Course Title : RESEARCH METHODS FOR ARCHITECTURE and ENGG.

Course Credit : 3 units (2 lecture hours/week)

Requisite : Third-Fourth year Level

1. Lectures
2. Work Exercises in formulating a problem, its objectives. Its specific framework, hypotheses,
and its research design
3. Teacher-Student and student-student interaction during the analysis of a sample research report
4. Formulating Survey Questionnaire, Application: Sample Survey exercise
5. Research Proposals
6. Research Report
7. Oral Defense
8. Prelim, Midterm, Semi-Final and Final Examinations

II. COURSE REQUIREMENTS/EVALUATION MEASURES:

Prelim Grade = Prelim Exam (70%)+ Seatwork (20%)+ Attendance (10%)

Midterm Grade = Midterm Exam (40%)+ Research proposal (40%)+ Seatwork (10%)+ Attendance (10%)

Semi-Final Exam = Semi-Final Exam (50%)+ Progress of Research Report (30%)+ Seatwork (10%)+
Attendance (10%)

Tentative Final Grade = Research Report With Oral Defense (70%) + Final Exam (30%)

Final Grade = Tentative Final Grade (30%) + Prelim Grade(20%)+ Midterm (20%)+ Semi-Final Grade (20%)+
Attendance (10%)

III. BIBLIOGRAPHY

i) Suggested References:

1. Essentials of Research & Thesis Writing, Gaudencio V. Aquino, 1971, 1995

2. The Craft of Research, Wayne C. Booth, Gregory G. Colomb and Joseph M. Williams
3. Basic concepts and Methods in Research, Venancio Andales
4. An Introduction to Research Methods, Consuelo G. Sevilla, et al.
5. Methods of Research and Thesis Writing, Jose F. Calderon and Expectacion C. Gonzalez
6. Websites pertaining to Research Methods, Research Proposals, Research Report
 UNIVERSITY OF SOUTHERN PHILIPPINES

TABLE OF CONTENTS

(RESEARCH PROPOSAL)

TITLE

INTRODUCTION

Rationale of the Study

Theoretical Background

THE PROBLEM

Statement of the Problem

Statement of Hypotheses
Significance of the Study

RESEARCH METHODOLOGY

Research Environment
Research Respondents
Research Instruments
Research Procedures
Gathering of Data
Treatment of Data

DEFINITION OF TERMS

ORGANIZATION OF THE STUDY

BIBLIOGRAPHY

APPENDICES

A. Transmittal Letter
B. Research Instruments
C. Timetable of Activities
D. Budget

CURRICULUM VITAE
Source: Essentials of Research and Thesis Writing
Gaudencio V. Aquino

Table of Contents

Chapter 1. The Meaning of Research ……………………………………………1

Definition of Research, 1; What is a thesis, 3; Research, thesis writing and the graduate student, 4;
Summary, 5

Chapter 2. A Review of Methods of Research …………………………………..7

The Classification of Methods of Research, 7; The Descriptive Method, 7; The Historical method, 9; The
Experimental Method, 9; The Philosophical Type of Research, 11; The Prognostic Type of Research, 11;
The Sociological Type of Research, 12; The Creative Type of Research, 12; Research in Curriculum
Making, 12; Action Research, 13; Summary, 15

Chapter 3. The Research Problem……………………………………………….17

Problem Identification and Analysis in Curriculum Research, 17; Sources of Problems, 18; How to Select
a Problem, 19; Statement of the Problem, 20; Definition of the Problem, 21; The Working Hypothesis, 21;
Requirements of a Good Thesis-Subject, 23; Research Topics Used by Students, 24; Examples in Relation
to the Research Problem, 25; Summary, 29

Chapter 4. Selecting the Research Method to be Used………………………….30

Criteria for the Selection of the Method of Research, 30; Example of Description of Methods of Research
Used in a Study, 31; Summary, 32

Chapter 5. Preparing the Research Outline………………………………………33

John Best’s “Agendum,” 33; Format a Thesis Outline Used in One Graduate School, 34; Sample of
Research Outline Prepared by a Graduate Student, 35; Summary, 37

Chapter 6. Survey of Related Literature………………………………………..38

Guides to Workers in Education, 38; The “Review of Related Literature” in the Thesis, 39; Samples of
“Review of Related Literature, “ 40; Summary, 43

Chapter 7. The Collection of Data……………………………………………….44

The Meaning of Data, 44; Techniques Used in the Collection of Data, 44; The Questionnaire, 44;
Observation, 52; The Interview, 56; Psychological Tests, 53; Library Technique, 60; Summary, 64

Chapter 8. Interpretation of Data…………………………………………………66

Meaning and Importance of Interpretation of Data, 56; Quantification and Description of Data, 67;
Classification of Data, 68; Sorting and Tabulating Data, 69; Tables and Figures, 71; Statistics, 73;
Summary, 76

Chapter 9. The Format of the Report…………………………………………….77

` The Format Suggested by Campbell, 77; The Preliminaries, 77; The Text of the Thesis, 31; The Reference
Materials, 82; Institutional Policies on Thesis Requirements, 85; Summary, 85
Chapter 10. Style and Readability of the Report………………………………86

The Exposition Type of Composition, 86; Manuals of Style, 87; :Vigorous Writing is Concise,” 87;
Diction and Phraseology, 87; Principles of Readability, 88; An Approach to Style, 98; John Best’s
Suggestions To Improve Style of Writing in Research Report, 92; Summary, 93

Chapter 11. Documentation Footnote and Bibliographical Usage……………94

Footnotes, 94; Standard Footnote Abbreviations, 95; Rules and Suggestions for handling Footnotes, 96;
Sample in the Use of Ibid, Op. Cit., and Loc. Cit., 97; Bibliography, 98, Summary, 100

Chapter 12. Rules for the Handling of Quotations……………………………101

General Considerations, 101; Suggestions by Gatner and Cordasco, 101; Cole and Bigelow’s Rules for
the Handling of Quotations, 102; Samples of Direct Quotations and Indirect Quotation, 102; Summary,
103

Chapter 13. Writing, Revising, Editing, and Typing the Report…………….104

Accuracy: An Important Consideration, 104; Directness and Brevity, Smoothness and Felicity of
Expression, 104; A Proper Environment is Necessary, 105; Adequate Writing Supplies, 105; Writing the
First Draft, 105; The process of Revision, 106; Typing the Thesis, 106; Format for Thesis Review and
Report, 108; Summary, 111

Chapter 14. Evaluating the Report…………………………………………….112

Criteria for Judging the Master’s Thesis, 112; Qualitative Standards for Research Reports, 113; Standards
for the Content of an Educational Research Report, 114; Purdue Rating Scale, 115; The Four-Point Scale
of Values Set up by the Committee on Awards of the American Educational Research Assoc8iation, 116;
Summary, 117

Chapter 15. Qualities Needed by a Researcher………………………………….118

Sound Research Requires from the Researcher Certain Qualities and Traits, 118; conclusions from
Kelley’s Analysis of Research Traits and Abilities, 119; The Resracher in the Curriculum Field, 120; The
Resracher’s Guides Attitudes in Doing Research, 120; Curriculum Problems of Interest to a Producer,
122; Summary, 123

Bibliography
Appendices…. A list of Master of Arts Theses in UP, PNC, submitted to Grad. College of Education, Bu. Of Private
Schools,,,
Samples of Action Research Studies…………………………………..145
Chapter 1
The Meaning of Research

Man is an inquisitive organism. Curious about himself, his fellowmen, and the world in which he lives, he has
inquired, and continues to inquire, into the whys and wherefores of things. This inquisitiveness, which is inherent
in his nature, has enabled him to innovate, to invent, to search for – and arrive at-adequate answers to his varied
problems and needs. In his eternal quest for truth, knowledge, and understanding, and in his desire to fashion a
better world, man has succeeded in developing various tools and techniques with which to forge the pathways of
progress. One such tool is RESEARCH. This tooL, which has helped him to move ahead in the realms of human
endeavour, is the central focus of this book. In this chapter, the meaning of research will be discussed.

Definition of Research. Good defines RESEARCH as “ideally, the careful, unbiased investigation of a problem, based
insofar as possible, upon demonstrable facts and involving refined distinctions, interpretations, and usually some
generalizations.” 1
Another definition is given by Crawford who states: Research is simply a systematic and refine technique of
thinking, employing specialized tools, instruments, and procedures in order to obtain a more adequate solution of a problem
than would be possible under ordinary means. It starts with a problem, collects data or facts, analyzes these critically, and
reaches decisions based on actual evidence. It involves original work instead of a mere exercise of personal opinion. It
evolves from a genuine desire to know rather than a desire to prove something, It is quantitative, seeking to know not only
what but how much, and measurement is therefore a central feature of it.”

Monroe and Engelhart state that “the ultimate purpose of educational research is the discovery of procedure, rules,
and principles relating to the various aspects of education. And According to Good and Scates, scientific research, whatever
type it may be and whatever method it may employ, follows substantially the steps or sequence of problem-solving. These
steps are: 1) formulation and development of the problem for investigation, and survey of the related literature; 2) selection
and use of one or more appropriate methods for gathering evidence, together with analysis and interpretation of the date;
and 3) reporting and implementation of the findings.

Research is simply the systematic search for pertinent information on a specific topic or problem. A more precise
understanding of the concept of research and of its methodology can be gained by knowing some of its important
characteristics. A summary of these characteristics by Best is as follows:
1. Research gathers new knowledge or data from primary or first-hand sources. It is not research when one merely
restates or reorganizes what is already known or what has been written. Research places emphasis upon the
discovery of general principles. It goes beyond the specific groups and situations investigated and by careful
sampling procedures, infers qualities of the entire population from hose observed in the smaller group.
2. Research is expert, systematic and accurate investigation. The researcher knows what is already known about his
problem. He proceeds from this point, carefully planning his procedures. Data are gathered, recorded and
analyzed with as much accuracy as possible. He uses such valid data-gathering instruments as he can find or
devise, and employs mechanical means to improve on the accuracy of human observation, recording and
computation of data.
3. Research is logical and objective, applying every possible test to verify the data collected and the procedures
employed. The researcher constantly strives to eliminate personal feeling and preference. He resists the
temptation to seek only the data that support his hypothesis. There is no attempt to persuade or to prove. The
emphasis is on testing, rather than on proving, the hypothesis. The researcher elevates clear thinking and logic.
He suppresses feeling and emotion in his analysis.
4. Research endeavours to organize data in quantitative terms, if possible, and to express them as numerical
measures. Research is patient and unhurried. The researcher is willing to exert painstaking effort, suspending
judgment to permit the data and logic to lead to a sound conclusion. He realizes that significant findings do not
come as a result of hurried and careless procedures. Research requires courage. The researcher is willing to
follow his procedures to conclusions that may be unpopular and bring social disapproval.
5. Research is carefully recorded and reported. Every term is careful defined, all procedures are described in detail,
all limiting factors are recognized, all references are carefully documented, and all results are objectively recorded.
All conclusions and generalizations are cautiously arrived at, with due consideration for all of the limitations of
methodology, data collected, and errors of human interpretation.

1
Carter V. Good, Dictionary of Education, New York: McGraw-Hill Book Company, 1956, p. 346
ESSENTIAL Phases of Research Process: (As summarized by Best)

1. Identification of the problem.

2. Formulation of the hypothesis or the hypotheses, in which the researcher entertains one of several tentative
propositions.
3. The collection of data.
4. The analysis or classification and tabulation of data, in which the researcher applies the process of deduction.
5. The synthesis of data, or the formulation of generalizations or principles that my substantiate or refute the
hypothesis or hypotheses. This is the inductive phase of interpretation.

WHAT IS A THESIS? (As pointed out by Good and Scates), the reporting of research is an important step
in the research process. Cole and Bigelow defines:
A thesis may be defined as the report of a scholar upon some piece of research which he has completed. It is the
culmination of a devious process extending from the initial insight into the opportunity for investigation to the
insertion o the final footnote. Many elements are involved, and each offers the possibility of raising or lowering
the quality of the product. Most important of all in determining the character of the result, however, are the
fundamental aims of the writer which should be an undeviating search for truth, and original in substance.

From the above definition, a number of deductions may be made. First, thesis is the report of a scholar. The word
scholar has at least three elements that inhere in it: 1) it refers to an individual who is seeking the truth; 2) it
refers to an individual who uses scientific methods of inquiry; and 3) refers to an individual who makes significant
contributions to knowledge. These are not enough, however, the ff: points must also be taken into account:
1. The search for truth involves eagerness to secure all available evidence, accuracy and discrimination in the
handling of that evidence and impartiality of viewpoint.
2. A scholar spares no pains to secure all significant information bearing upon his problem; thoroughness he
considers and indispensable attribute of his work.
3. A scholar is also dominated in his investigations by a passion for accuracy and an anxiety to exercise the nicest
possible discrimination in the handling of data.
4. It is the collection and presentation of evidence, a scholar takes great care to ensure exactness of observation or
transcription and to require a firm foundation for every assertion.
5. A scholar particularly strives to avoid mistaking an opinion-above all his own-for a fact. Searching beneath each
opinion to see upon what basis, if any, it may rest.
6. When writing up his material, a scholar is careful to offer his readers ample proof that whatever he alleges to be a
fact actually is one.
7. By the display of primary material, or the frank reliance on convincing authority, a scholar buttresses his
conclusions with an unbiased mind.
8. Finally, a scholar is impartial, and the clear objectiveness of his viewpoint prevents him from minimizing or
distorting any pertinent facts. His aim is never to prove something – the sign of propagandist-but to discover
something, to find out something. In his search for truth, he ignores or suppresses no fact, regardless of how
violently it may militate against a favorite hypothesis. Through such eagerness for evidence, devotion to accuracy,
and impartiality, the scholar fulfills the dictates of the scientific spirit, which should ever guide him in his work.
True excellence in a thesis is achieved if the investigator relentlessly pursues an undeviating search for truth. But
there is another important element of a truly excellent thesis: ORIGINALITY. What do we mean by originality in
research? The ff. answers the question:

Originality in research may be said to consist in the discovery or analysis of new data by old or new
methods, or in the manipulation of old facts by some new techniques, or from some fresh point of view. Such
discovery or manipulation need not be peculiarly difficult, nor require especial maturity in the investigator.
Inventiveness is not an instinct which appears in man only with the attainment of some particular age, and
originality of thought in matters of research is similarly unrestricted.

Chapter 2. Methods of Research

I. Classification of Methods of Research (Whitney’s classification)

 1. The Descriptive Method
- a fact-finding method with adequate interpretation; something more and beyond just data-gathering; the latter
is not reflective thinking and not research. The true meaning of data collected should be reported from the
point of view of the objectives and the basic assumptions of the project under way. This follows logically after
a careful classification of data. Facts obtained by be accurate expressions of central tendency, of deviation, or
of correlation; but report is not research unless discussion of those data is carried up into the level of adequate
interpretation. Data must be subjective to thinking process in terms of ordered reasoning.

- They may be subdivided into a number of types:

1. The research survey; 2. Continuity description; 3 case study research; 4. Job and activity analysis, 5.
Library documentary research.

RESEARCH SURVEY. An organized attempt to analyze, interpret and report the present status of a social
institution, group or area. It deals with a cross-section of the present, of duration sufficient for examination-that is, present
time, nor the present moment. Its purpose is to get groups of classified, generalized and interpreted data for the guidance or
practice of the immediate future.

CONTINUITY DESCRIPTION. Valuable as a complete status survey may be at any point of time in the
development of individual, group, situation or institution, it is obvious that this check represents only a cross-section report
of factors operating in the natural or the human activity realms. It furnishes rather significant data for good judgments on
hypotheses about how these variables really operate and what generalizations may emerge through analysis and
comparison. Furthermore, this is often all that can be done, because of limitations of tools, energy, fund or time; or because
a report with recommendation is called for at once.

CASE STUDY RESEARCH. A complete analysis and report of the status of an individual subject with respect,
as a rule, to specific phases of his total personality. The physician may check the pulmonary region of the patient. The
coach may record the muscular reaction of each member of the squad. The classroom teacher may study the silent-reading
ability of the backward pupil, or his mental and emotional equipment. These may be status checks resulting in each case, in
a cross-section picture taken at a specific time; or they may be developmental checks, similar to the continuity study, except
that each deals with one individual.
The case study type of descriptive research may operate also as case-group investigations. More or less unitary
social or academic groups are isolated for analysis, usually with the purpose of possible improvement. As in the case of
individual check, those researches may also be either status studies or continuity surveys extending over appreciable
periods of time. The latter attack is more important.

JOB and ACTIVITY ANALYSIS., An analytical knowledge of the details of human activity for the purpose of
improvement is the basic reason for the movement that came to be called job analysis in industry, and business and activity
analysis when the curriculum of educational institutions were under consideration. An illustration of job analysis is found
the work of Burtt in a Canadian rubber-tire factory. Here a complete check of the manipulative process at each step of
making and with each machine used, was made and recorded in objective expressions of amount. Relative values in the
total job were determined by the technique of partial and multiple correlation, and with a regression equation was made for
the office of the plant pathologist. The regression coefficients in this tool were evaluated for each job applicant by tests,
and a summation furnished data for a decision on the desirability of giving him a tryout and instruction in the vestibule
school of the factory.

HISTORICAL METHOD. Hist. Methods interprets trends of attitude, events and fact. From one point of view,
history deals with unique phenomenon, collected and reported without ordered reflective thought. But creditable research
in the field of history is interested in what way past social facts have in common, how they repeat themselves, and what
generalization can be made to emerge from reasoning.
The research activities of reputable historians, both teachers and writers, conform to the six-fold process of
reflective thinking, as analyzed by Dewey and Kelley. Emerging from an urge that peaks up to a definitive problem, good
evidence is sought on the value of hypotheses on solution. Generalizations resulting are verified both inductively and
deductively, and their value investigated for prediction.
In historical research, two kinds of criticism are employed by the researcher: external criticism and internal
criticism. Criticism deals first with the value of documents that appear for analysis and use. (this is external or lower
criticism). It forms judgments on the probable circumstances of their origin by internal analysis, and by comparison with
other material available. Its purpose is to detect anything spurious. Then comes textual examination, which seeks to
discover corruption and changes that may have occurred.
Internal (or higher) criticism is most essential. This aims to get a final judgment on the actual meaning of data
gathered, to interpret statements emerging from textual analysis. Here tests of competence and truthfulness area applied, as
well as tests for anonymity. In brief, the aim is to ascertain the actual facts.

The Experimental Method

This has to do with controlled observation of change and development, whether in the realms of the natural or the
social sciences. Adequate control is the essential factor of the method used. The law of the single variable must be satisfied
in every experimental situation.
Experimental research maybe considered as of two general types: a) that which deals with individual situations,
and b) that which uses groups of subjects. The former is usually laboratory experimentation, either in site in the natural
location or in an especially arranged situations. In the natural science field, experimentation in an especially arranged
situation is most often the method of procedure. When experiments involving the use of groups of subject are considered, 3
types usually appear. The first is: one experimental group; the second two or more equivalent groups; and the third, rotates
groups or experimental factors.

The Philosophical type of Research

This is not a basic method of research. It is a place, a level of value, where reflective thinking is going on. It is the
function of philosophical research to point out the supreme value of reflective thinking on the level of the largest
generalization of widest import, to give information about the methods and techniques of philosophical reasoning, and to
stimulate to whatever ordered research is possible on this level of reflection.

The prognostic Type of Research

This refers to any scientific investigation in which the main and stated purpose is to predict the future operation of
factors investigated, so that inevitable things that must be done may be controlled more intelligently on the basis of
knowledge about the analyzed trend of their occurrence over a definitely selected period of time.
Prediction may be based on any method or type of research conceivable and desirable. The value of the prognosis
will depend upon what background of authority is furnished for generalizations emerging through the use of methods and
techniques selected. Perhaps, in ascending order one would have here the category of description, historical trend,
experimentation, and philosophy.
Prediction is most certain when the best method of ordered reflection is employed, that of controlled
experimentation. In a fourfold category for investigating and explaining experience, the lowest probability of certainty is
the stylistic approach. The likelihood of certainty increases as one considers the telic approach, genetic explanation, and
the so-called natural science method.
Techniques useful in setting up research studies for prediction include graphic representation, description for the
tracing of trends of fact, correlation for the determination of the facts of concomitance or relationship, and the like.

Sociological Type of Research

This includes a study of all human group relationships. The institutions of society are investigated with the
purpose of furnishing recommendations for their improvement. These institutions include the family, the press, the church,
the school, the courts, and the legislature.
In its widest significance, sociological research may seek to answer in detail three questions: a) what are the
trends in the development of society, and what generalizations appear for the improvement of all human institutions? B) in
group life in general, what factors and forces are directly related to efficiency in that most important institution, the school?
C) what segments and procedures of the education enterprise are most directly related to society? Of course, other social
institutions, such as the home, the church, and government, might be included in this list of questions.

The Creative Type of Research

This is reflective thinking in a situation of aesthetic values. It may have its origin in a feeling of need for life
experiences above and beyond those of ordinary personal or group satisfaction. It may crystallize in a specific problem
which may be treated in terms of hypothetical solution, the getting of experimental evidence, and the final acceptance of
worthwhile generalizations. Creative research employs basically the implicit and stylistic approach in an analysis of human
experience.
Research in Curriculum-making
Curriculum research deals with those rather generally agreed upon procedures and techniques that lead to a better
selection of socially valuable content material, its functional organization, and its validation and verification in actual use.
Research in curriculum-making is needed because of the lag of tradition in content and method and because of a
rather general disregard for actual activity objectives, overemphasis of factual information, and survival of an attitude of
dependence on formal discipline alone.

Action Research
The classroom is a potentially rich, and complex, research situation, and there is common consensus among
educational authorities that there is a need for curriculum research to be located in it. Within the past years, 2 noticeable
trends among others, have been identified: 1) a growing interest in the process of curriculum improvement, and 2) an
increasing emphasis upon exploring the potentialities of action research as a means of curriculum improvement.

Chapter 3. RESEARCH PROBLEM

Before a research worker can conduct a research project he must first have a research problem to work on. As a matter of
fact, problem identification and analysis are considered the first steps in any project involving scientific approach or
research. Hence it is essential that utmost care and attention be given to the research problem-particularly the identification
and analysis, its selection, the way the problem is stated, and the manner it is defined. In this chapter, the topics that will be
discussed are: 10 problem identification and analysis in curriculum research, 2) sources of problems, 3) how to select a
problem, 4) statement of the problem, 5) definition of the problem, and 6) the working hypothesis. In addition, the
requirements of a good thesis-subject will also be discussed.

Thoughtful planning of problem identification, and analysis involves answering a number of questions, as follows:
1. What conditions need to prevail both to allow and to invite teachers to state problems of importance to them?
2. In what context do problem identification and analysis product the maximum of identification, allow for varied levels
of involvement depending on the capacity and the insight of individuals, and permit significant problems to emerge.
3. What is the sequence in opening up a problem for research with teachers?
4. What is the timing factor? How is one to gauge how fast or how slowly to proceed at which point to introduce which
considerations?
5. What is the role of the research consultants? Of the supervisors? Or teachers?

HOW TO SELECT A PROBLEM

List of criteria for the selection of the research problem:
1. Novelty and avoidance of unnecessary duplication.
2. Practical value of the problem.
3. Investigator’s interest in the problem
4. Availability of data on the problem
5. Special qualification of the researcher to attack the problem.
6. Time required to investigate the problem.
7. Cost of investigating the problem

4 procedures on how to select a research problem

1. Analyze what is known, including the historical record;
2. Look for gaps or deficiencies in explanations-that is, for “areas of darkness”
3. Watch for incongruities and contradictions, the points of controversy, the untested conclusions, and
4. Follow clues and suggestions obtained from reading, conferences, and thinking. Observe where activity is greatest,
and where there is evidence of neglect. Keep a memorandum of ideas, hypotheses, and problems as they occur.
FORMAT OF A THESIS OUTLINE USED IN ONE GRADUATE SCHOOL

I. The Problem: Its Background

1. Introduction. A brief paragraph introducing the problem area that indicates the importance and validity of
the particular problem. Suitable background information may be incorporated into this introductory statement.
The introduction should indicate the need to study the problem.

2. Statement of the problem. A clear and sharply-defined statement of actual problem. An experimental
problem should be stated as one or more hypotheses; all other kinds of research problems are best defined by
stating the problem and then breaking it down into specific questions.

3. Importance of the Study. This is a short paragraph explaining why the research is important and what
possible effects the results of the study will have on present conditions.

4. Scope and Delimitation of the Study. This should be explicit with respect to the coverage of the study and
period of time involved in the investigation.

5. Hypothesis. This in brief, states expected or tentative conclusions that may be reached. This is need only in
experimental research and no in other types.

I. Survey of Related Literature

This is a list of previous studies and researches made which have some relationship with the present problem.
Included may be some professional literature or monographs written about the subject area under investigation. A
brief annotation under each of these related literature explaining the relevance of the said materials to the present
study is in order.

The writer should also establish the fact that the present problem under study is not an exact duplicate of
other studies previously conducted.

II. Methods of Study and Sources of Data.

This section includes information on the research methods to be used, the techniques to be utilized in gathering
and analyzing the data, the types of data needed to test the hypothesis of each type of data. Statistical techniques in
analyzing the data can also be included.

II. Timetable

List down, in outline form, the steps to be done in undertaking the research and indicate opposite each step the
approximate period of time to be spent in each phase of the study.

Some authorities on research suggest that the research outline should also include a tentative organization of the
finished work and bibliography. Guerrero, for instance, in his discussion of the research outline, states:

The tentative organization simply gives a bird’s eye-view of the physical format of the finished work, given by
chapters. In form this section follows closely the table of contents of some books. As a matter of fact, it serves as
the tentative table of contents of the finished work.

Lastly, the bibliography. This is just a preliminary bibliography consisting of publications which have been
consulted prior to the making of the outline. It may include some titles or items which are intended to be consulted
further. In any case, this temporary bibliography has progressed and has been finished, and all publications used in
connection with the work have been taken care of and listed.
SAMPLE OF A RESEARCH OUTLINE

The following is an excellent example of a research outline or thesis design actually prepared by one M.A. student in a
Vacation Normal school.
BUREAU OF PUBLIC SCHOOL
BAGUIO VACATION NORMAL SCHOOL
TEACHER’S CAMP BAGUIO CITY

Thesis Committee
_____________________________

_____________________________

_____________________________

Ireneo D. Ortiz
Administration and Supervision
M.A. Thesis

Title

A SURVEY AND EVALUATION OF THE PERFORMANCE RATINGS OF PUBLIC ELEMENTARY SCHOOL

TEACHERS IN BACOLOD CITY FROM 1995-1999

Background of the Study

The observations of the researcher pointed out that there are growing discontent and jealousies among teachers due
to the performance rating given them.

These discontent and jealousies could lead to the unhappiness, demoralization, and insecurity of the teachers,
which in the end will affect adversely the attainment of the educational goals of the school in particular and the
division in general.

It is for these reasons that this writer undertakes this study in order to find out the causes of variability and
inconsistency in the rating of teachers leading to misunderstanding and indifference among and between teachers
and administrators and supervisors. After identifying the various factors and causes, then the remedial measures
shall be instituted to improve further the rating system.

Purpose of the Study

This study will look into the performance ratings of public elementary school teachers in Bacolod City.
Specifically, it will seek to answer the following questions:
1. Why do several teachers complain about the performance rating given them?
2. Are the teachers informed on the various items listed in BPS Form 8-C? are they given the chance to
participate in the preparation and accomplishment of the report before affixing their signature?

Proposed Methods

To gather data for this study, the following method shall be done:

A. Content or Document Analysis – researcher will look into the file of the performance ratings of teachers in the
division office for the last 5 years, 1995-1999, to find out the following:

1. The performance ratings of some teachers rated by the same administrators and supervisors.
2. Ratings of some teachers by different administrators and supervisors due to change of stations.
B. Questionnaire. –One set will be sent to teachers containing activity checklist and to the administrators and
supervisors, their practices in rating their teachers.
C. Personal interview. The classroom teachers, head teachers, and principals shall be interviewed on the following:

1. Teachers’ participation to the rating given them.

2. Practices of rating teachers by supervisors and administrators
3. Complaints of teachers, if any.
4. Suggestions of teachers to the improvement of the practices of supervisors and administrators in rating
their teachers.

Tentative Chapters

Chapter I. Introduction

A. Statement of the Problem

B. Importance of the study
C. Definition of Terms
D. Scope and Limitation of the study

Chapter II. Review of Related Literature

Chapter III. The Legal Basis, Purposes and Policies Relative to Teacher Rating

Chapter IV. Sound principles on Systematic Evaluation

Chapter V. Presentation, Analysis, and Interpretation of Statistical Data

A. Performance Ratings of Teachers

B. Practices of Administrators and Supervisors
C. Questionnaire
D. Interview

Chapter VI. Problems and Needs of Both Teachers and Supervisors and Administrators

Chapter VII. Summary and Conclusions

Chapter VIII. Recommendations

Tentative Bibliography

1. Books

Adams, Harold P. and F.G. Dickey. Basic Principles of Supervision. New York: American Book. 1955, 252 pp.

Barr-Burton-Bruckner. Supervision. New York: Appleton-Century Crofts, Inc. 1947, 338 pp.

Elsbrie, Willar S. Elementary School Administration and Supervision. New York: American Book Co., 1959. 179 pp.

2. Publications

Bureau of Public Schools, Circulars No. 22 s. 1960; No. 32, s. 1963; No. 20 s. 1965

Having prepared the research outline the researcher has now in his presentation a blueprint for his study. This blueprint or
guide will give him the necessary direction in his work. It will give him confidence and assurance that, with such a plan, he
is more likely to succeed in his research undertaking.
Chapter 4. Survey of Related Literature

Effective research is based upon past knowledge. What does past knowledge tell us/ it tells us what is already
known, as well as what is still unknown.
A survey of related literature gives at least three contributions to problem solving: 1) a carefully planned program
of reading frequently is the source of significant problems; 2) a systematic canvass of the related literature is the means of
determining whether the proposed study unnecessarily duplicates some earlier investigation; and 3) the knowledge secured
from such reading, in terms of sources, procedures, and results, represents essential orientation for definition of the
problem, selection method, and interpretation of findings.
In conducting a survey of related literature, the researcher should make suitable use of the following guides: 1)
comprehensive or general guides; 2) guides to periodicals and serials; 3) guides to books and monographs; 4) guides to
graduate theses; 5) guides to special educational areas and problems; 6) continuing or serial bibliographies and summaries
in limited areas of education; and 8) biographical, institutional, and statistical directories and handbooks in education.

Chapter 5. Collection of Data

In any research undertaking, there must be data that should be collected, organized, analyzed and interpreted.
Without the necessary data no research activity can ever hope to succeed. It goes without saying, therefore, that the
collection of data is an essential phase of the research.

The meaning of Data

Data are the things we think with. They are the raw materials of reflection, until by comparison, combination, and
evaluation they are stepped up to higher levels of generalization, where again they serve as basic materials for higher and
higher thinking.
According to Good, the data constitute “an accepted number, quantity, facts, or relations used as a basis for
drawing conclusions, making inferences, or carrying out investigations.
Data may be classified in various ways. Data maybe objective or subjective. They may be quantitative or
qualitative.
Where are data found? Data maybe found in manuscripts, relics, fossils, books, pamphlets, magazines,
newspapers, monuments, and all kinds of specimens within human reach and interpretation.

Techniques used in the Collection of data. There are a number of tools or techniques that are used for collection
of data in educational research.
1. Questionnaire
2. Observation
3. The interview
4. Psychological tests
5. Library techniques

The manner in which data are collected depends upon the methods and techniques used, the method telling of how and the
techniques with what. Of course it is also essential that the research worker choose those tools which are most appropriate
to the sources of data, and which provide or are expected to provide the kind and quantity of data that would be most useful
and suitable for the research project.

1. Questionnaire. A list of planned, written questions related to a particular topic, with space provided for indicating the
response to each question, intended for submission to a number of persons for reply. The questionnaire is usually sent
by mail to individuals who are called respondents in research terminology, but it can also be administered by the
researcher to groups of individuals. It can be structured or unstructured.

Another way of classifying questionnaires is the following:

1. Yes or no type – consists of questions that could be answered by either yes or no.
2. Recognition type – the respondent checks or underlines the best answer after the question.
3. Coding type – pertains to assigning of numbers of names, answers to questions, and other data or items. Advantage of
this type is that it will enable the researcher to use statistical accounting in handling qualitative data.
4. Completion type –consists of filling the blank of blanks provided for the answer or answers after every questions
asked.
5. Subjective type – the respondent is asked to give his opinions about certain events or happenings. An extended answer
is usually required.
6. Combination type – a combination of different types of questions; yes or no, completion, subjective, etc. in a
questionnaire.

Best classifies questionnaires into two:

1) closed forms or restricted form-calls for short, check responses; provides for marking a yes or now, a short response, or
checking an item from a list of suggested responses. Ex:
Rank
a) Convenience of transportation ____________
b) Advice of a friend ____________
c) Reputation of institution ____________
d) Others _________________________
(pls. specify)
Note that unanticipated response if provided for by putting in item f for Other category. The value of this provision
is that item f allows the respondent to indicate what, to his mind, is the most important reason which is not stated in the
items “a” through “e”.

Advantages of closed type form: a) easy to fill out; 2) takes little time; 3) keeps respondent on the subject; 4)
relatively objective; 4) fairly easy to tabulate and analyze.

2) The open form or unstructured type of questionnaire calls for a free response in the respondent’s own words.
Ex: State the reasons why you chose to research on this subject

Preparing and Administering the questionnaire

1. Get all the help that you can in planning and constructing your questionnaire. Study other questionnaires, and submit
your items for criticism to other members of your class or your faculty.
2. Try out your questionnaire on a few friends and acquaintances. When you do you will find that a number of your items
are ambiguous. What may seem perfectly clear to you may be confusing to a person who does not have the frame of
reference that you gained from living with, and thinking about it, an idea over a long period of time. This dry run will
be well worth the time and effort that it takes. It may reveal defects that can be corrected before the final form is
printed and committed to the mails. Once this is sent out, it is too late to remedy the defects.
3. Choose respondents carefully. It is important that questionnaires be sent only to those who possess the desired
information – those who are likely to be sufficiently interested to respond conscientiously and objectively. For a
courteous approach, and a practical way of discovering who will cooperate, a preliminary card asking whether or not
they are willing to participate in the proposed study is desirable and recommended.
4. If a desired information is delicate or intimate in nature, consider the possibility of providing for anonymous response.
Anonymous responses tend to produce objective responses
5. Be sure to include a covering letter to every questionnaire to explain the purpose of the study
6. It is also advisable to ask approval from the head, principal of the school, if questionnaires are planned for use in public
school, from teachers or pupils.
7. Try to get a sponsorship. Recipients are more likely to cooperate if it is sponsored by prestigious groups.
8. When slow to return completed questionnaires, a vigorous follow-up is necessary.

Sample Questionnaire No. 1 (Intended for Squatters Settlement)

QUESTIONNAIRE

General Directions: Read the questions very carefully and follow direction before each item carefully:

I. 1. Name _________________________ 2. Address: ______________________________ 3. Age _______

4. Male ______ 5. Female ____ 6. Status: Married_____ Single _____ Widow/er_____ Separated______
7. Highest educational attainment: Elem. ____ H.S. ____ College Grad___ Some College___ Vocational ____
8. Number of Children (if any)____, Number of Household Members living in this house _____
2. No. of years stay in this address: Write answers in figures ____Previous Address _____________________________
3. Lot Ownership 1. Lot Owned ____ 2.Rented _____ 3. Shared____ 4. Inherited______Community-Owned______
4. House: 1. Owned______ 2. Rented________ 3. Shared ______ 4. Inherited____Community-Owned______
5. Source of Income: 1. Business/Self Employment ______2. Employed _____ 3. Govt____4. Private ______
6. Ave, Income Level: 1. P5,000 & Below ___2. P10,000 and below___3. P15,000 & below__ 4. Above P20,000_____
7. Reasons for leaving the previous residence ____________________________________________________________
8. Do you have plans to stay long in this place: 1. Yes_____2. No _____ 3. State reason/s for Yes and No answers
_______________________________________________________________________________________________
9. What is your view of an ideal community (Description such as clean, beautiful, green-looking, peaceful, friendly
neighborhood, with amenities such as toilets, water, community hall, religious hall, etc. should be qualified with
reasons, etc.) _______________________________________________________________________________
10. What support/help do you need from the government sector ______________________________ private sector
________________________, non-government organization ____________________
11. What do you think should be you and your family’s contribution/help in the making of an ideal community? ______
______________________________________________________________________________________________
12. If your honest opinion, given the opportunity for this community to be upgraded (through private loans, donors,
government share, self-help,etc.) how much are you and your family willing to pay as monthly amortization? (Give
estimated figures) P_________________.

II. Observation

There are instances when the researcher has to employ observation as a technique of gathering data. Usually, such
instance come when certain data cannot be secured adequately or validly through the use of the questionnaire or
some other techniques except through the use of observation.

Observation is considered to be the most direct means of studying people insofar as their overt behaviour is
concerned. Characteristics of Observation:
a. observation is specific
b. Observation is systematic
c. Observation is quantitative
d. Results of observation are not entrusted to memory but to notes at once
e. Observation is expert
f. Results of observation can be checked and substantiated

III. The interview

The interview is a data-gathering device which may be considered an oral type of questionnaire in which the
research worker gets the needed information from the subject or interviewee verbally or directly in face-to-face
contact.

Special values of the interview in comparison with the questionnaire

1. The interviewees may provide personal and confidential information which they would not put in writing; they may
wish to see the investigator
2. The interview enables the investigator to follow up leads and to take advantage of small clues
3. The interview permits the investigator to form an impression of the person who is giving the information
4. The interviewer provides the opportunities for the interviewer to give information and to develop certain attitudes on
the part of the respondent

IV. Psychological tests

This maybe defined as an instrument designed to describe a sample of certain aspects of human behavior

V. Library Technique
 This is the collection of data in another way in which the researcher can employ in order to realize the objective
of the research study. Various materials in the library are used by the researcher, including books, magazines,
periodicals, or pamphlets.
4 subdivisions of this technique:
1. the preparation of a working bibliography;
2. The evaluation of material
3. Primary, secondary and tertiary sources of information
4. The collection of data.

MISCELLANEOUS NOTES

A. How to select a problem (both external and personal)

Criteria for selection
1. Novelty and avoidance of unnecessary duplication - Novelty is concerned with the elements of newness. This element
has 2 dimensions: a) the problem must not have been investigated before; b) if the problem was investigated before, it
may be the subject of another study but with different assumptions, different methods or different ways of analyzing
the data. Duplication of a research problem is permissible, but it should be a necessary duplication.
2. Practical value of the problem. – the problem after it has been investigated should result in some practical value in life.
The results (findings, conclusions, recommendations) could subsequently be used to improve practices, concepts and
the life. The work could even be published into a book for ht use of those who may want to make use of it.
3. Investigator’s interest in the problem. – willingly and dedicatedly, usually, the researcher will select a research
problem not because someone ants him to investigate but because it appeals to his interest.
4. Availability of data on the problem – a subject or problem under investigation will only yield fruitful results if data on
that problem are available.
5. Special qualification of the researcher to attack the problem. Ex: architects can investigate problems in arch and arts
but not qualified to undertake research in medicine
6. Time required to investigate the problem. Time factor is important consideration in research. The investigation must be
conducted within a reasonable period of time.
7. Cost of investigating the problem. Conducting a research entails the expenditure of money. For example,
questionnaires or observation guides that must be mimeographed, assuming these tools are to be used in the research,
cost for printing, transportation cost in going to the area-all these must be within the means of the investigator.

B. Four procedures on how to select a research problem (according to Almack).

1. Analyze what is known, including the historical record;

2. Look for gaps or deficiencies in explanations – or areas of darkness
3. Watch for incongruities and contradictions, the points of controversy, the untested conclusions; and
4. Follow clues and suggestions obtained from reading, conferences and thinking. Observe where activity is greatest

Statement of the Problem - is usually made in the introductory chapter, preferably in the first or early paragraphs. It
may be in the form of a question or in the form of a declarative statement. The statement of the problem should be
precise, clear and accurate.
1. Varied forms for stating the problem:
a. A question or questions – a single question, several questions, a single question followed by several sub-
sections
b. Declarative Statement = a single statement , a single statement containing several phrases, a series of complete
statements; a general statement followed by subordinate statements
c. Statement followed by a restatement in the form of a question
d. A statement followed by a series of theses.
Definition of the Problem
- the relatively brief introductory statement of the problem should be followed by a more detailed definition and
delimitation; the importance of an early, careful definition of the research problem cannot be exaggerated.
This determines the philosophical background of the entire research because the ultimate objective emerges
from it. It concentrates and directs all research procedures, makes more certain an arrival at a goal, an
important generalization which will contribute to the professionalization of the educational activities of the
situation studied (according to Whitney, F.). The following are forms of definition accdg to Monroe and
Engelhart:
1. analysis of the major problem or problems in terms of subordinate problems
2. statement of the limits or scrope of the study
3. orientation of the problem – historical account, remote or recent; survey of previous studies or related studies;
analysis of previous studies or related studies; preliminary survey
4. description of the general nature of the problem – type; source; procedure
5. statement of limitations of techniques employed
6. recognition of assumptions and implications
7. importance, value or significance of study to education
8. definition of terms
these 8 possible forms indicate how a research problem may be defined and delimited. The definition of the research
problem is not only an important step but a crucial one which will determine whether the investigation will be pushed
through to a successful conclusion or whether it will prove to be a wasted effort, time and money.

E. THE WORKING HYPOTHESIS, THEORETICAL FRAMEWORK OR THE CONCEPTUAL FRAMEWORK

- a hypothesis is a shrewd guess that is made and provisionally adopted to explain observed facts or conditions
and to guide in further investigation/ the hypothesis takes the place in research that is held by opinion in every
day. The function of the working hypothesis is guidance in the search for evidence by way of limiting the area
of investigation, sensitizing the worker to pertinent data and relationships, and providing a unifying concept.
A hypothesis is a suggested solution to a problem. It consists of elements expressed in an orderly system of
relationships which seek to explain a condition that has not yet been verified by facts.
- Nature of hypothesis: it is in a sense a prediction of the findings which one may encounter in the process of
research; it is a supposition in general terms regarding the unknown aspects of the situation which has given
rise to the problem; it is an anticipation of the kind of findings which one may express after working out the
problems.
-