Philosophy 

The University of Batangas, a stock non-sectarian, private educational institution, believes

in the pursuit of knowledge, values and skills necessary for the preservation and
improvement of the Philippine society. It has faith in the dignity of the human person, in
the democratic process, in the reward for individual excellence, and in the freedom of a
person to worship God according to his conscience. Thus, the institution believes that the
development of the individual as a person and worker is an effective means in building a
better family, community and nation, and a better world.
 
Vision 
We envision the University of Batangas to be a center of excellence committed to serve the
broader community through quality education.
 
Mission
The University of Batangas provides quality education by promoting personal and
professional growth and enabling the person to participate in a global, technology and
research-driven environment. 
 
Goals

1. To partner communities where literacy, livelihood, and technology transfer projects

can be implemented with the direct and indirect involvement of the UB family
2. To support medical and dental missions to indigent barangays in coordination and
cooperation with services and welfare organizations. 
3. To provide staff assistance, lecturers and training on Social, Cultural and Sports
components such as anti-drug abuse education, peace and order, theater arts, health
and safety, labor laws, cooperative, leadership, culture and sports, etc. 
4. To develop and strengthen the human and spiritual aspects of a person or individual
through enhancement programs like group dynamics, recollections, retreats, etc. 
5. To support environmental awareness and management programs and other
community development projects.
Objectives

1. Pursue academic excellence through continuing search for the application of truth,
and knowledge and wisdom via traditional and alternative modes of instructional
delivery. 
2. Promote moral and spiritual development through an integrated educational
process that will enhance human character and dignity; 
3. Develop cultural, economic and socio-civic conscience through an educational
content relevant to national development needs, conditions and aspirations; 
4. Strengthen involvement in community services through varied economic and
environmental projects; 
5. Attain institutional self-reliance through responsive programs for staff, facilities and
systems development; 
6. Ensure financial viability and profitability 
 7. Adopt internationalization to meet the shifting demands in the national, regional
and global labor environment; and 
8. Increase the University's productivity and innovation in research, scholarship and
creative activities that impact economic and societal development 
 

Module 1
Nature and Characteristics of Research
Lessons in this module present the definition, purpose and characteristics of research.

Definition
Research is a process of systematic inquiry that entails collection of data;
documentation of critical information; and analysis and interpretation of that
data/information, in accordance with suitable methodologies set by specific professional
fields and academic disciplines.
Research is conducted to evaluate the validity of a hypothesis or an interpretive
framework; to assemble a body of substantive knowledge and findings for sharing them
in appropriate manners; and to generate questions for further inquiries.

Dimensions
1. Research as a specialized process
It refers to an intricate act of describing, testing, explaining, investigating a
certain condition, new and existing phenomenon, concept or theory.

2. Research as the output

It refers to the product (actual printed copy) of the research process with
sections complying with a certain standard or framework.

3. Research as an act
It simply pertains on the action of seeking information about someone or
something. The library and internet are the usual sources of information.

Kinds
1. Academic Research
 those conducted as part of academic requirements for completion of a
course or for graduation.
2. Business Research
those done related to business functions, operations or other
engagements
3. Commissioned Research- those paid research sold for the benefit of a company
or an organization. Sample of this is the Feasibility Study which is a requirement
in processing business permits and SWS, Nielsen surveys.

Functions
There are several functions of research:
 exploring new facts and truths (about world, technology, etc.)
 learning the relationships that occur between the various phenomena (market,
internal)
 creating theoretical knowledge (then used for innovation and creation of new
products)
 identification of market opportunities and potential risks
 solving problems and undertaking challenges for development of company

Characteristics of Research
Certain terms are very commonly used in research and the success of any
research depends on these terms. These terms determine whether a research is free of
biases, prejudices, and subjective errors or not. They are called the characteristics of
research.

1. Reliability is a subjective term which cannot be measured precisely, but today

there are instruments which can estimate the reliability of any research.
Reliability is the repeatability of any research, research instrument, tool or
procedure. If any research yields similar results each time it is undertaken with
similar population and with similar procedures, it is called to be a reliable
research. Suppose a research is conducted on the effects of single parenting on
the class performance of the children. If the results conclude that it causes low
grades in class, these results should have to be reliable for another sample taken
from a similar population. More the results are similar; more reliability is present
in the research.
2. Validity is the strength with which we can make research conclusions,
assumptions or propositions true or false. Validity determines the applicability of
the research. Validity of the research instrument can be defined as the suitability
of the research instrument to the research problem or how accurately the
instrument measures the problem. Some researchers say that validity and
reliability are co-related, but the validity is much more important than reliability.
Without validity, research goes in the wrong direction. To keep the research on-
track define your concepts in the best possible manner so that no error occur
during the measurement.
3. Accuracy is also the degree to which each research process, instrument, and tool
is related to each other. Accuracy also measures whether research tools have
been selected in best possible manner and research procedures suits the
research problem or not. For example if a research has to be conducted on the
trans-gender people, several data collection tools can be used depending on the
research problems but if you find that population less cooperative the best way is
to observe them rather than submitting questionnaire because in questionnaire
either they will give biased responses or they will not return the questionnaires at
all. So choosing the best data collection tool improves the accuracy of research.

4. Credibility comes with the use of the best source of information and best
procedures in research. If you are using second-hand information in your
research due to any reason your research might complete in less time but its
credibility will be at stake because secondary data has been manipulated by
human beings and is therefore not very valid to use in research. A certain
percentage of secondary data can be used if the primary source is not available
but basing a research completely on secondary data when primary data can be
gathered is least credible. When researcher gives accurate references in the
research the credibility of the research increases but fake references also
decrease the credibility of the research.

5. Generalization is the extent to which research findings can be applied to larger

population. When a researcher conducts a study he/she chooses a target
population and from this population he takes a small sample to conduct the
research. This sample is representative of the whole population so the findings
should also be. If research findings can be applied to any sample from the
population, the results of the research are said to be generalizable.

6. Empirical nature of research means that the research has been conducted
following rigorous scientific methods and procedures. Each step in the research
has been tested for accuracy and is based on real life experiences. Quantitative
 research is easier to prove scientifically than qualitative research. In qualitative
research biases and prejudice are easy to occur.

7. Systematic approach is the only approach to carry on a research. No research

can be conducted haphazardly. Each step must follow other. There are set of
procedures that have been tested over a period of time and are thus suitable to
use in research. Each research, therefore, should follow a procedure.

8. Controlled in real life experience there are many factors that affect an outcome. A
single event is often a result of several factors. When similar event is tested in
research, due to the broader nature of factors that effect that event, some factors
are taken as controlled factors while others are tested for a possible effect. The
controlled factors or variables should have to be controlled rigorously. In pure
sciences, it is very easy to control such elements because experiments are
conducted in the laboratory but in social sciences it becomes difficult to control
these factors because of the nature of research.

Classification of Research

There are many kinds of research which are classified according to their distinctive
features. Some of the classifications are as follows:
1. According to purpose - There are three broadly different kinds of research,
namely, predictive, directive and illuminative.

 Predictive or prognostic research has the purpose of determining the future

operation of the variables under investigation with the aim of controlling or
redirecting such for the better. “Predictive research proposes to give the result
from one specific educational practice or pattern and seeks to establish a
close statistical connection between characteristics of students and a
prediction of educational outcome.”

 Directive research determines what should be done based on the findings.

This is to remedy an unsatisfactory condition if there is any.

 Illuminative research is concerned with the components of the variable being

investigated, as for example, “interaction of the components of educational
systems and aims to show the connections among, for example, student
characteristics, organizational patterns and policies, and educational
consequences.”
2. According to goal - According to goal, research may be classified as basic or
pure research and applied research.

 Basic or pure research is done for the development of theories or

principles. It is conducted for the intellectual pleasure of learning. Much of
this kind of research has been done in psychology and sociology.

 Applied research is the application of the results of pure research. This is

testing the efficacy of theories and principles. For instance, a principle
says that praise reinforces learning. To determine if this is true, one
conducts an experiment in which there are two classes. In one class, he
uses praise but in the other class there is no praise at all. All other things
are kept equal. At the end of the experimental period, he gives the same
test to the two classes. If the scores of the pupils in the class with praise
are significantly higher than those in the class without praise, then the
principle is true.

3. According to the levels of investigation - French categorizes research

according to the levels of investigation into exploratory research, descriptive
research and experimental research.

 In exploratory research, the researcher studies the variables pertinent to a

specific situation.

 In descriptive research, the researcher studies the relationships of the

variables.

 In experimental research, the experimenter studies the effects of the

variables on each other.

4. According to the type of analysis -According to the type of analysis, research

is classified into analytic and holistic research.

 In the analytic approach, the researcher attempts to identify and isolate

the components of the research situation.

 The holistic approach begins with the total situation, focusing attention on
the system first and then on its internal relationships.
 5. According to scope - Under this category is action research. This type of
research is done on a very limited scope to solve a particular problem which is
not so big. It is almost problem solving.

In education, it is a firing-line or on the job type of problem solving or research used

by teachers, supervisors, and administrators to improve the quality of their decisions
and actions; it seeks more dependable and appropriate means of promoting and
evaluating pupil growth in line with the specific and general objectives and attempts to
improve educational practices without references to whether findings would be
applicable beyond the group studied.
6. According to choice of answers to problems - Research that is concerned
with finding answers to problems into evaluation and development research.

 In evaluation research, all possible courses of action are specified and

identified and the researcher tries to find the most advantageous.

 In development research, the focus is on finding or developing a more

suitable instrument or process than has been available.

7. According to statistical content - Under this type may be mentioned

quantitative research and non-quantitative research.

 Quantitative or statistical research is one in which inferential statistics are

utilized to determine the results if the study. Inferential statistics such as
correlation, chi-square, analysis of variance, etc. are used to test the
hypothesis. This type of research usually includes comparison studies,
cause-and-effect relationships, etc.

 Non-quantitative research. This is the research in which the use of

quantity or statistics is practically nil. This is especially true in
anthropological studies where description is usually used. Descriptive data
are gathered rather than quantitative data.

8. According to time element - According to time element, best classifies research

as historical, descriptive and experimental.

 Historical research describes what was.

 Descriptive research describes what is.
 Experimental research describes what will be.
 
Historical, descriptive and experimental are the major research methods. All
other methods, kinds and types of research whatever they are called fall under these
three major methods.
Other types and kinds of research are named according to the area or field of
activity. Hence, we have sociological research, social research, psychological research,
anthropological research, physical research. Chemical research industrial research,
economics research, health research, nursing research, curriculum research,
educational research and countless others.

Common Mistakes to Avoid When Writing a Research Paper

When writing a research paper, there are some predictable traps that students
tend to fall into time and time again. Being aware of these potential pitfalls before
starting your paper can go a long way in helping you to successfully avoid them. This
will take away a tremendous amount of stress and frustration. You’ll then be able to
write a paper that will impress your instructor and a paper that you will be proud of.
Here are some of the most common mistakes students make when writing a research
paper:
1. Lack of research before choosing a thesis statement.
Sometimes, when stressed or busy, students will rush their selection of a
subject for a paper. As a result, their focus and connection with the subject matter
can suffer greatly, and inevitably this comes through in their writing. Doing good
research and choosing a subject you feel you can connect to are important steps in
writing a successful thesis statement, and ultimately a successful paper.

2. Lack of a strong thesis statement.

Once you select a subject, creating a strong thesis statement is the next step.
This is a critical, foundational element for a successful paper. One hallmark of a
successful thesis statement is that you “take a stand,” or a definite point of view. The
thesis statement should be clear and express one main idea. It should be about a
topic that warrants further discussion. A good thesis statement is genuine,
compelling, and makes the reader want to continue.
 3. Failure to make appropriate connections between the thesis statement and
supporting statements.
The structure of a research paper flows from the thesis statement to the
supporting statements, which comprise the body of the paper. The best research
papers are in effect a sustained inquiry and a stimulating discussion of a well-
defined topic. You paper must transition effectively from your thesis statement to
your supporting statement.

4. Lack of strong, relevant data to support statements.

All supporting statements in a paper should be backed up by relevant sources
which substantiate the point of view put forward by the thesis statement. Your
supporting statements should flesh out your original thesis statement and have a
basis in strong, factual data that you cite and the reader can easily verify.

5. Failure to properly cite sources.

Proper credit must be given for all data and references used within a paper.
Specific requirements for doing so can vary depending upon the instructor. Whether
you’re working in the MLA style or some other format, each style has specific
parameters and guidelines for citing sources. Be sure to check with your instructor
for specifics so that you can cite sources within the required guidelines.
Fortunately, there is now software on the market that can help in this area of
writing research papers. Whether it’s MLA style format, APA or some other,
formatting software can help take the guesswork out of the citation process.

Being aware of these common pitfalls when writing a research paper, can go a long
way helping you avoid making these mistakes. If you do, you will be well on your way to
writing a top-notch research paper.
References:
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Module 2
The Research Problem
Lessons in this module explain what a research problem is, its importance, conception,
and presentation

Research Problem
It refers to the specific questions that have to be answered, certain objectives
that have to be attained, concepts/theory that have to be tested explained, or
formulated, issue, concern or problem that have to be solved or phenomenon/condition
that has to be described.

Functions of the Problem

The purpose of a problem statement is to:
1. Introduce the reader to the importance of the topic being studied. The reader is
oriented to the significance of the study and the research questions or
hypotheses to follow.

2. Places the problem into a particular context that defines the parameters of what
is to be investigated.

3. Provides the framework for reporting the results and indicates what is probably
necessary to conduct the study and explain how the findings will present this
information.
Sources of Research Problem
Identifying a problem to study can be challenging, not because there is a lack of
issues that could be investigated, but due to pursuing a goal of formulating a socially
relevant and researchable problem statement that is unique and does not simply
duplicate the work of others. To facilitate how you might select a problem from which to
build a research study, consider these three broad sources of inspiration:

1. Deductions from Theory

This relates to deductions made from social philosophy or generalizations
embodied in life in society that the researcher is familiar with. These deductions from
human behavior are then fitted within an empirical frame of reference through
research. From a theory, the research can formulate a research problem or
hypothesis stating the expected findings in certain empirical situations. The research
asks the question: “What relationship between variables will be observed if theory
aptly summarizes the state of affairs?” One can then design and carry out a
systematic investigation to assess whether empirical data confirm or reject the
hypothesis and hence the theory.

2. Interdisciplinary Perspectives
Identifying a problem that forms the basis for a research study can come from
academic movements and scholarship originating in disciplines outside of your
primary area of study. A review of pertinent literature should include examining
research from related disciplines, which can expose you to new avenues of
exploration and analysis. An interdisciplinary approach to selecting a research
problem offers an opportunity to construct a more comprehensive understanding of a
very complex issue than any single discipline might provide.

3. Interviewing Practitioners
The identification of research problems about particular topics can arise from
formal or informal discussions with practitioners who provide insight into new
directions for future research and how to make research findings increasingly
relevant to practice. Discussions with experts in the field, such as, teachers, social
workers, health care providers, etc., offers the chance to identify practical, “real worl”
problems that may be understudied or ignored within academic circles. This
approach also provides some practical knowledge which may help in the process of
designing and conducting your study.
 4. Personal Experience
Your everyday experiences can give rise to worthwhile problems for
investigation. Think critically about your own experiences and/or frustrations with an
issue facing society, your community, or in your neighborhood. This can be derived,
for example, from deliberate observations of certain relationships for which there is
no clear explanation or witnessing an event that appears harmful to a person or
group or that is out of the ordinary.

5. Relevant Literature
The selection of a research problem can often be derived from an extensive
and thorough review of pertinent research associated with your overall area of
interest. This may reveal where gaps remain in our understanding of a topic.
Research may be conducted to: 1) fill such gaps in knowledge; 2) evaluate if the
methodologies employed in prior studies can be adapted to solve other problems; or,
3) determine if a similar study could be conducted in a different subject area or
applied to different study sample [i.e., different groups of people]. Also, authors
frequently conclude their studies by noting implications for further research; this can
also be a valuable source of problems to investigate.

Steps in Identifying the Research Problem

1. Choose a topic of interest. NOTE: Do not confuse a research problem with a
research topic. A topic is something to read and obtain information about
whereas a problem is something to solve or framed as a question that must be
answered.
2. Read about the topic chosen. Learn about its details. What do different authors
or personalities say about it?
3. Look for related researches done on the chosen topic. Browse its content. Focus
on research objectives, findings and recommendations.
4. To look for related researches in the internet, type in the search bar this text,
Research in (topic) or Published research in (topic). You can also limit your
search to documents in ‘pdf’ form for easy access and reading. You just have to
include ‘pdf’ when you type your topic in the search box.
5. Determine the research gap which refers to subtopics not yet explored in the
study.
 6. Verify accuracy of identified gap by connecting it to a specific problem
encountered in an industry or field of study, because of the identified gap. Do
companies/professionals in your field of expertise experience the same problem?
7. Once a specific problem is identified, research if there has been a way to solve
the problem as offered by other researchers.
8. Formulate your rationale by explaining why there is a need to conduct a research
on the chosen topic. How will it benefit the target industry or field of study? What
will it contribute to the body of knowledge?
9. State your main problem. Write your statement of the problem by formulating sub
questions. Informative questions such as those with direct answers and
questions answerable by yes or no, have to be avoided. Make sure that your sub
questions are all directly related but not overlapping to your main question.
10. Verify if your sub questions are researchable by doing the following:
1. Look for other research conducted about the specific sub problem
2. If you were able to find five or more, it means that your good to go. But
if you find it hard to look for related research, you may change your
sub problem and go back to Step 9
11. Write your final statement of the problem. If it is for Statement of the Problem, it
has to be in question form. If it is for Objectives of the Study, it has to be in
declarative form, beginning with an infinitive phrase.

Good Problem Statement

The good problem statement begins by introducing the broad area in which your
research is centred and then gradually leads the reader to the more narrow questions
you are posing. The statement need not be lengthy but a good research problem should
incorporate the following features:
 Compelling topic
Simple curiosity is not a good enough reason to pursue a research study. The problem
that you choose to explore must be important to you and to a larger community you
share. The problem chosen must be one that motivates you to address it.
 Supports multiple perspectives
The problem most be phrased in a way that avoids dichotomies and instead supports
the generation and exploration of multiple perspectives. A general rule of thumb is that a
good research problem is one that would generate a variety of viewpoints from a
composite audience made up of reasonable people.
 Researchable
It seems a bit obvious, but you don't want to find yourself in the midst of investigating a
complex research project and realize that you don't have much to draw on for your
research. Choose research problems that can be supported by the resources available
to you.

References:
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