SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.

College of Education
National Highway, Crossing Rubber, Tupi, South Cotabato

LEARNING MODULE FOR

EDUC 320
METHODS OF RESEARCH

WEEK 1
September 1, 2020
_____________________________________

EDUC 320 – Methods of Research

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 COURSE OUTLINE
COURSE CODE : EDUC 320
TITLE : Methods of Research
TARGET POPULATION : 2nd year and 3rd year College of Education students
INSTRUCTOR : MS. LEAH D. LOCSIN, MIE
Overview:
This module provides the fundamentals of research, and the basic concepts, arranged in the
most logical manner, and are supported by various examples from different fields of discipline. It
attempts to show that the work of research is cohesive even at the start, putting together a
theoretical framework, statement of the problem, hypothesis, and the review of related literature.
Data analysis covers a large portion of this module, since statistics is the language of
research, which tells the stories about the data and makes numbers alive and meaningful.

After going through this module, the students should be able to:
1. understand research terminology and concepts
2. identify appropriate research topics
3. be aware of the ethical principles of research, ethical challenges and approval
processes
4. describe quantitative, qualitative and mixed methods approaches to research
5. identify the components of a literature review process
6. organize and conduct research
7. write a research proposal
The following are the topics to be discussed:

Week 1 The Nature and Characteristics of Research

Week 2 The Problem
Week 3 The Research Methods, Documentation and Sampling Techniques
Week 4 The Research Methods, Documentation and Sampling Techniques
Week 5 How to Write Chapter 1 of a Thesis

Instruction to the Learner

Learn the research process using the series of lessons in this module. Each lesson guides you
step-by-step as you practice important research skills. You will learn to define and analyze
sources, how to write a solid thesis statement, and ultimately understand how to create a research
project.
GETTING STARTED:
Do you remember back in your high school years when you were required to conduct a
Science Investigatory Project as part of your curriculum? Do you recall what your title was?
What made you choose your title? What research method/s did you use in your study? How was
the overall experience?

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 WEEK 1
CHAPTER 1: THE BASIC AND FUNDAMENTAL CONCEPTS OF RESEARCH
Introduction
Research was originally derived from the French word CERCHIER, which simply means
“search or seek”. The prefix “RE” which means “again” signifies the possibility of seeking the
truth again on certain aspects of a problem which was studied before from a different and distinct
point of view; hence, the word research was conceptualized.
Research, using the simplest definition, is looking for an answer to query using the most
logical and valid methods. Problems could be on finding the best method of teaching
mathematics or any subject. It could mean selecting the best chemicals that can improve the
strength and quality of ropes, or it could mean determining what other staple food can serve as
substitute for rice. There are other problems everywhere for research, but researchers are found
wanting.
We have the problems, but what is the best method that can give the best and logical answer
is oftentimes elusive. Research can also be defined in a more technical manner, as a process of
using relevant data with the best methods of analysis that can help the user develop new
knowledge or new insight into the problem.
Definitions of Research
According to the Reader’s Digest Encyclopedic Dictionary (1975), research is a systematic
investigation of a certain phenomenon or series of phenomena with the use of an established
method of research.
Research is a systematic inquiry that utilizes a formal method of studying a problem with the
ultimate goal of expanding an existing body of knowledge (Polit and Beck, 2004)
Research is further defined as a scientific study or investigation conducted purposely to
discover facts and significance of a condition or event with an end in view of obtaining answers
to problem (Webster, 1992).
Characteristics of Research
1. Empirical
Empirical is based on direct observation or experience of the researcher. The collection of
data is based on practical experience without assistance of scientific knowledge or theory.
2. Logical
Logical research is based on legal principles and procedures in gathering of data.
Scientific investigation is done in an orderly manner so that the researcher has confidence
in the findings. Logical examination of the procedures used in the research enables the
researcher to draw legal conclusions, which are important for decision-making.
3. Cyclical
Research is a cyclical process. It starts with a problem and ends with a problem. For
instance, a researcher who has completed his study draws conclusions that dovetail with

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 the findings. Recommendations are based on the conclusions. If there are two
conclusions, there are three recommendations, and the third recommendation is usually
further research. In the recommendations, many problems are uncovered requiring further
study; thus the research cycle is repeated.
4. Analytical
Research utilizes proven analytical procedures in collecting data, whether historical,
descriptive, experimental, or case study. In historical research, the data gathered focus on
the past; descriptive research focuses on the present situation, and experimental research
focuses on the future. A case study focuses on the past, present, and the future.
5. Methodical
Research is conducted in an orderly manner without bias, using systematic procedures
and techniques, an appropriate research design, and statistical tool to arrive at scientific
interpretation.
6. Critical
A critical research exhibits careful and exact judgment
7. Replicable
The research designs and procedures are replicated or duplicated using different materials.
Different Types of Research
1. Pure Research
This type of research aims to discover fundamental truth or principles of the unraveled
boundaries of nature for the purposes of exploring new knowledge as basis for declaring
new learning, theory, or law, as in the light of Archimedes’ Law of Buoyancy “ that a
floating body displaces the amount of liquid whose weight is equal to the weight of the
same floating body” or of Newton’s law of motion which upholds “that a body at rest
remains at rest and a body in motion will continue moving with the same velocity in a
straight line unless distracted by an external force”. Unlike other forms of research work,
pure research is not intended to solve a problem nor to harmonize a disorder. Pure
research is undertaken to satisfy an intellectual curiosity.
2. Applied Research
This type of research seeks to answer a problem or to settle a significant issue which
provides a solution to existing difficulties. Applied research, first of all, identifies a
problem in the area where the research is to be conducted. If there’s a problem on the
health care service delivery in a certain area, a research study on the problem may be
conducted to find out what causes the problem so that appropriate remedies thereof
should be recommended.
A research study in the business sector, in the community, in the area of teaching-learning
concerns or in the economic, social, and emotional aspects of life are easily identified as
applied research.

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 3. Action Research
This type of research is one that calls for a study on a problem that needs an immediate
action. It is generally simple in the sense that the research study covers only a particular
situation at a particular time. Sometimes an action research simply aims to obtain
information concerning classroom problems and issues of local applications.
The Desired Characteristics of a Researcher
There are 10 characteristics/qualities of a good researcher which stand for the acronym of
RESEARCHER.
1. Research-oriented- A good student-researcher must be research-oriented. The school is
his training ground where he starts to love and find interest to conduct research.
2. Efficient- He must be a dreamer. He must be ambitious, but he must also be industrious in
order to achieve his dreams.
3. Scientific- He must be systematic, methodical, logical, and precise in his decisions
pertaining to his research and interpreting research results.
4. Effective – He must be successful in hie experimental research so that its results are
useful. Ultimately, he must be able to realize a return on investment from the research
outputs by commercializing them.
5. Active – He must be energetic and dynamic in conducting his research until its
completion.
6. Resourceful – He must be inventive and quick-witted in conducting his research with the
goal in mind of improving his quality of life from poor to rich.
7. Creative – He must be unique, original, and innovative in his research to arrive at
productive results that can augment income, alleviate poverty, and improve quality of life.
8. Honest – In research, the saying “Honesty is the best policy” applies. A good researcher
must be trustworthy and declare valid research results.
9. Economical – He must make his research cost-effective. He must be thrifty and wise in
the use of materials, time, and money.
10. Religious – He must be a spiritually-oriented individual by implementing first in his life
the acronym UNLAD, meaning Unahin Natin Lagi ang Diyos in order to be well-guided
excellently by the Almighty in his research efforts. A very spiritual individual receives
extraordinary blessings of good health, wisdom, knowledge, and understanding, all
necessary traits in fulfilling the difficult task of research.

Kinds of Variable
Variables are the conditions or characteristics that the experimenter manipulates, controls, or
observes. A variable is also a concept – a noun which stands for variation within a class or object
such as sex, age, IQ, achievement, grade, educational attainment, socio-economic status.
1. Independent Variables are the conditions or characteristics that the experimenter

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 manipulates in his attempts to ascertain the relationship to observed phenomena. It is
capable of effecting change in the dependent variable. It is defined as that factor which is
measured, manipulated, or selected by the experimenter (or researcher) to determine its
relationship to an observed phenomenon. It is the presumed cause of the dependent
variable.
2. Dependent variable is that factor which is measured to determine the effect of the
independent variables. It is the presumed effect. It is the consequence of independent
variable. It is the variable predicted.
In other words, the independent variable is the experimental variable; it is the factor that
is manipulated by the experimenter or researcher. The dependent variable is the result that
occurs when something is manipulated, hence, the dependent variable is a resultant of the
factor manipulated. To illustrate: when a child is pinched (independent variable), his
reaction is to say “Aray” (dependent variable). If the independent (experimental) variable
is intense, he may not only say “Aray” but may scream or cry or may even lunge at the
aggressor.
Other examples of dependent variables:
1. Age, sex, educational training of nurses affect the extent of patient satisfaction
Age, sex, educational training of nurses – INDEPENDENT VARIABLES
Patient satisfaction - DEPENDENT VARIABLES
2. Teaching performance is affected by age, educational attainment, in-service training,
length of teaching service
age, educational attainment, in-service - INDEPENDENT VARIABLES
training, length of teaching service
teaching performance - DEPENDENT VARIABLES
3. Intervening Variables – It is a factor that exists but usually cannot be seen, measured
or manipulated but its existence can be inferred from the effects of the independent
and moderator on the observed phenomenon. Intervening variable bears influence on
the effect of the independent variable (X) on the dependent variable (Y). Although the
variable cannot be measured or manipulated, they may be identified.
Example # 1
The effect of nursing intervention on the extent of recovery of post-operative hospital
patients
Independent variable – nursing intervention
Intervening variables – experience of the nurse, attitude of the nurse,
Hospital facilities, environmental conditions
Dependent variable - extent of recovery of post-operative hospital patients

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 Example #2
Effectiveness of Teaching Mathematics as Perceived by K to 12 Students of Public
and Private schools in Iloilo City

Independent Intervening Dependent

Variables variables Variables

Teaching Methods Qualities of Teachers Effectiveness

of Mathematics Instructional Facilities
Classroom Facilities Mean Scores

Activity # 1 ( to be submitted on September 8, 2020)

Direction: Read and understand this module. Provide what is being asked. Write your answers in
a long bond paper (hand written) and attach it to the last page of this module.
ESSAY:
1. In an outline form, briefly discuss the 10 qualities of a good researcher.

CRITERIA FOR SCORING

Content 20

Organization 20

Mechanics 10
(punctuation, Spelling, etc.)

ILLUSTRATION:
Direction: Below are research titles. Look for the independent and dependent variables and
present them in a schematic diagram.
1. Adequacy of Facilities at Saint Paul University Iloilo as Perceived by Faculty, Staff, and
Friends
2. Correlation of High and Low Achievers in Mathematics at The College of Education,
West Visayas State University, La Paz, Iloilo City
3. Culturing of Tilapia in Backyard Fishpond Using Fish Meal and Bread Meal as
Supplemental Feeds
4. Planting of Tomatoes in Pots Using Night Soil and Chicken Dung as Organic Fertilizers
5. Utilization and Commercialization of Pineapple Peelings as Wastes of Canned Pineapple
and Banana Peelings as Wastes of Banana Cue into Soap
End of first week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
College of Education
National Highway, Crossing Rubber, Tupi, South Cotabato

LEARNING MODULE FOR

EDUC 320
METHODS OF RESEARCH

WEEK 2
September 8, 2020
_____________________________________

EDUC 320 – Methods of Research

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 Week 2

The Problem
Different authors speak of different terminologies. Some authors use the term “problem”,
another author “topic”, while others use “thesis subject”. Be it one term or the other, they all
mean the same thing – research problem.
A problem is a big “question mark”. It is something not adequately attained to the
satisfaction of users. A research problem is a situation of concern brought into focus for
concentrated study.
Before a researcher can conduct a research study, he must have a research problem to work on.
Because a research problem needs concentrated study, it is imperative that the selection be made
after thorough deliberation. Hence, it is essential that utmost care and attention be given to the
research problem. The quality of the problem determines to a greater extent, the quality of the
entire research process and its product; the fruitfulness of the research itself, the extent to
continue even though the solutions are harder to come by than originally anticipated, the extent of
cooperative pooling of findings and their applications.

Guidelines on Assessing a Problem

1. Novelty of the problem. Is the problem new, unusual or striking? Is it spectacular in the
sense that, if solved, it would be of great benefit to many?
2. Capability of the Researcher. Is the researcher intellectually and physically capable of
completing the study?
3. Usefulness of the Study. Is the study useful? Is it beneficial to a great number of people?
4. Availability of data and information. Are the materials or sources of data available?
5. Cost and time limit of the research work. Is it doable within the time limit of the
research study? Can the student afford it?

Sources of Problems
One of the most common complaints of students in research is that they have no problem.
But actually, there are so many problems around us. Some problems are easy to solve, but
problems in research need more time and intensive effort.
1. Subjects in the Classroom
a. achievement of a certain subject and the factors that influence or affect it
b. the interaction of age and gender on the Process Method of Science Teaching
c. the effects of teacher enthusiasm on the learning of academic subjects
d. study habits and motivation of third year high school students on academic
achievements
e. intrinsic and extrinsic motivation factors of students to take computer courses
f. intelligence theories and academic performance
g. predictive factors of teacher success in teaching
2. Work Experiences
a. Interpersonal relations with co-workers
b. Communication flow in the three processes
c. Instructional leadership skills of principals and their relationship with organizational

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 effectiveness
d. An empirical investigation of Holland’s Theory on the work environment of personnel
in a certain company
e. the relationship between management styles of school managers and faculty
empowerment
3. Theories which need Empirical Support
a. Motivation-Hygiene Theory with job satisfaction
b. Intelligence Theories on learning and teaching
c. Cost-benefit of hiring contractual workers
4. Technological and Science Researches
a. Quality of life among people living on the riverbanks of a certain region
b. Drug addiction
c. Issues on pollution, global warming, tsunami, tornadoes, earthquakes and others
d. Use of computers for aids in navigation
e. Quality health care
5. Recommendations from other researches
6. Suggestions from friends or Administrations
7. Specializations
Characteristics of a Good Problem
1. It should be of interest to the researcher himself; one can be eloquent on a subject matter
which one knows and is interested in.
2. It should have practical value to the researcher, the school, and the community.
3. It is a current and novel issue.
4. More importantly, it can be finished within the allotted time, depending on the subject,
which is a requirement.
5. It should not carry moral or legal impediment, nor should it be controversial.
6. The data are available.
7. The variables are clear, separable, and updated.
8. It shall incur expenses affordable to the researcher.

The Factors that Influence the Selection of the Problem

A research paper usually has numerous constraints and there are factors that limit the
successful performance of the project. The researcher should be aware of these things which are:
1. Availability of Data. This is the most important consideration that a researcher should be
concerned of. One can never do an empirical research without data.
2. Funds. It is also one of the constraints. A research activity is an investment and therefore,
needs funds. One needs funds for questionnaires, data analysis, for papers, other materials,
and for the typing of the manuscript.

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 3. Capability of the Writer. One should not write a topic on theory on numbers when one
has not taken the course. One should write on topics which he believes he is capable of
doing.
4. Attitude and Interest of the Researcher. One will be motivated to do the research if one
has the proper attitude and interest in what one is doing.
5. Interest of the Sponsor or the Benefactor should be considered. This, however, should
not conflict with the interest and capability of the researcher.
6. Importance of the Issues Involved. Topics that are already saturated with findings
should be avoided. It should be a topic that is current and likewise popular.
7. Regency of the Issue. It is an event or an issue that is contemporary and of interest to
many.
8. Cooperation of Other People. One should be assured of others who will play an
important part in the research report.
9. Facilities and Instruments are Available. Facilities and instruments needed in an
experiment should be available, especially laboratory equipment and chemicals.

The Stages of a Research Process

First Stage – Selecting the Problem

To select an appropriate problem, the researcher must bear in mind the acronym, PROBLEM:
P – Propriety (Is the inquiry appropriate in terms of the needs of the respondents or
significant others? Is it a pressing problem that needs immediate attention?)
R – Relevance (Is the subject relevant to the present time, condition, and place?)
O- Originality (Is it an original study in some respects in the area? Is it not a repetition of a
study in the same span of period in the same place?)
B- Benefits (Will the findings of the study be beneficial? Will the findings give “the greatest
good for the greatest number?”)
L- Legality (Is the study lawful? Will it not encroach upon the lawful rights of others?)
E- Essentiality (Will the findings be essential to some particular fields of disciplines?)
M- Measurability (is the study measurable/ Does it fit the essence of the usual acronym,
SMART: Specific, Measurable, Attainable, Realistic, and Time-Bounded?)

Second Stage – Formulating the Research Title

In formulating the research study title, one has to take into account the following tips:
1. What’s the main focus of the problem?
2. What are the major issues that should be included in the research study?
3. Does the title clearly embody the major problems or issues sought to be investigated?

Third Stage – Conceptualizing the Research Design and Method to be Utilized

In conceptualizing the research design and method to be used, the researcher must bear in
mind his objectives which may be elicited from the following questions:
1. Do I intend to study the past condition, the present status, the future or altogether the past,
the present and the future of the problem or issues to be resolved? If the approach tends to
focus on the past (what it was) the design shall be historical in nature. If the approach
clings to find out the present status of the problem (what exists at present) the design

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 becomes descriptive. If the approach focuses on the future standing or anticipated
development of issues, the design shall be experimental. If the researcher aims to include
the past, the present, and the future of the problem, the design jibes with that of the case
study design.
2. With such design or research plan, what research method should I logically use?
3. What type of documentation should I use?

Fourth Stage – Constructing and Validating the Questionnaire

1. What questions should I contrive to bring about the answers to my problems?
2. Should I make use of closed or open questionnaires?
3. Who are my respondents?
4. What kind of instruments should I construct so that my respondents could validly answer
my questionnaires?
5. Where and how should I conduct a dry-run to validate my questionnaires?
6. How many respondents do I need for my dry-run?
Fifth Stage – Selecting the Appropriate Sampling Technique and Administering the
Questionnaires
1. Which of the sampling techniques could be applied appropriately on my study? Will it be
random or non-random? If so, what particular technique is applicable? Why?
2. How will I select my respondents? How many respondents should I include so that my
findings be scientifically authentic and valid?
3. Have I sought the permission of proper authorities for the administration of my
questionnaires?

Sixth Stage – Retrieval of Questionnaires and Collation of Data

1. Have I retrieved the number of questionnaires as planned? Are they properly answered?
2. Are the data properly collated and statistically sufficient to meet the requirement of my
study?

Seventh Stage – Presentation, Analysis, and Interpretation of the Data

1. Should I present the data in tabular or graphic form/
2. Are my textual analysis clear and are not susceptible to double interpretations?
3. Are my interpretations basically logical?

Eighth Stage – Culling and Summarizing the Findings

1. Are my findings properly culled?
2. Are my findings arranged in the order as presented in my study?
3. Are my findings decisive?

Ninth Stage- Drawing up Conclusions and Recommendations

1. Are my conclusions directly dovetailed with my findings?
2. Are my conclusions conclusively denoting the major issues of my study?
3. Are my recommendations conformably related to my findings?
Tenth Stage – Brushing up on the Thesis Format
1. Have I followed the appropriate mechanism and format of a thesis officially adopted by
my school?
2. Have I completed the essential parts of a thesis?

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 Activity #2 (to be submitted on September 15, 2020)

Direction: Read and understand this module. Provide what is being asked. Write your answers in
a long bond paper (hand written) and attach it to the last page of this module.

1. When you did your Science Investigatory Project, which among the guidelines of
assessing a problem did you consider? Briefly explain your answer.
2. What is the significance of the research process?

CRITERIA FOR SCORING

Content 20

Organization 20

Mechanics 10
(punctuation, Spelling, etc.)

End of second week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
College of Education
National Highway, Crossing Rubber, Tupi, South Cotabato

LEARNING MODULE FOR

EDUC 320
METHODS OF RESEARCH

WEEK 3
September 15, 2020
_____________________________________

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 Week 3

THE RESEARCH METHODS, DOCUMENTATION,

AND SAMPLING TECHNIQUES

Research vs. Method

Research – It is a careful, systematic, and scientific study of investigation in some fields of

knowledge.
Method – It is a scientific way of examining an issue, an event or a problem.
It is a formal process or procedure of investigating something in accordance with formal
steps and guidelines for the purpose of arriving at a solution or remedy for the specifically
identified problem or issue.

The Types of Research Methods:

A. Historical Method

Historical method is also known as documentary method. In looking into the truth of
the past event, the researcher should avail himself of the use of documents on recorded
information and facts.
The historical method is manifested in form of the narration of striking happenings
about the past problem which finds proper applicability to the current problems.

The historical method usually requires three (3) major procedures, viz:
1. Primary resources of document, preferred.
2. Secondary sources may be availed of in cases where primary sources are not
available.
3. Evaluation of events, and personages should be in the context of peoples’ culture
and standards of the past era.

Classifications of the Needed Historical Materials

1. Relics symbolic of the past event.
2. Inscriptions and documents.
3. Transmitted information from reading materials on tales and songs.
Uses of Historical Research
1. Historical research is useful in searching the past for solutions to contemporary
problems and needs.
2. It is used to throw light at the present situation.
3. It gives people a sense of continuity from the past to the present.

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 4. It enables communities to grasp their relationship with the past and how it relates
to current issues.
5. It records events of enduring worth, which confer upon the individual a
consciousness of unity and the feeling of importance of human achievement
B. The Descriptive Method

The descriptive is otherwise known as normative survey. This method is concerned

with the prevailing or existing status of an event or problem under this method, the researcher
employs the following data-gathering procedure.
1. questionnaire
2. interview
3. observation

In this method, the researcher aims to describe the existing phenomenon with the
purpose of exploring the causes of a particular problem.

Ways of Obtaining Information

1. Asking the opinions and attitudes of respondents through the use of survey
instruments that may be validated by observation and interviews of significant others.
2. Probing documents and historical facts.
3. Following-up studies currently and closely related with the present issues.
There are nine types of descriptive research:
1. Descriptive survey
2. Descriptive-normative survey
3. Descriptive-status
4. Descriptive-classification
5. Descriptive-evaluative
6. Descriptive-analysis
7. Descriptive-comparative
8. Correlational survey
9. Longitudinal survey
C. The Experimental Method

In Experimental method, the researcher focuses on what will be the outcome of the
study from the point of view of the future with the manipulation of one independent variable
under control and observes the effect on one or more dependent variables. This process involves
two groups, an experimental group and control group of equal standing which should undergo
a pre-test.

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 After the experimental group shall have been exposed to the treatment for the prescribed
length of time, the researcher administers a parallel test of the independent variable, after which
the researcher determines the significant difference between the groups. (Acero & Leuterio,
2006)
Examples of independent variables that can be manipulated.
1. Strategy of Teaching
2. Learning activities
3. Device materials
4. Learning styles

The significant difference shall be made the bases of what may be found applicable to
future issues and problems.

D. The Case Study Method

This method is also called the historical genetic method, for, it delves to study the past,
the present, and the future of the subject or case.

The case study basically concerns itself with the thorough investigation of the original
status of an entity and its periodic development which may give birth to its future condition.

If the method is applied to cases of individual subjects, the researcher would get into the
careful and thorough examination of their lives and their behaviors that contributed to what they
are at present which may draw up their logical views that may affect their transformation in the
future.

Activity #3 (to be submitted on September 22, 2020)

Direction: Read and understand this module. Provide what is being asked. Write your answers in
a long bond paper (hand written) and attach it to the last page of this module.
1, Conduct an in-depth online research on the different types/designs of descriptive research.
Give an example for each design.

CRITERIA FOR SCORING

Content 20

Organization 20

Mechanics 10
(punctuation, Spelling, etc.)

End of third week

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 SOUTH EAST ASIAN INSTITUTE OF TECHNOLOGY, INC.
College of Education
National Highway, Crossing Rubber, Tupi, South Cotabato

LEARNING MODULE FOR

EDUC 320
METHODS OF RESEARCH

WEEK 4
September 22, 2020
_____________________________________

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 Week 4

THE RESEARCH METHODS, DOCUMENTATION,

AND SAMPLING TECHNIQUES
The Research Documentation
There are two general styles of research documentation, viz:
1. The APA (American Psychological Association)
2. The MLA (Modern Language Association)

The use of any style of documentation demands consistency. It is not advisable for a
researcher to make use of two styles interchangeably at will in one study. A researcher must be
consistent in using a particular style of choice. In fact, a graduate school can prescribe the style of
documentation it prefers for its researchers. The choice of style may be considered as an
institutional preference.
1. American Psychological Association Style (6th Edition)
References in the body of your essay
The APA in text reference is in the format (author, date). When directly quoting from a text
you must include a page number in the citation as given in the examples below. Including page
numbers in all other circumstances is not required however, it is best practice to do so when
referring to part of a work (e.g. a paragraph or chapter in a book). When referring to an entire work
that covers a single topic (e.g. a journal article) it is not required.

Referencing an idea

Anxiety and depression have been identified as more commonly in children and
adolescents with long-term physical conditions (Dantzer, 2003; Pinquart & Shen, 2011).
OR

Dantzer (2003), Pinquart and Shen (2011) all state that anxiety and depression has been
identified as more commonly in children and adolescents with long-term physical
conditions.

Referencing a quotation

Indeed, one researcher commented that “technological innovations have saved or

extended the lives of many patients” (Lumby, 2001, p. 44).

Citing a source within a source

Where your source quotes or refers to another source, for example Unsworth refers to previous
work by Halliday on linguistics, the citation might read thus:

(Halliday, as cited in Unsworth, 2004, p. 15)

Only Unsworth will appear in the Reference list at the end of your assignment

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 Reference List
Your reference list should be ordered alphabetically by author and then chronologically by
year of publication. The APA 6th style requires the references to be indented as illustrated below in
the examples.
For instances of multiple articles with the same authors and years of publication, please
check the APA publication manual or Academic Writer. If you have the DOI for the journal article,
you should include it in the reference, otherwise, it is not necessary.

Book

De Vaus, D. A. (2014). Surveys in social research. Sydney, Australia: Allen & Unwin.

Book chapter

McKenzie, H., Boughton, M., Hayes, L., & Forsyth, S. (2008). Explaining the
complexities and value of nursing practice and knowledge. In I. Morley & M. Crouch
(Eds.), Knowledge as value: Illumination through critical prisms (pp. 209-224).
Amsterdam, Netherlands: Rodopi.

Journal article

Cheung, J. M. Y., Bartlett, D. J., Armour, C. L., Laba, T. L., & Saini, B. (2018). To drug or
not to drug: A qualitative study of patients’ decision-making processes for managing
insomnia. Behavioral Sleep Medicine, 16(1), 1-26. doi:10.1080/15402002.2016.1163702

Webpage with an author

HealthTimes. (2015). The future of aged care nursing in Australia. Retrieved
from [Link]
n-australia/495/

Webpage with no author

$250m funding boost for malaria vaccine. (2003). Retrieved
from [Link]
2220

Newspaper article

Fellner, C. (2019, April 7). Time bomb: Two new cases as NSW faces worst measles
outbreak in years. The Sydney Morning Herald. Retrieved from [Link]

Government publication

Australian Institute of Health and Welfare. (2018). Physical activity across the life
[Link], Australia: Author.

Australian Institute of Health and Welfare. (2018). Physical activity across the life
stages. Retrieved from
[Link]
contents/table-of-contents

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 Company and Industry Reports

Vuong, B. (2018, November). IBISWorld industry report OD5381. Coffee shops in

Australia. Retrieved from IBISWorld database.

2. Modern Language Association Style

MLA is a style of documentation that may be applied to many different types of writing. Since
texts have become increasingly digital, and the same document may often be found in several
different sources, following a set of rigid rules no longer suffices.
Thus, the current system is based on a few guiding principles, rather than an extensive list of
specific rules. While the handbook still describes how to cite sources, it is organized according to
the process of documentation, rather than by the sources themselves. This gives writers a flexible
method that is near-universally applicable.
Once you are familiar with the method, you can use it to document any type of source, for any
type of paper, in any field.

Here is an overview of the process:

When deciding how to cite your source, start by consulting the list of core elements. These are
the general pieces of information that MLA suggests including in each Works Cited entry. In your
citation, the elements should be listed in the following order:
1. Author.
2. Title of source.
3. Title of container,
4. Other contributors,
5. Version,
6. Number,
7. Publisher,
8. Publication date,
9. Location.
Each element should be followed by the corresponding punctuation mark shown above. Earlier
editions of the handbook included the place of publication and required different punctuation (such
as journal editions in parentheses and colons after issue numbers) depending on the type of source.
In the current version, punctuation is simpler (only commas and periods separate the elements), and
information about the source is kept to the basics.
Author
Begin the entry with the author’s last name, followed by a comma and the rest of the name, as
presented in the work. End this element with a period.
Bhabha, Homi K. The Location of Culture. Routledge, 1994.

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 Title of source

The title of the source should follow the author’s name. Depending upon the type of source, it
should be listed in italics or quotation marks.

A book should be in italics:

Henley, Patricia. The Hummingbird House. MacMurray, 1999.

An individual webpage should be in quotation marks. The name of the parent website, which
MLA treats as a "container," should follow in italics:

Lundman, Susan. "How to Make Vegetarian

Chili." eHow, [Link]/how_10727_make-[Link].*

A periodical (journal, magazine, newspaper) article should be in quotation marks:

Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta
Devi's Bashai Tudu." Tulsa Studies in Women's Literature, vol. 15, no. 1, 1996, pp. 41-50.
Title of source

The title of the source should follow the author’s name. Depending upon the type of source, it
should be listed in italics or quotation marks.

A book should be in italics:

Henley, Patricia. The Hummingbird House. MacMurray, 1999.

An individual webpage should be in quotation marks. The name of the parent website, which
MLA treats as a "container," should follow in italics:

Lundman, Susan. "How to Make Vegetarian

Chili." eHow, [Link]/how_10727_make-[Link].*

A periodical (journal, magazine, newspaper) article should be in quotation marks:

Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta Devi's
Bashai Tudu." Tulsa Studies in Women's Literature, vol. 15, no. 1, 1996, pp. 41-50.

A song or piece of music on an album should be in quotation marks. The name of the album should
then follow in italics:
Beyoncé. "Pray You Catch Me." Lemonade, Parkwood Entertainment, 2016,
[Link]/album/lemonade-visual-album/.

*The MLA eighth edition handbook recommends including URLs when citing online sources. For
more information, see the “Optional Elements” section below.

Title of container

Unlike earlier versions, the eighth edition refers to "containers," which are the larger wholes in
which the source is located. For example, if you want to cite a poem that is listed in a collection of

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 poems, the individual poem is the source, while the larger collection is the container. The title of
the container is usually italicized and followed by a comma, since the information that follows next
describes the container.

Kincaid, Jamaica. "Girl." The Vintage Book of Contemporary American Short Stories, edited
by Tobias Wolff, Vintage, 1994, pp. 306-07.

The container may also be a television series, which is made up of episodes.

“94 Meetings.” Parks and Recreation, created by Greg Daniels and Michael Schur, performance
by Amy Poehler, season 2, episode 21, Deedle-Dee Productions and Universal Media Studios,
2010.

The container may also be a website, which contains articles, postings, and other works.

Wise, DeWanda. “Why TV Shows Make Me Feel Less Alone.” NAMI, 31 May
2019, [Link]/Blogs/NAMI-Blog/May-2019/How-TV-Shows-Make-Me-Feel-Less-A
lone. Accessed 3 June 2019.

In some cases, a container might be within a larger container. You might have read a book of
short stories on Google Books, or watched a television series on Netflix. You might have found the
electronic version of a journal on JSTOR. It is important to cite these containers within containers
so that your readers can find the exact source that you used.

“94 Meetings.” Parks and Recreation, season 2, episode 21, NBC, 29 Apr.
2010. Netflix, [Link]/watch/70152031?trackId=200256157&tctx=0%2C20%2
C0974d361-27cd-44de-9c2a-2d9d868b9f64-12120962.

Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical

Journal, vol. 50, no. 1, 2007, pp. 173-96. ProQuest, doi:10.1017/S0018246X06005966.
Accessed 27 May 2009.

Other contributors

In addition to the author, there may be other contributors to the source who should be credited,
such as editors, illustrators, translators, etc. If their contributions are relevant to your research, or
necessary to identify the source, include their names in your documentation.
Note: In the eighth edition, terms like editor, illustrator, translator, etc., are no longer abbreviated.

Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason. Translated
by Richard Howard, Vintage-Random House, 1988.

Woolf, Virginia. Jacob’s Room. Annotated and with an introduction by Vara Neverow, Harcourt,
Inc., 2008.

Version

If a source is listed as an edition or version of a work, include it in your citation.

The Bible. Authorized King James Version, Oxford UP, 1998.

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 Crowley, Sharon, and Debra Hawhee. Ancient Rhetorics for Contemporary Students. 3rd
ed., Pearson, 2004.

Number

If a source is part of a numbered sequence, such as a multi-volume book or journal with both
volume and issue numbers, those numbers must be listed in your citation.
Dolby, Nadine. “Research in Youth Culture and Policy: Current Conditions and Future
Directions.” Social Work and Society: The International Online-Only Journal, vol. 6, no.
2, 2008, [Link]/sws/article/view/60/362. Accessed 20 May 2009.

“94 Meetings.” Parks and Recreation, created by Greg Daniels and Michael Schur,
performance by Amy Poehler, season 2, episode 21, Deedle-Dee Productions and Universal
Media Studios, 2010.

Quintilian. Institutio Oratoria. Translated by H. E. Butler, vol. 2, Loeb-Harvard UP, 1980.

Publisher

The publisher produces or distributes the source to the public. If there is more than one
publisher, and they are all are relevant to your research, list them in your citation, separated by a
forward slash (/).

Klee, Paul. Twittering Machine. 1922. Museum of Modern Art, New York. The
Artchive, [Link]/artchive/K/klee/twittering_machine.[Link]. Accessed May
2006.
Women's Health: Problems of the Digestive System. American College of Obstetricians and
Gynecologists, 2006.

Daniels, Greg and Michael Schur, creators. Parks and Recreation. Deedle-Dee Productions
and Universal Media Studios, 2015.

Note: The publisher’s name need not be included in the following sources: periodicals, works
published by their author or editor, websites whose titles are the same name as their publisher,
websites that make works available but do not actually publish them (such s YouTube, WordPress,
or JSTOR).

Publication date

The same source may have been published on more than one date, such as an online version of
an original source. For example, a television series might have aired on a broadcast network on one
date, but released on Netflix on a different date. When the source has more than one date, it is
sufficient to use the date that is most relevant to your writing. If you’re unsure about which date to
use, go with the date of the source’s original publication.

In the following example, Mutant Enemy is the primary production company, and “Hush” was
released in 1999. Below is a general citation for this television episode:

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 “Hush.” Buffy the Vampire Slayer, created by Joss Whedon, performance by Sarah
Michelle Gellar, season 4, Mutant Enemy, 1999.

However, if you are discussing, for example, the historical context in which the episode
originally aired, you should cite the full date. Because you are specifying the date of airing, you
would then use WB Television Network (rather than Mutant Enemy), because it was the network
(rather than the production company) that aired the episode on the date you’re citing.

“Hush.” Buffy the Vampire Slayer, created by Joss Whedon, performance by Sarah
Michelle Gellar, season 4, episode 10, WB Television Network, 14 Dec. 1999.

Location

You should be as specific as possible in identifying a work’s location. An essay in a book or an

article in a journal should include page numbers.

Adiche, Chimamanda Ngozi. “On Monday of Last Week.” The Thing around Your
Neck, Alfred A. Knopf, 2009, pp. 74-94.

The location of an online work should include a URL. Remove any "[Link] or "[Link] tag from
the beginning of the URL.
Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to the Biological and
Toxin Weapons Convention." Emerging Infectious Diseases, vol. 6, no. 6, 2000, pp.
595-600, [Link]/eid/article/6/6/00-0607_article. Accessed 8 Feb. 2009.

When citing a physical object that you experienced firsthand, identify the place of location.

Matisse, Henri. The Swimming Pool. 1952, Museum of Modern Art, New York.

Optional elements

The eighth edition is designed to be as streamlined as possible. The author should include any
information that helps readers easily identify the source, without including unnecessary
information that may be distracting. The following is a list of optional elements that can be
included in a documented source at the writer’s discretion.

Date of original publication

If a source has been published on more than one date, the writer may want to include both dates
if it will provide the reader with necessary or helpful information.

Erdrich, Louise. Love Medicine. 1984. Perennial-Harper, 1993.

City of publication

The seventh edition handbook required the city in which a publisher is located, but the eighth
edition states that this is only necessary in particular instances, such as in a work published before

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 1900. Since pre-1900 works were usually associated with the city in which they were published,
your documentation may substitute the city name for the publisher’s name.

Thoreau, Henry David. Excursions. Boston, 1863.

Date of access

When you cite an online source, the MLA Handbook recommends including a date of access
on which you accessed the material, since an online work may change or move at any time.

Bernstein, Mark. "10 Tips on Writing the Living Web." A List Apart: For People Who Make
Websites, 16 Aug. 2002, [Link]/article/writeliving. Accessed 4 May 2009.

URLs:

As mentioned above, while the eighth edition recommends including URLs when you cite
online sources, you should always check with your instructor or editor and include URLs at their
discretion.
DOIs:

A DOI, or digital object identifier, is a series of digits and letters that leads to the location of an
online source. Articles in journals are often assigned DOIs to ensure that the source is locatable,
even if the URL changes. If your source is listed with a DOI, use that instead of a URL.

Alonso, Alvaro, and Julio A. Camargo. "Toxicity of Nitrite to Three Species of Freshwater
Invertebrates." Environmental Toxicology, vol. 21, no. 1, 3 Feb. 2006, pp. 90-94. Wiley Online
Library, doi: 10.1002/tox.20155.

Creating in-text citations using the eighth edition

The in-text citation is a brief reference within your text that indicates the source you consulted.
It should properly attribute any ideas, paraphrases, or direct quotations to your source, and should
direct readers to the entry in the Works Cited list. For the most part, an in-text citation is
the author’s name and the page number (or just the page number, if the author is named in the
sentence) in parentheses:

Imperialism is “the practice, the theory, and the attitudes of a dominating metropolitan center
ruling a distant territory” (Said 9).
or
According to Edward W. Said, imperialism is defined by “the practice, the theory, and the
attitudes of a dominating metropolitan center ruling a distant territory” (9). Work Cited
Said, Edward W. Culture and Imperialism. Knopf, 1994.

When creating in-text citations for media that has a runtime, such as a movie or podcast,
include the range of hours, minutes and seconds you plan to reference. For example:
(00:02:15-00:02:35).

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 Again, your goal is to attribute your source and provide a reference without interrupting your
text. Your readers should be able to follow the flow of your argument without becoming distracted
by extra information.

Final thoughts about the eighth edition

The current MLA guidelines teach a widely applicable skill for citing research. Once you
become familiar with the core elements that should be included in each entry in the Works Cited
page, you will be able to create documentation for almost any type of source. While the handbook
still includes helpful examples that you may use as guidelines, it is not necessary to consult it every
time you need to cite a source you’ve never used before. If you include the core elements, in the
proper order, using consistent punctuation, you will be fully equipped to create a Works Cited
page.

How to Cite the Purdue OWL in MLA

Entire Website
The Purdue OWL. Purdue U Writing Lab, 2019.

Individual Resources

Contributors' names. "Title of Resource." The Purdue OWL, Purdue U Writing Lab, Last edited
date.

The new OWL no longer lists most pages' authors or publication dates. Thus, in most cases,
citations will begin with the title of the resource, rather than the developer's name.

"MLA Formatting and Style Guide." The Purdue OWL, Purdue U Writing Lab. Accessed 18 Jun.
2018.

The Sampling Techniques

In research, sampling is a method of selecting a representative portion of a population (L.
Calmorin and M. Calmorin, 2002)
In other words, sampling is a tool that facilitates the selection of the number of respondents
necessary to establish the reliability and validity of research findings, especially in cases where
the population of the study is too numerous that to use the total population would unnecessarily
affect the timetable of the researcher.
Population refers to the whole group that comprises the members of the defined class of
people, events or objects (Kerlinger, 1972)
Samples refer to the members of the group or of the class which are the subjects of
observation and also drawn from the same population.
Respondents or participants refer to the individuals actually involved in a study who

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 answer questionnaires from which the needed data are obtained (Tejero, 2004)
Types of Sampling Methods and Techniques in Research
The main goal of any marketing or statistical research is to provide quality results that
are a reliable basis for decision-making. That is why the different types of sampling methods and
techniques have a crucial role in research methodology and statistics.
Your sample is one of the key factors that determine if your findings are accurate.
Making the research with the wrong sample designs, you will almost surely get various
misleading results.
What is a population?
In sampling meaning, a population is a set of units that we are interested in studying.
These units should have at least one common characteristic. The units could be people, cases
(organizations, institutions), and pieces of data (for example – customer transactions).
What is a sample?
A sample is a part of the population that is subject to research and used to represent the entire
population as a whole. What is crucial here is to study a sample that provides a true picture of
the whole group. Often, it’s not possible to contact every member of the population. So, only a
sample is studied when conducting statistical or marketing research.

There are two basic types of sampling methods: Probability sampling and Non-probability
sampling.
What is probability sampling?
In simple words, probability sampling (also known as random sampling or chance
sampling) utilizes random sampling techniques and principles to create a sample. This type of
sampling method gives all the members of a population equal chances of being selected.
For example, if we have a population of 100 people, each one of the persons has a chance
of 1 out of 100 of being chosen for the sample.
Advantages of probability sampling:
A comparatively easier method of sampling
Lesser degree of judgment
High level of reliability of research findings
High accuracy of sampling error estimation
Can be done even by non-technical individuals
The absence of both systematic and sampling bias.
Disadvantages:
Monotonous work
Chances of selecting specific class of samples only
Higher complexity
Can be more expensive and time-consuming.

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 Types of Probability Sampling Methods
Simple Random Sampling
This is the purest and the clearest probability sampling design and strategy. It is also the
most popular way of a selecting a sample because it creates samples that are very highly
representative of the population.
Simple random is a fully random technique of selecting subjects. All you need to do as a
researcher is ensure that all the individuals of the population are on the list and after that
randomly select the needed number of subjects.
This process provides very reasonable judgment as you exclude the units coming
consecutively. Simple random sampling avoids the issue of consecutive data to occur
simultaneously.
Stratified Random Sampling
A stratified random sample is a population sample that involves the division of a
population into smaller groups, called ‘strata’. Then the researcher randomly selects the final
items proportionally from the different strata.
It means the stratified sampling method is very appropriate when the population is
heterogeneous. Stratified sampling is a valuable type of sampling methods because it captures
key population characteristics in the sample.
In addition, stratified sampling design leads to increased statistical efficiency. Each stratа
(group) is highly homogeneous, but all the strata-s are heterogeneous (different) which
reduces the internal dispersion. Thus, with the same size of the sample, greater accuracy can
be obtained.
Systematic Sampling
This method is appropriate if we have a complete list of sampling subjects arranged in
some systematic order such as geographical and alphabetical order.
The process of systematic sampling design generally includes first selecting a starting
point in the population and then performing subsequent observations by using a constant
interval between samples taken.
This interval, known as the sampling interval, is calculated by dividing the entire
population size by the desired sample size.
For example, if you as a researcher want to create a systematic sample of 1000 workers at
a corporation with a population of 10000, you would choose every 10th individual from the
list of all workers.

Cluster Random Sampling

This is one of the popular types of sampling methods that randomly select members from
a list which is too large.

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 A typical example is when a researcher wants to choose 1000 individuals from the entire
population of the U.S. It is impossible to get a complete list of every individual. So, the
researcher randomly selects areas (such as cities) and randomly selects from within those
boundaries.
Cluster sampling design is used when natural groups occur in a population. The
entire population is subdivided into clusters (groups) and random samples are then gathered
from each group.
Cluster sampling is a very typical method for market research. It’s used when you
can’t get information about the whole population, but you can get information about the
clusters.
The cluster sampling requires heterogeneity in the clusters and homogeneity
between them. Each cluster must be a small representation of the whole population.

Non-probability Sampling
The key difference between non-probability and probability sampling is that the
first one does not include random selection. So, let’s see the definition.
Non-probability sampling is a group of sampling techniques where the samples
are collected in a way that does not give all the units in the population equal chances of
being selected. Probability sampling does not involve random selection at all.

For example, one member of a population could have a 10% chance of being
picked. Another member could have a 50% chance of being picked.
Most commonly, the units in a non-probability sample are selected on the basis of
their accessibility. They can be also selected by the purposive personal judgment of you
as a researcher.
Advantages of non-probability sampling:
When a respondent refuses to participate, he may be replaced by another
individual who wants to give information.
Less expensive
Very cost and time effective.
Easy to use types of sampling methods.
Disadvantages of non-probability sampling:
The researcher interviews individuals who are easily accessible and available. It
means the possibility of gathering valuable data is reduced.
Impossible to estimate how well the researcher representing the population.
Excessive dependence on judgment.
The researchers can’t calculate margins of error.
Bias arises when selecting sample units.

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 The correctness of data is less certain.
It focuses on simplicity instead of effectiveness.
Types of Non-Probability Sampling Methods

There are many types of non-probability sampling techniques and designs, but here we
will list some of the most popular.
Convenience Sampling
As the name suggests, this method involves collecting units that are the easiest to
access: your local school, the mall, your nearest church and etc. It forms an accidental
sample. It is generally known as an unsystematic and careless sampling method.
Respondents are those “who are very easily available for interview”. For example,
people intercepted on the street, Facebook fans of a brand and etc.
This technique is known as one of the easiest, cheapest, and least time-consuming
types of sampling methods.
Quota Sampling
Quota sampling methodology aims to create a sample where the groups (e.g.
males vs. females workers) are proportional to the population.
The population is divided into groups (also called strata) and the samples are
gathered from each group to meet a quota.
For example, if your population has 40% female and 60% males, your sample
should consist those percentages.
Quota sampling is typically done to ensure the presence of a specific segment of
the population.

Judgment Sampling
Judgmental sampling is a sampling methodology where the researcher selects the
units of the sample based on their knowledge. This type of sampling methods is also
famous as purposive sampling or authoritative sampling.
In this method, units are selected for the sample on the basis of a professional
judgment that the units have the required characteristics to be representatives of the
population.
According to [Link] “The process involves nothing but purposely
handpicking individuals from the population based on the authority’s or the researcher’s
knowledge and judgment.”
Judgmental sampling design is used mainly when a restricted number of people
possess the characteristics of interest. It is a common method of gathering information
from a very specific group of individuals.
Snowball Sampling

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 Snowball sampling isn’t one of the common types of sampling methods but still
valuable in certain cases.
It is a methodology where researcher recruits other individuals for the study. This
method is used only when the population is very hard-to-reach.
For example, these include populations such as working prostitutes, current heroin
users, people with drug addicts, and etc. The key downside of a snowball sample is that it
is not very representative of the population.

Factors that May Be Considered in Determining the Sample Size

The size of samples may be determined by considering any of the following factors: the type
of research, the research method to be used, the number of variables studied, the degree of
accuracy or the size of the population (Garcia, C.D., 2003)
In quantitative research where the data are analyzed by assigning numerical values, the
sample size should at least be 30 subjects and in qualitative research where the study focuses on
the subjective meaning of a phenomenon or of individual cases, the sample size may at least be
10.
Sample Sizes
In studies where descriptive method is utilized and the research endeavors to look into the
present status, condition or existence of a problem or phenomenon, the sample size may ideally
be 30, 50, 100 or 200, a number which may reasonably be proportional to the population.
In studies where experimental method may be used, there should be around 20 to 30
subjects per group, for either controlled or uncontrolled. In studies where case method is utilized,
the sample size may possibly be from 5 to 15 respondents.
THE TITLE
1. It should not be long and not more than 20 words.
2. It should include the variables (independent and dependent) and the method of analysis
3. It should give insight virtually on what the research is all about.
4. It should serve as a reference for the whole research report which others can use.
5. It should enable one to claim the paper as his own, and helps other researchers to refer to
one’s work as they survey some theories themselves.
6. The following words should not be a part of the title since all the researches are studies,
an analysis of variable, and an investigation, like “A study of”, “An Analysis of”, or ‘An
Investigation of”.
7. It is not important to include the date and location of the investigation as these can be
placed in the Scope and Delimitation of the Study.

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 Activity #4 (to be submitted on September 29, 2020)
Direction: Read and understand this module. Provide what is being asked. Write your answers
in a long bond paper (hand written) and attach it to the last page of this module.

1. Give an example for each type of citation using the APA style.
2. Give an example for each type of citation using MLA style.

End of fourth week

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LEARNING MODULE FOR

EDUC 320
METHODS OF RESEARCH

WEEK 5
September 29, 2020
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EDUC 320 – Methods of Research

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 Week 5

Components of Chapter 1
Chapter I consists of a discussion of each of the following:
a. Introduction
b. Statement of the Problem
c. Significance of the Study
d. Scope and Delimitation of the Study
e. Definition of Terms

As can be seen above, the project outline constitutes a huge part of the project proposal and the
student researcher just needs to perfect the approved research proposal with the view of using it as
the Chapter One. The fact remains that all the other parts that as had been written for the project
proposal would still stand, with the inclusion of Operational Definition of Terms. At this stage, it is
important to understand and know what is contained under each of the subheadings in the first
chapter.

A. Introduction

Just as the name means, this section outlines the history of the subject matter under
investigation; the evolution of the research problem; how the researcher became fascinated with
the problem. He goes on to describe the specific situation surrounding the research problem, using
facts from the literature to support various arguments. In this section also, the student researcher
tries to ascertain the suitability and feasibility of the study, concluding from the sufficient
evidences drawn from the previous literature.

In a nutshell, this is where the student researcher initiates the subject of his investigation using
all obtainable evidences and figures to establish its groundwork. Note that even if there is no
standard number of pages that this should take, the lengthier and well-focused the Introduction, the
better for a good and solid groundwork for that research being conducted.

B. Statement of the Problem

The Problem Statement, as it is otherwise described, is the reasonable conclusion of the

problems/issues raised in the Background to the Study. The idea is that while the Background to the
Study offers a wider or global perspective/standpoint to the subject matter of the research, the
Problem Statement makes assumptions from there and concludes on the specifics as they relate to
the specific investigation being conducted.

That is the reason Problem Statement is expected to flow, rather logically, from the
Background to the Study; and it is not a good Problem Statement, one that deviates from this; given

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 that they are not expected to be two unconnected entities, as it were. It is nevertheless different
from Background to the Study in that it must be stated reasonably briefly and very clearly. All the
descriptive components of the Background to the Study would have assisted to allow one go
straight for the specifics under the Problem Statement.

This is why experienced project supervisors would maintain that the Problem Statement
should be in the range of one to three paragraphs only. The idea is that the shorter, the clearer; and
the clearer the better for the whole process of investigation. In a nutshell, one cannot overstate the
need to state the research problem very clearly and accurately, since the entire course of the
investigation depends on it.

Therefore, there is no doubt that a satisfactory statement of the research problem is the most
important component of a research process. The plain reason for this claim is that the whole
process of investigation centers on it and it is typically related to some of the following issues:

• A missing link
• A need
• One-sidedness
• An unanswered question.
• An unsatisfactory state of arrangements

Consequently, the Problem Statement offers direction to the rest of the project; signifying and
highlighting the major variables of concern to the researcher as well as the exact relationship that
exist between them.

Objectives {Purpose} of the Study

Simply similar to every other component in a research project, the Objectives of the Study is
strongly connected to the Research Problem. The former is derived directly from the latter. The
Objectives of the Study, which is sometimes described as Purpose, stand for the aims of carrying
out the investigation and could be categorized into general and specific.

The general objective describes the overall aim of a research project whereas the specific
objective is concerned with the comprehensive list of intentions concerning what the research
stands to accomplish at the end of the project. Typically, the specific objectives are stated in the
form of declarative statements for example, the statement should start with “to examine”, “to
analyze”, “to determine”, “to assess”, “to find out” etc. The Research Questions usually take the
form of interrogative statement, the Objectives present the same thing, but in the statement form.

C. Significance of the Study

It is anticipated that every research project must have something new to contribute to
knowledge in that research field, no matter how small. In point of fact, no research should take

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 place if it will not contribute anything to knowledge; as this represents the major feature of all
research endeavors.

Consequently, this section is expected to clarify the possible benefits of the research and to
whom such anticipated benefits would be meant. All these should be clearly stated. In any way,
there is no standard detail as to the number of benefits that a research project should have or its
length. It can be arranged sequentially or itemized or paraphrased depending on the person’s
method of writing.

D. Scope and Limitation of the Study

The scope of the study basically refers to the level of coverage of the research subject being
investigated and the good statement of the problem will act as a helpful guide to doing this. That
means, if the problem had been properly stated at the beginning, it helps, certainly, in defining the
scope of the research. That is why the scope of the study is partially dependent on the title of the
research project. If well formulated, the phrase of the title only does define the scope of the study
and possibly, needs a little rider to make it clearer. The limitation of the study represents the things
and issues that constituted challenges in the process of investigations.

Consequently, if the scope was concerned with the level of the research’s coverage, then,
limitation implies building a fence around the subject of research. This is with a view to creating a
foundation for the non-inclusion of certain things in the study for understandable reasons.

E. Definition of Terms

In this section of the thesis, only the key terms should be defined. The key terms are important
words or terminologies which are needed in facilitating understanding of the problem under study.

The terms to be defined should be alphabetically arranged.

There may be two kinds or types of definitions for a study, namely: conceptual definition and
operational definition.

Conceptual Definition

These kinds of definitions are based on literal definitions which are taken from dictionaries or
authoritative sources, like encyclopedias, thesaurus or from glossaries of books; hence, the sources
should be indicated after the definition.

Operational Definition

These types of definitions are based on contextual meanings, meanings derived from the way
they are used in the study. In other words, the definitions are derived from the observed
characteristics or usage of the terms; thus, there would be no need to cite sources of the definitions
for the researcher, himself, draws up the meaning.

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 Common words even if closely related with the study, but unmistakably be construed and
understood, need not be defined anymore.

Activity #5
Direction: Read and understand this module. Provide what is being asked. Write your answers in
a long bond paper (hand written) and attach it to the last page of this module.

Give a researchable problem in line with your forte and formulate the following:
1. Specific research problems
2. Significance of the Study
3. Scope and Limitations of the Study
4. Definition of Terms

End of fifth week

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