Research on Technology

and Livelihood Education

Juliane Czarine B. Paler
Instructor 1
 Lecture 1 Outline

• Characteristic of Research Process

• Definition of Terms
• Steps in Conducting Research
 Objectives

• To be able to grasp the concept or research process

• To have an overview of the steps in conducting
research
• To be able to come up with research group and topic
CHARACTERISTICS OF THE RESEARCH PROCESS

• It is a problem solving activity

• It involves the application of the scientific method
in investigating a problem
• Conclusions made from the research process are
based on empirical evidence or observed facts
• It is an activity which is:
– Systematic
– Objective
– Reproducible
DEFINITION OF RESEARCH

• It is the systematic and rigorous investigation

of a situation or problem in order to
generate new knowledge or validate existing
knowledge.
DEFINITION OF TLE

• Learning area which components of Home

Economics, Agri-Fishery Arts, Industrial Arts,
and Information and Communication
Technology.
Areas for Research

• Home Economics
• Agri-Fishery Arts
• Industrial Arts
• Information and Communication
Technology.
Example of Researches in TLE

• “Competencies of Technology and Livelihood Education

(TLE) Instructors: Input to a Training Module in Industrial
Arts”
Author: Dante B. Guiner, Don Mariano Marcos Memorial State
University Bacnotan, La Union, Philippines Agri- Fishery Arts

• “The Technology and Livelihood Education Performance of

Bachelor of Secondary Education (BSEd) Students of Abra
State Institute of Sciences and Technology Bangued
Campus”
Author: CALIXTO L. VALERA, Abra State Institute of Sciences and
Technology ial Arts
STEPS IN CONDUCTING RESEARCH

1. Identify and define the research problem

1. Select a research topic
2. Identify the research problem
3. Formulate the research objectives
4. Determine the significance of the research
problem and objectives identified
1.1 SOME COMMONLY USED CRITERIA FOR
SELECTING A RESEARCH TOPIC

a. Relevance
• How large or widespread is the problem?
• Who is affected?
• How severe is the problem?
• Is my topic in line with the areas of study

b. Avoidance of Duplication
• Has the topic been investigated before?
• Are there major questions which deserve further
investigation?
1.1 SOME COMMONLY USED CRITERIA FOR
SELECTING A RESEARCH TOPIC

c. Feasibility
• Can the study be done given the existing
resources?
• Can data from the required number of samples be
collected within the time frame the study, given
the inclusion and exclusion criteria?
d. Political acceptability
• Does the topic have the interest and support of
the authorities?
• Can policy makers be involved at an early stage?
1.1 SOME COMMONLY USED CRITERIA FOR
SELECTING A RESEARCH TOPIC

e. Applicability of possible results and recommendations

• What is the chance of the recommendation from the
study being applied?

f. Urgency of the data needed

• How urgently are data needed for making a decision?

g. Ethical Acceptability
• How acceptable is the research to those who will
studied? (Note: Cultural sensitivity must be considered)
• Can informed consent be obtained from the subjects?
• Will the condition of the subjects be taken into
account?
1.2 IDENTIFYING THE RESEARCH PROBLEM

• A research problem is an area of concern within the

selected topic where there is a gap in knowledge
• It provides the motivating factor for the research objectives
to be answered in the research

Example:
Topic: Performance of BSED TLE Students
Research Problem:
• Poor performance on Information and Technology
1.3 RESEARCH OBJECTIVES

• Directly related to the research problem

• Reflect the questions the investigator wishes to answer at
the end of the study
Example:
Topic: Performance of BSED TLE Students
Research Problem:
• Poor performance on Information and
Communication Technology
Research Objectives:
a. To determine the factors affecting the performance
of BSED TLE Students in Information
Communication Technology
1. 4 SIGNIFICANCE OF THE RESEARCH

This step involves:

• Justifying the importance of the proposed research
• Identification of end-users and target beneficiaries of
the research results
STEPS IN CONDUCTING RESEARCH

2. Review the literature related to the problem identified

Uses of the review of the related literature:
a. To know more about previous studies done and learn
from their experiences
a. Who has done previous work in the research area
considered?
b. What research methods (design, variable definition,
instrumentation, etc.) were utilized?
c. What problems were met and how were they resolved?
b. To establish the theoretical or conceptual framework
for the research
IMPORTANT THINGS TO REMEMBER ABOUT
THE REVIEW OF RELATED LITERATURE:

• The literature to be reviewed must not only be related to

the topic of the research, but more so, on the specific
objectives actually covered

• The results of the literature review can be used to generate

hypothesis, methods and comparative data which are
useful in the interpretation and discussion of results

• The studies reviewed should be evaluated in terms of

assumptions, sources, techniques, conclusions, applications
and unsolved problems
IMPORTANT THINGS TO REMEMBER ABOUT
THE REVIEW OF RELATED LITERATURE:

• Related literature should be summarized by topic rather

than as a “running” bibliography. This means that the
conclusions of authors dealing with a particular topic
should be compared and synthesized

• If the research being proposed is pioneering, and no

previous studies have been done in the area, this has to be
mentioned in the review of related literature to provide
additional basis/justification for the conduct of the
proposed research.
STEPS IN CONDUCTING RESEARCH

3. Develop the conceptual framework underlying the research

problem and objectives to be studied
– The conceptual framework explains either in the form
of a figure, in narrative form, or both, the main
variables being studied in the proposed research and
how they are related to each other
STEPS IN CONDUCTING RESEARCH

4. Revisit the research objectives and redefine the actual

problem for investigation in more clear and specific terms
• Refers to the process of reviewing, refining or fine-
tuning the first draft of the general and specific
objectives based on new knowledge derived from the
review of related literature.
• It may involve delimiting the scope of the study without
dealing with a trivial problem
STEPS IN CONDUCTING RESEARCH

5. Define the variables to be studied

5.1 Formulate operational definitions of variables

5.2 Identify attributes of the variables to be studied in the

research project
– Estimate magnitudes
– Determine differences
– Investigate relationships between variables
STEPS IN CONDUCTING RESEARCH

5. Define the variables to be studied

5.3 Identify the dependent, independent and control
variables, if applicable

5.4 Formulate testable hypothesis, if asked for by the

research objectives
STEPS IN CONDUCTING RESEARCH

6. Construct the research design

Areas of concern include:
– Study design
– Methods of subject selection
– Sample size
– Strategies for control and manipulation of relevant
variables
– Establishment of criteria to evaluate outcomes
– Instrumentation
MAJOR CONSIDERATIONS IN FORMULATING
THE RESEARCH DESIGN:

• Internal Validity
– Does the study measure what it intends to measure?
– Refers to the extent to which various types of biases
are controlled in the study like comparability of
subjects, measurement bias and others
• External Validity
– Refers to the extent to which the study results can be
generalized to a larger population
– Covers issues related to sample selection and sample
size
STEPS IN CONDUCTING RESEARCH

7. Design the tools for data collection

8. Design the plan for data analysis

– Construct dummy tables
– Identify statistical techniques to be applied in order to
achieve the research objectives

9. Plan for the administrative aspects of the research

– Get ethical clearance
– Determine the project timetable (Gantt chart)
– Develop the budget
STEPS IN CONDUCTING RESEARCH

10. Collect the data

11. Process the collected data
– Editing
– Coding

12. Analyze the data

13. Write the research report
14. Disseminate the results
15. Utilize the results
 COMPARISON BETWEEN THE RESEARCH PROCESS AND FOOD
PREPARATION
1-9. Planning for the research activity • Meal planning
10. Data collection • Marketing
11. Data Processing • Washing, Paring, Slicing
12. Data Analysis • Cooking
13. Report writing • Garnishing; Plating
14. Data Dissemination • Serving
15. Data Utilization • Eating
HELPFUL THINGS TO REMEMBER ABOUT
RESEARCH

a. Research is not for the highly sensitive, onion-skinned and

proud persons
b. The success of a research project is highly dependent on how
potential problems have been identified and resolved
BEFORE DATA COLLECTION BEGINS
c. The best research teacher is research experience itself.
d. Research concepts and methodologies are dynamic and a
good researcher should always be open to new ideas,
concepts and new ways of doing things
Easy Class Access Code
• TLE 117 2019
4CW9-V936