Learning Material for

SH RES 3
INQUIRIES, INVESTIGATIONS,
AND IMMERSION

Prepared by:
Jimerose A. Bigo

Submitted by:

Name: ____________________________________________________________________

Grade & section:____________________________Date : ______________________

TOTAL Score:

Send your queries to the following contact information:

09997050187 (smart)
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Messenger @ Jim Mey Roze
 Activity 1

NAME:_________________________________________ SCORE:___________/30
SECTION:_______________________ SCHEDULE:____________

PARTS OF A RESEARCH PAPER

Word Hunt Puzzle. Enumerate the words related to the parts of a research paper found
in the puzzle below. Write your answers on the space provided. (30 point each)

S T A T E M E Y D U T S E H T F O E C N A C I F I N G I S
M N A A S D F R E S U L T S A N D D I S C U S S I O N T O
A E D E R D F A M A S R T D I O U S L T A S Q N W R E L S
C M T E R Y S O O E R T A T E Y A U P I S D F G T I O H A
K U N H L O J A B K L O C A T I O N O F T H E S T U D Y L
N R T L O A S N I Z A B X C A V S B N N O M A Q W E R T O
O T A T Y D U O B I I O O O A P O S A D S F U O G A H H H
W S J S L A O J L J K S M R E T F O N I O T I N I F E D T
L N Z A X C V L I A V S A B P Q N M W E N H E R S T Y U A
E I F R A M E W O R K O F T H E S T D Y C I O A Y P A S D
D G E F G H S T G G I L A N J K H L M R N O O P D Q S N W
G N S E R A T Y R Z Y Z O V R B N T A M N I F G U J I R J
E I C K S O D A A C A V V O A E R E F D O G A R T E H G D
M R O O D A U R P H Y P O T H E S I S O F T H E S T U D Y
E E U I N D R O H N O L T E E E C A S R T R E C H T I L S
N H O F A C Y E Y O U F A S R R I L M Y S N U O C B A J E
T T C T O R L R E S E A R C H D E S I G N E E M R R T N E
B A C K G R O U N D O F T H E S T U D Y S E S M A I S E A
S G A E R C T H S I P S P N O T S W E E R F U E E L A R T
O A U N N S U I E I T D U A T S L E F L I A U N S T A F S
I T R E A T M E N T O F T H E D A T A E N S P D E C A I A
D A T A G A T H E R I N G P R O C E D U R E I A R A L T L
L D Y R I S T N E D N O P S E R E H T O T R E T T E L L S
O N T O D A Y S O I E G T E N O E S N R A T I I N O E W E
L O B J E C T I V E S O F T H E S T U D Y S L O A T N S E
A R I N O S E L A B S Y O E S U A L I A P P E N D I C E S

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 IMPORTANCE OF RESEARCH

Objective:
At the end of the lesson, the learners should be able to identify the importance
of research.

Research is a method of acquiring knowledge based on scientific method of

inquiry, it is known as the scientific problem solving process or an empirical inquiry. It is
also an organized body of knowledge humans acquired and organized the process of
research.

The purpose of research is to inform action. Researchers must not simply set
results and recommend actions. The importance of research should be measured on the
extent to which they are being actually carried out (Katigbak, 2008).

Best & Khan (1993) described research as “the systematic and objective analysis
and recording of controlled observations that may lead to the development of
generalizations, principles, or theories, resulting in prediction and possibly ultimate control
of events.”

Research is conducted in many different settings. Conducting research in an

educational setting is important in every educator’s professional life (Educational
Research, 2011). Education in a research is done to improve those practices. Education
should look at research as a way to develop new understanding about teaching, learning
and educational administration. This new knowledge will lead to the improvement of
educational practice (Gall and Barg, 2003).

Taflinger (1996-2011) cites two basic importance of research, to learn something

or to gather evidence. To learn something is for our benefit. It is almost impossible for a
person to stop learning. Research is organized learning looking for specific things to add
to our store of knowledge.

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 Activity 2

Name:_______________________________________________ Score:_________/50
Section: ______________________ Schedule:__________

IMPORTANCE OF RESEARCH

INSTRUCTION: Illustrate the importance of research through art (poster, painting,

slogan, poster-slogan, collage, etc.). Use the space provided. Be guided by the
following criteria.

Criteria Total
Creativity 15 12 9 6 3
Relevance to the 25 20 15 10 5
Topic
Over-all Impact 10 8 6 4 2
TOTAL ___/50

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 THE INTRODUCTION
Objective:
At the end of the lesson, the learners should be able to write an introduction of
a research paper.

The introduction serves the purpose of leading the reader from a general subject
area to a particular field of research. It establishes the context of the research being
conducted by summarizing current understanding and background information about the
topic, stating the purpose of the work in the form of the hypothesis, question, or research
problem, briefly explaining your rationale, methodological approach, highlighting the
potential outcomes your study can reveal, and describing the remaining structure of the
paper.

Think of the introduction as a mental road map that must answer for the reader
these four questions:
 What was I studying?
 Why was this topic important to investigate?
 What did we know about this topic before I did this study?
 How will this study advance our knowledge?

A well-written introduction is important because, quite simply, you never get a

second chance to make a good first impression. The opening paragraph of your paper
will provide your readers with their initial impressions about the logic of your argument,
your writing style, the overall quality of your research, and, ultimately, the validity of your
findings and conclusions. A vague, disorganized, or error-filled introduction will create a
negative impression, whereas, a concise, engaging, and well-written introduction will start
your readers off thinking highly of your analytical skills, your writing style, and your
research approach.
Writing an Introduction

When writing an introduction, there are things you need to consider:

1. Structure and Approach

Think of the structure of the introduction as an inverted triangle of information.

Organize the information so as to present the more general aspects of the topic early in
the introduction, then narrow toward the more specific topical information that provides
context, finally arriving at your statement of purpose and rationale and, whenever
possible, the potential outcomes your study can reveal.

These are general phases associated with writing an introduction:

Establish an area to research by:

Highlighting the importance of the topic, and/or
Making general statements about the topic, and/or
Presenting an overview on current research on the subject.

Identify a research niche by:

Opposing an existing assumption, and/or
Revealing a gap in existing research, and/or
Formulating a research question or problem, and/or
Continuing a disciplinary tradition.

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 Place your research within the research niche by:
Stating the intent of your study,
Outlining the key characteristics of your study,
Describing important results, and
Giving a brief overview of the structure of the paper.

2. Delimitations of the Study

Delimitations refer to those characteristics that limit the scope and define the
conceptual boundaries of your study. This is determined by the conscious exclusionary
and inclusionary decisions you make about how to investigate the research problem. In
other words, not only should you tell the reader what it is you are studying and why, but
you must also acknowledge why you rejected alternative approaches that could have
been used to examine the research problem.

Obviously, the first limiting step was the choice of research problem itself.
However, implicit are other, related problems that could have been chosen but were
rejected. These should be noted in the conclusion of your introduction.

Examples of delimitating choices would be:

a. The key aims and objectives of your study
b. The research questions that you address
c. The variables of interest [i.e., the various factors and features of the
phenomenon being studied]
d. The method(s) of investigation
e. Any relevant alternative theoretical frameworks that could have been adopted

Review each of these decisions. You need to not only clearly establish what you
intend to accomplish, but to also include a declaration of what the study does not intend
to cover. In the latter case, your exclusionary decisions should be based upon criteria
stated as, "not interesting"; "not directly relevant"; “too problematic because..."; "not
feasible," and the like. Make this reasoning explicit!

NOTE: Delimitations refer to the initial choices made about the broader, overall design of
your study and should not be confused with documenting the limitations of your study
discovered after the research has been completed.

3. The Narrative Flow

Issues to keep in mind that will help the narrative flow in your introduction:
Your introduction should clearly identify the subject area of interest. A simple
strategy to follow is to use key words from your title in the first few sentences of the
introduction. This will help focus the introduction on the topic at the appropriate level and
ensures that you get to the primary subject matter quickly without losing focus, or
discussing information that is too general.
Establish context by providing a brief and balanced review of the pertinent
published literature that is available on the subject. The key is to summarize for the reader
what is known about the specific research problem before you did your analysis. This part
of your introduction should not represent a comprehensive literature review but consists
of a general review of the important, foundational research literature (with citations) that
lays a foundation for understanding key elements of the research problem.
Clearly state the hypothesis that you investigated. When you are first learning to
write in this format it is okay, and actually preferable, to use a past statement like, "The
purpose of this study was to...." or "the researchers investigated three possible
mechanisms to explain the...."

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 Why did you choose this kind of research study or design? Provide a clear
statement of the rationale for your approach to the problem studied. This will usually follow
your statement of purpose in the last paragraph of the introduction.

4. Engaging the Reader

The overarching goal of your introduction is to make your readers want to read
your paper. The introduction should grab your reader's attention. Strategies for doing this
can be to:
Open with a compelling story,
Include a strong quotation or a vivid, perhaps unexpected anecdote,
Pose a provocative or thought-provoking question,
Describe a puzzling scenario or incongruity, or
Cite a stirring example or case study that illustrates why the research
problem is important.

NOTE: Only choose one strategy for engaging your readers; avoid giving an impression
that your paper is more flash than substance.

Writing Tips

 Avoid the "Dictionary" Introduction

Giving the dictionary definition of words related to the research problem may
appear appropriate because it is important to define specific words or phrases with
which readers may be unfamiliar. However, anyone can look a word up in the
dictionary and a general dictionary is not a particularly authoritative source. It doesn't
take into account the context of your topic and doesn't offer particularly detailed
information. Also, placed in the context of a particular discipline, a term may have a
different meaning than what is found in a general dictionary. If you feel that you must
seek out an authoritative definition, try to find one that is from subject specific
dictionaries or encyclopedias [e.g., if you are a sociology student, search for
dictionaries of sociology].

 When Do I Begin?

An equally important question to ask yourself is, "When do I begin?" Research

problems in the social sciences rarely rest in isolation from the history of the issue
being investigated. It is, therefore, important to lay a foundation for understanding
the historical context underpinning the research problem. However, this information
should be brief and succinct and begin at a point in time that best informs the reader
of study's overall importance. For example, a study about coffee cultivation and
export in West Africa as a key stimulus for local economic growth needs to describe
the beginning of exporting coffee in the region and establishing why economic
growth is important. You do not need to give a long historical explanation about
coffee exportation in Africa. If a research problem demands a substantial exploration
of historical context, do this in the literature review section; note in the introduction
as part of your "roadmap" [see below] that you covering this in the literature review.

 Always End with a Roadmap

The final paragraph or sentences of your introduction should forecast your main
arguments and conclusions and provide a description of the rest of the paper [a
"roadmap"] that lets the reader know where you are going and what to expect.

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 Activity 3

Name:________________________________________ Score:____________/30
Section:_____________________________ Schedule:_______________

THE INTRODUCTION

Instruction: Read the information on pages 4-7 then write a brief background of the
study on the space provided below given the title of the study. (30 points)

Perceived Effects of Parents Educational Attainment to the Academic

Performance of Senior High Students of BVS Colleges
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 PLAGIARISM

Objective:
This handout is intended to help you become more comfortable with the uses of
and distinctions among quotations, paraphrases, and summaries. At the end of the
lesson, the learners should be able to review a literature by summarizing, quoting, and
paraphrasing.

Literature Review
- surveys scholarly articles, books and other sources relevant to a particular
issue, area of research, or theory, and by so doing, providing a description,
summary, and critical evaluation of these works. Literature reviews are
designed to provide an overview of sources you have explored while
researching a particular topic and to demonstrate to your readers how your
research fits into the larger field of study.

It is important to acknowledge ones work when writing a literature review.

Plagiarism is commonly committed by some writers/ researchers for failing to cite their
references.

 Plagiarism
- Copying one’s work or idea without a proper acknowledgement.
- Considering an author’s work as yours.

There are three ways of incorporating other writers' work into your own writing
according to the closeness of your writing to the source writing. These include
summarizing, quoting and paraphrasing. These are the most common way to avoid
plagiarism.

 Summarizing

Summarizing involves putting the main idea(s) into your own words,
including only the main point(s). Once again, it is necessary to attribute
summarized ideas to the original source. Summaries are significantly shorter than
the original and take a broad overview of the source material.

 Quotations

Quotations must be identical to the original, using a narrow segment of the

source. They must match the source document word for word and must be
attributed to the original author.

 Paraphrasing

Paraphrasing involves putting a

passage from source material into your own
words. A paraphrase must also be attributed
to the original source. Paraphrased material
is usually shorter than the original passage,
taking a somewhat broader segment of the
source and condensing it slightly. It could
also be longer depending on how the words
are rephrased.

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 Quotations, paraphrases, and summaries serve many purposes. You might use
them to:

 Provide support for claims or add credibility to your writing

 Refer to work that leads up to the work you are now doing
 Give examples of several points of view on a subject
 Call attention to a position that you wish to agree or disagree with
 Highlight a particularly striking phrase, sentence, or passage by quoting the
original
 Distance yourself from the original by quoting it in order to cue readers that
the words are not your own
 Expand the breadth or depth of your writing

Writers frequently intertwine summaries, paraphrases, and quotations. As part of

a summary of an article, a chapter, or a book, a writer might include paraphrases of
various key points blended with quotations of striking or suggestive phrases as in the
following example:

In his famous and influential work The Interpretation of Dreams, Sigmund Freud
argues that dreams are the "royal road to the unconscious" (page #), expressing in coded
imagery the dreamer's unfulfilled wishes through a process known as the "dream-work"
(page #). According to Freud, actual but unacceptable desires are censored internally
and subjected to coding through layers of condensation and displacement before
emerging in a kind of rebus puzzle in the dream itself (page #).

In summarizing, quoting and paraphrasing, it is important to keep in mind the

following:

 Read the entire text, noting the key points and main ideas.
 Summarize in your own words what the single main idea of the essay is.
 Paraphrase important supporting points that come up in the essay.
 Consider any words, phrases, or brief passages that you believe should be
quoted directly.
 Be Selective. Select only the most important points in each source to
highlight in the review. The type of information you choose to mention
should relate directly to the research problem, whether it is thematic,
methodological, or chronological.
 Keep Your Own Voice. While the literature review presents others' ideas,
your voice (the writer's) should remain front and center. For example, weave
references to other sources into what you are writing but maintain your own
voice by starting and ending the paragraph with your own ideas and
wording.

Note: There are several ways to integrate quotations into your text. Often, a short
quotation works well when integrated into a sentence. Longer quotations can stand alone.
Remember that quoting should be done only sparingly; be sure that you have a good
reason to include a direct quotation when you decide to do so.

For further understanding of the topic, read the passage entitled, “So That Nobody
has to Go to School If They Don’t Want To” on the next page and see how it was
summarized, quoted and paraphrased in the example below.

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 So That Nobody Has To Go To School If They Don't Want To
by Roger Sipher

A decline in standardized test scores is but the most recent indicator that American
education is in trouble.
One reason for the crisis is that present mandatory-attendance laws force many to attend
school who have no wish to be there. Such children have little desire to learn and are so
antagonistic to school that neither they nor more highly motivated students receive the quality
education that is the birthright of every American.
The solution to this problem is simple: Abolish compulsory-attendance laws and allow
only those who are committed to getting an education to attend.
This will not end public education. Contrary to conventional belief, legislators enacted
compulsory-attendance laws to legalize what already existed. William Landes and Lewis Solomon,
economists, found little evidence that mandatory-attendance laws increased the number of
children in school. They found, too, that school systems have never effectively enforced such laws,
usually because of the expense involved.
There is no contradiction between the assertion that compulsory attendance has had little
effect on the number of children attending school and the argument that repeal would be a
positive step toward improving education. Most parents want a high school education for their
children. Unfortunately, compulsory attendance hampers the ability of public school officials to
enforce legitimate educational and disciplinary policies and thereby make the education a good
one.
Private schools have no such problem. They can fail or dismiss students, knowing such
students can attend public school. Without compulsory attendance, public schools would be freer
to oust students whose academic or personal behavior undermines the educational mission of the
institution.
Has not the noble experiment of a formal education for everyone failed? While we pay
homage to the homily, "You can lead a horse to water but you can't make him drink," we have
pretended it is not true in education.
Ask high school teachers if recalcitrant students learn anything of value. Ask teachers if these
students do any homework. Quite the contrary, these students know they will be passed from
grade to grade until they are old enough to quit or until, as is more likely, they receive a high school
diploma. At the point when students could legally quit, most choose to remain since they know
they are likely to be allowed to graduate whether they do acceptable work or not.
Abolition of archaic attendance laws would produce enormous dividends.
First, it would alert everyone that school is a serious place where one goes to learn. Schools
are neither day-care centers nor indoor street corners. Young people who resist learning should
stay away; indeed, an end to compulsory schooling would require them to stay away.
Second, students opposed to learning would not be able to pollute the educational
atmosphere for those who want to learn. Teachers could stop policing recalcitrant students and
start educating.
Third, grades would show what they are supposed to: how well a student is learning.
Parents could again read report cards and know if their children were making progress.
Fourth, public esteem for schools would increase. People would stop regarding them as
way stations for adolescents and start thinking of them as institutions for educating America's
youth.
Fifth, elementary schools would change because students would find out early they had
better learn something or risk flunking out later. Elementary teachers would no longer have to
pass their failures on to junior high and high school.
Sixth, the cost of enforcing compulsory education would be eliminated. Despite
enforcement efforts, nearly 15 percent of the school-age children in our largest cities are almost
permanently absent from school.
Communities could use these savings to support institutions to deal with young people
not in school. If, in the long run, these institutions prove more costly, at least we would not confuse
their mission with that of schools.
Schools should be for education. At present, they are only tangentially so. They have
attempted to serve an all-encompassing social function, trying to be all things to all people. In the
process they have failed miserably at what they were originally formed to accomplish.

Reference: Sipher, Roger. “So That Nobody Has to Go to School If They Don't Want To.” The
New York Times, 19 Dec. 1977, p. 31.
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Example 1. Summary:

Roger Sipher makes his case for getting rid of compulsory-attendance laws in
primary and secondary schools with six arguments. These fall into three groups—first that
education is for those who want to learn and by including those that don't want to learn,
everyone suffers. Second, that grades would be reflective of effort and elementary school
teachers wouldn't feel compelled to pass failing students. Third, that schools would both
save money and save face with the elimination of compulsory-attendance laws.

***Note: Remember to summarize and synthesize your sources within each

paragraph as well as throughout the review. Recapitulate important features of a research
study, but then synthesize it by rephrasing the study's significance and relating it to their
own work.

Example 2. Paraphrase of the essay's conclusion:

Roger Sipher concludes his essay by insisting that schools have failed to fulfill their
primary duty of education because they try to fill multiple social functions (par. 17).

***Note: When paraphrasing a source that is not your own, be sure to represent
the author's information or opinions accurately and in your own words. Even when
paraphrasing an author’s work, you still must provide a citation to that work.

Example 3. Quotation:

According to Roger Sipher, a solution to the perceived crisis of American education

is to "abolish compulsory-attendance laws and allow only those who are committed to
getting an education to attend" (par. 3).

***Note: Some short quotes are okay if you want to emphasize a point, or if what
the author said just cannot be rewritten in your own words. Sometimes you may need to
quote certain terms that were coined by the author, not common knowledge, or taken
directly from the study. Do not use extensive quotes as a substitute your own summary
and interpretation of the literature.

When writing the citations, different format is used. The most common for a
research paper is the APA format.

APA Style/ Format Citation

APA (American Psychological Association) style is most commonly used
to cite sources within the social sciences. This is also called an Author-Date
Style.

Full Author’s Last Name, First Name and Middle Name Initials (Optional Middle
Name), date of publication. Title of the book or periodical. Place of publication: the
publisher.

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 Activity 4

Name:________________________________________ Score:____________/40
Section:_____________________________ Schedule:_______________

PLAGIARISM

Instruction: Paste a cut-out of an article found in any newspapers or any other sources
and then summarize, quote, and paraphrase it. Use the space provided for your
answers. (40 points)

Paraphrasing: (10 points)

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My summary: (15 points)
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Note:

from google.com

Make sure to cite your reference. Use the APA format.

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 SAMPLING TECHNIQUES

Objective:
At the end of the lesson, the learners should be able to determine the
appropriate sampling techniques appropriate for a given situation.

SAMPLING

This is the process of selecting a few (s sample) from a bigger group (the
population) to become the basis for estimating or predicting the prevalence of an unknown
piece of information, situation or outcome, regarding the bigger group.

Selecting a sample rather than the total population has advantages and
disadvantages.

Advantage Disadvantage
 It saves time, financial and human  The researcher finds only an
resources estimate or a prediction of
information about the population’s
characteristics or other data, which
are essential to the research study.

TYPES OF SAMPLING

A. Probability Sampling

1. Random/ Probability Sampling Design

This is a sampling design wherein each element in the population has an
equal and independent chance of selection in the sample.

Main Advantages:
a. As they represent the total sampling population, the inferences drawn
from such samples can be generalized to the total sampling population.
b. Some statistical tests based upon the theory of probability can be
applied only to the data collected from random samples. Some of these
tests are important for establishing conclusive correlations.

The most common techniques in drawing random sampling are the lottery
method/ fishbowl technique which is in the form of draw lots and the other is the
table of random numbers where statistical software could be used.

2. Stratified Random Sampling

The group comprising the sample is chosen in a way that such group is
liable to subdivision during the data analysis stage. A study needing group-by-
group analysis finds stratified sampling the right probability sampling to use.

3. Systematic Sampling
For this kind of probability sampling chance and system are the ones to
determine who should compose the sample. For instance, if you want to have
sample of 150, you may select set of numbers like 1 to 15, and out of a list of 1,500
students, take every 15th name on the list until you complete the total number of
respondents to constitute your sample.

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 4. Cluster Sampling
This is a probability sampling that makes you isolate a set of persons
instead of individual members to serve as sample members. For example, if you
want to have a sample of 120 of 1,000 students you can randomly select three
sections with 40 students each to constitute the sample.

B. Non- Probability Sampling

Non-probability sampling disregards random selection of subjects. The

subjects are chosen based on their availability or the purpose of the study, and in
some cases, on the sole discretion of the researcher. This is not a scientific way of
selecting respondents. Neither does it offer a valid or an objective way of detecting
sampling errors.

1. Quota Sampling

You resort to quota sampling when you think you know the characteristics
of the target population very well. In this case, you tend to choose sample members
possessing or indicating the characteristics of the target population. Using a quota
or a specific set of persons whom you believe to have the characteristics of the
target population involved in the study is your way of showing that the sample you
have chosen closely represents the target population as regards such
characteristics.

2. Voluntary Sampling

Since the subjects you expect to participate in the sample selections are the
ones volunteering to constitute the sample, there is no need for you to do any
selection process.

3. Purposive or Judgmental Sampling

You choose people whom you are sure could correspond to the objectives
of your study, like selecting those with rich experience or interest in your study.

4. Availability Sampling

The willingness of a person as your subject to interact with you counts a lot
in this non-probability sampling method. If during the data-collection time, you
encounter people walking on a school campus, along corridors, and along the
parks or employees lining up at n office, and these people show willingness to
respond to your questions, then you automatically consider them as your
respondents.

5. Snowball Sampling

Similar to snow expanding widely or rolling rapidly, this sampling method

does not give a specific set of samples. This is true for a study involving unspecified
group of people. Dealing with varied groups of people such as street children,
mendicants, drug dependents, call center workers, Informal settlers, street
vendors, and the like is possible in this kind of non-probability sampling. Free to
obtain data from any group just like snow freely expanding and accumulating at a
certain place, you tend to increase the number of people you want to form the
sample of your study.

16 | P a g e Prepared by:Jimerose A. Bigo

 C. Mixed-Method Sampling

1. Telephone-Based Sampling

This is a sampling procedure that utilizes telephone numbers as sampling

units. The list may be taken from telephone directories. The random sampling
procedure can be applied here.

2. Web-based Sampling

In this sampling procedure, email addresses, website visits, and recruited

users of the internet are utilized as sampling units.

3. Address-based Sampling (ABS)

In this kind of sampling procedure, postal addresses are utilized as

sampling units. The ABS sampling is used mostly in national surveys.

4. Time-based Sampling

Units of time are used as sampling units in this type of sampling. This is
used in studying repeated outcomes that vary a great deal over time. Data might
be collected several times a day at time periods selected using simple random
sampling or systematic sampling, upon the occurrence of a specific event, or at
specifically scheduled time intervals.

5. Space-based Sampling

This refers to a set of sampling procedures that utilize space as sampling

unit. This type of sampling is also referred to as area sampling, spatial sampling,
location-based sampling, etc. the space may be geographical units or various
locations or venues. It is the principal mode of sampling utilized in nationwide
personal interview surveys, environmental sampling, and ecological sampling.

17 | P a g e Prepared by:Jimerose A. Bigo

 Activity 5

Name:________________________________________ Score:_____________/30
Section:_____________________________ Schedule:_______________

SAMPLING TECHNIQUE

A. Suppose you were asked to decide on what sampling technique to use, what would
it be--- give the following situations? Give a brief explanation. (5 points each)

1. You need to get the opinions of parents who represent 60% of the school
population (with a total of 5,000 students) on the issue of the K-12 Basic Education
Program.
________________________________________________________________
________________________________________________________________
_______________________________________________________________

2. You want to gather the responses of school principals in the whole Division of City
Schools regarding the effectiveness of the school-based management program.
________________________________________________________________
________________________________________________________________
________________________________________________________________

B. Prepare a sampling design for each of the following research situations: (5 points
each)

1. Needed data: Responses of 300 mothers representing three (3) regions,

concerning the child protection law.
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________

2. Situation: the researcher visits a conference venue where teachers are the
participants. He/ She distributes questionnaires to gather data about job
satisfaction and teaching performance.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

C. After reading the various sampling procedures and strategies, be able to analyze
the following (5 points each)

1. Why is there a need to use a sample rather than the total population when
gathering data for your research? Explain in your own words.
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Why should bias be avoided in research? Explain in your own understanding.

________________________________________________________________
________________________________________________________________
________________________________________________________________

18 | P a g e Prepared by:Jimerose A. Bigo

 Activity 6

Name:________________________________________ Score:____________/30
Section:_____________________________ Schedule:_______________

SAMPLING

Instruction: Write P if the sentence talks about probability sampling; otherwise, write
NP. (1 point each)
_________1. Checking every 10th student in the list
_________2. Interviewing some persons you meet on the campus
_________3. Dividing 100 persons into groups
_________4. Choosing subjects behaving like the majority members of NPC Town.
_________5. Choosing a group of subjects among several groups
_________6. Choosing subjects capable of helping you meet the aim of your study
_________7. Choosing samples by chance but through an organizational pattern
_________8. Letting all members in the population join the selection process
_________9. Having people willing to be chosen as respondents
_________10. Matching people’s traits with the population members’ traits

Instruction: Identify what is being described in the following statements. Choose your
answer from the box (1 point each)
Random Sampling Probability Sampling Non-probability Sampling
Stratified Sampling Quota Sampling Systematic Sampling
Cluster Sampling Snowball Sampling Purposive Sampling
Voluntary Sampling Availability Sampling Population

_______________1. Randomized sample

_______________2. Uses subgroups
_______________3. Group-by-group selecting sample
_______________4. Intentional choosing of sample
_______________5. Listing the names representing the target population
_______________6. Accommodating extra willing people to act as the respondents
_______________7. Taking every 15th person in the sampling frame as the chosen
respondent
_______________8. Interviewing people buying fish at the market
_______________9. Selecting respondents from each of these sections: A, B, C, and D
_______________10. Selecting sections A,B,C, and D as your respondents

Instruction: Write C in the space before the number if the sentence is correct and NC if
it is incorrect. (1 point each)

______1. Population in relation to sampling refers to the citizens of the Philippine

archipelago.
______2. The principal purpose of sampling is the application of results in the
population.
______3. You look forward to having several group samples in a stratified sampling.
______4. In a stratified sampling, you randomly choose samples from several groups.
______5. Sampling decisions depend 100% on your own dispositions or judgement.
______6. You are detached from your personal inclinations when you do a random
selection of subjects.
______7. Non-probability sampling is not very particular about statistics.
______8. Probability sampling techniques are suitable for quantitative research studies.
______9. Bias can only be minimized and cannot be totally eliminated.
______10. When choosing what sample technique to use, always consider the easiest
and not the appropriate one.

19 | P a g e Prepared by:Jimerose A. Bigo

 DATA COLLECTION TECHNIQUES

Objective:
At the end of the lesson, the learners should be able to construct a data
collection instrument for different types of data.

Data Collection

Collecting data is one major component of any type of research. Undermining its
importance would result in the production of inaccurate data sufficient to render your
research study invalid. Hence, collecting data, stress is given to the accuracy or
appropriateness of your data gathering technique as well as the right instrument to collect
the data. The following are the most used data gathering techniques

1. OBSERVATION
Observation is a technique of gathering data whereby you personally watch,
interact, or communicate with the subjects of your research. It lets you record people
exactly do and say in their everyday life on Earth.
Using your sense organs, you gather facts or information about people, things,
places, events, and so on by watching and listening to them, and then record the results
of your observations. For instance, watching patients lining up in the clinic, you may
record their observed behavior and attributes such as height.

2. SURVEY
Survey is a data gathering technique that allows you to obtain facts or information
about the subject or object of your research through the data gathering instruments of
interview and questionnaire.

a. Questionnaire
A questionnaire is a paper containing series of questions formulated for an
individual and independent answering by several respondents to obtain statistical
information.
A questionnaire has a factual and opinionated questions. Factual answers are
formulated in a multiple choice type and those that will give respondents’ views, attitudes,
preferences, and other opinionated answer are provided with sufficient space where the
respondents could write their sentential answers to opinionated questions.

b. Interview
An interview makes you ask a set of questions, only that, this time you do it orally.
An interview is a data gathering technique that makes you verbally ask the subjects
or respondents questions to give answers to what your research study is trying to look
for. Done mostly in qualitative research studies, interview aims at knowing what the
respondents think and feel about the topic of your research.

3. EXPERIMENT
An experiment is a scientific method of collecting data whereby you give the
subjects a sort of treatment or condition, then evaluate the results to find out the manner
by which the treatment affected the subjects and to discover the reasons behind the
effects of such treatment on the subjects.
This quantitative data gathering technique aims at manipulating or controlling
conditions to show which condition or treatment has effects on the subjects and to
determine how much condition or treatment operates or functions to yield a certain
outcome.

20 | P a g e Prepared by:Jimerose A. Bigo

 Activity 7

Name:________________________________________ Score:_____________/40
Section:_____________________________ Schedule:_______________

DATA COLLECTION TECHNIQUES

Instruction: Read the given statements or instructions and so what is asked for.

1. Research Problem: “The effects of “Kumon program on the math performance of

the elementary pupils.” What kind of data would be needed to answer the problem?
Develop a questionnaire or interview guide for this purpose. (20 points)

21 | P a g e Prepared by:Jimerose A. Bigo

 2. You are assigned to conduct a research about the health status of grade one pupils
under the governments “nutritional eating program.” How will you gather data for
this? Construct the appropriate questionnaire and/ or interview guide based on the
given guidelines. (20 points)

22 | P a g e Prepared by:Jimerose A. Bigo

 RESEARCH PROPOSAL

Objective:
At the end of the lesson, the learners should be able to generate an effective
research proposal.

Research Proposal

The goal of a research proposal is to present and justify a research idea you have
and to present the practical ways in which you think this research should be conducted.
The forms and procedures for such research are defined by the field of study, so
guidelines for research proposals are generally more exacting and less formal than a
project proposal. Research proposals contain extensive literature reviews and must
provide persuasive evidence that there is a need for the research study being proposed.
In addition to providing rationale for the proposed research, a proposal describes detailed
methodology for conducting the research consistent with requirements of the professional
or academic field and a statement on anticipated outcomes and/or benefits derived from
the study.

A proposal should contain all the key elements involved in designing a complete
research study, with sufficient information that allows readers to assess the validity and
usefulness of your proposed study. The only elements missing from a research proposal
are the results of the study and your analysis of those results. Finally, an effective
proposal is judged on the quality of your writing. It is, therefore, important that your writing
is coherent, clear, and compelling.

Regardless of the research problem you are investigating and the methodology
you choose, all research proposals must address the following questions:

 What do you plan to accomplish? Be clear and succinct in defining the research
problem and what it is you are proposing to research.
 Why do you want to do it? In addition to detailing your research design, you also
must conduct a thorough review of the literature and provide convincing evidence
that it is a topic worthy of study. Be sure to answer the "So what?” question.
 How are you going to do it? Be sure that what you propose is doable.

Common Mistakes to Avoid

 Failure to be concise; being "all over the map" without a clear sense of purpose.
 Failure to cite landmark works in your literature review.
 Failure to delimit the contextual boundaries of your research [e.g., time, place,
people, etc.].
 Failure to develop a coherent and persuasive argument for the proposed research.
 Failure to stay focused on the research question; going off on unrelated tangents.
 Sloppy or imprecise writing. Poor grammar.
 Too much detail on minor issues, but not enough detail on major issues.

Structure and Writing Style

 Beginning the Proposal Process

As with writing a traditional research paper, research proposals are generally

organized the same way throughout the social sciences. Most proposals are between
ten and fifteen pages in length. However, before you begin, read the assignment

23 | P a g e Prepared by:Jimerose A. Bigo

 carefully and, if anything seems unclear, ask your professor whether there are any
specific requirements for organizing and writing the proposal.

A good place to begin is to ask yourself a series of questions:

 What do I want to study, and why?

 How is it significant within the subject areas covered in my class?
 What problems will it help solve?
 How does it build upon [and hopefully go beyond] research already conducted on
my topic?
 What exactly should I plan to do, and can I get it done in the time available?
 In the end, your research proposal should document your knowledge of the topic
and highlight enthusiasm for conducting the study. Approach it with the intention
of leaving your readers feeling like--"Wow, that's an exciting idea and I can’t wait
to see how it turns out!"

In general your proposal should include the following sections:

1. INTRODUCTION

Even if this is just a course assignment, treat your introduction as the initial pitch
of an idea. After reading the introduction, your readers should not only have an
understanding of what you want to do, but they should also be able to sense your passion
for the topic and be excited about its possible outcomes.

Think about your introduction as a narrative written in one to three paragraphs that
succinctly answers the following four questions:

 What is the central research problem?

 What is the topic of study related to that problem?
 What methods should be used to analyze the research problem?
 Why is this important research and why should someone reading the proposal care
about the outcomes from the study?

2. BACKGROUND AND SIGNIFICANCE

This section can be melded into your introduction or you can create a separate
section to help with the organization and flow of your proposal. This is where you explain
the context of your project and outline why it's important. Approach writing this section
with the thought that you can’t assume your readers will know as much about the research
problem as you do. Note that this section is not an essay going over everything you have
learned about the research problem; instead, you must choose what is relevant to help
explain your goals for the study.

To that end, while there are no hard and fast rules, you should attempt to deal
with some or all of the following:

 State the research problem and give a more detailed explanation about the
purpose of the study than what you stated in the introduction.
 Present the rationale of your proposed study and clearly indicate why it is worth
doing. Answer the "So what? question [i.e., why should anyone care].
 Describe the major issues or problems to be addressed by your research.
 Explain how you plan to go about conducting your research. Clearly identify the
key sources you intend to use and explain how they will contribute to the analysis
of your topic.
 Set the boundaries of your proposed research in order to provide a clear focus.
 Provide definitions of key concepts or terms, if necessary.

24 | P a g e Prepared by:Jimerose A. Bigo

3. LITERATURE REVIEW

Connected to the background and significance of your study is a more deliberate

review and synthesis of prior studies related to the research problem under investigation.
The purpose here is to place your project within the larger whole of what is currently being
explored, while demonstrating to your readers that your work is original and innovative.
Think about what questions other researchers have asked, what methods they've used,
and what is your understanding of their findings. Assess what you believe is still missing,
and state how previous research has failed to examine the issue that your study
addresses.

Since a literature review is information dense, it is crucial that this section is

intelligently structured to enable a reader to grasp the key arguments underpinning your
study in relation to that of other researchers. A good strategy is to break the literature into
"conceptual categories" [themes] rather than systematically describing materials one at a
time.

To help frame your proposal's literature review, here are the "five C’s" of writing a
literature review:

 Cite: keep the primary focus on the literature pertinent to your research problem.
 Compare the various arguments, theories, methodologies, and findings expressed
in the literature: what do the authors agree on? Who applies similar approaches to
analyzing the research problem?
 Contrast the various arguments, themes, methodologies, approaches and
controversies expressed in the literature: what are the major areas of
disagreement, controversy, or debate?
 Critique the literature: Which arguments are more persuasive, and why? Which
approaches, findings, methodologies seem most reliable, valid, or appropriate, and
why? Pay attention to the verbs you use to describe what an author says/does
[e.g., asserts, demonstrates, etc.].
 Connect the literature to your own area of research and investigation: how does
your own work draw upon, depart from, or synthesize what has been said in the
literature?

4. RESEARCH DESIGN AND METHODS

This section must be well-written and logically organized because you are not
actually doing the research. As a consequence, the reader will never have a study
outcome from which to evaluate whether your methodological choices were the correct
ones. The objective here is to ensure that the reader is convinced that your overall
research design and methods of analysis will correctly address the research problem.
Your design and methods should be absolutely and unmistakably tied to the specific aims
of your study.

Describe the overall research design by building upon and drawing examples from
your review of the literature. Be specific about the methodological approaches you plan
to undertake to collect information, about the techniques you will use to analyze it, and
about tests of external validity to which you commit yourself [i.e., the trustworthiness by
which you can generalize from your study to other people, places or times].

When describing the methods you will use, be sure to cover these issues:

 Specify the research operations you will undertake and the way you will interpret
the results of these operations in relation to your research problem. Don't just
describe what you intend to achieve from applying the methods you choose, but
state how you will spend your time while doing it.

25 | P a g e Prepared by:Jimerose A. Bigo

  Keep in mind that a methodology is not just a list of research tasks; it is an
argument as to why these tasks add up to the best way to investigate the research
problem. This is an important point because the mere listing of tasks to perform
does not demonstrate that they add up to the best feasible approach.
 Be sure to anticipate and acknowledge any potential barriers and pitfalls in carrying
out your research design and explain how you plan to get around them.

5. PRELIMINARY SUPPOSITIONS AND IMPLICATIONS

Just because you don't have to actually conduct the study and analyze the results,
it doesn't mean that you can skip talking about the process and potential implications.
The purpose of this section is to argue how and in what ways you believe your research
will refine, revise, or extend existing knowledge in the subject area under investigation.
Depending on the aims and objectives of your study, describe how the anticipated results
of your study will impact future scholarly research, theory, practice, forms of interventions,
or policy. Note that such discussions may have either substantive [a potential new policy],
theoretical [a potential new understanding], or methodological [a potential new way of
analyzing] significance.

When thinking about the potential implications of your study, ask the following
questions:

 What might the results mean in regards to the theoretical framework that frames
the study?
 What suggestions for subsequent research could arise from the potential
outcomes of the study?
 What will the results mean to practitioners in the "real world"?
 Will the results influence programs, methods, and/or forms of intervention?
 How might the results contribute to the solution of social, economic, or other types
of problems?
 Will the results influence policy decisions?
 What will be improved or changed as a result of the proposed research?
 How will the results of the study be implemented, and what innovations will come
about?

6. CITATIONS

As with any scholarly research paper, you must cite the sources you used in
composing your proposal. In a standard research proposal, this section can take two
forms, so speak with your professor about which one is preferred.

References -- lists only the literature that you actually used or cited in your proposal.

Bibliography -- lists everything you used or cited in your proposal with additional citations
of any key sources relevant to understanding the research problem.

In either case, this section should testify to the fact that you did enough preparatory
work to make sure the project will complement and not duplicate the efforts of other
researchers. Start a new page and use the heading "References" or "Bibliography" at the
top of the page. Cited works should always use a standard format that follows the writing
style advised by the discipline of your course [i.e., education=APA; history=Chicago, etc.].
This section normally does not count towards the total length of your proposal.

26 | P a g e Prepared by:Jimerose A. Bigo

 Activity 8

Name:________________________________________ Score:__________________
Section:_____________________________ Schedule:_______________

RESEARCH PROPOSAL

Instruction: Based on what you understand about the lesson Research Proposal on
pages 23-26, critique the sample research proposal below. Write your comments on the
space provided. (30 points)

SAMPLE PROPOSAL TEXT COMMENTS

Title: A Conceptual Framework for Scheduling
Constraint Management

I. Introduction. Every construction project is unique

and has its own operating environment and sets of
technical requirements. As a result, the execution of a
construction project is subject to numerous
constraints that limit the commencement or
progression of field operations, which invariably have
significant negative impact on overall project
performance. By definition, constraints refer to any
condition, such as temporal/spatial limitations and
safety/quality concerns, which may prevent a project
to achieve its goals. Successful execution and control
of a construction project relies on effective
identification and management of constraints through
master planning and short-term look-ahead
scheduling. While the master schedule provides a
global view of a project and the overall execution
strategy, a look-ahead schedule offers a detail
account of operational constraints and a detailed plan
showing work to be done within a relatively short time
window. Ideally, these detailed schedules should
reflect actual field conditions and provide field
personnel with operation instructions free of
constraints and conflicts (Hinze 2008). This look-
ahead scheduling and constraint analysis procedure
is also a critical component of the last-planner
methodology proposed by Ballard (2000). This
research project will provide an overview of state-of-
art schedule constraint analysis practice during look-
ahead scheduling. In addition, it will propose a
conceptual framework for managing constraints.

II. Problem Statement. The importance of developing

a constraint-free and reliable work plan has long been
recognized by the industry. However, numerous
construction projects are still plagued by delays and
cost overruns, which can frequently be traced to
ineffective identification and treatment of constraints.

27 | P a g e Prepared by:Jimerose A. Bigo

 First, when a constraint is not properly identified
during scheduling, subsequent conflicts in the field are
inevitable. Today’s projects are becoming more and
more technically complex and logistically challenging,
which exposes construction operations to even more
complex constraints. Second, the traditional
scheduling methods, bar charts and Critical Path
Method (CPM) which are widely used as a basis for
constraint analysis, greatly limit our capability in
modeling and resolving constraints during look-ahead
scheduling. These methods have long been blamed
for their limitations in modeling and communicating
constraints, including inability to cope with non-time-
related precedence constraints and difficulty to
evaluate and communicate inter-dependencies at the
field operation level (e.g. Sriprasert and Dawood
2002; Chua and Shen 2001). In summary, there is a
need for a better understanding of constraints in
construction and a structured approach in identifying
and modeling constraints to ensure a constraint-free
work plan. More specifically, the following research
questions need to be addressed:

1. What are the typical constraints found in various

construction projects?
2. How to classify these constrains for easier
identification and modeling?
3. What are the current industry practice as well as
research advancements in modeling and resolving
constraints?

How to unify the constraint classification knowledge

and various constraint modeling efforts into a
framework for total constraint management?

III. Objectives. The long term goal of the research is

to develop a formalized constraint management
system. Constraint management is defined herein as
the process of identifying, classifying, modeling, and
resolving constraints. The objective of the current
study is to provide a comprehensive review of
literatures and industry practices in relation to
constraint analysis and outline a conceptual
framework for constraint management. Particularly,
the study has the following sub-objectives:

1. To provide a comprehensive review of sources and

characteristics of constraints typically found in
construction projects; 2. To develop a constraint
classification method for easier constraint
identification and modeling; 3. To review current
industry practices and researches in regards to
constraint modeling; 4. To outline a conceptual
framework for total constraint management.

The result of this study will be valuable to the industry

practitioners as well as related software providers in

28 | P a g e Prepared by:Jimerose A. Bigo

 developing better practice and tools for constraint
management and look-ahead scheduling.

IV. Preliminary Literature Review. A preliminary

literature review shows that past studies are primarily
focused on understanding and modeling a particular
type of constraint, such as technological, contractual,
resource, spatial, and information constraints. Limited
progress has been made on classifying various
constraints according to their characteristics in a
comprehensive manner. In terms of modeling and
resolving constraints, various approaches have been
recommended. For example, many CPM-based
methods are applied to deal with time-related
constraints; knowledge-based systems were used to
automate work plan generation; network-based
optimization algorithms were developed to resolve
constraints; and databases and visualization
techniques, such as 3D, 4D, and Virtual Reality (VR),
are used to communicate and visualize constraints.
What is missing from the past studies is a
comprehensive and structured approach in managing
constraints in construction projects.

V. Methodology. The primary research method for

this study is literature review and conceptual
modeling. Constraint identification and classification
through a structured approach is the very first step
toward a “zero-constraint” environment. This study will
first review various types of constraints in construction
and their characteristics. Based on this
understanding, a classification method will be
developed to categorize constraint factors for the
purpose of constraint identification and modeling. In
the second stage of this study, existing constraint
modeling methods will be identified based on a
comprehensive review of current industry practices
and academic researches. Finally, once the constraint
classification and modeling techniques are identified,
a conceptual framework for total constraint
management will be outlined. This study will be
conducted between September 2010 and May 2011.

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 REFERENCES

Almeida, A.B., Gaerlan, A.A., and Manly, N.E., (2016). Research Fundamentals: From
Concept to Output. Manila, Philippines; Adriana Publishing Co., Inc.
Ballard, G. (2000). “Last planner system of production control.” Ph.D. Dissertation. Univ.
of Birmingham, Birmingham, UK.
Baraceros, E.L., (2016). Practical Research 1 First Edition. Manila, Philippines; Rex Book
Store, Inc.
Baraceros, E.L., (2019). Practical Research 2 Second Edition. Manila, Philippines; Rex
Book Store, Inc.
Cabana-Bas-ilan, M.L.J., (2019). Inquiries, Investigations, and Immersion. Manila,
Philippines; Unlimited Books Library Services & Publishing Inc.
Chua, D. and Shen, L. J. (2001). “Constraint modeling and buffer management with
integrated production scheduler.” Proceedings of International Conferences on
Lean Construction 2001, Singapore.
Hinze, J. W. (2008). Construction planning and scheduling, 3rd ed. Pearson, NJ.
Saba, R., (n.d.). The College Research Paper. Florida International University;
Introductions. The Writing Center. University of North Carolina retrieved on May 5,
2020 from
https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_parap
hrasing_and_summarizing/paraphrasing_sample_essay.html
Sriprasert, E. and Dawood, N (2002). “Requirements identification for 4D constraint-
based construction planning and control system.” Proceedings of CIB W78
conference – distributing knowledge in building, Aarhus, Danmark.

30 | P a g e Prepared by:Jimerose A. Bigo