Components of research

The slides contains components of research from Chapters 1, 2, and 3.

1. Components of Research

2. Chapter 1 THE PROBLEM AND ITS SETTING The problem and its setting normally contains a reason, justification and/or the background with respect to the problem, the importance of which should be established at this point.

3. Chapter 1 : Essential Elements Introduction Research Locale Framework of the Study Statement of the Problem Assumption/Hypothesis Scope and Limitation Significance of the Study Definition of Terms

4. 1. Introduction Presents the rationale of your study and clearly indicates why it is worth doing.

5. 2. Research Locale States about where to conduct the study. In doing this, you can cite major characteristics of the locale that has something to do with the investigation.

6. 3. Framework of the Study States the anchor point of the study. This serves as the framework of the investigation. This could be in a form of conceptual framework. Identify the key independent and dependent/major and minor variables

7. 4. Statement of the Problem States the general and specific research problem, which is often referred to as the purpose of the study.

8. 5 . Assumption / Hypothesis Provides introductory statement. State your assumption or hypothesis

9. 6 . Scope and Limitation Sets the limitation or boundaries of your research in order to provide a clear focus.

10. 7 . Significance of the Study Provides the context and sets the stage for your research question in such a way as to show its necessity and importance.

11. 8 . Definition of Terms Identifies and defines key terms found in the research.

12. Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Organization of this part is typically subject based. Underlying the structure chosen is the importance of relating clearly and in a logical order what has been done in the past concerning the problem that you are investigating. This chapter ties two things: what others have done and what you plan to do. The review is supposed to lead somewhere, namely to your own research and its justification.

13. Chapter 2 : A. Related Literature (Foreign and Local) The related literatures are articles taken from books, journals, magazines, novels, poetry and many others.

14. The literature review serves several important functions: Convinces your reader that your research will make a significant and substantial contribution to the literature. Demonstrates your knowledge of the research problem. Demonstrates your understanding of the theoretical and research issues related to your research question. Ensures that you are not “reinventing the wheel”. Gives credits to those who have laid the groundwork for your research. Indicates your ability to integrate and synthesize the existing literature. Provides new theoretical insights or develops a new model as the conceptual framework for your research.

15. 8. Shows your ability to critically evaluate relevant literature information. 9. Most students’ literature reviews suffer from the following problems: a. Being repetitive and verbose b. Citing irrelevant or trivial references c. Depending too much on secondary sources d. Failing to cite influential papers e. Failing to critically evaluate cited papers f. Failing to keep up with recent developments g. Lacking focus, unity and coherence h. Lacking organization and structure

16. Chapter 2 : B. Related Studies (Foreign and Local) The related studies are taken from published and unpublished theses / dissertations or published research journals.

17. For each study reviewed in Chapter 2, you should include sufficient information that your reader can evaluate the study and the validity of the findings and conclusions. The goal is to: Critique previous studies and describe similarities and differences with the present study you are conducting. Include trends/themes in the studies as well as gaps or controversy. Report details sparingly and concentrates on synthesizing and critiquing the study.

18. Chapter 2 : Synthesis The synthesis points out the similarities and differences of the reviewed studies to the present study in terms of the framework of the study, methodology, statistical analysis, etc. In this part, the researcher does not need to stipulate anymore the year of publication or date in which the study has been conducted.

19. Chapter 3 RESEARCH METHODOLOGY This chapter explains how the study will be conducted. The methods employed should be described in an orderly manner., although related methods can be described together.

20. Chapter 3 includes the following elements: Research Methodology / Design Respondents Instrument Validation of Instrument Data Gathering Procedure Treatment of Data

21. 1. Research Method / Design In this part, you have to choose the appropriate method or design you are going to use.

22. Types of Research Methods / Designs: Action Research Case and Field Study Causal – Comparative Correlational Descriptive Developmental Historical Quasi – Experimental True Experimental Research

23. A. Action Research This can be used to develop new skills or new approaches and to solve problems with direct application to the classroom or working world setting.

24. B. Case and Field Study This method can be applied by studying intensively the background, current status, and environmental interactions of a given social unit : an individual, group, institution, or community.

25. C. Causal Comparative This can be used to investigate possible cause-and-effect relationships by observing some existing consequence and searching back through the data for plausible causal factors.

26. D . Correlational This method is use to investigate the extent to which variations in one factor correspond with variations in one or more other factors based on correlation coefficients.

27. E. Descriptive This method is to describe systematically the facts and characteristics of a given population or area of interest., factually and accurately.

28. F. Developmental This method is to investigate patterns and sequences of growth and/or change as a function of time.

29. G . Historical This reconstruct the past systematically and objectively by collecting, evaluating, verifying, and synthesizing evidence to establish facts and reach defensible conclusions, often I relation to particular hypotheses.

30. H . Quasi-Experimental To approximate the conditions of the true experiment in a setting which does not allow the control and/or manipulation of all relevant variables.

31. I. True Experimental Research This can be utilized to investigate possible cause-and-effect relationships by exposing one or more experimental groups to one or more treatment conditions and comparing the results to one or more control groups not receiving the treatment.

32. 2 . Research Respondents The researcher has to explain how and where the population/ respondents are taken.

33. Types of Sampling Techniques: Random Sampling Simple Random Sampling Stratified Sampling Multi-Stage Sampling Systematic Sampling Cluster Sampling Quota Sampling Opportunity Sampling Random Route Sampling Snowball Sampling

34. A. Random Sampling Any sort of sampling where, in advance of the selection of the sample, each member of the population has a calculable and non-zero chance of selection.

35. B. Simple Random Sampling The same as the random sampling but with additional constraints: each member of the population has the same chance of the selection the relative chance of selection of any two members of the population is not affected by knowledge of whether a third member has or has not been selected

36. C. Stratified Sampling The population is divided into non-overlapping groups, or strata.

37. D. Multi-stage Sampling In a two-stage sample, the population is divided into a number of non-overlapping “first stage units”.

38. E . Systematic Sampling This simply involves e.g., asking every third person who happens to come along, or calling at every fifth house, etc.

39. F . Cluster Sampling A special case of multi-stage sampling. It may be that say a certain geographical area can be described as largely middle-class, another as largely working-class.

40. G. Quota Sampling Interviewers are instructed to interview whomever they chance across, subject to quota controls, typically of age, sex, and social class.

41. H. Opportunity Sampling Simply put, if the researcher is interested in the views of football supporters, s/he might position themselves in a place where he or she is likely to come across football supporters.

42. I . Random Route Sampling The researcher plans a route and questions individuals who happen to come along. The route can be planned in order to gain information from certain types of people.

43. J. Snowball Sampling This is generally used when you require a lot of information, quickly, just in order to get started on a piece of research.

44. 3. Research Instrument The research instrument either questionnaire, test, interview, observation schedule or rating scale must be described on how it is being designed and used by the researcher.

45. Outline the instruments you use Include an appendix with a copy of the instruments to be used or the interview protocol to be followed. Include sample items in the description of the instrument For a mailed survey, identify steps to be taken in administering and following up the survey to obtain a high response rate.

46. 4. Validation of Instrument Suggestions, corrections, and refinement of the draft must be explained thoroughly. The different persons involved in the correction and refinement must be mentioned.

47. After it is refined, testing the validity and reliability must be done. If you conduct a pilot study in order to establish any of your instrument(s) you would present all procedures in this part.

48. 5 . Data Gathering Procedure Having found the instrument is valid and reliable, the researcher proceeds to ask permission and approval from the head of the institution/agency where the research/respondents are employed.

49. Once permitted, the researcher administers the instrument to the respondents The date of the administration of the instrument, the retrieval and the return must be discussed/stated.

50. 6 . Treatment of Data The statistical tools used to answer the specific problem posited in chapter 1 must be clearly described and the formula must be illustrated and explained. Specify the procedures you will use, and label them accurately.

51. REFERENCES All the cited in the preceding sections of the thesis have to be listed in this section. Follow guideline (APA style) regarding the use of references in text and in the reference list.

52. APA Style When using APA format, follow the author-date method of in-text citation. This means that the author's last name and the year of publication for the source should appear in the text, for example, (Jones, 1998), and a complete reference should appear in the reference list at the end of the paper.

53. Reference list Examples: Armstrong, David G., et.al. Education: Introduction. New York: MacMillan Publishing Company, 1989. Calmorin , Laurentina . Methods of Research and Thesis Writing. Rex Books Store, Phils ., 1994. Mark, Raymond. Research Made Simple. Sage Publications, Inc. London, 1996.

54. Curriculum Vitae: This section gives the biographical information of the researcher. It may include all the necessary information about the researcher/ author

55. Presentation References: Bueno, David Cababaro . Educational Research Writing Made Easy. Great Books Trading, Quezon City, 2016. APA Citation Basics Retrieved from: https :// owl.purdue.edu/owl/research_and_citation/apa6_sty le/ apa_formatting_and_style_guide / in_text_citations_the _ basics.html APA Format for Students and Researchers Retrieved from: https :// www.easybib.com/guides/citation-guides/apa- format/