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A. CHAPTER I: Introduction
1. Rationale
This section consists of a brief discussion of the rationale
and background of the problem or subject of inquiry. The
introduction serves as a springboard for the statement of the
problem. It should stimulate the interest of the reader and set the
pace for the presentation of the study. It includes the following:
1. The context of the problem (title description);
2. Authoritative viewpoints on the problem;
3. The researcher’s interest in working on the problem
(situationnaire); and
4. The purpose of the study in relation to the problem
(significance).

2. Theoretical Framework of the Study

What is a THEORY?
“THEORY” comes from a greek word “THEORIA” which
means a beholding spectacle or speculation. Theories are always
speculative in nature and are never considered as true or proven.
They provide description and explanation of a phenomenon and
are subject to further development or revision or may even be
discarded if not supported by empirical findings (Nieswiadomy:
1993).
Theory is a statement that is much broader and complex
than “fact”; the basis of policies and practices in a particular
discipline that gives specific direction to the researcher’s solution of
his/her research problem (Polit and Hungler: 1986).
Theoretical Framework – Consists of theories, Concepts,
and constructs used meaningfully as basis of the study or research.
The conceptual level is developed from abstract concepts at
theoretical level.
Concepts – Consist of specific o well-defined concepts and
constructs.
Example: oxygenation, fluids and electrolytes, metabolism.
Constructs – These are highly abstract, complex
phenomena that are not observable, but are inferred from concrete
or less abstract indicators of a given phenomenon. Example:
wellness, mental health, self-esteem and assertiveness.
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Purpose of the Theory

1. Guiding and helping understand the “what” of a

natural phenomenon as well as the “why” of its
occurrence.
2. Providing a framework for predicting the occurrence
of the phenomenon.
3. Forecasting facts and relationships observed under
specific circumstances.
4. Predicting and controlling the phenomenon under
study.

Problem : Garbage dumpsite

Theory : Health-Illness Continuum

Problem : Behaviors Observed in First Born Children Before

and After the Birth of a Sibling
Theory : Attachment Theory (Bowlby)

3. Conceptual Framework

Conceptual Paradigm – A diagram that visually presents

and interprets the underlying theory, principles and concepts of a
research. It also a visual presentation of variables that interrelate
with one another as perceived by the researcher before an actual
empirical investigation is done o prove its relationships.

Example
This section presents the conceptual framework of the study. The study is
based on the concept that the knowledge of the principles and application of the
nursing process have significant effects in the clinical performance of the BSN III
students. This means that the principles on the nursing process will have various
applications on the individual actual clinical practices. The researchers were guided
by this concept in their pursuit of the study as prescribed in the schematic
presentation of the study (Fig. 1).

Independent Variables Dependent Variables

Nursing Process
(Principles and Application)
BSN III
Assessment Influence / CLINICAL
Diagnosis Effects PERFORMANCE
Planning
Implementation
Evaluation
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Fig. 1. Schematic Presentation of the Conceptual Framework of the Study

Kinds of Variables
1. Explanatory Variable – This refers to the phenomenon under
study and the focus of the research.

Types of Explanatory Variables

a. Independent Variables – These are factors that are
being manipulated by the researcher. They are also called experimental,
treatment, causal or stimulus variables.
b. Dependent or Criterion Variable – This is the factor or
variable that is affected or influenced by the dependent variable. It is also
a criterion, effect, or response variable. It reflects change brought about or
caused by the impact of the independent variable, which requires
analysis, interpretation and implications of finding.
c. Correlated or Intervening Variable – This is a factor or
variable that exists between the independent and the dependent variable.
It bears influence on the effect of the independent variable on the
dependent variable.

EXAMPLES:

Independent V. Intervening V. Dependent V.

Experience; Attitude of Extent of Recovery of
Nursing Intervention
the nurse; Facilities Post-operative Patients
Teaching approaches; Extent of Pain Relief
Pre-operative Teaching subjects taught; skill of Needed by the Patient
the nurse
Age, Sex, Education and Status/Extent of Patient
Primary Nursing
Training Satisfaction

2. Extraneous or Exogenous Variables – Although this is not

the direct foci of the study, they could affect results to a certain extent.
These variables are not also the direct interest of the researcher, and
should be controlled in order that the hypotheses can be validly tested.

There are two types of extraneous variables, namely:

a. Organismic Variables – These are physiological and

demographic factors that could affect the outcome of the study.
Examples: Age, Sex, Civil Status, Education,
Employment, Height, Weight, ethnicity, and Religion
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b. Environmental Variables – These are economic,

anthropological, sociological and physical factors that influence the
phenomenon under study.
Example: climate, organizational set-up home setting,
family composition, etc.
3. Abstract Variables – These are factors that have different
values which are quantitatively measured and statistically tested through
the hypotheses: These variables are used in almost all types of research
studies.
Example: Age – values from 0-100 y.o.; BP – values 120/80 to
180/100 mmhg
4. Dichotomous Variables – These are factors with only two
values, used in comparative studies and specifically identified in the
hypotheses.
Example: smoker-non smoker; pregnant-non pregnant, male-
female.
5. Active Variables – These are factors which the researcher
creates and/ or manipulates commonly used in experimental studies.
Example: Drug type A and B effects on blood pressure
Experimental group receiving X solution
Control group receiving Y solution
6. Attribute Variables – These are pre-existing characteristics of
the subjects which the researcher simply observes and measures. These
variables may not directly influence or affect the phenomenon under
study.
Example: “The religious background of nurses affects their
attitude toward death and dying”

4. Statement of the Problem

The problem must be clearly stated out. It is expressed in

precise terms as the subject of inquiry. It reflects the population
and major variables of the study, which are subject to empirical
testing.

Research problems may be stated in various ways, as

follows:

1. In interrogative form, a major question followed by

specific questions, or several questions to answer a single
problem.
Example: “What is the relationship between dependency
level of post-op renal patients and their rate of recovery.”
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2. In the form of declarative statement, followed by

specific statements.
Example: “The impact of grading on the academic and
clinical achievements of Junior Nursing students.”

3. Consist of the following components:

a. Major problem – Directs attention to the

subject of the investigation particularly the main issue
to be answered. This also refers to the goal of the
study that requires long-term inquiry and broader
solutions.
Example: To determine the correlation between staff
nurses’ extent of knowledge and their clinical
performance of the nursing process as a basis for
“improving the curriculum and the related learning
experience programs of nursing education’ and the
staff development/training program for the nursing
service.

b. Minor/Specific or Sub-problems – These are

sub-problems into which the major problem is broken
down for purposes of analysis. They support the
major problem and lead to its solution. They serve as
guides in the data collection, collation and analysis.

Examples:
1. What is the staff nurses extent of knowledge of
the nursing process in relation to its five basic
aspects:
1.1 Assessment;
1.2 Nursing Diagnosis;
1.3 Planning;
1.4 Implementation; and
1.5 Evaluation

2. What is the extent of the staff nurses’

knowledge of the nursing process as perceived by
themselves and their head nurses?
3. To what extent is the learning process
performed efficiently by the staff nurses as
perceived by themselves and their head nurses?
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4. Is there any significant correlation between the

staff nurses’ extent of knowledge and their clinical
performance of the nursing process in relation to
its five components?

Sub-problems are drawn up from the major problem. They

are actually parts of the major problem the answer to which
ultimately lead to solution of the major problem.

5. Statement of Hypothesis

What are Hypotheses?

Hypotheses are theoretical explanations of a phenomenon;

statements that translate a problem into precise, unambiguous
predictions of expected outcome (Polit and Hungler: 1995).
Hypotheses are statements of the researcher’s expectations
regarding the relationship between and among the variables under
investigation (Ackerman: 1981).
Hypotheses are also speculations of how variables in the
study will workout, and provide predicted answer to research
questions. They embody the variables and the population based on
the problem statement (Clifford: 1990).

Guidelines in Formulating the Research Hypothesis:

1. The hypothesis is subjected to empirical testing through data
collection and analysis. Research problems that are experimental, causal,
comparative, correlational or normative need hypothesis for their in depth
solution. Historical, literary, and philosophical studies and simple surveys
do not need hypotheses.
2. The hypothesis follows the theoretical framework of the study, and
based on theories, principles and concepts advanced in that framework.
3. Hypotheses are stated in declarative form, while research problems
are generally interrogative in order to focus the inquiry on the analysis on
the phenomenon under study.
4. Hypotheses should be formulated before the conduct of the study,
because they give direction to the gathering and interpretation of data and
help solve problems indepth.
5. The theoretical framework provides the theories, principles and
concept on which to base hypotheses.
6. Hypotheses also relates to the problem raised in the study.
7. Hypotheses are tentative solutions or answers to inquiries.
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Example:
Problem : Is there any significant relationship between tactile
and auditory stimulations and the heartbeat rate
response of premature infants?
Hypotheses : There is no significant relationship between tactile
and auditory stimulations and the heartbeat rate
response of premature infants

Research vs. Statistical Hypotheses

1. Research Hypotheses – This is also referred to as substantive, or

declarative hypothesis; statements of expected relationships between
variables. Also known as Alternative Hypothesis.
Example: “Infants born to heroin addicted mothers have the same birth
weight as infants born to non-heroin addicted mothers.”
This may also be stated this way:
“There is a significant relationship between maternal heroin
addiction and birth weight of infants.”
2. Statistical Hypotheses – This is stated in a null form, that there
exist no significant relationship or difference between the independent and
dependent variables. Also known as Null Hypothesis.

Example: “Infants born to heroin addicted mothers do not have the

same birth weight as infants born to non-heroin addicted
mothers.”
This may also be stated this way:
“There is no significant relationship between maternal heroin
addiction and birth weight of infants.”

Advantage of the Null Hypotheses:

1. Scientifically objective;
2. Reflects the impartiality of the researcher; and
3. Minimizes research bias.

Some descriptive studies require no hypothesis since the

purpose is only to describe and explain the phenomenon under
study. Research questions, however, go beyond pure description if
they deal with relationships of variables.
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6. Significance of the Study

In undertaking a study, the researcher must be certain of the benefits that

various sectors in the target population will gain from its results or findings such
as:
a. Improvement of policies and practices;
b. Contribution to the particular field of study in terms of
knowledge and new technology;
c. Serve as a guide in decision-making;
d. The value of the study to the particular profession on
the whole; and
e. Added knowledge and expertise for individual
practitioners

Beneficiaries of research studies in nursing consists of the

following sectors:
1. The nursing profession as a whole;
2. The public as end users of quality nursing care;
3. Nursing service
4. Nursing education; and
5. The nurse practitioners.
Example:
Problem: Time and Activity Study of Nursing Personnel in a
Selected Tertiary Hospital in Metro Manila: It’s
Implication to the administration of Nursing Service.

This study is significant to the following target populations:

1. To the hospital administrators, to have better insights into
the actual activities of nursing personnel in relation to the
hospital’s standard of health care as described in their job
description, and the standards set by the Association of Nursing
Service Administrators of the Philippines (ANSAP).
2. To nursing personnel, to have better understanding and
appreciation of their legitimate roles and functions and for them
to maximize their efforts in providing better nursing care.

3. To nursing service administrators, to revise or to develop

hospital nursing operational manuals, provide orientation and
staff development programs, and revise job descriptions of each
category of nursing personnel.
4. To nursing education, in which there is a need to identify
vital competencies to be developed in nursing students,
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particularly proficiency of roles and functions in patients care

and supervision.
5. Finally, to the community, to get the best quality care from
competent nursing personnel, and be assured of their basic
rights to a decent and healthful life.

7. Delimitation of the Study

• Content, Subject, Time
The researcher must be aware of and should state certain constraints in
his study over which he/she has no control. Uncontrolled variables may affect
study results, hence, expected findings should not be beyond what the study can
achieve in terms of:
1. Issues – past and present;
2. Scope or coverage of areas of concern;
3. Respondents;
4. Time frame; and
5. Type of data – qualitative, quantitative or combined.

In delimiting aspects of the study, the researcher states

specific constraints or delimitations such as the following:
a. Coverage or scope, the parameters of which are specifically
stated;
b. Expected manageability of the problem. In experimental
studies, internal and external constraints that may affect validity are
specified in this section; and
c. Anticipated shortfalls such as the exclusion of certain
sectors of the population, the inaccessibility of data, and failure to get a
representative sampling.

8. Definition of Terms

This section facilitates understanding of the study

particularly the problem and the variables which are defined
according to their contextual use.
Reasons for defining the variables:
1. To guide and direct the researcher in quantifying and
qualifying the variables.
2. To ensure clarity of the meanings of the variables and
minimize the readers’ misconceptions.
Types of Definitions:
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1. Conceptual definition – A universal definition of a

term understood by people; a general statement of properties
or qualities common to a number of examples. It uses
hypothetical criteria to identify a phenomenon rather than what
is observable.
Source: Dictionary, Related Literature, Authoritative Sources.
2. Operational definition – The researcher’s own
definition of terms as used in his/her study. It is concrete and
measurable, based on observable characteristics of what is
being defined within the context of the study.
Sources: Empirical Data, Related Literature, Previous
Studies, and Established Theories.
3. Definitions from Authoritative Sources –
Definitions taken from authorities on the subjects or terms
being defined which must be properly acknowledged in the
footnotes.
Example: Morale – According to Keith, is a state of well
being that elevates the spirit,
generates self-confidence and
arouses pride in being part of group
endeavorr1.
1 Shery Keith, Organizational Behavior (New York:Mc Graw Hill, Inc.1990) 7-8.

9. Research Method

What is RESEARCH DESIGN?

The research design is the researcher’s plan of how the

study will be conducted, the type of data that will be collected, and
the means to be used to obtain these data, which are determined
after variables are identified and quantified.
The research design is the part of research that involves
choice of overall methods by which respondents will be selected,
controlled and categorized into various experimental groups.
Included in the Research Design are the following:
Detailed explanations of techniques and procedures for data collection
and analysis (Research design).
A description of the population and the procedure for choice of
samples or respondents (Sampling design).
A clear description of tools and instruments to be used in statistical
treatment of data (Instrumentation).

Basic Research Design

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Experimental Research
This particular design is an inquiry on cause-and-effect
relationships, and is conducted in a specialized setting, such as the
laboratory, experimental unit or research center. The researcher
controls and manipulates the independent variable and randomly
assigns the subjects to different conditions or situations.

Types of Experimental Research

a. True experiment – An inquiry that considers four (4)
properties of experimental research namely: manipulation,
control, randomization and validity.
b. Quasi-Experiment – This is an experiment that lacks
one or more of the properties of the true experiment. The
missing ingredient is either randomization or the control group
or the validity component. This method ultimately depends, in
part, on human judgment rather than on objective criteria,
hence, validity of cause and effect inferences may be
challenged.
Non –Experimental Research
This research is known as “surveys”, which have less
control over the study subjects and the setting where it is
conducted. They are research situations in which the researcher
cannot control and manipulate the independent variable. They are
mostly conducted in natural settings such as schools, hospitals and
other public health agencies, and homes of patients, among others.

Types of Non-Experimental Designs

a. Historical design – A critical investigation and analysis of

events, developments and experiences of the past.
b. Descriptive design – A study that describes the nature of
the phenomenon under investigation after a survey of trends, practices
and conditions that relate to that phenomenon.

Types of Descriptive Research

1. Surveys – Self reported data are collected from
samples for purposes of describing the populations in relation to
the specific given variables
Surveys are conducted by phone, mail or through
personal contact with the subjects. Data collections are mostly
done through questionnaires and interviews.
Example: A survey on staff nurses and administrators to obtain
their perception on the extent of the nurses’ responsibility for
patient education.
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2. Correlational studies – These examines the extent

of relationship between variables by determining how changes
in one variable relate to changes in another variable.
Example: How is (X) related to (Y)? As X increases, does Y also
increase? Or, as X increases, does Y decreases?
Is there any significant correlation between anxiety and
midterm exams among baccalaureate nursing students?
3. Comparative studies – These are studies that
examine several intact groups to find out the difference between
and among them in certain dependent variables of interest.

4. Methodological studies – These are concerned

with the development, testing and evaluation of research
methods and instruments. These are also known as
development of evaluative research.
Example: Training programs for new graduate nurses.

5. Case study – This is indepth study intended to

interrupt the behavior of an individual or group.
Example: A case study of a patient with problems of
oxygenation.

6. Content analysis – This is the process of dissecting

messages embodied in documents.
Example: The practical implications of the nursing law
provisions to nursing education and nursing service.

7. Feasibility study – This type of study tries to

determine the viability of an undertaking or a business venture,
establishing an institution or constructing infrastructure.
Example: Nursing entrepreneurship in the Philippines setting

Combined Experimental And Non-Experimental Research

Designs
These are known as “partial experiments” or partially
controlled non-experimental designs. Extraneous variables may
exist which the researcher may not be able to control, thus, causing
inaccurate data. A natural setting is used, such as nursing unit in a
hospital. However, the researcher exercises some control in the
assignment of the study subjects to various study groups.

Quantitative And Qualitative Research Design

This applies to the manipulation and control of phenomena
and verification of results, using empirical data gathered through
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senses. Quantitative research is concerned with the objective

meaning of experience to an individual. There is rigid control of the
research situation and the generalization of findings. Qualitative
research focuses on insights into and understanding of individual
perceptions on the phenomenon under study.

10. Research Locale

• Description of the research environment
11. Research Population
a. Description of the research respondents
12. Construction and Validation of Instrument
a. Description of the research instrument
5. Collection of Data
Letter of Request.
Distribution of Questionnaire.
Retrieval of Questionnaire.
Consolidation of Data.
6. Statistical Treatment

B. CHAPTER II: Review of Relate Literature

The literature review consists of a collection of pertinent
readings, Published or unpublished, in local or foreign settings.
Sources of related information and data are books, articles,
pertinent documents, publications, speeches, programmes, theses,
and dissertations. All empirical investigations should be built on
previous knowledge taken from these sources.

Type of Related Literature

13. Conceptual Literature – These are non-research
reference materials written by authorities on the subject that
embody experiences, viewpoints and interpretations of the
subject of the research study.
Sources: Encyclopedia, books, journals, commentaries and
other publications.
14. Research Literature – These consist of studies and
researches or theses and dissertations, published or
unpublished, which have a bearing on the current research.
Purposes of Related Literature
1. Discloses findings of previous researches that have a
bearing on the current research.
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2. Determine the researchability and feasibility of the

problem under study.
3. Identifies the following areas of concern:
a. The appropriate research methods and techniques
expected to yield the needed data and information in the
current research;
b. Effective procedures in data gathering, and
c. Clues on how to ensure the accuracy and
effectiveness of data analysis.
4. Serves as a connecting link between the findings of
previous researches and the results of the current study;
5. Defines terms and suggests assumptions;
6. Reveals the status of research on the problem under
study; and
7. Provides clues on the sequence of research activities
to be pursued.

C. CHAPTER III: Presentation, Analysis, and Interpretation of Data

Findings of the Study

Study results are presented based on empirical data or
facts. The data must be reported in an objective process and
written in the past tense, since data have been gathered and
analyzed before writing of the report Findings are the results of
data analysis which include description of samples, analysis and
interpretation of the test of hypotheses. Descriptive statistics are
used to present findings, while inferential techniques are used in
studies where hypotheses are tested.

Presentation of Findings
Findings of the study are presented in various ways, as follows:
a. Narrative Form – This consist of direct quotes, summary of
findings, meanings and implications of the study, presented objectively,
clearly, and concisely.

b. Tables – The means for organizing data, to make these easily

understood and interpreted.
Tabular data are presented in the following ways:
1. rows – horizontal entries
2. columns – vertical entries
3. cells – are boxes where rows and columns intersect.
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Information presented in tables are discussed in the

narrative report. It must appear after they have been referred to in
text. It must be clear, concise and explain relationships of variables
in the study.
c. Figures – These are terms used to indicate any type of visual
presentation other than the table. It includes graphs, diagram, line
drawings, and photographs. These also help enliven a narrative
presentation and should be considered a concrete means of presenting
research results.

EXAMPLE
Table 1
Distribution of the Respondents as to the Students maturity in relation to the avoidance of incidental reports

A. Area of students maturity 5 4 3 2 1 w VD

1. Does being matured in the clinical and
classroom setting help the students avoid 50 33 10 3 4 4.22 Always
mistakes?
2. Do you think having a sense of self-awareness
would be a factor in the avoidance of committing
52 33 15 0 0 4.37 Always
mistakes thus avoiding the need to submit an
IR?
3. Do you think having a sense of self discipline
would help the students avoid
60 23 13 4 0 4.39 Always
instances/mistakes that would require the
submission an incident report?

Table 1 shows the distribution of the respondents as to the area of students maturity in the avoidance of
incidental reports. 50 belongs to the category of always, 33 belongs to often, 10 belongs to seldom, 3 belongs to
sometimes, and 4 belongs to the category of never, in sub question #2 52 belongs to always and the lowest was 15
belongs to often, in sub question #3 the highest is 60 belongs to always and the lowest was 4 belongs to sometimes.
Analysis. Based on the presentation of Table 1, it reveals that most of the respondents believed that the
maturity of the students would be a factor in the avoidance of incident reports, hence the verbal description of always for
the three sub questions.

D. Chapter IV: Summary of Findings, Conclusions, Recommendations

1. Summary of Findings
• Summary of the items in Chapter IV
2. Conclusion
The logical outgrowth of the summary of findings and
conclusions are conceptualizations and generalizations based on
the findings and in response to the problems raised in the study.
Conclusion focuses on the answers to the major problem
particularly on the analysis of the results of hypotheses.

3. Recommendation
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Considering the conclusions, the researcher suggests

solutions to the problems to prevent the occurrence of these or
minimize their impact or effect. Recommendations are addressed
to the sectors concerned or the intended beneficiaries of the
research study such as the director of nursing service, the deans of
colleges of nursing, nurse practitioners, clinical instructors, student
nurses, the health care clientele, the general public, interest
groups, government and non-government agencies, and among
others.

Bibliography

Smith, Sandra and Donna Duell. Clinical Nursing Skills

(Presented in the Nursing Process Basic to
Advanced Skills). USA: National Nursing Review,
1985.

F. Appendices
• Appendix A: Letter of Request
• Appendix B: Research Instrument
• Appendix C: Statistical Computation
• Appendix D: Curriculum Vitae

EXAMPLE OF COVER LETTER AND QUESTIONNAIRE

Dear Student,
I am a graduate student of Cebu Normal University, presently conducting
a study on various stressors experienced by students during their related
learning experience in the hospital. The study aims to provide the nursing service
administration pertinent data that could be used to minimize stressors and
improve teaching and learning conditions in the clinical area.

Kindly accomplish the questionnaire as candidly as you can and answer

all the items. Rest assured that your responses shall be kept strictly confidential.

May I please request that the accomplished questionnaire be returned to

me after a week.

Thank you very much for your kind support and cooperation.
Sincerely yours,
Ariel R. Sinco
Directions: Please check the item as directed.
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1. RLE Level:
Level III: ___
Level IV: ___

2. Hospital Unit Assigned:

Medicine ___ OB ___ OR ___
Surgey ___ Pedia ___ DR ___
3. Did you undergo orientation prior to your RLE exposure?
Yes ___ No ___ Not Sure ___

4. Please encircle the number to your right, to indicate the degree of

stress you experienced while giving care to patients. Use the following
scale:

1 = No distress at all
2 = Very little distress
3 = Moderate distress
4 = Severe distress
5 = Extremely severe distress

a. Patients irrational demands 1 2 3 4 5

b. Patient’s failure to comply 1 2 3 4 5
with your instructions
c. Patient’s negative reactions 1 2 3 4 5
to nursing care

Thank You Very Much

Guidelines for Developing Research Instruments

1. The instrument must suit the purpose of the study.

2. It must help solve problems raised in the study.
3. It must be able to gather needed data for testing hypotheses and answering
questions raised in the study.
4. Indicators in the instrument should relate to the problems raised in the study.
5. Indicators should be so stated that respondents’ perceptions or reactions will not be
biased. Questions should no be stated with built-in clues, such as: “Don’t you think
that physician’s orders are often unimportant? Or “Do you follow physician’s order all
the time?
6. The instrument should be reliable and can produce comparable data when used on
different subjects under different circumstances.
7. The instrument should be constructed in such a way that cheating is minimized, if not
discouraged. Subjects must not be influenced by responses of others.
8. Directions should be specific and simply stated.
9. The instrument should be easy to administer
10. The instrument should consist of indicators that relate to the hypotheses of the study.

Types of Research Instruments:

1. The Questionnaire. It is the most frequently used research instrument to gather
needed data from respondents pertinent to the purpose of the study. It is a paper and
 18

pencil approach where participants are asked to answer a set of printed questions.
Data and information are based on the demographic profile (age, sex, civil status,
educational level, and income) and perceptual assessments of the respondents
regarding the variables of the study.

2. The Interview Guide. It is the next most used research instrument. The researcher,
in a one-on-one dialogue with the subject, asks or reads the questions to illicit
answers from the latter. The researcher may use devices to ensure that data are
accurately recorded such as a video camera, tape recorder or a research assistant to
record the questions and answers during the interview.

Preparation of the questionnaire and the interview schedule:

1. Decide whether data should be collected through interview or a questionnaire, how

the instrument should be structured, and what information it is intended to gather.
2. Formulate and record the questions, properly and sequenced.
3. Prepare a brief introduction and cover letter, stating the purpose of the study, the
importance of the respondents’ participation, the assurance of confidentiality of
responses and the cut-off date for retrieval of instruments. A personalized request
and expressed “thank you” would enhance the interest of the respondents to
accomplish the questionnaire.
4. Prepare the draft of the instrument.
5. Subject the draft to critical review and pre-testing?
6. Administer the revised draft to the actual study respondents. As interviews are mostly
intended to gather data to supplement and verify data yielded by the questionnaire,
questions must relate closely to the indicators of the questionnaire.

Types of Questions Asked:

1. Open-ended. Respondents are given flexibility enough to answer questions or
specify indicators other than those listed in the questionnaire.
Example: Give your comments and suggestions to improve teaching and learning process in the
clinical area.

2. Close-ended. Respondents answer a number of alternative responses called

dichotomous items.

Types of Close-ended questions:

a. Dichotomous Items. These allow respondents to choose between two-response
alternative such as yes or no, married or unmarried, pregnant or not pregnant.
Dichotomous questions are useful in gathering factual data.
Example: Have you ever been pregnant?
( ) Yes ( ) No

b. Multiple Choice Items. Respondents are allowed multiple response alternatives.

Example: How favorable is it to you to become pregnant at this time?
( ) Very Favorable
( ) Favorable
( ) Not Sure
 19

( ) Unfavorable
( ) Very Unfavorable

c. Cafeteria Questions. Respondents are asked to respond according to their own

viewpoint.
Example: People have different views on “family planning.” Which of the following best represent
your views?
( ) FP is necessary to quality life.
( ) FP is immoral and should be totally banned.
( ) FP has undesirable side effects that suggest
the need for caution.
( ) FP has beneficial effects that merit its practice.
( ) FP is moral and should be practiced

d. Rank-Order Questions. Respondents are asked to ranked answers from “most” to

“least” important, reasonable, frequent or beneficial.
Example: Why must Family Planning be practiced? Rank your answers from the 1=most to the
5=least reasonable.

___ Limits maternal disabilities

___ Gives parents more time to meet family needs
___ Helps maintain financial viability of the family
___ Affords more working hours for couples
___ Ensures family capability to educate all the children in the future.

e. Checklist. Also called the “matrix questions” items in this instrument are presented
in a two dimensional pattern. Questions are written horizontally while respondents’
answers are written vertically.
Example: Below are some family planning practices observed by people. Check which one of
these practices you observed in your family. Check the benefits derived from the practice.

FP Methods comfort cost safety ease

1. Natural Method __ __ __ __
2. Mechanical Method __ __ __ __
3. Biological method __ __ __ __
4. Chemical Method __ __ __ __

Chi-Square of Equal Probability

1. Statement of The Problem

What is the trend of performance among the BDC Nursing
Faculty during the first semester SY: 2005-2006?

2. Statement of the Hypothesis

Ho: There is no significant relationship among the performance of
BDC Nursing Faculty during the first semester SY: 2005-2006
 20

Ha: There is a significant relationship among the performance of

BDC Nursing Faculty during the first semester SY: 2005-2006

3. Presentation of Data and Determine the Choice of

Statistics

Chi-Square of Equal Probability

1 (P) 2 (F) 3 (S) 4 (VS) 5 (O) Total

fo 2 34 10 3 0 49

fe 9.8 9.8 9.8 9.8 9.8 49

4. Computation

Formula X²= Σ (fo-fe)²

fe

Where: X² = chi square

fo = the observed cell frequency
fe = the expected cell frequency

X² =(2-9.8) ²+ (34-9.8) ² + (10-9.8) ² + (3-9.8) ² + (0-9.8) ²

9.8
= 6.21+59.76+.004+4.72+9.8
X² = 80.49

5. Determine the Level of Significance

At .05 level of significance and degree of freedom (df)
Formula: df = n-1
6. Give the Findings
Chi-Square Correlation between the
Independent Variables and Dependent Variables
Computed x2 Tabled x2
df Decision
Value Value
4 80.49 9.488 Rejected
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If the Computed X2 value (80.49) is greater than the Tabled X2

value (9.488), reject the null hypothesis otherwise if lesser, accept the
null hypothesis.

7. Analysis (Statement of the Hypothesis)

There is a significant relationship among the performance of BDC
Nursing Faculty during the first semester SY: 2005-2006

8. Interpretation of the Findings

The BDC Nursing Faculty differ significantly in their performance
rating during the first semester of SY: 2005-2006

9. Implication of Findings/Conclusion
The result of the study implies that the BDC Nursing Faculty
have varied commitments, abilities, needs and resources in meeting
the goals of the Nursing Department during the first semester of
SY: 2005-2006. These made them act differently from one another.