Research 1 Mod 1

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Research 1

Module I

Lesson 1. THE MEANING OF RESEARCH

Lesson Objectives:

After studying this lesson on the meaning of research, you will be able to:

1. define research;

2. enumerate the different characteristics of research;

3. state the different types of research; and

4. explain the major steps in the research process.

Introduction

Students in both undergraduate and graduate levels are required to do research. On the

undergraduate level, the student is usually required to write a term paper as part of the requirements of

some basic and major courses as in literature, the humanities, business, the social and natural sciences, in

most instances, he does not actually gather empirical data for his data but just bases his study on various

sources in the library and then eornies up with a synthesis and reflection on his readings. As he proceeds

to the upper years, however, in professional courses, he is expected to undertake an empirical inquiry into

a problem of his choice in order to test his beliefs against a reaiity-referent. For instance, a senior nursing

student, individually or as a member of a team, conducts a community survey to ascertain the

effectiveness of a health program or to find out the attitudes of rural folk towards the use of

contraceptives as a means of birth control. A student pursuing a degree in economics conducts a study onthe effects of inflation. A student taking business administration looks into the effectiveness of

management practices in a corporation. These studies necessarily take him out to gather information from

different sectors and offices.

On the graduate level, a graduate student is required to do a more intensive and sophisticated study

in partial fulfillment of the requirements for a masters or doctoral degree.

What is research all about?Definitions of Research

The word research is a combination of Ye and search, which literally means to search again;

that is, one looks for previous findings on a problem and gathers his own data onthe same problem to

confirm, reject, modify or add new findings. The following are

some definitions with commonalities and slight differences in the phraseology.


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Scientific research is systematic, controlled, empirical and critical investigation of hypothetical

propositions about the presumed relations among natural phenomenon (Kerlinger). This is the

most commonly accepted definition.

Research is the 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 (or both) of a problem (Good),

Research in the broadest sense, is an attempt to gain solutions to problems. More precisely, it is

the collection of data in a rigorously controlled situation for the purpose of prediction or

explanation (Treece and Treece).

Research is the more formal, systematic and intensive process of carrying on a scientific method

of analysis for the purpose of discovery and the development of an organized body of

knowledge (Notter).

In simple terms, research is the process of gathering data or information to solve a particular or

specific problem in a specific manner (Manuel and Medel) or the systematic study or

investigation of something for the purpose of answering

questions posed by the researcher (Parel).

Research is a systematic and refined technique of thinking, employing specialized tools,

instruments and procedures in order to obtain a more adequate solution of a problem than would

be possible under ordinary means (Crawford).

It will be noted that the aforementioned definitions have commonalties which point to the following

characteristics of the research process.

1. Research is systematic, that is, it is a carefully planned activity which is done in an orderly

manner. In other words, it is a specific structured process.

2. Research is empirical - the researcher must subject his beliefs or speculations

regarding reality to an investigation and test them against a reality-referent.

3. Research is logical - it observes a system of scientific thinking. Logical examination of the

procedures applied in an experiment with reference to the requirements of internal validity

enables the researcher to check for validity of the conclusions drawn as well as to check

generalizations in the context of external validity.

4. Research is replicable and transmittable - other researchers may build upon the

results of a study; the results may be used as springboard for other studies.


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5. Research is cyclical - that is, it starts with a problem and ends with a problem.

6. Research is reductive - the researcher translates from reality to the abstract or

conceptual state to understand the relationships between events and to attempt to predict how

these relationships might operate in other contexts.

7. Research is critical - research should bring a higher level of confidence and

certainty to ones understanding than what is possible by belief, faith or simplistic reasoning

alone; the researcher assumes a skeptical doubting or questioning attitude.

Types of Research

Research may be classified as follows:

1. Basic research (also called pure or fundamental research) aims at formulation or

affirmation of a theory/principle. Its goal is to add to scientific knowledge and not to produceresults of immediate practical solution of a problem.

2. Applied or field research seeks to answer narrower practical questions; it is concerned with

testing theories in a field setting. Its goal is to solve a specified practical problem.

3. Action research or on-the-spot research aims at the solution of an immediate

specific problem. For example, aplant supervisor may conduct an action research

on the causes of absenteeism of his employees.

The research process consists of the following steps:

1. Identification of the problem

2. Reading for concepts, theories, and previous findings

3. Formulation of the theoretical background

4. Formulation of hypotheses

5. Identification and definitions of variables

6. Identification of threats to validity of data

7. Construction of the research design


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8. Construction and validation of instruments

9. Data collection and analysis

10. Findings

11. Conclusions

12. Recommendations

13. Another problem

Knowing the nature of research, you are now ready to take the Self-Progress Check Test and check

your answers later with those found at the back of the module.

Research

1 Module

I Lesson 1

SELF-PROGRESS CHECK TEST

COMPLETION TEST. Ob the blank before each number, write the word or term that

completes the given statement.

___________1. ________ research aims at adding to scientific

___________2. knowledge while__________research aims to arrive at a solution to ani

mmediate problem.

___________3.________research applies theories in a field setting.

___________4. Basic research is also called_____________research.

___________5. The first step in the research process is the identification of a __________________.__________6. Readings or a review of literature leads to the formulation of the_______________

___________7. According to__________, scientific research is a systematic* controlled, empirical

and critical investigation of hypothetical propositions about the presumed

relations among natural phenomena.

___________8. Research is a__________process; that is it begins and ends with a problem.

___________9. When other researchers use the results of a study as a springboard for

other studies, research is characterized as being_____________.

______ 10. Research is said to be _______________ since it follows specific procedures*


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(SEE NO. 4 OF INSTRUCTIONS TO THE STUDENT)

Research 1

Module I

Lesson 2. IDENTIFYING A RESEARCH PROBLEM

Lesson Objectives:

After studying this lesson on identifying a research problem, you will be able to:

1. identify the different sources of a research problem;

2. identify the factors in the selection of a research problem;

3. select a research problem;

4. enumerate the characteristics of a good research problem;5. formulate the statement of the research problem or the objectives of the study;

6. differentiate between a research hypothesis and an assumption;

7. identify the need for having assumptions;

8. determine the importance of scope and delimitations as well as the limitations of the study;

9. state the significance or importance of the study to the different sectors; and

10. define words that are used within the context of the study.

Introduction

The difficulty confronting most students is finding a problem for his study. It takes them a long time to

select a topic to write on. In the end, a student usually feels frustrated because he has no problem. He is not

aware that there are so many problems worth writing about, if he only knew the different sources.

Sources of Problems

Among the various sources of problems for a research report or a thesis are the following.

1. Researchers own field of interest and professional experience A researcher

should begin his research for a problem in his area of interest. For instance, in his workplace, be

it in school, office or organization, he probably has encountered problems, such as human

relations problems, problems with the administration or with management.


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2. Undergraduate or graduate programs/courses Classroom lectures and class discussions may

give rise to problematic situations and questions which have no answers and therefore need to

be looked into. Consultations with faculty, especially those doing research, may also give the

researcher insights into possible topics he can work on.

3. Survey and critical reading of literature - Books, professional journals, and abstracts of theses

and dissertations constitute a valuable source of problems, usually recommended for further

research. Reviews of research in specific fields almost always list specific areas for further

study.

4. Social, political, cultural and economic issues of society Media brings to public

attention problems in the community and the nation which need solutions, such as

human rights violations, population problem, health care, etcetera.

5. Attendance at professional lectures, research colloquia and seminars Speakers at these fora

focus on crucial problems or issues of the times, such as the impact of technological and

scientific advancement, curricular changes and development, national concerns.

6. Association with professional researchers and organizations A researcher can get

leads to unsolved problems from those actively engaged in research projects and from

research centers/agencies.

Criteria for Selection ofa Research Problem

Having found problems seemingly worth writing about, a researcher should next determine the

feasibility of carrying out said topics. Among the various factors to be considered in selecting his problem

are the following.

1. Availability of subjects and relevant data ~ A researcher must make sure that he can get the

subjects for his study and that he will have access to the needed data. He may have an

interesting and significant topic in mind, but the data collection may be difficult due to lack of

cooperation from authorities and subjects involved as well as confidentiality of certain records.

It is advisable for him to have absolute control over the sources of data; otherwise, time,

money and effort would be wasted.

2. Time constraints ~ A researcher should choose a topic which can be completed according to

schedule. A graduating student must finish his research report within the semester so he can

graduate; a graduate student on scholarship has to finish his thesis within the period of his

study leave.

3. Constraints of funds or resources A researcher cannot carry out his planned study without

logistics. He has to spend a considerable amount for materials and supplies, statistical

consultancy, data collection, thesis production and other expenses. It is innerative therefore

that he should prepare a fair budget estimate beforehand to cover basic expenses and provide

for contingencies.


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4. Capabilities of the researcher A researcher should also consider his competence

and technical expertise in conducting his study. He should not select a topic beyond his

comprehension or ability: otherwise, he would be unable to undertake the study successfully.

For instance, he should not select a topic that is very technical or that requires sophisticated

statistical treatment which he has limited knowledge of.

5. Interest and attitudes of the researcher Another consideration in the selection of a research

problem is a researchers interest and attitudes. The topic must be within his career interest

and background so that he will be very much motivated to do the work.

6. Interest of the administrator or superior of the researcher or his sponsoring agency. This factor

applies to researchers who are on scholarship or whose research is funded. In this case, the

researcher has to abide by the expressed directions given to him.

Characteristics of a Good Problem

Besides the foregoing factors and constraints in the selection of a problemor problem

area, there are criterion measures that describe a good problem.

1. It is of interest to the researcher. One of the first considerations in the choice

of a topic is that the topic should be of great interest to the researcher. This

factor is considered important because if the student is really interested in the problem, it will

be easy for him to surmount any problem that he may meet. It usually follows that when a

student is interested in a topic, he has had a

preliminary knowledge of what it is about. This isusually within his area of

specialization. There are few instances, however, that a student embarks on a topic that is

alien to him. In this case, if he is really that determined to pursue the topic, then by all means

he should continue working on it. His intense desire to finish his degree will enable him to goon. This interest will famish the motivation and the enthusiasm in doing the difficult job.

2. It is useful and significant in ones field of specialization. Another characteristic

of a good problem is that it is useful and significant in his field of specialization.

The findings may have significant contribution to the researchers field of

specialization and in all totality will make the research report worthwhile.

3. It is novel A further characteristic of a good problem is that it is novel Experts assert that there is

nothing new in topics for research in the sense that ail fields have had some forms of research

already. Although there are topics which are overstudied, others have not been penetrated

thoroughly yet.

4. It invites a more complex research design. A good problem is that which invites more complex

designing. For example if a researcher wishes to determine the empirical support of J.

McCarthy's marketing mix, descriptive analysis of data may include other variables, such as sizeof the organization, sales volume and type of organization. The variance of empirical data


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generated by the theory, may necessitate complicated statistical methods. Furthermore, the

introduction of other variables assures the researcher of more findings, more insights and more

expanded knowledge about the topic.

5. The research can be completed in the alloted time desired. Some students finish everything in one

years time, which seems to be ideal. Most take two years from the inception to the oral

examination. By and large, gathering of data should entail one semester although some

researchers have done it in two or three months. Studies that last for many years will not draw

graduate students regardless of how interesting the topic may seem.

6. The variables in the problem are separable and isolated. A problem is good if the variables

considered in the study are specific, definite and separated from the others. Furthermore, the

variables are quantitative and can be subjected to statistical testing. Hence, the importance of

well-constructed questionnaires to generate quantitative data should not be overlooked.

7. The problem does not carry ethical or moral impediments. Finally a good problem is one which

does not carry ethical or moral impediments. If in a paper, the respondents, or the venue should

lead to embarrassment, the study should be stopped and changed into a less controversial one. In

a study where the poor is put or brought into an embarrassing position, such study should not be

allowed to continue. The readers may not take the results well.

The list of activities below are suggested for sharpening skills in discovering and

identifying problems.

1. Reading a lot of literature in ones field of concentration and being critical of what is read.

2. Attending professional lectures and speeches.

3. Being a close observer of situations and happenings around the community and the country.

4. Thinking out the possibility of research for most topics or lessons taken in content courses.

5. Attending colioquia or seminars.

6. Conducting mini-researches and noting closely the obtained findings.

7. Compiling researches with special references on content and methodology.

8. Visiting various libraries for possible discovery of researchable topics.

9. Subscribing to journals in ones field of interest.

Defining and Limiting a Problem

As soon as the topic has been chosen, the student should go to the next stage. This is now stating the

problem into categorical ones. The problems as stated in the statement of the problem should be

categorically answered.

1. He mav start defining some maior terms or concepts. If for instance his selected

topic is on portfolio management, then it is time to find out what the idea or what the topicmeans. He has to read books on economics or on business management and administration to


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know what it is. He has to know the components of the idea and the relevant studies that have

been conducted on it. He has to review the former theories concerning portfolio management and

the recent methods of doing it. He has to read books written by experts on this topic.

2. He reads farther literature. Concentration is held on what researchers and experts

have said and done about the subject matter. This time he learns that investigations have been

made on the subject matter and that it has deviated from the former policy of investing portfolio

in one area, but rather through covariance one can

determine other investments. The portfolio theory discouragesinvestments in only

one product, or discourages putting all eggs in one basket but rather putting the eggs in many

baskets.

3. He gets attracted to the instruments constructed bv researchers. If the subject matter is still on

portfolio management, he has to understand the methods used in the application of portfolio

management. In portfolio analysis prices of stocks are used as the main source of data.

4. He shapes up his specific questions. Inasmuch as the student is almost through with his survey of

related literature both foreign and local and has chosen a definite variable, he has now gained

insights into the formulation of the more specific questions which should have been stated in

Chapter 1.

There are times even then, that a researcher repeats the work of others, but in a different setting. This is

allowable in research. The findings of the latter study may be different from the previous study,

which makes the latter study unique and original. The questions should be

specific and clear and are definitely answerable.

Writing the Title of the Investigation

There are some functions that the title serves among which are those below.1. It draws, in summary form, the content of the entire investigation.

2. It serves as a frame of reference for the whole research report.

3. It enables the researcher to identify the title as his own.

4. It helps other researchers to refer to the work for possible survey of the theory.

In view of these functions, the researchers should write the title clearly and specifically.

The main concepts should be included and the variables being investigated be written as part

of the title. In the case of studies where many variables are being studied there must be some ways to choose

terms that will summarize these variables. If for example some characteristics of administrator are being

looked into, the term, personal variables may be written in the title. Under this term the following variables

may be included: sex, age, civil status, educational qualifications, place of residence, socio-economic status,

sibling, rank, etc.It is also for clarity and specificity that the relationship among the variables be indicated. This


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relationship may be difference, effect, or of association as the case maybe. If to these

specifications, the target population is added to the title, the title will achieve more

specificity.

The inclusion of variables, relationships among the variables, and target population will invariably

make the title long. In this connection, Baker and Sehutz (1972) set the maximum of 20 substantive words;

function words are not included in the counting. Moreover, phrases such as A study of, An investigation

of, An inquiry into, A comparison are dropped from the titles since all theses or dissertations are

investigations. The writer of the present book agrees with Baker and Schutz in their demand for brevity in the

title removing unnecessary words.

The list below presents some titles in the left column. The same titles have been improved

and made more definite and specific, as shown in the second column.


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Original

1. A Study of the Relationship

between IQ, Socio-Economic

Status, Personality, Work Values

and Career Preference

2. Assessments of Corporate Earning

Power

Better

IQ, Socio-Economic Status,

Work Values, Personality and

Career Preference of College

Students of a Certain

University

Assessments of the Earning Power

of a Certain Company in Metro

Manila

3. The Improvement of the Warrant

System of the Philippine Army

3. An Empirical-based Strategy of the

Treasury Warrant System of the

Philippine Army

4. Determinants of Real Estate

Salesmanship

5. The Skill Mix Leadership Theory of

Military Officers

6. The Federal-Aid Highway Contracting

Industry

4. Correlates of Real Estate Salesmanship

- A Discriminant Analysis

5. The Skill Mix Theory of a Leader

Behavior in a Philippine Air Force

Setting

6. The Structure and Performance of

the Federal-Aid Highway

Construction Contracting Industry

It must be borne in mind that a research report does not contain a topic that is broad and

overwhelming, but rather one that is definite, specific and narrow but can be subjected to in-depth

treatment.

7. Mobility of Executives

8. Effects of Land Zoning

9. The SGS Work

7. Factors of Mobility Among Executives

of Various Oiganizations in Metro

Manila

8. Economic Effects of Land Zoning in

the National Capital Region

9. The Achievements of SGS in the

Collection Revenues


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Statement of the Problem

The statement of the problem or the objectives of the study is one of the most if not the most

important part of a research report. By just looking at the statement of the problem, a seasoned adviser

can determine the viability of a research report, even if the other parts of a proposal leave much to be

desired. On the other hand, even if the other parts are well done, but the statement of the problem is

faulty, the whole thesis proposal can be rejected.

Writing the Specific Problem

The specific questions of a research report must be written in narrow quantifiable terms. This is

one of the vital characteristics of these questions. The specificity set will enable the researcher himself to

ascertain just what the questions to be answered are. Quantification and measurement will be facilitated

giving more direction to the investigation. If the question is broad it has to be restated in a more specific

language.

The problem or the objectives of the study may be written in two ways: in 1) topic form and in 2)

question form.

Example 1:

Where Likerts organizational profile was used as variables of the study.

1. What is the organizational profile of the company in terms of the eight organizational

processes of:

1.1 leadership

1.2 motivation

1.3 communication

1.4 decision making

1.5 goal setting

1.6 interaction processes

1.7 performance and training and

1.8 control?

2. What management systems were seen prevailing in the eight organizational processes as

observed and desired?

3. To what extent was human resource management implemented in the organization in the

eight processes as perceived and desired?

4. Are there significant differences in the implementation of human resource management in the

company as perceived and desired?


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Example 2:

Where the topic is about buying characteristics of a group for new cars.

1. The buying characteristics of cars of respondents in terms of:

1*1 brands of cars

1.2 colors of the car and

1.3 methods of buying the car

2. Variances of buying characteristics when respondents are grouped according to:

2.1 sex

2.2 age

2.3 profession

From the above examples, it is observed that the first is in question form, while the second is intopical form*

The Hypothesis Definition of

Hypothesis

As soon as the researcher has found a suitable topic for a problem, he starts building up

his prediction of the outcome of the study. These p redictions may just be based on

his

observations or his firm belief about the topic but these are ail pending. The real hypothesis will be

formulated after a thorough review of related literature.

Generally, hypotheses of the study follow the statement of the problem as they are considered as

temporary solutions to the problem of the study.

A hypothesis is defined as: 1) a tentative explanation for certain behavior, phenomena,

or

events which have occurred or will occur. It states the researchers expectations concerning

relationship between the variables in the research problem: a hypothesis is the most specific statement of

a problem (Gay, 1976); 2) it is a solution which is either accepted or rejected at the end of the study after

findings have been determined.

Kinds of Hypothesis

In a statistical problem, there are at least two kinds of hypothesis:

1) the null hypothesis - null in mathematics means zero, and asserts that whatever is being

compared or correlated, the result is zero. It is always the first temporary solution to a

statistical problem and is generally symbolized by Ho.


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Upper tailLower tail

Example 1:

There is no significant difference in the performance of two classes of students, A and B in

English, using the average or mean as the criterion measure.

In symbol, we denote it as:

Ho: XA = Xg which actually means:

Ho: XA -Xg = 0 (that there is no significant differenc in means)

2) alternative hypothesis

On the other hand, there is the alternative hypothesis, which serves as an alternative to the

null hypotheses.

There are three types of alternative hypothesis:

a) Ha: XA + XB. This is a non-directional hypothesis or a two-tailed test. The

researcher is not interested in knowing whether the performance of one group is significantly better

or less better than the other group. He is merely interested in the difference of their performance.

The figure below shows a two-tailed test.

Ho'- =X

B

The two-tailed is a rigid test and is used in research problems where the results are very

critical as in medical research.

b) Ha: XA > XB. This is known as a positive directional hypothesis, and the researcher is

interested in knowing if the performance of Group or Class A is significantly better than that

of the other group.

This is a one-tailed test and uses the upper tail of the probability distribution in the

interpretation of results.


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The figure below illustrates a one-tailed test using the upper tail.

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upper tail

\ ^

X A > X B

c) XB < XA. This is known as a negative directional hypothesis and clearly the

researcher is interested only in knowing if the performance of Group B is significantly

less than that of the other group.

Likewise, this is also known as a one-tailed test, using the lower tail of the probability

distribution.

The figure below illustrates a one-tailed test using the lower tail.

lower tailHo: XA = XB

H, : XB < XA

Note the use of the word significant. One is licensed to use the word significant only if the

results have been tested statistically.

There is also the research hypothesis which generally follows the patterns of the statistical

hypothesis. It is always wise to have the research hypothesis jibe with those of the statistical

hypothesis so that there will be no difficulty in giving out the conclusions.

The classification of two-tailed and one-tailed tests has implications in the reading of the

tabular values of the probability distribution and interpretation.Characteristics of a Good Hypothesis


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1. A good hypothesis is one that shows a reasonable explanation of the events that occurred or

will occur. Almost everyday, people make use of the hypothesis. If one of the members of the

family has not come home yet and it is getting late ~ then one offers temporary solutions to

her getting late. She could be delayed due to traffic, or she went shopping. One offers

temporary solution to the problem.

2. It is clear and shows separation of variables. The reader will immediately know what the

problem is about and why such hypothesis is being formed. The reader will also know what

variables are correlated or compared.

The study may hypothesize that educational attainment does not influence managerial

skills and decision-making.

Or that decision making may vary according to ones age, sex, and educational

attainment and attitude towards work. Here one will know the direction of the research of the

study.

3. A hypothesis should show no bias, is objective and furthermore, it shows an open mind

towards all possible solutions. A study may hypothesize that salesmen performances do not

vary, or may vary, or may increase, or decrease when a reward system is introduced.

4. The hypothesis should serve as temporary solutions to the problems posited in the study. If

the problem tests for the significant difference of observations of planners and business

people towards the establishment of a food processing plant, then the hypothesis should be

clear and likewise the test for significant difference.

5. It should be testable. If the hypothesis is stated in well-defined operational form, to test it

naturally follows. A research hypothesis in one thesis runs this way: The marketing concept

is more implemented in commercial banks rather than in saving banks. The instrument to be

used and the groups to be compared are very clearly specified. This hypothesis is testable on

account of the operational terms indicated. Evidently the dependent variable is the influence

drawn as points in a marketing concept questionnaire. Moreover, the variables are so

definitely stated that the hypothesis indicates what are to be predicted.Functions of the Hypothesis


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Aside from being a necessary part of a research report, especially when the hypotheses to the

problems are to be tested for acceptance or rejection, the hypothesis plays an important role in the

interpretations of the results especially the statistical results.

Sevilla (1986) clearly enumerates the different functions of the hypothesis.

1. It introduces the researchers thinking at the start of the study,

2. The hypothesis structures the next stages or procedures of the study.

3. The hypothesis points to the fact that it can only help provide the format for the presentation,

analysis, and interpretation of data.

Assumptions of the Study

Assumptions are needed in a research report. There are many situations in a research endeavor that

the researcher has no control of. For instance, in surveys where the questionnaire is the main source of

data, the researcher cannot be sure whether the respondent is telling the truth or not; he can only assume

the former.

There is no research endeavor which has no problem or which is faultless. There will always be

problems beyond the control of the researcher; hence some situations have to be assumed. For instance,

in predicting or forecasting the price of a certain commodity, the assumption that factors remain constant

must exist since the forces of nature like floods, earthquakes, typhoons are beyond his control.

Assumptions, unlike hypothesis, are not to be tested for acceptance or rejection. On the other hand,

they are taken for granted and presumed to be true.

Some examples of assumptions that some researchers have taken are as follows.

1. That the respondents answered the questionnaire to the best of their ability; hence their

assertions are taken per se for analysis.

2. That the respondents rated some situations truthfully.

3. That data collected by a government office are true and correct and therefore valid for

interpretations.

4. Job satisfaction can be inferred from indices which are quantifiable.


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There are aspects, however, that researchers cannot assume and among these situations are as

follows.

1. That the method of research used is valid. It is the work of the researcher to prove that his

research design is valid and good.

2. That the computations in the study are correct. Computations are within the control of the

student; hence he is responsible for computations included in the study for interpretation.

Scope and Limitation of the Study

The Scope of a study pertains to its extent or boundaries. It sets the precise limits of the problem

area where it begins, where it ends, and what it will not include. It narrows down the problem to a

workable size. Among the necessary decisions to be made as regards scope are the restriction of the

research design and on time dimension, geographical boundaries, availability of resources, relevance

to theory and practical needs, and the demands of the paper, such as those of a thesis or dissertation.

Limitations refer to the weaknesses or shortcomings of the study which may adversely affect its

results. Such limitations should be stated for honestys sake andto avoid possible

misinterpretations, questions and doubts arising from limitations due to use of foreign-prepared

instruments, over-dependence on questionnaires, seemingly inadequate time for experimentation and

seeming inadequate control of variables. In general, however, limitations of the study can be endorsed

in the Recommendations forrepetition by other researchers of similar studieswhich may give meaningful results on that particular aspect.

Significance of the Study

The Significance or importance of the study points out the practical or instrumental value

ofthe probable results or the intrinsic value of ones research. In short, the significance of

the study justifies its worth.

The importance of the study is narrated in terms of the following:

1. its practical contributions to particular individuals or to society in general;

2. its intrinsic value to the researcher himself and to other researchers interested in


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investigating a similar theory;

3. its impact on current gaps in literature; and

4. its implications to research methodologies, measurement procedures, treatment of data,

and sampling.Definitions of Terms

Definitions of terms are important for better reading and common understanding of the research

report. Definitions may be conceptual, that is, based on its true or technical meaning or they may be

operational, that is, based on actual observable characteristics or on the basis of how the terms are used in

the text.

There is no specific rule on the order of the terms. The first terms that are defined are the key words

in the title of the research report. Generally, however, the terms are arranged alphabetically.

Actually, we have finished Chapter 1 of the research report. And at this point, you have covered

enough content that should be tested. If you think you are ready, you may take the Self-Progress Check

Test. And later check your answers with those found at the back of the module.

Research

1 Module

I Lesson 2

SELF-PROGRESS CHECK TEST

On the blank before each number, write the word True if the statement is correct;

otherwise, write False.

______1. A researcher on scholarship or study leave must contend with constraints of

time and resources; otherwise he cannot complete his studies as scheduled.

______2. A students first source of a research problem is his research professor.

______3. Assumption and hypothesis are synonymous terms.

______4. An assumption needs to be tested for acceptance or rejection.

______5. A hypothesis is a calculated guess as to the probable outcome of a study.


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______6. When the researcher is merely interested in the difference in the performance of

two groups of students, he uses a two-tailed test.

______7. When he is interested in knowing whether the performance of one group is

better than that of the other group, he uses a one-tailed test.

______8. The section on "Limitations of the Study" shows the precise limits of the

problem area.

______9. The Significance of the Study focuses on the extrinsic and intrinsic values ofthe study.

______10. The technical meaning of a term defined is referred to as the operational

definition of said term.

(SEE NO. 4 OF INSTRUCTIONS TO THE STUDENT)

Research 1 Module 1

ANSWER KEYS TO THE SELF-PROGRESS CHECK TESTS Lesson 1

Lesson 2

1. True 6. True

2. False 7. True

3. False 8. False

4. False 9. True

1. basic (or pure or fundamental) 6. theoretical

2. action 7. Kerlinger

3. Applied 8. cyclical

4. pure or fundamental 9. replicable

5. problem 10. systematic


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5. True 10. False

Documents

Research 1 Mod 1