PROBLEM IDENTIFICATION
AND RESEARCH PROPOSAL PREPARATION
A Self-Instructional Guide
(Part 2)
I. Introduction
One of the most important phases of conducting
a research is the choice of a suitable problem.
Beginners are likely to select a problem that is much
too broad in scope. This possibly could be the result of
the researcher’s lack of understanding of the nature of
research and the process of problem- solving activity.
This may also be brought about by the researcher’s
enthusiasm and desire to solve a problem immediately.
On the part of the professional researchers, they
are aware that research is quite a tedious task,
painfully slow, but greatly spectacular towards the end.
They realize that the process of problem solving in
research is one that requires a lot of patience, being
aware that research is such a very difficult task.
Problem Identification and Research Proposal Preparation…1
It has been claimed by Leedy (1988) that the
problem is the axial center around which the whole
research effort turns, hence, it is but important that the
statement of the problem must be expressed with
utmost
verbal
precision.
Then,
the
problem
is
fractionated into more manageable sub problems.
II. What this guide is all about?
In this guide, you will come to realize the ways
by which problems may be identified. It will also
present a few of the characteristics and activities of
research. Primarily, you will be made aware on the
definition of a research problem, characteristics of a
research problem, sources of problems, evaluation of a
research problem, selection of an appropriate research
problem.
Finally, you will be selecting a topic or specific
area preparation in which you can study using the
scientific method and thereon, you can prepare a
research proposal.
Problem Identification and Research Proposal Preparation…2
III. What you are expected to learn?
After going through this guide, it is expected that
you will be able to:
a. Identify possible sources of researchable
problems.
b. Explain how good research problem is
chosen,
c. Discuss the parts of a research proposal,
d. Select a topic or a scientific area which you
can study using the scientific method
e. Apply the criteria of a researchable problem
to actual research situations
f. Prepare a research proposal.
IV. How Are You Going to Learn?
It’s easy to learn the different parts of the guide
by following the icons given on the next page.
Problem Identification and Research Proposal Preparation…3
This icon signals a checkpoint. At every
checkpoint, you will find questions to answer. Write
your answers on the blanks provided. If you cannot
answer a question satisfactorily, go back to the
lecturette. Do not proceed to the next section unless
you are sure that your answers are correct.
This icon refers to the lecturette. It will allow
you to form the good habit of going back to the
lecturette when you are not sure of your answer.
You will find this icon at the start and at the end
of the module. It signals a self-test and a post test.
Diagnose your knowledge about how well you have
achieved the objectives set in the module. Study the
module carefully and you will perform quite well in the
both tests.
Problem Identification and Research Proposal Preparation…4
Are you now set to read this guide
about problem identification and research
proposal preparation? If so, then you may get
your ballpen and notebook, as I will request
you to answer first the questions included in
the pretest.
Pre-test Questions
Write true before the item if the sentence is
found correct; write false if the statement is not correct.
1. A problem in research can be easily found.
2. A concept that a researcher can think
about is a good problem for research.
3. A problem identified is always defined.
4.
Clarity
or
specificity
is
important
ingredients in the definition of a problem.
5.
An
objective
for
research
is
also
understood as a research problem.
Problem Identification and Research Proposal Preparation…5
6. A problem is always stated in the form of
an objective.
7. Research hypothesis is stated as a null
hypothesis.
8. Hypothesis is a scientific guess.
9. Assumption is similar to hypothesis.
10. Assumption is believed to be true by the
researcher.
11. Terms defined are lifted from books and
dictionaries.
12. The theoretical framework gives the
theory for the research.
13. The conceptual framework is a model or
illustration on the flow of the research
process.
14. The blueprint in research is the proposal.
15. The proposal is always futuristic.
Problem Identification and Research Proposal Preparation…6
How do you rate yourself in the pretest?
How many items were you able to
answer correctly?
Congratulations to a job well done. To
have a better view about research,
you are now advised to sit and relax.
Enjoy your reading!
Lesson 1. The Research Problem
As we tackle this lesson on the research
problem, may I just want to ask you, what is meant
when we say problem? How does one know that a
problem is researchable?
Let us start our interaction by saying that a
problem is a “perceived difficulty”. It may be a feeling of
a discomfort with the way things are, or a discrepancy
between… what should be and what actually is.
Problem Identification and Research Proposal Preparation…7
A problem is a situation, which seeks a solution
or answer. A research problem is usually expressed as
a question or statement, which inquires into or deals
with the relation existing between two or more
variables.
Problem identification refers to the process of
finding or determining what research area is to be
studied.
While this is our description of a problem, we
can never say that every perceived difficulty warrants
its researchability. Some problems may not require any
research undertaking since they require just possible
explanations or solutions. Others may have already
known solutions, what is needed is a decision on what
solutions to use and to act on it so as to solve the
problem.
Let us now deviate our interaction to the
research problem. When do we say that a problem is
researchable?
Problem Identification and Research Proposal Preparation…8
First, let us distinguish between two basic types
of problems; personal problems and researchable
problems. How to get along with your mother-in-law,
and how to ask the boss for a salary increase maybe
classified as personal problems but they are not
researchable.
A problem is researchable when the following
pointers are satisfied: (1) there is no known answers or
solution to it such that a gap in knowledge exists; (2)
there are possible solutions the effectiveness of which
is unknown yet (3) there are answers or solutions the
possible result of which maybe seen or maybe factually
contradicting (4) there are several possible and
plausible explanations for the undesirable conditions,
and when the existence of a phenomenon requires a
solution.
Kerlinger (1986) says that a research problem
should be stated clearly and unambiguously in question
form for “question has the virtue of posing problems
directly.”
Problem Identification and Research Proposal Preparation…9
Lesson
2.
Sources
of
a
Research
Problem
In order that you will be enlightened more in
your search of a problem, let us settle on the
presentation of possible sources of a research
problem. Don’t you know that you can get ideas of
problems from the following?
1. Experience
One of the sources of a research problem is the
personal
experience
of
the
researcher.
As
a
researcher, therefore, it is expected that you should be
aware and sensitive of your own workplace, prevailing
conditions of the time and place. If you are sensitive
with your work, you will be able to easily discern the
difficulties or abnormalities that affect you and the other
members of your organizational workplace.
Accumulated experience, much of which may
be undocumented, is a primary source also of research
ideas. One’s experience as a teacher, educational
Problem Identification and Research Proposal Preparation…10
administrator or supervisor could sensitize you to
researchable problems. Discussions among colleagues
can produce many problems worthy of consideration.
Let us try to situate our discussion in the life of
an educator. Every time the teacher does his own
instructional plan for a day, he always sets a targeted
performance of a 75 percent. However, after the
instructional process, he gives a summative test
wherein the performance may not always be 75
percent but lower, let us say 70 percent. If you are a
teacher who is committed to deliver quality instruction,
the gap of 5 percent already poses a problem. As a
teacher, you may think of the possible sources of the
problem like asking yourself if it comes from the
teacher-instructional strategy; motivation to learners or
innovative approach utilized. Maybe, you can consider
the students as the source of problem such as lack of
interest, poor study habit, poor intellectual capacity,
training at home, or the peer influence.
The aforecited possible sources of the problem
can already trigger the concern of the educator to
undertake a study. The study may not be very
Problem Identification and Research Proposal Preparation…11
comprehensive. It can be an action research but this
type of research can be more functional than other
forms of research.
At
another
situation,
on
the
part
of
an
administrator wherein he can observe that there are
some members of the staff who do not like to
cooperate in school affairs. This can already be a
source of disturbance that can affect a creative mind
that warrants the conduction of a study. If you are the
administrator,
you
can
probably
settle
for
a
researchable topic, which would analyze the value
system, personality traits, work habits, or work attitudes
of the teachers.
With the simple situations given,
have I enlightened your thoughts about the
sources of problem?
Problem Identification and Research Proposal Preparation…12
Based from your readings, observations or
attendance to seminars and workshops can
you also give possible inputs for a research
problem? Give at least ten sources of
problems
that
are
researchable
(worth
researching).
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
In order that you will be better assisted in the
identification of the sources of a research problem, you
can involve yourself in symposia, dialogues, or ordinary
Problem Identification and Research Proposal Preparation…13
meetings. Attendance to any of this kind of activity can
widen your horizon and at one time, problems may
likely crop up to your attention. What you need to do
only is to reformulate the statement into one, which
satisfactorily meets the requirements of a good
research problem.
Other sources of a research problem will be the
formation of the habit to read journals, books, theses,
dissertations, or mass media. In these materials, there
are
issues
or
concerns
that
need
scientific
investigation. Authors of these materials usually and
explicitly recommend topics or problems that need to
be investigated.
In summary, other sources of problems may come
from:
1. Literature searches; published materials
The literature abounds with reports of problems
studied by other researchers. This can suggest ideas
or reveal needs for studies. When preliminary topics or
ideas have been suggested, a literature search can
help in clarifying or focusing research options.
Problem Identification and Research Proposal Preparation…14
The literature gives you an idea or areas, which
have been over researched and those which are only
partly explored. It can identify gaps that wait to be filled
by further research.
2. National and societal concerns
General concerns among the community or by
governments (e.g. language policy, levels of literacy,
pupil achievement, juvenile delinquency) could lead to
research studies.
3. Technological change
New technology and its impact on education will
generate problems and issues for consideration by the
prospective researcher. For example, the impact of
computers in education.
To summarize our discussion on the sources of
research problems you can consider the paragraph that
follow.
Problem Identification and Research Proposal Preparation…15
Many of the problems confronted in the
classroom, the school, or the community lend
themselves into investigation, and they are perhaps
more appropriate to a beginning researcher than the
problems which are more remote from the teaching
experience. What organizational or management
procedures are employed? How is learning material
presented? To what extent did the method yield
results? How do the teachers feel about these
procedures? How do the pupils and parents feel
about them? What out-of-school activities and other
influences seem to affect students’ learning and the
teaching-learning process?
If
you
only
become
more
aware
of
your
surroundings you will come to realize that there is an
“acre of diamonds” in your own background. The
inquisitive and imaginative mind may discover one area
as an interesting one.
At other cases, technological changes and
curricular developments are constantly bringing forth
new problems and new opportunities for research.
Perhaps
more
innovations
are
than
being
ever
before,
advocated
in
educational
classroom
Problem Identification and Research Proposal Preparation…16
organizations, in teaching materials and procedures
and application of electronic and technical devices and
equipment.
Some areas which I can suggest for research are
the following:
1. programmed instruction, use of television for
instruction
2. flexible scheduling, team teaching, cooperative
teaching
3. evaluation of learning, reporting to parents
4. community
and
parent’s
involvement
in
education
5. learning styles
6. school buildings and facilities, safety
7. extra-curricular programs
8. new approaches to teaching
9. health services
10. guidance-counseling programs
11. teacher morale, annoyances and satisfactions
12. teacher welfare, merit rating, tenure, retirement
13. educational organizations
Problem Identification and Research Proposal Preparation…17
14. pre-service
education
of
teachers;
student
teaching
15. teacher attitudes on a variety of issues
16. in-service programs
17. follow-up of graduate, school leavers
18. school district organization
19. work-study programs
20. attributions of success and failure
21. self-image analysis
22. career preferences
23. socio-economic
status
and
academic
achievement
24. administrative leadership of women in the school
system
25. managerial competence
26. value system, reward system
27. communication style, problem solving, decisionmaking, planning
28. job stress and lifestyle of teachers
29. management of change
30. impact of non-cognitive variables on learning
31. repeaters and non-repeaters
32. portfolio assessment
33. use of web-based resources in learning
Problem Identification and Research Proposal Preparation…18
34. use of TSP (think –pair-share) environment in
learning
Lesson 3. Good Research Problem
From our earlier discussion, did you not feel that
selecting a good research problem is indeed a difficult
thing to do?
Choosing a research problem is not an easy
task. This is particularly true to a beginner who does
not know on what bases or criteria a research problem
should be judged as good. Let us then discuss the
criteria which are deemed useful in the selection of a
good research problem.
Foremost, the research problem should be of
great interest to the researcher. If you have met this
criterion you have already “won half of the battle”. If a
researcher has a great interest to the research, he will
be more motivated and determined to work on it until its
completion.
Problem Identification and Research Proposal Preparation…19
Second, a problem should be relevant and
useful to a specific group of people. The knowledge
that the result of one’s work will be of much use to a
group of people provides the researcher an input or
drive with which to pursue the problem until solutions to
it are discovered or known.
Third, a good problem is novel. This means that
the problem should possess the element of newness or
freshness. This implies that there is originality. Avoiding
or doing a study or topics which have been
overstudied, and pursuing those which were not
subjected to any investigation should be encouraged.
Fourth, a problem should be well-defined or
specified. Unless the researcher has all the time,
money, and ability to cover all aspects of social
problems, he is expected to set the scope or limits of
his study.
Fifth, a problem should be measurable. If the
variables involved in the problem do not allow
measurement, the researcher will have an impossible
task of reporting the results or findings of the study.
Problem Identification and Research Proposal Preparation…20
Sixth, a problem is time-bound. This means to
say that when the researcher selects a problem, he
should have his projection as regards the time to
complete the research.
Seventh, a problem is good if the study of it will
contribute to the refinement of certain important
concepts, creation or improvement of research
instruments as analytical system, and will permit
generalizations.
Finally, a problem is good and researchable on
the basis of the researcher’s capacity to meet what
it requires: manpower, money, time, and expertise.
Lesson 4. Defining the Research Problem
It is not enough to simply have a good problem
in research. What is more important is to define the
problem.
Problem Identification and Research Proposal Preparation…21
In the course of defining the problem, let us be
guided with the discussion that follows.
It is not common for a researcher, especially
a beginner, to select a research topic or problem so
broad that he does not know where to start or,
worse, it appears to be a Herculean task such that
he unceremoniously drops it. Instead of being
discouraged, what he should do is to define his
research topic or problem, and narrow it down so as
to make it manageable rather than formidable.
How does one go about defining or narrowing
his research problem? The first step is for the
researcher to see to it that the major concepts or terms
are clearly defined. The concepts must be such that
they can be represented by indirect activities, which are
feasible towards carrying out such an observation.
The next step is to limit the scope of the study
in terms of (1) issues or concerns, (2) area/coverage,
(3) subjects/respondents, (4) period of time, and (5)
type of data-qualitative, quantitative or a combination of
the two.
Problem Identification and Research Proposal Preparation…22
Below is a hypothetical situation. Read then
answer the exercise that follow!
To illustrate, supposing Researcher X wishes to
do a study on the health conditions of a poverty group.
The topic is so general or so broad that he decides to
narrow it
down
to
something
manageable
and
workable. He starts defining the major concepts which
are health conditions and poverty group.
He defines health conditions to include both
physical and mental well-being, Poverty group is made
up of families considering the poverty line for a family
of six in a certain year. He then specifies the issues or
concerns of his study which he limited to the number of
family members who had been ill many times in the
past year. He also includes in his concerns what the
family members usually eat, as well as, their work and
recreational activities since they have direct effect on
the health of the person.
For area coverage, he specifies that the study
should be confined to the city proper of Dagupan. The
respondents will be the head of the family and the
Problem Identification and Research Proposal Preparation…23
study should be completed within a year. The data that
will be gathered are quantitative in nature.
To facilitate his task of defining his research
problem, Researcher X is advised to read literature,
both foreign and local, on health and on poverty
groups, with a special focus on the specific concerns of
his study. He should also visit the families and have
knowledge about them, through observations and
random interviews. He may also get inputs from
members of organizations which have projects for the
poor.
Finally,
Researcher
X
is
advised
to
be
resourceful in looking for other means that will help
him/her refine further and make more explicit his
research problem.
Take a breath, and do the exercise on the next
page. Place your answers in your notebooks!
Assume that you will be the one to conduct the
study making use of the hypothetical situation
Problem Identification and Research Proposal Preparation…24
Do the following exercise.
1. Identify the possible research title of the
aforementioned research situation.
2. State the general purpose of your study.
3. Give
one
specific
problem
(no.1)
that
pertains to the characteristics or attributes of
the respondents.
4. Have another specific problem (no.2) that
describes the health
conditions of
the
respondents.
5. Give another specific problem (no.3) that
shows
the
respondents
relationship
attributes
and
between
their
the
health
conditions?
6. Who are the respondents? How are you
going to select them?
7. What will be the area coverage of your
study?
8. How will you gather the data? What type of
data will you get?
Problem Identification and Research Proposal Preparation…25
9. What key terms are you going to define?
How will you define each?
10. Develop 5 item questions to answer specific
problem 1 and 2 respectively.
If you have given answers to the 10
questions correctly, then move on to the next
lesson.
Lesson 5. Justifying the Research Problem
Having defined clearly the problem of your
study, the next task for you to do is to justify why you
selected it over other probable ones. Whether you will
conduct
the
study
to
complete
your
academic
requirement (such as thesis or dissertation) or propose
it for funding by private or government institution, it is
most likely that you will be asked not only to explain
why you chose it, but you have to convince the
committee about the importance or thrusts of your
paper such that the results will redound to the welfare
and development of the society in general.
Problem Identification and Research Proposal Preparation…26
There are various ways of presenting the
researcher's justification for his particular study. It
would be to his advantage to present all supporting
factors so as to convince and to get the approval of the
screening committee. The following guide questions
will be helpful.
1. Is the problem a current and timely one?
2. Is it pervasive or widespread?
3. Does it affect a special group of people such as
mothers or children?
4. Does it relate to ongoing programs such as drug
addiction, family planning and others?
5. Does it relate to broad social, economic, and
health issues, such as unemployment, income
misdistribution, diseases, terrorism and others?
6. Who else is concerned about the problem- top
government officials, medical doctors or other
professionals?
7. What are its direct and indirect, short and long
range contributions, to the welfare of a group of
people or to the whole society?
Problem Identification and Research Proposal Preparation…27
If you are the researcher, you should
review your answers to the 7 questions
given and arrange them into paragraphs
such
that
you
could
justify
the
importance of your research problem.
Try to pause for a while and do the following
exercises. Write your answers in your
notebooks!
1. Write at least 5 research problems and give
strong justifications why you selected each
problem. Be sure to give research problems that
possess the 8 criteria given in Lesson 3.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Problem Identification and Research Proposal Preparation…28
____________________________________________
____________________________________________
2. Here is an abstract of a study submitted by a
graduate student. Read it and then answer the
questions that follow.
The Effects of using Computer as a Tool in
Teaching Selected Topics in High School Physics
This study investigated the relative effects of
using computers as a tool in teaching selected topics in
Physics. It also looked into the relationship between the
attitude of students who used the computers as a tool
and their achievement in the subject.
The following hypotheses were put forward:
1. Students exposed to computers as a tool in
learning Physics scored higher in the posttest
than the students in the control group.
2. Students who have favorable attitude toward
using computers as tools in physics will a)
Problem Identification and Research Proposal Preparation…29
achieve higher in physics and b) have more
favorable
attitudes
toward
physics,
than
students with less favorable attitudes.
3. These variables are positively correlated with
one another: a) attitude toward Physics, b)
attitude toward use of computer, and c)
achievement in Physics.
How the experiment was done?
Sixty senior high school students from the two
sections of a High School in University X were
matched according to average grade and physics
grade during the first grading. The teaching period
lasted for two weeks.
Students in the Experimental Group were taught
with six IBM microcomputer units which were used
in presenting/introducing selected topics on Waves,
Light, and Sound.
In the control group, the students were taught
with other kinds of teaching aids such as slides and
transparencies. The researcher taught both groups.
Problem Identification and Research Proposal Preparation…30
An achievement test and an attitude inventory
toward
physics
and
computer
use
were
administered as pretest and posttest to the
students. The groups’ scores on these instruments
were then compared. The t-test and Pearson
correlation technique were applied to the data.
The experimental group scored significantly
higher than the control group in the pretest.
However, no significant difference was found in the
two groups’ posttest scores on the achievement
test, not even after applying analysis of covariance,
using the pretest score as a covariate. Neither did
the groups differ in their mean gain scores over the
2-week teaching period. The experimental group
had a more positive attitude toward computers than
the control group.
The control group showed a consistently higher
score
on
attitude
toward
physics
than
the
experimental group, but the difference was not
significant.
Problem Identification and Research Proposal Preparation…31
The correlation between attitude toward physics
and achievement as measured by the test was
close to zero.
Below are questions to answer. Place your
answers in your notebook.
1. What is (are) the dependent variable(s)? The
independent variable?
2. What variables were controlled?
3. What strategy was used to control the effects of
the initial noncomparability of the groups?
4. Which design was used in the study?
5. What factors might have affected the internal
validity of the study?
6. What explanations might be put forward for the
nonsignificant differences?
7. If you were to do the study, what modifications in
design and procedure would you apply in order
to improve internal and external validity of the
study?
Problem Identification and Research Proposal Preparation…32
Don’t worry, if you were not able to
answer the questions correctly. We’ll
have more readings and interactions
about the study.
Lesson 6. The Research Objectives
It is very important that a clear problem for
research should have clear objectives. What do we
mean when we speak of an objective?
An objective has been defined as “an effect that
is desired or expected to be achieved by an activity
project or program”. (Blumenfeld, 1985) Research
objectives then refer to statements of purpose for
which the investigation is to be conducted. They
describe the aims or goals which are expected to be
attained at the end of the research process. They
are stated after the well-defined research problem
on which they are based from and which they
logically follow.
Problem Identification and Research Proposal Preparation…33
Major Classification
Research objectives may be classified into
two broad categories which are general and
specific.
The general objective is a broad statement of
purpose, which uses abstract purposes and uses
well-defined and measurable concepts. The specific
objectives on the other hand is based on and
logically flow from the general objectives. Some
studies may only have specific objectives while
others may include both categories.
The Subproblems
Most problems in their entirety are so large or
too complex to be solved without subdividing them.
The strategy, therefore, is to divide into smaller
units. Every problem can be broken down into
smaller and discrete units. From a research
standpoint, specific units are easier to comprehend
and resolve. From here on, the matter is one of the
Problem Identification and Research Proposal Preparation…34
simple axiom of numbers: The sum of the parts
equals the whole.
The subparts of the main problem are called
subproblems. By viewing the main problem
through the subproblem, the researcher frequently
gets a better global view of the entire endeavor.
Always think of a problem, therefore, in terms of its
component parts.
Characteristics of Subproblems
Because some researchers may not be entirely
familiar with the nature and the purpose of
subproblems, I will discuss them briefly.
Each subproblem should be a completely
researchable unit. A subproblem should constitute a
logical sub-area of the larger research undertaking.
Each subproblem might be researched as a
separate subproject within the larger research goal.
The solutions of the subproblems, taken together,
combine to resolve the main problem of research. It
is necessary, therefore, that each subproblem be
Problem Identification and Research Proposal Preparation…35
stated clearly and succinctly. Often, a subproblem is
stated in the form of a question. A question tends to
focus the attention of the researcher more directly
on the research target of the subproblem than does
a
mere declarative statement. After all,
the
interrogative attitude is the normal psychological
condition of every true researcher’s mind.
Pseudosubproblems
are
not
researchable
subproblems. Each researcher must distinguish
subproblems that are an integral part of the main
problem from what looks like problems but are
nothing more than procedural indecisions. These
pseudosubproblems arise quite logically from the
ambience of the research situation. They are, in
fact, merely decisions that the researcher must
resolve
before
further
progress
toward
the
resolution of the research problem is possible. We
need to think acutely. Pseudosubproblems for the
researcher are not subparts of the research
problem. They are decisions that must be made
outside of the principal research environment.
Consider these examples (pseudosubproblems)
Problem Identification and Research Proposal Preparation…36
What is the best way to choose a sample?
What instruments or methods should be used to
gather the data?
What measurement instruments are available for
measuring the strength of a person’s
convictions?
How large should a representative sample of a
population be?
How do I find the subproblems within the main
problem?
Within each subproblem, interpretation of
the data must be apparent. At some point in the
statement of the subproblem-as, indeed, within the
main problem—the fact that data will be interpreted
must be clearly evident. This may be expressed as
a part of each subproblem statement, or it may
occupy an entire separate subproblem.
The subproblems must add up to the
totality of the problem. After you have stated the
subproblems, check them against the statement of
the main problem to see (1) that nothing in excess
Problem Identification and Research Proposal Preparation…37
of the coverage of the main problem is included and
(2) that you have no omissions so that all significant
areas of the main problem are covered by the
several subproblems.
Proliferation
of
subproblems
is
circumspect. If the main problem is carefully stated
and properly limited to a feasible researchable
effort, the researcher will find that it usually contains
in the vicinity of two to six subproblems. Sometimes
the inexperienced researcher will come up with as
many as ten, fifteen, or twenty problems. When this
happens, it generally means that a careful review of
the problem and its attendant subproblems should
be undertaken.
Good Research Objectives
Good research objectives should not only flow
from the identified research problem but should also
have the following characteristics:
1. they should be stated in simple language.
Remember. Always state your problem in a
Problem Identification and Research Proposal Preparation…38
complete grammatical sentence in as few
words as possible.
2. they use measurable concepts
3. they are attainable.
4. they are result-oriented; and
5. they are time-bounded.
Combining all the first letters of the underlined
words above will result in an acronym S-M-A-R-T,
which will be useful in remembering the characteristics
of good research objectives.
Lesson 7. Locating the Subproblems
Students frequently have difficulty in locating the
subproblems within the main problems. Here are some
guidelines:
Begin with the problem itself. If the problem is
correctly written, you will be able to detect within the
problem the subproblem areas that may be isolated for
further study. The old axiom that the sum of the parts
Problem Identification and Research Proposal Preparation…39
equals the whole applies here. All the subproblems
must add up to the total problem.
Let’s see this problem: “The purpose of this
study is to know the professional attributes of board
passers, their study habits,
work attitudes and
personality traits coming from public and private
institutions so that a comparative analysis be made.”
Problem Identification and Research Proposal Preparation…40
Figure 1. Structural Representation of the Problem
Subproblem 3
Subproblem 2
Subproblem 1
The purpose of this study will be:
Know the professional
attributes of the board
passers
of
government institution
institutions
Find out their study
habits, work attitudes
and personality traits.
Know the professional
attributes of the board
passers of private
institutions
To find out their study
habits, work attitudes
and personality traits
To have a
comparative analysis
of board passers from
2 types of institutions
Let us now take the above cited problem and
arrange it, so that we may see precisely what the
Problem Identification and Research Proposal Preparation…41
design will be. Figure 1 is a structural chart of the
problem. We have taken the problem and divided it into
three subproblems. The first and second of these have
the
same
general
structural
configuration.
The
analytical aspect of the subproblem is stated first, in the
first of the two boxes, and then the purpose of the
analysis is stated in the accompanying box immediately
beneath the first one. The third subproblem, in effect,
analyzes
the
findings
of
the
two
preceding
subproblems to determine what has been discovered
and composed the 2 types of institutions relative to the
variables mentioned.
Try to pause for a while and perform the
following exercises!
I. Hypothetical situation
Assuming that you are asked to research on the
status and prospects of the College Admission Test
Problem Identification and Research Proposal Preparation…42
(CAT) at a certain institution, how would you go about
it? Read and understand each task given below and try
to answer it.
1. Formulate an appropriate research title.
2. State your general purpose.
3. Develop a specific problem no.1 relative to
the status of CAT at the institution in terms of
test venues, tasks assigned to personnel,
funding and existing activities.
4. Come up with another specific problem no. 2
pertinent to the suggestions coming from
CAT passers, CAT administrators and
personnel involved in testing.
5. Develop another specific problem no. 3 that
pertains to the prospects of CAT at the
institution.
6. What possible instruments could you use to
answer each of the 3 specific problems?
7. Come up with 10 items or possible questions
to answer the following:
7.1- specific problem 1
7.2- specific problem 2
7.3- specific problem 3
Problem Identification and Research Proposal Preparation…43
8. How will you gather the data? Explain
thoroughly.
9. What will be the population? How will you
obtain your samples? What’s the desired
sample that you will get?
10. What research method will you utilize?
Defend your use of the method?
11. Give five (5) key terms to be defined in your
study. Operationally define each.
Relax, here is another exercise!
Below are possible research problems.
Develop each by stating the general purpose
and specific purposes
1. Students are failing in chemistry subjects.
2. Staff in a school are not satisfied with their
monthly pay.
3. Teachers are not contented to teach in a
certain school.
Problem Identification and Research Proposal Preparation…44
4. Parents are complaining about excessive
school fees.
5. Student assistants are over work.
6. College freshmen students have difficulty in
adjusting to the school environment.
Did you find your exercises easy?
Let’s have more readings!
Lesson 8. The Theoretical and Conceptual
Framework
The theoretical and the conceptual framework
provide explicit explanations why the problems under
study exist by showing how the variables involved in
the problem are related to each other.
The theoretical framework makes use of a
theory or theories in explaining why a certain
phenomenon, the subject of the study occurred.
Problem Identification and Research Proposal Preparation…45
Basically, a theory is a set of concepts and their
relations which explains, predicts, and interprets how a
particular phenomenon exists and operates. The
theoretical framework uses abstract concepts although,
in some instance, it is a combination of abstract and
well-defined concepts, but more of the former. A
researcher may adapt existing theories on which to
anchor or link his particular study. In cases where no
applicable theory exists, the researcher is compelled to
formulate one. This task is facilitated by reviewing
related literature and studies.
The conceptual framework has the same
function as the theoretical framework. The difference
lies in the types of concepts which are used. While the
theoretical framework makes use of abstract concepts,
the conceptual framework utilizes specific or welldefined ones which are called constructs.
If the
researcher has in his study theoretical as well as
conceptual frameworks, he should see to it that the
constructs used in the conceptual level should have
been derived from abstract concepts given in the
theoretical level. Some researchers, however, utilize
either one or the two.
Problem Identification and Research Proposal Preparation…46
More often than not, researchers provide a
schematic diagram of the relationship of variables
mentioned in their theoretical or conceptual framework.
Such illustration makes the relations under study more
vivid, providing the researcher direction as well as
basis for data analysis. The illustration (Figure 2)
adopted from Mercado’s book (n.d.) will help in
distinguishing
a
conceptual
from
a
theoretical
framework.
Figure 2
Flow Chart
Level
Independent
Variable
Theoretical Communication
Intervening
Variable
Characteristics
Learning
Mass
Media
Exposur
e
Age
Sex
Education
Religion
Etc.
Political
Knowledge
Number of
hours
spent if
listening
to radio.
Age
Sex
Education
Religion
Etc.
Score in a
given test
Conceptual
Operational
Problem Identification and Research Proposal Preparation…47
The flowchart makes an illustration for the
theoretical concepts to be made operational.
Lesson 9. The Hypothesis
On the basis of the study of objectives,
particularly the specific ones, and the theoretical and
conceptual frameworks, the researcher formulates the
hypotheses of his study which will either be supported
or rejected by the data that he will gather. But what is a
hypothesis? What are its types, characteristics and
uses?
Meaning and Form of Hypothesis
In research, a hypothesis is considered the most
specific statement of a problem or objective. It is an
educational or intelligent guess or prediction about the
existence, attribute or relationship between variables
(characteristics or phenomena) covered by a study. It is
described as educated or intelligent guess since it has
Problem Identification and Research Proposal Preparation…48
been formulated on the basis of well-thought of
objectives and a theoretical or conceptual framework
the foundations of which require critical reviews of
literature and studies related to the subject under
study.
Unlike
the
research
problems
which
are
presented in question form, the hypothesis should
always be stated in declarative sentence form.
(Kerlinger, 1986).
Types of Hypothesis
A hypothesis may be classified in either of these
two major types-the null or the alternative form. The
null hypothesis is a denial of an existence, an attribute,
a relationship, a difference or an affect. As such, it is
stated in the negative form of a statement.
In contrast, the alternative hypothesis states the
very opposite of what the null hypothesis predicts.
Tentatively, it affirms the existence of a phenomenon
that this group of people has such characteristics, that
there is a significant difference between the income of
people living in the urban and in the rural areas, and
Problem Identification and Research Proposal Preparation…49
that the high level of awareness of pregnancy
contraceptives
was
brought
about
by
intensive
promotional campaign launched by agencies in charge
of family planning programs.
For hypothesis to be considered sound or good,
they must possess three major characteristics.
Characteristics of Good Hypothesis
First, it should be reasonable. In that the
offshoots or results of critical though tentative judgment
or explanation of phenomenon have been formulated
with valid basis.
Second, it should be testable in that with the use
of statistical tools, it would be known whether there is a
relationship or difference between two or more
variables, or whether a variable has an influence or
effect on another.
Third, it should conform with the findings of
previous study. For example, a move to favor
democracy over communism, it would be without any
Problem Identification and Research Proposal Preparation…50
basis to predict that Ilongos or Cebuanos have a
favorable attitude towards communism.
Aside from making the research problem or
objectives explicit or more specific, hypotheses serve
the following functions.
1. they provide guide and direction to the
research.
2. they indicate the major independent and
dependent variables being considered,
3. they suggest the type of data that must be
collected,
4. they also suggest the type of analysis that
must be made, and
5. they indicate the type of statistical measures
appropriate to various test to be conducted.
In short, through the hypothesis, the researcher
finally is given direction for the pursuit of the research.
Problem Identification and Research Proposal Preparation…51
Lesson 10. Assumptions
Assumptions
are
of
equal
importance
as
hypothesis for the research study.
Assumptions are statements of facts related to
the research problem, which are presumed to be true
on the basis of observations and experiences although
not actually verified. They are stated so as to provide
foundation from which the study will proceed, and an
additional basis for validation of variables of interest to
the study. As the term suggests, assumptions do not
require testing nor confirmation.
It is important for you to remember that all
investigation, however, have a section on assumptions.
This is so because, in some studies, assumptions are
integrated in the introductory portion of the report
where the researcher discusses the background of the
problem being investigated.
Problem Identification and Research Proposal Preparation…52
Study the following examples of assumptions:
The following are examples of assumptions,
which investigators have used in their study.
1. People
have
certain
attitudes
towards
anything.
2. The subjects under study belong to a certain
socio-economic stratification.
3. Administrators or managers experience jobrelated tension.
4. Any individual wishes/desires acceptance by
and belong to a social group.
5. Any social group desires peace, harmony
and prosperity.
6. Rural families have much smaller income
than their counterparts in urban areas.
Do the aforementioned assumptions show relevance to
the hypothesis?
Problem Identification and Research Proposal Preparation…53
Lesson 11. Scope and Delimitations
This section describes the coverage of your
study.
Scope
Scope and limitations comprise one important
section of a research report. The scope defines the
coverage or boundaries of the research study in terms
of the area or locality and subjects or population
covered, the duration or period of the study. The
research issues or concerns to which the investigation
used is also included.
Limitation
The limitations are statements which gives alert
to the reader of the research report to certain
constraints over which the researcher has no control.
Such factors or constraints have direct bearings on the
result of the study such that without them, the study
Problem Identification and Research Proposal Preparation…54
would be more encompassing, definitive or conclusive.
Stating limitations provides the reader parameter of the
study, notwithstanding certain constraints.
Here is an example!
The present study covers all the women
employed on a permanent status in the government
offices of Dagupan City. To last for seven months, the
study is focused on the knowledge, work attitudes, and
satisfaction level of women respondents.(Scope)
The study would be more comprehensive,
meaningful and far-reaching if it covers more areas
including other cities, which will provide basis for
comparison. This, however, would mean more time,
money and manpower, which the researcher does not
have. (limitations)
Problem Identification and Research Proposal Preparation…55
Lesson 12. Definition of Terms
Another important section of the research report
is that part on which important or key terms are clearly
defined. This section facilitates understanding of the
problem investigated, for here the key concepts are
defined according to how they are used in a particular
study.
Some studies do not have this section in their
report. This is so since definitions of terms are
integrated in the text or presentation/discussion of the
report.
Functions
According to Fisher and Other (1983), the
definition of terms serves two essential functions. First,
it establishes the rules and procedures the investigator
will use to measure variables. Second, it provides
unambiguous meaning to terms so that it cannot be
interpreted in different ways.
Problem Identification and Research Proposal Preparation…56
Types
There
are
two
types
of
definitions-
the
conceptual and the operational. The researcher has
the option to use both types or just the operational
type.
The conceptual or theoretical definition is
universal in that it is the meaning understood by
people. It is abstract and most general in nature. The
usual source of the conceptual definition is the
dictionary, which is the reference book of everyday
language. The operational definition is the meaning of
the concept or term as used in a particular study.
Unlike the conceptual definition, it is concrete in that it
is subject to measurement. The usual practice when
using both types of definition is to state first the
conceptual followed by the operational, although as
mentioned earlier, the researcher may decide to use
only the latter type.
Problem Identification and Research Proposal Preparation…57
Lesson 13. The Variables in Research
The term ‘variable’ has been mentioned several
times so that it is necessary to define it here. In
research, a variable refers to a “characteristics that has
tow or more mutually exclusive values or properties.”
(Sevilla and Other, 1988). Sex, for instance, has two
properties, which are maleness and femaleness. The
ages of different persons have different values, so with
their
size,
height,
weight,
and
income.
The
phenomenon of variety is what makes life interesting; it
is one of the motivating factors of the research
undertaking.
Types
There are three major types of variables- the
independent, dependent and the intervening. The
independent variable is the presumed cause of the
dependent variable. The dependent variable is the
focus of the investigation which behavior or status is
influenced by the independent variable. Learning for
instance is a dependent variable, the status of which –
either satisfactory or unsatisfactory – could be
Problem Identification and Research Proposal Preparation…58
influenced
by
sex,
and
educational
attainment
(independent variable).
The intervening variable, as the term suggests,
comes between the independent and the dependent
variables. Intervening variable is also the immediate
dependent variable of the independent variable. It
either strengthens or weakens the influence or effect of
the independent variable on the dependent variable.
Consider Example 1 given on the next page. Even if
work ethics is good, if the attitude towards work is
negative, then the level of job satisfaction is low .
Another example is illustrated (no.2) wherein
exposure to mass media is the independent variable
while awareness level on population control is the
dependent variable. The age, sex and education is the
intervening variable.
Problem Identification and Research Proposal Preparation…59
Example 1
Independent
Variable
Attributes
and Work
Ethics of
male
employees
Intervening
Variable
Attitudes
towards
work
Dependent
Variable
Level of Job
Satisfaction
Example 2
Exposure to
Mass Media
Age, Sex,
Education
Awareness
level on
population
control
Variables which are not considered in the study
but which affect in any way the study are called
extraneous or exogenous variables. As much as
possible, the researcher have to control over them. If
beyond control, they should be taken into account in
the analysis and interpretation of study results.
Problem Identification and Research Proposal Preparation…60
In some studies, variables are presented with
their respective indicators on which basis they are
measured. At the very early life of the research project,
the indicators of the study variables should be
determined and defined clearly. Failure to do so will
create problems in the data processing and analysis
stage.
On the next page are the variables and
indicators on the community and household family of
selected Comprehensive Agrarian Reform Program
(CARP) areas in Negros
Occidental and process
documentation of community organizing activities.
Variables
Indicators
Households type
Nuclear, extended
Households size
Absolute number
Number of children
Absolute number
Dependency burden
Ratio of non-working to
working members
Sources of income
Employment categories
Income
Total monthly earnings, in
cash and kind
Education
Highest level completed
Problem Identification and Research Proposal Preparation…61
Skill
Possessed
and
aspired
proficiency or ability
Type of dwelling
Housing type on the basis
of materials
Homelot ownership
Owned, not owned
House ownership
Owned, not owned
Distance from town/city
Absolute (in km.)
Means of transportation
Jeepney, bus, tricycle, etc.
Road condition
Dirt, asphalt, cemented
Land classification
Mountains,
hilly,
plain,
sloping, etc.
Crops grown
Specific crops
Production
Absolute monetary value
Farm facilities
Specific
production
and
storage facilities
Rainfall pattern
Rainy, dry months
Soil condition
Productive, unproductive
Welfare facilities
Specific
community
infrastructures
Problem Identification and Research Proposal Preparation…62
Lesson 14. Significance of the Study
A section on the significance of the study is
required not only the theses or dissertations but even in
research proposals which seek financial assistance. It
is in this section where researcher expresses his
persuasions about the value of the study so as to get
approval of the screening and approving of the
committee and the support of the funding institutions.
It is to the advantage of the researcher to state
all the significant contributions that he will make, as
follows:
1. Contribution to the accumulation of knowledge,
or to fill up a knowledge gap;
2. Contribution to building, validating, or refining
prevailing theories;
3. Contribution to meeting a pressing need of
specific
group
like
solving
a
problem
or
improving certain conditions;
4. Contribution to refining concepts, improving
research instrumentation and methodologies;
and
Problem Identification and Research Proposal Preparation…63
5. Contribution to meeting the concerns or priorities
of funding institution like improved income,
health, inter-relations, and the like.
The significance of the study may be presented
from different perspectives. For example, if the study is
on social concerns, its contributions may be viewed
from the point of view of the planners and decisionmakers, the implementators funding institutions, and
the target beneficiaries. This part of the research paper
is very important component interwoven in the
introduction to justify the conduct of the study.
After discussing important concepts
in this guide about the research proposal, let
us find out for ourselves if we can apply the
principles learned.
Be able to answer 2 general
questions.
Place your answers in your
notebooks.
Problem Identification and Research Proposal Preparation…64
I. Answer the following questions:
a. What makes a problem researchable?
b. What
are
the
sources
and
characteristics of a good research
problem?
c. How
do
we
define
a
research
problem? How does one go about
defining a research problem?
d. In justifying a research problem, what
considerations
are
to
be
remembered?
e. What are the characteristics of good
research objectives?
f. What
are
the
major
types
of
hypothesis? What is the difference
between the two?
g. What are the characteristics and uses
of good hypothesis?
h. Why is there a need to define the key
terms of one’s research?
Problem Identification and Research Proposal Preparation…65
i.
What
are
the
major
types
of
definitions? How does one differ from
one another?
j.
What
are
the
major
types
of
variables? What is the distinguishing
feature of each?
k. In
stating
the
significance
or
importance of the study, what aspects
or contributions of a study will be
emphasized?
You may place your answers to
these questions in your notebook for us to
have the discussion during our interaction.
sessions.
II. Go to the library and take hold of at least two (2)
thesis or dissertation. Critique the following research
problem and objectives, theoretical and/or conceptual
frameworks, assumptions and hypotheses, scope and
limitations, variables and their indicators.
Base your critique on the following:


Congruency to the title
Characteristics of good research objectives
Problem Identification and Research Proposal Preparation…66

Use of a theory

Clearly slated assumptions

Good hypothesis

Clear scope and limitations

Variables indicated
It is very important to remember that in
preparing a research, you should follow institutional
format. The discussions that follow include basic
descriptions on the preparation of a Research
Proposal.
Lesson 15. Research Proposal Preparation
I.
What Proposal Is?
A research proposal is a systematic plan of
procedure for the research to follow. It is comparable to
a blueprint, which the architect prepares before the
bids are approved and building commences. The initial
draft of the proposal is subject to modification in the
light of the analysis by the student and his or her
Problem Identification and Research Proposal Preparation…67
project advisor. Because good research must be
carefully planned and systematically carried out,
procedures that are improvised from step to step will
not suffice. A worthwhile research project is likely to
result only from a well-designed proposal.
The research proposal is a brief description or a
written report based upon a careful investigation of a
chosen assigned topic to be submitted for approval. It
must be reviewed first both by the adviser and the
researcher to better understand the purpose and
procedures of the study. Proposals are beneficial to the
researchers to make a complete analysis of the
research process he/she intends to use. Basically, the
proposal provides an inventory of the statement of the
problem(s) and its significance, definition of terms,
review of related literature and methods.
In short, it contains basically the first 3 chapters
of a research.
II.
Parts of a Research Proposal
A research proposal is submitted either for a
grant or for meeting an institutional requirement. For
either purposes, the proposal usually includes seven
Problem Identification and Research Proposal Preparation…68
major parts. However, institutions suggest other
formats for the research proposal to be followed by the
student researchers.
Chapter 1: THE PROBLEM
Introduction
A brief paragraph or two often introduce the
problem indicating the importance and the validity of
the particular problem.
Suitable background information of the actual
situation obtaining in the environment proposed to be
studied may be incorporated in the introduction and a
comparison
with
some
theoretical framework
or
principle is made. The introduction should indicate the
need to study the problem or it answers the questions:
Why are you studying the problem? What prompted
you to undertake the study? Based on the existing or
actual situation as compared to the ideal situation, is
there an existing gap that needs to be researched?
Problem Identification and Research Proposal Preparation…69
Statement of the Problem
This is a clear and sharply defined statement of
the actual problem. This is usually a declarative
statement but may be in question form. This is an
attempt to focus on a stated goal or directions of the
research process. It must be limited enough in scope to
make a definite conclusion possible. The major
statement may be followed by the minor statements.
A problem suggests a specific answer or
conclusion. Usually, a controversy or a difference of
opinion exists. A cause-effect relationship may be
suggested upon the basis of theory or previous
research
findings.
Personal
observation
and
experience may be the basis of a problem. Research
problems are best defined by stating the major problem
(either in declarative or interrogative form) and then
breaking it down into specific questions. (Please refer
to lessons 3 to 5 of this guide).
Problem Identification and Research Proposal Preparation…70
Scope and Delimitation of the Study
This explicitly describes the coverage of the
study or the period of time involved in the investigation,
the geographic limits of the study, and persons
involved. It also includes the areas of the field of study
and areas that are outside the limits of problem (please
refer to lesson 11).
Theoretical Framework
This part consists of the summary of writings of
recognized authorities and of previous researchers
providing evidence that the researcher is familiar with
what is already known and what is still unknown and
untested. Since effective research is based upon past
knowledge, this step helps to eliminate the duplication
of what has been done and provides useful hypotheses
and helpful suggestions for significant investigation.
Citing studies that show substantial agreement and
those that seem to present conflicting conclusions help
to sharpen and define understanding of existing
knowledge in the problem area. It provides a
Problem Identification and Research Proposal Preparation…71
background for the research project and makes the
reader aware of the status of the issue.
This section of the proposal helps explain or
clarify the theoretical and rationale of the problem. Only
studies which are related in purpose, method or
findings to the current study should be included in the
review. The discussion of such studies should be in the
form of brief critical analysis of the purpose, method of
study, principal findings, and conclusions. How each of
the studies reviewed relates to the problem at hand will
be pointed out summarizing and providing a transition
from the past studies to the present one. The present
study should be shown to relate with the previous
study.
The related materials should be synthesized in
order to serve as guidepost in the conduct of the
research ( please go back to lesson 8).
Conceptual Framework
From the theoretical framework, the researcher
formulates a theoretical scheme for his own research
problem, which is tentative or theoretical explanation of
the phenomenon or problem he is going to investigate.
Problem Identification and Research Proposal Preparation…72
The conceptual framework is reduced into a paradigm
or schematic diagram showing the variables of the
framework and their interrelationships. The theoretical
scheme is the basis for formulating the research
hypothesis (refer to lesson 8).
Operational Definition of Terms
Many terms are subject to a variety of
interpretations.
Such
terms
are
to
be
defined
operationally according to the precise meanings they
are intended to convey. Clear definitions should be
stated for all important variables reflected in the
paradigm or the conceptual framework mentioning also
their respective measures.
These definitions will help to establish the frame
of reference with which the researcher approaches the
problem (refer to lesson 12).
Assumption
These are the statements which the researcher
believes to be true but cannot verify. A researcher may
Problem Identification and Research Proposal Preparation…73
state the assumptions. For instance, that the participant
observes in the classroom after a period of three days
will establish rapport with the students and will not have
a reactive effect on the behavior to be observed (refer
to lesson 10).
Research Hypothesis(es)
The hypothesis is a tentative answer to a
question. It is an educated guess or hunch, generally
based upon prior research and/or theory to be
subjected
to
the
process
of
verification
or
disconfirmation. This is a conjectural statement of
relationship between two or more variables. These
statements are based on existing information tested
experimentally or empirically (refer to lesson 9).
Whether stated explicitly or not, hypotheses are
a part of a research, for they guide the investigation. It
is important that the hypothesis be formulated before
data are gathered. This is necessary for an unbiased
investigation. It is inappropriate to formulate additional
hypotheses after data are collected, but they should be
Problem Identification and Research Proposal Preparation…74
tested on the basis of new data, not on the data that
suggested them.
The research hypotheses are changed to the
null form when they are tested statistically. Only null
hypotheses can be subjected to statistical testing (refer
to lesson 9).
Methodology
This part of the research proposal usually
consists of research design, subjects, procedures and
statistical data analysis.
Research Design
This section usually describes the method of
research to be followed by the researcher whether it is
descriptive, experimental or historical research.
Sampling Technique
This section details the population from which
the researcher plans to select the sample. The number
Problem Identification and Research Proposal Preparation…75
of respondents desired from the population and how
they will be selected are also indicated in this section.
The reader of the research report should be able to
understand
exactly
from
where
and
how
the
the
adoption,
respondents are to be selected.
Data Gathering Instruments
This
section
describes
construction and administration of the instruments to be
used in gathering the data. Instruments include tests,
questionnaires, interview, guides, and/or schedules.
Apparatus, devices, and laboratory equipment used
should be described, a drawing or photograph is
recommended.
Data Gathering Procedure
The procedures to be followed in conducting the
study
should
be
explained
in
complete
detail.
Techniques, devices and procedures to be followed
should be described.
Statistical Treatment of Data
Problem Identification and Research Proposal Preparation…76
This section describes briefly how the data
collected are to be processed. If statistical techniques
are used, this fact should be mentioned. If one will use
a technique that is not appropriate to the data, this fact
should be noted and explanation be made.
Only if the statistical technique to be used is a
new or unfamiliar one, there is a need to write the
formula to be used.
III. Evaluation Criteria
Research proposals are evaluated according to
the following criteria;
1. Statement of the Problem.
a. Does the statement of the problem define
and delimit the area of the research?
b. Is it stated in a clear and distinct
language?
c. Is
the
significance
of
the
problem
recognized?
Problem Identification and Research Proposal Preparation…77
d. Is the value to be gained and the potential
importance of those applications clearly
described?
2. Theoretical Framework (Review of Related
Studies)
a. Is it adequately covered?
b. Do the studies cited provide a foundation
for the proposed study?
c. Are important findings noted?
d. Is it well organized?
e. Is an effective summary provided?
f. Are the studies adequate and relevant so
that the reader need not read the article
to determine its significance?
g. Is the literature cited directly relevant to
the problem and hypotheses?
h. Does this part show how the proposed
study differs from the reviewed literature
and
how
it
can
extend
present
knowledge?
Problem Identification and Research Proposal Preparation…78
i.
Is there a theory or tentative statement of
generalization from the
synthesis of
findings?
3. Assumption, hypotheses, definitions
a. Are
assumptions,
limitations,
and
delimitations stated?
b. Are the hypotheses clearly stated and
testable?
c. Are the hypotheses testable?
d. Do the hypotheses clearly flow from the
problem statement?
e. Are important terms defined?
4. Methodology
a. Is the research design described in
detail?
b. Is it adequate?
c. Are the samples described in detail?
d. Are relevant variables recognized?
Problem Identification and Research Proposal Preparation…79
e. Is the population to be involved in the
study clearly pictured?
f. Is sampling to be used and the method of
sampling and the rationale for using it
stated?
g. Are appropriate controls provided to
establish experimental validity?
h. Are
the
data
gathering
instruments
appropriate?
i.
Are
validity
and
reliability
of
the
instrument established?
j.
Can the sample and procedure be
replicated based on the information and
references given?
k. If standardized instrument is to be used,
is the index of validity and reliability and
other characteristics of the instruments
clearly indicated?
l.
If
the
investigator evolved
instruments,
are
the
his own
procedures
in
establishing the validity and reliability of
the instruments described?
Problem Identification and Research Proposal Preparation…80
5. Procedure and Analysis of Data
a. Are the procedures of the investigation
detailed enough to follow replication?
b. Are the steps to be taken to answer every
question
or
test
every
hypothesis
included?
c. Are the analytical techniques used to
answer every hypothesis appropriate?
d. For experimental studies:
1. Are extraneous variables, which might
influence
the
outcome
of
the
experiment identified?
2. Are the methods of controlling the
extraneous variables fully described?
3. Are the possible sources of error and
how to take those into account in the
interpretation pointed out?
Problem Identification and Research Proposal Preparation…81
Post Questions
After studying part 2 of this guide, you
are now to test yourself as regards your
retention to the concepts presented.
Directions:
Match the items in Column A with those listed in
column B. Write the answer of your choice on the
blank space before the item numbers.
A
B
_____ 1. Research Proposal
a. objective
_____ 2. Criteria in objective formation
b. null hypothesis
_____ 3. Main Problem Hypothesis
c. research
_____ 4. Specific Problems
d. blueprint
_____ 5. Problems posing for answer
e. sub-problems
_____ 6. Definitions as used in the study
f. assumptions
_____ 7. Testable hypothesis
g. questions form
_____ 8. Alternative hypothesis
h. SMART
_____ 9. Statements believed
to be true by the researcher
i. research
Problem Identification and Research Proposal Preparation…82
_____ 10. Theory
j. research model
k. tentative stated
generalizations
Congratulate yourself if you got a perfect
score!
Appended in this guide is a sample research
proposal
for
your
perusal.
Read
and
understand the proposal. After which try your
best to make your own research proposal
following the different parts. Then check it
with the evaluation criteria presented earlier
Appendix A
Sample Research Proposal
Title: Socio-economic factors as related to the
values development of college freshmen.
Problem Identification and Research Proposal Preparation…83
Statement of the Problem
This study aims to determine the relationship
between the socio-economic factors and values
development of College freshmen enrolled at Agnus
Dei College for the school year 2004-2005. As such,
guidelines will be formulated to further strengthen
positive
values
of
college
freshmen
students.
Specifically, it seeks to answer the following questions:
1. What is the profile of the college freshmen in
terms of the following socio-economic factors;
a. parents’ occupation,
b. parents highest educational attainment,
c. exposure to mass media(number of hours
spent per day).
d. kind and type of reading materials, and
e. sibling position?
2. What is the extent of values development of the
college freshmen along the following aspects:
a. Health
b. Knowledge and truth,
c. Moral Development,
d. Spiritual Development,
Problem Identification and Research Proposal Preparation…84
e. Social Responsibility
f. Economic self-sufficiency, and
g. Nationalism and patriotism?
3. What is the significant relationship between
each of the socio-economic factors and the
values development of the college freshmen
taken singly and as a whole?
4. What appropriate guidelines be formulated to
sustain or strengthen positive values?
Scope and Delimitation of the Study
This study will be conducted in Agnus Dei
College, Sta. Ignacia, Tarlac during the school year
2004-2005 using the first year college as respondents.
It will consider the socio-economic factors and the
selected indicators of values development.
Problem Identification and Research Proposal Preparation…85
Theoretical Framework
This section presents a review of the studies
conducted along values development in order to
provide strong foundation for the proposed study.
Lagasca
(1990)
considered
the
values
development of the college freshmen and its relation to
some personal factors. It was found out in the study
that the overall values development of the students is
significantly related with the personal factors. When the
values
were
development
taken
was
singly,
influenced
intellectual
by
the
values
parents
educational attainment. Moreover, social responsibility
and political values were significantly influenced by
their mother’s occupation, and their socio-cultural
values development was significantly influenced by the
person giving financial support and their mother’s
educational attainment.
De Gracia (1985) looked into the differences in
value orientation and self-concept of working and nonworking college students from selected schools in
Metro Manila. It was found out that the male and
female students did not differ significantly in their selfconcept scores except in the moral-ethical self. MoralProblem Identification and Research Proposal Preparation…86
religious and aesthetics values were significantly
related to sex. Aesthetic and intellectual values were
also significantly related to socio-economic status.
Conceptual Framework
The paradigm that will guide the researcher in
the conduct of this study is shown below.
Independent Variables
Socio-economic Factors
 Parents’ occupation
 Parents’ education
 Exposure to mass
media
 Kinds and type of
reading materials
 Sibling position
Dependent Variables
Values Development
 Health
 Knowledge and
Truth
 Moral development
 Spiritual
development
 Social responsibility
 Economic Selfsufficiency
 Nationalism and
Patriotism
Problem Identification and Research Proposal Preparation…87
The Research Model
In
this
study,
socio-economic
factors
are
assumed to influence the values development of the
college freshmen.
Operational Definition of Terms
For a better understanding of this study, the following
terms are defined.
Socio-economic Factors. These are the variables
which are assumed to affects the values development
of the respondents. It includes parents occupation,
educational attainment, mass media exposure, reading
materials and subling position.
Parents’ Educational Attainment. This term is used
to denote the highest educational attainment of the
parents of the college freshmen.
Parents’ Occupation. This refers to the means of
livelihood of the father and mother which could be
classified as professional or non-professional work.
Problem Identification and Research Proposal Preparation…88
Mass Media Exposure. This refers to the means by
which the freshmen college acquires information either
through the ratio, television, and cassette or through
newspaper. It also includes the number of hours spent
per day.
Reading Materials. These are the printed materials
like magazines, journal, books, and comics.
Assumptions
1. The respondents’ responses to the items in
the questionnaire are reflections of their
values.
2. The instrument for data gathering is valid and
reliable.
3. The values development of the pupils is
measurable.
Hypothesis
There is a significant relationship between the
socio-economic factors and the values development of
the college freshmen in terms of the following aspects.
Problem Identification and Research Proposal Preparation…89
a. Health
b. Knowledge and Truth
c. Moral Development
d. Spiritual Development
e. Social Responsibility
f. Economic Self-sufficiency
g. Nationalism and Patriotism
Methodology
This section presents the design of the study,
the
population,
data
gathering
instruments
and
procedures of gathering data. Also, the statistical
treatment of data is included.
Research Design
This design will employ the descriptive method
of research, which is correlational in nature.
Problem Identification and Research Proposal Preparation…90
Population
All the two hundred fifty (250) College Freshmen
enrolled in Agnus Dei College will be utilized as
respondents for this study. A total enumeration will be
employed by the researcher considering the fact that
the number will still be manageable.
Data Gathering Instruments
The questionnaire will be the main data
gathering instruments. The first part on the socioeconomic factors will be obtained by means of an
information sheet that the researcher will construct.
However, on the values development, the researcher
will adopt the questionnaire used by Abero (1992) in
her masteral thesis entitled “Values Development of the
Intermediate
Pupils
of
San
Vicente
District
as
Influenced by School and Home – Based Delivery
System.”
Other forms or documents will also be utilized in
obtaining data relative to other information that were
not obtained from the questionnaire.
Problem Identification and Research Proposal Preparation…91
Data Gathering Procedures
In the conduct of this study, the researcher will
first seek permission from the College Dean and when
permission will be granted (append the letter) she will
coordinate with different department chair for her to be
allowed to administer the questionnaire to the students
so that they will personally accomplish the given
research instrument.
Statistical Treatment of Data
The following statistical techniques will be
employed to treat the data gathered in the study.
Frequency count and percentage will be used to
describe the socio-economic profile of the respondents
(specific problem number 1).
Weighted mean will be employed to describe the
level of values development of the respondents
(specific problem number 2)
Chi-square Test of Independence (X2) will be
employed to correlate the values development of the
respondents with the socio-economic factors (specific
problem number 3).
Problem Identification and Research Proposal Preparation…92
Suggested References
Best, John W.
Research in Education. Englewood
Cliffs, New Jersey: Prentice Hall, Inc. 1977
Best, John W. and James V. Kahn. Research in
Education. Englewood Cliffs, New Jersey: Prentice
Hall 1989
Bloom, Martin. The Experience of Research. N.Y.
McMillan Publishing Co. 1986
Culberston,
Jack
A.
and
Education Research.
Stephen
P.
Honely.
New Perspectives. Danville
Illinois Interstate Printers and Publishers, 1963
Kerlinger, Fred N. and Howard B Lee. Foundation of
Behavioral
Research.
4th Edition. Forth Worth:
Harcourt College Pub., 2000
Krathwehl, David R.
How to Prepare a Research
Problem. Syracuse, New York: Syracuse University
Press, 1966
Problem Identification and Research Proposal Preparation…93
Leedy, Paul D. Practical Research, Planning and
Design. 2nd Edition. New York: Mcmillan, 1980
Mouly, George J. An Introduction to Research
Procedures Education. New York: Harper and Row
Publisher 1967
Travers, Robert M. W. An Introduction to Education
Research. 3rd Edition. New York: McMillan 1969
Problem Identification and Research Proposal Preparation…94