PRELIMINARIES

What is research?

1) It is an academic or intellectual exercise. It challenges the researcher to solve a

question that interests him. It is therefore not just a matter of the mind but of the
heart.
2) It is a form of communication. It is used to gather, analyze, interpret and
present valuable information and relevant ideas
3) It involves objective and critical investigation of an idea, concept, hypothesis or
theory. It implies accurate gathering, recording, analysis and interpretation of
the facts at hand
4) Research also involves a systematic, objective and comprehensive investigation of the
central question or research problem

What is theological about theological research?

1) Research that integrates intellectual and spiritual formation and addresses the
demands of seminary formation and pastoral life and ministry
2) Research that calls the seminarian to reflect upon his own experiences and
faith journey
3) Research concerning a problem/s about God and anything pertaining to God in
a theological discipline
4) Research that investigates the Word of God as contained in Sacred Scriptures, Sacred
Tradition and as taught and transmitted by the Magisterium. The dialogue between
faith and culture is an indispensable factor in any theological project.

FR, 92: “As an understanding of revelation, theology has always had to

respond in different historical moments the demands of different cultures, in order
then to mediate the content of faith to those cultures in a coherent and
conceptually clear way.”
Research on present day realities must be both relevant and contextual. The
researcher has to pay close attention to and read the signs of the time in the context
of the research problem. An important aspect of contextualizing theology is the
concrete practice of the faith, which includes the people’s day-to-day experiences.
Theology has to continue to renew its specific methods so as to serve
evangelization more effectively. The deposit of faith still serves as important
normative resources for re-appropriating the faith.
5) Method of “pastoral spiral” or “pastoral cycle” (Lode Wostyn). This method involves
the following moments of reflection: a) situation (context) b) reflection in faith
c) pastoral decision d) planning e) action f) evaluation g) new situation.

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The different contexts/situations including the daily stories of joy and suffering,
hope and despair, love and hatred, freedom and oppression are not simply the
background for theologizing but are loci theologici (theological places,
resources). These contexts/situations must be listened to, analyzed and reflected
upon in the light of the Scriptures and the teachings of the Church.
6) Theology is not only about faith seeking understanding but faith fostering life.
In addition to a) reviewing and synthesizing existing knowledge, b)
investigating existing situations and problems, c) providing solutions to problems,
d) exploring and analyzing issues (issues on faith and morals), e) generating new
knowledge, systems and attitudes, the main purpose of theological research is
preserving and improving the quality of human life; preserving the Word of God
and improving the way we understand it so as to enrich the quality of our
relationship with Him and anything pertaining to Him in the context of our vocation
to the priesthood.
7) Theological research gathers new data or knowledge from primary sources and it
must be logical and objective, applying every possible test to verify the data collected
and the procedures employed. This prompts the question on how one can reconcile
the absoluteness and universality of truth with the unavoidable and cultural
conditioning of the formulas which express that truth.
8) What is the role of reason in theological research? The researcher who is believer
uses his reason in the search for truth which moves from the Word of God towards a
better understanding of it.
9) Use of other scientific methods (theology dialoguing with other cultures and
sciences) Gravissimum Educationis, 11
Sapientia Christiana: “the positive values in the various cultures and philosophies
are to be sought out, carefully examined and taken up. However, systems and
methods incompatible with Christian faith must not be accepted.” (Part 2, Sec. 1, Art.
67, n. 2)

KINDS OF RESEARCH/RESEARCH METHODS

Historical method or research is systematic endeavor to locate, collate,

evaluate and analyze, interpret and synthesize evidences about the past; it seeks to
accumulate facts in relation to a particular time sequence to determine whether or
what events in history actually happened.

Case study involves a comprehensive and extensive examination of a person,

a group of persons or situation over a period of time.

Content analysis is defined as the analysis and interpretation of the manifest

content of communication or any textual discussion. In theological research, this can
be a means of determining the values communicated by the media,
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 evangelizers,

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educators, organizations and institutions. Examples: dissemination of values
through teleserye or telenovelas, value implications of TV and radio commercials

Experimental method or research is a study of an experimental nature which

is carried out under conditions of control and experiment. It is a technique of
discovering information by means of experimentation

Descriptive method or research includes all those studies that purport

to present facts concerning the nature and status of anything- a group of
persons, a number of objects, a set of conditions, a class of events, a system of
thought or any other kind of phenomena. It is concerned with conditions of
relationships that exist; practices that prevail; beliefs, processes that are going on;
effects that are being felt, or trends that are developing. Descriptive research
involves gathering and tabulation of data, interpretation of the meaning of the
collected data as well as evaluation of the data.

Descriptive-comparative study is a type of descriptive research which tries to

discover not only what a phenomenon is like but how and why it occurs. It compares
the likeness and differences among phenomena to find out what factors or
circumstances seem to accompany or contribute to the occurrence of certain events,
conditions or practices.

Descriptive-analysis describes the nature of an object by separating it

into parts. Descriptive-evaluative is a research design in order to appraise carefully
the worthiness of the current study.

Correlational survey is designed to determine the relationship between two

variables whether the relationship is perfect, very high, high, moderate, slight
or negligible.

Steps in writing a thesis

1. Choose a thesis topic.

a. Establish a general field of interest.
b. Check potential topics by undertaking preliminary and background reading on the
subject to be researched. Select few key books or articles initially on the chosen topic
area and use these books/articles as a base for identifying other relevant texts as a
starting point for your information search
How will you analyze the literature or studies so that it will help you determine your

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 own research approach?
What was the purpose of the previous study or literature and how does it differ from
other studies I have encountered and my own research ideas?
How was the previous research conducted and how does it differ from other studies
and my own proposed research?

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What were the findings and how do they differ from other studies and what
do I expect to find?
What were the limitations and weaknesses of these previous
studies? c. Discuss with your adviser the choice of the topic
d. Narrow your ideas to a workable topic and give it a title
e. Focus in on the key elements of the topic by asking some basic questions.

2. Write a provisional thesis statement

▪ Determine the aim of the study or what you intend to argue by developing a
provisional thesis statement
▪ Remember that as you research and write, your thesis could change. ▪ Check with the
professor or the Thesis Adviser to ensure that your topic is acceptable.

Next step after making a provisional title of the study

Do a thorough, yet focused search for research materials

a. Use your thesis statement as a guide for selecting relevant information. b. Consult the
following: dictionaries, encyclopedias, books, periodicals (consult the periodical
indexes), internet. This will provide you with a good summary article and an excellent
bibliography.
c. Record some the key terms concerning your topic.
d. Be aware of the author's biases.
e. Read the introduction, if you have time, to see if the author's discussion will be
applicable.
f. Determine the relevance of the article(s) prior to printing or photocopying
g. Check for any bibliographies on your subject by doing a subject search Read
research materials and take notes

Note-taking procedures
Take helpful notes. Take focused research notes, remembering the limits of
your paper. Read selectively by consulting the table of contents and the index for the
sections that are most applicable to your topic. Read critically by being aware of the
author's argument or possible bias. Summarize the author's argument and copy
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 relevant quotes. Record relevant bibliographical information in order to properly
cite the material in your study.
The note cards or sheets of paper or notebook should contain two kinds of
information: 1) the fact or opinion noted 2) the exact source from which it is taken
(author, title and page number) The data gathered can be arranged thematically or
according to the outline of the thesis.

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In taking notes the student should be brief as possible but should not
omit anything that he feels he will later use in the preparation of his thesis. If he
finds a material that he may wish to quote, the material to be quoted should
be copied carefully, enclosed in quotation marks, and the page from which it was
taken.

Three types of note-taking

Summarizing is done when the researcher wants to record only the general
ideas or information.
Paraphrasing is done when the researcher restates ideas, opinions or insights
in his own words.
Quoting is done when some sentences or passages in the original wording are
cited.

Paraphrasing and borrowing of ideas should be acknowledged by

appropriate documentation although quotation marks are not needed.

3. Develop a provisional outline

Develop an outline for your paper and organize your research. A provisional
outline could look like the following:
a. Introduction
b. The history of the hypothesis
c. Major arguments of the hypothesis
d. A critical evaluation of the hypothesis
e. Conclusion

4. Write your Research

A solid thesis statement and a clear outline will enable you to move through
the writing stage more efficiently. Be flexible in your approach to writing. Sometimes
you may feel like shaping a crucial paragraph until it is just right, while at other times
you may do speed writing to get your ideas down. Fully document any idea or direct

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 quote that you gained from another author. If in doubt, footnote it. Do not plagiarize.
Compile a complete bibliography of all the resources that you consulted.

5. Edit your Research

Read your paper, preferable aloud, to see that your argument makes sense
and flows well. Carefully check or have your research checked for any errors in
style, spelling, grammar or logic. Rewrite, edit and rearrange your paper. A good
paper should go through several drafts.

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Do some additional research if you think that you are lacking in a certain
area. Have someone else read your paper. Another person's discerning eye can pick
up any errors that you may have missed.

6. Print your Paper and submit it to the dean’s office

Use a font that is both readable and the appropriate size. Make a title page
that has the correct information. Print your paper and submit it

Guidelines for a Literature Survey and an Annotated Bibliography Choose a

specific topic in the area of theological studies and identify, discuss, evaluate, and
relate significant books, articles, and other resources. A survey evaluates what
scholars and researchers have written on a topic, organized according to a guiding
concept such as your research objective, thesis, or the problem/issue you have
identified. You may need to include studies contrary to your own perspective. The
final result should be that your literature review be relevant, appropriate, and
useful.
An annotated bibliography is an organized list of sources, each of which
is followed by a brief note or "annotation." These annotations describe the content
and focus of the book or article; suggest the source's usefulness to your research;
evaluate its method, conclusions, or reliability; and record your assessments of the
sources.
This guide provides you with guidelines on how to evaluate the resources you
are using, whether the result is included in the body of your survey of literature, or
in the bibliography, or both.

Introduction
The Introduction should define your topic and should include the

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following: 1) One sentence summarizing the topic
2) Statement of how the topic fits into the larger context of the subject area
3) Definitions of any terms used
4) Statement as to how selective or comprehensive your survey and accompanying
bibliography is. Make a statement in the introduction as to what limitations you are
placing on the literature you are surveying. What is the scope of the literature
review? What types of publications are you using?

Goals
The objectives in doing a review of literature and its accompanying annotated
bibliography include the following:

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1) To choose and evaluate current literature, print and electronic, relevant to your topic.
2) To synthesize and evaluate it according to the guiding concept you have determined.
3) To demonstrate the quality of your own research.
4) To provide additional information or background material for your reader. 5) To
explore the topic as the basis for further reading or preparation for research. 6) To
give your research a proper perspective or context.
7) To place your project into the context of established work in the field.

Methods
The purpose of the review of literature is not merely to know what literature
exists, but to provide an informed evaluation of that literature. To achieve
both purposes, two methodological skills are required:
1. Information Literacy: the ability to locate relevant literature (books, articles, essays,
theses, or electronic resources) using efficient information seeking skills. 2. Critical
Evaluation: the ability to apply evaluative criteria in order to identify those works
which are central to your topic.

Evaluation of Books/Articles/Essays
A number of key questions need to be asked the answers to which will
provide you with the material upon which your survey and/or annotations can
be constructed. Checkpoints indicate the potential answers to the questions.
1) Why was the book/article written? To inform? To persuade? To give an overview?
(purpose)
2) Who published the book? What theological tradition is the publisher in?
Catholic, liberal, evangelical, reformed, or broad academic? (theological tradition
or orientation)
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3) What are the contents of the book, article or essay? Do the contents indicate that the
book contains the information you need? How does the author structure his or her
argument? Is this a book/article that contributes to our understanding of the
problem under study? What are the strengths and limitations? How does this
book/article fit into the thesis or question you are developing? (theological
contents, biases and methodology)
4) Is the book/article/essay up-to-date, out-of-date, or timeless? (relevance) 5) Who is
the author? Is the author an expert in this field? Is the author reliable?
(authority)
6) Where is the author getting information? What types of research methods are used?

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What are the author's assumptions? From what perspective or school of thought is
the author writing? Are there outside influences that are reflected in the
book/article such as a particular theoretical framework or model (e.g. a feminist
interpretation, post-liberal, denominational)? Is the analysis accurate and relevant
to the research question? Are the conclusions validly based upon the evidence and
analysis? Is the author objective, or is s/he merely 'proving' what s/he already
believes? (reliability and validity of the sources of the author, the accuracy of the
data and its treatment)
To support his or her argument, the author will provide evidence from a number of
sources. The reviewer must evaluate the evidence on a number of fronts: accuracy,
currency, relation to author's argument and the author's use of them.
7) An important part of successful communication is presentation of information. To
assess a book, article or essay properly the reviewer must consider its style
and editing (grammar, spelling, typographical accuracy), its format (illustrations,
index, bibliography, footnotes) and whether the writing was understandable.
Are the illustrations relevant? Are they clear and professional looking? What is the
language used?

Evaluating Internet Resources

To evaluate a web page and determine if you want to use it for your research
try to answer the following questions:
1) Why was the page created? Is the page organized and focused? well designed? Is the
text well written?
2) Are the links relevant and appropriate? Are the links evaluated? Is the scope or
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 purpose of the web page clearly stated?
3) Is the document written for an academic audience?
4) Are the sources for any factual information clearly listed? Is a bibliography or list of
works cited provided? Can you verify citations from your own academic resources?
Is the information free of spelling and grammatical errors?
5) What is the theological orientation of the author or sponsor? Is there objective
analysis as opposed to mere expression of opinion? Is the information presented
with a minimum of bias? Does the page have an identifiable, respectable author? If
not, the page must be used with caution. What is the institutional affiliation of the
author? Does this imply a particular theological perspective? Do you believe this
person is qualified to write on the given topic? (look at credentials, other
publications he/she has written)
6) Is there use of bibliographical references to other credible sources?

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7) The value of a web page is closely related to currency and timeliness. When was it last
revised? Are the links still viable? Is the date of creation of the page provided? Are the
links in the document current (i.e. have not expired or moved)? 8) Is the web page
relevant to the current research project?

Structure of the Review

When composing and writing your literature review and annotated
bibliographies certain structural considerations are worth noting:
1) Your review should be organized into practical sections that present themes or
identify trends.
2) Your review must be a conceptually organized synthesis of the results of your search.
It must:
i. organize information and relate it to the thesis or research question you are
developing
ii. synthesize results into a summary of what is and isn't known
iii. identify controversy when it appears in the literature
iv. develop questions for further research
v. draft an outline of your review
vi. write the first draft of the review

Write a compelling introduction: The opening sentence should capture the

reader's attention and state your thesis.
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 Present your argument: Flowing out of your thesis statement will be
supporting arguments that will be the essence of your review. Furthermore,
the points of your argument should be supported by summary or citation of the
book¹s contents. In assessing a work properly, it is important to represent it fairly.
Make your conclusion: If your thesis has been well argued, this should be
the logical end of your review. This could include a recommendation on the value of
the work.
Revise your draft: Carefully proof-read your review and allow others to read
and respond to it.

Avoiding Plagiarism in Theological Writing

"Plagiarism is the unintentional or intentional act of incorporating the ideas or
words of someone else into your own writing without properly acknowledging
them." Lucretia B. Yaghjian. Writing Theology Well: A Rhetoric for Theological and

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Biblical Writers. (2006), 129.
Why You Must Document Sources
▪ It is a requirement; It gives credibility and authority to your work; It is a courtesy to
your readers so that they can check your information themselves
independently; Your work has to be your own and you have to be trusted to do
it ; It is scholarly etiquette; Stealing in any form is prohibited by the eighth
commandment; So the adviser or reader can check your information if necessary.
What You Must Not Do
▪ Buy essays and submit them as your own
▪ Copy from your friends work and submit it as if it were your own ▪ Borrow sections
from monographs, articles, or internet sources either by copying them verbatim,
compressing them into shorter sentences, or altering the original in any way, without
documenting them
▪ Paraphrase information, in whole or in part, from a source and present it as your own
without citing that source.
▪ Lift ideas from the original and re-use them in a hidden or mosaic way in your own
work
▪ Submit the same paper as an assignment for different courses
▪ Make up a source because you can't locate the original one from which you obtained
your information

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▪ Assume that because material is on the Internet it is in the public domain and hence
does not have to be cited
What You Must Do
▪ Document your sources from the start: from note-taking to the final draft of
your paper.
▪ Cite your sources, print or electronic, where the information therein is unique
▪ If information is taken directly from a source you need to quote and cite it ▪ If
information is paraphrased, you need to cite the source
▪ Acknowledge your use of class lecture notes
▪ Learn to competently paraphrase sources in your own words
▪ Use quotations sparingly and quote only when you have to, but when you do quote an
author you must acknowledge this use through the use of a reference or footnote ▪
Learn the proper rules of citation
When Must You Document Sources
The rule is: if someone else wrote it, then quote it, and /or footnote it.
Remember, there is no need to document or cite information that is
common

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knowledge, in the public domain, or found in a number of sources. Thus, for
example, the fact that Martin Luther was born in 1483 or the disciple Peter was a
fisherman, can simply be stated and go unreferenced. It is unique, particular, and
specific information that you need to reference.

Forms of Plagiarism
1. Obtain and submit your own paper written by someone else.
2. Failure to give appropriate acknowledgment: a) when repeating or paraphrasing
another’s wording b) when taking a particularly apt phrase c) when paraphrasing
another’s argument or presenting another’s line of thinking

Examples:
Original Source: In 1898, the United States occupied Cuba, Puerto Rico, and the
Philippines as part of the spoils from the Spanish-American War. Puerto Rico, some
would argue, remains a colony of the United States. In the Philippines, the
United States inherited the Filipino rebellion against the Spanish colonial rule and
crushed it. American textbooks tend to call this episode the Philippine insurrection.
Filipino historians refer to it as the Philippine-American War.

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 Plagiarism: In 1898, the United States occupied Cuba, Puerto and the Philippines as
part of the spoils from the Spanish-American War. American historians tend to call
this episode the Philippine insurrection. Filipino textbooks refer to it as the
Philippine- American War. To avoid plagiarism, the researcher may present the
material if he cites his source by putting a footnote.

Original source: “Asia’s struggle for Full Humanity” was the focus of the 1979
EATWOT conference that met in Wennappuwa, Sri Lanka. The words “full humanity”
encapsulates the goal of liberation envisaged by Asian Theology: that all people live
fully human lives.

Plagiarism: “Struggle for full humanity” is tantamount to liberation in Asia. All

peoples in Asia must live fully human lives. (taking a particularly apt phrase).
To avoid plagiarism, the researcher should cite the source of the phrase that he
used by putting a footnote.

Original Source: When we speak of dialogue we may tend to think of it as process

between various religions and speak another language forgetting that it is primarily
an exchange between believers.

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Plagiarism: Dialogue is a process of exchange between various religions and
between believers. Plagiarism may be avoided if the researcher cites the source by
putting a footnote.
Or it can be written in this way: According to Amaladoss, there is a tendency to think
of dialogue as a process of exchange among religions and between believers.
(footnote)

RESEARCH DESIGN/METHODOLOGY
Quantitative: numerical representation and manipulation of observations
for the purpose of describing and explaining the phenomena that these
observations reflect. It involves cause and effect thinking, reduction to specific
variables and hypotheses.
Approaches:
1. Survey
2. Interviews (personal/ telephone)
3. Observation
4. Testing (pre-test and post-test)

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 Qualitative: the inquirer makes knowledge claims based on
constructivist perspectives i.e. the multiple meanings of individual experiences,
meanings socially and historically constructed with an intent of developing a
theory or pattern or advocacy.
Approaches
1. Narratives
2. Phenomenologies
3. Ethnographies
4. Ground-theory studies
5. Case studies
Mixed Method: combination of both

VARIABLE
Variable: quantity or characteristic that has 2 or more mutually
exclusive values or properties.
Independent variable: stimulus variable chosen by the researcher to
determine its relationship to an observed phenomenon; presumed case of the
dependent variable; antecedent variable

Dependent variable: presumed effect of the presumed cause;

consequent variable

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Intervening variable: variable “in the head” which we cannot hear and see
but can only be inferred from behavior through indicants/ indicators. (e.g. level of
understanding, level of maturity, level of intelligence)

Discrete variable: variable with a finite number of distinct and

separate values e.g. race, sex, family size.
Continuous variable: variable which can take an infinite array of
values. Application: Determine the independent and dependent variables
1. Health education programs influence the number of people who smoke’
2. Newspapers affect people’s voting patterns
3. Attendance at lectures influences exam marks
4. Diet influences intelligence
5. Martial law affects tourism in Mindanao
6. Dysfunctional families affect seminarians’ maturity
7. Catholic education influences family up-bringing
8. Computer-based education influences fast learning among seminarians

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