Practical Research

Practical
Research
II
Research
is a careful, detailed, and systematic study of a

specific problem, concern, or issue to establish facts
This is best accomplished by turning the issue into a
question, with the intent of the research to answer
the question.
Research
is asking a question and finding out the answer…
1. It is looking into something.
2. It is looking for something.
3. It is comparing and contrasting things.
4. It is finding out more information...it is counting
things ...making inquiries...being curious...finding out what
people think...finding out what people do....finding out what
works.... finding out what doesn’t work...finding out what
people
want...
Research gives us information about:
1. Thoughts and opinions
2. Attitudes
3. Habits
4. Culture
5. Norms
6. Scientific facts
7. Medical information
What do we do with research?
1. Have it as interesting fact
2. Use it to make decisions
3. Use it to persuade influence others
4. Use it to affect change
5. Use it to change behavior
6. Use it to better use...medical ...improve customer
care...write better funding applications....monitor and
evaluate our provision....
When is research
practical?
Practical research means actual doing or using
of something rather than theories and ideas. It
involves inquiry methods and immersion
activities to achieve the correct information.
Questions that Delimit Research
1. What is the meaning of life?
2. What is the origin of God?
3. Is the universe finite or infinite?
4. When did time begin?
5. Why is the future unknowable?
6. Why do we fear the unknowable?
7. Why are there exceptions to every
rule?
Types of Research
Qualitative Quantitativ
e
used to gain an understanding - deals in numbers, logic, and an objective
of underlying reasons, opinions, stance. Quantitative research focuses on

numeric and unchanging data and detailed,
and motivations. Used in social
convergent reasoning rather than divergent
science and natural sciences.
reasoning. Used in psychology, marketing, and
political science
Standards Qualitative Quantitative
Results from social Exists in the physical
Mental survey of reality
interactions world
Revealed by automatic
Explained by people’s
Cause-effect descriptions of
objective
relationships circumstances or
desires
conditions
Researcher’s
Subjective; sometimes Objective; least
involvement with the
personally involvement by
object or subject of
engaged the researcher
the study
Expression of data, Verbal language (words,
data analysis, and visuals, Numerals, statistics
findings objects)
Takes place as the
Plans all research aspects
Research plan research
before collecting data
proceeds gradually
Desires to preserve the Control or manipulation
Behavior toward
natural of
research aspects/
setting of research research conditions by the
conditions
features researcher
Obtaining knowledge Multiple methods Scientific method
Evaluates objective sand

Makes social intentions
Purpose examines cause-effect
understandable
relationships
Data-analysis Thematic codal ways, Mathematically based
technique competence-based methods
Impersonal, scientific, or
Style of expression Personal, lacks formality
systematic
More inclined to
purposive sampling or use Random sampling as the
Sampling technique
of chosen samples based most preferred
on some criteria
Examples of Qualitative and Quantitave Research
Motivation in Elementary School Classrooms: Its Role in
-
Enhancing Students Academic Behavior
Qualitative
-
Factors Affecting the Extent of Depression Treatment
Qualitative
An analysis of errors made by Senior High School
Students in writing academic texts. - Quantitative
Reading Difficulties of Primary Pupils- Quantitative

QUANTITATIVE
RESEARCH
a type of research that involves
collection and study of numerical
data
Answers the questions:
• How many
• How much
• What rank things are

This research method is used:
1. to describe variables;
2. to examine relationships among variables;
3. to determine cause-and-effect interactions between
variables.' (Burns & Grove 2005:23)
The Scientific Method
1. Ask a question- state the problem
2. Research- collect sources
3. Hypothesis- an educated guess (If I will…it will…)
4. Experiment- design and perform to test hypothesis
and variables
5. Data/Analysis- record observations, analyze the
data, prepare a graph or table
6. Conclusion- accept or reject hypothesis,
communicate results
What is the effect of the
amount of fertilizer to
my plants?
Characteristics of Quantitative Research
1. Objective- impartial, unbiased, and neutral
2. Clearly defined questions (What, Which, how much)
3. Structured research instruments (surveys, questionnaires,
software)
4. Numerical data and statistical treatment (unbiased results)
5. Large sample size (represents a population)
6. Replication (high reliability—stable and consistent)
7. Future outcomes (new concepts and further studies)
More Examples of Quantitative Research
• Knowledge and practices towards COVID-19 among parents in

the Philippines
• The preparedness of the Educational system during the COVID-
19 pandemic
• The socio-economic implications of the corona virus pandemic
STRENGTHS and
WEAKNESSES OF
QUANTITATIVE
RESEARCH
The advantages of quantitative research includes the following:
1. It is objective
2. The use of statistical techniques facilitates sophisticated analyses
and allows you to comprehend a huge number of vital
characteristics of data.
3. It is real and unbiased.
4. The numerical data can be analyzed in a quick and easy way.
5. Quantitative studies are replicable.
6. Quantitative experiments are useful for testing the results gained by
a series of qualitative experiments, leading to a final answer, and
narrowing down of possible directions to follow.
The disadvantages of quantitative research are as follows:
1. Quantitative research requires a large number of respondents.
2. It is costly.
3. The information is contextual factors to help interpret the results or
to explain variations are usually ignored.
4. Much information are difficult to gather using structured research
instruments, specifically on sensitive issues like pre-marital sex,
domestic violence, among others.
5. If not done seriously and correctly, data from questionnaires may
be incomplete and inaccurate.
Kinds of
Quantitative
Research
Quantitative research is of two kinds:
1.Experimental and
2.Non-experimental
Experimenta
Fallinglunder experimental are these specific types:
• True experimental
• Quasi-experimental (matched comparative group, time series, and
counterbalanced quasi-experimental)
• Pre-experimental
Non-experimental research
• Survey
• Evaluative
• Ex-post Facto Studies
• Correlational
• Descriptive
• Comparative research
Quiz
True or False
Quiz
1. Which of the following BEST defines quantitative research?
a. It is an exploration associated with libraries, books and journals.

b. It is an activity concerned with finding new truth in education.
c. It is a systematic process obtaining numerical information about the
world.
d. It is an activity of producing or proving a theorem.
Quiz
2. Which of the following is NOT a characteristic of quantitative

research?
a. Data are gathered before proposing a conclusion or solution to a problem.
b. Quantitative methods can be repeated to verify findings in another setting,
thus strengthen and reinforcing validity of findings eliminating the
possibility of spurious conclusions.
c. Figures, tables or graphs showcase summarized data collection in order to
show trends, relationships or differences among variables. In sum, the
charts and tables allow you to see the evidence collected
d. It seeks to gather a more comprehensive understanding of activities related
to human behavior and the attributes that rule such behavior.
Quiz
3. Which of the following illustrates a quantitative study?
a. attributes to malnutrition in children

b. public opinion to the sex scandal of the Pres. in our country
c. academic performance of high school students
d. all of the above choices
Quiz
4-9. Give the types of non-experimental quantitative research.

10. What is my full name?
Importance of Quantitative Research Across Fields
People do research to find solutions, even tentative ones, to

problems, in order to improve or enhance ways of doing things, to
disprove or provide a new hypothesis, or simply to find answers to
questions or solutions to problems in daily life. Research findings can
affect people’s lives, ways of doing things, laws, rules and regulations,
as well as policies, among others. Widely, quantitative research is often
used because of its emphasis on proof rather than discovery.
1. Business- estimates consumer attitudes and behavior, market sizing,

and marketing tactics
2. Political science- measures political behavior and attitudes of citizens
and politicians
3. Psychology- measures human attributes/behavior and analyzes
psychological processes
4. Medicine- measures clinical and methodologic standards in medicinal
prescription and composition and laboratory experimentations
5. Economics- evaluates economic behavior and designs economic

policies and techniques
6. Demographics- discover patterns, associations, correlations, and other
features of a population
7. Education- discover solutions to issues in educational research,
assessment, and program evaluation and curriculum implementation
QUANTITATIVE RESEARCH & SCIENCE,
TECHNOLOGY, ENGINEERING, and MATHEMATICS
Medical practitioners, for example, conduct researches to obtain

significant information about diseases trends and risk factors, results of
various health interventions, patterns of care and health care cost and
use. The different approaches to research provide complementary
insights. Researchers help i determining the effectiveness and even side
effect of drugs and therapies in different populations and various
institutions.
It is also necessary in evaluating experiences in clinical practice in

order to develop mechanisms for best practices and to ensure high
quality patient care. Researchers in these fields ultimately aim for man’s
longevity.
As for engineers, architects, and other builders, research helps in

providing designs which are creatively beautiful and at the same time
give more convenience and efficiency as they utilize modern technology
to adapt to the ever changing society. New materials and procedures
may be developed so as to further strengthen the structural materials
than can withstand various calamities and disasters.
Kinds of Quantitative Research
1. EXPERIMENTAL RESEARCH DESIGN
• This allows the researcher to control the situation. In doing so, it
allows the researcher to answer the question, “What causes
something to occur?” This kind of research also allows the
researcher to identify cause and effect relationships between
variables and to distinguish placebo effects from treatment effects.
A. PRE-EXPERIMENTAL DESIGN
• A type of research apply to experimental design that

with least internal validity. One type of pre-experiment,
the simple group, pretest-post-test design, measures the
group two times, before and after the intervention.
B. QUASI – EXPERIMENTAL DESIGN
• The word “quasi” means partial, half, or pseudo. Therefore, the

quasi-experimental research bearing a resemblance to the true
experimental research, but not the same.
B. QUASI – EXPERIMENTAL DESIGN
• In this design, the researcher can collect more data, either by

scheduling more observations or finding more existing measures.
Quasi-experimental design involves selecting groups, upon which
a variable is tested, without any random pre-selection processes.
For example, to perform an educational experiment, a class might
be arbitrarily divided by alphabetical selection or by seating
arrangement.
There are two types of quasi-experimental design, these
are:
a. Non-Equivalent Control Group. This refers to the chance failure
of random assignment to equalize the conditions by converting a true
experiment into this kind of design, for purpose of analysis.
b. Interrupted Time Series Design. It employs multiple measures

before and after the experimental intervention. It differs from the
single group pre-experiment that has only one pretest and one
posttest. Users of this design assume that the time threats such as
history or maturation appear as regular changes in the measures prior
to the intervention.
B. TRUE-EXPERIMENTAL DESIGN
• It controls for both time-related and group-related threats. Two

features mark true experiments: two or more differently treated
groups; and random assignment to these groups. These features
require that the researchers have control over the experimental
treatment and the power to place subjects in groups.
• True experimental design employs both treated and control groups
to deal with time-related rival explanations.
• A control group reflects changes other than those due to the

treatment that occur during the time of the study. Such changes
include effects of outside events, maturation by the subjects,
changes in measures and impact of any pre-tests.
• True experimental design offers the highest internal validity of all

the designs. Quasi-experimental design differs from true
experimental design by the absence of random assignment of
subjects to different conditions. What quasi-experiments have in
common with true experiments is that some subjects receive an
intervention and provide data likely to reflect its impact
2. NON-EXPERIMENTAL DESIGN
In this kind of design, the researcher observes the phenomena as

they occur naturally, and no external variables are introduced. In this
research design, the variables are not deliberately manipulated nor is
the setting controlled. Researchers collect data without making
changes or introducing treatments. This may also called as
DESCRIPTIVE RESEARCH DESIGN because it is only one
under nonexperimental design.
2. NON-EXPERIMENTAL DESIGN
DESCRIPTIVE RESEARCH DESIGN’s main

purpose is to observe, describe and document aspects of a
situation as it naturally occurs and sometimes to serve as
a starting point for hypothesis generation or theory
development.
The types of descriptive design are as follows:
A. SURVEY
- It is used to gather information from groups of people by
selecting and studying samples chosen from a population. This is
useful when the objective of the study is to see general picture of the
population under investigation in terms of their social and economic
characteristics, opinions, and their knowledge about the behavior
towards a certain phenomenon.
The types of descriptive design are as follows:
A. SURVEY
Examples:
a. Acceptance of Boakenos to Boac cityhood

b. Approval rate for Duterte Cabinet members
B. CORRELATIONAL
• It is conducted by researchers whose aim would be
to find out the direction, associations and/or relationship between different
variables or groups of respondents under study.
• A quantitative method of research in which you have 2
or more quantitative variables from the same group of subjects, & you are
trying to determine if there is a relationship (or covariation) between the 2
variables (a similarity between them, not a difference between their means).
B. CORRELATIONAL
Examples:
a. Relationship between intelligence and friendliness
b. Student’s hours of study and their stress level
C. EX-POST FACTO or CAUSAL-COMPARATIVE

• This kind of research derives conclusion from observations and
manifestations that already occurred in the past and now compared to
some dependent variables. It discusses why and how a phenomenon
occurs.
• Research attempts to determine the cause or consequences of differences
that already exist between or among groups of individuals.
C. EX-POST FACTO or CAUSAL-COMPARATIVE
Examples:
a. Female and male employees and their job satisfaction
b. Gender causes on differences in abilities
D. COMPARATIVE
• It involves comparing and contrasting two or more samples of study
subjects on one or more variables, often at a single point of time.
Specifically, this design is used to compare two distinct groups on the
basis of selected attributes such as knowledge level, perceptions, and
attitudes, physical or psychological symptoms.
D. COMPARATIVE
Example:
A comparative Study on the Health Problems among Rural and Urban

People in Ilocos Region, Philippines.
E. NORMATIVE
• It describes the norm level of characteristics for a given behavior. For
example: If you are conducting a research on the study habits of the high
school students you are to use the range of score to describe the level of
their study habits. The same true is when you would want to describe
their academic performance.
F. EVALUATIVE
• It is a process used to determine what has happened during a given
activity or in an institution. The purpose of evaluation is to see if a given
program is working, an institution is successful according to the goals
set for it, or the original intent was successfully attained.
• For example, we can cite here a situation. In evaluation study, it will not
just be considering the performance of the students who were taught
under modular instruction; instead, it is the rate of progress that
happened among the students who were exposed to modular instruction.
F. EVALUATIVE
Examples:
• A test of children in school is used to assess the effectiveness of teaching

or the deployment of a curriculum.
• Performance of newly-hired SH teachers in MMC for S.Y. 2017-2018
• Water quality assessment of Boac River
G. METHODOLOGICAL
• In this approach, the implementation of a variety of methodologies
forms a critical part of achieving the goal of developing a scale matched
approach, where data from different disciplines can be integrated.
THE
VARIABLES
IN
RESEARCH
THE VARIABLES IN RESEARCH
The term ‘variable’ has been mentioned several

times so that it is necessary to define it here. In
research, a variable refers to a “characteristics that has
two or more mutually exclusive values or properties”
(Sevilla and Other, 1988).
THE VARIABLES IN RESEARCH
The root word of the word variable is “vary” or simply

“can change”. These variables are among the fundamental
concepts of research, alongside with measurement, validity,
reliability, cause and effect; and theory. Bernard (1994)
defines a variable as something that can take more than one
value, and values can be words or numbers.
TYPES OF VARIABLES
(ALLEN, TITSWORTH, HUNT, 2009)
1. CONTINUOUS VARIABLES
– A variable that can take infinite number on the value that can
occur within the population. Its values can be divided into
fractions. Examples of this type of variable include age, height,
and temperature.
CONTINUOUS VARIABLES
a. INTERVAL VARIABLES
– It have values that lie along an evenly dispersed range of

numbers. It is a measurement where the difference between two
values does have meaning.
– Examples of interval data include temperature, a person’s net

worth (how much money you have when you subtract your debt
from your assets), etc.
b. RATIO VARIABLES
– It have values that lie along an evenly dispersed range of

numbers when there is absolute zero. It possesses the properties
of interval variable and has a clear definition of zero, indication
that there is none of that variable.
b. RATIO VARIABLES
– Examples of which are height, weight, and distance. Most

scores stemming from response to survey items are ratio-level
values because they typically cannot go below zero.
TYPES OF VARIABLES
(ALLEN, TITSWORTH, HUNT, 2009)
2. DISCRETE VARIABLES
– This is also known as categorical or classificatory variable.

This is any variable that has limited number of distinct values
and which cannot be divided into fractions like sex, blood
group, and number of children in family.
DISCRETE VARIABLES
a. NOMINAL VARIABLE
– It represent categories that cannot be ordered in any particular

way. It is a variable with no quantitative value. It has two or
more categories but does not imply ordering of cases.
DISCRETE VARIABLES
b. ORDINAL VARIABLE
– It represent categories that can be ordered from greatest to

smallest. This variable has two or more categories which can be
ranked.
Examples of ordinal variable include education level, income

brackets, etc.
DESIGNIN
G
RESEARC
H TOPIC
DESIGNING RESEARCH TOPIC
A well-defined research topic is essential for a

successful research. When the topic is not well-defined,
it becomes unmanageable and may result in some
drawbacks during data collection and analysis that
could compromise the strength of your study.
A well-defined research topic is essential for a

successful research. When the topic is not well-defined,
it becomes unmanageable and may result in some
drawbacks during data collection and analysis that
could compromise the strength of your study.
Developing a research problem can be done in four (4)
steps:
• Choose a broad topic
• Do a preliminary research
• Define the problem
• Refine the question

Choose a broad topic
A. Choose an interesting topic.
Research is a very challenging task that demands your time and

persistence. Your motivation to find the answer to the problem
should keep you going, thus building a momentum along the way.
Therefore, your research topic must be something that you are
passionate about.
B. Select a significant topic.
A topic that is worth researching must be able to answer or solve

problems in the community. No one will take an interest in your
topic if it is obsolete and does not address any real problem.
C. Choose a topic relevant to your field.
One of the goals of this course is for you to be able to produce a

quantitative research study that is aligned to your chosen track.
Choosing a topic that you can relate will certainly make your
research project less challenging.
Sources of Quantitative Research Problem
 Review of Literature
Some researchers reveal that reading previous studies fueled
their minds with tons of research topics. Reviewing the literature
lets them know what has been studied, what is not yet done, and
what other researchers suggest working on. Journals, periodicals,
and peer-reviewed articles are a good read.
 Field experts
Gather up some guts to approach anyone you know that are

experts on the field of your choice because they may give
valuable inputs or may currently be working on a study where
you can collaborate.
 Brainstorming
Do not underestimate the ideas from classmates, friends, and

family members. You may be overwhelmed at first by the
outpouring of ideas. Just build a list, then cross off any topic
unrelated to your field or not so interesting to you.
Do a preliminary research
Once you have chosen a broad topic, you need to have a

better understanding of it by reading some more articles,
journals, and related research studies. Find out how other
researchers gathered their data, what research instruments were
used, how the data were analyzed, and what important findings
they shared.
Define the problem.
After getting enough information, you may be able to list

some questions or problems that you want to research. A broad
topic can be narrowed down by limiting the population, place,
period, or a certain characteristic.
Refine the question
This step lets you evaluate the questions formulated. What

specific questions should you ask? How should you gather your
data sufficient to answer the questions? Are the questions too
narrow, or does it need to be trimmed down? While evaluating
the research question, consider the requirements of the course.
How much time are you given to finish the research? What
resources do you need and are they available?
Research Problem
Interrogative statement:
What percentage of Manila private universities consider the use

of grammar textbooks as the most effective way to help college
students attain communicative competence?
Research Problem
Declarative statement:
The main objective of this study is to find out the percentage of

Manila private universities considering the use of grammar text
books as the most effective way to help college students attain
communicative competence.
Research Problem
Interrogative statements:
• What is an English grammar textbook?
• What is communicative competence?
• How many Manila private universities require the use of

grammartextbooks?
Research Problem
Declarative statements:
This study aims at finding answers to the following specific
objectives:
• To define a grammar textbook
• To explain the meaning of communicative competence
• To determine the number of Manila private universities
requiring the use of grammar textbooks
1. Why is it important to choose a relevant, significant, and
interesting research topic?
2. How does background/preliminary research help in defining a
research topic?
3. What is your understanding of refining the research question?
RESEARC
H TITLE
RESEARCH TITLE
A research study title is the very first thing a reader comes

across when searching for scientific literature. It is a concise
description of the content of the research study containing the
fewest possible words, yet adequate to describe the contents of
the paper for a simple reason that we do not want to mislead the
readers. After conceptualizing a most probable research topic,
drafting the title early in the research process helps in keeping
your focus on the subject.
RESEARCH TITLE
Guidelines:
1. Use an accurate description of the subject and scope of the
study instead of using general terms.
2. Do not use abbreviations except for commonly known ones
like DNA and ICT.
3. Do not include words like “The study of,” “Analysis of,” “An
investigation of” or similar construction as these would only
lengthen the title.
RESEARCH TITLE
4. Include the main dependent and independent variables.

5. Be mindful of the proper use of grammar and punctuation.
6. Capitalize all nouns, pronouns, verbs, adjectives, adverbs as
well as the first letter of
the first and last words.
RESEARCH TITLE
7. State in a declarative form, although you may also see titles in

question form from time to time.
8. The year the study has been conducted should not be indicated
unless it is a historical study.
9. Use current terminology.
10. Depending on the institutional requirements, 5 to15 words are
sufficient to describe the research study.
RESEARCH TITLE
11. Use the common name instead of chemical formula (e.g.,

Ammonium instead of NH4)
12. Write and italicize full scientific names.
13. Make sure to reflect the tone of the paper. An academic
research paper has title which is not casual, or informal, or does
not contain humor.
RESEARCH TITLE
The following steps can guide you in writing your research title:
1. Determine what it is that you wish to accomplish or know from
your study. Write one to two sentences to state the main
objectives of your research project.
2. Include important keywords and variables. Revise the
sentences into one complete sentence that includes important
keywords and variables of the study.
RESEARCH TITLE
3. Shorten the title by eliminating unnecessary words. You may
also shrink a phrase into a simpler phrase or a single word. In
doing this, make sure that the main thought of the research study
is retained.
4. Correct grammar and punctuation errors if there is any.
5. Observe proper formatting. The format may vary according to
the requirements of the course or school.
RESEARCH TITLE
According to Watkins (2008:23) a research title should have the
following characteristics:
1. Short, descriptive and to the point
2. Identify the main variables of the research
3. Allude to the area of study
4. Attract the attention and interest of the reader
5. Make academic sense
RESEARCH TITLE
The following are the basic questions that can be asked when
writing a research title.
1. Does the title describe what the study is all about?
2. Does the title contain a high specificity level?
3. Is the title academically phrased and is not lengthy?
4. Is the title within the twelve (12) substantive word
requirements of the American Psychological Association (APA)?
Directions: To manifest the things, you learned from the
lesson, write a good research title using any of the listed
topics.
Directions: To manifest the things, you learned from the
lesson, write a good research title using any of the listed
topics.
Quiz
1. All of the following are correct about research title
EXCEPT:
A. It reflects the topic of investigation.

B. It is a research problem or inquiry in capsule form.
C. It is a tentative statement about the relationship between two
or more variables.
D. It is a product of real-world observations, dilemmas, wide
reading, selective viewing, meaningful interactions, and deep
reflections.
Quiz
2. Which of the following is NOT a characteristic of a research

title?
A. It must be original, concise, or specific.
B. It should match the research questions.
C. It may be revised and refined if there is a need.
D. It is wordy in such a way that readers will be informed about
the focus of investigation.
Quiz
3. In writing a research title basic questions are asked to be able
to come up with a good one. Which of the following does not
belong to the said questions?
A. Does the title contain a high specificity level?

B. Does the title describe what the study is all about?
C. Does the title contain all the data needed in the research?
D. Is the title within the twelve substantive word requirements
of the American Psychological Association (APA)?
Quiz
4. Which of the following can be considered as a good title?

A. Vegetarianism
B. Corona Virus Pandemic
C. Body, Health and Lifestyle Issues
D. Portfolios: A Tool for Reflective Thinking in Teacher
Education
Quiz
5. All are going to be considered in choosing a research topic

EXCEPT:
A. It should be “doable”.
B. It should be focused and well-defined.
C. It should be broad enough to include many subjects.
D. It should be interesting and motivating to the researcher.
Quiz
6-15. From the given research titles, choose which research title
follows the proper guidelines.
6.
A. Tiktok as a Teaching Tool in English as Perceived by
Teachers in Brookes Point
B. Tiktok as a Teaching Tool in English
C. Tiktok and Facebook in Teaching English
D. Tiktok as a Teaching Tool
Quiz
7.
A. TEA School Governance
B. Transparent, Ethical, and accountable (TEA) School
Governance
C. TEA School Governance and the Parents and Other
Stakeholders
D. Level of Implementation of the Transparent, Ethical and
Accountable (TEA) School Governance in Brooke’s Point
Quiz
8.
A. Tardiness of Students
B. Tardiness of Students during the First Period Subjects
C. Tardiness and Academic Performance of Senior High School
Students
D. Tardiness and Academic Performance of Maasin NHS Grade
12 Students
Quiz
9.
A. Teaching Research in Senior High Schools
B. Teaching Research in Senior High Schools in Palawan
C. Perceptions of Students and Teachers about Teaching
Research
D. Perceptions of Students and Teachers about Teaching
Research in Palawan
Quiz
10.
A. Waste Segregation and the People
B. Effects of Waste Segregation in the Philippines
C. Waste Segregation and Garbage Control in Palawan
D. Waste Segregation and the People of the Philippines
Quiz
11.
A. Parental Motivation
B. Effects of Parents’ Motivation to Students’ Academic
Performance in Mathematics
C. Parents’ Motivation and Its Effects on Students’ Academic
Performance
D. Parents’ Motivation and Its Effects to their Children
Quiz
12.
A. Friendship and Its Impact
B. Impact of Friendship to PWD
C. Friendship and Its Impact on People
D. Impact of Friendship to Persons with Disability Students
Quiz
13.
A. Stressors of Graduating Students and Their Academic
Performance
B. Different Stressors of Students
C. Stressors and Academic Performance of Students
D. Stressors of Students
Quiz
14.
A. Reading Comprehension and Word Problem in Mathematics
B. Reading Comprehension and Solving Math Word Problem of
Students
C. Reading Comprehension and Solving Word Problem in
Mathematics Subject
D. Reading Comprehension and Solving Math Word Problem of
Grade 6 Pupils
Quiz
15.
A. Study Habits of Students
B. Study Habits and Students’ Grades
C. Study Habits and the Grades of Roxas Grade 11 Students
D. Study Habits and Senior High School Students’ Grades
Directions: Read the following titles. Do they meet the basic
questions asked when writing a research title? Write Y if
your answer is yes and N if your answer is no.
16. Impact of Parental Support on the Academic
Performance and Self Concept of the Students.
17. Bullying in Schools
18. Influence of Family and the Self Confidence of
Graduating Senior High School Students
19. Teaching Strategies and the Academic Performance of
Struggling Readers
20. Farm Yields of Farmers
BACKGROU
ND OF
RESEARCH
Background of the Study
The background of the study is the part of your paper where

you inform the reader of the context of the study. When we say
context, it means the situation or circumstances within which
your research topic was conceptualized. Ideally, this part is
written when you have already conducted a literature review and
has a good perception of the topic so you can articulate the

importance and validity of the research problem. It is also in this
part of the paper where you justify the need to conduct a research
study about the topic selected by establishing the research gap.
A research gap is an under or unexplored area of a topic that

requires further exploration. The gap can be in a form of other
variables, conditions, population, methodology, or test subject. To
identify research gaps, an exhaustive literature review regarding
the topic is required.
While both the Background of the Study and the Review of

Related Literature involve reading past related studies, they differ
in some aspects. The former is at the introductory part of the
paper with the purpose of relaying the importance of your
research study; the latter is more comprehensive and thoroughly
discusses the studies mentioned in the background of research.
1. What is already known about the topic?
2. What is not known about the topic?
3. Why do you need to address those gaps?
4. What is the rationale of your study?

What is the importance of background of the study?
The background of the study helps your reader determine if

you have a basic understanding of the research problem being
investigated and promotes confidence in the overall quality of
your analysis and findings.
https://www.legit.ng/1174941-background-study-research-write.html
What does a good background of the study example
contain?
A good example of background of the study is one that:

-Contains reviews of the area being researched
-Has currently available information about the problem of the
study
-Captures the previous studies on the issue
-Indicates the history of the issue of the study from previous
researches done on the subject
How is the background of the study different from the
literature review?
The section of the literature review follows the background of

the study section. It is the second section of your thesis. The
literature review basically supports the background of the study
section by providing evidence for the proposed hypothesis.

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Practical

is a careful, detailed, and systematic study of a

of underlying reasons, opinions, stance. Quantitative research focuses on

Obtaining knowledge Multiple methods Scientific method

Evaluates objective sand

Reading Difficulties of Primary Pupils- Quantitative

• What rank things are

• Knowledge and practices towards COVID-19 among parents in

1. Which of the following BEST defines quantitative research?

a. It is an exploration associated with libraries, books and journals.

2. Which of the following is NOT a characteristic of quantitative

3. Which of the following illustrates a quantitative study?

a. attributes to malnutrition in children

4-9. Give the types of non-experimental quantitative research.

People do research to find solutions, even tentative ones, to

1. Business- estimates consumer attitudes and behavior, market sizing,

5. Economics- evaluates economic behavior and designs economic

Medical practitioners, for example, conduct researches to obtain

It is also necessary in evaluating experiences in clinical practice in

As for engineers, architects, and other builders, research helps in

• A type of research apply to experimental design that

• The word “quasi” means partial, half, or pseudo. Therefore, the

• In this design, the researcher can collect more data, either by

b. Interrupted Time Series Design. It employs multiple measures

• It controls for both time-related and group-related threats. Two

• A control group reflects changes other than those due to the

• True experimental design offers the highest internal validity of all

In this kind of design, the researcher observes the phenomena as

DESCRIPTIVE RESEARCH DESIGN’s main

a. Acceptance of Boakenos to Boac cityhood

C. EX-POST FACTO or CAUSAL-COMPARATIVE

C. EX-POST FACTO or CAUSAL-COMPARATIVE

A comparative Study on the Health Problems among Rural and Urban

• A test of children in school is used to assess the effectiveness of teaching

The term ‘variable’ has been mentioned several

The root word of the word variable is “vary” or simply

– It have values that lie along an evenly dispersed range of

– Examples of interval data include temperature, a person’s net

– It have values that lie along an evenly dispersed range of

– Examples of which are height, weight, and distance. Most

– This is also known as categorical or classificatory variable.

– It represent categories that cannot be ordered in any particular

– It represent categories that can be ordered from greatest to

Examples of ordinal variable include education level, income

A well-defined research topic is essential for a

A well-defined research topic is essential for a

• Choose a broad topic

• Define the problem

• Refine the question

A. Choose an interesting topic.

Research is a very challenging task that demands your time and

B. Select a significant topic.

A topic that is worth researching must be able to answer or solve

C. Choose a topic relevant to your field.

One of the goals of this course is for you to be able to produce a

Gather up some guts to approach anyone you know that are

Do not underestimate the ideas from classmates, friends, and

Once you have chosen a broad topic, you need to have a

After getting enough information, you may be able to list