o Once tainted, it is difficult to trust again; everything will be
affected.
o It is a careful study that is done to find and report new knowledge
about something (Merriam-Webster) that is systematic inquiry that
is designed to collect, analyse, and interpret data to understand,
describe, or predict phenomenon (Mertens, 2015).
o It is a formal and disciplined application of scientific inquiry to the
study of problems (Navarro and Santos, 2011).
o Research shapes a person’s skills in decision-making, problem
solving, and in knowledge creation (Avilla, 2016).
1. Gather relevant information.
o Relevant data
o With relevant sources to RRL, phenomenon and variable.
o For you and the society
2. Improve quality of life.
o Learn something to improve life
o Do not be part of negative phenomena
3. Understand history
o To be able to cross the gap; gain more foundation
o Use background of the study, RRL, etc.; understand the history of
phenomenon and variable
4. Personal and professional development
o Learning
o In the work area, you can get promoted because you have
knowledge
o “A teacher must be a good researcher.”
o You learn a lot and you can apply it to your future profession.
1. Research is empirical
o Uses facts and data that are obtained through a thorough
investigation.
2. Research is analytical
o researcher carefully analyses and interprets the gathered data
before arriving at a conclusion (data relevant to topic)
o quality and application
3. Research is systematic
o It follows a certain method or procedure I order to obtain
objective results.
4. Research is cyclical
o Need to go back to obtain objective results
o It begins with a problem and ends with the resolution or tentative
answers to the problem to complete the cycle. This only means
that every step in the research process is vital to the success of
the research.
5. Research is original
o Put own interpretation and analysis
o It is expected that any research output is a product of novel
ideas and shows originality.
1. Choose and define your own topic.
2. Write your problem statement.
3. Write down all the relevant information in line with the topic, then
organize.
4. Develop research strategy.
5. Evaluate/check the credibility of the sources.
6. Write and revise your paper.
7. Cite document or sources.
1. Honesty
o Strive for honesty in all scientific communication. Honestly report
data, results, methods and procedures, and publication status.
Do not fabricate, falsify, or misinterpret data.
2. Objectivity
o Strive to avoid bias in experimental design, data analysis, data
interpretation, peer review, personnel decisions, grant writing,
expert testimony, and other aspects of research where
objectivity is expected or required. Avoid minimize bias or self-
deception.
3. Integrity
o Keep your promises and agreements; act with sincerity; strive for
consistency of thought and action.
4. Carefulness
o Avoid careless errors and negligence; carefully and critically
examine your own work. Keep your good records of research
activities such as data collection, research design, and
correspondence with agencies.
o You might offend others, argue with group mates; so, observe
sensitivity. Your topic may also harm you in all aspects/even the
respondents.
5. Openness
o Share data, results, ideas, tools, resources. Be open to criticism
and new ideas.
6. Respect for intellectual property
o Honor patents, copyrights, and other forms of intellectual
property. Do not use unpublished data, methods, or results
without permission. Give credit where credit is due. Give proper
acknowledgment or credit for all contributions to research. Never
plagiarize.
7. Confidentiality
o Protect confidential communications and personal information of
your respondents, if any.
8. Social responsibility
o Strive to promote social good and prevent or mitigate social
harms through research, public education, and advocacy.
9. Competence
o Maintain and improve your own professional competence and
expertise through lifelong education and learning.
10. Legality
o Know and obey relevant laws and institutional and governmental
policies.
11. Animal care
o Show respect and care for animals when using them in research.
Do not conduct unnecessary or poorly desinged animal
experiments.
12. Human subjects protection
o When conducting research on human subjects, minimize harms
and risks and maximize benefits; respect human dignity, privacy,
and autonomy; take special precautions with vulnerable
populations; and strive to distribute the benefits and burdens of
research fairly.
1. Identification of the phenomenon to be studied.
2. Identification of the participants in the study.
3. Generation of the hypothesis.
4. Data collection.
5. Data analysis.
6. Interpretation and conclusions.
1. The general problem provides the overall picture and direction of
the research. This is usually stated in narrative form.
2. The specific problems give he details of the research. These are
generated from the general problem.
3. A set of specific are needed to be formulated. These problems are
usually stated in question form.
4. Reading a lot of research articles in journals, books, magazines,
and other reading materials can help you formulate good research
problems.
o Working title - it can be revised or modified as the study progresses.
The research title sums up all the variables you want to study in
your research. Usually, the research title reflects the statement of
the general problem.
1. The research titles sum up the variables being studied in the
research.
2. Usually, the general problem is reflected in the research title.
3. Avoid titles that are too long. A good research title is usually
composed of 12 to 15 words.
1. The study should specify the role of the research to different group
of people such as curriculum developers, researchers, teachers,
students.
BORROMEO, G.A.R
2. Write the significance of the study in paragraph form. 2. Interviews are not restricted to specific questions and can be
3. Limit the number of paragraphs depending on the number of guided / redirected by the researcher in real time.
beneficiaries of the study. 3. The research framework and direction can be quickly revised as
new information emerges.
4. The data are based on human experiences that are obtained --
1. Use only two to three paragraphs. - powerful and sometimes more compelling than quantitative
2. Write only the range of topics being studied. data.
3. You may include the time frame, sample size, and the limitation of 5. Subtleties and complexities about the research subjects and / or
the methods to be employed. topics are discovered that are often missed by more positivistic
enquiries.
6. Data usually are collected from few cases or individuals so
Qualitative Quantitative findings cannot be generalized to a larger population. Findings
Subjective Objective can however be transferable to another setting.
Research questions answer what Research questions answer how o Limitations
and why many or strength of relationship 1. Research quality is heavily dependent on the individual skills of
or difference the researcher and more easily influenced by the researcher’s
Literature review may be done Literature review is usually done personal biases and idiosyncrasies.
as the study progresses before the study 2. Rigor is more difficult to maintain, assess, and demonstrate.
3. The volume of data makes analysis and interpretation time
Develops theory Tests the theory
consuming.
Interpretive Measurable
4. It is sometimes not as well understood and accepted as
Reports rich narrative, Reports statistical analysis
quantitative research within the scientific community.
individual interpretation Basic element of analysis are
5. The researcher’s presence during the data gathering, which is
Basic element of analysis are numbers
often unavoidable in qualitative research, can affect the
words/ideas
subjects’ responses.
Researcher is part of the Researchers is separate
6. Issues of anonymity and confidentiality can present problems
research
when presenting findings.
Participants Subjects
7. Findings can be more difficult and time consuming to
Context dependent Context free characterize in a visual way.
Reasoning is dialectic and Reasoning is logistic and o Approaches
inductive deductive 1. Ethnography - It is derived from anthropology. The ethnographer
Describes meaning, discovery Establishes relationships and studies the entire culture of a popular group. It includes
causation geographic location, ethnicity and organization of the group.
The most common ethnographic approach is participant
o Examples observation, which the researcher becomes immersed in the
Qualitative Quantitative culture under study as an active participant, taking extensive
1. Students’ images of 1. Predictors of science notes about observations and impressions.
chemistry performance 2. Phenomenology - It explores the world of the participants by
2.Gender and cultural 2.Growth performance gaining thoughts, insights, and perceptions to a particular
gaps in the classroom of organic fertilizer phenomenon. The researcher tries to investigate an individual’s
3. Science practices of 3.Population rate in thoughts and perceptions and find the common ground to every
the Mangyan tribe Metro Manila in the experience. In this approach, the participants relive their
next 20 years experiences in order to obtain the very essence of these thoughts
and perceptions. (Example: Experiences of athletes who played
o Methods used in Qualitative and Quantitative Research in the national and international events, student-artists who
Qualitative Methodologies Quantitative Methodologies joined art competitions, students who volunteer in relief
Preference for narrative / Preference for precisely operations, teachers who teach in remote areas)
literary descriptions of describing procedure 3. Narrative Research - It narrates the life experiences of an
procedures individual told to the researcher or from available documents or
Preference for narrative Data reduced / numerical score material. It highlights special events in the individual’s life. This
descriptions could either be biography or autobiography.
Preference for expert informant Preference for random sampling 4. Grounded Theory - It aims to generate a theory from the data
samples for which are analysed and interpreted inductively. The theory can
obtaining meaningful samples be generated does not start from the beginning but only
surfaced after all the data have been analysed inductively. This
Preference for narrative Preference for statistical is the result of thorough interviews and observations. (Example:
summary of results summary of results System of disciplines of skilled workers and how coaches maintain
Unwillingness to tamper with Willingness to manipulate discipline among his team players)
naturally occurring aspects, situations, or 5. Case Study - It presents a detailed analysis of a specific case.
phenomenon conditions in studying complex Usually, a case is individual, or one group of people or one
phenomenon school. The researcher focuses only on one particular case.
(Example: A student who excels both in math and science; a
student who is poor in reading and yet a black belter in
taekwondo)
6. Conversational Analysis - It is an interdisciplinary method for the
o Characteristics
empirical investigation of the interaction of human beings with
1. The research has an important role in qualitative research.
each other and with the objects in their environment. It requires
2. Qualitative data gathered and presented- form of words,
descriptions, pictures, or meanings, and not in numbers. naturally occurring data that has been recorded and
3. Qualitative researcher is concerned with the process involved. transcribed. It refers to actual occurrences of talk not gathered
from interviewing techniques, observational methods, native
4. Inductive reasoning is used in analysing qualitative data.
intuitions, or experimental methodologies.
5. Qualitative researcher is concerned with meanings and
7. Meta-Analysis - It is a subset of systematic reviews; a method for
interpretations.
o Strengths systematically combining pertinent qualitative and quantitative
1. In a qualitative research, issues can be examined in detail and study data from several selected studies to develop a single
conclusion that has greater statistical power.
in depth.

BORROMEO, G.A.R
 9. Cite all relevant references.

1. The literature review demonstrate the underlying assumptions

(propositions) behind the research questions that are central to the
research proposal.
2. The literature review provides a way for the novice researcher to
convince the proposal reviewers that he or she is knowledgeable
about the related research and the “intellectual traditions” that
support the proposed study.
3. The literature reviews provides the researcher with an opportunity
to identify any gaps that may exist in the body of literature and to
provide a rationale for how the proposed study may contribute to
the existing body of knowledge.
4. The literature review helps the researcher to refine the researcher
questions and embed them in guiding hypotheses that provide
possible directions the researcher may follow.

1. The material should be relevant or related to the topic or problem

that you are studying.
2. The material should be recent as much as possible. However, old
materials that are pioneer in the topic may sometimes be included.
3. Gather materials from varied sources such as previous studies,
journals, books, monographs, and even magazines. Additionally,
you may take advantage of the information available online;
however, you must be extra careful when using online sources. Make
sure that you only use credible Web sites.

1. Work by a Single Author.

o Santos (2014) asserted that education alleviates poverty.
o … education alleviates poverty (Santos, 2014).
2. Work by Two Authors.
o Santos and Reyes (2014) explained that…
o … as has been shown (Santos & Reyes, 2014).
3. Work by Three to Five Authors.
o David, Garcia, and Isabelo (2014)
o (David, Garcia, & Isabelo, 2014)
o (David, et al., 2014)
4. Six or More Authors
o David, et al. (2014) argued…
o (David, et al., 2014)
5. Unknown Author
o A similar study was done of student learning to format research
papers (“Using APA, 2001).
o … (Anonymous, 2001).
6. Organization as an Author.
o According to the National Historic Commission (2013)…
o … (NHC, 2013).

1. Author’s name in text

o Palomar emphasized that (20-21)…
2. Author’s name in parentheses
o This is given emphasis (Palomar, 20-21)
3. Multiple author’s
o This formula (Avilla and Santos, 9) proved…
o … to be tested (Garcia and Reyes, 24)…
4. Organization as an author
o (National Historic Commission, 40-42)

1. Identify the broad problem.

2. Indicate why the topic is being reviewed.
3. Distinguish between research findings and other sources of
information.
4. Indicate why certain studies are important.
5. If citing classic or landmark studies, identify it as such. A landmark
study is pioneering study on certain topic. In the review, it is
suggested to include this kind of study to give emphasis on the topic
being reviewed.
6. Discuss other literature reviews on your topics.
7. Avoid long lists of nonspecific references.
8. Cite separately inconsistent or varying of previous studies.

BORROMEO, G.A.R