This document outlines the steps for conducting research using a systems analysis approach. It discusses systems analysis as a method for examining educational systems as interrelated parts within a larger socio-economic environment. The 4 main steps are: 1) Identify the goals of the educational program, 2) Gather data on subsystems and their interrelationships, 3) Construct an instrument to evaluate student outcomes, and 4) Analyze and interpret the data on inputs, processes, and outputs against the program goals. Conducting research using this systems approach allows for analyzing specific problems or an entire school system.

1. Republic of the Philippines
CAPIZ STATE UNIVERSITY
Pontevedra, Capiz
GRADUATE SCHOOL

2. At the end of this module, we should be able to:
1. define the role of systems analysis in conducting
research
2. identify problem areas and the factors to be
considered in conducting research within the school
system
3. acquire skills in constructing a questionnaire as the
research instrument for gathering data
4. categorize and classify the various subsystems in
the school system that should be considered in
conducting research

3. SYSTEM APPROACH IN EDUCATION is a method of
examining an educational system or program not as an
isolated entity with independent parts but as an organic
whole having critical interrelationships with other
educational subsystems and with the socio-economic
environmental at large (Zwaenopoel). The focus of
system analysis is the critical relationship, both inside the
system and between the systems and its surroundings, as
well as the dynamic changes taking place in these
relationships. This means that if education is regarded as
a system, then it follows that its problems cannot be
solved in isolation from the total system.

4. Basically, the environment must be considered
because it constraints a system resources. It
contains political, economic, technological,
social and cultural forces that impinge upon the
system. It causes system problems and it also
can provide system solutions to these problems.
Summarily, systems analysis as an approach of
research, could be used either particular problem
areas of a school system or to analyze a whole
school system or a subsystem en to to.

5. 1. The principal supports teachers who encounter difficulties with parents and
students.
2. The parent-teacher relationship is characterized by mutual support and
cooperation
3. The school and the community do not restrict my personal life.
4. My co-teachers are very helpful both in my professional development and
social well-being.
5. I enjoy working with my co-teacher; they accept me and have confidence
in my abilities
6. My students are well-behaved and are eager to learn.
7. The principal is consistent and practical
8. I would find it difficult adjusting again if I transfer to another school.
9. I like the way the school administrators, the faculty, the students and the
community people interrelate with one another.
10. I like my student and enjoy working with them

6. 1. I am a native of this community.
2. I like the religious atmosphere within the school.
3. The goals and ideals of the school are consistent with the community and
national development goals.
4. I speak the dialect in the community.
5. The philosophy of the school is compatible with mine.
6. The desirable Filipino values like “pakikisama,” “utang-na-loob,” “hiya” etc.
are keenly observed here.
Step: 1: Identify the goals and aims of the educational program.
Step: 2: Gather quantitative and qualitative data on the economic, social, and
cultural subsystem of the educational program and their interrelationships.

7.  financial resources
 human resources
 physical resources
 administrators
 teachers
 students

8.  Aims
 curriculum in terms of relevance
 methodology in terms of effectiveness
 instructional materials in terms of relevance of content
The data gathered on the different subsystem
could be analyzed in terms of their interrelationships
with given standards. For example, data on the
interrelationships on the economic subsystem could be
compared with given standards in terms of: per student
cost; salary structure; budgeting system income-
expense, and percentage of expenses for salaries, etc.

9. Administer the instrument to students at the entry
level and exit level of the educational program and
subsequently compare the results of the evaluation at
the entry level and exit level in order to determine what
the students have acquired in terms of knowledge, skills,
attitudes, and values.

10. Step 4: Analyze and interpret data gathered about the inputs
and its processes (obtained under Step 2) and the outputs
(obtained under Step 3) which is the level of knowledge and
skills acquired and the attitude and values developed among
the students. Vis-à-vis the aims and objectives of the
educational program being evaluated.
The foregoing discussion presents in a capsulized form
how to utilize systems analysis in conducting research.
As pointed out, research can be conducted on specific
problem within the school system or an academic
department of a college or university.

11. To Summarize:
Step: 1: Identify the goals and aims of the educational program.
Step: 2: Gather quantitative and qualitative data on the
economic, social, and cultural subsystem of the educational
program and their interrelationships.
Step 3:Construct an evaluative instrument which can gauge the
students’ knowledge, skills, attitudes and values after the
educational program had been implemented.
Step 4: Analyze and interpret data gathered about the inputs
and its processes (obtained under Step 2) and the outputs
(obtained under Step 3) which is the level of knowledge and
skills acquired and the attitude and values developed among
the students. Vis-à-vis the aims and objectives of the
educational program being evaluated.

12. ANALYSIS OF THE
SYSTEM (Leads to the
understanding of)
SYSTEM CONCEPT (If integrated in our
thinking can become)
SYSTEM APPRAISAL (If applied
becomes the)
SYSTEM APPROACH (To
the…)
ANALYSIS OF THE
SYSTEM
SOLUTION OF
PROBLEMS
DEVELOPMENT OF
SYSTEM
FEEDBACK

13. REFERENCES
• Bilhart, John and Gloria Galanes, Katherine Adams. Effective
Group Discussion. New York: McGraw-Hill 2001
• Hanson, Mark E. Educational Behavior and Organizational
Behavior. Mass: Allyn and Bacon, 1991
• Henry, Nicolar. Public Administration and Public Affairs.
Englewood Cliffs: Prentice-Hall, 1995.
• Lunenberg, Fred. Educational Administration: Theory and
Practice. New York: McGraw-Hill, 1991.
• Rosenbloom, David H. Public Administration. New York:
McGraw-Hill, 1998.
• Zwaenepoel, Paul P. Systems Analysis in Education.
Manila: UST Press. 1985.