FEU ROOSEVELT

Secondary Education Department

SY 2020 – 2021

First Quarter

Module 5: Selecting Research Topic

At the end of the lesson, you will be able to:

1. write a working research title; and

2. list research hypotheses.

How to Pick a Topic

Research topics can come from a myriad of sources: an interest in a particular field,

discussions with peers and academics, and existing literature. Picking a topic is a daunting task

for many students and even established researchers because it is often difficult to choose a topic

in an area you are not very familiar about. A common difficulty is narrowing down a topic or a

researchable problem, as there are a lot of interesting topics out there. Given this, a great deal

of reading and exploring are needed to determine a very specific topic. So how do you select a

topic worth researching, then? Look at the basic types of sources first:
 1. General (articles, monographs, books, and other documents)

2. Primary (journals)

3. Secondary (textbooks)

Now that you know where to find materials, the following could help you choose a

particular topic to work on:

1. Think about past discussions in class and list which of these you found to be

interesting. Usually, class discussions are broad, so this is a good starting point in

narrowing down to what interests you. The same goes true with issues you have

observed or watched in the news.

2. Do a library search about your topic by visiting academic journals your school has

a subscription of. (If you happen not to have access to these, there are free or

open access online journals on the Web). You may also check books, theses,

government documents, statistics, and newspapers. Take note that this is just a

preliminary selection of your topic as you might find later that there’s a need to

further narrow it down. In this case, you have to read initial articles until such time

that it’s specific and suitable enough. Search and research.

3. Give all topics that are considered a preliminary title and provide a brief

description of the content and the plan of how the topic could be developed. It

would be better if you choose just a few topics in your list for this step. What are

some of the initial problems that the study will try to answer? Although a topic

may change, record your thoughts about it so you can track how the topic has

evolved. Remember, you will need this in narrowing down your topic and in finally
 deciding what to work on. The more well-defined your problem is, the better and

easier for you to select the literature to be reviewed.

4. Consider the implications of your choice in selecting and finalizing a topic. What

problem does it intend to explain? Is it significant enough to contribute new

knowledge in the field? Can data be gathered locally? If the topic involves the use

of technology, will this be readily available? These questions will help you ground

your research further, whether theoretical or methodological.

Writing the Research Hypothesis

The theory, concepts, and hypotheses of the paper are definitely related with one

another. You learned in module 2 that your variables are definitely taken from the theory or

theories you have chosen or, at large, from your literature review. This must be observed so that

the paper is coherent, and that the arguments or issues the paper wants to address are concrete.

The most rigorous form of quantitative research stems from testing a theory. Examine how the

following hypotheses arose from the theory and the concept (variables) of the paper.

When you begin to state the relationship between your variables and the effect, they

could possibly have on each other, you are writing the hypothesis of the study. Your hypothesis,

as mentioned, are derived from the literature reviews. A hypothesis is a proposed explanation

about a phenomenon made based on limited evidence and a starting point of your investigation.

It is, therefore, a temporary answer to your problem, argument, or issue, which you intend to

test and explore throughout your study. Remember, hypotheses are meant to be tested

empirically (i.e., statistically or quantitatively).

1. Your hypothesis must be clearly written. It must address one problem or issue at a time.

This applies to whether your study is a test of relationship or difference. Similarly, use the

same pattern of word order (of your variables) in your hypothesis. You may start with the

independent first, and then conclude with the dependent variable.

2. If you are doing a test of relationship (correlational study), the type of relationship

(positive or negative) must be provided in the hypothesis. They must show the

relationship between the concepts or variables in the study. You must provide the

indicators (i.e., those which give or indicate the presence or absence of the variable) of

your variables so that the levels of measurement are defined. Remember, all your

variables must be measured separately.

3. Choose a form of hypothesis based on the type of study. There are two types: null and

alternative. A null hypothesis represents the traditional approach as it makes a prediction

that there is no relationship or significant difference between groups on a variable in the

general population. Usually, it is stated this way: “There is no difference (relationship)

between the groups on (the variable/s)”. The second form, alternative hypothesis, is

popular in journal articles. The first type is directional hypothesis. The researcher here

makes a prediction about the expected outcome based on prior literature review. Usually

for a test of difference, it is stated this way: “Group 1 will have higher or lower (variable)

than Group 2.” In experimental studies, the intervention should also be provided, as in

the following statement: “Group 1 will have higher or lower (variable) than Group 2 after

(name the intervention)”. For a test of relationship, usually, as provided in reminder 2,

change in Y? If X increases, what is the expected behavior of Y? Will it also increase, or

will it decrease? The hypothesis can be stated this way: “As (independent variable)

increases, (dependent variable) decreases” You have here a negative relationship

because the observed relationship moves in opposite directions (note the usage of the

terms “increase and then decrease”). If they move in a similar direction, you have what is

called a positive relationship, as in the following statement: “As (independent variable)

increases/decreases, (dependent variable) also increases/decreases.” The other type of

alternative hypothesis is nondirectional hypothesis. In this case, the researcher does not

know what can be predicted based on previous literature. Usually, it is stated this way:

“(Variable) is related to (variable).”

Remember that the hypotheses are by themselves the problems of your paper. A researcher

should not lose track of this because data analysis (and almost if not everything) and should

depend largely on the hypothesis. When written in question form, your hypotheses are your

research problems. Thus, when writing the research problems or questions of your study, they

should be in line with your hypotheses.

➢ Research hypotheses are written based on the review of literature and theoretical
framework and are by themselves the research problems.

Writing a Research Title

The research title is an important part of your paper, as it provides a brief description of

what your study is all about: from the issue to the sample, theory, and data analysis. Your titles
can be revised as your project develops. As such, you have plenty of working research titles until

you decide on the final one.

The following are some of the reminders in writing your research title:

1. Set a 10 – 12-word limit for titles.

2. Summarize the main idea or issue, if not the argument of the paper.

3. Identify the primary variables and the relationship among them, as well as the

theoretical issues underlying these.

4. Identify the population(s) used.

5. Do not use words such as “study of” or “an experimental research in” as these

words or phrases are redundant.

6. Only include words that provide important and sufficient information about the

research.

➢ It is best to write a working research title. Titles provide directions of the research
paper in a snapshot. Remember to have one soon as you start the research project!
 Activity # 5: Go Online
Name: __________________________________ Score: __________________
Strand/Section: ___________________________ Date: ___________________

Directions: Do as directed and answer the following questions.

______________________________________________________________________________

______________________________________________________________________________

2. What research area are you most interested in? Think about your interests in both social and

natural sciences. Are you into economic, psychological, political, social, or sociological research?

How about in the natural sciences? Are you into applied or life sciences? What issues would you

like to work on?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Quiz # 5
Name: ___________________________________ Score: ________________
Strand/Section: ____________________________ Date: ________________
Directions: Read each of the following statements and determine what type of hypothesis it is.

(Alternative Hypothesis-directional, Alternative Hypothesis-nondirectional, Null Hypothesis)

1. The mean posttest score in the chemistry achievement test-multiple choice is significantly

higher for students exposed to the MUL approach than for the students exposed to the

traditional teaching approach. ___________________________________

2. There is no significant difference on the mean scores of Mathematics and English taken by K

to 12 learners in public and private schools in FEU campuses. ____________________________

3. Lower test anxiety leads to higher achievement in science. ____________________________

4. The mean score of Mathematics and English taken by K to 12 learners in public and private

schools in Iloilo City. _________________________________

_____________________________

6. Students exposed to the career-oriented performance task (COPT) approach have higher

critical thinking skills than those students to the traditional teaching approach.

_____________________________

7. There is no significant difference on the mean scores of Mathematics and English taken by K

to 12 learners in public and private schools in Antipolo Rizal.

__________________________________

8. Higher science process skills lead to higher achievement in science.

__________________________________

9. There is a significant difference in the mean weight of freshwater catfish cultured in fishpond

using fish meal and catfish using bread meals as supplemental feeds.

__________________________________

10. The teaching of Mathematics and English as perceived by the K to 12 learners in public and

private schools in Marikina City is ineffective. __________________________________