RESEARCH METHODS

OVERVIEW
• RESEARCH is a key to progress. There can be no progress without research in almost if not all human endeavors.
• In GOVERNMENT, in EDUCATION, in TRADE and COMMERCE, and in all types and kinds of INDUSTRIES, RESEARCH
is vital and essential.

• Therefore, the METHODS and TECHNIQUES must be taught and

learned in GRADUATE as well as in UNDERGRADUATE educational
work.
• This is imperative because the people who have gone through
the college and graduate levels of education are the ones who
are most expected to undertake research activities.
 DEFINITIONS OF RESEARCH
•GOOD defines RESEARCH as a “careful, critical, disciplined inquiry, varying in technique and
method according to the nature and conditions of the problem identified, directed toward
the clarification or resolution (or both) of a problem”.
DEFINITIONS OF RESEARCH
•AQUINO says that “RESEARCH is simply, the
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, he eventually faces another essential task -
that of preparing the research report”.
 DEFINITIONS OF RESEARCH
• According to MANUEL and MEDEL, RESEARCH has been defined as “the process of
gathering data or information to solve a particular or specific problem in a scientific
manner”.

•PAREL defines research as “a systematic study

or investigation of something for the purpose of
answering questions posed by the researcher”.
DEFINITIONS OF RESEARCH
•TREECE and TREECE commented that
“RESEARCH in its broadest sense is an
attempt to gain solutions to problems. More
precisely, it is the collection of data in a
rigorously controlled situation for the
purpose of prediction or explanation”.
 DEFINITIONS OF RESEARCH
• Formulated in a more COMPREHENSIVE form, RESEARCH may be defined 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.
PURPOSES OF RESEARCH (Aims,
Objectives, Goals)
•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.
PURPOSES OF RESEARCH (Aims,
Objectives, Goals)
•The PURPOSE of RESEARCH is to SERVE MAN and the
GOAL of RESEARCH is the GOOD LIFE” (GOOD and
SCATES)
•“To satisfy man's craving for more understanding, to
improve his judgment, to add to his power, to
reduce the burden of work, to relive suffering, and to
increase satisfactions in multitudinous ways - these
are the large and fundamental goals of research”
 PURPOSES OF RESEARCH (Aims,
Objectives, Goals)
• 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.
 PURPOSES OF RESEARCH (Aims,
Objectives, Goals)
• To discover new facts about phenomena.
• To find answers to problems which are only partially solved by existing methods and information.
• Improve existing techniques and develop new instruments or products.
• To discover previously unrecognized substances or elements.
• Discover pathways of action of known susbstances and elements.
 PURPOSES OF RESEARCH (Aims,
Objectives, Goals)
• To order related, valid generalizations into systematized science.
• To provide basis for decision-making in business, industry, education, government and other related undertakings.
• To satisfy the researcher's curiousity.
• To find answers to queries by means of scientific methods.
• To acquire a better and deeper understanding about one phenomenon.
• To expand or verify existing knowledge.
 PURPOSES OF RESEARCH (Aims,
Objectives, Goals)
•To improve educational practices for raising the quality of school products.
•To promote health and prolong life.
•To provide man with more of his basic-needs-more and better food, clothing, shelter etc.
•To make work, travel and communication faster easier and more comfortable.
 CHARACTERISTICS OF GOOD RESEARCH

Important characteristics of a good research: (Aquino)

• Research gathers new knowledge or data from primary or first-hand
sources.
• RESEARCH is expert, systematic and accurate investigation.
• RESEARCH is logical and objective, applying every possible test to
verify the data collected and the procedures employed.
• RESEARCH endeavors to organize data in quantitative terms, if
possible, and express them as numerical measures.
• RESEARCH is carefully recorded and reported.
CHARACTERISTICS OF GOOD RESEARCH
The characteristics of RESEARCH maybe summarized as follows:
•RESEARCH is systematic.
•RESEARCH is controlled.
•RESEARCH is empirical
•RESEARCH is analytical.
•RESEARCH is objective, unbiased and logical.
•RESEARCH employs hypothesis.
•RESEARCH employs quantitative or statistical methods.
CHARACTERISTICS OF GOOD RESEARCH
The characteristics of RESEARCH maybe summarized as follows:
•RESEARCH is original work.
•RESEARCH is done by an expert
•RESEARCH is accurate investigation, observation or
description
•RESEARCH is patient and unhurried activity.
•RESEARCH requires an effort-making capacity.
•RESEARCH requires courage.
 KINDS AND CLASSIFICATIONS OF RESEARCH
There are many kinds of research which are classified according to
their distinctive features. Some of the classifications are as follows:
• ACCORDING TO PURPOSE. Trow identifies three broadly different
kinds of research, namely, predictive, directive, and illuminative.
a. Predictive or prognostic research has the purpose of
determining the future operation of the variables under
investigation with the aim of controlling or redirecting such for
the better.
b. Directive research determines what should be done based on
the findings. This is to remedy an unsatisfactory condition if
there is any.
KINDS AND CLASSIFICATIONS OF RESEARCH
c. Illuminative
research is concerned with the interaction of the components of the variable being investigated.
For example, “interaction of the components of educational systems and aims to show the connections among,
for example, student characteristics, organizational patterns and policies, and educational consequence”
KINDS AND CLASSIFICATIONS OF RESEARCH
• 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)
KINDS AND CLASSIFICATIONS OF RESEARCH
• ACCORDING TO GOAL. Research may be classified as basic or pure
research and applied research.
b. APPLIED RESEARCH is the application of the results of pure
research. This is testing the efficacy of theories and priciples. 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.
KINDS AND CLASSIFICATIONS OF RESEARCH
• ACCORDING TO THE LEVELS OF INVESTIGATION. French categorizes
research according to the levels of investigation into Exploratory
Research, Descriptive Research and Experimental Research.
a. In EXPLORATORY RESEARCH, the researcher studies
the variables pertinent to a specific situation.
b. In DESCRIPTIVE RESEARCH, the researcher studies
the relationships of the variables.
c. In EXPERIMENTAL RESEARCH, the experimenter
studies the effects of the variables on each other.
KINDS AND CLASSIFICATIONS OF RESEARCH
• ACCORDING TO TYPE OF ANALYSIS. According to the type of analysis,
Weiss classifies research into ANALYTIC RESEARCH and HOLISTIC
RESEARCH.
a. In the ANALYTIC APPROACH, the researcher
attempts to identify and isolate the
components of the research situation.
b. The HOLISTIC APPROACH begins with the total
situation, focusing attention on the system first
and then on its internal relationships.
KINDS AND CLASSIFICATIONS OF RESEARCH
• 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)
KINDS AND CLASSIFICATIONS OF RESEARCH
• ACCORDING TO 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 acion
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.)
KINDS AND CLASSIFICATIONS OF RESEARCH
• 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 or
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.
KINDS AND CLASSIFICATIONS OF RESEARCH
• ACCORDING TO TIME ELEMENT. According to time element, Best
classifies research as historical, descriptive, and experimental.
a. Historical research describe what was.
b. Descriptive research describes what is.
c. Experimental research describes what will be. (Treece and
Treece)

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.
KINDS AND CLASSIFICATIONS OF RESEARCH

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 RESEARCH PROBLEM

A PROBLEM IS:
a. Any significant, perplexing and challenging situation,
real or artificial, the solution of which requires
reflective thinking

b. A perplexing situation after it has been translated

into a question or series of questions that help
determine the direction of subsequent inquiry
ELEMENTS OF A RESEARCH PROBLEM
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 element 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?
ELEMENTS OF A RESEARCH PROBLEM
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?
ELEMENTS OF A RESEARCH PROBLEM

Summarizing, the elements of a research

problem are aim or purpose, subject matter or
topic, place or locale, period of time, and
population or universe. They respectively answer
questions starting with why, what, where, when,
and who or from whom.
GUIDELINES IN THE SELECTION OF A RESEARCH
PROBLEM OR TOPIC
The following are the 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.
1. The research problem or topic must be chosen by the researcher
himself.
2. It must be within the interest of the researcher.
3. It must be within the specialization of the researcher.
4. It must be within the competence of the researcher to tackle.
5. It must be within the ability of the researcher to finance otherwise
he must be able to find funding for his research.
GUIDELINES IN THE SELECTION OF A RESEARCH
PROBLEM OR TOPIC

6. It is researchable and manageable.

7. It can be completed within a reasonable period
of time unless it is a longitudinal research which
takes a long time for its completion.
8. It is significant, important, and relevant to the
present time and situation, timely and of current
interest.
9. The results are practical and implementable.
GUIDELINES IN THE SELECTION OF A RESEARCH
PROBLEM OR TOPIC
10. It requires original, critical, and reflective thinking
to solve it.
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.
12. It must contribute to the national development
goals for the improvement of the quality of human life.
13. It must contribute to the fund of human
GUIDELINES IN THE SELECTION OF A RESEARCH
PROBLEM OR TOPIC

13. It must contribute to the fund of human knowledge.

14. It must show or pave the way for the solution of the
problem or problems intended to be solved.
15. It must not undermine the moral and spiritual values
of the people.
16. It must not advocate any change in the present order
of things by means of violence but by peaceful means.
17. There must be a consideration of the hazards
involved, either physical, social or legal.
THE TITLE
GUIDELINES IN WRITING THE TITLE:

1. Generally, the title is formulated before the start of the research

work. It may be revised and refined later if there is a need.
2. The title must contain the subject matter of the study,
3. It must be broad enough to include all aspects of the subject
matter studied or to be studied. Hence, the title indicates what is
expected to be found inside the thesis report.
4. It must be as brief and concise as possible.
5. It must be accurate, unambiguous, specific and complete
6. If the title contains more than one line, it must be written like an
inverted pyramid, all words in capital letters.
 INTRODUCTION
•The introduction explains the importance and validity of the problem chosen for the study. It also
includes some statements on the background of the study. These statements give a clear notion of
the general scope and are substantiated by persons of authority or by documents or records.
INTRODUCTION
The following guide will be the basis in preparing the
introduction.

1. Try to respond to the obvious questions in

the minds of the readers: What is the
paragraph of your introduction/study about?
What need is being responded to by the
study? Who benefits from the study? These
three questions must be answered first?
INTRODUCTION
2. Cite some relevant past attempts on the
same study and quote from these authors to
establish the need for the study in the second
to the third paragraphs 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?
INTRODUCTION
In the final paragraph, repeat exactly what
your main objective is in conducting the study.
OBJECTIVES
1. States the general objective of the research.
2. Indicate specific objectives, including
identification of parameters and other
variables required in the study.
 It states the specific things that the
researcher wants to adhere at the end of
the study
IMPORTANCE/SIGNIFICANCE OF THE STUDY
This portion points out the possible
contribution of the study to theoretical
implications such as theory reformulation,
development of new theory, etc. or to more
practical application to methodology of
research, policy makers, program planner, etc.
SCOPE AND LIMITATION
1. The coverage and period of the study
2.Limitations of the study include the
weaknesses of the study beyond the control of
the researcher
3. The limitations on the research
methodology or approach used
DEFINITION OF TERMS
This section gives operational definition of
terms as used in the study or authority within
the theoretical/conceptual framework. In
some instances, it further describes the
variable being studied. The main purpose of
this section is to reach an agreement between
the reader and the study proponent on the
true meaning of concepts as used in the study.