3is NOTES (9-19-22) manner and assessing facts which

are uncovered in the process.

MODULE 1

INQUIRIES, INVESTIGATION, AND IMMERSION

IMMERSION •the act of becoming completely
-it is an applied track subject involved in something like activity or
included in k-12 basic education interest.
SHS Curriculum •the payoff of immersion is usually
-this subject will develop the critical immense as the researchers can
thinking and problem solving skills of gain more information that through
SHS students through qualitative and other method.
quantitative researches

What is Research?
APPLIED TRACK SUBJECT - these
are subjects that develop the same •is the systematic process of
competencies using different content collecting and analysing information
based on your chosen track or (data) in order to increase our
strand. understanding of the phenomenon
which we are concerned or
interested.
INQUIRY
•is the systematic search for •the systematic investigation into and
information, knowledge and truth study of materials and sources in
about certain things order to establish facts and reach
•it is the process of solving a problem new conclusions.
through researching and probing. It
involves questioning and
interrogations. SIGNIFICANCE OF RESEARCH
1. To know the truth
2. To make changes
INVESTIGATION 3. To improve the standard of
•is the systematic examination to living
uncover facts regarding matter. 4. To have a safer life
5. To gather necessary
•is done carefully and by thoroughly information
inspecting details inorganized
Research could
•provide solutions to problems S- SPECIFIC SEARCHABLE
through new, technological
M- MEASURABLE
applications and developments, or
A- ATTAINABLE; ARGUABLE
•validate a hypothesis or a theory
which leads to an increase in R- REALISTIC; REPEATABLE
knowledge and to development.
T- TIME BOUND

Qualitative research
MODULE 2
•involves collecting and analyzing
non-numerical data (e.g., text, video, Background and Its Setting
or audio) to understand concepts,
Topic: Chapter 1 (Background of the
opinions, or experiences. It can be
study)
used to gather in-depth insights into
a problem or generate new ideas for Contents Of Chapter 1
research.
1. Introduction
Quantitative research 2. Conceptual Framework/Research
• is the process of collecting and Paradigm
analyzing numerical data. It can be
3. Theoretical Framework
used to find patterns and averages,
make predictions, test causal 4. Statement of the problem
relationships, and generalize results
5. Scope, Assumptions and
to wider populations.
Limitations
6. Significance of The Study
7. Definition of Terms
Introduction Section
Process of scientific investigation
This is the first passage in a
1. Formulating research question
dissertation, thesis, or research
2. Review of related literature
article.
3. Formulate hypothesis
4. Processing Of data The introduction should address the
5. Communicating the result following:
Formulating research questions Create reader interest in the topic;
Establish the problem that leads to
A research questions must be clear
the study;
and specific
Place the study within the larger variables in his study connect with
context of the scholarly literature; each other.
Reach out to a specific audience
It identifies the variables required in
the research investigation. It is the
The Intention of the first paragraph is
researcher’s “map” in pursuing the
to provide the readers a mental
investigation.
warm-up, thus giving them
information and readiness as to what
the research is all about. It should
In conducting research, variables are
introduce the study and justify the
any characteristics that can take on
problem.
different values, such as height, age,
temperature, or test scores.
Telling the reader, a story, set the
stage for a need of your research.
Researchers often manipulate or
Where is the research taking place? measure independent and
dependent variables in studies to test
Who is to be affected by your
cause-and-effect relationships
research?
The independent variable is the
What is already known? This will
cause. Its value is independent of
begin to lead us to your Review of
other variables in your study.
Literature (Chapter II).

The dependent variable is the effect.

Conceptual Framework
Its value depends on changes in the
It serves as a model and guide which independent variable.
describes and illustrates how the
variables are treated in the study.
IPO Conceptual Framework
The Input, Process, Output (IPO)
It is a figure that represents the
Model is a functional graph that
interplay of the variables. It serves
identifies the inputs, outputs, and
as a “map” or “rudder” that will guide
required processing tasks required to
you towards realizing the objectives
transform inputs into outputs. The
or intent of your study. Conceptual
model is sometimes configured to
framework is the researcher’s
include any storage that might
understanding of how the particular
happen in the process as well.
Two-Headed Arrow – it represents
association or relationship between
Research Paradigm
variables.
A research paradigm is a
Connector Line – connects one
philosophical framework that your
variable with another but does not
research is based on. It offers a
necessarily mean that the variables
pattern of beliefs and understandings
will be subjected to a statistical
from which the theories and practices
procedure.
of your research project operate.
Research philosophy combined with
research methodology comprises a Theoretical Framework
research paradigm.
It convinces readers that the study is
Research paradigms are important not based on the personal instincts of
because they form the philosophical the researcher but rather on
basis of a research project. Research established theory gathered via
paradigms influence how different credible studies.
schools of learning (such as the
It is the ‘blueprint’ or guide for
sciences versus the humanities)
research (Grant & Osanloo, 2014). It
undertake their research. Once a
is ‘borrowed’ by the researcher to
research philosophy has been
build his/her own house. It serves as
determined, an appropriate
the foundation upon which research
methodology can be chosen
is constructed.
Furthermore, a knowledge of the
It guides a researcher’s choice of
philosophical foundation of your
research design and data analysis
research will increase its quality and
plan.
improve your performance in any
analysis you may have to undergo
It provides a common worldview or
lens from which to support one’s
Symbols Used
thinking on the problem and analysis
Box – it contains the variables. of data (Grant & Osanloo, 2014).
Normally it answers a question in the
Statement of Problem which needs
descriptive analysis. Statement of the Problem
One-Headed Arrow – illustrates The first and most important step in
influence on one variable on the any research is to identify and
other. delineate the research problem: that
is, what the researcher wants to
solve and what questions he/she study. For example, if you are
wishes to answer. A research studying the negative effects of
problem may be defined as an area bullying on junior high school, the
of concern, a gap in the existing scope of the study could include both
knowledge, or a deviation in the face-to-face bullying and cyber-
norm or standard that points to the bullying in grades 7 through 10.
need for further understanding and
investigation
Assumptions
Assumptions are a necessary
Significance of the Study
element in proposals, because they
In this section, it describes the are required to enable and conduct
significance of the study for select the study. Often there are beliefs in
audiences/people. the proposed research that are
necessary to conduct the research,
The researcher creates a clear
but cannot be proven. A classic
rationale for the importance of the
example is the assumption that
study.
participants in a study will answer
Research can elaborate on the survey or interview questions
significance for future researchers, honestly and factually. Since it would
practitioners, and community. take considerable time and effort to
validate answers of each participant,
we assume honest responses.
Scope, Assumption, and
Similarly, we might have a common
Limitations/Delimitation
belief about a phenomenon within
Scope the study population, yet be unable
to prove it. If there is evidence that
Scope of the study refers to the
supports the assumption, we usually
parameters under which the study
defer to refer to that evidence with a
will be operating -- what the study
source citation, rather than assume
covers -- and is closely connected to
it. Otherwise, we only assume what
the framing of the problem. The
we cannot prove but must assume to
problem you seek to resolve will fit
conduct the research. However, it is
within certain parameters. Think of
not sufficient just to assume what
the scope as the domain of your
cannot be proven. You need to justify
research—what’s in the study
that each assumption will likely be
domain, and what is not. You need to
met (in the proposal) and was
make it as clear as possible what you
probably true (in the dissertation);
will be studying and which factors are
otherwise, the study is of no value.
within the accepted range of your
if conducted using a different
methodology or design. Your study
To assume, for example, that
might have access to only certain
participants will respond honestly,
people in an organization, certain
you can explain how identities of
documents, and certain data. These
participants will be (or were)
are limitations. Subsequent studies
concealed and their confidentiality
may overcome these limitations
preserved. Assuring study
participants that their responses are
confidential and kept secure makes it
Delimitations
much more likely that they will
respond honestly. The delimitations of a study are
those characteristics that arise from
limitations in the scope of the study
Limitations (defining the boundaries) and by the
conscious exclusionary and
Limitations are constraints that are
inclusionary decisions made during
largely beyond your control but could
the development of the study plan.
affect the study outcome. Limitations
Unlike delimitations, which flow from
often flow from methodology and
implicit characteristics of method and
study design choices. Each different
design, delimitations result from
option in methodology and study
specific choices made by the
design has particular limitations.
researcher. Among these are the
These limit the extensity to which a
choice of objectives and questions,
study can go, and sometimes affect
variables of interest, theoretical
the end result and conclusions that
perspectives that were adopted, the
can be drawn. Every study, no matter
paradigm (qualitative, quantitative, or
how well it is conducted and
mixed), the theoretical framework,
constructed, has limitations. These
and the choice of participants. The
limitations relate to the specifics of
first delimiting step is the choice of
each methodology and design, and
problem, implying that there were
force the researcher into tradeoffs.
other, related problems that could
have been chosen but were rejected
or screened off from view. To
This is one of the reasons why we do
elucidate the delimitations of your
not use the words "prove" and
study you should review each
"disprove" with respect to research
decision you had to make in putting
findings. It is always possible that
together your study. In your purpose
future research may cast doubt on
statement you declare what your
the validity of any hypothesis or
study is intended to accomplish. In
conclusion from a study, particularly
the delimitations section you can
repeat this declaration along with a
pronouncement of what the study is
not intended to cover. In the latter
case, your decisions for excluding
certain pursuits are likely based on
such criteria as not directly relevant;
too problematic because...; not
feasible and the like. Make this
reasoning as explicit as possible

Definition of Terms
Researchers define terms so that
readers can understand the context
in which the words are being used or
their usual or unrestricted meaning
Define terms that individuals outside
the field of study may not
understand.
Define terms when they first appear
so that a reader does not read ahead
in the proposal operating with one
set of definitions only to find out later
that the author is using a different
set.