WEEK 1-7_CM_MDL_3Q_PRR3.pdf

ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)
1

2
TABLE OF CONTENTS
MODULE 1 (WEEK 1)
BRAINSTORMING FOR RESEARCH pp. 3 – 7
ACTIVITY pp. 8
MODULE 2 (WEEK 2 - 3)
IDENTIFYING THE PROBLEM AND ASKING
THE QUESTION pp. 9 - 12
ACTIVITY pp. 13 - 16
READING ON RELATED STUDIES pp. 17 - 20
UNDERSTANDING THE WAYS TO
COLLECT DATA pp. 23 - 35
WEEK 8 – ASSESSMENT
PRESENTATION ON YOUR WRTTEN REVIEW/ RESEARCH
Conducts critique or oral presentation of review
literature and collection of data collection procedures

3
1. What is research?
2. What is social research?
3. What are the uses of research?
4. Different example of research?
5. What is the purpose of research?
The word research is derived from the Middle French "recherche", which
means "to go about seeking", the term itself being derived from the Old
French term "recerchier" a compound word from "re-" + "cerchier", or "sercher",
meaning 'search'. The earliest recorded use of the term was in 1577.
Research is a systematic inquiry conducted
to understand a phenomenon, it can be done
through gathering, analysis and interpretation
of facts, in the social sciences, a specific type of
research focuses on understanding and learning
about the changes and developments
happening in the social world to produce
knowledge it is called Social Research.
According to Neuman (2007, 2) “social research
is a process in which researcher combines a set
of principles, outlooks and ideas with a
collection of specific practices, techniques and
strategies to produce knowledge.”
• The Wikipedia define research as "creative and systematic work
undertaken to increase the stock of knowledge". It involves the
collection, organization, and analysis of information to increase
understanding of a topic or issue. A research project may be an expansion
on past work in the field
• The Merriam-Webster Online Dictionary defines research in more detail
as "studious inquiry or examination; especially : investigation or
experimentation aimed at the discovery and interpretation of facts,
revision of accepted theories or laws in the light of new facts, or practical
application of such new or revised theories or laws
The four important things that a researcher must consider in conducting
a specific type of research are (1) the use of the research, (2) the purpose
of the study, (3) the time dimension of the study design, and (4) the data
g12012athering method or technique to be used.
A. Use of Research
Social research has two main uses. First, it is usually done to develop
and produce new knowledge about the social world. Second, it is conducted
THIRD QUARTER
MODULE
ONE
INCLUSIVE DATE:
BRAINSTORMING FOR
RESEARCH
At the end of this module, you are expected to:
• Prepares a plan and focus on issues and ideas in their
respective field
WHAT IS RESEARCH?
Image from inquirer.net
OTHER DEFINITION OF RESEARCH
GUIDE QUESTIONS:
USES AND PURPOSES OF RESEARCH

4
to address a specific issue and concern and provide an answer or solution
to a problem affecting a person, group, community, and the society in
general.
1. Basic Research
Basic research focuses on the advancement and production of
new knowledge. This form of research is used by academicians and
scientists, the primary consumers, of such research. According to
Neuman (2007), basic research has the following characteristics:
a. Its goal is to refute or support theories that explain
how the social world works, what causes things to
occur, why society changes, and why social relations
operate in that manner.
b. It lacks practical application
c. It provides a foundation for the advancement of
knowledge in remote extra space various fields of
study and policy areas.
d. It provides explanations and is a source of methods,
theories, frameworks, and concepts to understand the
causes of how people act or think.
e. It is bounded by scientific method and requires the
highest degree of academic scholarship.
f. The research problems and topics are varied and diverse.
g. The results are usually published in scholarly journals,
books, and other academic publications or presented in
academic conferences.
2. Applied Research
Applied research focuses on addressing a specific concern or
usually offers a solution to a social problem. Unlike basic research that
emphasizes the testing and development of theories to advance and
produce new knowledge, applied research is a small-scale study that
introduces practical results that can be used in the short term. This form
of research is usually done by practitioners in the business sector,
government, health care sector, social service organizations, political
organizations, and educational institutions. The results of applied
research are used in the decision-making process of the company or
organization. The primary consumers of applied research are counselors,
social workers, •and decision-makers in government or companies like
managers, agency administrators, and government officials. Neuman
(2007) gives the following characteristics of applied research:
a. Research conducted is part of the job.
b. Research Problems are very specific according to the demands of the
superiors.
c. Rigors and standards of scholarship depend on the use of the
research results.
d. The goal of research is to provide generalizations to areas of interests
of the sponsors.
e. Success is determined when the sponsors used the research results in
decision-making.
f. Applied research results are not publicly disseminated or published
in journals and are usually made available to only a few decision-
makers, practitioners, or research sponsors.
EXAMPLES OF APPLIED RESEARCH
1. Evaluation Research Study
An evaluation research study is done to assess the effectiveness of a
program, policy, or campaign. This type of applied research is commonly
conducted by organizations such as businesses, schools, and government and
nongovernmental organizations to analyze the effectiveness of their programs. In
this type of applied research, decision-makers and researchers define the scope
and objective of the study. Most evaluation research studies do not undergo a
peer review process. The data gathered during the research are seldom
communicated-to the public, and the focus of study is narrowed down because
the inputs and outputs used are also limited or selective (Neuman, 2007).

5
Action Research Study
Action research study is a type of applied research that "treats knowledge
as a form of power and abolishes the division between creating knowledge and
using knowledge to engage in political action" (Neuman, 2007, 14). The five major
characteristics of an action research study are the following:
a. The people being studied are actively participating in the research
process.
b. The study includes ordinary or popular knowledge.
c. The research focuses on power issues.
d. The study wants to raise consciousness of people about issues.
e. The research is connected to a plan or program of action.
Social Impact Assessment Research Study
A social impact assessment research study gives the possible effects or
outcomes of a planned intervention (e.g., projects) or probable changes that
might happen in the future. This form of applied study can be an environmental
assessment report of a program.
B. Purposes of Research
Researchers conduct studies for different reasons. Social research has
different purposes, the most common of which are exploration, description, and
explanation.
Exploratory Research
Most social research studies are conducted to explore a topic. A
researcher investigates a new area to identify a specific question that can be
addressed in future research. It is usually the first stage in a series of studies
conducted by a researcher. According to Earl Babbie (2013), exploratory research
has the following purposes:
a. To satisfy the researcher's curiosity and desire for better understanding
b. To examine the viability of undertaking a more extensive study
c. To develop the methods to be used in future studies.
Through exploratory research, researchers become familiarized with the
facts, setting, and concerns. They create a general picture of the conditions. Also,
they produce new ideas and hypotheses.
Descriptive Research
Social research studies provide descriptions. They aim to describe
situations and events. They answer the questions what, where, when, and how.
In descriptive research, the researcher observes and then provides a description
of what he or she has observed. The function of such research is to present a
social setting or a picture of a specific situation, Anthropological studies like
ethnographies are descriptive in nature; anthropologists observe in the field and
document their observations as part of their research. Neuman (2007) provides
the following functions of descriptive research:
a. Provides a detailed and accurate picture of the situation
b. Clarifies a sequence of steps or stages
c. Documents a causal process or mechanism
Explanatory Research
The third purpose of social research is to provide explanations
In explanatory research, the researcher answers the question "why?"
It identifies the sources of social behavior, beliefs, conditions, and events.
It documents the causes, theories, and reasons for the, existence of an event or
situation. According to Neuman (2007), explanatory research has the following
goals:
a. To test the predictions or principles of a theory
b. To elaborate and expand the explanation of a theory
c. To extend or develop a theory to new issues or topics
d. To support or contradict an explanation
e. To connect issues or topics with a general principle or theory
f. To determine which of the explanations is considered the best answer

6
Social research follows a sequence of steps to find answers to questions
about the social world. The research process has seven basic steps.
1. Selecting a topic. The research process starts with the identification of a
topic.
2. Identifying the research question. In this step, the topic is narrowed down
and focused to a specific research question that can be answered. In
narrowing down and developing a research question, a review of related
literature is necessary to broaden the researcher’s knowledge about the
books and other scholarly literature written about the topic. Developing a
hypothesis and applying a theory are also important in this step.
3. Developing a research design. In this step, the researcher develops a detailed
research plan to show how the study will be done. The researcher decides
on the methodology and other important things to be considered before
the collection of data.
4. Gathering or collecting data. The researcher implements the research design
and gathers the data needed using a research methodology.
5. Carrying out a data analysis. The researcher identifies and examines the
patterns found in the data collected.
6. Interpreting data. In this step, the researcher explains the meaning of the
patterns in the data.
7. Communicating research findings and results. The researcher communicates
the findings by writing a report or paper, publishing the research? or
presenting the results in a conference.
The research process begins with a research topic. Several things must be
considered in developing a good one. This module provides guidelines and tips
on how to choose a topic for research. At the end of the module, you are tasked
to propose a suitable topic for your own research paper.
Before conducting research, you should have a topic to pursue. A topic is
the subject or subject matter of a proposed research study. It is then important
to know the guidelines for choosing a research topic.
For a beginning researcher, it is important to choose a topic that interests
him or her. The topic or subject must be worth investigating. Below are some
preliminary questions to ask in choosing a topic for research.
1. What topic/s for research interests me?
2. What is it about the topic that I chose that is interesting to me?
3. What do I know about the topic that interests me?
Once you have decided on a topic, you must limit its scope or coverage. Here
are some important things that you must consider in developing a suitable topic
for research.
Persons or categories of people to be
studied —As a researcher, you _must
clearly answer the question, "Who are
the persons that I want to study?" In
social science research, it is important
to identify the subgroups or categories
of people to be studied. Individual
persons and groups like a community
or a social organization can be the
focus of a study. In practice, social
scientists do not study all kinds of
people because it is impossible to study and research about all sectors of the
population. Most of the time, social research focuses on P a specific group of
people or sector of society in a specific geographic location. Examples of specific
STEPS IN THE RESEARCH PRIOCESS
CHOOSING A RESEARCH TOPIC
DEVELOPING A TOPIC FOR RESEARCH
DELIMITING THE TOPIC

7
categories of people are students, parents, teachers, homosexuals, single
mothers, and senior citizens geographically located in a specific area. Other
possible groups are gangs, fraternities, and the like; larger groups like formal
social organizations, business corporations, church organizations, colleges or
universities, and military organizations.
Place of the study—A researcher must answer the question, "Where is the
specific geographical location of
study?" to limit the scope of the
research. It is difficult to research
on a topic that has a very broad
geographic scope because it
would need more time, data, and
resources. The geographical
location or place of the study can
be your own barangay or
neighborhood or your own city,
town, province, region, or
country.
Time period of the research—Social research has a specific historical period or
time frame. One cannot study a topic in _its entire historical period. It is then
important to answer the question, "How long will my study take?" This is
especially relevant to historical studies. Historians undertake research with a
clear time frame of the study. Otherwise, it would be difficult for them to explain
historical events because they continue to happen; hence, their studies would
become endless.
Spheres of human interest—Research topics revolve around a human interest.
Researchers must then identify the specific human activity or human interest that
they want to investigate. They answer the question, "What human activity or
interest do I want to study?" The answer could be about economy, arts, music,
politics, sports, gender relations, history, and other related human interests.
Social artifacts—SociaI scientists can investigate social artifacts or any product of
social beings or human social behavior as a topic for research. These can be
concrete objects like books, poems, literary works, cars, buildings, structures,
monuments, or news reports that can be analyzed by the researcher. Also, social
interactions are another form of social artifacts. They can be cultural traditions,
ceremonies or rituals; social problems like traffic, abortion, and divorce; or other
issues and occurrences in an area.
Once you have decided on the topic of the research it is necessary to
develop a tentative or a working title of the research, The American Psychological
Association (2001) provides some tips on developing a working title for a research
paper.
1. The title should encapsulate the main idea of the research.
2. The title should be in the form of a concise statement that explains the
essence of the topic.
3. The title should identify the actual variables or theoretical issues being
studied in the research.
4. The title should be self-explanatory.
5. A good research title must be clearly phrased. It must not be vague or
wordy.
6. Avoid titles that do not provide any useful purpose.
7. Do not develop a very long title because it can mislead the readers
8. Do not begin the title with phrases like "A Study of" or "An Experimental
Investigation of."
9. Do not use abbreviations in the title. Spell out all the words and acronyms
used.
10. The recommended length of a research title is 10 to 12 words.
DEVELOPING A WORKING TITLE BASED ON THE RESEARCH TOPIC

8
BOOK
The Research Project: An Introduction 1 -pp. 1 – 12, Application and Practice of
Research for Senior High School: Inquiries, Investigations and Immersion. (2017)
ACTIVITY 1 – WHAT YOU KNOW ABOUT THIS TOPIC?
What do you remember when you hear the word “research”? On the circles of
the concept map below, write all the terms or concepts that you can relate to the
word research.
ACTIVITY 2 – IDENTIFYING POSSIBLE RESEARCH TOPICS
Think of a topic that interest you and write in the top of the square. Then, think
of the keywords or concepts that are related to the topic and write them on the
other squares.
R E F E R E N C E S
A C T I V I T Y ( I E S )
TOPIC:
RELATED WORDS/IDEAS:

9
1. What are the parts of the introduction of a research paper?
2. What should a researcher consider in developing a research problem?
1. Background of the Problem
2. Conceptual Framework
3. Research Hypothesis (for Quantitative research)
4. Statement of the Problem
5. Definition of Terms
6. Significance of the Study
7. Scope and Limitations of the Study.
The purpose of the background is to highlight the need for the study by
presenting what is happening at present and what ought to be using the data that
the researcher has gathered. It identifies the area in which the problem is to be
found and points out that the problem had not been fully studied.
Background information identifies and describes the history and nature of a well-
defined research problem with reference to the existing literature. The
background information should indicate the root of the problem being studied,
appropriate context of the problem in relation to theory, research, and/or
practice, its scope, and the extent to which previous studies have successfully
investigated the problem, noting where gaps exist that your study attempts to
address. Background information does not replace the literature review section
of a research paper; it is intended to place the research problem in a proper
context.
A research problem is a definite or clear expression [statement] about an area of
concern, a condition to be improved upon, a difficulty to be eliminated, or a
troubling question that exists in scholarly literature, in theory, or within existing
practice that points to a need for meaningful understanding and deliberate
investigation. A research problem does not state how to do something, offer a
vague or broad proposition, or present a value question.
The purpose of a problem statement is to:
Introduce the reader to the importance of the topic being studied. The reader is
oriented to the significance of the study.
Anchors the research questions, hypotheses, or assumptions to follow. It offers a
concise statement about the purpose of your paper.
Place the topic into a context that defines the parameters of what is to be
investigated.
THIRD QUARTER
MODULE
TWO
INCLUSIVE DATE:
Identifying the Problem and
Asking the Question
• Formulates clearly the statement of research
problem.
GUIDE QUESTIONS
THE RESEARCH INTRODUCTION
BACKGROUND OF THE PROBLEM

10
Provide the framework for reporting the results and indicates what is probably
necessary to conduct the study and explain how the findings will present this
information.
The initial step is to identify the key variables of the study. This refers to the
independent, dependent and moderator variables to be investigated.
The second step is to look for the definitions of the variables. For the
dependent variables the following should be done:
o Define the variable (universal definition)
o Describe its characteristics and indicators
o Discuss its importance (how it affects other variables) and how it
is affected by other variables (independent variables)
For the independent variable, define and describe its characteristics and
indicators. Discuss its effect on the dependent variable based on the review of
related literature and studies. The same should be done for the moderator
variables.
The discussion should point out how the previous studies relate to the
present investigation by highlighting their similarities and differences. More
importantly, it must include some relevant theories and concepts that help in the
development of the present study.
Organizing the literature review section by subheadings makes it easier
for the researcher to follow. To be meaningful, this subheading should reflect the
variables and their relationship.
We should remember that the purpose of literature review is to provide
a basis for the formulation of hypothesis.
The conceptual framework is summarized or synthesized into a logical
network of relationship of the key concepts or variables involved in the study.
This is further simplified by presenting a research paradigm or hypothetical
illustration of the relationship of variables and their corresponding indicators.
Most of the time, frameworks are explained using a systematics diagram
to show how the concepts or theory are applied in the study.
Conceptual or Theoretical Frameworks
These are perspectives, points of views, models, or frames of references
usually made up of assumptions, theories, and concepts that are used by the
researcher in the organization of observation, reasoning, analysis, and
interpretation of research data.
Theoretical Framework
The application of a theory or theories in explaining the existence of a
phenomenon and the interrelationship of various factors which led to the
existence of the phenomenon. Using this framework, the researcher borrows the
concepts, theories, and ideas proposed by different social scientists, theorists,
and philosophers.
Conceptual Framework
Uses concepts from theories. The researcher finds a variable in the study
that corresponds to the concept as it was used in the theory from which it was
taken.
CONCEPTUAL FRAMEWORK

11
Hypothesis – is a conjectural statement of the relation between two or
more variables. It is a tentative or temporary answer to a research problem.
It has the following characteristics:
o It should conjecture upon a relationship between two or more variables.
o It should be stated clearly and unambiguously in a declarative statement.
o It should be testable; that is, it should be possible to restate it in an
operational form which can be evaluated based on data.
A hypothesis, Neuman (2009, pp. 92793) writes, is a verifiable proposition or
a tentative statement that clearly explains the relationship between two
variables about how the social world operates. It has two main elements. First, it
must state the relationship between two variables. Second, it must express a
causal or cause-effect relation between two or more variables. Aside from these
two elements, Neuman (2009) mentions three other characteristics of a
hypothesis. They are as follows:
1. A hypothesis can be stated as a prediction or an expected outcome in the
future. It can be verified using accurate and empirical data.
2. A hypothesis is logically connected to a research question and a theory.
Social researchers test a hypothesis to solve a research problem or to find
empirical evidence that will support a particular social theory.
3.A hypothesis can be falsified that is it can be verified through the use of
empirical evidence. Statements that answer questions that are logically true or
questions that cannot be answered empirically cannot become hypotheses.
A verifiable proposition or a tentative statement that clearly explains the
relationship between two variables about how the social world operates. It
has two main elements. First, it must state the relationship between two
variables. Second, it must express a causal or cause-effect relation between
two or more variables.
After describing the background of a study, the researcher must state the
problem. The statement of the problem is basically composed of the different
questions that the entire study will answer. One of the two main parts of the
statement is the general or main question of the study, which indicates the main
problem of the study. The other part is the specific questions, which are detailed
questions that the study will answer.
The following is an example of a statement of the problem.
The study wants to find the relationship of poverty with corruption and
overpopulation in the Philippines. It hopes to answer the following questions:
Main question: What is the relationship of corruption and overpopulation with
poverty incidence in the Philippines?
Specific questions: The study aims to answer the following questions:
1.What are poverty, corruption, and overpopulation?
2.How do corruption and poverty correlate?
3. What is the effect of overpopulation on the country's poverty
4. How do the Philippine government and nongovernmental organizations
explain the relationship of poverty with corruption?
A problem statement must have the following characteristics:
1. It should ask about a relationship between two or more variables.
2. It should be stated clearly, unambiguously and usually in question form.
3. It should be possible to collect data to answer the question asked.
4. It should not represent a moral or ethical position.
In the introduction of a research proposal or paper, it is imperative that the
researcher clearly defines the terms used in the study. Without clear definitions,
the readers may misunderstand or misinterpret the terms. The researcher then
RESEARCH HYPOTHESIS STATEMENT OF THE PROBLEM
DEFINITION OF TERMS

12
gives operational definitions that are based on how the terms are used in the
study. Though it is within the researcher's judgment what terms to define, he or
she should define the common ones that are used differently in the study.
There are two ways of defining a term. A researcher can give a conceptual
definition, the meaning given by a thesaurus or a dictionary which is generally
understood by people. He or she can also give an operational definition, which
explains the term in a language rather than in abstract manner as it is used in the
research. As researchers produce new knowledge, they usually introduce key
concepts that are distinct from their conceptual definition. Thus, they need
operational definitions to make the meaning of the words appropriate to the
given context or situation. Below is an example of a definition of a term.
The significance of the study explains its relevance and contribution to the
field. It must be explained as clearly as possible so that readers will understand
the necessity to pursue the research. It must explicitly state the contribution of
the study to the body of knowledge about the subject matter
i.e., the study adds new knowledge to the existing scholarly literature on the
topic, fills up the gaps in the existing knowledge, and confirms or contradicts a
theory, a concept, or a methodology. Also, the significance of the study lies in the
fact that it can help address or solve an existing social or political problem and
that different sectors of the society will benefit from the study. You must then
identify which sector will gain much from the study and explain what each sector
will gain from the research (AR dales, 2001, pp. 41—42).
It is at this point that the researcher described who will benefit and what
benefits can be derived from the findings of the study. The writer, under this
section, tries to sell its importance to the panel or to the funding agency.
Explains its relevance and contribution to the field. It must be
explained as clearly as possible so that readers will understand the necessity
to pursue the research. It must explicitly state the contribution of the study to
the body of knowledge about the subject matter i.e., the study adds new
knowledge to the existing scholarly literature on the topic, fills up the gaps in
the existing knowledge, and confirms or contradicts a theory, a concept, or
methodology.
Also, it can help address or solve an existing social or political problem and that
different sectors of the society will benefit from the study. The sector must be
identified that will gain much from the study and explain what each sector will
gain from the research.
The scope of a study explains the extent to which the research area will
be explored in the work and specifies the parameters within the study will be
operating.
Basically, this means that you will have to define what the study is going
to cover and what it is focusing on. Similarly, you also must define what the study
is not going to cover. This will come under the limitations. Generally, the scope
of a research paper is followed by its limitations.
As a researcher, you must be careful when you define your scope or area
of focus. Remember that if you broaden the scope too much, you might not be
able to do justice to the work or it might take a very long time to complete.
Consider the feasibility of your work before you write down the scope. Again, if
the scope is too narrow, the findings might not be generalizable.
Typically, the information that you need to include in the scope would cover the
following:
1. General purpose of the study
2. The population or sample that you are studying
3. The duration of the study
SIGNIFICANCE OF THE STUDY
SCOPE AND LIMITATIONS OF THE STUDY

13
4. The topics or theories that you will discuss
5. The geographical location covered in the study.
It defines the extent and focus of the research. It refers to the specific topics
or coverage of the research. The geographic location should be clearly explained,
the unit of analysis, or the people or population to be studied, the time period of
the research, and the questions that will be answered by the study. On the other
hand, the topics that will not be investigated the study will also serve as a clear
guide of the limits and conditions of the research.
BOOK
The Research Project: Choosing a Research Topic -pp. 27 - 60 Application and
Practice of Research for Senior High School: Inquiries, Investigations and
Immersion. (2017)
ELECTRONIC RESOURCES
The Research Introduction
-https://www.scribd.com/presentation/348556750/APPLIED-INQUIRIES-
INVESTIGATIONS-AND-IMMERSIONS-pptx.
ACTIVITY 1 – DETERMINNG GOOD RESEARCH QUESTIONS
Identify good research questions and put a checkmark inside the box, however
put a cross inside the box if the question is inadequate or unsuitable and justify
your answers.
1. Should the Philippines shift to federal form of government?
2. How does overpopulation affect the poverty in the Philippines?
3. How did American colonial government implement policies to prevent
the spread of cholera in the Philippines from 1898 – 1902?
4. How did HIV-AIDS cases increase in the Philippines in the twenty-first
century?
5. What are the effects of overseas employment on the Filipino family?
ACTIVITY 2 – WRITING THE BACKGROUND OF THE PROBLEM
Look for any research online, examine the background of the study section in the
document by answering the analysis questions.
QUESTIONS ANSWER
1. What is the title of the
Research?
2. Is the document a journal
article a research proposal or
a thesis?
3. Who authored the research?
4. Why is it necessary to
conduct a study about the
topic?
R E F E R E N C E S
A C T I V I T Y ( I E S )

14
5. What is the basis (e.g.
problem, issue or situation)
for conducting a study about
the topic?
6. What is the context or
background of the topic?
ACTIVITY 3 – THE STATEMENT OF THE PROBLEM IN A STUDY
Download any research documents from the internet, you can choose one that is
related to your research topic. Then complete the activity sheet below.
ACTIVITY SHEET
Main topic of the Study: _______________________________________
Author: ____________________________________________
Statement of the problem: _____________________________________
___________________________________________________________
What is the main concern of the study? __________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Main questions to be addressed:
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Specific questions to be addressed:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Reflection Question: do you think the statement of the problem of the study
was clear? Why do you say so? What did you learn from this activity in relation
to stating the problem of a study?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
ACTIVITY 4 – HOW ARE FRAMEWORKS ESTABLISHED?
Find any published research that is related to your research topic or problem.
Search in the library or online then, analyze the frameworks of the research and
study how it is established and used. Complete the activity sheet below with the
right information about the research.
Title of the Research: __________________________________________
Publication (Journal, article, book, thesis, etc): _____________________
Main topic of the study: _______________________________________
Conceptual Framework of the study (if applicable):
What concept does the study focus on? How does the author use the concept
to establish a framework for the study? ______________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

15
Theoretical Framework of the study (if applicable):
What concept does the study focus on? How does the author use the concept
to establish a framework for the study? ______________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Diagram/ illustration provided in the study (if applicable)
ACTIVITY 5 – DETERMINING A GOOD RESEARCH HYPOTHESIS
Identify the good research hypotheses and put a check inside the box of each one,
however, put a cross inside the box if hypotheses are inadequate.
1. Age is related to attitudes toward women empowerment in the
Philippines, with older people becoming more supportive than young
adults.
2. Typhoons can kill people.
3. Gender can positively or negatively influence women empowerment.
4. Age is related to social media activeness with the younger people being
more active than older people.
5. The chicken was first created before the egg.
ACTIVITY 6 – SIGNIFICANCE OF THE STUDY
Search in the library or online then read the significance of the study how it was
stated. Complete the following activity sheet with the right information about the
research.
TITLE OF RESEARCH: _________________________________________
PUBLICATION: (journal, article, book, thesis, etc.):
AUTHOR: __________________________________________________
MAIN TOPIC OF THE STUDY: ___________________________________
WHAT IS THE SIGNIFICANCE OF THE STUDY?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
ACTIVITY 7 – DEFINING THE TERMS AND CONCEPTS
Identify some possible key terms that you will be using in your own research or
that you have encountered as you read literature on your chosen topic. Given the
appropriate of each term.
1. TERM: ____________________________________________
DEFINITION: _______________________________________
_________________________________________________
2. TERM: ___________________________________________
DEFINITION: ______________________________________
_________________________________________________

16
3. TERM: ___________________________________________
DEFINITION: ______________________________________
ACTIVITY 8 – IDENTIFYING THE SCOPE AND LIMITATION OF A STUDY
Search in the library or online then, analyze the scope and limitation of the study
and study how they are discussed. Complete the activity sheet with the right
information about the research.
Title of research: ______________________________________________
Publication (journal, article, book, thesis, etc.): ______________________
Main topic of the study: ________________________________________
Scope: ______________________________________________________
_______________________________________________________________
Limitation: ___________________________________________________
____________________________________________________________

17
1. What is a review of related literature?
2. What are the characteristics of a good literature of a good literature
review?
3. What are the possible sources of information for review of related
literature?
A review of related literature or literature review is a written summary of
published research studies and relevant works about a subject matter that is
related to the researcher's main topic. To produce the review, the researcher
examines the central issues and problems discussed in previous studies as well as
the findings and the quantitative or qualitative methods used.
Why is it important to conduct a review of related literature? Neuman (2009,
pp. 69—70) gives several reasons that explain the relevance of a literature
review.
1. A literature review helps the researcher to understand the different
studies done on his or her chosen topic. Through the review, the
researcher learns (1) what other researchers have already studied about
the topic; (2) the research methodology and theory used in previous
studies; and (3) the gaps in •the existing studies about the topic. Through
the review, the researcher can investigate the recommendations made
by other authors. He or she can replicate a previous study to test the
validity of its results and to confirm or add to the conclusion made or
contradict it. At the end of the review the researcher gets a clear idea on
what aspect of his or her chosen topic to focus on.
2. A literature review delimits the researcher's topic. It can provide him or
her with additional information as to how he or she will discuss the topic.
3. A literature review provides the researcher with sources of information
that he or she can use to learn more about his or her chosen topic.
4. A literature review can stimulate the creativity and curiosity of the
researcher because it can provide new insights and ideas about his or her
chosen topic.
5. A researcher can learn about the writing skills of other researchers
through a literature review. He or she can learn the different elements
of a good research study. He or she can also learn from the methodology
and experiences of the researchers.
THIRD QUARTER
MODULE
THREE
INCLUSIVE DATE:
Reading on Related Studies
• Selects, cites and synthesizes related literature.
• Uses sources according to ethical standards.
GUIDE QUESTIONS
REVIEW OF RELATED LITERATURE

18
Neuman (2009, p.70) identifies five major characteristics of a literature
review.
1. A literature review must explain the body of knowledge in area
including the major issues about the topic.
2. A good review of literature can increase the reader's confidence with
regard the competence, ability, and academic preparation of the
researcher.
3. A good literature review must be able to sketch the direction of the
research. It should be able to contextualize the research project properly.
4. A good literature review must be able to produce a good integration and
synthesis of the different research findings. It must highlight the different
areas where different, studies agree and disagree and where knowledge
gaps occur. It should be able to explain the future direction of the
research as well.
5. A good literature review identifies unstudied areas and proposes
hypotheses that other researchers can study as well.
PERIODICALS
Newspapers, popular social science
magazines, professional publications (e.g. National
Geographic and Psychology Today), Internet news
summaries, opinion magazines, editorials, and
mass market publications (e.g., Time, Newsweek,
The Economist).
SCHOLARLY JOURNALS
Peer-reviewed or abstracted refereed journals
containing research results of social scientists
and other researchers (e.g. Malay, Asian
Studies, Philippine
Studies, American Sociological Review,
Philippine Social Science Review).
Scholarly journals that can be accessed online
BOOKS
Original research results or a compilation of research articles published by
university presses such as University of the Philippines Press, Ateneo de Manila
University Press, De La Salle University Publishing House, and University of Santo
Tomas Publishing House).
DISSERTATION AND THESIS
Written by graduate students some are published while others are unpublished
and can be accessed in the university libraries.
GOVERNMENT DOCUMENTS
Published by the national government, local government units, government
agencies, and international agencies.
POLICY REPORTS AND CONFERENCE PAPERS
Published by government and private research institutes and policy centers.
Professional organizations that hold annual conferences have scholarly papers
presented in them.
SOURCE: Neuman, (2009), Basics of Social Research
(Pearson: Boston and New York), pp.70-75
CHARACTERISTICS OF A GOOD LITERATURE REVIEW
FINDING SOURCES OF INFORMATION FOR LITERATURE REVIEW

19
• A literature review can be a precursor in the introduction of a research
paper
• A literature review is a critical and in-depth evaluation of previous
research. It is a summary and synopsis of a particular area of research,
allowing anybody reading the paper to establish why you are pursuing
this particular research project.
• Finding related research articles typically requires competence on the
internet.
• Search through databases that have indexed information on thousands
of research articles that have been conducted
• List the major or key variables/concepts in the study
• List synonyms for each variable
• Outline the major points to be made in the literature review
• Do not limit your search to only studies that examine all the same
variables as your study.
• Put key phrases in quotation marks
• When searching online, use the limit function to reduce searches that
have too many results.
• Limit your use of Google
• Do not cite Wikipedia as a source. Like Google, anybody can edit articles
on Wikipedia. Therefore, Wikipedia should never be used as a source for
an academic paper.
STEP 1: DEFINE AND DELIMIT THE TOPIC.
The literature that you are going to review should be related to your research
topic and problem. Therefore, you should already have a clear and well-defined
topic and problem before starting the review.
STEP 2: DESIGN YOUR LITERATURE SEARCH.
In designing your literature search, you have to consider the type of resources
that you will be reviewing, the extent of the review, the time to be devoted for
the review , the number of works to be reviewed , and the libraries where to find
those works.
STEP 3: LOCATE YOUR RESEARCH REPORTS
Always list the sources that have important information about your topic, always
identify their location and format.
STEP 4: TAKE DOWN NOTES.
It is important that you take down notes and record all important information
from a source.
You must record the following:
1. Complete details about the work
2. Abstract of the study
3. Hypothesis of the study
4. Methodology of the study
5. Major findings, results and conclusion
6. Research design of the study
7. Recommendations given by the author of the study
8. Errors observed in the study
9. Strengths and weaknesses of the literature in relation to your research
topic
WHY DO A LITERATURE REVIEW?
TIPS FOR SEARCHING FOR RESOURCES ON THE INTERNET
STEPS IN CONDUCTING A LITERATURE REVIEW

20
STEP 5: ORGANIZE YOUR NOTES
After gathering all the sources needed for the literature review, you have to
organize the note cards and develop a mental map on how you will put together
the information you have gathered.
STEP 6: WRITE THE LITERAURE.
Once you have organized your notes, it is now time to start writing the literature
review. Writing the review needs to organize the good wiring skills. Like an essay,
it has three a vital part, namely, the introduction, the body, and the conclusion.
A good review must be able to organize common research results or arguments
together. The review must cite all the sources of information used.
BOOK
Reviewing Related Literature pp. 61 - 77 Application and Practice of Research for
Senior High School: Inquiries, Investigations and Immersion. (2017)
ELECTRONIC RESOURCES
The Research Introduction
-https://www.scribd.com/presentation/348556750/APPLIED-INQUIRIES-
INVESTIGATIONS-AND-IMMERSIONS-pptx.
ACTIVITY 1 – REVIEW OF RELATED LITERATURE
Write a literature review. Remember to follow the steps discussed in the lesson,
for this activity, you are required to submit the following:
1. RESEARCH SCHEDULE FOR YOUR LIBRARY VISIT.
DATE TIME
LIBRARY
VISIT
RESEARCH
REPORTS/
STUDIES TO BE
SEARH
R E F E R E N C E S
A C T I V I T Y (I E S)

21
ACTIVITY 2 – NOTE CARDS OF AT LEAST TEN SCHOLARLY WORKS (BOOKS,
JOURNALS, CONFERENCE, PAPERS ETC.)
Details about the work (type, title, author, etc.):
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Topic:
_______________________________________________________________
_______________________________________________________________
Summary:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Hypothesis:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Methodology:
______________________________________________________________
______________________________________________________________
______________________________________________________________
Findings:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Errors/Strength and weaknesses of the literature:
______________________________________________________________
______________________________________________________________
______________________________________________________________

22
ACTIVITY 4 – WRITE 10 – TO 15 PAGE (DOUBLE SPACED) REVIEW OF RELATED
LITERATURE. IT MUST HAVE AN INTRODUCTION, A BODY, A CONCLUSION AS
WELL AS CITATIONS.
REVIEW OF RELATED LITERATURE.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

23
1. What is a research design?
2. What are the two types of research design?
3. What are the elements and parts of a research design?
4. What are the different data collection techniques for each research
method?
5. What are the procedures that a research can follow for the different
research methods?
To decide on the most appropriate research design is the next important
step that a researcher must do after conducting a review of literature that is
related and relevant to his or her research topic and problem. A research
design refers to the action plan and research procedures developed by the
researcher in order to successfully answer the research problem. In
developing the research design, the researcher must consider the research
questions and objectives, the readers, the geographical location and
distribution of the population under study, and other factors like his or her
personal experiences, time, and financial resources. One important part of
the research design is the methodology that the researcher will use for data
collection and analysis. The design also includes the choice of the research
strategy or inquiry to be used in the research (Creswell, 2009, p. 3; Ardales,
2001, p. 58).
One of the two major types of research design is the qualitative research
design. This design explores and understands a topic or problem through a
process that involves questions and procedures, data collection, data analysis,
and data interpretation. In qualitative research, the researcher is immersed in
the data collected. The concepts are in the form of themes, ideas, conclusions,
and classifications. The measures are specific to a setting or to the researcher.
The data gathered from primary sources like personal observations and
interviews are in the form of words and images. The theories can be causal or
noncausal; a researcher follows the inductive approach in which inquiry starts
with concrete and empirical data and then moves toward the abstract or
general ideas or principles. The research procedures are very specific, and
their replication is rare. To analyze data, the researcher extracts themes or
conclusions from evidence; he or she then organizes the data to produce a
coherent and consistent research output.
The quantitative research design is the other major type of research
design. In quantitative research, objective theories as well as hypotheses are
THIRD QUARTER
MODULE
FOUR
INCLUSIVE DATE:
Understanding Ways to
Collect Data
• Describes adequately research design (either
quantitative or qualitative)
• Data gathering instrument, sample, data collections
and analysis procedures.
• Prepares data gathering insrument.
GUIDE QUESTIONS
THE RESEARCH DESIGN

24
tested through the examination of the relationship among concepts or
variables, which can be measured using research instruments like statistical
procedures. The measures are standardized and systematically created
before the collection of data. The data are in numerical form and based on
precise measurement. The theories are usually causal; the researcher follows
the deductive approach for testing in which inquiry starts from abstract ideas
and general principles toward more concrete, empirical, and verifiable
evidence. To analyze data, one uses statistics, tables, and charts. The statistics
are used to prove or disprove the research hypothesis.
In choosing appropriate research design, researcher needs to decide on
the methodology or what Cresswell (2009) calls as "strategies of inquiry." He or
she should determine the type of methods (qualitative, quantitative, or mixed)
which will provide direction and procedures to the study.
Below are some questions that a researcher must consider when
developing a research design.
FACTORS QUESTIONS
Research questions and objectives What is the research problem?
What is the purpose of the study?
What are •the objectives of the
research?
Readers Who are the intended readers of the
Study? Who are the beneficiaries of
the study?
Geographical location and
distribution of the population under
study
Where is the geographical focus of
the study?
Personal experiences, time, and
financial resources
How do factors like personal
experiences, time, and financial
resources affect the research
process and outcome?
The methodology
(qualitative, quantitative, or mixed
methods)
Is the research qualitative or
quantitative? What is the most
appropriate qualitative or
quantitative research method that
will be used in the research? Why do
you think so?
A good research design must have a well-defined and clearly stated
research problem. It should explain the research method and technique to be
used for the collection and analysis of data. It must explain the approach to be
implemented in the processing and analysis of data.
A research design must contain the following essential parts:
1. The researcher must clearly identify and state the purpose Or objective
of the research. The three main objectives of research are the following:
a. Exploratory research—The goal of the researcher is to explore a new
topic or problem because no one has researched or written
something about it. This research is conducted to know more about
the problem or issue and to provide solution.
ELEMENTS OF A RESEARCH
PARTS OF A RESEARCH DESIGN

25
b. Descriptive research—The goal of the researcher is to provide a
picture of the concepts or ideas about a topic or problem. He or she
describes the nature of variables used in the study.
c. Explanatory research—This research aims to explain the reasons and
causes of a problem or issue. It explains the causes, reasons, and
sources of different social behavior, beliefs, situations, and events.
2. The researcher must identify the nature of the study, which can be causal
or correlational. A causal study aims to understand the cause of one or
more problems. A correlational study, on the other hand, examines
important variables related to the problem.
3. The researcher must discuss the extent of his or her interference or
involvement in the study. Did the researcher interfere with the variables
in the study? Did he or she adjust the variables to study the outcome or
impact of the intervention on the dependent variable? Did he or she
change any variable?
4. The researcher must explain the setting of the research. He or she must
discuss whether the research will be conducted in a normal setting or
contrived setting. In a causal study, for instance, the situation is created
by the researcher. He or she develops an artificial research environment
where the situation is controlled.
5. The research design must explain the unit of analysis or the population
to be observed, measured, studied, and analyzed. The unit of analysis
can be individual person, groups of people (e.g., family, group of friends,
class of students), organizations (e.g., companies and schools), or social
categories or groupings based on gender, economic class, ethnic
grouping, and the like.
6. The research design must specify the time dimension of the study.
Some studies examine a or single point in time or simply a "one-time
snapshot approach." This is done in cross-sectional studies where data
are collected only once. Longitudinal studies, on the other hand, are
conducted in more than one point in time to answer the research
question. Those studies have three main types, namely, time series,
panel, and cohort studies. In time series study, the researcher collects
the same data across two or more time periods. A panel study examines
and observes the same unit of analysis across multiple time points. A
cohort study examines a category of people with same characteristics or
life experiences in a period (Neuman, 2007, pp. 17—19).
7. The research design must clearly discuss the data collection method or
research methodology to be used in the study. The methodology can be
quantitative or qualitative.
8. The research design must explain the sampling method to be used in the
research.
It is necessary that a researcher Clearly identifies the kind or research that
he or she is going to conduct. Research, whether it is quantitative or
qualitative, requires different methods of collecting, analyzing, and
interpreting data. The type of research determines the methodology and
procedures that the researcher will use in his or her study to explain in a
research paper or report.
In conducting quantitative research, a researcher can choose from a
number of methods. Three of these methods, which are discussed in this
section, are the survey research, the experimental research, and the content
analysis research.
SURVEY RESEARCH
The survey research provides a numerical description of trends, attitudes
or opinions of a population by studying a sample population. This strategy
requires the use of questionnaires or structured interviews for collecting data,
and it can be employed in both cross-sectional and longitudinal studies In this
strategy, a number of people or respondents are usually asked about their
THE RESEARCH METHODOLOGY OF THE STUDY
QUANTITATIVE RESEARCH METHODOLOGIES

26
behavior (e.g., voting behavior, consumption behavior), attitudes beliefs and
opinions on a particular issue or problem, characteristics (e.g civil status,
religion, political affiliation), expectations, self-classification, and knowledge.
They are asked with the same set of questions. Survey researchers measure
different variables and multiple hypotheses, they adopt the deductive
approach; they start with a theoretical or an applied research question and
ends with the use of empirical data for analysis and interpretation.
Cresswell (2009) provides questions about the purpose and rationale of a
survey research. A researcher then must answer those questions so that he
or she is well guided in conducting a survey research.
1. What is the purpose or goal of the survey?
2. Why do you consider survey as the most appropriate data collection
method for the study?
3. Will you conduct across-sectional survey with the data to be collected in
a single point in time or a longitudinal survey with the data to be collected
over time?
4. How will you collect the data? Is it by using self-administered
questionnaires, by interviews, by structured record reviews, or by
structured observation? Will it be web-based or an internet survey to be
answered by respondents online?
5. What is the characteristic of the population or the respondents of the
survey?
Neuman (2007) provides some tips on properly constructing survey
questions. Read those tips below with examples of survey questions.
TIPS EXAMPLE
1. Do not use jargon, very
technical terms, slang, and
abbreviations in
questionnaires.
Do you have a syota?
Do you agree with the statement of
MMDA?
2. Do not construct ambiguous,
confusing, and vague
questions.
Do you always go to the gym? (This is
ambiguous because always can mean
"every day," "once a week or "every
other day.")
3. Do not use an emotional
language.
Do you believe that the government
should impose a heavy punishment
on cold-hearted and evil drug addicts
and rapists who kill innocent and
poor young children?
4. Do not construct two or more
questions that are joined,
Does your company provide health
benefits and 14th month pay?
5. Do not ask leading questions
that make respondents
choose a particular response
over another because of the
way the questions are
constructed.
Did you perform a nationalistic duty
for your country When you voted
for the administration party's
presidential candidate?
TIPS ON CONSTRUCTING SURVEY QUESTIONS

27
6. Do not ask questions that are
beyond the knowledge and
capability of the respondents.
Ten years ago, did your brother sister
use Nokia cellphones?
7. Do not ask questions about
the respondent’s intention in
the future.
After marrying and eventually having
children. will you send your sons
and/or daughters to public schools?
8. Avoid asking double negative
questions.
Do you disagree with those who do
not want to vote for the incumbent
mayor?
9. Avoid unbalanced response
answers to questionnaires.
Did you find the services offered by
the government to be outstanding,
excellent, superior, or good?
A survey researcher can formulate either a close-ended or structure or
an open-ended unstructured question. Respondents answer a close ended
question by choosing from a set of answers identified by the survey researcher.
On the other hand, they have the freedom to give any answer to an open-ended
question because there are no choices given. Below are examples of both types of
questions.
QUESTION TYPE EXAMPLES
Open-ended question Is the president of the Philippines
doing an excellent, very good, good, or
poor job in your opinion?
Close-ended question What is your favorite primetime
newscast program? Who is your
favorite presidential candidate?
Creswell (2009, p. 147) gives several questions that a researcher must address
when explaining the survey research as a methodology in a research design,
1. Is the goal or objective of the survey clearly stated?
2. Did you mention the reasons for choosing the method?
3. Did you mention the nature of the survey?
4. Did you mention the population and size of the survey respondents?
5. How many people or respondents are part of the study?
6. How were the respondents chosen?
7. What instruments 'Will be used in the survey?
8. What are the content areas discussed in the survey?
9. What is the time frame of the survey?
10. What are the variables of the study?
11. How are the variables related to the research questions and to the survey
items?
Researchers get samples from a large group of cases called as elements. A
sampling element refers to the unit of analysis or case in a population. It can be a
person, a group of people, an organization, a document, a message, or an action
that can be measured. A large pool of cases is called population or universe.
A population is defined by a researcher by identifying the unit being sampled,
the geographical location of the sample, and the temporal boundaries of
populations. Here are examples of different populations.
1. All Filipinos who are 20 years old or older who have been working in
Hong Kong since January 1, 2000 and who have not been imprisoned
2. All fast food restaurants in the Philippines that have employed more than
50 employees since June of 1999
TYPES OF SURVEY QUESTIONS POPULATION

28
3. All outpatients of private hospitals in Manila between July 2, 2014 and
August 30, 2015
4. All college students who graduated in Cebu from April 1, 2000 to April 1,
2010
Researchers draw a population sample from the target population or the
specific group or pool of cases to be studied. The ratio of the sample size to the
target population size is called the sampling ratio. For example, the population is
200,000 people. The researcher gets a sample of 2,000 people from the
population. Therefore, the sampling ratio is which is equal to .01 or 1 percent.
Researchers operationalize a populati0n by developing a list that approximates all
the elements in the population. The list is called a sampling frame. Researchers
choose from different sampling frames like telephone directory, voter's list,
school class list, etc.
Data analysis and interpretation must be explained in the research
methodology. With the use of techniques, the data collected are processed to
determine possible patterns and trends, discover similarities and differences, and
find out possible relationships that exist in the data. Using the results, the
researcher will be able to address the research problem.
In research, whether it is quantitative or qualitative, data are gathered,
recorded, and compared. Researchers identify multiple processes, causes,
properties, and even mechanisms within the data. They look for patterns and
possible similarities and differences. However, there are different ways of
analyzing and interpreting data.
There are several differences between quantitative and qualitative research
analyses. Neuman (2007) identifies them as follows:
QUALITATIVE RESEARCH ANALYSIS QUANTITATIVE RESEARCH ANALYSIS
Uses less standardized methods of
data analysis
Uses a specialized and standardized
set of data analysis methods
Uses many approaches to analyze
data
Applies a mathematical approach
Finds patterns or relationships and
conducts analysis even during the
data collection phase of research
Data analysis does not start until all
data have been collected and
summarized into numbers. Data are
manipulated to find patterns or
possible relationships.
Creates new concepts and theories
by combining empirical data and
abstract concepts
Manipulates numbers that represent
empirical facts to examine a
theoretical hypothesis
DATA CODING
In data coding, the researcher reorganizes the data into a format that can
easily be processed by computers. They develop rules to assign numbers to
variable attributes. It is then necessary for them to establish coding procedures
and produce a well-organized and comprehensive codebook prior to the
collection of data. Computers can conduct statistical analysis of quantitative data
Steps in Data Coding
Neuman (2007) enumerates the following steps in data coding:
1. Encode collected data.
When the data are not well organized, or they are not in numerical
DATA ANALYSIS AND INTERPRETATION METHODS
QUANTITATIVE DATA ANALYSIS

29
form, researchers produce rules to assign certain numbers to variable
attributes. He or she should assign a code to a particular variable, including rules
for coding missing data. It is necessary to provide a code for every category of the
variable attribute. In the first sample codebook, for gender, males are coded as 1,
while females are coded as 2. For year level in school, 1 is assigned to freshman;
2, sophomore; 3, junior; 4, senior; 5, post-baccalaureate; and 6, graduate student.
2. Create a well-organized and detailed codebook.
A codebook is a document that describes "the coding procedure and the
location of data for variables in a format that computers can use." It contains the
"complete list of all data, showing the name of each variable, the values the
variable takes, and a complete description of how that variable is
operationalized." If you are organizing questionnaire data, the easiest way to
create a codebook is to copy the questionnaire write variable names in the
margins and enter a numeric code for each response category.
3. Transfer the information gathered from each question in the
questionnaire into format that can be processed by computers.
4. Conduct statistical analysis using computer programs that can examine
statistical data such as the SPSS or the Statistical Package for the Social
Science, a popular statistical package that can perform highly complex
data manipulation.
5. After coding the research data verify the accuracy of coding.
STATISTICAL ANALYSIS
Researcher statistical analysis use to examine numerical data, which they
manipulate and summarize to produce a meaningful analysis particularly in
quantitative research, they use descriptive statistics analysis in which there are
several categories. The analysis could involve only a single variable called
univariate; two variables or bivariate; or three or more variable called as
multivariate.
Univariate statistics describe a single variable. The use of frequency
distribution is the easiest method to use for describing its numerical data. It can
be used with nominal-level, ordinal-level, interval-level, or ratio-level data. In
particular, the researcher categorizes interval-level or ratio-level data into groups
and the grouped categories should be mutually exclusive. For example, if there
are 400 respondents, the researcher can summarize the information on their
gender of the respondents with a raw count or a percentage frequency
distribution.

30
Researchers summarize information about a single variable into a single
number. They can use the measures of central tendency or measures of the center
of the frequency distribution namely, the mode, median, and mean. The mode is
the most common or the most frequently occurring number in the list. It is the
easiest to use, and it can be used with nominal, ordinal' interval, or ratio data, The
median is the middle value or the 50th percentile when all the values are ranked
(Neuman, 2007, p, 251). The mean or the arithmetic average can be computed by
adding all the scores and then divide the sum of the scores by the number of
scores.
Bivariate statistics allows the researcher to analyze two variables together. By
conducting bivariate statistical analysis, the researcher examines and describes
the relationship between the two variables. Below is an example of how bivariate
relationships are analyzed.
ATTITUDE OF PEOPLE BY AGE GROUP ABOUT THE REIMPOSITION OF DEATH
PENALTY FOR HEINOUS CRIMES COMMITTED IN THE PHILIPPINES
RAW COUNT TABLE AGE GROUP
Researchers analyze raw data tables by converting them into Percentage
tables. Column-percentage and row-percentage tables show the relationships
between two variables or bivariate. Column percentages can be calculated by
computing the percentage of the first cell of that column with that of the first
column total, the second cell of that column with that of the second column total,
and so on
Levels of
Measurement
Mode Median Mean
Nominal ✓
Ordinal ✓ ✓
Interval ✓ ✓ ✓
Ratio ✓ ✓ ✓
Attitude Under 30
30-45
yrs.
old
46-60
yrs.
old
61 yrs.
Old and
above
Total
Agree
20* 10 4 3 37
No
Opinion
3 10 10 2 25
Disagree 3 5 21 10 39
Total 26** 25 35 15 101

31
COLUMN-PERCENTAGE TABLE AGE GROUP
NOTE: * refers to the number of respondents under 30 who agreed for the
reimposition of death penalty; **refers to the total number of respondents for
under 30 age range
Row-percentage table is done by computing the percentage of each cell as a
percentage of the row total. Analyze the next sample.
ROW-PERCENTAGE TABLE AGE GROUP
NOTE: * refers to the number of respondents under 30 who agreed for the
reimposition of death penalty; **refers to the total number of respondents for
under 30 age ranges who agreed to the reimposistion of death penalty.
Attitude Under 30
30-45
yrs.
old
46-60
yrs.
old
61 yrs.
Old and
above
Total
Agree
20*/26**
X100 =
76.9%
40% 11.4% 20% 36.6%
No
Opinion
11.5 40 28.6 13.3 24.8
Disagree 11.5 20 60 66.7 38.6
Total 99 100 100 100 100
N (26) (25) (35) (15) (101)
Attitude Under 30
30-45
yrs.
old
46-60
yrs.
old
61 yrs.
Old
and
above
Total N
Agree
20*/37**
X 100 =
40% 11.4% 20% 36.6% (37)
No
Opinion
12 40 40 8 100
(25)
Disagree 7.7 12.8 53.8 25.6 99.9 (39)
Total 25.7% 24.8 24.7 14.9 100.1 (101)

32
USE OF FREQUENCY DISTRIBUTION
The simplest way to describe numerical data is using frequency
distribution. This is done by computing the percentage frequency distribution of
the variable with the total number of respondents.
USING GRAPHS
In quantitative research, tables and graphs are used to represent data, data tables
show data results and they can be used to analyzed data results. On the other
hand, graphs can be used to explain data results.
EXAMPLE 1: USE OF DATA TABLE
SALES FIGURES FOR A YEAR, BROKEN DOWN BY QUARTERS
DATA VALUES
QUARTER 1 4.1
QUARTER 2 2.5
QUARTER 3 3.5
QUARTER 4 4.7
EXAMPLE 2: A BAR GRAPH
HISTOGRAM
A histogram is a type of chart where the categories are in the form of
ranges of numbers. It is used to show combined continuous data.
EXAMPLE 3: DATA TABLE SHOWING NUMBER OF PEOPLE PER AGE RANGE IN THE
ASSEMBLY.
AGE NUMBER OF PEOPLE
0 – 10 2
11- 20 5
21 – 3 0 7
41 – 5 0 8
51 – 6 0 4
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Q1 Q2 Q3 Q4
SAME DATA
SAME DATA
First Job Annual Income
Under PHP 10,000 25
PHP 10,000 to PHP 14,999 50
PHP 15,000 to PHP 19,999 100
PHP 20,000 to PHP 24,999 150
PHP 25,000 to PHP 29,999 50
PHP 30,000 and over 25
Total 400

33
PICTOGRAM
Is a type of bar graph that uses an axis with numbers and uses pictures to
represent particular number of items.
PIE CHART
A pie chart looks like a circle or a pie that has been cut into segments. it used to
show how whole is broken down into significant parts.

34
LINE GRAPH
A line graph is used to show dependent data and the development of trends over
time. It depicts a point value for each category, and the categories are joined in a
line.
In qualitative research, data results can be explained in different forms.
Researchers propose explanations about the social world based on concrete data
or evidence and specific contexts. They use general ideas, themes, or concepts to
generalize or conclusions. Neuman (2007) provides several ways to analyze
qualitative data.
1. Developing concepts—Qualitative research focuses on the formation or
refinement of new concepts that are based on data or evidence. The
researcher organizes data into categories based on themes, concepts, or
similar characteristics. Then, he or she develops new concepts, proposes
conceptual definitions, and analyzes the relationship that exists among
the concepts. He or she starts conceptualization after he or she has read
and gone through the data from field notes, interviews, and primary and
secondary sources.
2. Coding data—This allows researchers to conduct a higher level of thinking
and to move toward theoretical conclusions or generalizations. In
qualitative research, data are coded differently; researchers organize the
data into conceptual groups or clusters to produce themes or concepts.
First, researchers perform open coding. They find themes and
designate initial codes or labels in the initial attempt to synthesize the
data into groups. They read all the data that they gathered from the
sources and then assign a concept, a label, or a subtopic to the data.
After open coding, researchers perform axial coding. They review
and examine the initial codes and these initial ideas are organized into
ideas or themes. Then, they identify the nexus of the key concepts in the
data analysis. In open coding, the researcher finds causes, effects,
conditions, interactions, relationships, strategies, processes, divisions.
Then, he or she clusters these concepts together to form groups or
categories.
After axial coding, researchers conduct selective coding. They
choose carefully from the cases that show themes and then make
comparisons and contrasts. During selective coding, the researchers have
already developed and elaborated more than one major theme. They
have already organized well-developed concepts to conduct a general
analysis of several core ideas.
3. Narrative approach—ln historical research, data are analyzed by narrating
details in order to develop a coherent, chronological, and well-organized
history. Neuman (2007) describes how the narrative approach can be
used to analyze data. He argues that "there can be analysis in a narrative,
but it is 'light' and subtle. "He further adds that "in the narrative method,
a researcher assembles the data into a descriptive picture or account of
QUALITATIVE RESEARCH ANALYSIS

35
what occurred" (p. 335). The explanations then are not in abstract forms
or theoretical models, but they are specific and concrete events.
Narratives explain and analyze data according to the terminology and
concepts used by the people under study.
4. Developing ideal types—Based on Max Weber's concept of ideal type,
ideal types are used as models or basis of mental concepts of social
realities in qualitative research. They are used as basis or standards to
compare data that represent reality. Comparisons are made to determine
how ideal types measure up with the specific cases in the real world. Ideal
types are also used to interpret data in a manner 'that is sensitive to the
context and cultural meanings of members." In addition, they can also be
used as a form of analogy to organize data collected qualitatively.
Researchers apply analogies to express ideas and develop logical
comparisons (Neuman 2007, pp. 336-337).
5. Successive approximation—Researchers analyze data by repeating the
research processes that include asking questions, probing and creating
data, and developing a theory until such time that the gap between
evidence and theory fades away. Through successive approximation,
concepts, theories, and models become more accurate as they are
modified repeatedly. By using successive approximation, researchers
reanalyze the evidence with additional data and readjust the outline of
the study and other ideas and concepts developed to explain and analyze
the topic.
BOOK
The Research Design and Methodology pp. 79 - 150 Application and Practice of
Research for Senior High School: Inquiries, Investigations and Immersion. (2017)
ACTIVITY 1 – SAMPLING AND POPULATION IN RESEARCH
Search one research documents in the internet and analyze how the sampling and
population of the study are explained in the methodology. Write your answers in
the activity sheet below.
Sampling design of the study:
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
Sample population of the study:
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
R E F E R E N C E S
A C T I V I T Y (I E S)

36
ACTIVITY 2 – RESEARCH METHODOLOGY
Explain the methodology of your research. Use the template below for your
research design.
A. Discuss the data collection method or research methodology to be used I
your study. Choose from the different research methods. Explain clearly
how you will use the method in your research. Use the template below.
QUANTITATIVE QUALITATIVE
SURVEY RESEARCH CASE STUDY
EXPERIMENTAL RESEARCH HISTORICAL RESEARCH
CONTENT ANALYSIS FIELD RESEARCH
B. Explain the data gathering procedures. Identify the population, sampling
method, instruments and other information that is relevant to the
gathering and collection of your research data. Remember that each
research method has different techniques for gathering data. So, identify
and explain each procedure or element of the research method.
ACTIVITY 3 – PROGRESS TABLE
Make a timetable to check your progress. This help you monitor your
accomplishment of the tasks needed to perform the research methodology.
ACTIVITY 4 – DATA ANALYSIS AND INTERPRETATION METHOD
Explain the method that you will use for data analysis and interpretation in
your research. Use the following questions as guide:
1. Is your research quantitative? If yes, what research method or methods
will you use for analysis? Choose the following:
QUANTITATIVE RESEARCH ANALYSIS
TECHNIQUES AND METHODS
EXPLAIN YOUR CHOICE
STATISTICAL APPROACH
DESCRIPTIVE ANALYSIS
USE OF GRAPHS, CHARTS AND
TABLES
USE OF REQUENCY DISTRIBUTION
Explain the research analysis and interpretation method that you will use In
your research. Use this template.
Template
DATA ANALYSIS AND INTERPRETATION METHOD
THE RESEARCHER WILL USE THE (ANALYSIS METHOD). THIS IS DONE BY (EXPLAIN
HOW THE ANALYSIS AND INTEPRETATION OF DATA WILL BE DONE).
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________________________
_______________________________________________________________
DATE TIME ACTIVITY ACCOMPLISHMENT
6-11-16 8:00 AM TO
12PM
library research gathered primary
sources from the
national library

37

WEEK 1-7_CM_MDL_3Q_PRR3.pdf

Recommended

Recommended

More Related Content

Similar to WEEK 1-7_CM_MDL_3Q_PRR3.pdf

Similar to WEEK 1-7_CM_MDL_3Q_PRR3.pdf (20)

Recently uploaded

Recently uploaded (20)

WEEK 1-7_CM_MDL_3Q_PRR3.pdf