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AGRIC 105
METHODS OF RESEARCH

COURSE GUIDE DESCRIPTION

With the effect of COVID-19 not only to school settings but to all aspects of life,

schools have to adapt to the new normal way of teaching (flexible learning, distance

learning, e-learning, blended learning etc.) as face to face learning is not possible.

This is a measure done in order to ensure continuous education of students while

ensuring the safety of all. This learning packets/module is intended for use of students

enrolled in Agric 105 only in order to share the ideas and knowledge about this course

and give guidelines on the conduct of this course in the absence of the

teacher/facilitator.

This is a course for all students enrolled in the BSA program to give the student

a background in research as students are expected to conduct their own individual

research/thesis. The course deals with the concept of research, experimental designs,

interpretation of results, and techniques in the field and laboratory experiments. This

serves as guide in writing thesis proposal and manuscript in the future.

This module expects the student to be committed and active in the learning

process, giving emphasis on how they can enhance their critical thinking and skills as

they evaluate all information and sources that they can use in the conduct of student

research/thesis. Likewise, it aims to help the course instructor/facilitator to explore and

come up with varied strategies and techniques in teaching to ensure totally new

experience of learning for the students.

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COURSE SYLLABUS

I. CATALOGUE COURSE DESCRIPTION

Course Code: AGRIC 105
Course Title: METHODS OF AGRICULTURAL RESEARCH
Course Description: Qualitative and Quantitative Methods in the
conduct of Agricultural Research
Prerequisite: Statistics 11
Credit: 2 units lecture,3 units laboratory
Total Number of contact hours: 36 hours lecture, 54 hours laboratory

II. INSTITUTIONAL VISION AND MISSION

Vision: A Premier University delivering world-class education that promotes
sustainable development amidst climate change
Mission: To provide quality education to enhance food security, sustainable
communities, industry innovation, climate resilience, gender equality,
institutional development and partnerships

III. GOALS
A. Institutional: 1. To develop proactive programs to ensure relevant quality
education

2. To develop proactive programs for quality service

3. To enhance response systems and procedures for
transparent institutional development
4. To develop relevant and gender sensitive research and
extension programs for institutional development, sustainable
communities, climate resilience, industry innovation and
partnerships
5. To strengthen and expand public-private partnerships
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B. College: 1. To provide knowledge and skills in agriculture and related

fields towards enhancement of the individual’s productivity
and professional leadership
2. To develop the ability of the students for critical thinking and
inquiry, research and extension activities including
professional leadership in agriculture
3. To train agriculturists who are highly motivated as well as
morally and socially responsible
4. To train agricultural scientists, farm practitioners, managers
and agricultural entrepreneurs

C. Program Outcomes
At the end of the BS Agriculture program the graduates are able to:
1. Articulate and discuss the latest developments in the specific field of
practice (PQF level 6 descriptor);
2. Effectively communicate orally and in writing using both English and
Filipino;
3. Work effectively and independently in multi-disciplinary and multi-cultural
teams (PQF level 6 descriptor);
4. Act in recognition of professional, social, and ethical responsibilities;
5. Preserve and promote “Filipino historical and cultural heritage” (based on
RA 7722);
6. Generate and share knowledge relevant to specific fields in the study of
agriculture;
7. Formulate and implement agricultural development plans and programs;
8. Apply the scientific methods in knowledge generation and knowledge
application;
9. Understand and apply the concepts of agricultural productivity and
sustainability in the context of national, regional, and global developments;
10. Engage in agricultural production and post-production activities;
11. Promote sound agricultural technologies to various clients and in the
manpower development for agriculture
12. Employ relevant tools in information technology in solving agriculture-
related problems;
13. Participate in the generation of new knowledge or in research and
development projects
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14. Support “national, regional and local development plans.” (RA 7722)

D. Course outcomes
At the end of the course, the students should be able to:
a. Understand and explain the importance of conducting research in light of
current research issues in agriculture.
b. Identify and use appropriate research and statistical methods and research
designs that shall guide the collection and observation of data.
c. Identify the format and process of writing and conducting their research
problems and manuscripts.
d. Analyze data using appropriate tools.
e. Prepare/write research proposals, scientific or technical reports in agriculture.
f. Follow appropriate format for presentation in scientific meetings and/or for a.
g. Integrate the basic principles and methods of research in the conduct of their
thesis problems.

IV. Course Content

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Learning Outcomes Topics Time Allotment Teaching and Learning Instructional Assessment Strategy Remarks
(h) Activities (TLAs) Resources/
Materials
Lec Lab Lec Lab
I. COURSE ORIENTATION

• Memorize and a.1. BSU VGMO 1 6 • Reading and • Identify a place in your • Course • Make a list of the
understand the a.2. Course requirements recitation of the house/backyard/garden syllabus things/requirements they
BSU VMGO and course policies VMGO for an experiment • Printed need to submit at the
• Familiarize the a.3. Enrollment to Google • Measure the area of the hand-out end of the course out
course objectives, classroom for those who identified place from the course
requirements and have internet and • List all available syllabus.
policies identification of drop points resources you have in • Submission thru Google
for those who don’t have your house/garden for a classroom or drop-
internet simple experiment points the following:
• List simple research a. Make an essay of
problems to choose from self-introduction
b. Submission of lab
requirement
II. INTRODUCTORY CONCEPTS OF RESEARCH
• Understand and a. Definition of Research 4 6 • Module reading • Formulate a research • Printed • Quizzes and unit test
appreciate the b. Aims of Research • Online problem following the hand-out at (face to face/on-line)
importance and c. Characteristics of discussion scientific method drop points
conduct of research Research • Take home • Internet • Identified research
in addressing the d. Classification of Research assignment references problem/experiment title
needs and gaps of e. Elements of Research • Specific based on available
current research F. Difficulties Encountered in materials for resources at home
issues in agriculture Research each student • Write-up of the
depending introductory part of the
on their experiment to be
research conducted
problem
III. REVIEW OF LITERATURE
• Relate literatures to a. Description of literature 2 6 • Reading of • Prepare the review of • Handout on • Quizzes and unit test
selected research review modules with literature for the selected the topic • Write-up of the review of
problems b. Understand the role of illustrations research problem • Library literature of the
• Appreciate review of literature and study resources experiment
background c. Purpose of the review
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reading of research d. Types of related literature guide • Internet

problems and studies questions resources
e. Sources of materials of
literature review • Online/
F2Fdiscussion

IV. METHODS AND PROCEDURES

• Differentiate the a. Quantitative methods of 2 6 • Reading of • Prepare the Materials and • Handout on • Quizzes and unit test
qualitative and research modules with methods of the chosen the topic • Write-up of the review of
quantitative b. Qualitative methods of illustrations research problem • Library literature of the
methods of research and study resources experiment
research c. Introduction to field guide • Internet
experiments questions resources

• Online/
F2Fdiscussion

V. PRINCIPLES OF EXPERIMENTAL DESIGNS

• Discuss the a. Definition 3 3 • Reading of • Set-up the chosen • Handout on • Quizzes and
importance of b. Experimental Error modules with experiment the topic assignments
controlling c. Nature of Experimental illustrations • Internet • Experiments ready for
experimental Designs and study resources observation and
error d. Classification of guide • Library inspection
• Understand the Experimental Designs questions resources
concepts of e. Analysis of Variance
analysis of f. Requirements of Valid • Online/ F2F
variance Experiments discussion

MIDTERM EXAMINATION 2 3
VI. POPULAR EXPERIMENTAL DESIGNS FOR SINGLE FACTOR EXPERIMENTS

• Perform data a. Completely Randomized 4 6 • Reading of • Compute for ANOVA • Handout on • Quiz
analysis based Design (CRD) modules with using Completely the topic • Lab Exercises
on given ➢ Features illustrations Randomized Design • Worksheet • Assignments
experimental ➢ Advantages and and study (CRD) • Compute ANOVA
design Disadvantages guide of individual
• Interpret selected ➢ Randomization and Lay- questions experiment if the
data from single out design used in
➢ Statistical analysis CRD
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factor • Online/
experiments F2Fdiscussion

• Perform data b. Randomized Complete 4 6 • Reading of • Make an experimental • Handout • Quiz

analysis based Block Design (RCDB) modules with lay-out for RCBD on the topic • Assignment
on given ➢ Description illustrations • Compute for ANOVA • Worksheet • Lab Exercises
experimental ➢ Advantages and and study using RCDB s • Compute ANOVA of
design Disadvantages guide experiment if the design
• Interpret selected ➢ Randomization and Lay- questions used is RCBD
data from single out
factor ➢ Statistical analysis • Online/
experiments ➢ Interpretation of Results F2Fdiscussion
based on needs
VII. EXPERIMENTAL DESIGNS FOR TWO FACTOR EXPERIMENTS

• Describe the ➢ Nature of factorial 6 6 • Reading of • Make an experimental • Handout on • Quiz

nature and experiments modules with lay-out the topic • Assignment
concepts of ➢ The concept of illustrations • Compute for ANOVA • Worksheets • Lab exercise
factorial “Interaction” and study using RCBD and split-plot
experiments ➢ Advantages and guide for two factors
• Perform data disadvantages of factorial questions
analysis for experiments
factorial ➢ Two factor experiments • Online/
experiments (RCDB, CRD, Split-plot) F2Fdiscussion

VIII. COMPARISON BETWEEN TREATMENT MEANS

• Understand the a. Nature and importance 2 3 • Reading of • Compute for significance • Hand-out on • Quiz
nature and b. Types of comparison modules with of treatment means the topic • Assignment
importance of c. Least significant test illustrations • Analyze given data • Internet • Lab Exercise
comparing d. Other test and study resources • Analyze result of
between guide • Library experiments
treatment means. questions resources
• Perform
computations for • Online/
given treatment F2Fdiscussion
means and
interpretation of • Take home
results assignment
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IX. FIELD TECHNIQUES

• Explain the a. Importance 1 • Reading of • Hand-out • Quiz

appropriate b. Means of refining modules with on the • Assignment
techniques for field techniques illustrations topic
field experiments and study • Internet
guide resources
questions • Library
resources
• Online/
F2Fdiscussion

X. FORMAT AND CONTENT OF THESIS OUTLINE/MANUSCRIPT

• Identify the a. Description 3 6 • Reading of • Presentation of the • Presentation and

content and b. Process modules with result of individual write-up of
correct format of c. Characteristics illustrations experiment experiment
thesis outline and d. Parts and study
manuscript guide
questions

• Online/
F2Fdiscussion

• Take home
assignment

FINAL EXAMINATION 2 3

TOTAL HOURS 36 54
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V. Course Requirements:
A. . Lecture 1. Quizzes
2. Assignments
3. Unit tests
4. Midterm and final exam
5. Attendance
B. Laboratory 1. Exercises
2. Conduct and write-up of experiment
3. Oral presentation of experiment output
4. Midterm and final exam

VI. Evaluation and Grading System

A. Evaluation
1. Lecture (equivalent to lecture class standing except midterm and final exam)
Quizzes 30%
Unit tests 50%
Assignments 20%
Exams: Midterm and Final

2. Laboratory (equivalent to laboratory class standing except midterm and final

exam)
Oral presentation 20%
Laboratory Exercises 40%
Conduct and Write-up of Experiment 40%
Midterm Exam (Practical)
Final Exam (Practical)

B. Grading System

Midterm Grade = (Class standing before midterm x 2) + Midterm Exam Grade

3
Tentative Final Grade = (Class standing after midterm x 2) + Final Exam Grade
3
Final Term Grade = (Tentative Final Grade x 2) + Midterm Grade
3
Final Grade = 50% lecture + 50% lab
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VII. Provision for Differentiated Instruction

1. Students needing special attention or with special needs should inform the
instructor at the beginning of the class. Consultation can be done during
designated consultation hours. During this special time please feel-free to
tell your instructor using the contact number below.
2. Specialized instruction for activities (small group discussions)
3. Peer tutorial is encouraged t assist classmates who are lagging behind.
4. An incomplete mark at the end of the semester is given one year to
completed. After this period, this will automatically be given FAILED mark.
Completion of requirements within one month after the submission of final
grades can be rectified provide the student will accomplish the necessary
documents.
5. Utilize varied teaching techniques and strategies to accommodate diverse
learning.
6. Assess and adjust lesson content to meet learner’s needs.
7. Allow students to create outputs according to their skills and abilities.
8. Provide options for students to express their gained knowledge in different
forms.

VIII. References:

➢ ARIOLA, MM. 2006. Principles and Methods of Research. Philippines: Rex

Book Store, Inc.
➢ BAUTISTA OK, ROSARIO TL and BAUTISTA JR. 2012. Technical writing
for Publication in Journals and for Presentation. University of the
Philippines Los Banos.
➢ FINNEY, DJ. 2010. An Introduction to Statistical Science in Agriculture.
AXIS Books
➢ GOMEZ, KA and GOMEZ AA. 1976. Statistical Procedures for Agricultural
Research. 2nd edition. John Wiley & Sons.
➢ GREGORIO, GL. 2000. Research Methods and Technical Writing in
Agriculture. Philippines: Rex Book Store.
➢ MILLS, GH and WALTER, JA. 1980. Technical Writing. Philippines: Holt,
Rinehart and Winston, Inc.

IX. Suggested Readings

ALRØE, FG AND KRISTENSEN, ES. 2002. Towards a systemic research

methodology in agriculture. Rethinking the role of values in science.
Agriculture and Human Values 19: 3-23

BIGGS, SD. 1990. A multiple source of innovation model of agricultural research and
technology promotion.
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[Link]
odel_of_Agricultural_Research_and_Technology_Promotion

BRIONES, ND.2005. Environmental sustainability issues in Philippine Agriculture.

[Link]
inability_Issues_in_Philippine_Agriculture
CAERT, 2006. The importance of agricultural research.
[Link]
CARNWELL, R AND DALY, W. 2001. Strategies for the construction of a critical
review of the literature. doi:10.1054/nepr.2001.0008, available online at
[Link] on

HARDAKER JB and FLEMING EM. 1989. Agricultural research problems in small

developing countries: case studies from South Pacific Island Nation.
[Link]
pdf
LOEBENSTEIN, G and THOTTAPPILLY, T. The mission of agricultural research.
2007. [Link]
MEAD R, CURNOW RN and HASTED AM. 2003. Statistical methods in agriculture
and experimental biology, 3rd ed. [Link]
MERCADO MB. 1990. Experimental Design and Statistical Analysis. Benguet State
University.
NEEF A and NEUBERT D.2011. Agriculture and human values.
[Link]
rnal_of_the_Agriculture_Food_and_Human_Values_Society
RAMDHANI, MA AND RAMDHANI, A. 2014. Verification of Research Logical
Framework Based on Literature Review.
[Link]
arch_Logical_Framework_Based_on_Literature_Review
SAMMIS, TW AND MEXAL, GJ. [Link] the Components of Agricultural
Research J. Nat. Resour. Life Sci. Educ., Vol. 25:1.

X. Course Policies, Attendance and Deadlines:

1. Students are required to attend lecture and laboratory classes regularly
and should come on time. Students who are 15 minutes late in the lecture
and 30 minutes late in the laboratory are considered absent.
2. All course requirements should be submitted on agreed deadlines.
Deductions shall be imposed for every 1 day delay.
3. A score of zero will be given for requirements not fulfilled.
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4. The rule on attendance in the stipulated in the student code of conduct

shall be strictly followed.
5. Cellphones should be turned-off or in silent mode during face to face class.
The use of cellphones in class is not allowed.

XI. Consultation Hours/Schedule:

Students may consult the instructor thru:
BSA 3C
➢ Email ad: [Link]@[Link]
➢ Google classroom: Agric 105
➢ Class code: 2oi1w4l 2oilw4l
➢ Cellphone number: 09481883547 – in texting, please indicate
your name and course.
Face to face consultation: Students are accommodated at 1-3:00 PM MW
and 11-12 AM F.

BSA 3C
➢ Email ad: [Link]@[Link]
➢ Google classroom: Agric 105
➢ Class code: 2oilw4l
➢ Cellphone number: 09463771012 – in texting, please indicate
your name and course.

Prepared by:

JEMMA ROSE M. KILAKIL LEILA MARY A. AYBAN

Subject Teacher/Facilitator Subject Teacher/Facilitator

Recommending Approval: Approved:

ESTHER JOSEPHINE B. SAGALLA JANET P. PABLO

Department Chairperson Dean
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COURSE STUDY GUIDE

Week Topic Activities

Week 1 COURSE ORIENTATION 1. Self-assessment
(Aug 10, ➢ Make a list of the
things/requirements you need to
2020) VMGO submit at the end of the course out
Course syllabus from the course syllabus.
Course study guide 2. Make an essay of self-introduction
➢ introduce yourself so that I will know
you and your situation even we don’t
see each other
➢ what are your expectations from this
course and with this kind of teaching-
learning situation?

INTRODUCTORY CONCEPTS Laboratory exercise

OF RESEARCH 1. Make a list all available
Week 2-3 Definition of Research resources for a simple
(Lec: Aug Aims of Research experiment
2. Formulate a research
12,17, 19, Characteristics of Research problem or experiment title
24: Classification of Research based on the available
Lab: 14 & Elements of Research resources you have at home
21) Difficulties encountered in
research
Week 3-4 REVIEW OF LITERATURE 1. Reading of modules with
(Lec: Aug. Description of literature review illustrations and study
26 and 31; Understand the role of review of guide questions
Lab: Aug. literature
28 & Sept. Purpose of the review 2. Online/ F2F discussion
4) Types of related literature and
studies 3. Quizzes
Sources of materials of literature
review
Week 4-5 METHODS AND PROCEDURES 1. Reading of modules with
(Lec: Sept. Quantitative methods of research illustrations and study guide
3 and 7; Qualitative methods of research questions
Lab: 4 & 11 Introduction to field experiments 2. Online/ F2F discussion
3. Quizzes
Week 5-6 PRINCIPLES OF 4. Reading of modules with
(Lec: Sept. EXPERIMENTAL DESIGNS illustrations and study guide
9,14 & 16; Definition questions
Lab: 18) Experimental error 5. Online/ F2F discussion
Nature of experimental designs 6. Quizzes
Classification of experimental 7. Assignments
designs
Analysis of variance
Requirements of valid
experiments
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Week 7 MIDTERM EXAM

Week 8-9 POPULAR DESIGNS FOR 8. Reading of modules with
(Lec: Sept SINGLE FACTOR illustrations and study guide
28 & 30, EXPERIMENTS questions
Oct. 5 & 7; A. COMPLETELY 9. Online/ F2F discussion
Lab: Oct 2 & RANDOMIZED DESIGN 10. Quizzes
9) (CRD) 11. Assignments
Features
Advantages and disadvantages
Randomization and lay-out
Statistical analysis
Week 10 – B. RANDOMIZED COMPLETE 12. Reading of modules with
11 BLOCK DESIGN (RCBD) illustrations and study guide
(Lec: Oct Description questions
12, 14, 19 & Advantages and disadvantages 13. Online/ F2F discussion
21; Lab: 16 Randomization and lay-out 14. Quizzes
& 23 Statistical analysis 15. Assignments
Interpretation of results
Week 12, EXPERIMENTAL DESIGNS 16. Reading of modules with
13 & 14 FOR TWO FACTOR illustrations and study guide
(Lec: Oct. EXPERIMENTS questions
26, 28, Nov Nature of factorial experiments 17. Online/ F2F discussion
4: Lab: Oct The concept of “Interaction” 18. Quizzes
30 & Nov. 6) Advantages and disadvantages 19. Assignments
of factorial experiments
Two factor experiments (RCDB,
CRD, Split-plot)
Week 15 COMPARISON BETWEEN 20. Reading of modules with
(Lec Nov 9 TREATMENT MEANS illustrations and study guide
& 11; Lab: Nature and importance questions
Nov. 13) Types of comparison 21. Online/ F2F discussion
Least significant test 22. Quizzes
Other test 23. Assignments
Week 16 FIELD TECHNIQUES 24. Reading of modules with
(Lec: Nov. Importance illustrations and study guide
16) Means of refining field techniques questions
25. Online/ F2F discussion
26. Quizzes
27. Assignments
Week 16 & FORMAT AND CONTENT OF 28. Lecture
17 THESIS OUTLINE & 29. Outline presentation
(Lec: 18, 23 MANUSCRIPT
& 25; Lab: Description
Nov 20 & Process
27) Characteristics
Parts
Week 18 FINAL EXAMINATION
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Dear students,
The key to successfully finish the 10 modules depend on you. These modules
are prepared so that you will be able to learn intelligently and independently in these
times of pandemic. As a future agriculturist, giving your best to work on the activities
included in the modules will help you become an effective and efficient agriculturist.
The goal of this module is for you to meet the content and standards of this course
and at the same time learn other valuable skills that you can apply in the future.
The following will guide you to be on track so that at the end of the semester,
you can proudly say, “I did it, I did it very well”.
1. Allot a schedule for reading and understanding every part of the module. As
much as possible, follow the schedule so that you will not lag behind.
2. Come up with a technique on how you will do the activities of this course. Use
the allotted schedule for studying the course seriously. Print a copy of the class
schedule so you will not forget.
3. Be mindful in accomplishing the various activities of the module. Aim for the
highest standards. Your attitude should be “PWEDE PA” NOT “PWEDE NA”.
4. You are free to go back to previous lessons, if you need to. Reread and analyze
the lessons that are not clear to you.
5. Maximize other resources and technology tools if you need to. But remember
to cite/quote these sources.
6. Lastly, you are the learner so you do the module on your own. You may seek
the help of your family members and friends but the activities must be done by
you. Remember that you will be a professional farmer, agripreneur, agriculturist,
employer, government employee, extensionist etc. in the future. Demonstrate
positive values and competence.
7. For queries, see my contact number at the last portion of the syllabus. Stick to
the cp number that you will be giving us.

With this, I have high confidence in you that you will finish this course. Just do
your best and we will FINISH WELL together. Let’s start and keep the ball rolling
until the end of the semester.

Best regard,

Course Facilitators
JEMMA ROSE M. KILAKIL
LEILA MARY A. AYBAN
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Unit I. INTRODUCTORY CONCEPTS OF

RESEARCH

OBJECTIVES:
After completing this module, you will be able to:
1. Define research
2. Determine the aims and characteristics of research
3. Differentiate the types of research
4. Identify the elements and problems encountered in the conduct of research
_............LET’S START …….READ CAREFULLY ___________________________

BY (CAERT, 2006)

WHAT IDEA CAN YOU DERIVE FROM THE THESE STATEMENTS?

The statements give me the idea that research______________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Study guide questions:

1. Define research in your own words.
2. Is research relevant in agriculture? Why?
3. What are the characteristics of a research? Do you think you can make one?
Why?
4. Compare and contrast the types of researches according to
a. Purpose
b. Methods
5. What are the basic elements that must be present in a research?
6. Differentiate dependent from independent variables.
7. If you will become a researcher someday, what are the characteristics that
you must possess?
8. What is a scientific method and what are the steps to follow?
9. Personally, what are your problems when it comes to your thesis as a
requirement for your degree?

A. DEFINITION OF RESEARCH
➢ It is derived from a French word Cerchier which means to seek or search
• The prefix re means replication or repetition of the search
➢ Generally, it is a method or a process which seeks to discover, find out and
explain phenomena that are not fully understood or something that is
unknown.
➢ Scientifically, it is an activity characterized as a diligent, unbiased and
exhaustive inquiry of a particular phenomenon or other subjects of interest to
increase our knowledge of science.
➢ Two types:
a. Non-scientific – does not employ process and procedures
b. Scientific research – employs process and procedures of the scientific
method to ascertain the validity and reliability of the outcomes
➢ Defined as a critical, unbiased, systematic, exhaustive and empirical
investigation of a hypothetical proposition arising from an observation
of a natural phenomenon (Kerlinger 1973).
➢ This method demands that the investigator needs to derive the
information he desires from empirical observation or evaluation, rather
than unreliable sources or lack authenticity or validity
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B. AIMS OF RESEARCH
1. To serve as a tool in the continued search for more knowledge to advance
the frontier of science, and satisfy curiosity inherent to inquisitive minds.
Research leads to discoveries, inventions, and more exploration of the
universe
2. To enhance greater understanding of human behavior, environment, and
their relationships and interactions.
3. To generate and develop more efficient technologies and innovations
essential for socio-economic development and improvement
4. To test, verify, modify or evaluate new and existing technologies and
innovations in the fields of agriculture, fishery, forestry, and other sciences
and industries.
5. To test known theories and hypothesis for their validity.

C. CHARACTERSTICS OF RESEARCH
1. Problem-solving activity
Research is done primarily to provide solution to a particular problem.
After a planned inquiry is conducted, it is expected that this inquiry would
bring forth new knowledge. This knowledge may be a solution to an
existing problem and need, a difficult or intriguing issue, or provide a new
area of understanding.

2. Development of new principles and generalizations

Generalizations that lead to the formation of principles and new
theories are inherent output of research work. Research seeks to produce
knowledge which could be helpful in predicting occurrences in the future;
this knowledge could open up new areas of understanding and serve as
basis for further investigations.

3. Empirical observation
Research is basically done by employing actual conducts of an inquiry
primarily to secure first-hand experiences and generate empirical
evidences to support or nullify a theory, a hypothesis or a particular claim
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of knowledge. This criterion requires that research has to be carried out to

attain its aim through empirical observations. It is through this process that
accurate and factual observation and description can be made in
characterizing a particular event.

4. Collection of novel information

Scientific inquiry is conducted to generate new data and information. The
production of newer knowledge subsequently results to the accumulation
of this knowledge and makes science grow.

5. Requires time, resources and expertise

Research is an intellectual activity which indispensably requires
long exposures, relevant experiences and expertise. To have a
scholarly research work, competence is an absolute requisite. Time is
important since it affords the experimenter to make empirical observation
on the test organisms, he is particularly interested in. Research is an
“unhurried” activity that requires time and, in most cases, allows no “short-
cuts”. Research is also resource-oriented; it requires material and
financial resources for its smooth and successful implementation.

6. Systematic and well-planned activity

Research strictly follows the scientific process or else its output would
be subject to doubts. It needs to come up with scientifically acceptable
methods and procedures formulated through vigorous analysis and rational
thinking. Its activities and observations are carefully recorded, analyzed,
interpreted, and reported.

7. Needs a virtous worker

Research needs no ordinary individual to carry out the process which
exacts scientifically accepted procedures. The nature of this activity then
requires a number of virtues and desirable traits like honesty, patience,
determination, industry, courage, stamina and the like.
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8. Requires validation and testing

Research must be exhaustive in its approach and strives to be
objective and accurate. Towards this end, the procedures employed, the
observations gathered, and the conclusions drawn have to be tested and
validated. It requires appropriate statistical tests and analyses to ascertain
that the observations collected and conclusions reached are accurate and
precise.

D. CLASSIFICATION OF RESEARCH
1. According to purpose
a. Fundamental research – also known as basic or pure research
It is the starting point in the search for new knowledge. It is done
to discover some generalizations which could serve as base information
for further research. The research procedures are judiciously planned
and carefully carried out to permit the researcher to make
generalizations out of his findings beyond the scope of the study. These
studies are conducted chiefly to satisfy the ends of the investigator and
to generate new theories and concepts serving as inputs for more
inquiries. In biological or agricultural sciences, this type of research is
normally confined in the laboratory using animals, microorganisms and
plants as test materials.

b. Applied research
It has some similarities to fundamental research to include the
use of appropriately designed procedures. But its difference lies on the
fact that applied research tries to probe further the theoretical concepts
advanced by fundamental research under actual conditions. For
example, if fundamental research was done under highly controlled
conditions of the laboratory, applied research will follow it up under field
conditions. Applied research is geared towards development of more
efficient technologies or particular way of doing things in all areas of
sociology, education, agriculture and other related fields.
 Page 21 of 30

c. Action research
It advances the aims of basic and applied research to the point of
utilization. It contrasts to the first two types; action research is primarily
concerned with the production of results for immediate utilization or
application. It improves methods and practices and generates
technologies and innovations for application to specific technological
situations.

2. ACCORDING TO METHODS
a. Historical research
It seeks to document and describe past events. It investigates
records, analyzes and interprets events and conditions of the past to
explore some concepts and generalizations to better explain and
interpret present situations. This kind of research aims to validate,
strengthen, put things together in logical order, and enrich written history
through careful thorough evaluation of historical documents and
materials.

b. Descriptive research
It intends to describe present conditions; that is, it describes and
documents events that are presently obtaining. This kind of research
usually attempts to find out existing relationships among socio-economic
variables, and to develop some generalizations. Both historical and
descriptive research do not involve the control and manipulation of
independent variables. The data and observations are taken from the
subjects “as they are” and the determination and establishments of
variable relationships are done without any attempt to change or
manipulate anything during the data gathering process.

c. Experimental research
It aims to find out what happens (in the future) after certain
variables is modified or changed as differentiated from the above two
type of research. That is, what would be the outcome or effects if a
certain variable or factor is subjected to deliberate manipulation and
 Page 22 of 30

introduced to the experimental organism. Its immediate aim is to observe

whether the controlled experimental factor would produce observable
effect. Experimental research is the method of research used in the
conduct of agricultural experiments.

E. ELEMENTS OF RESEARCH
1. RESEARCH PROBLEM – is actually the subject of interest the researcher
would like to investigate. This is otherwise known as research title or study
title which is understandably the focus of the inquiry.

2. VARIABLES – either materials and methods applied too the experimental

organism or the observable response of such organism to the methods or
materials applied.
➢ 2 kinds:
a. Independent variables – conditions, materials or methods the
experimenter controls or manipulates and applies to the test
organism to elicit a particular response for measurement. In
agricultural experiments, this variable is technically called
experimental factor or treatment and as indicated as the X factor
indicating it as a cause of the observed response.

b. Dependent or response variables – The manifested or expressed

characters or traits of the organisms resulting from the application of
treatment. In agricultural research, we call this as “effect”, thus
designated as Y factor.

EXAMPLE:
Independent Variable/Treatment Dependent Variable
(X, the CAUSE) (Y, the EFFECT)
o Carrot varieties yield, plant height
o Plant densities in broccoli curd diameter, plant height
o Light intensities chlorophyll development
o Agro-ecological zone survival, yield
 Page 23 of 30

o Types of cuttings callus formation, root length

o Germination of cacao seeds radicle/shoot emergence
➢ These variables are found in the research problem or title or hypothesis
Examples:
a. Effect of planting densities on the growth and yield of cucumber
varieties
o Independent variable: planting densities, cucumber varieties
o Dependent variable: growth, yield
b. Growth and yield of strawberry cultivars as influenced by daylength,
season and agro-ecological condition
o Independent variable: strawberry cultivars, daylength,
season, agro-ecological condition
o Dependent variable: growth, yield

3. HYPOTHESIS – It provides a “temporary” or “provisional” statement of

relationships that exists between the independent and dependent variables.
These are conjectures, scientific guesses or simply a prediction of the
possible relationship that would occur between the variables under study.
They serve as basis in the conduct of the experiments. In fact,
experimentation is a process through which the researcher’s hypothesis are
tested; at the end of the study, hypothesis are either accepted or rejected.

2 kinds:
a. Null (Ho) – predicts the absence
b. Alternative (Ha) – predicts the presence of relationship between or
among variables

4. RELATIONS - By nature, hypothesis predicts relations between the

independent and dependent variables or between the experimental factor
and the other observed parameter. This relation can be positive, negative,
or that the variables have no relation at all.
 Page 24 of 30

Example:

Y Y Y

X X X
Positive relation Negative relation No relation

Figure 1. Graphical presentation of relationships which can occur between

the independent (X) and dependent (Y) variables.

➢ Positive relation means an increase in the unit X results to an increase

in the unit Y, the result is reversed in the negative relation while the
variables are unrelated in the no relation

5. EXPERIMENTAL UNITS – the unit where a treatment is applied. In social

research, this called unit of analysis. The experimental units are important
since they are basic sources of experimental data and units for comparison.
They are needed in the discussion of variables because the value of
response variable can possibly vary not just because they were applied with
different treatments but even those that were subjected to the same
treatment.
Examples:
a. Effect of planting densities on the growth and yield of cucumber
varieties
o Experimental unit: cucumber
b. Growth and yield of strawberry cultivars as influenced by daylength,
season and agro-ecological condition
o Experimental unit: strawberry

F. DIFFICULTIES ENCOUNTERED IN RESEARCH

1. Difficulty in recognizing a problem
Characteristics of a good experiment:
a. An experiment is good when the process used follows the scientific
method/process and that the outcomes are valid when subjected to
verification.
 Page 25 of 30

b. The experiment avoids undue complexities. The technical

requirements of the study are within the capability and competence
of the experimenter.
c. The experiment must incur tolerable size of experimental error.

2. Duplication – repetition of a research that was already conducted

- Duplication of research is valid and necessary only if the hypothesis
needs strengthening, if the validity of the experimental results are
dubious, and if experimental results needs further testing to prove or
disprove the findings

3. Indifference of people to research - Research could not go along smoothly

apart from the cooperation of people involved. The researcher must have
the following qualities:
a. Punctuality – time is a crucial element in research work. Research
should be performed and should be accomplished on time.
b. Experience – the researcher needs to be exposed and immersed in
actual research activities.
c. Ability to reason – this is the actual and potential capability of the
researcher to rationalize, provide insights and reasons on his work or
findings as a researcher. He/she must be critical in his thinking, had the
ability to point out strong and weak points of an issue, and capable to
defend or exert an idea through logical or scientific reasoning.
d. Competence – the researcher has sufficient knowledge, skill, and ability
to do things where he/she claims proficiency. He/she has adequate
knowledge, practice, and experience in his/her field of specialization and
is able to apply these in research work.
e. Health – the researcher must be physically and mentally healthy, stable
and has the ability to sustain endurance and hard work.
f. Originality – the researcher must be imaginable, innovative, creative, or
inventive and must always attempt to create an authentic or novel and
the findings the researcher claims his/her own have been generated by
none other than him/herself.
 Page 26 of 30

g. Resourcefulness – a good researcher must be able to render quick

action to problems and not be handicapped or short-sighted in meetings
exigencies and problems arising from the research activities.
h. Conciseness – this refers to one’s ability to write or express ideas in the
least number of words possible or direct to the point
i. Honesty – a good researcher must be intellectually honest since truth
and facts can only be uncovered though honest, objective and impartial
inquiry
j. Interest – a researcher must be zealous and must have ardent and self-
motivating interest to keep him/her active as researcher
k. Diligence – this refers to one’s true dedication to his/her work. He/she
must possess sustained efforts and provide a steady attention to his
activities
l. Selflessness – one’s concern with other’s welfare instead of oneself. A
good researcher does not do research for material reward and
recognition, he does it not necessarily to bring him/her good things in
return but to others who need his findings to enhance their
understanding of aspects/issues around him/her, or to improve their
lives.

SCIENTIFIC METHOD – it is the method of science described as objective, accurate,

systematic, analytical, and determinate. It involves logical steps arranged to enhance
the generation of knowledge in a manner that minimizes or eliminates error and is
directed to gather facts of empirical events.

Steps:

a. Observation – simply looking at the world and making assessment or

measurement of what is observed.
b. Problem identification – analysis of the problem based on observations made,
determine its nature and define its scope. Before a problem is take into a full-
grown research project, it must be evaluated in terms of its significance and
relative feasibility.
 Page 27 of 30

c. Hypothesis formulation – the essence of making intelligent guess to explain the

observed occurrence which is done before the problem is subjected to a
planned investigation
d. Hypothesis testing – involves procedural aspects of the inquiry which leads to
the empirical testing of the propositions set before the inquiry proper. This
includes gathering of evidences or data to ascertain whether or not the
previously held hypothesis and propositions are consistent with the results
obtained. Under filed conditions, hypothesis testing is actually referring to the
physical conduct of the experiment. It attempts to test the presence of
relationships between or among the factors studied.
e. Drawing conclusions – last step of the method. With the results obtained from
the actual observation and experimentation, conclusions as to the presence or
absence of relationships among factors studied could be drawn with some
degree of confidence. Among others, the conclusions drawn should include
statement on the acceptance or rejection of the hypothesis earlier set in the
investigation.
f. Verification – verification of conclusion may be conducted by repeating the
study exactly as it was done the first time around or modified to ascertain that
the desired results are obtained.
 Page 28 of 30

Self-check activity
A. True or False. Write T if the statement is correct and F if it is incorrect.
Underline the word/s that makes it false and write the correct word for it.
1. Research is an activity characterized as a diligent, biased and exhaustive
inquiry of a general phenomena or subject of interest to increase our
knowledge of science.
2. Research aims to generate and develop deficient technologies and
innovations unnecessary for socio-economic development and
improvement.
3. Research does not necessarily follow the scientific method as it can always
be validated.
4. The actual conduct of an inquiry produces accurate and factual observation
and description of a particular event.
5. Research requires any statistical tests and analyses to ascertain that the
observations collected and concluded are accurate and precise.

B. Enumeration. Give what is being asked.

1. List down the 5 elements of research and define each.
a. ________________________________________________________
________________________________________________________
b. ________________________________________________________
________________________________________________________
c. ________________________________________________________
________________________________________________________
d. ________________________________________________________
________________________________________________________
e. ________________________________________________________
________________________________________________________
 Page 29 of 30

2. Give 5 samples of research problem in crop production and underline the

dependent variables, encircle the independent variables and box the
experimental units
a. ________________________________________________________
________________________________________________________
b. ________________________________________________________
________________________________________________________
c. ________________________________________________________
________________________________________________________
d. ________________________________________________________
________________________________________________________
e. ________________________________________________________
________________________________________________________
3. Give at least 10 characteristics of a researcher
a. _____________________________ f. _______________________
b. _____________________________ g. ______________________
c. _____________________________ h. ______________________
d. _____________________________ i. _______________________
e. _____________________________ j. _______________________
 Page 30 of 30

REFERENCES:

Aims of research. [Link]

BAUTISTA et al. 2017. Technical writing for publication in journals and for
presentation. UPLB and UPLBInc. UPLB College, Laguna, Philippines
CAERT, 2006. The importance of Agriculture.
[Link]
Food and Agriculture Organization of the United Nations (FAO). Agricultural
research. [Link]
GREGORIO GL. 2000. Research Methods and Technical writing in Agriculture. Rex Book
Store. Sampaloc, Manila.
GOMEZ, KA and GOMEZ AA. 1976. Statistical Procedures for Agricultural Research. 2 nd
edition. John Wiley & Sons.

International Network for Natural Sciences. Types of Scientific Research.

[Link]
research/#:~:text=The%20research%20is%20broadly%20classified,normal%2
0research%20and%20revolutionary%20research.
Materials and methods.
[Link]
%20&%[Link]
Meaning of research according to various scholars/authors.
[Link]
[Link]#:~:text=Research%20is%20a%20systematic%2C%20formal,Accordin
g%20to%20Kothari%20(2006).
Office of Research Integrity (ORI). Research design, methods, elements, methods of
information collection and handling information.
[Link]

QURESHI, F. 2019. 11 Commonly confused elements of a research paper.

[Link]
research-paper

Types of research methods. [Link]

methodology/research-types/
VAN WINKLE, TN and FRIEDMAN JR. 2016. Agriculture and human values. DOI:
10.1007/s10460-016-9750-z