RESEARCH

MICHAEL N. NOLASCO, PhD

Assistant Professor 1

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 RESEARCH
• Means searching for theory, for testing
theory, or for solving a problem. It means
that something exists that needs
investigation and inquiry which later has to
be solved.

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 RESEARCH
• Is define in various ways – for one, “to
search again, to take another more
careful look, to find out more” (Selltiz,
et. al., 1976). This means that research is
a practical way of discovering answers
and solutions to existing problems. As one
goes into the research process, questions
arise.

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 RESEARCH
• It may also be defined as simply “a
systematic quest for undiscovered
truth” (Leedy, 1974). Hence, it is the
research for an answer to an
unanswerable question.
• “It is a systematic attempt to provide
answers to questions” (Tuckman, 1972).
It is a systematic attempt to obtain
adequate solutions to problems.
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 Kerlinger (1973) defined scientific
research as follows: “systematic,
controlled, empirical and critical
investigation of hypothetical
propositions about the presumed
relations among natural phenomena.”

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Systematic – means following step-by-
step procedures, investigation is so
ordered that investigations can have
critical confidence in research outcomes.
These include:
*identification of the problem
*relating problem with existing theory/ies
*collection of data
*analysis and interpretation of data
*drawing conclusions
*integrating conclusions into the streams of
knowledge 6
Controlled – means well-planned,
which means:
•the problem is defined theoretically
•the variables are identified and selected
•the instruments are carefully selected or
constructed
•conclusions are drawn only from the data
obtained
•recommendations are based on the
findings and conclusions
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Empirical – research is based on direct
experience or observation by the
researcher.
The collection of data relies on practical
experience without benefit of the scientific
knowledge or theory.
It points to the need to gather factual data
and to test subjective reality and have the
findings often to further scrutiny and testing
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Critical – research exhibits careful and
precise judgment.

Research is a systematic search for

pertinent information on a specific topic or
problem. After a careful, systematic search
for pertinent information or data on a specific
topic or problem; and after the research
worker has analyzed and interpreted the
data, another essential work – is preparing
the research report.
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 PURPOSE OF RESEARCH
• “Research provides solutions to problems
we encounter. Since problems are
endless, research is a continuing process.”

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 CHARACTERISTICS OF
RESEARCH
• Research is logical and objective.
• Research is expert, systematic and
accurate investigation.
• Research gathers new knowledge and
data from primary and secondary source

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 CHARACTERISTICS OF
RESEARCH
• Research endeavours to organize data in
quantitative (measurable) terms if possible
and to express these data in numerical
measures.
• Research requires courage.
• Research is carefully recorded and
reported.

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 CRITERIA FOR A GOOD
RESEARCH TOPIC
A good research topic should be: (F.I.N.E.R)
• Feasible
• Interesting
• Novel
• Ethical
• Relevant

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 THE RESEARCH PROBLEM
• Problem – is any significant, perplexing
and challenging situation, real or artificial,
the solution of which requires reflective
thinking.
– perplexing situation

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How does one know that a
problem is researchable?
When:
1.There is no answer or solution to it,
such as a gap in knowledge exist
(when there is an absence of
information resulting in a gap of
knowledge).
2. There are possible solutions, the
effectivity of which is untested or
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unknown yet.
3.There are answers or solutions the
possible result of which may seem or
maybe factually contradictory. (When
are contradictory results).
4.There are several possible and
plausible explanations for the
undesirable conditions (when fact
exists and you intend to make your
study explain it).
5. When the existence of a phenomenon
requires explanation. 16
 Sources of Problem
• Dialogue or ordinary meetings
• Personal experience
• Symposia
• Journals
• Books
• Mass media
• Theories
• Theses/Dissertation
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 Criteria of a Good Research Problem
1. The problem should be of great interest to
the researcher.
2. The problem should be relevant and
useful to a specific group of people.
3. A good problem is novel in that it
possesses the element of newness. (There is
no such thing as new topic in
research).
4. A problem should be well defined or
specified. 18
 Criteria of a Good Research Problem

5. A problem should be measurable.

6.A problem is time bound.

7. A problem is good and researchable

on the basis of the investigator’s
capability to meet what it requires,
expertise, manpower, money and
time. 19
 Criteria of a Good Research Problem

8. A problem should contribute to the

refinement of certain important concepts,
creation or improvement of research
instruments and analytical system and will
permit generalization.

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 Not all problems are researchable
problems for the following reasons:
1.It is impossible to collect verifiable data for the
problem.
2.The problem does not require mental struggle
to force the facts to reveal their meaning.
3. The answers to the problem can be
answered by machines.
4.The problem is answerable by yes or no.
5.The problem poses ethical and moral
impediments. 21
 THE TITLE
1. Clear and specific.
2. The main concept should be included.
3. The variable being investigated should by
all means be written as part of the title.
4. Where many variables are being studied,
there must be some ways to choose
terms that will summarize these
variables.
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 THE TITLE
Examples:
Personal variables – age, gender, no. of
dependents.
Professional variables – education, salary,
rank, etc.

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 THE TITLE
5. The inclusion of variables, relationships
and target population will invariably make
the title long. In this connection, Baker &
Schultz sets the maximum of 20
substantive words.

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 THE TITLE
• Function words not included in the TITLE:
a) A study of
b) An investigation of
c) An inquiry
d) A comparison of

All these things are understood to BE DONE

or HAVE BEEN DONE when a research is
conducted. 25
 THE TITLE
Examples:
Personal variables – age, gender, no. of
dependents.
Professional variables – education, salary,
rank, etc.

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 PARENTAL INVOLVEMENT AND STUDENT
ACHIEVERS’ DEVELOPMENT IN NATIONAL HIGH
SCHOOLS IN THE BICOL REGION

PARENTAL INVOLVEMENT AND STUDENT ACHIEVERS’ DEVELOPMENT IN

NATIONAL HIGH SCHOOLS IN THE BICOL REGION

PROGRAM EVALUATION OF CENTRAL

BICOL STATE UNIVERSITY OF
AGRICULTURE (CBSUA) AND THE
ATTAINMENT OF CHED THRUSTS
PROGRAM EVALUATION OF CENTRAL BICOL STATE UNIVERSITY
OF AGRICULTURE (CBSUA) AND THE ATTAINMENT OF CHED
THRUSTS 27
 Chapter l
THE PROBLEM
Introduction
Statement of the Problem
Assumption
Hypothesis/es
Significance of the Study
Scope and Delimitation of the Study
Definition of Terms
Notes 28
 INTRODUCTION
• The main purpose of the introduction is to
arouse the interest of the reader and
convince them that the research paper is
worth reading.
• A poor introduction will result in the paper
or research not being read by the intended
clients.

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 Guidelines in writing
introduction
1. Try to respond to the obvious questions in
the minds of the reader. What is the study
about? What need is being responded to
by the study? (unsatisfactory condition).
Who benefits from the study? These
three questions must be answered in the
first paragraph of the introduction.

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 Guidelines in writing
introduction
2. Cite some relevant past attempts on the
same study and quote from the authors to
establish the need for the study in the
second to the third paragraph of your
introduction.
3. In the fourth paragraph, underscore the
losses that will accrue on the discipline if
the study is not conducted. What will
happen if the study is not done?
(Rationale) 31
 Guidelines in writing
introduction
4. In the final paragraph, repeat exactly
what your main objective is in conducting
the study.

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MICHAEL N. NOLASCO, Ph.D. 33
MICHAEL N. NOLASCO, Ph.D. 34
The statement of the problem is composed
of the general or main and specific or sub-
problems.

The main problem is a declaration of

the title of the study added with the where
and when the study will be conducted.

The specific problems or sub-

problems are the details or areas to be
covered to describe the whole thesis or main
problem. 35
Statement of the Problem

Main problem

The main problem is a declaration of the title of the study added

with the where and when the study will be conducted.

Title of Research
PROGRAM EVALUATION OF CENTRAL BICOL STATE UNIVERSITY
OF AGRICULTURE (CBSUA) AND THE ATTAINMENT
OF CHED THRUSTS

The study is a program evaluation and the

attainment of the four CHED goals in Central Bicol
State University of Agriculture (CBSUA), Pili,
Camarines Sur, School Year 2011-2012. 36
Specific problems

The specific problems or sub-problems are the

details or areas to be covered to describe the whole thesis
or main problem.

Before writing down the specific

questions, determine first the
different aspects of the research
problem to be studied and then, for
each aspect make specific question
with sub question if there is a need.
37
PROGRAM EVALUATION OF CENTRAL BICOL STATE UNIVERSITY
OF AGRICULTURE (CBSUA) AND THE ATTAINMENT
OF CHED THRUSTS

List various concerns that you should do in order to answer the main
problem:

1. Academic programs . Describe its

curriculum objective, learning content,
organized learning experiences, and
evaluation strategies

2. Level of implementation of the programs

in terms of human and non-human
resource components 38
 3. extent of the programs are implemented
to achieve the four CHED Thrusts along:
a. quality and excellence;
b. access and equity;
c. relevance and responsiveness; and
d. efficiency and effectiveness
4. relationship between the level of
program implementation and attainment of
the four CHED Thrusts
5. policy/ies to enhance academic
program implementation and compliance with
the CHED goals. 39
Convert the different aspects of the research problem to
be studied to specific question with sub question if there
is a need.

CONCERNS SPECIFIC PROBLEMS

1. Academic programs . 1. What are the academic
Describe its curriculum programs of the institution in
objective, learning terms of their objectives,
content, organized selected learning content,
learning experiences, organized learning
and evaluation experiences, and evaluation
strategies strategies?
2. Level of implementation 2. What is the level of
of the programs in implementation of these
terms of human and programs in terms of human
non-human resource and non-human resource
components components? 40
 CONCERNS
3. Extent of the programs are
implemented to achieve the
four CHED Thrusts along:
a. quality and excellence;
b. access and equity;
c. relevance and
responsiveness; and
d. efficiency and
effectiveness
4. Relationship between the
level of program
implementation and
attainment of the four CHED
Thrusts
5. policy/ies to enhance
academic program
implementation and
compliance with the CHED
goals
SPECIFIC PROBLEMS
3. To what extent have the
implemented programs achieved the
four CHED Thrusts along:
a. quality and excellence;
b. access and equity;
c. relevance and responsiveness;
and
d. efficiency and effectiveness?
4. Is there a significant relationship
between the level of program
implementation and attainment of
the four CHED Thrusts?
5. What policy/ies may be formulated
to enhance academic program
implementation and compliance with
the CHED goals?
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Statement of the Problem

The study is a program evaluation and the

attainment of the four CHED goals in Central Bicol
State University of Agriculture (CBSUA), Pili,
Camarines Sur, School Year 2011-2012.
Specifically, the following questions will be answered:

1. What are the academic programs of

the institution in terms of their objectives,
selected learning content, organized learning
experiences, and evaluation strategies?

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 2. What is the level of implementation
of these programs in terms of human and
non-human resource components?

3. To what extent have the

implemented programs achieved the four
CHED Thrusts along:

a. quality and excellence;

b. access and equity;
c. relevance and responsiveness;
and
d. efficiency and effectiveness? 43
 4. Is there a significant relationship
between the level of program
implementation and attainment of the
four CHED Thrusts?

5. What policy/ies may be

formulated to enhance academic
program implementation and
compliance with the CHED goals?
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 Guidelines in Formulating the General
Problem and Specific Sub-problems or
Specific Questions

1. The general statement of the problem and the specific

sub-problems or questions should be formulated first before
conducting the research. The general statement of the problem
is usually a reiteration of the title of the study.

2. It is customary to state specific sub-problems in the

interrogative form. Hence, sub-problems are called specific
problems.

3. Each specific question must be clear and unequivocal,

that is, it has only one meaning. 45
 4. Each specific question is researchable apart from
the other questions, that is, answers to each specific
question can be found even without considering the other
questions.

5. Each specific question must be based upon known

facts and phenomena. Besides, data from such known facts
and phenomena must be accessible to make the specific
questions researchable.

6. Answers to each specific question can be

interpreted apart from the answers to other specific
questions.

7. Answers to each specific questions must contribute

to the development of the whole research problem or topic.46
 8. Summing up the answers to all the specific
questions will give a complete development of the entire
study.

9. The number of specific questions should be

enough to cover the development of the whole research
problem or study.

10. Specific questions should be stated using the

following guide question

Words: “What”, “ Will”, “ How”, “Is there”, “Are there” . . . .

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Specific Objectives
Translate the specific questions to objectives of the study
SPECIFIC PROBLEMS OBJECTIVES OF THE STUDY
What are the
academic programs Describe the academic
of the institution in programs of the
terms of their institution in terms of
objectives, selected their objectives, selected
learning content, learning content,
organized learning organized learning
experiences, and experiences, and
evaluation evaluation strategies.
strategies?
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 SPECIFIC PROBLEMS OBJECTIVES OF THE STUDY
2. What is the level of Assess the level of
implementation of the implementation of the
programs in terms of programs in terms of human
human and non-human and non-human resource
resource components? components
3. To what extent have To find out the extent the
the implemented implemented programs
programs achieved the achieved the four CHED
four CHED Thrusts Thrusts along:
along: a. quality and excellence;
a. quality and excellence; b. access and equity;
b. access and equity; c. relevance and
c. relevance and responsiveness; and
responsiveness; and
d. efficiency and
d. efficiency and
effectiveness? effectiveness
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 SPECIFIC PROBLEMS OBJECTIVES OF THE STUDY
4. Is there a significant Find out the relationship
relationship between between the level of program
the level of program implementation and
implementation and attainment of the four CHED
attainment of the four Thrusts?
CHED Thrusts?
5. What policy/ies may
be formulated to Formulate policy/ies to enhance
enhance academic academic program
program implementation and
implementation and compliance with the CHED
compliance with the goals
CHED goals?
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Levels of inquiry

Level 1. These are questions which are

usually used in descriptive researches. They
usually start with “what” and are exploratory
in nature.

Example. What are some of the problems

encountered by state universities and colleges
of Region I in the implementation of production
function?
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 Level 2. These are questions which asks
relationships or differences between
independent and dependent variables.
Examples:
1. Is there a significant correlation between
the level of skills and attitudes of teachers
in the use of instructional materials?
2. Is there a significant difference between
the groups of respondents on their extent
of involvement in the implementation of
production?
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 Level 3. These are research questions
which are usually stated in “why”and“how”
questions.
Examples:

1. How effective is the adoption of production

in raising financial resources of state
universities and colleges in Region I?
2. To what extent do teachers manifest the
degree of seriousness of problems
encountered in the use of instructional
materials?
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 ASSUMPTION vs HYPOTHESES
Assumptions in your study are things
that are somewhat out of your control, but if
they disappear your study would become
irrelevant. For example, if you are doing a
study on the middle school music
curriculum, there is an underlying
assumption that music will continue to be
important in the middle school program.

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 ASSUMPTION vs HYPOTHESES
An hypothesis is a specific statement of
prediction. It describes in concrete (rather
than theoretical) terms what you expect will
happen in your study. Not all studies have
hypotheses.
Usually, we call the hypothesis that you
support (your prediction)
the alternative hypothesis, and we call the
hypothesis that describes the remaining
possible outcomes the null hypothesis. 55
 IMPORTANCE OR
SIGNFICIANCE OF THE STUDY
• In this section, the researcher expresses the
value or importance of the research study.
• This is where the significant contributions of the
results of the study are enumerated.
• Such contributions may be viewed from the point
of the target beneficiaries like the researcher
himself, service provider, client, society,
administrators, planners, decision-makers,
implementers, the community, the educational
institutions, legislatures, and practitioners.
56
PROGRAM EVALUATION OF CENTRAL BICOL STATE UNIVERSITY
OF AGRICULTURE (CBSUA) AND THE ATTAINMENT
OF CHED THRUSTS

Significance of the Study

Students.
Parents and the community
Teachers
School administrators
Office of the Curricular Reforms and
Development (OCRD)
Commission on Higher Education
Other researchers 57
Guidelines in Writing Importance
or Significance of the Study
1. The rationale, timeless and or relevance of the
study to existing conditions must be explained
or discussed.
2. Possible solutions to existing problems or
improvements to unsatisfactory conditions.
3. It must be shown who are the individuals,
groups, or communities who may be placed in
a more advantageous position on account of
the study.
4. Possible contribution to be a fount of
knowledge. 58
Guidelines in Writing Importance
or Significance of the Study
5. It should discuss the implications, including the
possible causes of the problems discovered,
the positive effects of the problems, and the
remedial measures to solve the problems.
6. Implications must include the good points of a
system, which ought to be continued or to be
improved.

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60
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 The use of the following phrases could help express
the importance of the study:

➢The results of this study could help them realize ….

➢The useful and relevant information acquired from the
study will encourage them to continue ….
➢This study will encourage them to ….
➢This study will enhance involvement in the ….
➢Results could help benefit ….
➢It will also serve as basis in the study of ….
➢This study will also afford the management to know …
➢Similar organizations will benefit from the study in ….
➢Researchers may find the findings useful as ….
➢This study can help boost the ….
➢The findings may also serve as a guide to ….
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➢ The results hopefully, will be of value to ….
➢Through this study, students, will become aware
of ….
➢This could motivate and challenge the ….
➢The results of this study will provide some
insights and information on how they ….
➢The study will provide ….
➢It will likewise serve ….
➢Hopefully, this study will eventually help ….
➢Finally, this study will make them aware of ….
➢This study will contribute to ….
➢It will also motivate the ….
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SCOPE AND DELIMITATION OF THE
STUDY

The scope identifies the boundaries or

coverage of the study in term of subjects,
objectives, facilities, area, time frame, and
the issues to which the research is focused.
The limitations of the study define the
constraints or weaknesses, which are not
within the control of the researcher.

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 Limitations vs Delimitations
Limitations are potential weaknesses in
your study and are out of your control. We
find limitations in almost everything we do.

Delimitations are those characteristics that

limit the scope and define the boundaries of
your study. The delimitations are in your
control.

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 The use of the following phrases could help
express the scope of this portion:

This study will focus on ….

The coverage of this study ….
The study covers the ….
The study focuses on ….
It includes ….
It is concerned with ….
It also involves the ….
The study consists of ….

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 The limitation could be expressed using the
following phrases:

This study is limited to ….

The study does not cover the ….
The investigator limited this research to ….
It does not seek to include ….

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MICHAEL N. NOLASCO, Ph.D. 69
 Definition of Terms
A conceptual definition tells you what
the concept means, while an operational
definition only tells you how to measure it.
A conceptual definition tells what
your constructs are by explaining how they
are related to other constructs. This
explanation and all of the constructs it refers
to are abstract.

70
 Definition of Terms
A conceptual definition tells what
your constructs are by explaining how they
are related to other constructs. This
explanation and all of the constructs it refers
to are abstract.

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 Definition of Terms
On the other hand, your operational
definitions describe the variables you will
use as indicators for your constructs and the
procedures you will use to observe or
measure the variables.
Operational definition of terms refers
to a detailed explanation of the
technical terms and measurements used
during data collection.
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End…
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