
There are many kinds of research which are classified according to the distinctive features. Some of the
classifications are as follows:

1. According to goal. According to goal, research may be classified as basic or pure research and applied
research.

a) Basic or pure research is done for the development of theories or principles. It is conducted for
the intellectual pleasure of learning. Much of this kind of research has been done in psychology and
sociology. (Manuel and Medel, p. 18)

b) Applied research is the application of the results of pure research. This is testing the efficacy of
theories and principles. For instance, a principle says that praise reinforces learning. To determine
if this is true, one conducts an experiment in which there are two classes. In one class, he uses
praise but in the other class there is no praise at all. All other things are kept equal. At the end of
the experimental period, he gives the same test to the two classes. If the scores of the pupils in the
class with praise are significantly higher than those in the class without praise, then the principle is
true.

2. According to scope. Under this category is action research. This type of research is done on a very limited
scope to solve a particular problem which is not so big. It is almost problem solving.

In education, it is a firing-line or on the job type of problem-solving or research used by teachers,

supervisors, and administrators to improve the quality of their decisions and actions; it seeks more
dependable and appropriate means of promoting and evaluating pupil growth in line with specific and general
objectives and attempts to improve educational practices without reference to whether findings would be
applicable beyond the group studied. (Good, p. 464)
 3. According to the choice of answers to problems. Ackoff divides research that is concerned with finding
answers to problems into evaluation and developmental research.

a) In evaluation research, all possible courses of action are specified and identified, and the
researcher tries to find the most advantageous.

b) In developmental research, the focus is on finding or developing a more suitable instrument or

process than has been available. (Treece and Treece, Jr., p. 6)

4. According to statistical content. Under this type may be mentioned quantitative research and non-
quantitative research.

a) Quantitative or statistical research is one in which inferential statistics are utilized to determine the
results of the study. Inferential statistics such as correlation, chi-square, analysis of variance, etc. are
used to test the hypothesis. This type of research usually includes comparison studies, cause-and-
effect relationships, etc.

b) Non-quantitative research. This is research in which the use of quantity or statistics is practically
nil. This is especially true in anthropological studies where description is usually used. Descriptive
data are gathered rather than quantitative data.

5. According to time element. According to time element, Best classifies research as historical, descriptive,
and experimental.

a) Historical research describes what was.

b) Descriptive research describes what is.
c) Experimental research describes what will be. (Treece and Treece, Jr., p. 6)

Historical, descriptive, and experimental are the three major research methods. All other methods,
kinds, and types of research whatever they are called fall under these three major methods.

Other types and kinds of research are named according to the area or field of activity.
Hence, we have:
 sociological research
 social research
 psychological research
 anthropological research
 physical research
 chemical research
 industrial research
 economics research
 health research
 nursing research
 curriculum research
 educational research and countless others.

The Continuum of Educational Research Types

(Source: Research-Based Teaching and Learning by Navarro, R.L, and Santos, R.G. 2011)
Integration of research in teaching and learning may utilize five types of research: basic, applied, evaluative, action
and creative.

Basic research is research that aims to develop a new theory or revise an existing theory. The outcomes of basic
researches may not be realized within the foreseeable future because formulation or revision of theory requires
reliable evidences developed over the years.

Applied research aims to test a theory to determine its usefulness in a relevant situation. Series of applied
researches which yield comparably similar results may contribute towards the revision of the theory. Repeated
confirmatory results of applied researches may eventually lead to the formulation of a new theory.

Evaluative research is the scientific process of collecting and analyzing information about the quality, effectiveness,
and value of educational programs and practices to guide decision-making on teaching and learning.

Creative research is the process of determining teaching-learning needs and consequently developing products like
instructional materials, innovative teaching methods, curriculum enhancement proposals, sets of exit competencies of
graduates and educational management systems.

Action research is inquiry process conducted by teachers, administrators, or other stakeholders in the teaching-
learning environment to address a felt need or solve everyday problems. The primary purpose of action research is
not to contribute to science but only to contribute to the solution of a given problem.

The five research types are in a continuum bounded by basic and applied research. Basic research provides
the theory from which concepts and issues emanate to solve educational problems which is the concern of applied
research. Researches located in the middle of the basic-applied research continuum seek to relate the objectives of
these two research types. All research types require research methods to achieve their respective purposes.

Chapter 1 UNIVERSITY RESEARCH AGENDA

As a state university with the largest number of enrollees belonging to the marginalized sector of society, the
research program of the Polytechnic University of the Philippines (PUP) is directed at social capital and innovation
towards inclusive growth for national development. Research in the university, being the primary source of new
knowledge and a laboratory of highly competent and skilled human capital, is an incubator of innovations and
technologies with the end goal of economic growth of the country and the community.

The focus of the research program of the University is multi-, inter-, and trans-disciplinary and collaborative in
nature, with emphasis on sustainable development, answering especially questions such as “what kind of research is
done?”, “what are the objectives?”, and “what impact will the research have?” The University’s research program is
complimentary to research and development (R&D), technology transfer, innovation, and commercialization activities.

Research Policy Statement

Research is one of the major functions of higher education. Thus, the University encourages its faculty
members, non-teaching personnel and students to be actively engaged in research undertakings to ensure the
continued growth and development of PUP as a higher education institution.

Research Principles

Research undertakings in the University shall be guided by the following general principles set by the Higher
Education Research Agenda-2 (NHERA-2) of the Commission on Higher Education (CHED):

1. Research is the ultimate expression of an individual’s innovative and creative powers.

Pup shall ensure that the academic environment nurtures and supports research talents.
2. Research thrives in an environment characterized by free flow of information, honest and analytical exchange
of ideas, and supportive policy and administrative structures. PUP policies shall enhance the institution’s and
the individual’s capacity to conduct independent, collaborative and productive research.
3. Research is one of the functions of higher education sector. PUP is expected to lead the conduct of discipline-
based, policy-based, technology directed and innovative/creative researches that are locally responsive and
globally competitive.

‘University Research’ Defined

Research is defined as a “structured inquiry that utilizes acceptable scientific methodology to solve problems
and creates knowledge that is generally applicable” (Grinell, 1993).
 University research must advance the University’s Research Agenda of bridging the gaps in the programmed
body of knowledge that the University is building up. Researchers can be initiated and conducted by the following:
● an individual faculty members;
● an individual non-teaching personnel;
● a group of faculty members belonging to one department/college/branch;
● a group of non-teaching personnel belonging to the same office;
● a group of faculty members and/or non-teaching personnel from different
departments/colleges/branches/campuses/offices;
● an academic departments;
● a college/branch/campus;
● a student or a group of students belonging to one department, college or branch/campus.

Only those researchers that fit the definition of university research and approved by the University Research
Evaluation Committee (UREC) can avail of material, technical and/or financial support from the University.

The University Research Vision, Mission and Objectives

Vision

The University envisions itself as a premier center of research in social capital and innovation towards
inclusive growth for national development.

Mission

Research and development in PUP shall contribute to the transformation of the University as an epistemic
community and a research-intensive polytechnic university, and in advancing knowledge across multidisciplinary
areas to address the immediate and long-range needs of society. The R&D in the University shall endeavor to
produce research and innovation that promote educational, technological, economic, political, ecological, social, and
cultural understanding toward the alleviation of the plight of the poor, the development of the citizenry, and the
enhancement of nation-building and global competitiveness.

In particular, the research sector shall play a significant role in the realization of the University’s envisioned
society’ of (1) sustainable human development; (2) democratic and good governance; (3) respect for cultural diversity
and strengthened national identity; (4) technology with human touch; and (5) ecological harmony.

Objectives

To fulfill this mission, the Office of the Vice President for Research, Extension, Planning and Development
(OVPREPD) shall endeavor to achieve the following objectives:

1. To contribute to the country’s national development through a focused-university research program;

2. To promote synergy and a sound research capability program through collaboration of the research and
academic sectors of the University;
3. To pursue excellence in production and publication of research and creative works among faculty and
students;
4. To develop strong research linkages and partnerships with other national and international institutions and
organizations;
5. To pursue excellence in innovation, technology transfer and commercialization of research outputs with the
end goal of economic, environmental, and social growth.

The University Research Agenda

The University adopts a clear, practical, and realizable University Research Agenda that is meant to (1) be
aligned with the strategic plan of the University; (2) unify the direction and framework of the research activities of the
University; (3) align the research efforts of the University with the thrust and priorities of national government agencies
e.g. Department of Science and Technology (DOST), National Economic and Development Authority (NEDA),
Commission on Higher Education (CHED), among others; and (4) generate researches, scientific innovations,
speculative and theoretical paradigms which are expected to propel economic, scientific, social, cultural and
technological development.

The University Research Agenda is categorized into five general themes, to wit: (1) poverty reduction, peace,
and security; (2) accelerating infrastructure development through science and technology; (3) competitive industry and
entrepreneurship; (4) social and cultural development; and (5) conservation, protection, and rehabilitation of the
environment towards sustainable development.

Agenda 1: Poverty Reduction, Peace, and Security

This research theme addresses three important national and global issues that mankind is squarely faced:
poverty, peace, and security. The University is in the belief that these issues are interrelated-solving one means
solving others.

A. Poverty Reduction Studies

The University works with the paradigm that the poverty issue is multi-dimensional and is driven by
multifarious causes. Poverty studies therefore should cover the many facets of the causes and effects of poverty as
well as the ways of addressing them. They should also be linked with peace and security concerns of localities,
regions, and countries. The studies should reveal the relationships of poverty to security, human rights, governance,
lack of education, and limited access to social services for according to Kofi Annan, “development cannot enjoy
without security and security cannot be enjoyed without development.”

Roles and models on local resource and local actors’ mobilization, increasing productivity and creativity,
community-driven development, and development partnerships between public and private sector should likewise be
included among the focus of poverty studies.

The following research topics are herein identified for poverty reduction according to different dimensions:

(1) Economic Dimension

a. Agrarian reform and industrialization,

b. Agri-business,
c. Corporate social responsibility,
d. Employment and industrial relations,
e. Growth and equity,

Each of these themes could be dealt with independently from the others. Each could likewise be tackled by
particular or a specific research or academic unit/center. However, the possibility of these themes to overlap and
interlock with each other is not only likely but necessary and at times encouraged. Thus, various research
units/centers and academic units can collaboratively work on a single theme and, conversely, several themes could be
worked on by a single research or academic unit.

a. Local/community and distributive economics,

b. Micro-finance/micro lending strategies,
c. National and local economic policies,
d. SMEs, cooperatives, and social enterprise,
e. Supply chain management, and
f. Other related topics.

(2) Educational Dimension

a. Academe-industry linkages,
b. Alternative learning system,
c. Curriculum development,
d. Distance education/learning,
e. Educational policies and legislation,
f. Educational technology and innovation,
g. Graduate tracer studies,
h. Home-School-Community collaboration,
i. Institutional development,
j. Outcome-based evaluation,
k. Professional development and faculty support,
l. Quality assurance,
m. Student support services,
n. Teacher and student achievements,
o. Transformative education,
p. Transnational education (ASEAN integration), and
q. Other related topics.

(3) Social, Political and Cultural Dimension

a.Good governance,
b. Human development and social protection,
c. Informal settlers,
d. Knowledge and belief systems,
e. Local government studies,
f. Public personnel management and development,
g. Public-private partnership,
h. Quality of life,
i. Social welfare, and
j. Other related topics.

(4) Public Health Dimension

a. Food sufficiency,
b. Food productivity,
c. Nutrition and dietetics,
d. Food sciences, and
e. Other related topics.

B. Peace and Security Studies

Peace and security studies and researches are expected (1) to understand the causes of armed conflicts,
religious disagreements, cultural clashes, war, terrorism, genocide, human rights violations, and others; (2) to develop
ways and devices to prevent and resolve identified peace and security problems; and ultimately (3) to build peaceful
and just communities, systems, and societies.

Obviously, these types of studies require interdisciplinary approaches and expertise. Henceforth, researches with
the following topics could meet the above expectation:

(1) Understand the causes of armed conflicts, religious disagreements, cultural clashes, war, terrorism,
genocide, human rights violations and others with focus or emphasis on:
a. Democratization,
b. Ethnographic and ethnicity studies,
c. Human growth and development,
d. International relations and trans-border issues,
e. Internationalization,
f. Knowledge and belief systems,
g. Macroeconomics and globalization issues,
h. Migration,
i. National and human security,
j. Policy studies,
k. Political dynamics,
l. Religion and philosophy,
m. Social issues,
n. Social movements,
o. World politics, and
p. Other related topics.

(2) Develop ways to prevent and address identified peace and security problems, through conduct of studies
on:
a. Behavioral and psychosocial researches,
b. Cross-cultural communication,
c. Ethno-linguistics,
d. Organizational and development communication,
e. Peace and conflict resolution,
f. Psycho-trauma and crisis intervention,
g. Translation studies, and
h. Other related topics.

(3) Build peaceful and just communities, systems and societies, exploring:
a. Access, equity, and ethics,
b. Community empowerment,
c. Differently abled (PWDs),
d. Gender and development studies,
e. Globalization of education and across cultural aspects,
f. Institutional development,
g. Lesbian, Gay, and Bisexual, Transsexual and Queer (LGBT) issues,
 h. Marriage and family,
i. Senior citizens’ issues,
j. Women and children, and
k. Other related topics.

Agenda 2: Accelerating Infrastructure Development through

Science and Technology

Consistent with the National Government’s thrust, the University is determined to effect significant economic
growth, human development and social protection through acceleration of infrastructure development.

Undoubtedly, infrastructure development is one of the major priorities of the national government as it clearly and
concretely outlined in the recent National Economic and Development Authority agenda. The University, in support, to
the government’s efforts, provides, the country with research-based studies and scientific and engineering innovations
that will enable both the government and private sectors to hasten infrastructure development which can be both hard
and soft infrastructures.

The “hard” infrastructure refers to the large physical networks necessary for the functioning of a modern industrial
nation; these are meant to support the drivers of economic growth such tourism, agriculture and industry. On the other
hand, “soft” infrastructure refers to all the institutions or systems which are required to maintain the economic, cultural
and social standards of a country; these are meant to provide the necessary services for human development and
social protection such as education, health, among others:

The University identified the following areas and topics to concentrate on:

A. Hard Infrastructures

a. Energy-related infrastructure and facilities (e.g. power sources, upgrade of existing power plants, etc.),
b. Flood control and management,
c. Irrigation systems,
d. Mechatronics,
e. Resettlement frameworks,
f. Structural engineering,
g. Transportation technology,
h. Urban and rural housing,
i. Urban gardening,
j. Water supply and treatment facilities, and
k. Other related topics.

B. Soft Infrastructures

a. Bioinformatics,
b. Computational and theoretical sciences,
c. Data engineering and ubiquitous computing,
d. E-governance,
e. Instrumentation research,
f. Internet and Web applications development,
g. Knowledge management,
h. Management information systems/reporting systems,
i. Material science research,
j. Mathematical and statistical modeling,
k. Mobile computing systems,
l. Natural products,
m. Network security and issues,
n. Pure and applied mathematics research,
o. Software development and applications, and
p. Other related topics.

Agenda 3: Competitive Industry and Entrepreneurship

 The University recognizes the country’s need to strengthen the competitiveness of its industries particularly those
which are driving the nation forward in terms of economic growth such as tourism, agriculture, skilled manpower in ICT
and language proficiency, retail, exports, investments, banking and entrepreneurship.

Furthermore, PUP is one with the National Government in its objective of assuring rapid and sustained growth for
the country. In view of this, the University, with its various academic and research arms, identifies important research
topics and areas which can be explore (1) to reveal important trends, issues and challenges confronting these
industries and (2) to discover devices and ways to address these challenges. The following research topics are
hereunder identified:

a. Business processing and outsourcing,

b. Cooperative management,
c. E-commerce,
d. Human resource management practices and issues,
e. Incubation and commercialization,
f. Industry needs analysis,
g. Investments and banking systems and operations,
h. Livelihood and business development,
i. Management and organization
j. Market for agriculture industry,
k. Micro and macroeconomics,
l. National and local economic policy research (NEDA, LGU projects, DTI),
m. Products development and innovation,
n. Quality management,
o. Resource management,
p. Small and medium enterprises (SMEs)
q. Work values, and
r. Other related topics.

Agenda 4: Social and Cultural Development

Culture and society are linked to each other. Generally, culture is an important element of social development.
The University, with its strong academic/research centers and institutes pertaining to cultural and social studies, is
bent to support the National Government in the (1) creation intellectual potential; (2) building of human capital; (3)
popularization of culture, arts and heritage; (4) forging social integration; (5) promotion of national identity through
local and national historiography; (6) prevention of social pathologies; (7) initiation and establishment of cooperation;
(8) advancement and promotion of national solidarity and patrimony; and (9) reduction of disproportions of personal
development of citizens as a form of social advancement.

The following research topics are identified in order to direct the University research activities along the line of
cultural and social development:

a. Communication and society,

b. Filipino worldview,
c. Filipino culture,
d. Heritage studies/intangible cultural heritage/heritage preservation,
e. Historiography,
f. Human growth and development studies,
g. Information campaign and evaluation, advertising/public relations principles, and case studies,
h. Literatures, performing arts, visual arts, folk arts,
i. Media laws and ethics,
j. Media literacy,
k. Organizational behavior, multiple intelligences, giftedness and learning disabilities,
l. Philosophical studies,
m. Popular culture,
n. Psychology and society,
o. Sociological studies, and
p. Other related topics.

Agenda 5: Environmental Conservation, Protection and Rehabilitation

Towards Sustainable Development

Conservation, protection and rehabilitation of the environment is a significant factor in the maintenance of
community’s sustainability. It includes the sustainable use of management of the natural resources such as water,
natural energy, air, wildlife, and minerals. The University recognizes this as a very important element of national
development.

The following research areas and topics have been identified to generate knowledge to supplement the existing
body of works and regarding the management, care, use and exploitation of the natural resources:

a. Biodiversity,
b. Climate change mitigation and adaptation,
c. Disaster management, preparedness, and monitoring,
d. Energy conservation,
e. Environmental conservation, preservation, protection, and stewardship,
f. Global warming,
g. Urban ecology, and
h. Other related topics.

Polytechnic University of the Philippines

Santo Tomas Branch, Batangas
RESEARCH AGENDA

The Polytechnic University of the Philippines – Santo Tomas Branch (PUPSTB) shall carry out
research thrusts and priorities relevant and responsive to the emerging needs and environmental changes
and development; reliant on the competence of the faculty, administrative staff, and students; suitable to local
and national needs, and proportionate to the availability and adequacy of resources. These thrusts and
priorities are anchored from the national, regional and local development goals, the strategic plan of the
Commission on Higher Education (CHED), Education Agenda of the Department of Education (DepEd), the
PUP University Research Agenda, and the Ten (10) Pillars of President Manuel M. Muhi. The efforts of
PUPSTB will not only be limited in social and academics researches, scientific and technological researches,
and policy and business researches but also in other areas found needed and beneficial to PUPSTB, the
University, its partners and linkages, most especially its students and graduates.

Bachelor of Technology and Livelihood Education

RESEARCH THRUSTS & PRIORITIES

To establish direction and focus, in particular, the Bachelor in Business Teacher Education (BBTE)
program of PUPSTB shall pursue empirical collaborative or individual researches on the following research
thrusts and priorities:

Research Thrust: Social Development and cultural diversity

Research Topics:
1. Gender sensitivity and GAD studies
2. Curriculum and instructional development studies
3. Distance education / teaching / learning
4. Education technology and innovation
5. Teacher and student related studies
6. Behavioral and psychosocial research

Research Thrust: Sustainable cities and communications

Research Topics:
1. Greening the industry
2. Sustainable Innovation and Infrastructure
3. Calamity and Hazard Prevention
4. Smart Environment

Research Thrust: Poverty reduction, peace, and good governance

Research Topics:
1. Public Personnel Management and development
2. E-governance/good governance
3. Hunger eradication and food security

Research Thrust: Poverty reduction, peace, and good governance

Research Topics:
 1. Product and services pioneering and innovate studies
2. Financial literacy studies
3. Taxation Research
4. E-commerce
5. Consumer behavior studies
6. Micro, small, and medium enterprises
7. Product and services feasibility studies
8. Responsible consumption and production
9. Commercialization and technology transfer
10. Product planning and development

Research Thrust: Environmental conservation and climate action

Research Topics:
1. Environmental conservation, preservation, protection, and stewardship

Research Thrust: Accelerating infrastructure development through science and technology

Research Topics:
1. Ergonomics
2. Internet and web applications development
3. Management information systems
4. Software development and applications
5. Mobile computing systems
6. Renewable energy
7. Micro controller and automation
8. Power Generation
RESEARCH STRATEGIES

To ensure the achievement of research projects, the following strategies shall be employed:

1. Assessment of Faculty Research Needs

2. Develop Research Capability
3. Collaborate with Researchers from Within and Outside of the University
4. Source Financial Support for Researchers and Research Works
5. Upgrade Research Facilities
6. Build Partnerships and Linkages with Government Organization, Non-Government Organization, and
Private Companies
7. Afford Incentives to Researchers and Research Works
8. Dissemination of Research Works in Local, Regional, National and International Conferences 9.
Utilization of Research Outputs in Community Involvement and Extension Services Projects and Activities
10. Commercialize Research Outputs

The above-mentioned BBTLE Research Thrusts and Priorities was developed and drafted as a result of a
survey conducted on proposed research thrusts and priorities of the branch last March of 2022.

3. FORMULATING RESEARCH PROBLEM

Before a researcher can conduct a research project, he must first have a research problem to work on. As a
matter of fact, problem selection is considered the first step in research. Hence, it is essential that utmost care and
attention be given to the selection of the research problem.

3.1 Definition of a problem

(Source: Calderon & Gonzales)

A problem is (1) any significant, perplexing, and challenging situation, real or artificial, the solution of which
requires reflective thinking; (2) a perplexing situation after it has been translated into a question or series of questions
that help determine the direction of subsequent inquiry. The foregoing definitions are according to Dewey. (Good, p
414)

3.2 Elements of a research problems

(Source: Calderon & Gonzales)

The term research problem implies that an investigation, inquiry, or study is to be conducted, or that the
problem is ready for investigation, inquiry or study. There are certain elements that a problem must possess before it
becomes a research problem ready for investigation. These elements are:
 1. Aim or purpose of the problem for investigation. This answers the question "Why?" Why is there an
investigation, inquiry, or study?

2. The subject matter or topic to be investigated. This answers the question "What?" What is to be
investigated or studied?

3. The place or locale where the research is to be conducted. This answers the question "Where?" Where is
the study to be conducted?

4. The period or time of the study during which the data are to be gathered. This answers the question
"When?" When is the study to be carried out?

5. Population or universe from whom the data are to be collected. This answers the question "Who?" or
"From whom?" Who are the respondents? From whom are the data to be gathered?

Summarizing, the elements of a research problem are aim or purpose, subject matter or topic, place or
locale, period or time, and population or universe. They respectively answer questions starting with why, what, where,
when, and who or from whom.

Example of a research problem: The teaching science in the high schools of Province A during the school
year 1989-1990.

Aim or purpose: To determine the status of

Subject matter or topic: The teaching of science
Place or locale: In the high schools of Province-A
Period or time: During the school year 1989-1990
Population: The respondents are implied to be either the teachers or the pupils or both.

In formulating the title of a research inquiry, the aim is usually omitted and sometimes the population is not
also included. In the above example, the research problem is "The Teaching of Science in the High Schools of
Province a During the School Year 1989-1990."

3.3 Sources of a problem

(Source: Sevilla et al.; Aquino)

By and large, the following situations may manifest a problem. (1) When there is an absence of information
resulting in a gap in our knowledge. (2) Where there are contradictory results. (3) When a fact exists, and you intend
to make your study explain it.
Graduate students are oftentimes confronted with the difficulty of where to locate a research problem that is
not only worthy of investment of time, money, and effort but is academically significant as well.

Best (1981) gives the following as the most likely sources to which one may go for a suitable research problem in
education:

1. Actual problems encountered. Many of the problems confronted in the classroom, the school, or the community
lend themselves to investigation, and they are perhaps more appropriate for the beginning researcher than are
problems more remote from his own teaching experience. What organizational or management procedures are
employed? How is learning material presented? To what extent does one method yield more effective results than
another? How do teachers feel about these procedures? How do pupils and parents feel about them? What out-
of-school activities and influences seem to affect students and the teaching-learning process?

Teachers (and school administrators, for that matter) will discover "acres of diamonds" in their own back yards,
and an inquisitive and imaginative mind may discover in one of these problem areas an interesting and worthwhile
research project.

2. Technological changes and curricular developments. These changes and developments are constantly bringing
forth new problems and new opportunities for research. Perhaps more than ever before, educational innovations
are being advocated in classroom organization, in teaching materials and procedures, and in the application of
technical devices and equipment. Such innovations as teaching by television, programmed instruction, modified
alphabets, new subject matter concepts and approaches, flexible scheduling, and team teaching need to be
carefully evaluated through the research process.

3. The graduate academic experience. This kind of experience, which the graduate student goes through, should
stimulate the questioning attitude towards prevailing practices and effectively promote problem awareness.
Classroom lectures, class discussions, seminar reports, and out of-school exchanges of ideas with fellow students
 and professors will suggest many stimulating problems to be solved. Students who are fortunate enough to have
graduate assistantships have an especially advantageous opportunity to profit from the stimulation of close
professional relationships with faculty members and fellow assistants.

Reading assignments in textbooks, special assignments, research reports, and term papers will suggest additional
areas of needed research. Research articles often suggest techniques and procedures for the attack on other
problems. A critical evaluation may reveal faults or defects that made published findings in conclusive or
misleading. Many research articles suggest problems for further investigation that may prove fruitful. Research
journals and similar publications are also rich sources for problem seekers.

4. Consultation. This pertains to the graduate student's consultation with the course instructor, advisor, or major
professor. Although the student should not expect research problems to be assigned, consultation with the more
experienced faculty member is a desirable practice. Most students feel insecure as they approach the choice of a
research problem. They wonder if the problem they may have in mind is significant enough, feasible, and
reasonably free of unknown hazards. To expect the beginner to arrive at the advisor's office with a completely
acceptable problem is quite unrealistic. One of the most important functions of the research advisor is to help
students clarify their thinking, achieve a sense of focus, and develop a manageable research problem as distinct
from one that may be vague and too complex.

In addition to the above, five sources of research problems suggested by Good and Scates (1954) are worth
considering, as follows:

1. Specialization. The scholarship that should result from intensive specialization in one or more subdivisions of the
chosen field of training will reveal both the accomplishments of completed research and the problems yet
unsolved.
2. Analysis of an area of knowledge. In analyzing a field of knowledge, the area under consideration should be
reasonably limited in scope. For example, research areas in psychology, in order to serve effectively as sources of
specific problems for investigation, should be considerably narrower than the customary fields of psychology (such
as child psychology or abnormal psychology). More appropriate areas for analysis are physical growth, mental
development, reading-readiness tests, or prenatal conditioning. On the other hand, an area should be large to
prove meaningful, in terms of permitting the development of integrating conceptual patterns or schemes. To
subdivide a particular field into its constituent parts and to identify research problems in each sub-area tasks
requiring insight and background but are profitable procedures in discovering needed research.

3. Consideration of existing practices and needs. A systematic analysis of existing practices and needs in a particular
field is a challenging intellectual exercise, whether the area examined is local, provincial, regional, or national. The
gaps in knowledge, identified through such a canvass should be viewed as challenges rather than accepted in
laissez faire fashion as insuperable barriers to improvement. Included among such problems are those manifest in
actual practice: how a left-handed child learns to write; the unit plan of teaching, and the effect of school
competition on social attitudes.

4. Repetition or extension of investigation. It is sometimes pointed out, and rightly so, that history is never complete,
that surveys of status can be accurate only for the time and area represented, and that many experiments should
be repeated for purposes of verification. The physicist and chemist defend duplication of experiments, under
various conditions in different laboratories, for fear that some uncontrolled factor may have been present in the
original experiment.

5. "Off-shoots" of studies under way. Sometimes 1 problem, method, or discovery that buds out of an investigation in
progress proves more fruitful than the original line of research.

3.4 Selecting a research problem

(Source: Calderon & Gonzales)

There are certain guidelines or criteria in the selection of a research problem to make it more interesting and
the research work more enjoyable to the researcher as well as to ensure the completion of the study. Among the
guidelines or criteria are the following which may also be considered as characteristics of research problems:

1. The research problem or topic must be chosen by the researcher himself. This is to avoid blaming others or
offering excuses for any obstacle encountered.

2. It must be within the interest of the researcher. This is to make sure that the researcher will focus his full
attention on the research work.

3. It must be within the specialization of the researcher. This will in some way make the work easier for him
because he is working on familiar grounds. Besides, this may improve his specialization, skill, and
 competence in his profession.

4. It must be within the competence of the researcher to tackle. The researcher must know the method of
research and other research procedures applicable to his problem and he must know how to apply them.
He must have a workable understanding of his study.

5. It must be within the ability of the researcher to finance, otherwise he must be able to find funding for his
research. Research involves not a small amount of expense, and the researcher must be able to foot the
bills until his study is completed. There must be a budget that he must be able to shoulder.

6. It is researchable and manageable, that is,

a. Data are available and accessible. The researcher must be sure that the participants in his investigation
possess the needed data and that they are within his reach. So, one must not choose a problem in
which the locations of the data are too far away, say foreign lands.
b. The data must meet the standards of accuracy, objectivity, and verifiability. This is important. The data
gathered must be accurate, objective, and not biased, and can be verified if there arises a need,
otherwise, the results of the study will not be valid, and the generalizations formulated will be faulty.

c. Answers to the specific questions (subproblems) can be found. The data to be collected must supply
the necessary answers to the specific questions. Suppose the question is "How qualified are the
teachers handling science?" The data to be gathered are the educational attainments and the fields of
specialization of the teachers to be checked against the regulations of the school system. This way, the
answer to the question can be found.

d. The hypotheses formulated are testable, that is, they can be accepted or rejected. Hypotheses are not
proven; they are only determined as true or not. If the findings from the data do not conform to the
hypotheses, the latter is rejected. If the findings conform to the hypotheses, the latter are accepted as
true and valid.

e. Equipment and instruments for research are available and can give valid and reliable results.

7. It can be complicated within a reasonable period of time unless it is longitudinal research that takes a long
time for complete. Although research is unhurried, there must be a timetable for its completion. For
graduate students engaged in social and educational research, a research project for a master's thesis
must be completed within the year from the time the academic work has been completed, and for a
doctoral dissertation, five years. This is according to regulation.
8. It is significant, important, and relevant to the present time and situation, timely, and of current interest. This
means that the research project must be able to make a substantial impact on the situations and people it
is intended for or addressed to. It must be able to arouse the interest of the people concerned. If the study
is about drug abuse, it must be able to draw the attention of those engaged in the habit and those assigned
to stop it.

9. The results are practical and implementable. If the investigation is about drug addiction, are the
recommendations for its eradication applicable with the expected effectiveness?

10. It requires original, critical, and reflective thinking to solve it. To be able to apply these, the research
project must be novel, new, or original. The study is considered novel and new if it has not yet been
studied before and the data are gathered from new and original sources. However, the study may be a
replication, that is, the study has already been conducted but in another place, not in the place where it is
intended to be studied again. The purpose of study replications is w determine if conditions in one place
are also true in other places so that generalizations of wider application can he formulated.

11. 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. The area and population may be reduced but
only to such an extent that the generalizations can be considered true and useful.
12. It must contribute to the national development goals for the improvement of the quality of human life. This
is the ultimate aim of research, to improve the quality of human life, Research must improve or show how
to improve unsatisfactory conditions.

13. It must contribute to the fund of human knowledge. All the facts and knowledge that we have are mostly
the products of research. Any study to be conducted must add a new bit of knowledge to what we already
have.

14. It must show or pave the way for the solution of the problem or problems intended to be solved. Usually,
 after an inquiry has been conducted, recommendations are made for the solution of problems discovered
which, if implemented, can solve the problems.
15. It must not undermine the moral and spiritual values of the people. It must not advocate the promotion of
antisocial values such as drug addiction, cruelty, hatred, divisiveness, multiple sex mating, etc. As much
as possible it must advocate the promotion of divine values and those admirable human values such as
love, peace, goodwill, etc.

16. It must not advocate any change in the present order of things by means of violence but by peaceful
means. It must not advocate subversion, revolution, or the like to wrest control of the government or
change the form of government. If there is a needed change, it must be made by any means, but the
means must be peaceful and legitimate.

17. There must be a return of some kind to the researcher, either one or all of the following, if the research
report is completed:

a. Monetary, either increase in salary or publication of the results in which there is some kind of royalty.

b. Advancement of position, promotion. Generally, after finishing a graduate course, there is a promotion
especially in the educational system. It is easier to get a promotion with a graduate degree than
without one.

c. Improved specialization, competence, and skill in professional work especially if the research subject is
related to the profession. Suppose a teacher makes a study of the school management practices of
school principals in a certain area. So, when this teacher gets promoted to the principalship he already
knows how to manage his own school because of what he has learned from his study about the
practices of the principals he has studied.

d. Enhanced prestige and reputation. Usually, it is a big honor, especially among colleagues, on the part
of one who completes a research project and be able to write a thesis about his research project. This
is so because of the intellectual activity, effort-making capacity, and big expenses involved in the
work, and of course, because of a higher degree earned.

c. Satisfaction of intellectual curiosity and interest and being able to discover truth. It is always our
experience that after being able to solve a difficult intellectual problem we are engulfed with so much
elation and satisfaction that we forget all the sacrifices and difficulties that we have gone through. This
is also the feeling of those who are able to finish their research projects and reports, the latter in the
form of theses or dissertations, especially after passing a very rigid oral defense.

18. There must be a consideration of the hazards involved, either physical, social, or legal. This author knows
of a man who went to the mountains to study a tribe, ignoring physical dangers from wild animals and from
the tribesmen themselves. While this act is admirable, the researcher must also consider his personal
safety.

Another hazard is social. This occurs when an inquiry happens to encroach upon socially approved and
established social values, norms of conduct, or ethical standards. The inquiry may draw the ire of the
populace and the researcher may receive some kind of rebuke, censure, criticism, or derision.
Still another hazard is legal. If an investigation may affect adversely the honor and integrity of certain
people, a libel suit may ensue. Of course, it does not matter much if the researcher can prove his facts to
be true and if he is a crusader. He will be admired for his boldness to discover and tell the truth no matter
who gets hurt. A study about graft and corruption in the government is an example