This document provides an overview of the research process, outlining each step from selecting a topic to developing conclusions and recommendations. It discusses identifying a problem, forming a hypothesis, conducting a literature review, determining appropriate research methods and instruments, sampling, statistical analysis, and presenting findings. Guidelines are provided for properly structuring each section of a research paper or thesis, including the introduction, methods, results and discussion. Key aspects covered include defining terms, establishing a conceptual framework, citing sources, and writing objectively without introducing new information. The overall purpose is to guide researchers in conducting studies and reporting results in a clear, logical, and standardized manner.

1. by: Janet Brigida A. Catipon
MAE-Chemistry, BSU
MHS Science 9 Teacher

3.  The process of gathering data or information to
solve a particular or specific problem in a
scientific manner. (Manuel and Medel p.5)

4.  Recognizing /Selecting the problem or topic
 Forming a hypothesis
 Doing the Library search
 Designing the study
 Developing the instruments for collecting data
 Collecting the data
 Analyzing the data
 Determining Implications and conclusions from
the findings
 Making recommendations (for further research)

5.  Researcher’s choice and interest.
 Within the specialization of the researcher.
 Within the researcher’s competence to tackle.
 Within the researcher’s ability to finance.
 It is researchable and manageable.
 It can be completed w/in a reasonable period of time
unless it is a longitudinal research.
 It is significant, important, and relevant to the present
time.

6.  Results are practical and implementable.
 Requires original, critical, and reflective thinking to solve
it.
 Can be delimited to suit the resources of the researcher.
 Must contribute to the national development goals for
the improvement of human life.
 Must contribute to the fund of human knowledge.
 Must show or pave the way for the solution of the
problem intended to be solved.
 Must not undermine the moral and spiritual values of the
people.

7.  Must not advocate any change in the present order of
things by means of violence but by peaceful means.
 There must be a return of some kind of the researcher.
 Enhance prestige and reputation.
 Satisfaction of intellectual curiosity and interest., and
being able to discover truth.
 There must be a consideration of the hazards involve.

8.  It is formulated before the start of the research work.
 It must contain the subject matter of the study, the locale of the
study, the population involved, and the period when the data
were gathered or will be gathered.
 It must be broad enough to include all aspects of the subject
matter, studied or to be studied.
 It must be as brief and concise as possible.
 Avoid using terms like “An Analysis of”, “A Study of”, An
Investigation of, and the like.
 If the title contains more than one line, it must be written like an
inverted pyramid.
EXAMPLE :
THE TEACHING OF SCIENCE 9 IN MACABEBE HIGH
SCHOOL OF PAMPANGA AS PERCEIVED BY THE SCIENCE
TEACHERS AND STUDENTS DURING THE SCHOOL YEAR
2014-2015.

9. 1. Introduction
2. Statement of the Problem
3. Hypotheses
4. Significance of the Study
5. Definition of Terms
6. Scope and Delimitation of the Study
7. Conceptual Framework

10. It covers the following:
1. Presentation of the Problem
2. The existence of an unsatisfactory condition, a felt
problem that needs a solution.
3. Rationale of the Study
4. Historical background of the problem.
5. A desire to have a deeper and clearer understanding of a
situation, circumstance, or phenomenon.
6. A desire to find a better way of doing something or of
improving a product.
7. A desire to discover something.
8. Geographical conditions of the study locale.
9. A link between between the introduction and the
statement of the problem.

11. The General Problem and the Specific Problem
Example:
General Problem:
To investigate all aspects of the teaching of Science 9 in
Macabebe High School of Pampanga during the school
year 2014-2015
Specific Problems:
 Is there any significant difference between the
perceptions of the science 9 teachers and those of the
students concerning the different aspects in the
teaching of science 9?
 How effective are the methods and strategies used by
the Science 9 teachers?

12. Hypothesis is a tentative conclusion or answer to a
specific raised at the beginning of the investigation.
 Null and Alternative (Operational) Hypotheses
Ho = Null Form ( negative form)
Ha = Alternative or Operational Form (affirmative form)
Example:
Perceptions of the Science 9 teachers and those of the students
concerning the different aspects in the teaching
 Ho = There is no significant difference between the of Science 9.

13.  Ha = There is a significant difference
between the perceptions of the Science 9
teachers and those of the students concerning
the different aspects in the teaching of
Science 9

14. 1. Only terms, words, or phrases which have special or
unique meanings in the study are defined.
2. Terms should be defined operationally, i.e, how they
are used in the study.
3. The researcher may develop his own definition
from the characteristics of the term defined.
4. Definitions may be taken from encyclopedias,
books, magazine and newspaper articles,
dictionaries, and other publications.
5. Definitions should be as brief, clear and
unequivocal as possible.
6. Acronyms should always be spelled out fully
especially if it is not commonly known.

15. It should include the following:
1. A brief statement of the general purpose of
the study.
2. The subject matter and topics studied and
discussed.
3. The locale of the study
4. The population from which the
respondents selected.
5. The period of the study, time during which
the data were gathered.

16. This scheme is a tentative explanation or
theoretical explanation of the problem and serve as the
basis for the formulation of research hypotheses.
1. It becomes the central theme, the focus, the
2. main thrust of the study.
3. It serves as guide in conducting the investigation.
4. It is presented in Paradigm, as few researcher’s
endeavor to include explanation of the conceptual
framework.
Paradigm is a diagrammatic representation of a
conceptual framework.

17. RELATED LITERATURE AND STUDIES
A. Characteristics of the Materials Cited – it must be:
1. Recent as possible
2. Objective and unbiased as possible
3. Relevant to the Study
4. Not too few but not too many
B. Ways of Citing Related Literature and Studies
1. By author or writer
Example:
According to Enriquez, praise helps much in
Learning, etc. Etc.¹
Footnote:
¹Pedro Enriquez. The Dynamics of Teaching & Learning.
Manila: Canlaon Publishing Company., Inc. , 1981, p.102.

18. RELATED LITERATURE AND STUDIES
2. By topic
Example:
It has been found out that praise is an important aid in
the learning of the children¹
Footnote:
¹Pedro Enriquez. The Dynamics of Teaching & Learning.
Manila: Canlaon Publishing Company., Inc. , 1981, p.102 and
Juan Maglaque, “Factors Affecting Children’s Learning in
Pagasa Dictrict”. (Unpublished Master’s Thesis, San Gregorio
College, San Gregorio City, 1984). (Note: these are fictitious
name)

19. RELATED LITERATURE AND STUDIES
B. Ways of Citing Related Literature and Studies
or using the commonly used APA Citation in Papers today,
It has bee found out that praise is an important aid in the learning
of children (Enriquez, 1981 and Maglaque, 1984)
3. Chronological – Materials which were written first earlier should
be cited first before those which were written later. This can be
done especially when the citation is by author or writer. If citation
is by topic, chronological citation can be done in the footnote.
C. What to cite
Only major findings, ideas, generalizations, principles, or
conclusions in related materials relevant to the problem under
investigation should be discussed in this chapter.

20. RELATED LITERATURE AND STUDIES
D. Quoting a Material
A material may be quoted if the idea conveyed is so perfectly
stated or it is controversial and it is not too long.
Example:
Suppose the following is a quotation: Said Enriquez,
Praise is an important factor in children’s ;earning. It
encouraged them to study their lessons harder. Praise,
however, should be given very appropriately.²

21. METHODS OF RESEARCH & PROCEDURES
1. Methods of Research used
2. Methods of Collecting Data & Development
of the Research Instrument
3. Sampling Design
4. Statistical Instrument

22.  METHODS OF RESEARCH
1. Descriptive – describes at interprets what’s all about the
research.
2. Experimental – consist of manipulating an experimental
variable under highly controlled conditions to determine how
and why a particular event occurs.(Manuel & Medel, p.37)
 METHODS OF COLLECTING DATA & DEVELOPMENT
OF RESEARCH INSTRUMENT
Example: DESCRIPTIVE RESEARCH
Methods of collecting data: Survey, Case Study and Content Analysis
Survey – used to collect demographic data about people’s
behavior, beliefs, intentions, opinions, etc.
Case Study - in-depth study and analysis of an individual.
Content Analysis – deals with documentary materials that are
already existing and available.
Development of Research Instrument: Questionnaire as an example,
after reading and studying samples from related studies.

23. THE SAMPLING DESIGN
a. Size of the population
b. The study population
c. The Margin Error
d. Sampling Technique
e. Computation of the Sample
f. Sample

24.  STATISTICAL TREATMENT OF DATA
Statistical Tools:
1. Measures of Central Tendency – Mean, Median, Mode
2. Measures of Variability/Dispersion – Range, Quartile
Deviation, Average Deviation, Standard Deviation
3. Coefficient of Correlation – when one variable varies with
another
4. t-test – 2 variables are studied ( controlled and experimental
group)
5. ANOVA/ANOCOVA – when 2(Anova) or more (Anocova)
variables are involved.
6. Chi-Square – when significant differences between the
reactions, opinions of two distinct groups are need to be
known.
7. Regression – when the coefficient of correlation between 2
tests in known and a prediction is to what score a student gets
in the 2nd test after 1st test score have known.

25.  ANALYSIS, PRESENTATION, AND INTERPRETATION
OF DATA
Analysis – breaking up the whole study into constituent parts in
accordance to the specific questions in the statement of problem.
Example:
The teaching of Science 9 in Macabebe High School of
Pampanga. (the whole study)
Constituent parts maybe divided into:
1. Educational qualifications of teachers
2. Methods and strategies used in teaching Science 9
3. Facilities available for the teaching science 9
4. Differences between the perceptions of the teachers and those of the students
concerning the teaching of science 9
and other more.

26.  ANALYSIS, PRESENTATION, AND INTERPRETATION
OF DATA
Presentation - the process of organizing data into logical, sequential,
and meaningful categories and classifications to make them
amenable to study and interpretation.
1. Textual – uses statements with numerals or numbers to describe
data.
2. Tabular – systematic arrangement of related data in which
classes of numerical data are given each a row and their subclasses
are given each a column in order to present their relationships of
the data in a definite, compact, and understandable form.
3. Graphical - graph or chart is presented in quantitative variations
or changes of a variable itself, or in comparison with those variables
in pictorial or diagrammic form.

27.  TEXTUAL

28.  TABULAR

29.  GRAPHICAL

30.  INTERPRETATION OF DATA
Assessing the results or findings
during analysis and its implication.

31. SUMMARY, CONCLUSIONS & RECOMMENDATIONS
1. Summary of Findings
a. There should be a brief statement about the main purpose of the study,
the population of respondents, the period of the study, methods of
research used, the research instrument, and the sampling design.
b. Findings may be lumped up all together.
c. Findings should be textual generalizations.
d. Important findings, highlights of data should be included.
e. No further explanation or elaboration of findings , as they are stated as
concisely as possible.
f. No introduction of new data should be done.

32.  CONCLUSIONS
1. Inferences, deductions, abstractions, implications,
interpretations, general statements based upon the findings.
2. Appropriately answer specific questions raised in the beginning
of investigation.
3. Point out what were factually learned from the inquiry.
4. Be formulated concisely, brief and short.
5. Be stated categorically, worded 100% true & correct.
6. Refer only to the population, area, or subject of the study.
7. Not repetitions of any statement anywhere in the
research/thesis.

33.  RECOMMENDATIONS
1. Aim to solve or help solve problems discovered in the
investigation.
2. No recommendations needed for any thing that has not been
discovered in the study.
3. Continuance of practice or system should be recommended
for its improvement.
4. Aim for the ideal but must be feasible, practical, and
attainable.
5. Logical and valid.
6. Be addressed to the persons, entities, agencies or offices who
or which are in a position to implement them.
7. Further research on the study should be recommended in
other places to verify, amplify, or negate the findings of the
study.

34. Calderon, Jose F., Ed.D. and Gonzalez,
Expectacion C. Methods of Research and
Thesis Writing,Mandaluyong City: Cacho
Hermanos, Inc. 2013