MKM 11-3 Marketing Research GBS FOR WEEK NO. 04 TO 08 Period Covered: ____________________________ SCHOOL YEAR _________________ | ________ Semester CORE LESSON CONTENTS: THE ELEMENTS OF THE RESEARCH PROPOSAL I. The Initial Process of Research The segment focuses on the Research Proposal and the elements composing it. Following his coursework, the student is now at the onset of a research project, having chosen a inquiry which would pursue his interest. At this instance, previous readings have been made, and ideas assimilated from what authors and researchers have written. Library readings also have been made and discussions with an adviser and with peers have taken place. These activities have helped to firm up on the decision to pursue research on a specific topic. This process of developing the specific research inquiry is referred to as conceptualization. A gradual clarification of concepts occurs, influenced by changes which have resulted from socio-cultural trends, innovations, or new systems. Finally, the idea of a significant and interesting research problem comes to light becoming personally valuable to the student's desire to contribute to his field of study through scientific research. After the research problem is personally identified by the student, it becomes timely to consult a research adviser to set the parameters of the projected inquiry. Such a consultation will resolve the following issues: 1. Type of research work, whether it shall be exploratory, descriptive or explanatory. 2. The sources suggested by an experienced adviser, such as particular books, journals, magazine articles and Web sites. 3. The timeframe for the research project. Simple class research projects may take a week to complete. The Master's Thesis and the Doctoral Dissertation take a longer time, as these are culminating activities for attaining a graduate degree. 4. Other general matters can be discussed with the adviser preparatory to framing the Research Proposal and these may include considerations of the needed methods, instruments, participants, data analysis, etc. Such a consultation can help tie together random ideas about a planned project, conducive tothe framing of a suitable. Research Proposal. At times, research adviser like to refer to the Research Proposal as a \"working proposal,\" owing to their experience that the proposal can further be refined as the research moves along. Meanwhile, higher education institutions may have varying specific proposal requirements, but generally all Research Proposals have three major components: the introduction of the study, review of related literature and methodology. II. First Chapter of the Research Proposal In writing the Research Proposal, Chapter 1 introduces the study with the following elements: 1. Introduction 2. Background of the Study 3. Setting of the Study 4. Statement of the Problem 5. Hypothesis of the Study 6. The significance of the Study 7. Delimitations of the Study 8. Definition of Key Terms Introduction The introduction servers to orient the reader about the research project. This is best achieved by a statement of the purpose of the study. It may also include the rationate, legal basis, and historical setting. In effect, the introduction is a preview of the whole study. In the Introduction, it is important to convince the reader that the proposed study is not simply a fact-gathering activity. Rather it gives promise to provide genuine advancement in scientific thought. Rather than simply accumulate facts or data, the projects is based on a preconceived idea known as a hypothetical truth, which serves as a guiding idea to know what is previously unknown . All in all, the impression is relayed to the reader that this research project has significant desirability and necessity. Background of the Study This presents the context of the study, stating the external factors which gave rise to the research proposal. This is the same as saying to the reader, \"Here is what has been happening and so there is good reason to explore the problem or issue.\" Usually also expected in the Background is an explanation on how the study will contribute to the knowledge-base of the field of the study to which the issue belongs. In identifying the factors that contribute to the Background of the Study, the following questions may be asked: 1. What trends are occurring in the field? 2. What developments are most promising? 3. What problems have surfaced or may surface? 4. What is the impact of socio-cultural factors? 5. If this paper is read 25 years after its publication, how would the reader benefits from the study? 6. What is the general state of knowledge about the problem? In most researches, a discussion of three background factors would suffice. In an extensive research, however, each background factor will have to be identified and explained fully. In a working proposal, the examination of background need not be included unless required by the research committee. Setting of the study In this section, the researcher identifies the place of the study in relation to the subject of inquiry. Identifying the setting is important as this will demonstrate that the study is based on a true-to-life setting about which accurate observations and measurement procedures can be made. In effect, the setting prevents danger of over-generalization in a study. In the Research Project, the setting of the study also has relevance in establishing a paradigm of framework for observation and understanding. Once the researcher works within a paradigm, two benefits are achieved: (a) a more accurate understanding of what could otherwise be simply odd actions and views, and (b) an avenue for new ways of thinking and explaining things. A different point of view from another research may eventually come to light, but the difference may be in the framework for observation and understanding. Simply stated, the setting of the study points out that the research proposal and its projected finding are likely to make a contribution to a given field of study. STATEMENT OF THE PROBLEM A research proposal is prompted by question of observed phenomena which call for an explanation. In a particular research proposal, \"A Study of the Teaching Performance of Selected Education Graduates Hired in Public school in the National Capital Region.\" some questions arise: 1. How do hired education graduates generally perform as classroom teachers? 2. How do supervisors rate the performance of these hired education graduates in terms of classroom performance, mastery of content, teaching strategies and communication skills? 3. How does the education curriculum relate to their teaching performance? What causes unemployment problems? 4. How do years of teaching experience contribute to teaching performance of these problems? In a research proposal, the problem needs to be stated correctly by way of precise question which demands a specific answer. The formulation of this question has a bearing on several1. Source of the problem such as from the researcher's interest, from suggestion by an adviser or peers, from the course of study, or from new ideas inherent in previous researches 2. Factors in problem selection such as focus, point of view and time and frame. 3. Prospects of a good problem proposal such as its relevance, novelty, practicality. After determining the problem, the researcher may then take steps to develop a clear and function problem statement. This entails: (a) establishing the research topic within a general area of study; (b) developing a more narrowly defined problem that represents an aspect of the research topic, and; (c) formulating the carefully defined issue, the problem statement. The following are characteristics of a good problem: 1. Stated in a question of interrogative sentence 2. Stated in a fresh or novel way 3. Stated in clear and simple language 4. Has as least two variables (factors or qualities) which are capable of being measured or tested Examples of variables are: 1. Height varies in measures of height-- tall, medium, short 2. Gender varies-male and female 3. Aggressive behavior varies in its different forms and degrees 4. Food intake varies depending on eating much or little. In research, variables are either independent (the main factor element) or dependent (inferred factor or element). Frustration, for examples is an independent variable, while verbal criticism and aggression are dependent variables. Formulating the problem statement takes a process of refinement by way of a question narrowed down to essential elements. The question contains the major variables which reflect essential observations on a phenomenon or issue. Let us study the examples of problem statements below: 1. Did the Marcos regime use propaganda? Not appropriate for research since the question can be answered simply by yes or no. this can be refined by stating. \"To what extent did mass media control contribute to a prolonged Marcos regime?'' 2. Is government saving Aetas from poverty? This is too broad for a problem statement. It can be improved by the question, \"How effective is the poverty alleviation program for the Aetas in terms of housing, livelihood and health services?\" HYPOTHESIS OF THE STUDY A hypothesis is a \"hunch,'' more scientifically describe as an assumption or prediction on the relationship of two or more factors or variables. The hypothesis is stated by way of a declarative sentence, relating either in general or in specific terms, the relationship of these factors or variables with clear implication that this relationship can be empirically or statistically measured. Without this characteristic of being potentially measurable, the hypothesis is not valid or is at least a poor assumption. For example the hypothesis, \"Group learning contributes to higher class achievement:\" the two variables are group learning and class achievement. The measurement of the variables is manifest and so testing the hypothesis is feasible. The importance of the hypothesis as a tool in scientific research has long been established because: (a) they direct the research inquiry, saying in effect what has to be done; and (b) they enable the researcher, by the way of their general relational statements, to make deduction on specific manifestations implied by the inquiry problems. A more radical way of stating its importance is to say that a research problem cannot be scientifically solved unless it is reduced into hypothesis form. This is because a problem is a question and is not directly measurable. One does not directly measure for example the question: \"Does group learning contribute to class achievement?\" Rather, it is the relationship between group learning and class achievement which is tested or measure. In sum, the researcher who does not hypothesize a relation in advance does not give the research process a chance to prove or disprove anything. SIGNIFICANCE OF THE STUDY This indicated the importance of the research study. It is especially significant for research projects which seek financial assistance or other forms of grants (scholarship, travel grant, material support, etc.) from foundations agencies, and other institutions. Understandably, the significance of the study should be presented in a manner that will convince the screening committee for assistance of the study. The presentation should prove the importance of the study in terms of (a) solving a problem (b) narrowing or bridging a knowledge gap (c) improving socio-economic or politico-cultural conditions (d) validating research instruments and methods; and (e) supporting development thrusts. SCOPE AND LIMITATION OF THE STUDY The scope tells the extent to which the result of an inquiry may find an application. The delimitation give information on the shortcomings of the investigation, and where results may fail to apply. One difficulty in research concerns the issue of generality or specificity. If a research problem is too general, it can become too vague, thus not measurable. General terms such as democracy, innovation, self-transformation do not carry immediate empirical value. On the other hand, there is the other extreme of too much specificity. While every scientific research needs to be narrowed down, there is the danger of making the inquiry too thin trivial. To limit the implications of group work and class achievement to Class IV-A of a school is too limited for a research proposal. DEFINITION OF TERMS Universally accepted terms are not defined in the research study. Terms whose meaning may be different in the context of the inquiry need to be defined in this section. Operational definition of terms are preferred over dictionary definition of terms. EVALUATION (OUTCOME): Based on your chosen topic/research title, formulate your chapter 1 with the following format: Font style - arial Font size - 14 double space Chapter title should be placed in center and bold using font size 16. Chapter title must be capitalized