The Research Process

Learning Competency:
A. Determine the appropriate steps in planning and designing a research study.
B. B. Point out the importance of conceptualizing/identifying original topics in research.

Objectives
At the end of the module you are expected to:
1. Describe the nature of the research process
2. Identify and describe each step in the research process; and
3. Explain the importance of each step in the research process.
4. Evaluate topics that are feasible to be undertaken by a student researcher.
5. Identify the problem and sub-problems in a given study.
6. Formulate a hypothesis.

The Research Process

 The research process is a cyclic process. Most of the time, the conclusion that is reached
at the end of an investigation leads to other problems which other researchers may undertake in
the future. Opportunities for more inventions and discoveries arise from the cyclic nature of
research. In essence, it perpetuates the dynamic nature of science and ensures its continuous
growth.
The research process, like any other process, is made up of several steps. Each step leads
consequently to the next one. The time it takes for each of these steps depends on the kind of
problem being investigated, the experience of the researcher, and the availability of resources
needed for the study.
The steps in the research process are basically the same as those in the scientific method.
The scientific method is a sequence of problem-solving skills that scientists use to answer
questions or problems. Some of these skills include identifying a problem, formulating a
hypothesis, doing library research, observing, performing experiments, analyzing data, drawing
conclusions, and communicating results.

Figure 1.2 shows the steps involved in a scientific method.

Compare the steps in the scientific method with the steps in the research process.

THE RESEARCH PROCESS

I. IDENTIFICATION OF A RESEARCH PROBLEM
A problem identified by the researcher keeps him focused throughout the entire research
process. It is the basis of all subsequent research activities he is going to undertake. It guides him
to the hypothesis, work plan, interpretation of findings, and finally, to the conclusion. Each of the
steps in the process and its corresponding output is deemed necessary and useful as it relates to
the problem. One of the evaluation criteria used to judge the success of the research is the
significance of the identified problem. It is always useful to refer to some criteria when one has
to decide on what research to pursue.
A checklist of guidelines is given in Table 1.1 to assist you in selecting your topic for
research.

In the identification of the problem, several things must be considered. The statement of
the problem must be clear, organized, and specific. It must define the scope and set the limits of
the problem to help determine the feasibility of doing the actual investigation.
The statement of the problem identifies or specifies the variables to be measured and
observed. Some of these variables are manipulated by the investigator, some are response
variables, and others are held constant or controlled. The investigator must be sensitive enough
to recognize all other variables that may influence the result of the investigation. This will be
discussed further in the next lesson.
The statement of the problem sets the objectives or goals of the study. It
also states the sub-problems.

Let us consider this problem:

Effects of varying temperatures and concentrations on the index of refraction of sugar solution.

Main Objective: To find the effects of temperature and concentration on the index of refraction
of sugar solution.

Specifically, this study seeks to find the effects of

a) Varying temperatures on the index of refraction of sugar solution, and
b) Varying concentrations on the index of refraction of sugar solution.
The statement of the problem above is clear, organized, concise, and specific. Its scope
and limits are defined. It also provided the basis for the formulation of the hypothesis.
There are three types of questions: (1) Descriptive, (2) Difference and (3) Relationship.

Guidelines in formulating the general problem and specific questions

1. The statement of the problem should be formulated first before conducting the research.
2. Specific sub problems are stated in the interrogative form.
3. Each specific question must be clear and unequivocal, that is, it has only one meaning. Be
guided with the acronym “SMART” (Specific, Measurable, Achievable, Realistic, and Time
bound)
4. Questions answerable by YES and NO are highly discouraged.
5. Each specific question is researchable apart from the other questions, that is, answers to each
specific question can be found even without considering the other questions.
6. Questions must be based upon known facts and phenomena.
7. Answers to each specific question can be interpreted apart from the answers to other specific
questions.
8. Answers to each specific question must contribute to the development of the whole research
problem or topic.,
9. Summing up the answers to all the specific questions will give a complete development of the
entire study.
10. The number of specific questions should be enough to cover the development of the whole
research problem or study.
11. Generally, there should be a general statement of the problem and this should be broken
down into as many sub problems or specific questions as necessary.
II. FORMULATION OF HYPOTHESIS
After identifying the problem, an investigator proceeds to formulate a hypothesis relevant to the
problem. The hypothesis serves as a tentative solution to the problem before any
experimentation.
More importantly, it also serves as a guide to the research work plan or
design. A hypothesis is tested by conducting the actual
experimentation.

HYPOTHESIS is an educated guess. It is also a tentative answer to a research question or

problem. It may be based on factual knowledge, experiences and observations. A hypothesis can
be defined as a possible answer to a problem based on gathered information.
Usually, scientists suggest an answer to a problem they have defined by formulating a
hypothesis. The hypothesis that they have formed is usually based on the information they
gathered. They may form more than one hypothesis from a single piece of information since
there are many possible solutions to a problem. Each possible solution must be tested. Therefore,
a hypothesis must be testable. To test whether the results of these observations or experiments
support it.
A hypothesis is based on the objectives of the study. It is therefore
used as a guide in doing the experimental design. It may be stated in
any of the following forms:
a. The null statement;
b. The alternative statement; and
c. The cause and effect statement.
 To demonstrate how the three forms are stated, let us consider again the research problem
that was identified earlier: The effects of varying temperatures and concentrations on the index
of refraction of sugar solution.

In this problem, the question being investigated is:

“What factors affect the index of refraction of sugar solution?”

There are two suggested factors: temperature and concentration. Hence, two hypotheses are to be
formulated. We can state them in any of the three forms.

Table 2.1 Forms of hypothesis

In conducting research, we need to develop creative strategies for producing the desired
results. Reviewing relevant literature helps in the formulation of creative procedures for solving
the research problem. This further survey of scientific literature is more focused than the initial
one because the search is now limited to the information needed for the identified problem.

III. REVIEW OF RELATED LITERATURE

In some cases, a research problem is not immediately recognized or identified. It requires
a preliminary survey of related literature. By reading through various publications and surfing
the internet, we become aware of the previous works already done. In fact, it could even spur an
idea or two that can be the subject of a research investigation. Experienced research also goes
through this step just to ensure that they are not duplicating other people’s studies unless there is
a need to validate the findings with more advanced detection and measuring techniques.

IV. PREPARATION OF RESEARCH DESIGN

A research design is necessary because it functions as the work plan for the research
investigation. It specifies not only the resources needed for the study but also indicates how the
resources will be utilized to answer the problem.
A more comprehensive form of research work plan can be prepared. It is called a research
proposal. Professional researchers usually send research proposals to funding agencies to obtain
financial support for their studies. The research proposal contains not only the research design
but also the timetable for actual investigation and a breakdown of expenses for each phase of the
actual experimentation. The research design is being prepared to systematized the work during
actual experimentation. It maximizes the research output since there is a plan to follow and
revise if necessary.
The researcher knows what experiments to do as soon as he steps into the laboratory.
Furthermore, only relevant data will be collected since the research design specifies in detail how
and what data should be obtained. A valid research design is a basis for the validity of the entire
research.

V. ACTUAL EXPERIMENTATION
Actual experimentation is an implementation of the research work plan or design. An
experiment is an activity that generates observations or data which, upon processing and
analysis, result in the solution of the research problem or generate further studies.

VI. DATA ANALYSIS AND INTERPRETATION

Unorganized and unprocessed data are tedious to look at and deal with. It is also difficult
to summarize them into meaningful statements. Data gathered are organized into tables and
graphs before they are analyzed using statistical methods. The statistical
conclusions can be explained further in terms of the research objectives. This explanation is a
simpler presentation of the meaning of statistical conclusions.

VII. FORMULATION OF A CONCLUSION

A conclusion summarizes the significant results of the experiment. Just like any activity
with a beginning, research must come to an end, and thus, a conclusion must be stated for each
research. In many cases, the conclusion does not only end the research but also suggests future
questions left unanswered in the course of the investigation.
These unresolved questions lead to new researches. Knowing the objectives and the conclusion,
the reader can evaluate the merit of the completed research.