JEROME D.

MEṄALE
MAED –Science Education
TEMISTOCLES A. MERIOLES SR. MEMORIAL HIGH SCHOOL

EDUC 302
RENEE A. LAMELA, PhD
Dean, Graduate School
DEBESMSCAT

1. What are the 6 principal stages of research process?

Dissertation markers expect the explanation of research process to be included in
Methodology chapter. A typical research process comprises the following stages:
i. PROBLEM IDENTIFICATION. You are expected to state that you have selected the research
area due to professional and personal interests in the area and this statement must be true.
Formulating research aim, objectives and research questions or developing
hypotheses. The choice between the formulation of research questions and the
development of hypotheses depends on your research approach as it is discussed further
below in more details. Appropriate research aims and objectives or hypotheses usually
result from several attempts and revisions and these need to be mentioned in Methodology
chapter. It is critically important to get your research questions or hypotheses confirmed by
your supervisor before moving forward with the work.
ii. CONDUCTING THE LITERATURE REVIEW. It can be mentioned that the literature has proved
to be the longest stage in the research process and that you have utilized a wide range of
secondary data sources such as books, newspapers, magazines, journals, online articles etc.
iii. SELECTING METHODS OF DATA COLLECTION. Specific data collection method(s) need to be
selected on the basis of critically analyzing advantages and disadvantages associated with
several alternative data collection methods. In studies involving primary data collection, in-
depth discussions of advantages and disadvantages of selected primary data collection
method(s) need to be included in methodology.
iv. COLLECTING THE PRIMARY DATA. Primary data collection needs to be preceded by a great
level of preparation and pilot data collection may be required in case of questionnaires.
Primary data collection is not a compulsory stage for all dissertations and you will skip this
stage if you are conducting a desk-based research.
v. Analysis of data plays an important role in the achievement of research aim and objectives.
Data analysis methods vary between secondary and primary studies, as well as, between
qualitative and quantitative studies. Data analysis is discussed in Chapter 6 in great details.
vi. CONCLUSIONS/GENERALIZATIONS. Conclusions relate to the level of achievement of
research aims and objectives. In this final part of your dissertation you will have to justify
why you think that research aims and objectives have been achieved.
2. What is meant by F-F theory by Depositario?
DR.WILLIE DEPOSITARIO (1990) – DEPOSITARIO’S F-F THEORY
• Focus Facts– The Researcher has to identify what specific questions needs to be answered.
• Find Facts – consist of selection & construction of measuring tools & collection of needed data.
• Filter Facts – researcher organizes and analysis the collected data with the use of appropriate
statistical tools to come up with answers to his research questions.
• Finalize Facts – The researcher draws conclusions and answers the research problem basing on
the outcome of his data analysis

3. What are the 7 characteristics of research?

Characteristics of Research
3.1. Empirical. Research is based on direct experience or observation by the researcher.
3.2. Logical. Research is based on valid procedures and principles.
3.3. Cyclical. Research is a cyclical process because it starts with a problem and ends with a
problem.
3.4. Analytical. Research utilizes proven analytical procedures in gathering the data, whether
historical, descriptive, experimental and case study.
3.5. Critical. Research exhibits careful and precise judgment.
3.6. Methodical. Research is conducted in a methodical manner without bias using systematic
method and procedures.
3.7. Replicability. The research design and procedures are replicated or repeated to enable
the researcher to arrive at valid and conclusive results.

4. What do you mean or describe the inductive and deductive nature of research?
The main difference between inductive and deductive approaches to research is that
whilst a deductive approach is aimed and testing theory, an inductive approach is concerned with
the generation of new theory emerging from the data.
A deductive approach usually begins with a hypothesis, whilst an inductive approach will
usually use research questions to narrow the scope of the study.
For deductive approaches the emphasis is generally on causality, whilst for inductive
approaches the aim is usually focused on exploring new phenomena or looking at previously
researched phenomena from a different perspective.
Inductive approaches are generally associated with qualitative research, whilst deductive
approaches are more commonly associated with quantitative research. However, there are no set
rules and some qualitative studies may have a deductive orientation.
One specific inductive approach that is frequently referred to in research literature is
grounded theory, pioneered by Glaser and Strauss.
The most important point to bear in mind when considering whether to use an inductive
or deductive approach is firstly the purpose of your research; and secondly the methods that are
best suited to either test a hypothesis, explore a new or emerging area within the discipline, or to
answer specific research questions.
5. What is research ethics?
Research that involves human subjects or participants raises unique and complex ethical,
legal, social and political issues. Research ethics is specifically interested in the analysis of ethical
issues that are raised when people are involved as participants in research. There are three
objectives in research ethics. Thefirst and broadest objective is to protect human participants.
The second objective is to ensure that research is conducted in a way that serves interests of
individuals, groups and/or society as a whole. Finally, the third objective is to examine specific
research activities and projects for their ethical soundness, looking at issues such as the
management of risk, protection of confidentiality and the process of informed consent.

For the most part, research ethics has traditionally focused on issues in biomedical
research. The application of research ethics to examine and evaluate biomedical research has
been well developed over the last century and has influenced much of the existing statutes and
guidelines for the ethical conduct of research. However in humanities and social science research,
different kinds of ethical issues arise. New and emerging methods of conducting research, such
as auto-ethnography and participatory action research raise important but markedly different
ethical issues and obligations for researchers.

Research involving vulnerable persons, which may include children, persons with
developmental or cognitive disabilities, persons who are institutionalized, the homeless or those
without legal status, also raises unique issues in any research context.

Research ethicists everywhere today are challenged by issues that reflect global concerns
in other domains, such as the conduct of research in developing countries, the limits of research
involving genetic material and the protection of privacy in light of advances in technology and
Internet capabilities.

In Canada, current debates and challenges in research ethics include the changing notions
of what constitutes research and therefore requires formal ethics review, the oversight and
monitoring of the work of Research Ethics Boards (known as Institutional Review Boards, in the
U.S.) at federal and provincial levels, the jurisdiction of Research Ethics Boards in academic,
clinical and corporate settings, the increasing multidisciplinarity of research collaborations and
pursuits and challenges created by rigorous federal and provincial privacy legislation. This is by no
means an exhaustive list of the kinds of live issues there are in research ethics today. Aside from
the epistemological and philosophical issues in this dynamic field, research ethicists also face
anecdotal issues at the level of individual research ethics reviews, systemic issues related to the
institutions in which research ethics reviews are carried out and social, legal and political issues
related to governance and oversight of research ethics activities.
6. What are the characteristics of a researcher?
Characteristics of the Researcher
1. Intellectual Curiosity. A researcher undertakes a deep thinking and inquiry of the things, and
situations around him.
2. Prudence. The researcher is careful to conduct his research study at the right time and at the
right place wisely, efficiently, and economically.
3. Healthy Criticism. The researcher is always doubtful as to the truthfulness of the results.
4. Intellectual Honesty. An intelligent researcher is honest to collect or gather data or facts in
order to arrive at honest results.
5. Intellectual Creativity – A productive and resourceful investigator always creates new
researches.

7. What are the components of ethics in research?

 Truthfulness
 Courtesy
 Respect for Human Rights

8. How do you formulate a research problem?

Steps in the Formulation of the Research Problem

The research problem or the research questions should be formulated in a sequential

manner. This will reduce the chances of ambiguities to a minimum. There is no hard and fast rule
for formulating the research problem. One can adopt a logical manner to reach the desired
research problem, objectives and research questions.
Before deciding about the research area or the research problem in specific the
researcher should ask two questions for him/herself: does he have the desired knowledge in the
particular research area or not and does he have interest in conducting research on that particular
area. Knowledge is necessary in order to deal with the research justly and clearly. On the other
hand interest enables the researcher to give proper concern, time and energy in the
accomplishment of the research.
Distinguish the subject area of interest: The first step in the formulation of the research
problem is to decide on a broad subject area on which you have thorough knowledge. Your
knowledge in that particular subject area will enable you to decide about the research problem.
It will also help you to carry out the overall research. The subject area can be selected with the
help of your adviser if you are a student. When you are doing an independent research you can
consult some senior researchers in your particular field. Distinguishing or selecting the subject
area is the first step in the research problem formulation.
Example: For example you have to select the research problem for your university thesis.
You should first consider your major and the subject areas that you are studying in your university.
You can select one subject area among all of them and that will be of your interest. Your major is
a Nutrition and you want to select childhood nutrition as the particular subject area for your
thesis.
 Dissect the subject area into sub-areas: The subject area of your interest will be broad
and you need to dissect it into small areas. In this way you will be able to select one of your
interest and convenience. You can get help of an experienced person in this regard.
Example: Childhood nutrition is still a broad subject area and you need to dissect it more.
You can dissect it into childhood development series, malnutrition in children, child immunization,
childhood diseases, childhood mortality and childhood vaccines. There can be many other
categories and you can select a category or sub area among all of them. The research problem
will revolve around that subject area. For example you have selected malnutrition in children as
your sub-area of the research problem. This process will help you in becoming more directional.
It will lead you to the formulation of the research problem.
Decide about an area: Select an area among all the sub-areas, one that interests you
most. This will help you in creating the research problems among which you have to choose one.
During all these steps you need to constantly look at the possibilities of further narrowing down
the subject area in order to become more specific.
Example: You have already selected childhood malnutrition as your sub-area to formulate
the research problem.
Generate research questions: Generate as many research questions as possible, from
these questions you have to choose those questions that you want to answer through your
research. You should take as much time as possible to generate many questions so that you have
plenty of choices. Research questions should be such that can be answered using scientific
techniques and research procedures. Suppose does God exists is a question that you want to be
answered but this question cannot be answered using current scientific techniques therefore such
questions should be avoided.
Example: The research questions or the research problems can be generated easily as you
have your subject area selected. Suppose you have generated the following research questions.
What factors influence childhood malnutrition? Is there a correlation between childhood
mortality and malnutrition? What is the prevalence of childhood malnutrition around the world?
Why childhood malnutrition is increasing worldwide? Now you can select those questions that
you can answer from your research. There can be several factors that affect your selection of
questions: availability of time, money and other resources, knowledge, skills and your abilities.
You can select more than one question but your research will become longer. You can even select
more than one related question.
Decide about the objectives: Objectives are the possible answers to the research
question or the research problem that you have formulated. They should be formulated in a clear
manner. Objectives make you specific, as you conduct your study around the objectives that you
have decided. The objectives need to be specific in nature but you can also generate general
objectives. General objectives and specific objectives both will have their own importance in the
research.

In the last step you need to analyze your research questions and objectives again so as to
minimize any confusion. Take as much time as you have to create the research problem and
objectives, you should become fully satisfied before starting your research. You can get assistance
from someone who has experience in conducting research. You can also get help from a
statistician to know whether the research problem and hypothesis is one that can be statistically
analyzed or not.

REFERENCES

https://research-methodology.net/research-methodology/research-process/

https://www.slideshare.net/casanovaphantom12/research-42917695

http://analyst0091.blogspot.com/2011/05/chapter-1-meaning-and-characteristics.html

http://deborahgabriel.com/2013/03/17/inductive-and-deductive-approaches-to-research/

https://researchethics.ca/what-is-research-ethics/

http://readingcraze.com/index.php/steps-formulation-research-problem/