SUBJECT TITLE: ADV.

RESEARCH METHODS AND

STATISTICS
PROFESSOR : FERNANDO T. HERRERA
MST(Mathematics)
Ph.D in Mathematical Sciences

References:
■ Elements in Research
by Dr. Roberto N. Padua
■ Basic Concepts and Methods in Research
by Venancio B. Ardales
■ Preparing a Research Proposal
by Tomas D. Andres
■ Research and Public Management
by Victoria A. Bautista
■ Methods of Research and Thesis Writing
by Laurentina P. Calmorin
COURSE REQUIREMENTS
■ Output Presentation
■ One(1) Major Examination
■ Research Proposal (hard and e-copy)
- To be submitted on or before May 30, 2015

APPROACHES/MECHANISMS
■ Lecture-Discussion
■ Workshop/Writeshop/Seminar-Workshop
■ Output Presentation
 Systematic and refined
Scientific investigation of
technique
phenomenon which includes collection,
of thinking, employing
presentation, analysis, and
specialized tools, instruments,
interpretation of facts.
and procedures to obtain an
- L. P. Calmorin & M. Calmorin
adequate solution to problem
- F. Zulueta & N. E.
Costales Jr.

Research

A careful, critical, disciplined inquiry, varying

in technique and method according to the nature
and conditions of the problem identified, directed
toward the clarification or resolution of a problem
- Carter V. Good
 Research
Characteristics
Empirical – experience or
observation based
Logical – valid procedures
and principles based
Cyclical – starts w/ a problem
and ends w/ a problem
Analytical – data gathered
carefully examined
Replicability – research
findings can further be studied
Critical – careful and precise
judgment and interpretation
Types
Pure research
-discovers basic
principles or truth
Applied research
-involves seeking new
applications to scientific
knowledge to the
solution of the problem
Action research
-involves the application
of the scientific method in
response to immediate need
to improve existing practices
 Discover new facts of
known phenomena

Find solution to problem

partially solved

Improve or develop
new products

Purposes Provide basis for planning,

decision-making, implementation

of Research Satisfy the researcher’s

curiosity

Acquire better and deeper

understanding

Verify existing knowledge

Improve educational
practices

Enhance man’s basic life

The Research Process
Identification of the
Problem and Topic

Identification of the
Research Methodology

(3)
Collection of data

(4)
Processing of Data

(5)
Presenting, Analyzing, and Interpreting the Data

(6)
Formulating Findings, Conclusions and
Recommendations
Development of Research
(Institutional Format for Thesis)

 Formulation of Title
 Chapter 1: Introduction
 Chapter 2: Methodology
 Chapter 3: Results and Discussions
 Chapter 4: Summary, Conclusions and
Recommendations
The Title

Characteristics Criteria
Specific Interesting
Sources
Measurable Relevant
Problems encountered
Innovative
Achievable Specialization
Cost effective
Existing and past
Realistic Researches

Time - bound Theses/Dissertation

Research journals
SOME CONSIDERATIONS BEFORE CONCEPTUALIZING THE TITLE

1. Is the problem you wish to study a current and timely one? Does
the problem exist now?

2. How widespread is the problem? Are many areas and many people
affected by the problem?

3. Does the problem affect special groups?

4. Does the problem relate to ongoing program activities?

5. Does the problem relate to broad social, economic, and health

issues, such as unemployment, income maldistribution,
the status of women, education, and maternal and child health?

6. Who else is concerned about the problem? Are top government

officials concerned? Are medical doctors or other professionals
concerned?
Guidelines in Writing the Research Title
The title is formulated before the research work starts.
It must contain the subject-matter of the study, the
locale of the study, and the population involved.

It must be broad enough to include all aspects of the

subject-matter under study.

It must be brief and concise.

It must be written in an inverted pyramid form if

it contains more than one line, all in capital
letters.
INTERNAL EFFICIENCY AND ORGANIZATIONAL EFFECTIVENESS OF
THE PHILIPPINE HEALTH INSURANCE CORPORATION, CARAGA
REGIONAL OFFICE XIII: BASIS FOR PERSONNEL
DEVELOPMENT PROGRAM

EFFECTS OF THE THREE METHODS OF TEACHING ON THE LEVEL OF

ACHIEVEMENT AMONG PUPILS
 INTRODUCTION
Rationale Review of Related Literature
and Studies
Statement of the
Problem Theoretical/Conceptual
Framework
Hypotheses
Significance of the Study
Scope and Limitation
of the Study
Definition of Terms
Introduction(Publishable)
The Introduction considers 4-major parts

• Part 1: What is the study about? State the main

thesis of the investigation. Why do you want to
study the topic?
• Part 2: What do other authors say about the topic?
Summarize the major literature/studies conducted
on the topic.
• Part 3: What are the gaps in knowledge based on
the literature reviewed? Identify what has not been
explored by the other authors.
• Part 4: How do you intend to address these gaps?
Outline your plan to address these gaps.
 Rationale. This is a justification for
the choice of the research problem
which may be (1) gaps in the existing
body of knowledge; (2) conflicting
educational practices; (3) the need for
data to evaluate alternative policies; or
(4) validation of certain theories or
conjectures.
REVIEW OF LITERATURE
 Related literature is composed of discussions
of facts and principles to which the present
study is related.
 Classifications:
 Local
 Foreign
 Related studies on the other hand, are
studies, inquiries, or investigations already
conducted to which the present proposed
study is related or has some bearing or
similarity.
Importance, Purposes and
Functions of Related
Literature and Studies
 They help or guide the researcher in
searching a better research problem
or topic. A replication of a similar
problem may be found.
 They help the researcher understand
his topic.
 They ensure that there will be no
duplication of other studies.
 They help and guide the researcher in
locating more sources of related
information.
 They help and guide the researcher in
making his research design
 They help and guide the researcher in
making comparison between his
findings with the findings of other
researchers on similar studies.
THEORETICAL AND CONCEPTUAL FRAMEWORK
The theoretical and the conceptual frameworks provide explicit
explanations why the problems under study exist by showing how
the variables involved in the problem are related to each other.

The theoretical framework makes use of theories…

The conceptual framework makes use of constructs…

In this section, the researcher should:

-Look for a theory or theories that shape(s) the justification of the

research problem in order to provide basis on its parameters.

- Present scientific and well-defined concepts.

Independent Dependent
Variables Variables

Intervening Variables
Control Variables
Moderator Variables
Concomitant Variables

Combined Variables Model

 Funding Input

Research Process

Proposed Development Plan Product

Policy Formulation

Input Process Product Model

Statement of the Problem
Guidelines
The problem should be stated both in general
and specific terms (main problem and specific
problems).
The main problem which is usually a
reiteration of the title of the study is
expressed in declarative form, while the
specific or sub-problems, the key points of
investigation are written in interrogative form.
The main problem should be stated in the
infinitive form such as examine, analyze,
determine, measure, assess, evaluate, find out,
etc.
 Specific problems should be stated using the
following guide question words: How, What, Is
there…

Example:
The main purpose of this study was to
assess the internal efficiency and the
organizational effectiveness of PhilHealth
Caraga Regional Office as a basis for personnel
development program.
More specifically, this study addressed the following
inquiries:
1. As rated by the administrators and
subordinates , what is the level of internal efficiency
of PhilHealth Caraga Regional Office XIII in terms
of the following:
1.1 Motivation needs
1.2 Communication techniques
1.3 Decision making styles?
2. Is there a significant difference in the ratings
between the administrators and the subordinates on
the level of internal efficiency of PhilHealth Caraga
Regional Office XIII in terms of the following:
2.1 Motivation needs
2.2 Communication techniques
2.3 Decision making styles?

3. What is the perception of the respondents on the

organizational effectiveness of PhilHealth Caraga
Regional Office XIII in terms of the following:
3.1 System Effectiveness
3.2 Service Effectiveness?
4. Is there a significant difference in the perception
of the respondents on the organizational
effectiveness of PhilHealth Caraga Regional Office
XIII in terms of the following:
4.1 System Effectiveness
4.2 Service Effectiveness?

5. Is there a significant relationship between the

internal efficiency and the organizational effectiveness
PhilHealth Caraga Regional Office XIII?
 This study aims to investigate the extent of implementation of human
resource management in Saint Joseph University, Butuan City. More
specifically, it addresses the following inquiries:

1. As perceived by the administrators, faculty and staff, what is the level

of implementation of the human resource management in terms of the ff:
1.1 Recruitment, selection and placement
1.2 Retention and termination of employees
1.3 Faculty and staff development
1.4 Employee relations
1.5 Compensation and Benefits
1.7 Communication
1.8 Safety and security
1.9 Support services
1.10 Leadership
1.11 Translating personnel policy into action
1.12 Employees’ performance and productivity
1.14 Promotion
1.15 Lateral Transfer
1.16 Demotion
1.17 Labor relation
1.18 Employee’s maintenance
2. Is there a significant difference in the perception of the respondents
towards the level of implementation of the human resource management
of Saint Joseph University?

3. To what extent do the following system factors influence the level of

implementation of the human resource management of SJU?
3.1 Administrative support
3.2 Educational experience
3.3 Trainings
3.4 Purposes and objectives of the institute
3.5 Commitment
3.6 Dedication to culture of excellence and ethical behavior

4. Which among the system factors, singly or in combination, influence/s

most the level of implementation of the human resource management
of SJU?
STATISTICS AND THE PROBLEM STATEMENT

1. What kind of instrument was used to gather the data for the
the problem?

2. What kind of data were gathered?

3. How did the data behave?

4. Are we asked to compare? Are we asked to relate? or are we

simply asked to enumerate?
 Hypothesis – a wise guess
formulated and adopted to explain the
observed facts covered by the study.

Forms
Null Hypothesis Alternative Hypothesis
-“There is no
difference..” meaning -“There is a difference..”
the independent meaning the independent
variable does not affect variable affects the
the dependent variable- dependent variable-
-“There is a significant
-“ There is no relationship..”
significant
relationship..“
Example:

Ho1: There is no significant difference in the perception of the

respondents on the level of implementation of the human
resource management of SJU.

Ho2: None of the system factors, singly or in combination, influence

the level of implementation of human resource management
of SJU.
SCOPE AND LIMITATIONS OF THE STUDY

 SCOPE- defines the coverage or boundaries

 LIMITATIONS-alerts the reader of the
research report to certain constraints over
which the researcher has no control
 Significance of the Study
Significant contributions
of the results of the study
Values and Essence of
the Study
Target Beneficiaries

researcher himself
teachers/service providers
clients/students
society
administrators/planners
decision-makers
the community
the practitioners
Example:
The study is a great contribution to the
following:
The School Administration. Results
of the study shall provide the administrators
insights as a framework of improving
training facilities and services of the school.
The Faculty. Findings of the study shall
motivate the teachers to maximize the use
of the much-needed facilities and to render
quality services to the students.
 The Students. Through the study,
the students shall be given more attention
in terms of their educational needs as
direct recipients of the required quality
education.
Definition of Terms
 This section facilitates understanding
of the problem investigated since key
concepts are defined according to how
they are used in a particular study.
 Two Major Types
(1) Conceptual
(2) Operational
RESEARCH METHODOLOGY
 Research design
 Research Setting/Environment
 The Respondents and Sampling
Procedure
 Data Gathering Procedure
 The Instrument
 Statistical Techniques
 RESEARCH METHODOLOGY AND RESEARCH DESIGN
DIFFERENTIATED

Research Methodology Research Design

Refers to the overall

process of research
Refers to overall plan and
undertaking-outlines the
scheme for conducting
research design, sampling
the study
plan, instruments and
quantitative analysis
Research design
Historical Research
Describes what occurred in the past.
Sources: official and public
documents, books,
Descriptive Research
Describes and interprets what is.

Types:
Normative
Evaluative
Comparative
Correlational
DESCRIPTIVE NORMATIVE SURVEY

The Descriptive Normative Survey attempts to establish norms or

standards based on a wide class of survey data. It may include
demographic data or “ average perceptions”.

DESCRIPTIVE EVALUATIVE STUDIES

The objective of Descriptive Evaluative Study is to judge the

goodness of a criterion measure.

Thus, if one were to study the changes in the IQ levels of children

9-10 years over a five-year period, then the researcher must see to it
that the same group of children are tested for IQ over the five-year
period.
DESCRIPTIVE COMPARATIVE

Descriptive Comparative Studies aim to establish significant

difference between two or more groups of subjects on the basis
of the criterion measure.

DESCRIPTIVE CORRELATIONAL

Designed to estimate the extent to which different variables are

related to one another in the population of interest.
Experimental Research
Involves the control or manipulation of conditions for the
purpose of studying the relative effects of various treatments
applied.

Experimental Designs
(1) Single Group Experimental Design
(2) Single Group Pre-test and Post-test Design/
Parallel Group Design
(3) Two Groups Pre-test and Post-test Design
(4) Multi-Group Pre-test and Post-test Design
(5) Factorial Design/Latin-Square/RCBD
(6) Correlational Design
(1) Single Group Experimental Design
- involves a single treatment with two or
more levels.

Subjects Methods of teaching

Method 1 Method 2
Score (X1) Score (X2)
1
2
3
4
5
6
(2) Single Group Pre-test and Post-test Design/
Parallel Group Design

- This design involves one group which is

given the pretest and posttest at the
beginning and end of the experiment

Treatment Pretest Posttest

( Single Group ) x x
(3) Two Groups Pre-test and Post-test Design
- Involves two groups with one as the
experimental group, and the other, a
control group. Both groups are given
the pretest and postest before and
after the treatment.

Treatment Pre- Treatment Posttest

Groups test
Traditional x - x
(Control
Group)
Experimental x T x
(Experimental
Group)
(4) Multi-Group Pre-test and Post-test Design
- an elaboration of tw0-group pretest and
posttest design
(5) Factorial Design/Latin-Square/RCBD
Research Setting / Research Environment

The Respondents and Sampling Procedure

Guidelines in Obtaining the Respondents

1. Determine the population of individuals, or items, or

cases where to find the data needed.

2. Find out the appropriate sample size

N
n = _______
2
1 + Ne
Sampling Procedure / Sampling Technique

1. Probability Sampling

a. Simple random sampling

b. Stratified sampling
c. Cluster sampling/Multi-stage sampling

2. Non-Probability Sampling

a. Accidental or Convenience sampling

b. Purposive sampling
c. Quota sampling
d. Snowball sampling
e. Networking sampling
Data Gathering Procedure
Statistical Techniques
Frequency Distribution
Central Measures of Tendency and Dispersion
Measures of Correlation
Z-test
T-test
Analysis of Variance
Analysis of Covariance
Regression
Latin Squares
ANALYSIS, PRESENTATION AND INTER-
PRETATION OF DATA

ANALYSIS
Analysis is the process of breaking up the whole study into its constituent parts
of categories according to the specific questions under the statement of the
problem.

PRESENTATION
Presentation is the process of organizing data into logical, sequential and
meaningful categories and classifications to make them amenable to study
and interpretation (Textual, Tabular, Graphical).

Example (Refer to sample thesis or dissertations)

SUMMARY OF FINDINGS, CONCLUSIONS,
AND RECOMMENDATIONS

GUIDELINES IN WRITING THE SUMMARY OF FINDINGS

1. There should be a brief statement about the main purpose of the study, the
population, the period of the study, method of research used, the instrument
and the sampling design. There should be no explanations made.

2. The findings may be lumped up all together but clarity demands that each
specific question under the statement of the problem must be written first to
be followed by the findings that would answer it. The specific questions should
follow the order they are given under the statement of the problem.

3. The findings should be textual generalizations, that is, a summary of the

important data consisting of text and numbers.
4. Only the important findings, the highlights of the data, should be included in
the summary.

5. Findings are not explained nor elaborated upon anymore. They should be
stated as concisely as possible.

6. No new data should be introduced in the summary of findings.

 GUIDELINES IN WRITING THE CONCLUSIONS

1. Conclusions are inferences, deductions, abstractions, implications, interpretations

generalizations based upon the findings.

2. Conclusions should appropriately answer the specific questions raised at the

beginning of the investigation in the order they are given under the statement
of the problem.
3. Conclusions should point out what were factually learned from the inquiry.
4. Conclusions should be formulated concisely, that is brief and short, yet they
convey all the necessary information resulting from the study as required by the
specific questions.

5. Conclusions should be stated as if they are true and correct. Avoid the use of
qualifiers such as, probably, perhaps, maybe and the like.

6. Conclusions should not be repetitions of the findings.

RECOMMENDATIONS

GUIDELINES

1. Recommendations should aim to solve or help solve the problems discovered.

2. No recommendations should be made for a problem, or anything for that matter,

that has not been discovered or discussed in the study.
3. There may be also be recommendations for the continuance of best practices or
system.
4. Recommendations should be feasible, practical and attainable. They should be
based on the findings and conclusions.

5. Recommendations should be addressed to the persons, entities, agencies or

offices who or which are in the position to implement them.
6. There should be recommendation for further study or research on the same
topic in other places to verify, amplify or negate the findings of the study.
THESIS FORMAT
Title Page
Abstract
Approval Sheet
Acknowledgment
Table of Contents
List of Tables
List of Figures
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Bibliography
Appendices
Curriculum Vitae
FIRST ASSIGNMENT

Out of the identified problem ( in your workplace or area ), write the

following :

1. Title
2. Introduction
3. Statement of the Problem
4. Null Hypothesis
STEPS FOR INSTRUMENTATION/CONSTRUCTION OF QUESTIONNAIRES

1. Doing library search

2. Talking to knowledgeable people

3. Mastering the guidelines

4. Writing the questionnaire

5. Editing the questionnaire

6. Rewriting the questionnaire

7. Pretesting the questionnaire

8. Writing the questionnaire in its final form

GENERAL CRITERIA OF A GOOD RESEARCH INSTRUMENT

1. Validity – refers to the extent to which the instrument measures

what it intends to measure.

2. Reliability – refers to the extent to which the instrument is

consistent.

3. Readability – refers to the level of difficulty of the instrument

relative to the intended users.
TYPES OF QUESTIONS ASKED IN SURVEY QUESTIONNAIRES
A. According to form
1. The free-answer type

2. The guided response type

a. Recall type

b. Recognition types

(1) Dichotomous

(2) Multiple choice

(3) Multiple response

B. According to the kind of data asked for
a. Descriptive (verbal) data
b. Quantified (numerical) data

c. Intensity of feeling, emotion, or attitude

d. Degree of judgment
e. Understanding

f. Reasoning

Guidelines in the formulation of questions for a questionnaire.

1. Make all directions clear and unequivocal/plain

2. Use correct grammar

3. Make all questions unequivocal

 4. Avoid asking biased questions

5. Objectify the responses

6. Relate all questions to the topic under study

7. Create categories or classes for approximate answers

8. Group the questions in logical sequence

9. Create sufficient number of response categories

10. Word carefully or avoid questions that deal with confidential

or embarrassing information.

11. Explain and illustrate difficult questions

12. State all questions affirmatively

13. Make as many questions as would supply adequate

information for my study.

14. Add a catch-all word or phrase to options of multiple

response questions.

15. Place all spaces for replies at the left side

16. Make the respondents anonymous

ABSTRACT

THINGS WE NEED TO KNOW IN WRITING THE ABSTRACT

- Allows the reader to have a view of the study in a nutshell
-Gives a concise summary of the research problem, the
methodology used, the results of the study and the conclusions
- Must show validity, relevance and the usefulness of the study
- 200 – 350 words (for journal)
- 500-1000 words (for thesis or dissertation)

KEY ELEMENTS OF ABSTRACT

-Background information
-Research objectives/problems
-Methodology
-Results and Conclusions
PARTS OF THE ABSTRACT

-Background and Objectives

-Subjects and Setting
-Research Design
-Data Collection
-Results
-Conclusions