Methods of Research - Quiz 1 Notes PDF

Methods of Research ppt 1 - **Research** is a systematic process of inquiry that involves the collection, analysis, and interpretation of data to answer a specific question, solve a problem, or enhance understanding. - It is characterized by rigorous methodologies and aims to contribut...

Methods of Research ppt 1 - **Research** is a systematic process of inquiry that involves the collection, analysis, and interpretation of data to answer a specific question, solve a problem, or enhance understanding. - It is characterized by rigorous methodologies and aims to contribute new knowledge, confirm existing theories, or challenge established norms. **Significance of Research (APIISCE)** 1. **Advancement of Knowledge:** Research expands the boundaries of what is known by uncovering new facts, insights, or theories. 2. **Problem Solving:** It provides evidence-based solutions to real-world problems in various fields such as health, education, technology, and social sciences. 3. **Informed Decision-Making:** Research guides policymakers, organizations, and individuals to make decisions based on reliable and valid evidence. 4. **Innovation and Development**: Research drives innovation by enabling the development of new technologies, products, or methodologies that can transform industries and improve lives. 5. **Social Impact**: It addresses societal issues by providing insights into challenges such as poverty, inequality, and environmental sustainability. 6. **Critical Thinking and Skepticism**: Research encourages critical analysis and questioning of assumptions, fostering a culture of intellectual rigor and evidence-based reasoning. 7. **Educational Development**: In education, research identifies effective teaching strategies, learning methods, and assessment tools, thereby enhancing educational outcomes. **Types of Research (Based on Purpose)** 1. **Basic (Fundamental) Research** - Seeks to expand knowledge without an immediate practical application. - Objective: Develop theories or principles. - Example: Exploring how memory works in the human brain. 2. **Applied Research** - Aimed at solving specific, practical problems. - Objective: Address real-world challenges. - Example: Developing a vaccine for a disease. **Types of Research (Based on Methodology)** 1. **Quantitative Research** - Focuses on numerical data and statistical analysis. - Characteristics: - Structured tools (e.g., surveys, experiments). - Objective and replicable. - Example: Analyzing test scores to evaluate teaching effectiveness. 2. **Qualitative Research** - Focuses on non-numerical data to explore concepts, opinions, or experiences. - - Characteristics: - Open-ended methods (e.g., interviews, focus groups). - Subjective and descriptive. - Example: Understanding student perceptions of online learning. 3. **Mixed-Methods Research** - Combines both quantitative and qualitative approaches. - Objective: Leverage strengths of both methods for a comprehensive understanding. - Example: Examining survey data alongside focus group discussions to evaluate a training program. **Types of Research (Based on Time Frame)** 1. **Cross-Sectional Research** - Conducted at a single point in time. - Objective: Snapshot of a phenomenon. - Example: Studying the current prevalence of a disease. 2. **Longitudinal Research** - Conducted over an extended period. - Objective: Observe changes or trends over time. - Example: Tracking the academic progress of students over several years. **Types of Research (Based on Control and Setting)** 1. **Experimental Research** - Involves manipulation of variables to test cause-and-effect relationships. - Objective: High control over conditions. - Example: Testing the effectiveness of a new teaching method in a classroom. 2. **Non-Experimental Research** - Observes variables without manipulation. - Objective: Explore correlations or descriptive insights. - Example: Studying the relationship between socioeconomic status and educational achievement. **Types of Research (Based on Field of Study)** 1. **Social Science Research**: Examines human behavior and societies. 2. **Scientific Research**: Focuses on natural sciences like biology or chemistry. 3. **Educational Research**: Investigates teaching methods, learning environments, and outcomes. 4. **Market Research**: Analyzes consumer behavior and market trends. **Types of Research (Based on Approach)** 1. **Descriptive Research** - Describes characteristics or phenomena. - Example: Surveying student preferences in learning tools. 2. **Exploratory Research** - Investigates an area where little information is available. - Example: Studying the impact of AI on teaching. 3. **Explanatory (Causal) Research** - Examines cause-and-effect relationships. - Example: Testing how study time affects exam performance. 4. **Evaluative Research** - Assesses the effectiveness of a program, policy, or intervention. - Example: Evaluating the outcomes of a new curriculum. **Ethical Considerations** **Ethical considerations** in research are principles and guidelines that ensure the integrity of the research process, protect participants\' rights and welfare, and uphold the credibility of the research community. These considerations are vital for ensuring that research is conducted responsibly and with respect for all stakeholders involved. **Key Ethical Considerations in Research (ICAIR-BJ)** 1\. **Informed Consent** - Participants must be fully informed about the purpose, procedures, risks, and benefits of the research. - Consent should be voluntary, and participants should have the right to withdraw at any time without penalty. 2\. **Confidentiality and Privacy** - Researchers must protect the personal information of participants. - Data should be anonymized where possible, and access to identifiable information should be restricted. 3\. **Avoidance of Harm** - Researchers must ensure that participants are not exposed to physical, psychological, or emotional harm. - Risks must be minimized, and any potential harm should be outweighed by the benefits of the research. 4\. **Integrity and Honesty** - Researchers must present findings truthfully without fabrication, falsification, or misrepresentation of data. - Conflicts of interest should be disclosed. 5\. **Respect for Autonomy** - Researchers should respect participants\' decisions, beliefs, and rights. - Participants should not be coerced or unduly influenced to take part in the study. 6\. **Beneficence** - The research should aim to benefit individuals, communities, or society while minimizing potential risks or harms. 7\. **Justice** - The benefits and burdens of research should be distributed fairly. - No group should be unfairly targeted for risky studies or excluded from the benefits of the research. **Special Ethical Issues (RPDEU)** 1. **Research with Vulnerable Populations** - Extra precautions are needed when researching groups such as children, the elderly, or individuals with disabilities. - Researchers must ensure that these populations are not exploited and are adequately protected. 2. **Plagiarism and Academic Misconduct** - Proper attribution of sources is required to avoid plagiarism. - Researchers must adhere to ethical standards in data collection, analysis, and reporting. 3. **Dual Use of Research** - Researchers should be aware of the potential for their findings to be used for harmful purposes (e.g., weaponization of scientific discoveries). 4. **Environmental Impact** - Studies that involve environmental interventions should ensure sustainable practices and avoid causing harm to ecosystems. 5. **Use of Animals in Research** - Ethical guidelines, such as the 3Rs (Replacement, Reduction, Refinement), must be followed to minimize animal suffering. **Historical Reports of Ethical Issues in Research** 1. **The Tuskegee Syphilis Study (1932--1972)** - This U.S. Public Health Service study aimed to observe the natural progression of untreated syphilis in African American men. Participants were misled and not informed about the study\'s true purpose. They were denied treatment even after penicillin became widely available in the 1940s. - Ethical Issues: - Lack of informed consent. - Withholding effective treatment. - Exploitation of a vulnerable population. - Consequences: The study resulted in long-term harm to participants and their families. It led to distrust in medical research, especially among minority groups. This case was pivotal in establishing the need for ethical oversight and led to the creation of the Belmont Report and the National Research Act (1974). 2. **The Nazi Medical Experiments (1939--1945)** - During World War II, Nazi doctors conducted experiments on concentration camp prisoners, including exposing them to extreme conditions, infecting them with diseases, and performing surgeries without anesthesia. - Ethical Issues: - Extreme physical and psychological harm. - Lack of consent. - Dehumanization and exploitation of prisoners. - Consequences: These atrocities led to the Nuremberg Trials and the formulation of the Nuremberg Code (1947), which emphasized voluntary consent and the importance of minimizing harm in research. 3. **Milgram's Obedience Experiment (1961)** - Psychologist Stanley Milgram studied obedience to authority by instructing participants to administer what they believed were painful electric shocks to another person. The \"learner\" was an actor, but participants were unaware of this. - Ethical Issues: - Deception about the true nature of the experiment. - Psychological stress inflicted on participants. - Consequences: Milgram\'s study raised awareness about the psychological impact of research on participants and highlighted the need for debriefing and informed consent. 4. **The Stanford Prison Experiment (1971)** - Led by psychologist Philip Zimbardo, this study involved college students role-playing as guards and prisoners in a simulated prison environment. The \"guards\" became abusive, and the \"prisoners\" experienced significant psychological distress. - Ethical Issues: - Lack of clear boundaries to protect participants. - Psychological harm to participants. - Zimbardo's dual role as researcher and prison superintendent blurred objectivity. - Consequences: The study emphasized the need for oversight and stricter ethical standards in psychological experiments, including mandatory IRB approval. 5. **Henrietta Lacks and the HeLa Cells (1951)** - Cells were taken from Henrietta Lacks, an African American woman with cervical cancer, without her knowledge or consent. These cells became the first immortal human cell line and were used in numerous scientific breakthroughs. - Ethical Issues: - Lack of informed consent. - Exploitation of a marginalized individual. - Failure to compensate or recognize the Lacks family. - Consequences: This case sparked discussions about the ethics of using human tissue in research and led to advancements in bioethics and patient rights. 6. **The Guatemala Syphilis Experiments (1946--1948)** - U.S. researchers deliberately infected Guatemalan prisoners, soldiers, and mentally ill individuals with syphilis and other sexually transmitted diseases to study the effects of treatments like penicillin. The participants were not informed or consented to the research. - Ethical Issues: - Deliberate harm to participants. - Lack of consent and exploitation of vulnerable groups. - Consequences: The U.S. government apologized in 2010, and this case reinforced the need for international ethical standards in research. 7. **Willowbrook Hepatitis Study (1956--1970)** - At the Willowbrook State School for children with intellectual disabilities, researchers intentionally infected children with hepatitis to study the disease\'s progression and effects. - Ethical Issues: - Exploitation of vulnerable individuals. - Lack of fully informed consent from parents. - Consequences: This study raised concerns about the use of vulnerable populations in research and led to stricter consent protocols. **Impact on Research Ethics** - These cases led to the development of key ethical guidelines and frameworks: 1. **Nuremberg Code (1947):** Focused on voluntary consent and minimizing harm. 2. **Declaration of Helsinki (1964):** Emphasized the protection of human participants and the need for informed consent. 3. **Belmont Report (1979):** Established principles of respect for persons, beneficence, and justice in research. 4. **IRBs and Ethical Committees:** Institutional Review Boards became standard for overseeing and approving research protocols. **Research Ethics Guidelines in the Philippines** 1. **National Ethical Guidelines for Health and Health-Related Research (NEGHHR)** - Published by the Philippine Health Research Ethics Board (PHREB), the NEGHHR provides comprehensive guidance for health and health-related research. - Respect for Persons - Beneficence: Maximize potential benefits and minimize harm to participants. - Justice: - Non-Maleficence: - Protection for vulnerable populations (e.g., indigenous peoples, children, persons with disabilities). - Ethical handling of biospecimens and genetic data. - Requirements for Institutional Review Board (IRB) or Ethics Review Committee (ERC) approval. 2. **Philippine Health Research Ethics Board (PHREB) Policies** - PHREB serves as the national body overseeing the ethical conduct of research. It accredits IRBs and monitors compliance with ethical standards. - Review and approve research protocols. - Ensure researchers comply with the NEGHHR and international guidelines like the Declaration of Helsinki and CIOMS Guidelines. Accreditation: - Institutions conducting research must have accredited ERCs/IRBs to evaluate the ethical acceptability of their studies. 3. **Data Privacy Act of 2012 (Republic Act No. 10173)** - This law governs the ethical use and protection of personal data in research, especially in studies involving identifiable information. - Researchers must secure the consent of participants for data collection and processing. - Ensure confidentiality and data security. - Report any data breaches promptly. - Anonymize or pseudonymize data where possible. 4. **Ethical Research Involving Indigenous Peoples** - Ethical research with indigenous communities is guided by respect for their rights and traditions, as outlined in: - The Indigenous Peoples' Rights Act (IPRA) of 1997 (RA 8371). - NEGHHR special guidelines on indigenous peoples. Key Considerations: - Obtain free, prior, and informed consent (FPIC) from indigenous communities. - Recognize and respect cultural norms, customs, and traditional knowledge. - Share research benefits equitably with the community. 5. **Ethical Guidelines for Social Science Research** - While health-related research has specific frameworks, social science research is also subject to ethical principles: - Protection of participant privacy and confidentiality. - Avoidance of exploitation or harm to individuals or groups. - Transparent communication about the research\'s goals and processes. 6. **Guidelines for Clinical Trials** - Clinical trials in the Philippines must adhere to: - Good Clinical Practice (GCP) standards. - Guidelines from the Food and Drug Administration (FDA) of the Philippines. - Ethical principles set by PHREB. - Requirements: - Approval from a PHREB-accredited IRB/REC. - Continuous monitoring and reporting of adverse events. - Transparency in clinical trial registration. 7. **Universal Ethical Standards** - Filipino researchers are also guided by international ethical standards, including: - Declaration of Helsinki: Ethical principles for medical research involving human subjects. - Council for International Organizations of Medical Sciences (CIOMS): Guidelines on health research in diverse contexts. - UNESCO Universal Declaration on Bioethics and Human Rights: Emphasizing cultural diversity and equity. Methods of research ppt 2 **Research** It is a purposive, systematic and scientific gathering, organizing, classifying, presenting, analyzing and interpreting data for the solution of a problem and discovery of truth. **Key Concepts (SELCARC)** 1. It is systematic - step by step procedure must be conducted 2. It is empirical - must gather factual data which can be scrutinized and tested 3. It is logical - based on valid procedures and principles 4. It is cyclical - starts with a problem and ends with a problem 5. It is about adherence to a method - concerned with the "HOW" and the proper methodology 6. It is replicable - design and procedures are replicated to arrive at valid and conclusive results 7. It is critical - exhibits careful and precise judgments. **Kinds of Research (GPLTCSTT)** - **According to Goal** - Basic or Pure research - conducted to develop theories and principles, for intellectual pursuit of knowledge - Applied research - when the results of basic research are used and utilized to address situations and solve problems - **According to Purpose** - Prognostic - to determine the future operation of the variables - Directive - to determine what should be done based on findings - Illuminative - to determine the interaction of the components of the variables being investigated - **According to Level of Investigation** - Exploratory - studies the variables pertinent to specific situation - Descriptive - studies the relationships of the variables - Experimental - studies the effect of the variables on each other - **According to Types of Analysis** - Analytic approach - to identify and isolate the components of the research situation - Holistic approach - to study the whole system and its internal relationships - **According to Choice of Answers to Problems** - Evaluation - applies all possible courses of action - Developmental - focuses on finding or developing a more suitable instrument or process - **According to Statistical Component** - Quantitative research - utilizes inferential statistics - Qualitative research - gathers descriptive data - **According to Time Allotment** - Historical research - describes what was - Descriptive research - describes what is - Experimental research - describes what will be - **According to Types and Kinds of Research** - Proprietary research - conducted for a specific audience - Scholarly research - promoted for public access to knowledge - Behavioral research - conducted to identify and test that can lead to control of behavior - Phenomenological research - based on the belief that what people do depends on what they perceive on what goes on their minds - Communication research - investigates the communication elements **Methods of Research** 1. **Descriptive Method** - describes and interprets conditions or relationships that exist; practices that prevail; beliefs and processes that are going on; effects that are being felt or trends that are developing 1. **Case study** - a detailed study about one person or unit over a considerable period 2. **Survey** - a study used to measure existing phenomenon without inquiring why it exists 3. **Developmental study** - study intended to get reliable information about a group of people over a long period of time 4. **Assessment or Evaluation study** - a study to verify the efficiency or effectiveness of practices, policies, instruments or other variables that may be considered 5. **Comparative study** - a study that is cause- comparative with the use of intervening variables 6. **Correlational study** - a study in determining which different variables are related to each other in the population of interest 7. **Follow-up study** - a study used to follow-up the development of a certain condition 8. **Trends and Projection study** - a study used to predict the success of project in the future using presently existing data and conditions 9. **Ex- post facto** - a study which attempts to investigate whether one or more pre-existing conditions have possibly caused subsequent differences in the groups of subjects 10. **Documentary Analysis** - a study used to gather information by analyzing written records and documents. 2. **Experimental Method** - the only method that can truly test hypotheses concerning cause and effect relationships 3. **Historical Method** - deals with past events and interprets them in the light of the present. It is past oriented giving an account of past events or facts in the spirit of inquiring critically for the whole truth. **Characteristics Needed to be a good researcher (KOHRS)** - knowledge oriented - open- minded - hardworking - resourceful - scientific in attitude **Common Problems Encountered in Research** - difficulty in finding or conceptualizing a good research problem - scarcity or unavailability of updated and relevant references - financial (limited budget or funds) - time constraints - how to put into writing one's own ideas - lack of teamwork or inadequate assistance - uncooperative respondents - personal problems **Research Process** 1. A question with no known solution is conceptualized. 2. The research problem is stated clearly and completely. 3. A tentative hypothesis is formulated. 4. The literature is searched for a possible solution to the research problem. 5. More resources are located to resolve the research problem. 6. Data related to the research problem are located. 7. The data are scrutinized to reveal their meaning. 8. The data are interpreted and a conclusion is suggested. 9. The data may or may not resolve the research problem. 10. The data either support or not support the hypothesis. **Tools of Research** - Library and its resources - library catalogs, indexes and abstracts, librarian, browsing the library shelves - Computer and its software - web, telnet, file transfer protocol, email, newsgroups - Techniques of measurement - Measurement is limiting the data of any phenomenon so that it can be interpreted and compared to a standard. - Statistics - Statistics gives us *information* about the data, but a conscientious researcher is not satisfied until the *meaning* of this information is revealed. - The human mind - interprets the data to arrive at a logical conclusion - Language - Learning the specialized terminology of your field is indispensable to conducting a research study, grounding it in prior theory and research and communicating your results to others. **Scales of Measurements** +-----------------+-----------------+-----------------+-----------------+ | | Measurement | Characteristics | Statistical | | | scale | | Possibilities | +-----------------+-----------------+-----------------+-----------------+ | Non-interval | Nominal | - Measures in | \- Enables one | | | | terms of | to determine | | scales | | names or | the mode, | | | | designation | percentage | | | | s | values or | | | | of discrete | chi-square | | | | units or | | | | | categories | | | | | | | | | | - can be | | | | | counted but | | | | | cannot be | | | | | measured | | | | | nor ranked | | +-----------------+-----------------+-----------------+-----------------+ | | Ordinal | - Measures in | \- Enables one | | | | terms of | to determine | | | | values as | the median, | | | | "more" or | percentile | | | | "less" w/o | rank, and rank | | | | specifying | correlation | | | | the size of | | | | | intervals | | | | | | | | | | - Categorical | | | | | data where | | | | | there is a | | | | | logical | | | | | ordering | | | | | | | | | | | | | | | | | | | | - shows | | | | | sequence | | | | | and can be | | | | | ranked | | +-----------------+-----------------+-----------------+-----------------+ | Interval scales | Interval | - Measures in | \- Enables one | | | | terms of | to determine | | | | equal | the mean, std. | | | | intervals | deviation, and | | | | or degrees | product moment | | | | of | correlation; | | | | difference | allows one to | | | | but whose | conduct most | | | | zero point | inferential | | | | is | statistics | | | | arbitrary | | | | | | | | | | - measured | | | | | along a | | | | | scale in | | | | | which each | | | | | position is | | | | | equidistant | | | | | from one | | | | | another | | +-----------------+-----------------+-----------------+-----------------+ | | Ratio | - \- Measures | \- Enables one | | | | in terms of | to determine | | | | equal | the geometric | | | | intervals | mean, and | | | | and an | percentage | | | | absolute | variation; | | | | zero point | allows | | | | of origin | virtually any | | | | | inferential | | | | | statistics | +-----------------+-----------------+-----------------+-----------------+ **Functions of Statistics** - ***Descriptive statistics*** - summarizes the general nature of the data obtained - ***Inferential statistics*** - helps the researcher make decisions about the data **Human Mind** - **Critical thinking** - clarifies goals, examines assumptions, discerns hidden values, evaluates evidence, accomplishes actions, and assesses conclusions - **Scientific method** - is systematic observation, measurement, experiment, and the formulation, testing, and modification of hypotheses - It is a process for experimentation that is used to explore observations and answer questions **CHAPTER I: The Problem and Its Setting** **PROBLEM** - The heart of the research process **Characteristics of a good research problem (SMARTTIBI)** - **Specific** - variables must be clearly stated and relationships are properly cited - **Measurable** - can be measured accurately by research instruments - **Achievable** - data are achievable using correct statistical techniques - **Realistic** - results are empirical - **Time-bound** - time frame is essential to complete the study at a set time - **Timely and up to date** - **Innovative** - **Beneficial and relevant** - **Interesting and challenging** **Possible Sources of Research Problem** - Personal experiences in life - Existing programs that need improvement - Further inquiry of a conducted study - Through consultation with experts - Through extensive readings in the libraries **INTRODUCTION -** The introduction gives an overview of the thesis / practicum or research report, giving the reader background or basis of the problem to be reported. It can be divided into six parts. Part 1- **The setting or context or frame of reference** are general statement(s) about a field of research that provides the reader with a preview of the problem to be reported. It discusses the historical background of the problem and provides an overview of the study Part 2 - **The review of previous research,** the contextual setting or frame of reference described in Part 1, is continued by giving more statements about the general aspects of the problem already investigated by other researchers. Part 3- **The gap or missing information** are statement(s) that indicate the need for the study or the need for more investigation. It contains a general statement of the main problem followed by specific or sub-problems. Part 4- **The statement of purpose** are very specific statement(s) pertaining to the objective(s) of the study. Part 5- **The statement of value** are statement(s) that give the significance of carrying out the study. It shows the importance, relevance and contributions of the study Part 6- **The scope and delimitation**, it is indicated what the study covers and what it does not or fails to cover. It establishes the boundaries of the study. Includes weaknesses or limitations concerning sampling technique, scope treatment, time constraints etc. **Chapter 2**: **Review of related literature**  - The review of literature is basically an organized collection of citations to other studies (but NOT a MERE listing of previous studies), which are related or somewhat related to your own specific research problem. It serves three important functions: - It continues the process started in the introduction of giving the readers background information needed to understand your study; - It assures the readers that you are knowledgeable about the significant research that has been done in your area of investigation;   - It establishes your study as one link in a chain of research that is developing and enlarging knowledge in your field of research interest. **Benefits of a literature review** 1. It can offer new ideas, perspectives, and approaches that may not have occurred to you. 2. It can inform you about other researchers who conduct work in this area. 3. It can show you how others have handled methodological and design issues in studies similar to your own. 4. It can reveal sources of data that you may not have known existed. 5. It can introduce you to measurement tools that other researchers have developed and used effectively. 6. It can reveal methods of dealing with problem situations that may be like difficulties you are facing. 7. It can help you interpret and make sense of your findings, and ultimately, help you tie your results to the work of those who have preceded you. 8. It will bolster your confidence that your topic is worth studying, because you find others have invested considerable time, effort, and resources in studying it. **Related Literature** maybe classified as **local** (printed in the Philippines) or **foreign** ( printed outside the country) **Research Literature or "studies"** pertains to published or unpublished reports of actual research studies done previously (theses and dissertations). **Conceptual Literature or " literature"** refers to articles, books written by authorities giving their opinions, experiences, theories or ideas about a given topic/ subject. *[Review of related literature includes literature and studies which are relevant, related and has direct bearing to the research study. Writing the review of related literature requires extensive readings and spending time in libraries. Possible sources are: Almanacs, Encyclopedias, Reference books, Theses, Dissertations, Research journals, Handbooks, Textbooks, Magazines, Survey reports]* **Strategies for Locating Related Literature** Major starting points: - **Library Catalog** - A good textbook can give you a good general overview of a topic, including important concepts, theoretical perspectives, and critical references. - Use only books with recent copyright dates. - The most effective way to locate helpful books is through the library catalog. - **Indexes and Abstracts** - The journals in the library's periodical section is another indispensable resource. - **Index**- lists of articles and research reports in certain specified areas - **Abstract** --summary of an article or a research study - **Online Databases** - Online databases allow searches of many thousands of journals and other sources like books, chapters in edited books, dissertations, government documents, technical reports and newspapers. - Enormous collections of citations or abstracts related to various subjects and disciplines - **Other Strategies** - Looking at government publications - Surfing the net - Using the citations and reference lists of those who have gone before you **Guidelines in Writing Chapter II** 1. Only literature and studies which are related in purpose, method or findings should be included. 2. The discussion of such literature and studies should be in the form of a brief critical analysis of the purposes, method of study, main findings and conclusions. 3. Studies containing the same set of variables as your study should be a priority. 4. In the text, include the surnames and initials of the authors and the years of publication for **proper citations**. 5. Literature and studies should be presented properly and logically in summarized forms containing only relevant ideas. 6. Presentation should be orderly by arranging the materials by **variables** ( property or characteristic whereby the members of a group or set differ from another). Arrangement must be based on research paradigm. 7. Provide at least 5 materials for each of the following : local literature, foreign literature, local studies, foreign studies. 8. Present the related studies by citing the methodologies used, sampling technique, sampling respondents, statistical treatment and major findings. **Additional Guidelines in writing Chapter II** 1. Summarize the contents of the material by including the most relevant ideas. 2. Paraphrase the most essential ideas or findings of other authors or researchers. 3. Make a logical evaluation or interpretation of another person's work. 4. Copy important words of another author or researcher by using quotation marks. Direct quotations require indicating in parenthesis the author's surname, year of publication and page number(s) where exact words can be found. 5. Always acknowledge the authors or researchers for direct quotations. **NO PLAGIARISM**. **The Synthesis** This is the last statement part of Chapter II. It should logically summarize and combine into a coherent whole, the surveyed findings and ideas of other researchers and authors through the researchers own words and views. It should point out the similarities and differences between the researcher's study and those of others. **Chapter 3: Methodology** This chapter describes the procedural steps used in conducting the study and the materials or any equipment used at each step. It includes all mathematical treatment of data as well as equations or models used. It is useful to readers who want to know how the methodology of your study may have influenced your results. The procedure should be stated in as much detail as possible so that readers who are interested in replicating or extending your study could follow the steps as they read your work. Schematic diagram (properly labeled and numbered) must accompany the text whenever possible. **Theoretical Framework** It refers to the set of interrelated concepts, definitions and propositions that present a systematic view of phenomena by specifying relations among variables **Research Methodology** It is a diagrammatic representation that gives the step-by-step process of the entire research study. It clearly and logically shows the key variables and their interrelationships **Conceptual Framework** It is a diagrammatic representation that gives the over-all outline of the entire research study. It comprises of 3 major boxes indicating input, process and output. **Definition of Terms** The terms must be defined in order for the researcher and the reader to be thinking of the same thing. **Hypotheses** It is a tentative but intelligent and logical guess/ answer to a specific question/ problem. Types of Hypothesis: - Statistical or Null Hypothesis- states that there is no existence of effect of interaction, or relationships and of difference - Research or Alternative Hypothesis- operational statement of the research hypothesis. It is a statement which is assumed to formulate solutions to the given problems. **Results and Discussion** This section presents the data collected from the study on this major aspect of your research problem, followed by extensive comments on or interpretation of the findings of the study. **Conclusion** This section addresses the objective(s) pertaining to the major aspect of your research problem. **Chapter 4**: **Conclusion** This chapter gives the overall conclusion of the study, which addresses the objective(s) of your research problem. Here, you step back and take a broad look at your findings and your study as a whole. **Chapter 5**: **Recommendation** This chapter indicates statements that suggest the need for further studies  what else can be done relevant to your research problem and what other related problems should be addressed? Methods of research activity 1 ppt (plagiarism) **Plagiarism** - Using someone else\'s ideas or phrasing and representing those ideas or phrasing as our own, either on purpose or through carelessness, is a serious offense known as plagiarism. \"Ideas or phrasing\" includes written or spoken material, of course --- from whole papers and paragraphs to sentences, and, indeed, phrases --- but it also includes statistics, lab results, art work, etc. **Example of Plagiarism Cases** The original text from Elaine Tyler May\'s \"Myths and Realities of the American Family\" reads as follows: *Because women\'s wages often continue to reflect the fiction that men earn the family wage, single mothers rarely earn enough to support themselves and their children adequately. And because work is still organized around the assumption that mothers stay home with children, even though few mothers can afford to do so, child-care facilities in the United States remain woefully inadequate.* **Plagiarism - Version A** **Plagiarism - Version B** *As Elaine Tyler May points out, \"women\'s wages often continue to reflect the fiction that men earn the family wage\" (588). Thus many single mothers cannot support themselves and their children adequately. Furthermore, since work is based on the assumption that mothers stay home with children, facilities for day care in this country are still \"woefully inadequate.\" (May 589).* **The writer now cites May, so we\'re closer to telling the truth about the relationship of our text to the source, but this text continues to borrow too much language.** **Plagiarism - Version C** **Plagiarism - Version D NO PLAGIARISM**