Lesson 3: Writing Chapter 3 of the Research Proposal

Polytechnic University of the Philippines

Sta. Mesa Manila

Open University System

Master in Education Management

A Self-Learning Outcome-Based Education (OBE) Instructional Materials

in RSH 630 – Research Seminar 1

Lesson 3
Topic: Writing Chapter 3 of the Research Proposal

Contributors:
DR. ROSEMARIEBETH R. DIZON - Lead

DR. CAROLINA T. SUMANDE

DR. LIZYL R. REBUSQUILLO
OU Course Specialists

RSH 630: Research Seminar 1 Page 1

Lesson 3: Writing Chapter 3 of the Research Proposal

LESSON 3: WRITING CHAPTER 3 OF THE RESEARCH PROPOSAL

Overview:

This module is focused on the research methodology part of a

research study which is the Chapter 3 of a thesis. Based on the PUP Thesis
and Dissertation Manual, Chapter 3 is generally composed of the processes
to be applied in the conduct of a research. While there is a slight difference on the methodology
between qualitative and quantitative research, Chapter 3 generally involves methods of research,
procedures involving the selection, gathering and analysis of data, the research instrument and
other pertinent details that will make the entire research process reliable, systematic, sound and
ethical.

To give you an overview, this module is divided into four (4) lessons: Qualitative Research,
Quantitative Research, Selecting a Method of Data Collection and Preparation of Chapter 3.

Objectives:

After completion of this module, you will be able to competently do these:

1. Distinguish the difference between quantitative and qualitative research and their
respective approaches.
2. Determine which method is applicable to your research proposal; and
3. Write the chapter 3 of your research proposal.

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Lesson 3: Writing Chapter 3 of the Research Proposal

Course Materials:

Unit 1 – Quantitative Research Designs

According to Ary, Jacobs and Sorensen (2010), quantitative research may be classified
as either experimental or non-experimental.
a. Experimental research – It involves a study of the effect of the systematic manipulation
of one variable(s) on another variable. The manipulated variable is called the
experimental treatment or the independent variable. The observed and measured
variable is called the dependent variable. For example, assume a university researcher
wanted to investigate the effect of providing online feedback to students immediately
following course examinations. Using two sections of economics taught by the same
professor, the researcher using a random procedure would select one section to receive
immediate online feedback about their performance on test questions; the other section
would receive feedback during their next class session (independent variables). The
researcher would compare the two sections’ exam scores and their final grades in the
course (dependent variables). If test scores and final grades were higher than could be
accounted for by chance in the section receiving online feedback, the researcher could
tentatively conclude that there is evidence the online feedback (treatment or independent
variable) contributed to greater learning than the in-class feedback. In experiments, you
seek to control all other variables that might influence the dependent variable. In the
foregoing example, the researcher would attempt to make sure that both groups had the
same instructor; that both sections met at the same time of day but on different days; that
lecture notes, readings, and exams were the same; and so forth. The researcher might
also check the ability level and background of the students in the two sections to make
sure one section was not superior or better prepared than the other.
To have a “true” experiment, researchers must use a random process to assign available
subjects to the experimental treatments. With random assignment, each subject has an

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Lesson 3: Writing Chapter 3 of the Research Proposal

equal and independent chance of being assigned to any group; thus, the assignment is
independent of the researcher’s personal judgment or the characteristics of the subjects
themselves. Sometimes, however, researchers cannot randomly assign subjects to
experimental treatments for a study. Instead, as in the preceding example, the
experimenter must use already assembled groups such as classes. In this case, the
research is called quasi-experimental.
b. Non-Experimental Research. In nonexperimental quantitative research, the
researcher identifies variables and may look for relationships among them but does not
manipulate the variables. Major forms of nonexperimental research are relationship
studies including ex post facto, correlational research and survey research.
 Ex post facto research is similar to an experiment, except the researcher does not
manipulate the independent variable, which has already occurred in the natural course of
events. The researcher simply compares groups differing on the preexisting independent
variable to determine any relationship to the dependent variable. Because there is no
manipulation or control of the independent variable, one must be very careful regarding
the conclusions that are drawn about any observed relationship. The variables in this type
of research differ in kind rather than in amount. Later, we refer to these as categorical
variables. For example, to answer the question, “What is the effect of part-time work on
school achievement of high school students?” one would use the ex post facto method.
The researcher would not manipulate the lives of high school students by having some
take part-time jobs and others not; instead, the researcher would identify students who
already work part-time and compare their achievement with that of students who do not
work. Because researchers lack control over many fac- tors, they must be especially
careful in interpreting the results of ex post facto investigations. They do not establish a
simple causal relationship among the variables of a study.
 Correlational research gathers data from individuals on two or more variables and then
seeks to determine if the variables are related (correlated). Correlation means the extent
to which the two variables vary directly (positive correlation) or inversely (negative
correlation). The degree of relationship is expressed as a numeric index called the
coefficient of correlation. Correlational research might ask about the relationship between
the quality of writing samples produced by incoming college freshmen and their academic
performance during the freshman year. Also, one might investigate the relationship

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Lesson 3: Writing Chapter 3 of the Research Proposal

between performance on a language aptitude test and success in a high school foreign
language course.
Both ex post facto and correlational research investigate relationships between variables.
The major distinction between the two is that in ex post facto research one categorizes
the participants into at least two groups on one variable and then compares them on the
other variable. In correlational research, a researcher deals with one group of individuals
measured on at least two continuous variables.
 Survey research (also called descriptive research) uses instruments such as
questionnaires and interviews to gather information from groups of individuals. Surveys
permit the researcher to summarize the characteristics of different groups or to measure
their attitudes and opinions toward some issue. Researchers in education and the social
sciences use surveys widely. For example, an educational researcher might ask a group
of parents about what kind of sex education program, if any, they believe schools should
provide for middle school students. A survey of teachers could reveal their perceptions of
giftedness in schoolchildren. Opinion polls are surveys that researchers conduct to
determine whom people are likely to vote for or what positions they take on certain issues.

On the next page is a figure showing how to determine the appropriate quantitative approach.

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 Lesson 3: Writing Chapter 3 of the Research Proposal

START

Are the data primarily

in the form of numbers
Word or words? Number
s s

QUALITATIVE
QUANTITATIVE

Does the researcher

have control over an
EXPERIMENTAL Yes independent
variable?
TRUE Yes Is random
assignment used?
EXPERIMENTAL
No

No
NON-EXPERIMENTAL

QUASI- Is the study

investigating how
EXPERIMENTAL variables change
DESCRIPTIVE / No together?
SURVEY

Yes

Is the direction and strength of

the relationship of two or more
variables among the same
EXPOST subjects or paired subjects
No
studied?
RSH 630: Research Seminar 1 FACTO Page 6

Yes

CORRELATIONAL
Lesson 3: Writing Chapter 3 of the Research Proposal

Read:

 Ary, D., Jacobs, L.C., and Sorensen, C.K. (2010). Introduction to Research in Education.
Eight Edition. Wadsworth Cengage Learning, USA.
https://www.modares.ac.ir/uploads/Agr.Oth.Lib.12.pdf?fbclid=IwAR2T4WW0ObIkUEiTo
QNto0ZhF5xo5XU9eZE3kEXCvRM1xtIIB7UyWrjbxek

Unit 2 – Qualitative Research Approach

Qualitative researchers seek to understand a phenomenon by focusing on the total picture

rather than breaking it down into variables. The goal is a holistic picture and depth of
understanding rather than a numeric analysis of data. There are many different types of qualitative
research. This lesson considers eight of the most widely used approaches based on Ary, et. al
(2010): basic interpretative studies, case studies, document or content analysis, ethnography,
grounded theory, historical studies, narrative inquiry, and phenomenological studies.

a. Basic Interpretative Study – It provides descriptive accounts targeted to understanding

a phenomenon using data that might be collected in a variety of ways, such as interviews,
observations, and document review. The purpose is to understand the world or experience
of another. These are the most simple and most common qualitative studies. Describing
how teachers perceive their role in selecting curriculum is an example.
b. Case study - It focuses on a single unit, such as one individual, one group, one
organization, or one program. The goal is to arrive at a detailed description and
understanding of the entity (the “case”). In addition, a case study can result in data from
which generalizations to theory are possible. Freud, for example, used the case study
extensively in building his theory of personality. Case studies use multiple methods, such
as interviews, observation, and archives, to gather data. Education and psychology
researchers have used the case study widely. For example, you might conduct a case
study of an inner-city school in which the students have achieved at a high level on
standardized tests.

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Lesson 3: Writing Chapter 3 of the Research Proposal

c. Document or Content Analysis – It focuses on analyzing and interpreting recorded

material to learn about human behavior. The material may be public records, textbooks,
letters, films, tapes, diaries, themes, reports, or other documents. Content analysis usually
begins with a question that the researcher believes can best be answered by studying
documents. For example, what was the employment situation like for married women
teachers in the early 20th century?
d. Ethnography – It is an in-depth study of naturally occurring behavior within a culture or
social group. Social scientists sometimes call ethnography field research because it is
conducted in a natural setting or “field.” The researcher observes group behavior as it
occurs naturally in the setting, without any simulation or imposed structure. Ethnography
requires a variety of data-gathering procedures, such as prolonged observation of the
setting, interviewing members of the culture, and studying documents and artifacts.
Researchers interpret the data in the context of the situation in which they gathered the
data. Ethnography is rooted in anthropology. Educational researchers use ethnography,
for example, to learn how the educational experience in suburban schools differs from that
in inner-city schools.
e. Grounded theory research is designed to develop a theory of social phenomena based
on the field data collected in a study. Experience with the data generates insights,
hypotheses, and questions, which researchers pursue with further data collection. From
an inductive analysis of the data, the researcher constructs concepts. He or she then forms
a theory by proposing plausible relationships among the concepts. The theory is thus said
to be grounded in the data. For example, a researcher interested in mainstreaming in
elementary school could observe a number of classrooms and conduct interviews with
teachers and students. Analysis of the data could lead to a theory about mainstreaming in
the elementary school.
f. Historical research – In this kind of approach, the researcher analyzes documents, and
artifacts and/or uses interviews with eyewitnesses to gain insight into past events. The
success of historical research depends on the accuracy and completeness of the source
material. The researcher must establish the authenticity of the documents used, as well
as the validity of their contents. An educational researcher might want to investigate the
trends in kindergarten education in a particular school district from its beginnings to the
present. Also, one might investigate the methods used to teach reading in the past or

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Lesson 3: Writing Chapter 3 of the Research Proposal

study school practices and policies such as grade retention. Some of the data collected in
historical research might be quantitative, such as when an investigator compares a school
district’s reading achievement scores when one teaching method was used with the
scores obtained when another method was in vogue.
g. Narrative Inquiry – The researcher examines the stories people tell about their lives and
co-construct a narrative analysis of those stories. The researcher and those telling their
stories have an equal voice in determining the meanings attributed to the experiences.
Narrative analysis has also been referred to using terms such as life stories. A researcher
investigating teacher reflection or teacher pathways into teaching might use narrative
inquiry approaches.
h. Phenomenological Study – It begins with the assumption that multiple realities are
rooted in subjects’ perspectives. Thus, an experience has different meanings for each
person. Through unstructured interviews, the investigator explores the subject’s thoughts
and feelings to elicit the essence of an individual’s experience. A phenomenological study
might be conducted to answer the questions, “What is the relationship like between a
beginning teacher and his or her mentor?” and “What does the experience mean to the
beginning teacher?”

Types of Qualitative Research

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Lesson 3: Writing Chapter 3 of the Research Proposal

Read:

 Kumar, R. (2011), Research Methodology, A Step-by-Step Guide for Beginners, Third

Edition. Sage Publications, http://www.sociology.kpi.ua/wp-
content/uploads/2014/06/Ranjit_Kumar-Research_Methodology_A_Step-by-
Step_G.pdf?fbclid=IwAR1Ozd_62EX8lpQ8pJG8CxoRibx80UzlthaUB797q5cxKKo-
cisVTcfmHF4

Unit 3 – Selecting a Method of Data Collection

After determining the research method to be used, another important consideration in the
preparation of Chapter 3 is selecting a method of data collection. Most methods of data collection
can be used in both qualitative and quantitative research.

When you undertake a research study, in most situations, you need to collect the required
information; however, sometimes the information required is already available and need only be
extracted. With this, there are two major approaches to gathering information about a situation,
person, problem or phenomenon: gathering of primary data and gathering of secondary data.
Kumar (2011) presented the methods of data collection in each of these two types of data:
a. primary data
Several methods can be used to collect primary data. The choice of a method depends
upon the purpose of the study, the resources available, the skills of the researcher and
the socio-demographic characteristics of the target population. The following are methods
of data collection that generate primary data:
 Observation is one way to collect primary data. Observation is a purposeful, systematic
and selective way of watching and listening to an interaction or phenomenon as it takes
place. It is appropriate in situations where full and/or accurate information cannot be
elicited by questioning, because respondents either are not co-operative or are unaware
of the answers because it is difficult for them to detach themselves from the interaction.
When you are more interested in the behavior than in the perceptions of individuals, or

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Lesson 3: Writing Chapter 3 of the Research Proposal

when subjects are so involved in the interaction that they are unable to provide objective
information about it, observation is the best approach to collect the required information.
Observations can be made under two conditions natural or controlled. Observing a group
in its natural operation rather than intervening in its activities is classified as observation
under natural conditions. Introducing a stimulus to the group for it to react to and observing
the reaction is called controlled observation.
There are two types of observation:
o Participant observation is when you, as a researcher, participate in the activities
of the group being observed in the same manner as its members, with or without
their knowing that they are being observed.
o Non-participant observation, on the other hand, is when you, as a researcher,
do not get involved in the activities of the group but remain a passive observer,
watching and listening to its activities and drawing conclusions from this.
 A questionnaire is a written list of questions, the answers to which are recorded by
respondents. In a questionnaire respondents read the questions, interpret what is
expected and then write down the answers. In the case of a questionnaire, as there is no
one to explain the meaning of questions to respondents, it is important that the questions
are clear and easy to understand. Also, the layout of a questionnaire should be such that
it is easy to read and pleasant to the eye, and the sequence of questions should be easy
to follow. A questionnaire should be developed in an interactive style. This means
respondents should feel as if someone is talking to them. In a questionnaire, a sensitive
question or a question that respondents may feel hesitant about answering should be
prefaced by an interactive statement explaining the relevance of the question. It is a good
idea to use a different font for these statements to distinguish them from the actual
questions.
 In-depth interviewing are in what is known as the interpretive tradition which is a
‘repeated face-to-face encounters between the researcher and informants directed
towards understanding informants’ perspectives on their lives, experiences, or situations
as expressed in their own words. This definition underlines two essential characteristics
of in-depth interviewing: (1) it involves face-to-face, repeated interaction between the
researcher and his/her informant(s); and (2) it seeks to understand the latter’s
perspectives. Because this method involves repeated contacts and hence an extended

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Lesson 3: Writing Chapter 3 of the Research Proposal

length of time spent with an informant, it is assumed that the rapport between researcher
and informant will be enhanced, and that the corresponding understanding and confidence
between the two will lead to in-depth and accurate information.
 Focus group interviews - The only difference between a focus group interview and an
in-depth interview is that the former is undertaken with a group and the latter with an
individual. In a focus group interview, you explore the perceptions, experiences and
understandings of a group of people who have some experience in common with regard
to a situation or event
 Narratives have almost no predetermined contents except that the researcher seeks to
hear a person’s retelling of an incident or happening in his/her life. Essentially, the person
tells his/her story about an incident or situation and you, as the researcher, listen
passively. Occasionally, you encourage the individual by using active listening techniques;
that is, you say words such as ‘uh huh’, ‘mmmm’, ‘yeah’, ‘right’ and nod as appropriate.
Basically, you let the person talk freely and without interrupting. Narratives are a very
powerful method of data collection for situations which are sensitive in nature.
 Oral histories, like narratives, involve the use of both passive and active listening. Oral
histories, however, are more commonly used for learning about a historical event or
episode that took place in the past or for gaining information about a cultural, custom or
story that has been passed from generation to generation.

b. Secondary data

There are occasions when your data have already been collected by someone else
and you need only to extract the required information for the purpose of your study. Both
qualitative and quantitative research studies use secondary sources as a method of data
collection. In qualitative research you usually extract descriptive (historical and current)
and narrative information and in quantitative research the information extracted is
categorical or numerical.

The following are sources of secondary data:

 Government or semi-government publications – There are many government and

semi- government organizations that collect data on a regular basis in a variety of areas

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Lesson 3: Writing Chapter 3 of the Research Proposal

and publish it for use by members of the public and interest groups. Some common
examples are the census, vital statistics registration, labor force surveys, health reports,
economic forecasts and demographic information.
 Earlier research – For some topics, an enormous number of research studies that have
already been done by others can provide you with the required information.
 Personal records – Some people write historical and personal records (e.g. diaries) that
may provide the information you need.
 Mass media – Reports published in newspapers, in magazines, on the Internet, and so
on, may be another good source of data.

Read:

 Kumar, R. (2011), Research Methodology, A Step-by-Step Guide for Beginners, Third

Edition. Sage Publications, http://www.sociology.kpi.ua/wp-
content/uploads/2014/06/Ranjit_Kumar-Research_Methodology_A_Step-by-
Step_G.pdf?fbclid=IwAR1Ozd_62EX8lpQ8pJG8CxoRibx80UzlthaUB797q5cxKKo-
cisVTcfmHF4

Unit 4 – Preparation of Chapter 3, Methodology

The preparation of Chapter 3, Methodology, will complete a researcher’s research

proposal. This part discusses in details how the research shall be conducted. The PUP Thesis
and Dissertation Manual has its set of recommended parts for quantitative and for qualitative
research.

a. For Quantitative Research, the following are the parts of Chapter 3. All parts are briefly
described to let the researcher know how each will be presented in the research proposal.

Method of Research

□ Determine the quantitative method or approach to be used and briefly discuss how the
method is applicable to your study. Refer to Lesson 1 for your guidance.

RSH 630: Research Seminar 1 Page 13

Lesson 3: Writing Chapter 3 of the Research Proposal

Population, Sample Size and Sampling Technique

□ Cite the total number of population and from it, state how many sample respondents there
will be
□ If applicable, provide a table showing the population and sample
□ Describe how the number of sample will be determined
□ Determine the sampling technique to be applied
□ Take note that you have to refer to your lessons in Statistics.
Research Instrument

□ Refer to Lesson 3 for the list of data collection method/s that is appropriate for your study.
□ You may create your own instrument. A researcher-made instrument requires to be valid
and reliable.
□ You may also borrowed an existing instrument but check its appropriateness if it can be
used as is or there is a need for modification.
□ Standardized instrument such as a questionnaire may also be adopted. Please take note
of its source, and its validity and reliability information
□ Describe each part of the instrument and how it will be answered by the target participants
or respondents.

Data Gathering Procedure

□ Discuss the actual steps of data gathering. You may include seeking permission from the
concerned authorities (e.g. Division Office, School Administrators), the actual
administering of the research instrument to the target respondents, tallying the data
gathered, etc.
Statistical Treatment of Data

□ Determine the statistical tools to be used in every kind of data to be collected.

□ Refer to your lessons in Statistics to know more about the appropriateness of each
statistical tools and what specific statistical treatment is needed in the kind of data that
you will be collecting.

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Lesson 3: Writing Chapter 3 of the Research Proposal

b. For Qualitative Research, the following are the parts of Chapter 3. All parts are briefly
described to let the researcher know how each will be presented in the research proposal.

Research Design

□ Determine the quantitative method to be used and briefly discus how the method is
applicable to your study. Refer to Lesson 2 for your guidance.
Tradition of Inquiry and Data Generation Method

□ Seek permission from the authorities (e.g. Division Office, School Administrators)
□ Discuss the actual steps of data gathering such as using Focus Group Discussion or In-
depht Interview/s of the participants and Key Informants
Sources of Data

□ Participants – who are they? How many are involved? What are the criteria to qualify?
How will they be selected?
□ Key Informants – these are the resource persons who can also be interviewed to validate,
confirm or explain the claims or narration of the participants (e.g. psychologist, teachers,
parents, authorities from DedpEd, CHED, TESDA, etc.)
Instrumentation

□ Refer to Lesson 3 for the list of data collection method/s that is appropriate for your study.
Ethical Considerations

□ Participants are included because of their willingness. With this, an informed consent shall
be duly signed by the participants
□ The identity of the participants must be secured. Use of aliases or code names may be
used.
□ Parent’s consent shall be sought for participants who are minors.

Read:

 Ary, D., Jacobs, L.C., and Sorensen, C.K. (2010). Introduction to Research in Education.
Eight Edition. Wadsworth Cengage Learning, USA.
https://www.modares.ac.ir/uploads/Agr.Oth.Lib.12.pdf?fbclid=IwAR2T4WW0ObIkUEiTo
QNto0ZhF5xo5XU9eZE3kEXCvRM1xtIIB7UyWrjbxek
RSH 630: Research Seminar 1 Page 15
Lesson 3: Writing Chapter 3 of the Research Proposal

 Kumar, R. (2011), Research Methodology, A Step-by-Step Guide for Beginners, Third

Edition. Sage Publications, http://www.sociology.kpi.ua/wp-
content/uploads/2014/06/Ranjit_Kumar-Research_Methodology_A_Step-by-
Step_G.pdf?fbclid=IwAR1Ozd_62EX8lpQ8pJG8CxoRibx80UzlthaUB797q5cxKKo-
cisVTcfmHF4
 University Thesis and Dissertation Manual (2017). Polytechnic University of the
Philippines.
https://drive.google.com/file/d/0B1BuDAuN0r8SMFpBYWNGckhUWkE/view

Assessment:

1. Participate in online quiz and assignment.

2. Write the chapter 3 of your research proposal together with a copy of the approved
Research Title and Statement of the Problem.

RSH 630: Research Seminar 1 Page 16