The slides contains components of research from Chapters 1, 2, and 3.

1. Components of
Research

2. Chapter 1
THE PROBLEMAND ITS SETTING
The problem and its setting normally contains a reason,
justification and/or the background with respect to the
problem, the importance of which should be established at
this point.

3. Chapter 1: Essential Elements
1. Introduction
2.Research Locale
3. Framework of the Study
4.Statement of the Problem
5.Assumption/Hypothesis
6.Scope and Limitation
7. Significance of the Study
8.Definition ofTerms

4. 1. Introduction
 Presents the rationale of your study
and clearly indicates why it is worth
doing.

5. 2. Research Locale
 States about where to conduct the
study. In doing this, you can cite
major characteristics of the locale
that has something to do with the
investigation.

6. 3. Framework of the Study
 States the anchor point of the study.
This serves as the framework of the
investigation.
 This could be in a form of conceptual
framework.
 Identify the key independent and
dependent/major and minor variables

7. 4. Statement of the Problem
 States the general and specific research
problem, which is often referred to as
the purpose of the study.

8. 5. Assumption / Hypothesis
 Provides introductory statement. State
your assumption or hypothesis

9. 6. Scope and Limitation
 Sets the limitation or boundaries of your
research in order to provide a clear
focus.

10. 7. Significance of the Study
 Provides the context and sets the stage
for your research question in such a way
as to show its necessity and importance.

11. 8. Definition ofTerms
 Identifies and defines key terms found
in the research.

12. Chapter 2
REVIEW OF RELATED LITERATURE AND
STUDIES
Organization of this part is typically subject based. Underlying
the structure chosen is the importance of relating clearly and in a
logical order what has been done in the past concerning the
problem that you are investigating.
This chapter ties two things: what others have done and what
you plan to do. The review is supposed to lead somewhere, namely
to your own research and its justification.

13. Chapter 2: A. Related Literature
(Foreign and Local)
The related literatures are articles taken from
books, journals, magazines, novels, poetry and
many others.

14. The literature review serves several important functions:
1. Convinces your reader that your research will make a significant and
substantial contribution to the literature.
2. Demonstrates your knowledge of the research problem.
3. Demonstrates your understanding of the theoretical and research issues
related to your research question.
4. Ensures that you are not “reinventing the wheel”.
5. Gives credits to those who have laid the groundwork for your research.
6. Indicates your ability to integrate and synthesize the existing literature.
7. Provides new theoretical insights or develops a new model as the
conceptual framework for your research.

15. 8. Shows your ability to critically evaluate relevant literature information.
9. Most students’ literature reviews suffer from the following problems:
a. Being repetitive and verbose
b. Citing irrelevant or trivial references
c. Depending too much on secondary sources
d. Failing to cite influential papers
e. Failing to critically evaluate cited papers
f. Failing to keep up with recent developments
g. Lacking focus, unity and coherence
h. Lacking organization and structure

16. Chapter 2: B. Related Studies
(Foreign and Local)
The related studies are taken from published and
unpublished theses / dissertations or published
research journals.

17. For each study reviewed in Chapter 2, you should include sufficient
information that your reader can evaluate the study and the validity of the
findings and conclusions.
The goal is to:
- Critique previous studies and describe similarities and differences with the
present study you are conducting.
- Include trends/themes in the studies as well as gaps or controversy.
- Report details sparingly and concentrates on synthesizing and critiquing the
study.

18. Chapter 2: Synthesis
The synthesis points out the similarities and
differences of the reviewed studies to the present
study in terms of the framework of the study,
methodology, statistical analysis, etc.
In this part, the researcher does not need to
stipulate anymore the year of publication or date in
which the study has been conducted.

19. Chapter 3
RESEARCH METHODOLOGY
This chapter explains how the study will be conducted.
The methods employed should be described in an orderly
manner., although related methods can be described
together.

20. Chapter 3 includes the following elements:
1. Research Methodology / Design
2. Respondents
3. Instrument
4. Validation of Instrument
5. Data Gathering Procedure
6. Treatment of Data

21. 1. Research Method / Design
 In this part, you have to choose the
appropriate method or design you
are going to use.

22. Types of Research Methods / Designs:
A.Action Research
B. Case and Field Study
C. Causal – Comparative
D.Correlational
E. Descriptive
F. Developmental
G.Historical
H.Quasi – Experimental
I. True Experimental Research

23. A. Action Research
 This can be used to develop new skills or
new approaches and to solve problems
with direct application to the classroom
or working world setting.

24. B. Case and Field Study
 This method can be applied by studying
intensively the background, current
status, and environmental interactions
of a given social unit : an individual,
group, institution, or community.

25. C. Causal Comparative
 This can be used to investigate possible
cause-and-effect relationships by
observing some existing consequence
and searching back through the data for
plausible causal factors.

26. D. Correlational
 This method is use to investigate the
extent to which variations in one factor
correspond with variations in one or
more other factors based on correlation
coefficients.

27. E. Descriptive
 This method is to describe
systematically the facts and
characteristics of a given population or
area of interest., factually and
accurately.

28. F. Developmental
 This method is to investigate patterns
and sequences of growth and/or change
as a function of time.

29. G. Historical
 This reconstruct the past systematically
and objectively by collecting,
evaluating, verifying, and synthesizing
evidence to establish facts and reach
defensible conclusions, often I relation
to particular hypotheses.

30. H. Quasi-Experimental
 To approximate the conditions of the
true experiment in a setting which does
not allow the control and/or
manipulation of all relevant variables.

31. I.True Experimental Research
 This can be utilized to investigate
possible cause-and-effect relationships
by exposing one or more experimental
groups to one or more treatment
conditions and comparing the results to
one or more control groups not
receiving the treatment.

32. 2. Research Respondents
 The researcher has to explain how
and where the population/
respondents are taken.

33. Types of SamplingTechniques:
A.Random Sampling
B. Simple Random Sampling
C. Stratified Sampling
D.Multi-Stage Sampling
E. Systematic Sampling
F. Cluster Sampling
G.Quota Sampling
H.Opportunity Sampling
I. Random Route Sampling
J. Snowball Sampling

34. A. Random Sampling
 Any sort of sampling where, in advance
of the selection of the sample, each
member of the population has a
calculable and non-zero chance of
selection.

35. B. Simple Random Sampling
 The same as the random sampling but with
additional constraints:
o each member of the population has the same
chance of the selection
o the relative chance of selection of any two
members of the population is not affected by
knowledge of whether a third member has or
has not been selected

36. C. Stratified Sampling
 The population is divided into non-
overlapping groups, or strata.

37. D. Multi-stage Sampling
 In a two-stage sample, the population is
divided into a number of non-overlapping
“first stage units”.

38. E. Systematic Sampling
 This simply involves e.g., asking every
third person who happens to come along,
or calling at every fifth house, etc.

39. F. Cluster Sampling
 A special case of multi-stage sampling. It
may be that say a certain geographical
area can be described as largely middle-
class, another as largely working-class.

40. G. Quota Sampling
 Interviewers are instructed to interview
whomever they chance across, subject to
quota controls, typically of age, sex, and
social class.

41. H. Opportunity Sampling
 Simply put, if the researcher is interested
in the views of football supporters, s/he
might position themselves in a place
where he or she is likely to come across
football supporters.

42. I. Random Route Sampling
 The researcher plans a route and questions
individuals who happen to come along.
The route can be planned in order to gain
information from certain types of people.

43. J. Snowball Sampling
 This is generally used when you require a
lot of information, quickly, just in order to
get started on a piece of research.

44. 3. Research Instrument
 The research instrument either
questionnaire, test, interview,
observation schedule or rating scale
must be described on how it is being
designed and used by the researcher.

45.  Outline the instruments you use
 Include an appendix with a copy of the
instruments to be used or the interview
protocol to be followed.
 Include sample items in the description of the
instrument
 For a mailed survey, identify steps to be taken
in administering and following up the survey to
obtain a high response rate.

46. 4.Validation of Instrument
 Suggestions, corrections, and refinement
of the draft must be explained thoroughly.
 The different persons involved in the
correction and refinement must be
mentioned.

47.  After it is refined, testing the validity and
reliability must be done.
 If you conduct a pilot study in order to establish
any of your instrument(s) you would present all
procedures in this part.

48. 5. Data Gathering Procedure
 Having found the instrument is valid and
reliable, the researcher proceeds to ask
permission and approval from the head of
the institution/agency where the
research/respondents are employed.

49.  Once permitted, the researcher administers
the instrument to the respondents
 The date of the administration of the
instrument, the retrieval and the return must
be discussed/stated.

50. 6.Treatment of Data
 The statistical tools used to answer the
specific problem posited in chapter 1 must
be clearly described and the formula must
be illustrated and explained.
 Specify the procedures you will use, and
label them accurately.

51. REFERENCES
All the cited in the preceding sections of the thesis have
to be listed in this section. Follow guideline (APA style)
regarding the use of references in text and in the reference
list.

52. APA Style
When using APA format, follow the author-
date method of in-text citation. This means that
the author's last name and the year of publication
for the source should appear in the text, for
example, (Jones, 1998), and a complete reference
should appear in the reference list at the end of the
paper.

53. Reference list Examples:
Armstrong, David G., et.al. Education: Introduction. NewYork:
MacMillan Publishing Company, 1989.
Calmorin, Laurentina. Methods of Research andThesis Writing.
Rex Books Store, Phils., 1994.
Mark, Raymond. Research Made Simple. Sage Publications, Inc.
London, 1996.

57. CurriculumVitae:
This section gives the biographical information
of the researcher. It may include all the necessary
information about the researcher/ author

58. Presentation References:
Bueno, David Cababaro. Educational Research Writing Made
Easy. Great BooksTrading, Quezon City, 2016.
APA Citation Basics Retrieved from:
https://owl.purdue.edu/owl/research_and_citation/apa6_sty
le/apa_formatting_and_style_guide/in_text_citations_the_
basics.html
APA Format for Students and Researchers Retrieved from:
https://www.easybib.com/guides/citation-guides/apa-
format/