Basics of Research and Statistical Tools

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BASICS OF RESEARCH AND STATISTICAL TOOLSDR. ROMEO M. DALIGDIGHEAD, RESEARCH OFFICELYCEUM OF ILIGAN FOUNDATIONResearch- comprises creative work undertaken on a systematic basis either qualitative, quantitative, descriptive, or experimental in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this stock of knowledge to devise new applications.

2Basic Parts of ResearchTable of Contents

Title PageAbstractApproval SheetAcknowledgmentTable of ContentsList of TablesList of FiguresChapter I- The Problem and Its Background

-Rationale-Research Framework-Statement of the Problem-Hypothesis-Significance of the Study-Scope and Limitations of the Study-Definition of Terms

Chapter II Review of Related Literature

Chapter III- Research Methodology-Research Design- Respondents of the Study- Research Instrument- Data Gathering Procedure-Statistical TreatmentChapter IV Presentation, Analysis and Interpretation of DataChapter V- Summary, Conclusion and RecommendationBibliographiesAppendicesCurriculum Vitae

Chapter III- Research Methodology-Research Design- Respondents of the Study- Research Instrument- Data Gathering Procedure-Statistical Treatment

3LIF encouragesCollaborative Research- a team of 3 or 4 members

4Basic Parts of Research CHAPTER I1.1. Rationale-Presents the problem and the reason or reasons why it is necessary to conduct the study.Example. One of the thrusts of LIF is to strengthen the culture of research. It is important to conduct this inquiry to find ways on how to do it.5Basic Parts of ResearchCHAPTER I1.2. Research FrameworkTheoretical Framework.Conceptual Framework-Relating to or having the characteristic of the theory established and proven by authors which are very useful to the present study.- Consisting of the researchers own position on a problem after his exposure to all theories that have bearing on the problem.6Basic Parts of ResearchCHAPTER I1.2. Research FrameworkResearch ParadigmInputIndependent VariablesProcessModerating/Intervening VariablesDependent VariablesOutput7Basic Parts of ResearchCHAPTER I1.3. Statement of the ProblemThere should be a general statement of the whole problem followed by the specific questions or sub-problems into which the general problem is broken up.

8Basic Parts of Research CHAPTER I1.3. Statement of the ProblemExample. The researcher wants to investigate on how to strengthen the research culture in LIF. Specifically, it aims to seek answers to the following sub-problems:

9Basic Parts of ResearchCHAPTER I1.4. Research Hypothesis-scientific assumption.Only experimental/inferentialstudy needs expressly research hypothesis.Example. There is no significant difference/relationship between

10Basic Parts of ResearchCHAPTER I1.5. Scope and Limitations of the StudyGeneral PurposeSubject MatterTopics studiedPopulationTo strengthen research culture in LIFThe research cultureResearch Culture, Capability Building, Cost, Benefits and IncentivesAll Faculty and Students

11Basic Parts of ResearchCHAPTER I1.6. Significance of the Study-includes benefits and beneficiaries, contribution to the fund of knowledge, and possible implications.Example. Administration, Faculty, Students, Parents, and Future Researchers

12Basic Parts of ResearchCHAPTER I1.7. Definition of Terms- Only terms, key words or phrases which have special or unique meaning in the study are defined.Example. Conceptual or operational definition

13Basic Parts of ResearchChapter II Review of Related Literature

14Basic Parts of ResearchCHAPTER IIREVIEW OF RELATED LITERATUREThe materials must be as much as possible:1. recent2. objective and unbiased3. relevant4. minimum of 10 sources

15Basic Parts of ResearchChapter III- Research Methodology-Research Design- Respondents of the Study- Research Instrument- Data Gathering Procedure-Statistical Treatment

16Basic Parts of ResearchCHAPTER III- Research Methodology3.1. Research Design- historical, descriptive or experimental3.2 . Respondents of the Study -includes sampling and sampling designSlovins formula: n= N/ (1 + Ne2 ) where: n= sample size, N=population, e= error percent

17Basic Parts of ResearchCHAPTER III3.3. Research Instrument - Describes the tool used to measure the variables.

18Basic Parts of ResearchCHAPTER III3.4. Data Gathering Procedure - The method of collecting the data and the development of the instrument for the gathering of data must be explained here.

19Basic Parts of ResearchCHAPTER III3.5. Statistical Treatment of Data -The kind of statistical treatment depends upon the nature of the problem (sub-problems) and the specific data gathered.

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Why statistics?1. Is indispensable2. To have valid and reliable data3. To give meaning and interpretation

Guidelines in the Selection and Application of Statistical Procedures1. The data should be organized using any or all of the following depending upon what is desired to be known or what is to be computed.

Guidelines in the Selection and Application of Statistical Procedures1.1. Talligram (tabulation table)1.2. Score or frequency distribution1.3. Scattergram

Guidelines in the Selection and Application of Statistical Procedures2. When certain proportions of the population based on certain variables such as age, height, income are desired to be known:

Guidelines in the Selection and Application of Statistical Procedures2. 1. frequency counts and percents are to be used 2. 1.1. textual 2. 1.2. tabular 2. 1.1. diagramatic/graphical

Guidelines in the Selection and Application of Statistical Procedures3. When the typical, normal or average is desired to be known, the mean is to be used.

Guidelines in the Selection and Application of Statistical Procedures4. When the variables being studied are abstract or continuous such as adequacy, efficiency, excellence, extent, seriousness (problems), weighted mean is to be used.

Guidelines in the Selection and Application of Statistical Procedures5. When the variability of the population is to be known, the standard deviation is to be used.

Guidelines in the Selection and Application of Statistical Procedures6. When the relative placements of scores or positions are to be known, ranking, quartile deviation or percentile rank shall be used.

Guidelines in the Selection and Application of Statistical Procedures7. When significance of the trend of responses of persons as a group toward a certain issue, situation, value or thing, the chi- square is to be used.

Guidelines in the Selection and Application of Statistical Procedures8. When the significance of the difference between the responses of two distinct groups, the chi-square of two-group is to be used.

Guidelines in the Selection and Application of Statistical Procedures9. To determine how one variable varies with one another, the correlation coefficient is computed.

Guidelines in the Selection and Application of Statistical Procedures10. If the significance of the difference between the perceptions of two groups about a certain situation, t-test.

Guidelines in the Selection and Application of Statistical Procedures11. To determine the relative effectiveness of the different ways of doing things to which randomized groups are respectively exposed to and only a post test is given to the different groups, ANOVA is to be used.

Guidelines in the Selection and Application of Statistical Procedures12. To determine the effects of some variables upon a single variable to which they are related, partial and multiple correlations are to be used.

Guidelines in the Selection and Application of Statistical Procedures13. To determine the association between two independent variables, the chi-square of independence or chi-square of multiplication may be used.

SUMMARY2. Over all Performance of the Group2. Mean or Average3. Homogeneity and Heterogeneity3. Standard Deviation4. Significant Difference4. t-test or z-test, ANOVA5. Relationship or Association5. Chi-square, Correlation, Regression Analysis1. Basic ToolsFrequency, Percentage, Weighted Mean, Ranking

Basic Research ProposalChapter IV Presentation, Analysis and Interpretation of Data

38Techniques in Organizing, and Presenting the Data1. Talligram Faculty Development ProgramNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)1.Having access to a variety of opportunitiesIIIII2.Enhancing teaching abilityIIIIII3.Availing of faculty development based on meritIIIIII4.Enabling to attend off-campus professional and educational meetingIIIIII5.Conducting faculty consultation regarding priority faculty development programIIIIIIITable 4Frequency Distribution of the Respondents as to Faculty Development ProgramFaculty Development ProgramNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)Total1.Having access to a variety of opportunities0023162.Enhancing teaching ability0022263.Availing of faculty development based on merit0022264.Enabling to attend off-campus professional and educational meeting0031265.Conducting faculty consultation regarding priority faculty development program003126Total 12 9 730Raw DataTechniques in Organizing, and Presenting the Data2. Frequency and Percentage AgeFrequency(f)Percentage(%)16-17118-192420- 211022 and above15Total50Frequency Distribution as to Respondents AgePercentage = (f/ N) x 100Where f = frequencyN= total number of respondentsEx. Percentage of Age 18-19:P= 24/50= 0.48 x 100 = 48%

AgeFrequency(f)Percentage(%)16-171218-192420- 211022 and above15Total50Frequency Distribution as to Respondents AgePercentage = (f/ N) x 100Where f = frequencyN= total number of respondentsEx. Percentage of Age 18-19:P= 24/50= 0.48 x 100 = 48%





Figure 3Percentage Distribution of the Respondents AgeEducational QualificationNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)Weighted Mean(WM)1.A graduate of BS Crim or its related discipline000334.52. Licensure Examination of Criminologist Passer000424.33.Satisfied CHED minimum requirements to teach in higher education002224.04.Enrolled in Graduate Education003123.8

5.Engaged in Continuing Professional Education002224.0Over-all weighted mean4.12Table 2.Frequency Distribution of the Respondents as to Educational QualificationEducational QualificationNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)Weighted Mean(WM)1.A graduate of BS Crim or its related discipline0 (1)0(2)0(3)3(4)3(5)4.5

Table 2Frequency Distribution of the Respondents as to Educational QualificationWeighted Mean = [w(x1) + w(x2) +w(x3)+ w(x4) + w(x5)] / nwhere :w= weighted value assigned to the frequencyXi = is the frequency corresponding to the assigned weightN= the total number of respondentsIntervalScale4.2 -5.0A very serious factor3.4 4.1A serious factor2.6 3.3A moderately serious factor1.8 2.5A minor factor1.0 - 1.7Not a factorInterval = [Highest Scale Value Lowest Scale Value]/ Number of Point ScalesInterval = [5-1]/5 =0.8Educational QualificationNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)Weighted MeanXInterpretation1.A graduate of BS Crim or its related discipline000332. Licensure Examination of Criminologist Passer000423.Satisfied CHED minimum requirements to teach in higher education002224.Enrolled in Graduate Education003125.Engaged in Continuing Professional Education00222Over-all weighted meanEducational QualificationNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)Weighted MeanXInterpretation1.A graduate of BS Crim or its related discipline000334.5A very serious factor2. Licensure Examination of Criminologist Passer000423.Satisfied CHED minimum requirements to teach in higher education002224.Enrolled in Graduate Education003125.Engaged in Continuing Professional Education00222Over-all weighted meanEducational QualificationNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)Weighted MeanXInterpretation1.A graduate of BS Crim or its related discipline000334.5A very serious factor2. Licensure Examination of Criminologist Passer000424.3A very serious factor3.Satisfied CHED minimum requirements to teach in higher education002224.Enrolled in Graduate Education003125.Engaged in Continuing Professional Education00222Over-all weighted meanEducational QualificationNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)Weighted MeanXInterpretation1.A graduate of BS Crim or its related discipline000334.5A very serious factor2. Licensure Examination of Criminologist Passer000424.3A very serious factor3.Satisfied CHED minimum requirements to teach in higher education002224.0A serious factor4.Enrolled in Graduate Education003125.Engaged in Continuing Professional Education00222Over-all weighted meanEducational QualificationNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)Weighted MeanXInterpretation1.A graduate of BS Crim or its related discipline000334.5A very serious factor2. Licensure Examination of Criminologist Passer000424.3A very serious factor3.Satisfied CHED minimum requirements to teach in higher education002224.0A serious factor4.Enrolled in Graduate Education003123.8A serious factor5.Engaged in Continuing Professional Education00222Over-all weighted meanEducational QualificationNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)Weighted MeanXInterpretation1.A graduate of BS Crim or its related discipline000334.5A very serious factor2. Licensure Examination of Criminologist Passer000424.3A very serious factor3.Satisfied CHED minimum requirements to teach in higher education002224.0A serious factor4.Enrolled in Graduate Education003123.8A serious factor5.Engaged in Continuing Professional Education002224.0A very serious factorOver-all weighted meanEducational QualificationNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)Weighted MeanXInterpretation1.A graduate of BS Crim or its related discipline000334.5A very serious factor2. Licensure Examination of Criminologist Passer000424.3A very serious factor3.Satisfied CHED minimum requirements to teach in higher education002224.0A serious factor4.Enrolled in Graduate Education003123.8A serious factor5.Engaged in Continuing Professional Education002224.0A very serious factorOver-all weighted mean4.12A serious factorEducational QualificationNot a Factor(1)A Minor Factor(2)A Moderately Factor(3)ASerious Factor(4)AVery SeriousFactor(5)Weighted MeanXInterpretation1.A graduate of BS Crim or its related discipline000334.5A very serious factor2. Licensure Examination of Criminologist Passer000424.3A very serious factor3.Satisfied CHED minimum requirements to teach in higher education002224.0A serious factor4.Enrolled in Graduate Education003123.8A serious factor5.Engaged in Continuing Professional Education002224.0A very serious factorOver-all weighted mean4.12A serious factorIntervalScale4.2 -5.0A very serious factor3.4 4.1A serious factor2.6 3.3A moderately serious factor1.8 2.5A minor factor1.0 - 1.7Not a factorInterval = [Highest Scale Value Lowest Scale Value]/ Number of Point ScalesInterval = [5-1]/5 =0.8Techniques in Organizing, and Presenting the Data3. Ranking VariablesFrequencydominantrankyesnoYESNO1. Is there any Personal Digital Assistance?2694NO8th1st2. Does your school have a teacher(s) who specializes in ICT education?6654YES5th4th3. Are the teachers given opportunities to learn to integrate computers into their classroom practice?8535YES3rd6th4. Alternatively, is ICT education at your school implemented at the discretion of the teachers?6852YES4th5th5. Has your school introduced a remote education system via WWW (e-learning)?4179NO6th3rd6. Has your school introduced Computer Assisted Instruction (CAI)?3783NO7th2nd7. People say that information gap exist between those who use ICT and those who dont and that an inequality result. Do you perceive such a gap around ?9822YES2nd7th8. Do you think the ICT education at school helps to overcome the digital divide? 1128yes1st8thTechniques in Organizing, and Presenting the Data4. Scattergram

Presenting the Data1. Textual Presentation The figure above shows the percentage distribution of the respondents age. It shows that out of fifty respondents, forty eight percent (48%) were 18-19 years old, thirty percent (30%) were 22 years old and above, twenty percent (20%) were 20-21 years old and only two percent (2%) were 16-17 years old. The figure implies that most of the Criminology students are teen agers and are relatively young.AgeFrequency(f)Percentage(%)16-171218-19244820- 21102022 and above1530Total50100Table 1. Frequency Distribution as to Respondents AgePresenting the Data2. Tabular Presentation Presenting the Data3. Graphical Presentation Figure 1. Percentage Distribution as to Respondents AgeTesting the significant difference1. t-test

Testing the significant difference2. z-test

Testing the significant difference3. ANOVA

Testing the significant relationship or association1. chi-square

Testing the significant relationship or association2. correlation




Testing the significant relationship or association2. Regression analysis

Just Remember!In Statistics, dont lie. But lies do statistics. Basic Research ProposalChapter IV Presentation, Analysis and Interpretation of Data

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Guidelines in the Presentation of Data1.The presentation should be made one by one according to the content and order of the sub-problems.2. There should be textual and tabular presentations of data.

Guidelines in the Presentation of Data3.Make a label or title of the table in graph.4. If possible dont break the data. The readers may not easily understand the overall findings of the study when data are broken and distributed in different pages.

Guidelines in the Presentation of Data5.Textual presentation may come before or after the tabular data whichever is possible so as not to break the graph or table.4. If possible dont break the data. The readers may not easily understand the overall findings of the study when data are broken and distributed in different pages.

Example:Agef%Rank25 and above45422-141419319-213746118 and below25312TOTAL80100Figure 1/Table 1 exhibits that majority of the respondents were aged from 19 21 which was 46%, followed by respondents aged 18 and below which was 31%, then aged 22-24 which was19% and finally, 25 and above which was 4%.

This implies that most of the responses are coming from the young age which is 19-21 years old.

ANALYSIS AND INTERPRETATION OF DATAAnalysis is a process of analyzing statements. Interpretation is an act or instance of interpreting an explanation.

Analysis and Interpretation of DataTypes of Research Analysis1. Univariate Problem 2.Bivariate Problem 3.Multivariate Problem

Analysis and Interpretation of DataTypes of Research Analysis1. Univariate Problem Example 1. What is the extent of awareness of LIF Maritime Students on research writing?

Analysis and Interpretation of DataTypes of Research Analysis1. Bivariate Problem Example: To what extent are the following productivity variables related:research and instruction;Research and extension; andResearch and production?

Analysis and Interpretation of DataTypes of Research Analysis1. Multivariate Problem Example: Is there a significant difference between the extent of productivity of Maritime faculty members along instruction, research and extension?

Interpretation of DataLevels of Interpretation of Data1. Table Reading. The contents of the table are to be presented numerically and descriptively.2. Implications or meaning of the data. Focus on the meaning.3. Cross-referencing or corroboration. To compare to existing knowledge or finished studies.

Example:Agef%Rank25 and above422-141419-213718 and below25TOTAL80

Example:Agef%Rank25 and above45422-141419319-213746118 and below25312TOTAL80100Figure 1/Table 1 exhibits that majority of the respondents were aged from 19 21 which was 46%, followed by respondents aged 18 and below which was 31%, then aged 22-24 which was19% and finally, 25 and above which was 4%.This implies that most of the responses are coming from the young age which is 19-21 years old.This is in consonance with the study of Yap (2010) that most of the students in the college were relatively young.

Some expressions to use:It appears thatIt is understandable thatIt is worth mentioningIt can be deduced thatThis explains whyIt is expected thatIt shows thatThis is attributed to the factBasic Research ProposalChapter V- Summary, Conclusion and Recommendation

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Findings of the Study* From Chapter IV, the findings in chapter 5 shall only contain the specific results both quantitative and qualitative without any explanations or reasons.* They are presented as they were organized and categorized in the sub-problems.*Findings must be stated and written in the past tense with no irrelevant, indirect or unnecessary findings. Use descriptive and qualitative findings as necessary.

Finding of the Study SampleThe status of human resources was very much in educational qualifications, while much along professional performance, workload, rank and tenure and faculty development. The average mean value was 3.32 described as much.

Conclusions* Conclusions must be written in the present tense. They are stated based on the findings of the study. Carefully stated not to appear as findings or recommendations. They are made in general statement which reflects the results of the study.* May or may not be stated separately and can be lumped in one conclusion if applicable.*Conclusions should not contain numerals. They should be formulated concisely and briefly stated but must convey necessary sense from the findings.

Conclusion Sample from the FindingFinding: The status of human resources was very much in educational qualifications, while much along professional performance, workload, rank and tenure and faculty development. The average mean value was 3.32 described as much.Conclusion: Human resources are academically qualified and professionally performed in an acceptable manner. They are also qualified as to workload, rank and tenure and faculty development.

Recommendations*The recommendations of the study are based on the findings and conclusions.* The recommendations must be specific, implementable, and point out the direct agency or people involved like administrators, teachers, students, parents, and researchers for possible future action.

RecommendationsForms of Recommendations1. Narrative form2. Enumeration or Outline form

Sample Problem: 1. What is the profile of potential investors in terms of: 1.1. educational attainment; and 1.2. socioeconomic status?

Findings: 1.1. Majority of the potential investors were college graduates; however, there were some postgraduate degree holders. The greatest number of these potential investors had occupations related to professional work. 1.b. Majority of them had an average monthly income of P10,000 P19,000. Majority of these investors had 1 to 3 dependents but 3 of them had more than 10 dependents. Conclusion: The potential investors possess a substantial background knowledge and professional experience; hence, given the necessary training, they can be motivated to venture into entrepreneurship.Recommendation: The proposed training program should be implemented to prepare potential investors for entrepreneurship ventures.The greatest challenge that a greater student can overcome is to unlock his great potential for RESEARCH!

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Stimulate learning.Make a difference!Thank you and God bless!

Basics of Research and Statistical Tools

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