The Research

Process
 Objectives
This discussion will :
1. Introduce the concept of the' research
process;
2. Outline the different stages of this
process.
3. Describe how the different stages
interrelate as part of one overall process
THE RESEARCH PROCESS
Problem/Objectives

Theoretical/Conceptual Framework

Hypotheses

Research Design

Data Collection

Data Processing & Analysis

Data Interpretation and Discussion

Conclusions and
Recommendations/Implications
 Stage 1: Selection of Topic
• This stage will take up most if not all
of your time at the beginning, from
selecting a topic, developing a
preliminary research question and set
of objectives.
• Inappropriate topic or question will
often lead to irretrievable difficulties if
this is not addressed at the start.
 Stage 1: Selection of Topic
• It usually describes the situation of
the subject of study.
• Or is provides the background
information regarding the problem
and the situation wherein the problem
exists.
• It also explicates on the reasons why
the problem was selected and the
facts about it.
 Stage 1: Selection of Topic
• It usually describes the situation of
the subject of study.
• Or is provides the background
information regarding the problem
and the situation wherein the problem
exists.
• It also explicates on the reasons why
the problem was selected and the
facts about it.
CHARACTERISTICS OF RESEARCH
PROBLEM
• the variables in the problem must be clear
• it should be limited in scope and should be
specific,
• It must have a goal
• it should be free from ethical constraints
• good research problem must be
researchable.
 SOURCES OF RESEARCH
PROBLEM
• Social problems like unemployment,
crimes, teenage pregnancy, poverty, etc
• theory deduction
• funding agencies
• past researches and literature review
• casual observation
• related literature
 SOURCES OF RESEARCH
PROBLEM

• current social and economic issues

• personal interest and experience
• replication of previous studies
• clarification of contradictory research
results
 Stage 2: Reviewing the
Literature
• A literature review essentially consists
of critically reading, evaluating and
organizing existing literature on the
topic to assess the state of knowledge
in the area.
• Literature review is generally done
alongside the development of the
theoretical and conceptual framework.
Review of the Related Conceptual
and Research Literature
• This is concerned with:
• (1) conceptual literature or literature
coming from books, journals and
other non-data materials, and
• (2) research literature, which is
empirically based, consists of findings
in theses and dissertations.
Review of the Related Conceptual
and Research Literature
• In gathering materials for your review of
related literature, go to the library and
check over encyclopedias or different
journals on the topic.
• In the National Library or any library for
that matter, there are card indices which
will describe the different topics. This is
also true in gathering your research
literature.
Functions of the Research Literature
• a. It provides you the concepts or
theoretical framework of the planned
research.
• b. It provides you with the information
about past researches related to your
intended study.
• c. It gives you a feeling of confidence
since by means of the review of related
literature you will have on hand all the
constructs related to your study.
Functions of the Research Literature
d.It gives you information about the research
methods used, the population and
sampling considered, the instruments
used in gathering data, and the statistical
techniques and computation employed in
previous research.
e.It provides findings and conclusions of
past investigations which may relate to
your own findings and conclusions.
Functions of the Research Literature

f. Wilson (1989) add: It offers not a mere

bibliography but an analytical and critical
appraisal of the important and recent
substantive and methodological
developments in the researcher’s area of
interest and indicates how the study will
refine, revise, extend or transcend what is
now known.
Functions of the Research Literature
g. It informs and lends support to the
researcher’s assumptions, operational
definitions of terms and even
methodological procedures by
demonstrating that the study has profited
from the scholarly and scientific work that
has preceded it.
 How to Conduct the Review of
Related Literature
• a. After you have chosen a problem for
your study, your review of the literature is
more definite and concentrated. Your first
tendency is to grab any book even in your
private library.
• b. Go to the library. Browse over books,
magazines, journals, periodicals,
encyclopedias, or theses for possible
literature. Be patient in reading these
materials.
 How to Conduct the Review of
Related Literature

• c. It is not possible to do this in just one

sitting. You have to go back to the library a
lot of times.
• d. All your notes should be recorded on
index cards, one card to an author or
source.
 How to Conduct the Review of
Related Literature
e.In presenting a study, mention the writer,
his objectives and findings of the research
in your own words. Give the findings of the
study which is related to the purposes or
the statement of your problem. If your
topic is about job satisfaction, then give
the findings of the study related to job
satisfaction. Do not forget to document
such paper.
 Sources of Related Literature
• 1) Libraries - Theories are the most or
the main sources of conceptual research
literature. Aside from the school library,
there is the National Library. Lately, the
National Library has always given a copy
of all researches, theses and dissertations,
all over the country.
• 2) Different Organizations – different
business corporations can also give data
regarding researches on business and
commerce.
 Sources of Related Literature
3)Periodicals, Books and Articles – These are
research journals furnished by different
government agencies like the NEDA and the
NCSO.
4)Theses and dissertations – on topics desired to
write on. There is the International Abstracts found
in big libraries in Manila, like Ateneo de Manila
University, Centro Escolar University and various
schools which subscribe to this. It has all the
theses abstracts of researches conducted in all
schools in the United States with subjects from A
to Z. This is a very rich source of research
literature.
 Stage 3: Development of
Theoretical and Conceptual
Frameworks
• Framework is the vital part of the
research process and it is important
in alerting you to potential problems
before they occur.
 The Framework
• There are two types of framework.
• One is the theoretical framework while
the other is the conceptual
framework. Both provide direction for
the study.
 Theoretical Framework
• The theoretical framework as basis for
study normally validates a given
theory or yields another theory.
• This refers to the underlying
theoretical approach that you adopt to
underpin your study.
 Conceptual Framework
• The conceptual framework is defines
and organizes the concepts important
within the study.
• The researcher considers all variables
as he perceives the relation of each to
the others in the study.
• The relationship of these variables
with each other is explained in this
section.
 Stage 4: Clarification of the
Research Question

• Stages 1, 2 and 3 of the research process

will initially, in many cases, become a
circular process, whereby initial research
questions are chosen, investigated and often
rejected for a number of reasons
Among them:
• The question lacks sufficient focus.
• The conceptual framework has identified
problems in either defining and/or
measuring the appropriate concepts.
• There are too many moderating or
intervening variables.
• The project is unfeasible in terms of
complexity, access, facilities or resources.
What is the Issue?

GAP
 Statement of the Problem
• Level 1. Level 1 questions are asked when the
researcher has limited knowledge of the topic. They
usually start with “what” and are exploratory in nature.
They are prominent in descriptive researches.
• Example 1. What is the profile of the respondents
in terms of:
• a. age,
• b. sex and
• c. educational attainment?
• As a matter of fact, profile studies are of Level 1
inquiry.
 Statement of the Problem
Level 2. Questions on relationships or effects of
variables are of Level 2 inquiry.
• Example 2. Is there a relationship between long
exposure to x-rays and cancer among radiologists?
•
• Level 3. Level 3 research questions are those
which assume relationships and effects and ask “why”
of the results. This type of questions involves more
variables, outcomes, and predictions.
• Example 3. To what extent do mental ability and
home environment factors influence learning of
students in Topology?
•
 Statement of the Problem

• Example 4. How effective is the prediction

on grades in English when information on
hours of study habits and mental ability
are known?
 Stage 5: Research Design
• Once the focused research
question has been
ascertained, the next stage
is to consider two
questions:
• 1. What data do I need to
collect to answer this
question?
• 2. What is the best way to
collect this data?
 Issues Faced by
Researchers
• What overall research design should I
use? Will I use qualitative or quantitative?
Will it be descriptive or experimental?
• Will I need to collect primary data, or will
there be suitable secondary data to use?
• What methods, for example, interviews,
questionnaire surveys and so on, will be
the best ones to collect the primary data?
 Issues Faced by
Researchers
• Who should participate in the research,
and how will I gain access to them?
• What are the exact procedures that I
should adopt in my data collection to
ensure reliability and validity?
Stage 6: DATA COLLECTION

• Once the issues identified in Stage 4 and

5 of the research process have been
addressed, then you should have a clear
idea of what data to collect and how to
collect it.
• Consider the methodology to use and
which methods to utilize within the
methodology.
 Data Collection Techniques

• Interviews
• Questionnaires and Surveys
• Observations
• Focus Groups
• Ethnographies, Oral History,
and Case Studies
• Documents and Records
 Stage 7: Data Analysis and
Discussion of the Findings
• The data you collect in Stage 6 needs to
be analyzed and provide answers to your
research question.
• Methods of data analysis should always
be related to the objectives of the
research, that is your analysis should
answer the research question or
hypothesis.
 Stage 7: Data Analysis and
Discussion of the Findings
• References should be made back to the
literature reviewed in Stage 2; for
example, how do the findings add to this
literature?
• Do they support the literature?
• If not, what are the possible reasons why?
Stage 7: Data Analysis and
Discussion of the Findings
• Common fault is to
discuss the findings
with no reference
back to the literature
reviewed as part of
Stage 2 of the
development of the
conceptual
framework.
Stage 8: Drawing Conclusions
• This should relate back to the focused
research question
• You can evaluate how successful you
have been in achieving your research
objectives, and high light the strengths and
weaknesses of the research.
Stage 8: Drawing Conclusions

• Hence, the answer to the research

question should be clearly stated.
• You may also want recommendations for
further research.
 IN SUMMARY
• Research is not just about collection of
data.
• Research process follows 8 steps:
selection of topic, review of the literature,
developing framework, clarifying research
question, developing research design,
collecting data, analyzing data, and
drawing conclusions.
 IN SUMMARY
• Data collection is important, but is simply
part of a wider process – the Research
Process.
• Relating your project to the research
process will allow you to develop and
answer your research question in a logical
and systematic manner.
 Problem/Objectives

Theoretical/Conceptual Framework

Hypotheses

Research Design

Data Collection

Data Processing & Analysis

Data Interpretation and Discussion

Conclusions and Recommendations/Implications