INTRODUCTION TO

RESEARCH PROPOSAL/SCOPE
REQUIREMENTS
SPECIFIC PURPOSES OF RESEARCH
1. To discover new facts about known phenomena. (Alcohol is a known
phenomenon and research may turn it into a kind of fuel equal in
equality to gasoline)
2. To find answers to problems which are only solved by existing
methods and information (Cancer is a serious disease which is only
partially cured by present methods, but due to intensive and
continuous research, the disease may be eradicated later on)
3. Improve existing techniques and develop new instruments or
products. (This goal envisages the invention of new gadgets and
machines, food products and others used by man)
4. To discover previously unrecognized substances or elements.
(Previously we had only 92 elements but due to research we now
have more than 100)
5. Discover pathways of action of known substances and elements.
(Due to research, we come to know the dangers from the abusive
use of unprescribed drugs and some poisonous substances)
These are suggested by French (Teece and Treece, Jr., p. 5) And
the stament enclosed in parentheses are examples by the author.
SPECIFIC PURPOSES OF RESEARCH
6.To order related, valid generalizations in systematized science.
Schlotfeldt. (Ibid.) (The result of this purpose of research is the science
we are now studying in school)
7.To provide a basis for decision-making in business, industry, education,
government, and in other undertakings. One approach in decision-
making is the research approach. (Gore and Dyson, p. 65). (This is
basing important decision upon the results of research)
8.To satisfy the researcher’s curiosity. (Sanchez, p. 3) (Edison was curious
about how a hen hatches her eggs and made a research on that and he
invented the incubator)
9.To find the answers to queries by means of scientific methods. One
important question that may be asked which can be answered only by
means of research is: in what setting is life expectancy higher, in the city
or in the barrio?
10.To acquire a deeper and better understanding about one phenomenon
that can be known and understood better by research is why a
woman is generally smaller than men.
SPECIFIC PURPOSES OF RESEARCH
11.To expand or verify existing knowledge.This usually happens when
researches are replicated. Newly discovered facts may be found to
expand knowledge gained from a previous research or verified if the
same facts are found. In relation to Purpose Nos. 2 and 3, the
following may be added to the list of purposes:
12.To improve educational practices for raising the quality of school
products. Research surveys often result in the revision of curricula
and instructional innovations to maximize the effectiveness of the
learning process.
13.To promote health and prolong life.This purpose is very obviously
demonstrated in pharmaceutical, nutritional, and medical research.
14.To provide man with more of his basic needs – more and better food,
clothing, shelter, etc.The work of the International Rice Research
Institute in Los Baños, Laguna is a good example of this purpose.
15.To make work, travel, and communication faster, easier, and more
comfortable. Due to research airplanes are made to fly faster, land
vehicles to run faster, labor-saving machines have been invented and
improved, radio and television ring news immediately to the remote
areas, and more wonders of electricity make life easier and better.
GENERAL CHARACTERISTICS OF A GOOD RESEARCH
1.Research gathers new knowledge or data from primary or first-hand
sources.
2.Research is expert, systematic and accurate investigation.
3.Research is logical and objective, applying every possible test to verify
the data collected and the procedures employed.
4.Research endeavor to organize data in quantitative terms, if possible,
and express them as numerical measures.
5.Research is carefully recorded and reported.
SPECIFIC CHARACTERISTICS
OF A GOOD RESEARCH
1. Research is systematic.
2. Research is controlled.
3. Research is empirical.
4. Research is analytical.
5. Research is objective, unbiased, and logical.
6. Research employs hypothesis.
7. Research employs quantitative or statistical methods.
8. Research is original work.
9. Research is done by an expert.
10. Research is accurate investigation, observation and description.
11. Research is patient and unhurried activity.
12. Research requires an effort-making capacity.
13. Research requires courage.
DIFFERENCES BETWEEN RESEARCH AND PROBLEM-SOLVING
Research Problem-solving
1. There may not be a problem, only interest in 1. There is always a problem to be
answering a question or a query. solved.
2. A research problem is more rigorous and broader
scope. 1. A problem to be solved is less
3. The research problem is not necessary defined rigorous and less broad.
specifically. 2. The problem to be solved has to
4. All researches are intended to solve some kinds of be defined specifically and
problem, but this is not the primary aim. identified definitely.
5. Research is conducted not primarily to solve a 3. Problem-solving does not always
problem but this is not the primary aim. involve research.
6. Research is concerned with broad problems, 4. Problem-solving is always
recurrent phenomena, and wide application intended to solve a problem.
through generalization. It is concerned with 5. Problem-solving is concerned
defining and outlining the properties of with a specific problem and once
phenomena, with forecasting future occurrences the problem is solved that is the
so that they may be predicted and controlled, and end of it.
with describing the relationship or phenomena by
explaining how and why certain events occurred
or could have occurred. In this process research
also generates more problems to explore. (Folta
and Deck)
 KINDS AND CLASSIFICATIONS OF RESEARCH
1.According to purpose
a)Predictive or prognostic research has the purpose of determining the
future operation of the variables under investigation with aim of controlling or
redirecting such for the better. “Predictive research proposes to given the
result from one specific educational practices or pattern and seeks to establish
a close statistical connection between characteristics of students and a
prediction of educational outcome.”
b)Directive research determines what should be done based on the
findings.This is to remedy an unsatisfactory condition if there is any.
Example: action research based on the findings from a study,
c)Illuminative research is concerned with the interaction of the
components of the variables being investigated, as for example. “Interaction of
the components of educational system and aims to show the connections
among, for example, student characteristics, organizational patterns and
policies, and educational consequences.”
Another example: for agricultural researches such as factorial experiments where
there are 2 or more factors, the interaction effects are emphasized.
 KINDS AND CLASSIFICATIONS OF RESEARCH
2.According to goal.

a) Basic or pure research is done for the development of theories or

principles. It is conducted for the intellectual pleasure learning. Much of this
kind of research has been done in psychology and sociology. (Manuel and
Medel, p. 18)
b) Applied research is the application of the results of pure research. This is
testing the efficacy of theories and principles. For instance, a principle says that
praise reinforces learning. To determine if this is true, one conducts an experiment in
which there are two classes. In one class, he uses praise but in the other class there
is no praise at all. All other are kept equal. At the end of the experimental period, he
gives the same test to the two classes. If the scores of the pupils in the class with
praise are significantly higher than those in the class without praise, then the
principle is true.
 KINDS AND CLASSIFICATIONS OF RESEARCH
3.According to the levels of investigation.

a) In exploratory research, the researcher studies the variables pertinent to

a specific situation.
b)In descriptive research, the researcher studies the relationship of the
variables.
c)In experimental research, the experimenter studies the effects of the
variables on each other. (Treece and Treece, Jr,. p. 6)

4.According to the type of analysis. According to the type of analysis, Weiss

classifies research into analytic research and holistic research.
a)In the analytical approach, the researcher attempts to identify and isolate
the components of the research situation.
d)The holistic approach begins with the total situation, focusing attention
on the system first and then on its internal relationships. (Treece and
Treece, Jr,. p. 6)
KINDS AND CLASSIFICATIONS OF RESEARCH

5.According to scope.
In education, it is a firing-line or on the job type of problem solving or
research used by teachers, supervisors, and administrator; it seeks more
dependable and appropriate means of promoting and evaluating pupil growth
in line with specific and general objectives and attempts to improve
educational practices without references to whether findings would be
applicable beyond the group studied. (Good, p. 464)

6.According to choice of answers to problems. Ackoff divides research that

is concerned with findings answers to problems into evaluation and
developmental research.
a)In evaluation research, all possible courses of action are specified and
identified and the researcher tries to find the most advantageous.
b)In developmental research, the focus is on finding or developing a more
suitable instrument or process than has been available. (Treece and Treece,
Jr,. p. 6)
KINDS AND CLASSIFICATIONS OF RESEARCH
7.According to statistical content.

a) Quantitative or statistical research is one in which inferential statistics are

utilized to determine the result of the study. Inferential statistics such as
correlation, chi-square analysis of variance, etc. are used to test the
hypothesis. This type research usually includes comparison studies, cause-
and-effect relationship, etc.
b) Non-quantitative research. This is research in which the use of quantity or
statistics is practically nil. This is especially true in anthropological studies
where description is usually used. Descriptive data are gathered rather than
quantitative data.
KINDS AND CLASSIFICATIONS OF RESEARCH
7.According to time element.
a)Historical research describes what was
b)Describe research describes what is.
c)Experimental research describes what will be. (Treece and
Treece, Jr,. p. 6)
THE SCIENTIFIC METHOD OF RESEARCH
1. Determine (recognizing) the problem;
2. Forming a hypothesis;
3. Doing the library search;
4. Designing the study;
5. Developing the instruments for collecting data;
6. Collecting data;
7.Analyzing data;
8. Determine implications and conclusions from the findings;
9. Making recommendations for further research.
 SOME PRINCIPLES OF THE SCIENTIFIC METHOD
1. Rigid Control,
2. Objectivity,
3. Systematic organization, and
4. Rigorous standards.

DESIGNING THE STUDY

Designing the study must follow the scientific methods or

research.
Aside from choosing the right problem, forming the hypotheses,
and library research, designing the study also designing the
methods of research to be used, the study population, the
instrument for gathering data and its preparation, the sampling
design, statistical treatment of data, and analysis and presentation
of data.
THE RESEARCH PROBLEM
PROBLEM is (1) any significant, perplexing and challenging situation,
real or artificial, the solution of which requires reflective thinking; (2) a
perplexing situation after it has been translated into a question that help
determine the direction of subsequent inquiry. The foregoing definition
according to Dewey. (Good, p. 414)
ELEMENTS OF A RESEARCH PROBLEM
1.Aim or purpose of the problem for investigation. This answers the
question “Why?” why is there an investigation, inquiry or study?
2.The subject matter or topic to be investigated. This answers the
question “What?” what is to be investigated or studied?
3.The place or locale where the research is to be conducted this
answers the question "where?" Where is the study to be conducted?
4.The period or time of the study during which the data are to be
gathered. This answers the question “When?” when is the study to be
carried out?
5.Population or universe from whom the data are to be collected. This
answers the question “Who?” or “From whom?” who are respondents?
From whom are the data to be gathered?
MAJOR COMPONENTS
1.Dependent variables – elements which vary accordingly depending
upon how the cause, method, aim or purpose is done characterized by
the over-all outputs or effects. It is a variable (often denoted by x )
whose variation does not depend on that of another. They are also
classified as the data to be gathered.

Examples: effects, yield and performance, growth parameters,

demographic profiles (age, sex, marital status), etc.

2.Independent variables – elements or variables (often denoted by y )

whose value depends on that of the dependent variables. They are
usually classified as the treatments.

Examples: varying levels of vermicast, levels of active drsupplementation,

observed processes, etc.
MAJOR COMPONENTS
EXAMPLE of research problem:
1.“To determine the status of teaching science in the high schools of
province A during the school year 1989”

LIMITATIONS:
In formulating the title of a research inquiry, the AIM or PLACE is
sometimes omitted

Example: “The Teaching of Science in the High Schools of Province A

During the School-Year 1989-1990”

Important elements such as the dependent variable/s and independent

variable/s are conceived:
Examples: dependent variable: the strategies of teaching
Independent variable: effect of teaching

2.“Growth, Yield and Chemico-Nutritional Compositions of Stevia

(Stevia rebaudiana Bert.) In Response to Methods of Clonal Propagation
and Growing Media
EVALUATING THE ELEMENTS:
Study I Study II
Elements
(Social Research) (Experimental Research)
AIM or To determine the status Growth, yield and chemico-
PURPOSE/dependent nutritional compositions of
variable stevia
SUBJECT MATTER or The teaching of science Methods of clonal
TOPIC/independent propagation and growing
variable media
PLACE or LOCALE In the high school of
Province A
PERIOD or Time During the School Year
1989-1990
POPULATION The respondents are
implied to be either the
teachers or the pupils or
both
 GUIDELINES/CRITERIA IN THE SELECTION OF A
RESEARCH PROBLEM OR TOPIC:
1.The research problem or topic must be chosen by the researcher himself. This is to avoid
blaming others or offering excuses for obstacle encountered.
2.It must be within the interest of the researcher. This is to make sure that the researcher
will focus his full attention on the research work.
3.It must be within the specialization of the researcher. This will in some way make the
work easier for him because he is working on familiar grounds. Besides, this may improve
his specialization, skill and competence in his profession.
4.It must be within the competence of the researcher to tackle. The researcher must know
the method of researcher And other research procedures applicable to his problem and he
must know to apply them. He must have a workable understanding of his study.
5.It must be within the ability of the researcher to finance, otherwise he must be able to
find funding for his research. Research involves not a small amount of expense and the
researcher must be able to foot the bills until his study is completed. There must be a
budget, which he must be able to shoulder.
6.It is researchable and manageable, that is:
a.Data are available and accessible.
b.The data must meet the standards of accuracy, objectivity and verifiability.
c.Answers to the specific questions (subproblems) can be found.
d.The hypotheses formulated are testable, that is, they can be accepted or rejected.
e.Equipment and instruments for research are available and can give valid and reliable
results.
 GUIDELINES/CRITERIA IN THE SELECTION OF A
RESEARCH PROBLEM OR TOPIC:
7. It can be completed within a reasonable period of time unless it is a longitudinal
research which takes a long time for its completion.
8. It is significant, important and relevant to the present time and situation, timely,
and of current interest.
9. The results are practical and implementable
10. It requires original, critical, and reflective thinking to solve it.
11. It can be delimited to suit the resources of the researcher, but big or large
enough to give significant, valid, and reliable results and generalization.
12. It must contribute to the national development goals for the improvement of the
quality of human life.
13. It must contribute to the fund of human knowledge.
14. It must show or pave the way for the solution of the problem or problems
intended to be solved.
15. It must not undermine the moral and spiritual values of the people.
16. It must not advocate any change in the present order of things by means of
violence but by peaceful means.
17.. There must be a return of some kind of the researcher, either one or all of the
following, if the researcher:
 GUIDELINES/CRITERIA IN THE SELECTION OF A
RESEARCH PROBLEM OR TOPIC:
8. Monetary, either increase in salary or publication of the results in which there is
some kind of royalty.
1. Advancement of position, promotion. Generally, after finishing a graduate
course, there is a promotion, especially in the educational system.
2. Improved specialization, competence, and skill in professional work especially if
the research subject is related to the profession.
3. Enhanced prestige and reputation.
4. Satisfaction of intellectual curiosity and interest, and being able to discover
truth.
a. There must be a consideration of the hazards involved, either physical, social,
or legal.
 THE TITLE

TITLE:
introduces the work of a reader.
it should an impression that the contents are desirable and deserve a
deeper look.
helps the reader to know whether the contents are within his range of
interest and that he should take time to read the paper.
GUIDELINES/CHARACTERISTICS/TECHNIQUES IN
WRITING THE TITLE

1. It is formulated before the start of the research work. It may be revised

and refined later if there is a need.
2. It must be broad enough to include all aspects of the subject matter
studied or to be studied. It contains the subject matter of the study as well
as the dependent and independent variables.
3. It summarizes the main idea of the paper in not more than 15 words.
4. It should not contain abbreviations, symbols or expressions requiring
superscripts, subscripts, or other special notations.
5. It should as brief and concise as possible. It is better to use italics in
writing the binomial nomenclature than underline them. Avoid use of
dangling words and compressed everything into simple ones.
6. List the most important findings and compose the findings into a short
eye-catching title.
7. It can be expressed either in terms of the scope of the work or the
results.
 EXAMPLES
Original Title Purpose Improved Title
Mulching Effects of Reflecting the most Presence of Growth Regulatory Substances in
Sugarcane Bagasse on important finding Sugarcane Bagasse
Tomatoes
Growth and Reviewing the grammar Growth and Development of Sawdust-
Development of and removing some of Mulched Cucumber
Cucumber Mulched With the words without
Sawdust changing the meaning.
Stating in terms of the Sawdust Mulch Modified Growth and
results Development of Cucumber
Disease Evaluation of Rephrasing statement Disease Incidence During Storage of
Potatoes in Storage at into specific Highland-Grown Seed Potatoes for Lowland
Sto. Nino, Cagayan de Planting
Oro City
Compatibility of Stating and emphasizing Flowering and Fruit-Setting of Mango Sprayed
Chemicals for Mango key words with Potassium Nitrate-Pesticide Mixture
Production
An Evaluation of the Reviewing the grammar Yield of Coffee Grown on Different Soil Types
Coffee Environment in and removing some of
the Philippine Soil the words without
changing the meaning.
 EXAMPLES
Original Title Purpose Improved Title
An Evaluation of the Reviewing the grammar Yield of Coffee Grown on Different Soil Types
Coffee Environment in and removing some of
the Philippine Soil the words without
changing the meaning.
The Teaching of Science Reviewing the grammar The Teaching of Science in the High Schools
in the High Schools of and removing some of of Province A
Province A as Perceived the words without
by the Science Teachers changing the meaning.
and Students During the
School-Year 1989-1990
Assessment of the Reviewing the grammar Milk Quality of Dairy Cows Under Different
Quality of Milk of Dairy and removing some of Feeding Schemes
Cows Under Different the words without
Feeding Schemes changing the meaning
An Ecological Survey of the Dominant
Aquatic Flora As Related to Pattern of Waste
Disposal in Some Important Lake Areas in the
Philippines
 THE BY-LINE

THE BY-LINE:

THE BY-LINE:
THE BY-LINE

 refers to the line giving the names of the authors

 should contain only the names of persons who actually contributed
materially to the production of the scientific work.
 Determine whether the adviser, chairman, advisory committee member,
project leader, assistant, laborer, etc. contributed substantially to the
conceptualization, overall design, implementation, completion and writing
of the work.
 Includes the addresses of the authors indicated in publications which
establishes the identity of the author, especially when only the initials of
the first and second names. It facilitates communication with the authors
 THE BY-LINE
[1]
Effects of artificial defoliations on the growth
and yield of okra (Abelmoschus esculentus (L.) Moench.)
cv ‘Smooth Cayene’ under mid-elevation condition
Eric Randy R. Politud
Department of Agriculture, Misamis Oriental State College of Agriculture
and Technology, Claveria, Misamis Oriental, Philippines;
Corresponding Author: E.R.R. Politud,
[email protected]

[2]
Efficacy of varying levels and brewing durations
of vermitea foliar spray applications on the growth
and yield of eggplant (Solanum melongena L.)
Eric Randy R. Politud and Rodulfo R. Pabellan, Jr.
1Department of Agriculture, Misamis Oriental State College of Agriculture and

Technology,
Claveria, Misamis Oriental, Philippines:
2Department of Agriculture,Kinoguitan, Misamis Oriental, Philippines

Corresponding Author: E.R.R. Politud,

[email protected]
 THE BY-LINE
1]
Effects of artificial defoliations on the growth
and yield of okra (Abelmoschus esculentus (L.) Moench.)
cv ‘Smooth Cayene’ under mid-elevation condition
Eric Randy R. Politud
Department of Agriculture, Misamis Oriental State College of Agriculture
and Technology, Claveria, Misamis Oriental, Philippines;
Corresponding Author: E.R.R. Politud,
[email protected]

[2]
Efficacy of varying levels and brewing durations
of vermitea foliar spray applications on the growth
and yield of eggplant (Solanum melongena L.)
Eric Randy R. Politud and Rodulfo R. Pabellan, Jr.
1Department of Agriculture, Misamis Oriental State College of Agriculture and

Technology,
Claveria, Misamis Oriental, Philippines:
2Department of Agriculture,Kinoguitan, Misamis Oriental, Philippines

Corresponding Author: E.R.R. Politud,

[email protected]
Thankyou