WEEK 5 LESSON 5

Methods of Research and Procedures

Generally, the research design is explained in this module. Among those topics included
are the research design which needed to be given some kind of explanations are the
following: Method of Research Used, Method of Collecting Data and Development of the
Research Instrument, Sampling Design and Statistical Treatment.

Course Learning Outcome:

At the end of this module, the students are expected to:

1. Classify Data According to Source;

2. Enumerate the characteristics of a good research instruments; and
3. Enumerate the advantages of secondary data.

Method of Research

The methods of research used whether historical, descriptive or experimental should be

explained briefly. The procedural part of the method, its appropriateness to the study,
and some of its advantages should be given attention and should be well discussed.

Example:

Suppose the descriptive method of research was used in the study of the teaching of
mathematics in the senior high school of Province B. briefly the discussion follows:

The descriptive method of research was used in this study. Descriptive method of
research is a fact finding study with adequate and accurate interpretation of the findings.
It describes with emphasis what actually exist such as current conditions, practices,
situations, or any phenomena. Since the present study or investigation was concerned
with the present status of the teaching of mathematics in the senior high school of
Province B, the descriptive method of research was the most appropriate method to
use.

Collection of Data

Data, plural for datum, are a collection of numbers, quantities, facts, or records, used as
bases for drawing conclusion or making inferences. (Good,p.155)

Data are what research is searching for and which are subjected to analysis, statistical
procedures and interpretation so that inferences, principles, or generalizations are
drawn. Data also reveal unsatisfactory conditions that need to be improved. The
application of newly discovered facts and principles to remedy unsatisfactory conditions
becomes the basis of human progress and the improvement of the quality of human life.

Classification of Data According to Source

Data are classified according to sources as follows:

1. Primary data. Primary data are those gathered from primary sources. The
primary sources are as follows:

a. Individual persons.

b. Organized groups or organizations such as associations, fraternities, school,

business firms, the church, army, navy, air force, government, law making
bodies, family, tribe, etc.

c. Established practices such as marriage, religious rites, legal system, economic

system, democracy, system of morals, etc.

d. Documents in their original forms such as the Constitution, laws, orders,

proclamations, treaties, contracts, census and all kinds of original records,
letters, diaries, etc.

e. Living organisms such as animals, fowls, and lower forms of living organisms.

f. Man-made material things such as buildings, machines, weapons, artifacts,

appliances, roads, bridges, dams, radios, television, electricity, etc.

g. Natural objects and phenomena such as rain, wind, typhoon, water,

earthquake, mountain, snow, etc.

2. Secondary data. Secondary data are those gathered from secondary sources.
The secondary sources are as follows:

a. Books including dictionaries, encyclopedias, almanacs, etc.

b. Articles published in professional journals, magazines, newspapers, and other

publications.

c. Unpublished master’s theses and dissertation and other studies.

d. Monographs, manuscripts, etc.

 e. All other second-hand sources. Secondary data are verbal (written) data.
These are the certain advantages of primary data over secondary data among which
are: (Bacani, et.al.,p.21)

1. The primary data frequently give detailed definitions of terms and statistical units
used in the survey.

2. The secondary data have usually little or no explanatory notes ad may contain
clerical and typographical mistakes which often arise from transcription of the figures
from the original or primary source.

3. The primary data usually includes a copy of the schedule and a description of the
procedure used in the selection of the type of a sample and in collecting the data. This
gives the user an idea of accuracy, applicability, and limitation of the survey results.

4. The primary data are usually broken down into finer classifications. The
secondary data often omit part of combining categories such as showing barrios instead
of sitios, or municipalities instead of barrios.

There are also advantages of secondary data, among which are:

1. Secondary data are more convenient to use because they are already condensed
and organized.

2. Analysis and interpretation are done more easily.

3. Libraries make secondary data more easily accessible.

Categories of data gathered from respondents. Respondents are those individuals who
are asked or requested by a researcher to supply data or information about his research
problem. The categories of data supplied by respondents are the following:

1. Facts. These are recollections, observations, and perceptions of respondents about

themselves and of other people. Examples are:

a. Personal circumstances such as age, sex, height, weight, color of skin and
eyes, color and nature of hair, facts about health, date of birth, place of birth, civil
status, number of children, present address, kind of residence and residence
environment, telephone number, nationality, race, ethnic group, native language
 and other language spoken, education and school, intelligence, character and
other psychological characteristics, etc.
b. What they do such as habits ad hobbies, profession or occupation, life
style, plans and aspirations, social or economic status, membership in religious,
professional or civic organizations, activities, practices, and other events in their
lives.

2. Attitudes and Feelings. These are the respondent’s ideas and thoughts about the
research topic, and his personal feelings about the worth of the item being
investigated.
This may include the extend of the respondent’s attitude and feelings toward the issues
or state of affairs raised in the research problem. For instance, if a respondent is ask to
give his attitude or reaction towards pornography, he may say, strongly agree to, favors
it; or he merely agrees to, favors or likes it; or he may say that he is not sure of his
opinion, that is, he is uncertain; or he merely disagree to, or disfavors, dislikes, or hates
it; or strongly disagrees to, disfavors, dislikes, or hates it.

3. Judgments. These data include the respondent’s idea or opinion about, or his actual
behavior, in a given situation. This is what the respondents think a thing or situation
should be or what is. In this, there seems to be a standard, and ideal standard that is,
with which things, ideas and situations are compared; how far or how near they are
from the standard. For instance, if a respondent is asked how serious a problem is,
he may answer very serious, serious, slightly serious, not serious or not at all a
problem according to his judgment.

4. Psychomotor skills. These data refer to the manipulative skills of the individual and
his activities that involve his five senses: sight, hearing, taste, smell, and touch. How
skillful does one operate a microscope? How well does he respond to sound? To
touch? In here there is also an element of judgment because the performance of an
individual is usually judged in comparison of or with the performance of an average
individual.

5. Results of tests and experiments. The results of tests and experiments are very
important data especially in psychology and in the physical, chemical, and biological
sciences. Much of the progress of mankind is due to the results of tests and
experiments performed in connection with research. The psychological principles that
we are applying today have been the results of extensive testing.

6. All other data gathered from the primary and secondary sources of data.

Selecting the Method of Collecting Data

There are several ways of collecting data among which are the following:

A. Clerical tools
1. The questionnaire method

2. The interview method

3. The empirical observation method

4. The registration method

5. The testing method

6. The experimental method

7. The library method

B. Mechanical devices: microscope, thermometers, cameras, etc.

The choice of the method depends upon some factors such as the nature of problem,
the population or universe under study, the cost of the survey, and the time factor.

The Research Instrument or Tools

Instruments or tools for gathering data in research are of two categories or kinds:
(Treece and Treece, p.49)

1. Mechanical devices. Mechanical devices include almost all tools (such as

microscopes, telescopes, thermometers, rulers and monitors) used in physical sciences.
In the social sciences and nursing, mechanical devices include such equipment as tape
recorders, cameras, films and video tape. In addition, included also are the laboratory
tools and equipment used in experimental research in the chemical and biological
sciences, as well as in industry and agriculture.

2. Clerical tools. Clerical tools are used when the researcher studies people and
gathers data on the feelings, emotions, attitudes and judgment of the subjects. Some
examples of clerical tools are: filed records, histories, case studies, questionnaires, and
interview schedules.

Among the characteristics of a good research instruments are the following:

1. The instrument must be valid and reliable. An instrument is valid if it collects data
which are intended for it to collect and long enough to be able to collect adequate
 information to complete the study or investigation. It is reliable if it is administered to
the same subject twice without any practice it also gives the same result or measure.
2. It must be based upon the conceptual framework or what the researcher wants
to find out. A conceptual framework is the researcher’s idea or expectation of what a
situation should be but he is not proving his idea or expectation to be true. He is only
finding out if it is true or not.

3. It must gather data suitable for and relevant to the research topic. Foreign data
or extraneous to the study or topic should not be gathered by the instrument. For
instance, if the topic is about the teaching of mathematics, the instrument should
gather data only about the teaching of mathematics and not for the teaching of
Science.

4. It must gather data that would test the hypotheses or answer the questions
under investigation. Testing a hypothesis is merely finding out whether it is true or
not based upon the data gathered. If the information gathered reveals that the
hypothesis is true, then it is accepted, otherwise it is rejected. In studies where there
are no expressed hypotheses, but only specific questions are used, the data that
should be gathered are those that would answer the question.

5. It should be free from all kinds of bias. It should not suggest what should be the
replies. Here is an example of a biases question. “Are you using Colgate
Toothpaste? ______ If not, what brand of toothpaste are you using?” This is based
because the mere mention of the word “Colgate” is already a suggestion. To remove
the bias, the question should be “What brand of toothpaste are you using?”

6. It must contain only questions or items that are unequivocal. An equivocal

question admits two or more interpretations while an unequivocal question admits
only one interpretation. Here is an example of an equivocal question: “Are you
employed or not?” This is also called a double barreled question. Actually, these are
two questions rolled into one. The first question is “Are you employed?” The second
question is “Are you not employed?” The original question is answerable by “yes” or
“no” but the “yes” or “no” should be qualified. The answer should be either “Yes I am
employed” or “No, I am not employed” “Are you employed?” is an example of
unequivocal question because the answer expected is definite, either “yes” or “no”.

7. It must contain clear and definite directions to accomplish it. Poor direction:
“Please accomplish the questionnaire”. The respondents do not exactly know what to do
whether to write his replies in words, in numbers, or in other symbols. Better: This is a
multiple response questionnaire. Please read each question carefully and then put a
check mark before the item or items following which you think will best answer the
question.
8. If the instrument is mechanical device, it must be of the best or latest model. If
it is a microscope or a camera, or a tape recorder, it must be of the latest model so
that it will gather accurate and reliable data.
9. It must be accompanied by a good cover letter. A good cover letter in the form of
a request should be made as cordially and politely as possible to make the
instrument more acceptable to the respondents.

10. It must be accompanied, if possible, by a letter of recommendation from a

sponsor. A letter of recommendation from a sponsor, one who has some influence
over the respondents, may be secured and made to accompany the instruments to
facilitate its administration or to insure its accomplishment and return.

REFERENCES:

Aquino, Guadencio V., Essentials of Research and Thesis Writing. Quezon City:
Alemars-Phoenix Publishing House, Inc., 1974

Babble, Earl. The Practice of Social Research. Fourth Edition. Belmont, California:
Wadsworth Publishing Company, Inc. 1986

Bacani, Alberto C., Alfomso R. Cruz,and Sancho M. Cuasay. Introduction to Business

and Economic Statistics. Manila: University of the Eas, GIC Enterprise & Co., Inc. 1968

Berelson, Bernard. Content Analysis in Communication Research. Glencoe, Illinois:

Free Press, 1952

Good, Carter V. Editor. Dictionary of Education. Second Edition. New York: Barnes and
Noble, Inc.,1960

Good, Carter V. Introduction to Educational Research. New York: Meredith Publishing

Company, Inc.,1963.

Good, Carter V. and Douglas E. Scates. Methods of Research: Educational,

Psychological, Sociological. Manila: Appleton-Century-Croft, Inc., 1972. (Reprinted by
National Book Store).

Treece, Eleonor Walters and James William Treece, Jr. The Elements of Research in
Nursing. Saint Louis: C.V. Mosby Company, Inc., 1973. (Reprinted by Phoenix Press,
Inc.)

Treece, Eleonor Walters and James William Treece, Jr. The Elements of Research in
Nursing. Second Edition. Saint Louis: C.V. Mosby Company, Inc., 1977. (Reprinted by
Phoenix Press, Inc.)

Sanchez, Custodiosa A. Methods and Techniques of Research, Manila:Rex Book Store

Inc., 1980.