Research Methodology Guidelines PDF

**PARTS OF CHAPTER 1: BACKGROUND OF THE STUDY** **A. INTRODUCTION (OF THE TOPIC)** **Objectives:** - Provide a foundation for the further development of the proposal. - Facilitate background information. - Systematically state why the proposed Research should be undertaken. What you h...

**PARTS OF CHAPTER 1: BACKGROUND OF THE STUDY** **A. INTRODUCTION (OF THE TOPIC)** **Objectives:** - Provide a foundation for the further development of the proposal. - Facilitate background information. - Systematically state why the proposed Research should be undertaken. What you hope to achieve and expected results. 3 Rules of research writing - First Rule: Orderly and organized presentation of ideas. - Second Rule: Smoothness of expression, or clear and logical communication. - Third Rule: The APA recommends striving for economy of expression, avoiding wordiness and redundancy. **B. BRIEF RRL** Includes the evidence of relevance of the literature and published or archival data showing the problem exists. Theoretical of the study many include and answer the question: a. What are the answer of solution have been found/tried in the past to solve the problem. b. What question/problem remain unanswered. c. What aspect of the problem need to be studied further. **C. RESEARCH GAP** State the motivation of the study or why the study is being undertaken. It includes brief discussion that details the area of need (in relation to the problem) and the deficiency or lack of evidence in the literature. **D. SIGNIFICANCE OF THE STUDY** Indicated how your research will refine, revise or extent existing knowledge in the area under investigation. Discuss the importance of your study, who and how others will benefit. The importance of the research and its potential to impact a field or society. It\'s a written statement that explains why the research was necessary and how it will benefit others. The significance of a study should be included in the introduction section of a research paper. **E. RESEARCH QUESTIONS AND HYPOTHESIS (IF APPLICABLE)** *[Research Questions/ Statement of the problem]* A clear, focused question that defines the purpose of the research and the problem it seeks to address. A good research question is specific, significant, and can be answered with different research results. *[Research Hypothesis]* A tentative prediction or statement that expresses a possible relationship between variables or phenomena. A hypothesis is based on existing knowledge, theory, or observation, and it\'s a provisional answer to the research question that can be empirically verified. **F. SCOPE AND DELIMITATION** *[Scope]* Describes the coverage of the study. It specifies what is covered in terms of concept, subjects or the population included in the study, as well as the timeline when the study was conducted. *[Delimitation]* This presents the factors or variables that are not to be included and the boundary in terms of time frame, number of subjects, participants or respondents who are excluded. As opposite, it contains those that you would include in your study. **G. CONCEPTUAL FRAMEWORK/ RESEARCH PARADIGM** It presents the variables to be studied. It presents the specific connection of the variables in the study. A graphical representation of concepts or ideas on the basic structure or components of a research as well as on the relationships of these elements with one another. Summarized through an illustration called *[research paradigm.]* **PARTS OF CHAPTER II: METHODOLOGY** "Logical justification" of choice of approach, theory and method (based on research question and discipline). **A. RESEARCH DESIGN** You will start with a discussion of the specific research design you have selected. Here, you will include the *[reason]* for using the research design to answer the research question. **B. PARTICIPANTS OF THE STUDY** Presents the *[target population]* and the sample you will use to generalize the target population. The procedure for selecting the sample (if any) and the reason for using that *[method]* should also be included. **C. DATA GATHERING PROCEDURE** Discusses the steps you will take to collect your data. You will present the *[data collection method]* that will help you gather the data to answer your research question. Also, you will *[justify]* why that instrument will answer your question. **D. DATA ANALYSIS** Details your *[plan]* for data analysis. Present your chosen *[statistical]* tool and *[justify]* how this tool will generate results to answer your research questions. Treatment of Data, Mode of Analysis, and Analysis of Dara are variables ways of sub-heading this part. **VALIDITY AND RELIABILITY** a. **VALIDITY** It pertains to how well the research instrument measures the right elements which need to be measured. That is, the instruments is valid id it measure that it intends to measure. - **Face Validity** A research instrument can be regarded to have face validity if it "looks like" it is going to measure what it intends to measure. In here, you apply a subjective assessment of whether your research instrument measures what it intends to measure. Also known as "local validity." - **Content Validity** If the research instrument meets the objectives of the study, it is regarded as with content validity. It is achieved by checking the statements or questions to see if these produce the needed information. - **Construct Validity** It ensured that the method of measurement jibes with the construction you want to measure. To obtain the construct validity of an instrument, you have to ensure that your parameters and measurements are carefully developed based on relevant existing knowledge. - **Concurrent Validity** It is often done by comparing your instrument to other instruments that ensure similar objectives to determine how highly correlated the two measure are. b. **RELIABILITY** Pertains to the consistency of the results of the instrument. If the instrument is administered on the same respondents for number of times and produces the same results, the instruments is regarded as reliable. - **Homogeneity/ Internal Consistency** It refers to the extent which a research instrument accurately measure all aspects of a study. - **Stability** It is a measure of the repeatability of the research instrument over time. That is, the instrument should give the same results whenever it is used. - **Equivalence** It accounts the consistency among responses of multiple users of an instrument, or among alternate forms of an instrument. For the instrument to be "equivalent", the observed score must have the same mean and variances. **SAMPLING METHOD/ TECHNIQUES** Used to define a subgroup, or sample, from a larger group, or population. The two main types of sampling methods are probability sampling and non-probability sampling: A. **Probability Sampling** Also known as random sampling, this method gives every member of the population a known chance of being selected. Some examples of probability sampling methods include: - **Simple Random Sampling**: Every item in the population has an equal chance of being selected. - **Systematic sampling**: The first item is selected randomly, and then every nth item is selected after that. - **Stratified Sampling**: A probability-based sampling method. - **Cluster Sampling**: A probability-based sampling method. B. **Non-Probability Sampling** This method involves selecting items of individuals based on non-random factors, such as convenience, geographic availability, or costs. Some examples of non-probability sampling methods include: - **Convenience sampling** - **Purposive Sampling**: The researcher uses their judgment to select the most likely sample to provide the most useful results. - **Snowball Sampling** - **Quota Sampling** **LIKERT SCALE** A rating scale used to measure opinions, attitudes, or behaviors. It consists of a statement or a question, followed by a series of five or seven answer statements. Respondents choose the option that best corresponds with how they feel about the statement or question. Likert Scale commonly comprise wither five or seven options. The options on each end are called response anchors. The midpoint if often a neutral item, with positive options on one side and negative options on the other. Each item is given a score from 1 to 5 or 1 to 7. The format of a typical-level Likert question, for example, could be: 1. Strongly Disagree 2. Disagree 3. Neither Agree nor Disagree 4. Agree 5. Strongly Agree