The ABC of The Methods of Educational Research

The ABC of the Methods of Educational Research and Statistics
Dr. Frederick W. Gomez

Professor
Research, Philo, PoS, Theo, Hist & Education
intellectual property
Why ABC of Research?

1. it is a science
2. it has a process
intellectual
3. it has a method property
How to do?
intellectual
1. follow the systemic behaviorproperty
of the Research
Why do the Research?

1. it has a problem
1.1. state the problem
intellectual
1.1.1. by profiling property
1.1.2. by descriptive
1.1.3. by inferential
1.1.4. by statistical
Why Publish?
1. For the scientific community
1.1. Research is incomplete until published;
1.3. Unpublished research has doubtful scientific values;
1.4. Non-cited work does not contribute to the body of knowledge.
2. For the researcher

2.1. Personal satisfaction
2.2. Measure of scientific contribution
2.3. Criteria for promotion
2.4. Protection against plagiarism
2.5. Image-Building
3. For the Academe

3.1. Gauge of excellence of scientific training;
3.2. Basis for accreditation & recognition;
3.3. Basis for budget release
3.4. Basis for promotion
When to Publish
1. When there is question of reliability & validity;
2. When it involves significant, substantial acceptance, rejection and theorizing;
3. When it complements recently scholarly work.
4. When presented to conferences or seminars;

5. When refereed from the outside or the organization.
Reasons for Rejection of Article

1. Not contribute the body of knowledge;
2. Conceptual framework or RRLS well developed;
3. Methodology does not answers the 5W & 1H;
4. The writing style is disorganized & structured.
Article Title (8-15 words)

The 5W & 1H or the ABC of Research
Basic Structure of a Title
Main Theme: Research Design + Population + Geographical Area

Example:
Value Profile and Susceptibility to Interpersonal Influence: A
Survey of Student Smokers at Xavier University, School Year
2011-2012
Example:
Travelers' Destination Outlook as Source of New Product Concepts: A
Q-method Study of the Panaad Rites in the Island of Camiguin, Fiscal Year
2012-2013
A Portrayal of Preadolescent Children in Region X Television
Commercials: A Content Analysis, 3rd Quarter 2012
Colors and Shopping Intentions: An Experimental Examination of the

Intervening Effect of Price Fairness in Gaisano & LimKetKai Malls, CDO, 2nd
Quarter 2012
Abstract
Swales (1990):
When writers are requested to write an abstract, they are said to have trouble doing
it.
Rhetorical Moves of Abstracts (SiPuMSaFC)
Move 1: Situating Research
Move 2: Purpose
Move 3: Method
Move 4: Salient Findings
Move 5: Conclusion
Full Abstract Sample

[Move 1] Errors in writing are inevitable among non-native speakers
of the English language. However, left uncorrected, such errors will
undermine school efforts of institutionalizing quality
communication to effect quality instruction. [Move 2] Hence, this
study was conducted to examine the errors in writing frequently
committed by science, math, and engineering faculty of the subject
university. [Move 3] The analysis of essays was done by identifying
the errors and categorizing them
according to language functions. Frequency was used to determine

the order of errors. The tabulation included the actual number of
usage and the number of correct and erroneous usage. [Move 4]
Findings show that the essays contained grammatical errors
although relatively low. Most frequent errors were in the use of
tenses, prepositions, noun inflection, articles, and subject-verb
agreement Errors in conjunction, verb form, pronoun, and modifier
were less frequent. [Move 5] The findings make
language retooling program necessary for the faculty to achieve accuracy in the
use of the English language;
Introduction: Elements
Element 1: Problem
Learning mathematics remains one of the difficult challenges ...
Although many teachers use cooperative learning methods, few structure them
systematically.
In spite of the numerous expeditions and surveys on Mt. Makiling,

data on the microbial species has not been given any attention.
Biological and phytochemical studies have been conducted on

ampalaya but no study on its anti-tubercular activity has been done
yet.
Element 2: Importance
Element 3: Literature
Element 4: Objectives
Element 5: Time and Setting
INTRODUCTION = P+I+L+O+T
SCOPE AND DELIMITATION - Elements

Scope = coverage of the study
Identify the following boundaries:
Subjects
Objectives
Time frame
Area
Facilities
Issues of focus
DELIMITATION vs. LIMITATION

Delimitation factors that the researcher controls.
Examples:
In order to assure manageability of the collected data, survey instruments
used only multiple-choice items and did not include open-ended response items.
Due to the large number of potential participants in the studied population, the
population involved in the current study focused only on members within South
Dakota.
Limitation factors over which the researcher has little or no

control
Examples:
Small sample available for the study
Failure of sample respondents to answer with candor
Factors not accounted for or not controlled
4. Mortality rate or loss of respondents
DEFINITION OF TERMS
Define terms used in the study that are unusual or not widely
understood.
Define terms either technically or operationally.

Do not define terms already defined in the Theoretical/Conceptual
Framework.
Review of Related Literature & Studies (RRLS)

Important Notes:
Presents the theoretical core of the study;
Synthesizes the work of others;
Acknowledge author(s) with the observance of the ethical standard;
Use the 2007 up to date RRLS
Write them that grade 3 pupils can understand
Synthesized Review:
One way that teachers can include the study of discourse in the second
language classroom is to allow students themselves to study language; that is,
make them discourse analysts (Murcia, 2007; Carter, 2008; Riggenbach, 2009).
Includes studies from the past three (3)years;

Covers not too few nor too many work;
Establishes relationships of cited works;
The connectivity between RRLS is important.
Methodology
Participants
1.1. Characteristics (Population);
1.2. Selection (Randomization);
1.3. Type of research engaged.
Design
Materials or Instrumentation
3.1. Formulation as to type of research engaged;
3.2. Number of items from the universal population into a sample size of
population
3.4. Scoring
3.5. Validation
3.6. Nature of the items
3.7. Score Interpretation by qualitative or quantitative
. Procedure
. Analyses
Findings
Report the results.
Use tables for detailed results and only when necessary.
Example:
The control group averaged 83.2% while the experimental group averaged
93.6%.
Use subheadings if results are relatively long.
Present only the salient findings (trends, patterns, extremities)

Put symbols and figures in parentheses when reporting the results.
The mean of 3.25 for the boys was higher than the mean of 3.00
for the girls in the sample.
The boys scored higher overall (x=3.25) than the girls (x=3.00).
Discussion
Elements of Discussion:
Element 1: Restate the studys main

purpose;
Element 2:
study;
Reaffirm the importance of the
Element 3: Summarize the results in relation

to the objectives;
Element 4: Relate the findings back to the

literature/studies;
Element 5: Provide possible explanations
for unexpected or non-
significant findings;
Element 6: Discuss the practical
implications of the study;
Element 7: Highlight the main limitations

of the study that could influence its
internal and external validity;
Element 8: Discuss insightful directions
or opportunities for future research on the
topic;
Element 9: Accept or reject previous
findings or studies in the body of existing
knowledge;
Element 10: Theorize findings that
contribute new knowledge in the field of
science and in the preservation, protection and
promotion of life.
CONCLUSIONS
Conclusions are not the same as findings and should not simply be restatements
of findings;
Stated in the present tense.
Findings:
A study of public school superintendents across America in 1991
yielded the following findings:
1. Only 5% were non-White.
2. Only 8% were female.
Conclusion:
Women and minorities continue to remain underrepresented in the
ranks of public school superintendents.
Findings:
1. Between 6 pm to 11 pm, 40-50% of the population watched TV.
2. At 7 pm less than 10% of the population listened to the radio.
Conclusion:
TV is more popular than radio in the evening.
Examples
Finding:
Full-time instructor faculty, 96% were licensed and 94% were master of art
teaching graduates.
Conclusions:
Full-time instructor faculty are competent teachers.
Right: Full-time instructor faculty are qualified to teach

Verb Tenses for Research Writing
For facts or information write them in the present tense.
Example:
A multiple choice questionnaire was used since it offers a way to reduce the time
respondents will need to complete it, and therefore to increase the number of
completed questionnaires.
Most of your methodology section will be written in the past tense

because you are recording what you have done. Notice too that it is
usually written in the simple past (the verb tense used for events that are
now finished).
For example:
a. The sample was weighed.
b. Fish seed were added to the pool.
c. A thermometer recorded changes in external
temperature.
For facts or information that are true and unlikely to change, write about them in
the present tense. For example:
Vietnam was chosen for this study because it has a long coastline.
Cornmeal was used to feed the fingerlings because it provides high nutritional
content at a relatively low cost.
The present tense is used to talk about the thesis or dissertation itself and
what it contains, shows, etc. For example:
Table 3 shows that the main cause of weight increase was nutritional value of
the feed.
The past tense is used to describe the result of the study. For example:
Scores on standardized tests did not correlate with the ability to write.
The present tense is used to for generalization or conclusion.
For example:
Scores on standardized tests do not correlate with the ability to write.
The past tense is used for discussions about works of theory or philosophy. For
example:
In his Critique of Pure Reason, Immanuel Grant speculated that
The present tense is used for a highly formal recommendation. For

example:
After consideration of all the information available concerning the

problems just described, it is recommended:
intellectual
1. That the management adopts the
property
2. That the faculty members employ strategies that
3. That the students pursue courses that
More discourses!!!
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The ABC of the Methods of Educational Research and Statistics

Dr. Frederick W. Gomez

Dr. Frederick W. Gomez

Why ABC of Research?

Why do the Research?

2. For the researcher

3. For the Academe

4. When presented to conferences or seminars;

Reasons for Rejection of Article

Article Title (8-15 words)

Basic Structure of a Title

Main Theme: Research Design + Population + Geographical Area

Colors and Shopping Intentions: An Experimental Examination of the

Full Abstract Sample

according to language functions. Frequency was used to determine

In spite of the numerous expeditions and surveys on Mt. Makiling,

Biological and phytochemical studies have been conducted on

SCOPE AND DELIMITATION - Elements

DELIMITATION vs. LIMITATION

Limitation factors over which the researcher has little or no

Define terms either technically or operationally.

Review of Related Literature & Studies (RRLS)

Includes studies from the past three (3)years;

Present only the salient findings (trends, patterns, extremities)

Element 1: Restate the studys main

Element 3: Summarize the results in relation

Element 4: Relate the findings back to the

Element 7: Highlight the main limitations

Right: Full-time instructor faculty are qualified to teach

Verb Tenses for Research Writing

For facts or information write them in the present tense.

Most of your methodology section will be written in the past tense

The present tense is used to for generalization or conclusion.

In his Critique of Pure Reason, Immanuel Grant speculated that

The present tense is used for a highly formal recommendation. For

After consideration of all the information available concerning the

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