Module

In
Research Writing

Name of Student: _________________________________________________

Course: _________________________________________________________
Teacher: _________________________________________________________
Schedule: ________________________________________________________
 PREFACE

This step-by-step compilation of modules covers the concepts in research

needed by student researchers. This is handy learning materials for students. Each
module presents and explains the concepts in a simple and direct manner.
Examples are provided to reinforce learning. Students will then reinforce these
learning using the activity sheets, which could be used as exercises. Teachers can
monitor the progress of the students.

It is the aim of this module to provide students the necessary knowledge and
skills in research with emphasis on the research process and writing research
report.

Various sources were consulted and directly used as references to enrich each
module. Simple and straight forward presentation of research concepts are
arranged according to their sequence in a research report.

All the works cited in this are listed and appropriately acknowledged in the
bibliography.

The writer expresses his gratitude to all men and women who are using this
module. The writer also acknowledges indebtedness to all authors and writers
whose works are used directly and indirectly for the enrichment of this module.
 TABLE OF CONTENTS

Title Page
Preface
Introduction

Module I Overview of Research

What is Research?
The Nature of Research
Values of Research to Human Beings
Purposes of Research

Module II Functions of Research

Characteristics of Research
Major Types of Research
Ways of Knowing or Obtaining Information
Kinds of Research Paper
General Classifications of Research
Characteristics of a Researcher
Approaches in Research
Outcomes of Research

Module III The Research Process

Characteristics of Good Research Questions
The Research Process

Module IV The Rationale of the Study

Guidelines in Writing the Rationale of the Study

Module V The Theoretical Background

Guidelines for Critiquing Theoretical and Conceptual
Frameworks

Module VI The Review of Related Literature

Guidelines for Critiquing Research Literature Reviews
Purposes of a Literature Review

Module VII The Research Problem

Hypothesis
Characteristics of a Research Problem or Objectives
Guidelines in the Selection of a Research Problem or Topic
Independent and Dependent Variables
 Guidelines for Critiquing Research Problems, Research Questions and
Hypotheses
Formulation of the Research Problem/Objectives

Module VIII Significance of the Study

Module IX The Research Designs

Descriptive Design
Descriptive Researches
Experimental Design
Types of Experimental Design
Case Study Design
The Cycle of a Case Study

Module X The Research Environment

Module XI The Research Respondents/ Subjects

Sampling Strategies for Qualitative and Quantitative Research

Module XII The Research Instruments

Qualities of a Good Research Instrument
Types of Validity
Methods in Testing the Reliability of Good Research Instrument
Practicality

Module XIII The Research Procedure

Gathering of Data Collection
Statistical Treatment/ Statistical Design

Module XIV Definition of Terms

Module XV Presentation, Analysis and Interpretation of Data

Data Prescription
Data Presentation
Elements to Consider in the Interpretation
Phrases that May Help Analyze and Interpret the Results
Tabular Presentation
Guidelines for Critiquing Quantitative Analyses
Guidelines for Critiquing Qualitative Analyses
 Introduction

Solutions to the problems of our society today must be based on

knowledge. To acquire knowledge and to continuously evaluate its accuracy and
usefulness require a well-planned and systematic procedure. Research is a
systematic undertaking which is advised to meet these problems.

Human beings have to seek and devise ways and means to find the needed
solutions to food insufficiency, insurgency, illnesses, crimes, poverty, struggle for
power dominance and terrorism. One of the means available to man to address
these concerns is research. As long as they have problems, as long as they have
not satisfied with things as they are, as long as they envision new and improved
concepts, methods and techniques, and as long as they have the capacities of
intelligence and creativity, they make use of research in their endeavors to
fashion a safe and peaceful world.

The continuous discovery and exploration of the unknown is a challenge

that must be inculcated among students. Research is a discipline that attempts to
widen one’s outlook in life and to discover truth. It is also developing in them the
values of patience, perseverance, diligence, responsibility and love for truth.

The strength of an academe is measured not only by the educational

qualifications and achievements of teachers but also by their research
capabilities. The ability and creativity of faculty and students in searching for truth
and new knowledge are benchmarks of an excellent institution of learning.

Their active involvement in research endeavors transforms stagnant minds

into a living fountain of truth and knowledge. The development of inquisitive
minds to arrive at a truth is one of the aims of education. Research offers
innumerable opportunities to find the truth and to continuously explore and
discover new things.

Research consciousness among students and teachers ensures

transformation of an academic community vis-a-vis quality instruction and
sustainable community extension program.
 Hello!
You are about to start a journey. This
module is your partner as you
explore the interesting world of
research.

You will meet old and new concepts which are necessary
in acquiring knowledge and skills in research. Our purpose is
to make this journey meaningful and relevant in your life as a
student. While we help you achieve your goal of producing a
research paper, we also want you to enjoy this journey.

Have fun. Enjoy learning research.

Module 1
 Overview of Research

Learning Objectives

At the end of this module, the learner will be able to:

1. define research
2. explain the nature and values of research to mankind
3. relate research to his/her discipline or career
4. appreciate the importance and purposes of research

What is Research?

The term research comes from the French word recerche which means to travel
through or to survey. Webster defines as the systematic, patient study and investigation in
some fields of knowledge, undertaken to discover and to establish facts and principles.

According to Bowling (2004), research is a systematic and rigorous process of inquiry

that aims to describe process and develop explanatory concepts and theories, in order to
contribute to a scientific body of knowledge. It always proceeds from known to the
unknown. Its main purpose is the discovery of truth.

On the basis of structure, the word research or re-search implies that the person has
“to search again”, to take another careful look, to find out more (Selltiz and Other, 1976).
This may be done because what one already knows may not be enough, misleading or
totally wrong. Kerlinger (1986), a social behaviorist, defines research as a “systematic,
controlled, empirical and critical investigation of natural phenomena.”

A more basic and all-inclusive definition of research is:

Research is a systematic, objective and comprehensive investigation of certain

phenomenon which involves accurate gathering, recording, and critical analyzing and
interpreting of all facts about the phenomenon.

From this definition, it is clear that the ultimate goal of research is to attain or to
establish facts about the phenomenon being investigated. This means by which these facts
will be attained are explicit.

SYSTEMATIC OBJECTIVE COMPREHENSIVE

Gathering
RESEARCH
Accurate
RecordingINVESTIGATION
DATA Analyzing
Critical
PHENOMENON
Interpreting
 SCHEMA 1: THE NATURE OF RESEARCH
With the ultimate goal of improving the quality of life, researches give
knowledge workers substantive bases for planning and decisions, and provide
tools and means for monitoring as well as evaluating and implementing
interventions.

Research in this age and time means searching for a theory, for testing
theory, or for solving a problem. It means that a problem exists and has been
identified and the solution of the problem is necessary. The problem is not
ordinary in the sense that the solution is here and now. The definition of research
says that research is purposive. The main or principal purpose and goal of
research is the preservation and
improvement of human life. All kinds of research are
geared toward this end. “The purpose of research is
to serve man,” and the goal of research is good life”
(Good and Scates, 1972).

Improves the quality and Improves Teaching-Learning

way of life of people Process
Provides wider and better
understanding about man’s
Improves
Improvesdelivery
Studentof Improves the quality and Satisfies man’s various
existence and the universe
public
Achievements
services supply of food and basic needs
 SCHEMA 2: VALUES OF RESEARCH TO HUMAN BEINGS

Generally, the purpose of research may be expressed in a capsule as:

To discover is to find truth about a subject which was not yet part of the stream
of knowledge.
To verify is to find whether what was found to be true fifty years ago is still true
today.

Improves existing Discovers previously

techniques and unrecognized
Discovers pathways practices substances, pathways of
of actions and tools actions and facts
 Purpose Expands existing
Provides bases for knowledge and
decision making s of discovers new ones
Researc
h
Finds answers to
Satisfies researchers queries and
curiosity problems
Acquires better and
deeper
understanding of
various theories and
principles

SCHEMA 3: Purposes of Research

 Congratulations!

You have finished Module 1.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.

Please bear in mind the deadline set by your

teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 1.1

Name________________________________________ Course & Year_________

Teacher_____________________________________________ Date__________

Answer the following briefly.

1. Why is it important for anyone in our society to have knowledge of research
methods?

2. How can research be of help to the present needs of human beings?

3. How has research solved problems of mankind?

4. What is research in the context of development? What is its role in the

development process?

5. What makes research? What are the characteristics of a high-quality research?

Explain each.

Module 2
Learning Objectives Functions of Research
At the end of this module, the learner will be able to:
1. identify the functions of research
2. discuss the impact of research to the world and life
3. explain the characteristics of research
4. explain the kinds, classifications and approaches in research
5. appreciate the role and ideal characteristics of a researcher
 Natural or man-made thing has a reason for being.
This is very true in the case of research which contributes
to the expansion and validation of knowledge. Further, the
main function of research directly and indirectly improves
the quality of human life.

The following are the specific functions of research.

1. Research
corrects and expands perceptions.
2. It gathers information on subjects or
phenomena people lack or have little knowledge
about.
3. Research develops and evaluates concepts,
practices and theories.
4. Research also develops and evaluates
methodologies that test concepts, practices and
theories.
5. Research obtains knowledge for practical
purposes like solving problems on population explosion, drug addiction, juvenile delinquency,
and the likes.
Research is a human mechanism which was invented and developed. Research pushes
far the limit of human knowledge and improves the quality of individual and group life. This
highlights the importance of research, the continued existence and relevance of which will last
as long as human beings wish to expand their knowledge and understanding about the world
and about life.

Empirical Methodical
 Cyclical
Logical

CHARACTERISTIC
S OF RESEARCH
Analytical
Critical
Replicability

SCHEMA 4: CHARACTERISTICS OF RESEARCH

Characteristics of Research
According to Calmorin and Calmorin (2007) there are six characteristics of research namely:
1) empirical, 2) logical, 3) cyclical, 4) analytical, 5) critical, 6) methodical, 7) replicability.

1. Empirical. Research is empirical if it is based on direct experience or observation by the

researcher. The collection of data relies on practical experience without the benefit of the
scientific knowledge or inquiry.
2. Logical. Research is logical when is based on valid procedures and principles. Scientific studies
are conducted in an orderly manner so the researchers have confidence on the results. Logical
examination of the procedures used in the research enables the researcher to draw valid
conclusions. Thus, the logic of valid research makes it important for decision-making.
3. Cyclical. Research is cyclical process because it starts with a problem and ends with a
problem. For instance, a researcher who completes his study states his findings and draws up
his conclusions and recommendations. In his Recommendations will become new problems
hence, the cycle is repeated.

4. Analytical. Research utilizes empirical data and analytical procedures in gathering the data.
Historical research focuses on the past. Descriptive research focuses on the present situation.
Experimental predicts the future. Case study is about the past present and future.

5. Critical. Research exhibits careful and precise judgment. A higher level of confidence must be
established. Based on these levels of confidence, the researchers are significant or insignificant,
or whether to reject or accept the hypothesis/es.

6. Methodical. Research is undertaken using methods. Systematic procedures and methods are
used to ensure objectivity and appropriateness of the study.

7. Replicability. The research designs and procedures are replicated to enable the researcher to
arrive at valid and conclusive results. Similarities and differences of replicated researches can
be compared. The more replications of researches the more valid and conclusive the results
would be.

Major Types of Research

1. The pure or theoretical type of research is conducted for the
sake of knowing. Its main objective is to test or arrive at a theory
with the ultimate goal of establishing general principles (Fox,
1969). Whatever knowledge it gains is not intended for any
practical purposes such as improving the life of the poor or solving
a social problem. The knowledge is gained so as to improve on
what man already knows and thus to expand the frontier of
human understanding. It is, therefore, in search of knowledge for
knowledge’s sake.
2. Applied or practical research is done to obtain knowledge for
useful ends. In this kind of research, the intention is not just to
obtain knowledge but to use that knowledge for useful ends and
to solve certain difficulties or discomfort, or to improve the
prevailing condition which, in its present state, may be satisfactory
but which has still room or possibility for improvements. According
 to Gay (1976), its purpose is to apply, test and evaluate the usefulness of a theory or knowledge
arrived at in solving problems.

3. Action research is undertaken by participants in

social situations to improve their way of life. This is
designed to study societies with the aim of changing
their practices. It is a community-based method which
employ a wide range of settings from hospitals and
health clinics to clubs, factories and schools (Bowling,
2004).

WAYS OF KNOWING OR OBTAINING INFORMATION

Sensory
Agreement Utilizing
Observation
Scientific
of Use
Interview
of Logic
with
Experience
with Others Behaviors
Method Expert
SCHEMA 5: WAYS OF KNOWING OR OBTAINING INFORMATION

Kinds of Research Paper

1. The dissertation is the culminating written research requirement for a candidate for a
doctorate degree. It has the conventional thesis format deals on a more comprehensive
and intensive subject or problem.
2. The thesis is the culminating written research requirement for a candidate for a masters
degree or bachelors degree. A Webster’s dictionary defines thesis “dissertation employing
 the results of an original research and strictly substantiating a specific view (or its
equivalent presented by a candidate for a degree or to meet a requirement of the course.”
It assumes the form of a report describing the process and giving the results of a research
conducted from central proposition the form of a problem and directed to prove a
temporary assumed truth taken as hypothesis.
Other authors put no distinction between a thesis and dissertation. They have the same
meaning.
3. The term paper is a research report of undergraduate students. Research paper is
sometimes used to refer to the research course requirement in college.
4. The feasibility study is a report or a thoroughly considered project proposal-industrial,
business, government with the view of establishing its viability and gainfulness. The project
proposal is investigated and studied in all aspects intensively.
5. Other kinds of research papers are documented paper, investigative paper and reading
or library report.

General Classifications of Research

1. Library research is done in the library where answers to specific question or problems of
the study are available. The historical method lends itself to library research because the
study is focused on the past, and much of the primary and secondary sources are found in
the library. Some historical evidence may, of course, be from archaeological findings.
Field and laboratory researches also make use of the library researches but the answers to
certain problems are not available in the library. The data are gathered through survey or
experimentation.

2. Field research is conducted in a natural setting no changes are made in the environment
which is both applicable to descriptive survey and experimental methods.

3. Laboratory research is conducted in artificial or controlled conditions by isolating the

study in a rigorously specified and operationalized area. The purposes are 1) to test
hypotheses derived from theory, 2) to control variance under research conditions, and 3) to
discover the relationships between the dependent and independent variables.
Laboratory research is applicable to experimental, descriptive and case study methods.

Characteristic
PrudenceIntellectual Intellectual Healthy Intellectual
s of a
Honesty Creativity Criticism Curiosity
Researcher
 SCHEMA 6: CHARACTERISTICS OF A RESEARCHER
(Calmorin and Calmorin, 2007)

Approaches in Research
The two main traditions of a research process are quantitative and
qualitative. Each approach demands different research methods.
1. Quantitative Research usually starts with a theory or a general statement
proposing a general relationship between variables. This typically concentrates on
measuring or counting and involves collecting and analyzing numerical data and
applying statistical tests.
2. Qualitative Research investigator views the phenomena to be investigated as
more personal and softer. Qualitative research uses methods such as personal
accounts, unstructured interviews and participant observation to gain an
understanding of the underlying reasons and motivations for people’s attitudes
preferences or behaviors. Generating hypotheses from the data collection rather
than testing a hypothesis is the emphasis of qualitative research.
Qualitative research methods have descended from several disciplines and
belong to twenty or more diverse traditions (Miller and Crabtree, 1992). Despite
such diversity the core qualitative methods can be described as follows:
- in-depth interviewing of individuals and small groups
- systematic observation of behavior
- analysis of documentary data (Darlington, 2002)
Quantitative research methodology is most appropriate for audit, much can
also be gained by supplementing this with qualitative methods such as
observation (e.g., visits towards and clinics to assess quality by observation). The
designs of audits should also aim to be scientifically and methodologically
rigorous (Russell and Wilson, 1992; Department of Health 1993b).
Outcomes of Research
Applied Research is problem-oriented which is concerned with the
application of scientific theory to real-life problems. It is carried out to solve a
specific problem that requires a decision. Examples of this are Researches on
Internet Application; Implementation of a curriculums’ assessment technique
application.

Basic Research is conducted primarily to improve our understanding of

various issues, without emphasizing the immediate application. It is most
academic form of research since the principal aim is to contribute to knowledge,
usually for the general good.
Basic research may be:
1. Discovery a totally new idea or explanation emerges from empirical data
revolutionizes thinking on a particular topic.
2. Invention a new technique or method is developed.
3. Reflection an existing theory, practice or idea is validated in different
organizational or social contexts.

Action Research is both an outcome and a part of the research. Action

researcher ‘interferes’ with our changes – deliberately – what is being researched.
It involves the change process and it has the following approaches.
Classical Action Research commences with an idea which is
tested for understanding and/or
something.
New Paradigm Research the most static and conventional
research that exposes the need for
change in what is being studied.
Participants can decide how the
research will be undertaken, in what
form and with what questions to
answer.
 Congratulations!

You have finished Module 2.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.

Please bear in mind the deadline set by your

teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 2.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________

Instruction: Answer the following briefly.

1. Differentiate applied research and basic research.

2. Compare quantitative from qualitative approaches in research.

3. What makes library research different from field research?

4. How can a researcher obtain correct information?

5. Which of the qualities of a researcher do you possess? Why?

6. What research breakthrough in your lifetime that has directly or indirectly

affected your lifestyle? Why?

Activity No. 2.2

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
List down at least 5 research topics/titles. Reason out why you are interested to
delve into them.
1. Research topic/title

Reason/s

2. Research topic/title

Reason/s

3. Research topic/title

Reason/s

4. Research topic/title

Reason/s

5. Research topic/title

Reason/s

Module 3
The Research Process

Learning Objectives
At the end of this module, the learner will be able to:
1. identify the phases / activities involve in the research process
2. develop research questions and problems
3. propose topics for future research undertakings
 Research Process refers to the series of steps which make up research from the
development of an idea to the completed research paper.
A researcher identifies his/her expertise, competency and interest. The problem should
also be researchable. A researcher knows that a problem is really researchable when (1) there is
no known solution to the problem; (2) the solution can be answered by employing statistical
methods and techniques; (3) there are probable solutions but they are not yet tested; and (4)
the occurrence of the phenomena requires scientific investigation to arrive at precise solution.
The research problem should be stated vividly and explicitly expressed in interrogative
form or questions have the virtue of posing a problem directly (Kerlinger, 1986).

Characteristics of Good Research Questions

Good research questions have the four essential characteristics. The researcher should
formulate research questions.
1. Feasibility. It can be studied without an undue amount of time, energy, or money.
2. Clarity. Most people would agree as to what are the key words in the question mean.
3. Significance. It is worth researching because it will provide new knowledge about the
world and the human condition.
4. Ethical. It does not involve physical or psychological harm or damage to human
beings, to animals or to any natural or social environment.

Conceptual Stage Designing and Planning Stage

1. formulation and delimiting of research 1. designing and constructing of research
problems methodology
2. formulation of research title 2. determination of the following:
3. identification of main and specific 2.1 designs
problems and hypotheses
2.2 environment
4. review of related literature/theoretical
2.3 respondents
background
2.4 instruments /tool
2.5 data collection
2.6 statistical methods/statistical tools
Dissemination Stage
Communication and utilization Empirical Stage
of research findings through
forums and publications 1. revision of the proposed study
2. submission for ethical review
(when necessary)
3. collection of data

Revision of the 4. collation and tabulation of obtained data

research report

1. data Processing and Analysis

Oral Defense State
2. data Interpretation and Discussion
1. editing of the manuscript
3. discuss Implications
2. dry run before oral presentation
4. draw conclusions and offer
3. research paper presentation/ oral defense recommendations

SCHEMA 7: THE RESEARCH PROCESS

Congratulations!
You have finished Module 3.
Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 3.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Briefly define the following terms as applied to research.

1. Process.
2. Problem.

3. Questions.

4. Feasibility.

5. Clarity.

6. Significance.

7. Ethical.

8. Formulation.

9. Empirical

10. Method.

Activity No. 3.2

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Propose 5 research questions you want to answer through your research. Reason
out why you are asking such question.

1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 ________________________________________________________________________
_______________________________________________________________________
_-
________________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Module 4
The Rationale of the Study

Learning Objectives
At the end of this module, the learner will be able to:
1. identify the contents of a rationale of the study
2. review some data or statistics to support as background of the proposed study
3. develop / write his/her own rationale of the study
 This section in a research paper provides ideas and background that caused the
researcher to undergo the study. Also, the information on the setting like the geographical
location, cultural and demographic characteristics, political or economic information
(depending on the focus of the study) are discussed. This portion also justifies the need for the
investigation. Actual situations, statistics experience and competence of the researcher to
conduct the study should be clearly stated.
CHAPTER I

Guidelines in Writing theTHE PROBLEM

Rationale of the StudyAND ITS SCOPE
The rationale of the study INTRODUCTION
is the part under Chapter I or research protocol. As part of
the introduction, it includes the overview of the whole research. It may be composed of 3 to 5
paragraphs or a total of 2-3 pages.

Rationale of the Study

1. The first paragraph presents an opening statement or a general idea or information
Student learning
about the main variable/s.in the
It will traditional
expound classroom
the statement justifying the experience
study. is
oftentimes measured only by testing using specific questions which are
2. The second paragraph (may be composed of two) should revolve around the scope
often and
closed-ended and It structured.
coverage of the study. This scenario
presents the prevailing kind or ofcurrent
testing canof the
situation be
administered
environment within
or thea elements
limited being
timestudied
periodby and usually
presenting tap or
statistics a limited
data as
situationaires.
number of cognitive knowledge and skills. The new concept of learning
3. Third
calls for theparagraph
changeusuallyof challenges the readers
the student’s to become interested
behaviour throughin classroom
the findings
of the study. This will bridge the whole rationale to the problem statement.
experience and variety of meaningful activities. With this new concept, it
4. A maximum of three sentences may form part of the last paragraph discussing the
is important to remember that paper and pencil testing is only one way
competence of the researcher/s to conduct the study.
to collect information about student learning. The broader concept of
assessment is more appropriate which includes rating items on scales,
observing student performances, critiquing student products, conducting
interviews, and reviewing a student’s previous performance.
In one of Malibo University’s In-service Training (INSET) programs
in 2008, Language and Literature teachers revealed that they usually
assess students’ learning through paper and pencil tests. However,
whenever a performance-based assessment is conducted, teachers do
not utilize a validated rubric or do not use criteria at all as bases for
rating students’ performances. Hence, the use of rubric in assessing
performance is not a practice in the school as observe by the researcher.
Congratulations!

You have finished Module 4.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 4.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________

Write your own rationale of the study

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Module 5
The Theoretical Background

Learning Objectives
At the end of this module, the learner will be able to:
1. discuss the importance of theoretical background
2. familiarize the theories and their uses to research
3. develop a theoretical background based on his/her research topic
 This portion presents the anchor/main theory which is the cornerstone of the research
or springboard of the study. Supporting theories should also be included and discussed. The
authorities who formulated the theories and ideas cited in the study should be properly cited.
However, the student’s task is to operationalize the concepts. If the study is anchored on
Effective Knowledge Management of Sultan Kermally, the name of the author must be written
followed by the year when the book was published after the statement, example (Kermally,
2002). (See module 18 for details).
Supporting the theories under the theoretical background are reviews of related
literature and studies. A good review of related literature is exhaustive comprehensive and
selective. Findings of previous studies should be incorporated in relation or support to a theory
of literature. Local and international sources or studies will make a good review of related
literature.
Theories, literatures and studies should be logically arranged according to its relevance
and/or relatedness to each other. A theory may be supported by an international literatures
and studies then followed by local resources.
Medical and scientific researches used review of related literature as spring board of
the study. Review of related literature is used instead of theoretical background.
1. Does the research report describe a theoretical or conceptual framework for
In the absence of a theory, a literature background should be organized/written.
the study? If not, does the absence of a theoretical framework detract from
the usefulness
The or significance
theoretical of the background
or literature research? should end with a clincher to wrap up the
discussion.
2. Does the report adequately describe the major features of the theory so
that the readers can understand the conceptual basis of the study?
3. Is the theory appropriate to the research problem? Would a different
theoretical
Guidelinesframework haveTheoretical
for Critiquing been more and
appropriate?
Conceptual Frameworks
4. Is the theoretical framework based on a conceptual model of nursing, or is it
borrowed from another discipline? Is there adequate justification for the
researcher’s decision about the type of framework used?
5. Do the research problem and hypotheses flow naturally from the theoretical
framework, or does the link between the problem and theory seem contrived?
6. Are the deductions from the theory or conceptual framework logical?
7. Are all the concepts adequately defined in a way that is consistent with the
theory?
8. Does the researcher tie the findings of the study back to the framework at
the end of the report? Do the findings support or undermine the framework?

From Polit and Beck (2004)

Sample
Theoretical Background
This study is grounded on the philosophy of learning called
Constructivism. It is founded on the premise that, by reflecting on
experiences, learners construct their own understanding of the world they
live in. Learners generate their own “rules” and “mental models,” which
they use to make sense of their experiences. Learning, therefore, is simply
the process of adjusting mental models to accommodate new experiences
(Murphy, 1997).
The constructivist approach to teaching and learning is based on a
combination of a subset of research within cognitive psychology and a
subset of research within social psychology, just as behaviour modification
techniques are based on operant conditioning theory within behavioural
psychology. The basic premise is that an individual learner must actively
“build” knowledge and skills (Bruner, 1990) and that information exists
within these built constructs rather than in external environment.
 The following are the major theories of learning (as presented by Morris L. Bigge, 1964)

1. STIMULUS – RESPONSE (S-R) OR ASSOCIATION THEORY – it simply states that for every stimulus
there is a corresponding response.

Connectionism is the theory under S-R, formulated by Edward Lee Thorndlike in 1900. It
assumes that human activities are based on the association or connection between stimulus and
response. It is the belief that all mental process consists of the functioning of native and acquired
connections between the situations and response. It includes the three fundamental laws of learning.

a. Law of Readiness – when an individual is prepared to respond or act, allowing him to do

so is satisfying, whereas preventing him would be annoying.

b. Law of Exercise
Examples – constant
of Theories repetition(Duka,
of Learning of a response
2007) strengthens its connection with the
stimulus, while disuse of a response weakens it.

c. Law of Effect – learning is strengthened if it results in satisfaction, but it is weakened if it

leads to vexation or annoyance.

2. THEORY OF CONDITIONING states that the process of learning consists of the acquisition of new
ways of reacting to stimuli developed through attaching new stimuli to established modes of
behaviour. There are two types of conditioning theory:

Classical Conditioning is based on the experiment on the reaction of the dog conducted by Ivan
Pavlov, a Russian psychologist, who postulated that conditioning consists of eliciting a response by
means of previously neutral or inadequate stimulus.

3. SOCIAL LEARNING THEORY is based on the studies of Richard Wallace and Albert Bandura
concerning a group of children who were exposed to three models in films. The first model was
rewarded, the second was punished while nothing was done to the third model. Children were then
asked to choose among these models. The children chose the first model, then the no consequence
model and last choice was the model who was punished. Based on this experiment, it was viewed that
children’s learning process involves observation and imitation.
 Emotional Intelligence – EQ – is a relatively recent behavioral model, rising to
prominence with Daniel Goleman’s 1995 Book called ‘Emotional Intelligence’. The early
Emotional Intelligence theory was originally developed during the 1970s and 80s by the work
and writings of psychologists Howard Gardner (Harvard), Peter Salovey (Yale) and John ‘Jack’
Mayer (New Hampshire). Emotional Intelligence is increasingly relevant to organizational
development and developing people, because the EQ principles provide a new way to
understand and assess people’s behaviors, management styles, attitudes, interpersonal skills,
and potential. Emotional Intelligence is an important consideration in human resources
planning, job profiling, recruitment interviewing and selection, management development,
customer relations and customer service, and more.
http://www.businessballs.com/eq.htm
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner,
professor of education at Harvard University. It suggests that the traditional notion intelligence,
based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different
intelligences to account for a broader range of human potential in children and adults. These
intelligences are:
 Linguistic intelligence (“word smart”)
 Logical-mathematical intelligence (“number/reasoning smart”)
 Spatial intelligence (“picture smart”)
 Bodily-Kinesthetic intelligence (“body smart”)
 Musical intelligence (“music smart”)
 Interpersonal intelligence (“people smart”)
 Intrapersonal intelligence (“self-smart”)
 Naturalist intelligence (“nature smart”)
Dr. Gardner says that our schools and culture focus most of their attention on linguistic
and logical-mathematical intelligence. We esteem the highly accurate or logical people of our
culture. However, Dr. Gardner says that we should also place equal attention on individuals
who show gifts in the other intelligences: the artists, architects, musicians, naturalists,
designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we
live. Unfortunately, many children who have these gifts don’t receive much reinforcement for
them in school. Many of these kids, in fact, end up being labeled “learning disabled,” “ADD
(attention deficit disorder,” or simply underachievers, when their unique ways of thinking and
learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory
of multiple intelligences proposes a major transformation in the way our schools are run. It
suggests that teachers be trained to present their lessons in a wide variety of ways using music,
cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much
more (see Multiple Intelligences in the Classroom). The good news is that the theory of multiple
intelligences has grabbed the attention of many educators around the country, and hundreds of
schools are currently using its philosophy to redesign the way it educates children. The bad
news is that there are thousands of schools still out there that teach in the same old dull way,
through dry lectures, and boring worksheets and textbooks. The challenge is to get this
information out to many more teachers, school administrators, and others who work with
children, so that each child has the opportunity to learn in ways harmonious with their unique
minds.
https://www.thomasarmstrong.com/multiple _intelligences.htm

David Kolb’s learning styles model and experiential learning theory (ELT)
Having developed the model over many years prior, David Kolb published his learning
styles model in 1984. The model gave rise to related terms such as Kolb’s experiential learning
theory (ELT), and Kolb’s learning styles inventory (LSI). In his publications – notably his 1984
book ‘Experiential Learning: Experience As The Source Of Learning And Development’ Kolb
acknowledges the early work on experiential learning by others in the 1900’s, including Rogers,
Jung, and Piaget. In turn, Kolb’s learning styles model and experiential learning theory are today
acknowledged by academics, teachers, managers and trainers as truly seminal works;
fundamental concepts towards our understanding and explaining human learning behavior, and
towards helping others to learn. See also Gardner’s Multiple Intelligences and VAK learnings
styles models, which assist in understanding and using Kolb’s learning styles concepts.
In addition to personal business interests (Kolb is founder and chairman of Experience
Based Learning Systems), David Kolb is still (at the time I write this, 2005) Professor of
Organizational Development at Case Western Reserve University, Cleveland, Ohio, where he
teaches and researches in the fields of learning and development, adult development,
experiential learning, learning style, and notably ‘learning focused institutional development in
higher education’.
https://www.businessballs.com/kolblearningstyles.htm

The Brain-Based Learning Theory

Neuroscience has disclosed important information about the brain and how it learns. It
has uncovered “unprecedented revolution of knowledge about the human brain, including how
it processes, interprets and stores information” (Sousa, 1998). The new brain-based learning
theory “requires that we now shift our focus to the learning process” (Sousa, 1998). This
information can be used to “facilitate learning” (Jackson, 1999). This paper will discuss how
technology can be used to support a brain-based finding that “emotions” are critical to
learning.
How learners feel is very important to their learning process. If a learner is enthusiastic
and doesn’t feel stress, learning will take place. If the conditions are negative and the learner
doesn’t feel safe, learning will not take place. Neuroscientists discovered this information about
the learning process as they were researching the way the brain learns.
Is the learning process the same as it was in the past? According to David Sousa,
“yesterday’s methods worked well for yesterday’s students. But the student brain of today is
quite different from the one of 15 years ago” (Sousa, 1998). It is therefore necessary to study
how students’ brains work today so that it is possible to enhance their learning. “Today’s
children spend much more time with television and other electronic media that with their
parents” (Sousa, 1998). Technology can cater to these neuroscience brain-based findings in the
computer lab as well as for online learning courses. Various Microsoft tools such as PowerPoint
presentations, Excel, Word processor and other software with multimedia functions can be
used by the teacher and students instead of using conventional outdated class tools. Since
today’s brain needs a TV like environment, both sound and animations can be used to suit
today’s learner. Lessons can be prepared by utilizing the information that is really available on
the internet. Learning can be meaningful.
 However, to avoid frustrations and stress that can interfere with learning, lessons must
be planned very carefully “to helps structure and focus students’ explorations of the Net” (Deal,
1998). This will direct them to the goals at hand. Today’s students experience different
“patterns” (DeJong, 1999) from those of the past. Brain-based learning findings reveal that “the
search for meaning is innate…, occurs through “patterning” … and [that] emotions are critical to
[these] patterning” (DeJong, 1999). Meaning must be based on previous interests and
“emotions interact with reason to support or inhibit learning (Sousa, 1998). How students feel
in the classroom “determines the amount of attention they devote to [the lesson] (Sousa,
1998). It is very important for learners to feel relaxed and safe in the learning environment.
Feeling threatened will shut down the learning process and as Daniel Goleman claims, “hijack”
the rest of the brain (Viader, 1996). Teachers can help students understand the impact negative
and positive emotions have on learning. “Positive emotions such as love, excitement,
enthusiasm and joy enhance the ability to process information and create permanent mental
programs” (Sylwester, 1996). Learning cannot take place unless the learner feels “safe”
(Sylwester, 1996). “Stress and constant fear, at any age, can circumvent the brain’s normal
circuits” (Viadero, 1996). And yet, emotions are critical to learning.
“Larry Cahill, James McGaugh, and their other colleagues…have found that people were
better at recalling stories or slides that had aroused strong feelings in them than those that
were devoid of emotional context” (Viadero, 1996). Emotions can improve memory. Another
finding was that emotions can either add or detract from learning. Since learning is based on
individual patterning and experiences (Caine, 1997, p. 19), in this case electronic media, it is
only neutral that these environments be duplicated in school. Learning can no longer be limited
to a single confined environment, such as the classroom. Teachers need to “establish an
environment that is free from intimidation and rejection, high in acceptable challenge where
the learner experiences active participation and relaxed alertness” (Dwyer, 2002). This can be
done by giving constant positive and encouraging feedback to the students while they are
working in the computer room. Monitoring these rooms are much easier that in a conventional
classroom. Each student has work assign to him. Individualized lessons are possible so that each
learner can find meaning in his particular assignment.
Computer based learning such as project work (Deutsch, 2003) or working on
WebQuests in teams of three or four is a great way to keep emotions alive. It is very challenging
to work with others on a mutual goal. Since social skills are developed at this age, it is only
natural for students to want to work in teams. This leads to many discussions and calls for
decision making. Students develop character and responsibility on the team. At the same time,
it is very important for the teacher to interact with the students to make sure that team spirit is
high. If there are social problems some learners my feel threatened and uncomfortable. This
will detract from their learning. Regular reflections and team discussions will keep the team
busy with their work. Daily journal reports are an excellent way to encourage both team and
individual reflections on how students feel. These should be handed in regularly. Technology
and computer work is very important. It’s a challenge to do projects and learn collaboratively.
However, feelings must be taken into account. Teachers must monitor the room at all times.
Careful attention should be given to teams that are having difficulties. This gives the teacher a
chance to sit with each team in order to discuss the team’s progress and encourage the
members to speak about how they feel. Feelings are part of the learning process. Students
should learn about emotions and their importance to the learning process.
Teaching students how to feel enthusiastic about their assignments and projects will
enhance their learning. Students can be empowered to find freedom in the Web instead of
getting in it (Deal, 1998). It is up to educators to find ways of integrating brain-based learning
with technology.
https://168.144.176.56/Brain-Based_Learning_Theory.htm

Congratulations!

You have finished Module 5.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 5.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Get 3 theories from the web and 3 from the book. Cite your source below each
theory.

1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Website _____________________________ Date of retrieval ______________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Website _____________________________ Date of retrieval ______________________
3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Website _____________________________ Date of retrieval ______________________
4. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Website _____________________________ Date of retrieval ______________________
5. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Website _____________________________ Date of retrieval ______________________
6. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Website _____________________________ Date of retrieval ______________________

Module 6
The Review of Related Literature

Learning Objectives
At the end of this module, the learner will be able to:
1. explain the importance and purposes of the review of related literature
2. visit some websites for learning reinforcement
3. develop a review of related literature
 The Review of Related Literature and Studies involves the comprehensive
documentation of published and unpublished materials relevant to the research problems. It
considers secondary sources in various libraries and/or accessing the data through the
computer. Some researchers of non-paramedical disciplines or social science researches use the
term theoretical background in lieu of review of literature.
The Review of Literature otherwise known as Literature Background provides a
historical background/ perspective about the study. It serves as a basis for the development of
the theoretical framework/ background. It avoids the unnecessary duplication of duplication of
selecting research problems which may have been done before. Further, it helps to give more
focus, direction and charity to the study. Finally, review of literature familiarizes the reader with
previous studies done related to the present topic.
Literature Background consists of ideas or concepts taken from books and documents
articles which are related to the study. The ideas of each author must be stated and after it is
the surname of the author and the year of publication of his/her book.

Related Studies include findings from previous researchers (these or

dissertations) which are related to the present study. The family name of
the author must always be indicated after each idea and corresponding year
of publication.

Literature reviews should be comprehensive and should include all the valid and pertinent
papers, presented in critical fashion. Systematic reviews are prepared with a systematic
approach to minimizing biases and random errors, and include components on materials and
methods (Bowling, 2004).
Contents of Literature or Theoretical Background can also be taken from different sources.
1. Daily newspapers, popular periodical and magazines are general sources. They
provide an overview of a topic and provides leads to where more information can
be found.
2. Books on specific subjects and reviews of research are secondary sources. They
provide a level of information “once removed” from the original work.
3. Journals, abstracts, thesis and dissertations are primary sources. They are original
reports of the original work.
 4. Internet/ On-line Sources can be searched/ located through Google, Yahoo!, Alta
Vista, and Lycos. These are the search engines. Examples of websites are:
Applied Nursing Research www.harcourthealth.com
Journal of Advanced Nursing www.blackwell-synergy.com
Journal of Pediatric Nursing www.harcourthealth.com
Commission on Higher Education www.ched.gov.ph
SWU Graduate School www.swugradschool.com
Guidelines for Critiquing Research Literature Reviews

1. Does the review seem thorough – does it include all or most of the major studies
conducted on the topic? Does it include recent work?
2. Does the review cite primarily primary sources (the original studies)?
3. Is the review merely a summary of existing work, or does it critically appraise and
compare key studies? Does the review identify important gaps in the literature?
4. Does the review use appropriate language, suggesting the tentativeness of prior
findings? Is the review objective?
5. Is the review well organized? Is the development of ideas clear?
6. Does the review lay the foundation for undertaking the new study?
(from Polit and Beck, 2004)

Identification of a research
problem and development or
refinement of research
Orientation to what is
questions or hypotheses
known and not known
Assistance in interpreting about an era of inquiry,
study findings and in to ascertain what
developing implications and research can best make a
recommendations contribution to the
existing base of evidence

For those developing

research proposals for
funding, identification of
experts in the field who could
be used as consultants
 Determination of any gaps or
inconsistencies in a body of
research

Determination of a need to
Identification of suitable replicate a prior study in a
designs and data collection different setting or with a
methods for a study different study population

Identification of Identification or
relevant theoretical development of new
or conceptual or refined clinical
frameworks for a interventions to test
research problem through empirical
research

SCHEMA 8: Purposes of a Literature Review (Polit and Beck, 2004)

Congratulations!

You have finished Module 6.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 6.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Get 3 theories from the web and 3 from the book. Cite your source below each
theory.

1. Why there is a need to review literatures when conducting research?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 __________________________________________________________________________
__________________________________________________________________________
2. Why should a researcher document their sources of the literatures which are cited in their
studies?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Write a review of related literature (at least 3 paragraphs).
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Activity No. 6.2

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Cite at least 3 studies from the wires (websites). Cite the findings / Conclusions of
a previous study from online journals or websites.
1. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Author ____________________________________________________________________
Source/website _____________________________________________________________
Date downloaded/retrieved ___________________________________________________
2. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Author ____________________________________________________________________
Source/website _____________________________________________________________
Date downloaded/retrieved ___________________________________________________
3. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Author ____________________________________________________________________
Source/website _____________________________________________________________
Date downloaded/retrieved ___________________________________________________
4. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Author ____________________________________________________________________
Source/website _____________________________________________________________
Date downloaded/retrieved ___________________________________________________
5. __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Author ____________________________________________________________________
Source/website _____________________________________________________________
Date downloaded/retrieved ___________________________________________________

Module 7
The Research Problem

Learning Objectives
At the end of this module, the learner will be able to:
1. explain the importance of research problem and hypothesis
2. apply the guidelines in developing a research problem
3. propose main and subsidiary problems
 The problem statement sets the direction of the study. It is the verbalization of the
“question” which the study proposes to answer. This is divided into the main problem and the
subsidiary problems. These can be stated in declarative (infinitive) or interrogative (question)
form.
The main problem is the whole focus of the study. This is reflected in the title of the
study.
The sub problems are the breakdown of the main variables into their components.
When the answers to the sub-problems are put together, they answer the main question.
Questions like what is the demographic profile? What are the implications? What are
the recommendations? are not sub-problems. The numbers of specific/ sub-problems are
dependent on the research design and the nature of the study.

Techniques to facilitate problem identification

 Visit the library and browse books and other reading materials.

 Consult your research teacher about the research thrusts of the school

 Observe needs and concerns in your workplace, community or school

 Search related topics from journals and other scholarly materials

 Analyze the possible causes of the present problems or current issues and their possible
solutions

 Read recommendations from unpublished materials (theses and dissertations)

Guidelines in the Selection of a Research Problem or Topic

1. The research problem or topic must be chosen by the researcher himself/herself
which is within his/her interest, specialization and competence of the researcher. It
must be within the ability of the researcher to finance, otherwise he/she must be
able to find funding for his research.
2. It is researchable and manageable, which means that data are available and
accessible. The data must meet the standards of accuracy, objectivity, and
verifiability. Answers to the specific questions (sub-problems) can be found. The
hypothesis formulated are testable, that is, they can be accepted or rejected.
Equipment and instruments for research are available and can give valid and reliable
results.
3. The research can be completed within a reasonable period of time. It is significant,
important, and relevant to the present time and situation.
 4. The results are practical and implementable and requires original, critical, and
reflective thinking. It can be delimited to suit the resources of the researcher but big
or large enough to be able to give significant, valid and reliable results and
generalizations.
5. The study must contribute to human knowledge particularly on the national
development goals for the improvement of the quality of human life. It must show or
pave way for the solution of the problem or problems intended to be solved.
6. It must not undermine the moral and spiritual values and must not advocate any
change in the present order of things by means of violence but by peaceful means.
7. There must be a return of some kind to the researcher. The return may be:
Monetary; advancement of position, promotion; improved specialization,
competence, and skill in professional work; enhanced prestige and reputation; and
satisfaction of intellectual curiosity and interest, and being able to discover truth.
8. There must be a consideration of the hazards involved, either physical, social, or legal
of a person or other living things.

Independent and Dependent Variables

http://nces.ed.gov/nceskids/help/user_guide/graph/variables.asp
A variable is an object, event, idea, feeling, time period, or any other type of category
you are trying to measure. There are two types of variables – independent and dependent.
An independent variable is a variable that stands alone and isn’t changed by the other
variables you are trying to measure. For example, someone’s age might be an independent
variable. Other factors (such as what they eat, how much they go to school, how much
television they watch) aren’t going to change a person’s age. In fact, when you are looking for
some kind of relationship between variables you are trying to see if the independent variable
causes some kind of change in the other variables, or dependent variables.
A dependent variable is something that depends on other factors. For example, a test
score could be a dependent variable because it could change depending on several factors such
as how much you studied, how much sleep you got the night before you took the test, or even
how hungry you were when you took it. Usually when you are looking for a relationship
 between two things you are trying to find out what makes the dependent variable change the
way it does.
An easy way to remember is to insert the names of the two variables you are using in
this sentence in the way that makes the most sense. Then you can figure out which is the
independent variable and which is the dependent variable:
(Independent Variable) causes a change in (Dependent Variable) and it isn’t possible
that (Dependent Variable) could cause a change in (Independent Variable).
For example: (Time Spent Studying) causes a change in (Test Score) and it isn’t possible
that (Test Score) could cause a change in (Time Spent Studying).
We see that “Time Spent Studying” must be the independent variable and “Test Score”
must be the dependent variable because the sentence doesn’t make sense the other way
around.

https://nces.ed.gov/nceskids/help/user_guide/graph /variables.asp

1. Has the research problem been clearly identified? Has the researcher appropriately delimited its scope?
Guidelines for Critiquing Research Problems, Research Questions and Hypotheses
2. Does the problem have significance for nursing? How might the research contribute to nursing practice,
administration, education, or policy?
3. Is there a good fit between the research problem and the paradigm within which the research was
conducted?
4. Does the report formally present a statement of purpose, research questions, or hypotheses? Is this
information communicated clearly and concisely, and is it placed in a logical and useful location?
5. Are purpose statements or questions worded appropriately (e.g., are key concepts / variables identified
and the population of interest specified)?
6. If there are no formal hypotheses, is their absence justifiable? Are statistical tests used despite the absence
of stated hypotheses?
7. Do hypotheses (if any) flow from a theory or previous research? Is there a justifiable basis for the
predictions?
8. Are hypotheses (if any) properly worded – do they state a predicted relationship between two or more
variables? Are they directional or nondirectional, and is there a rationale for how they were stated? Are
they presented as research or as null hypotheses?
(from Polit and Beck, 2004)
Formulation of the Research Problem/ Objective
In formulating the problem statement, the following criteria should be
considered:
1. The research problem/objective is written in question (problem) or
declarative/infinitive form (objective).
Example: 1. what is the profile of the respondents in terms of:
1.1 age;
1.2 gender;
1.3 religion; and
1.4 highest educational attainment?
2. to determine the profile of the respondents in terms of age, gender,
religion, and highest educational attainment.
2. The research problem identifies a specific area.
Example: Teaching Performance of Male Clinical Instructors in the Microbiology
Department of Southwestern University
3. The topic is phrased in workable and manageable terms.
Example: What is the Level of Stress of the nurse educators in Southwestern
University?
4. The scope is limited to realistic parameters that are not narrow nor too broad.
The words used are unbiased, objective and not emotion-laden and that the
relationship between variables to be studied are clearly cited.’
Example: Emotional Quotient and Performance in the Licensure Examination of
Medical Technologist student at Southwestern University
5. The phrases and words are measurable and can be empirically proven.
 Example: What is the level of self-esteem of the freshmen student nurses in
SWU?
6. The research problem identifies the data and techniques needed to answer the
questions which are stated in grammatical terms.
The Title
The following are the guidelines in the formulation of the research title. There are
also the characteristics of the title.
1. Generally, the title is formulated before the start of the research work. It may be
revised and refined later when needed or upon the suggestion of the research
committee.
2. The title must contain the subject matter of the study, the locale of the study
and the population involved.
3. The title indicates what is expected to be found inside the research report by
stating that aspects of the subject matter to be studied.
4. It must be as brief and concise as possible.
5. Avoid using the terms “An Analysis of,” “A Study of,” “An Investigation of,” and
the like. All these things are understood to have been done or to be done when a
research is conducted.
6. If the title has more than one line, it must be written like an inverted pyramid
and all words should be capitalized.
THE TEACHING OF PHARMACOLOGY IN SOUTHWESTERN
UNIVERSITY, CEBU CITY AS PERCEIVED BY THE
NURSING STUDENTS DURING THE
SCHOOL YEAR 2008-2009

The contents as required by guideline No. 2 are:

a. Subject Matter/variable: The Teaching of Microbiology
b. Locale of the study: Southwestern University, Cebu City
c. Population Involved: The Nursing students
d. Period of the study: School year 2008-2009
A brief and concise form of the title and a better one follows:

THE TEACHING OF MICROBIOLOGY IN THE COLLEGE

 OF NURSING, SOUTHWESTERN UNIVERSITY,
CEBU CITY

The delimited topic has to be formally stated in the research title which in practice may
contain these elements, as on…

MULTIPLE INTELLIGENCES OF SOPHOMORE

STUDENT NURSES, SOUTHWESTERN UNIVERSITY
1. Object of the study/variable: Multiple Intelligences
2. Sample Population included in the study: Sophomore Student Nurses
3. Setting: Southwestern University

LEARNING STYLES AND BRAIN DOMINANCE OF FRESHMEN

MEDICAL TECHNOLOGY STUDENTS IN CEBU CITY

1. Object of the study/ variable: Learning Styles and Brain Dominance

2. Sample Population included in the study: Medical Technology Students
3. Setting: Cebu City

SOUTHWESTERN UNIVERSITY, CEBU CITY: ACADEMIC

PROBLEMS AND PROPOSED SOLUTIONS
1. Object of the study/ variable: Maintenance Problems
2. Research Subjects: it is understood to be the academic
personnel
3. Settings: Southwestern University, Cebu City
4. Ultimate end of the research: Proposed solutions

Samples of Research Titles

SKILLS ON DISPUTE RESOLUTION AND VALUES

OF THE LUPONG TAGAPAMAYAPA

by Alexander A. Mancao

NEEDS OF DIFFERENTLLLY - ABLED STUDENTS WITH

LEARNING AND BEHAVIOR PROBLEMS

by Elizabeth C. Mabatid
 EFFECTIVENESS OF ANONA SQUAMOSA POWDERED SEEDS
IN COCONUT OIL AS PEDICULICIDE

by Pamiela M. Demecillo

COMMERCIALIZATION OF BLOOD DONATION

by Roy R. Eñego

FRONTLINE SERVICES OF THE OFFICE OF THE OMBUDSMAN - VISAYAS

by Victoria Nesa S. Chiu

THE PROBLEM
MEDIUM AND SMALL SIZE SCALE INDUSTRIES COORDINATED ACTION
PROGRAM (MASICAP) IN THE MUNICIPALITIES OF PADADA
Statement of the Problem AND BANSALAN DAVAO PROVINCE
This study aims to determine the Type
by Alfredo II Diabetes Management Using Levine’s
A. Derecho
Conservation Model.
Specifically, this study will answer the following questions:
CONTEMPORARY TEACHING STRATEGIES ON ACHIEVEMENT
1. WhatAND
is the health
ATTITUDE status ofINthe
OF STUDENTS client CHEMISTRY
INORGANIC in terms of the Conservation
Principles:
by Ma. Cecilia B. Booc
1.1 energy;
Example of Statement of the Problem (interrogative)
1.2 structural Integrity;
1.3 personal Integrity; and
1.4 social Integrity?
2. What nursing diagnoses were identified and analysed?
3. What nursing care plan can be formulated and implemented according to
the conservation principles of:
3.1 energy;
3.2 structural Integrity;
3.3 personal Integrity;
3.4 social Integrity?
4. What conservation plan can be proposed based on the findings of the
study?
 THE PROBLEM

Statement of the Problem

This study aims to develop and evaluate rubrics for assessing performance-based
activities in Language and Literature.
Specifically, this study seeks to:
1. Establish set of criteria to be used in developing rubrics for assessing
performance-based activities in Language and Literature classes;
2. Design scoring systems for the use of these rubrics;
3. Evaluate the practicality of these rubrics from the perspective of students,
teachers, department chair and experts;
4. Determine the degree of validity and reliability of the rubrics tested in
Example ofLanguage
Statementand
of Literature
the Problemclasses in the following activities:
(infinitive)
4.1 News casting
4.2 Readers Theater
4.3 Role Play
4.4 Improvisation
4.5 Storytelling
4.6 Telephone Communication
4.7 Oral Paraphrasing
4.8 Socialized Recitation
4.9 Prepared Speech
4.10 Oral Reporting
5. Develop a manual of rubrics for performance-based activities in Language
and Literature classes along with teacher’s guide for its use.
 Hypothesis (plural Hypotheses)
Sample 1:
1. There is no significant relationship between the incidence of postoperative
pulmonary complications after abdominal surgery and:
1.1 demographic characteristics;
1.2 lifestyle;
1.3 medical history; and
1.4 operative procedure characteristics
Sample 2:
There is no significant difference in the population of subjects that had no lice
between the experimental and control groups on the successive three (3) days
following treatment.
Sample 3:
There is no significant difference in the baseline caries prevalence and the mean
caries prevalence after 3 years within the subject and between grade levels.
Sample 4:
1. There is no significant relationship between gender and the existence of the
top five isolates.
2. There is no significant relationship between age and the existence of the top
five isolates.
Congratulations!

You have finished Module 7.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 7.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Descriptive Correlational Research

1. The questions or hypothesis of my study is:

__________________________________________________________________________
__________________________________________________________________________
2. A brief summary of what I intend to do, when, where, and how is as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. The major problems I foresee at this point are as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Activity No. 7.2

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Descriptive – Evaluative Research

1. The questions or hypothesis of my study is:

__________________________________________________________________________
__________________________________________________________________________
2. A brief summary of what I intend to do, when, where, and how is as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. The major problems I foresee at this point are as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Activity No. 7.3

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Descriptive Survey Research

1. The questions or hypothesis of my study is:

__________________________________________________________________________
__________________________________________________________________________
2. A brief summary of what I intend to do, when, where, and how is as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. The major problems I foresee at this point are as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Activity No. 7.4

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Historical Research

1. The questions or hypothesis of my study is:

__________________________________________________________________________
__________________________________________________________________________
2. A brief summary of what I intend to do, when, where, and how is as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. The major problems I foresee at this point are as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Activity No. 7.5

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Pure Experimental Research

1. The questions or hypothesis of my study is:

__________________________________________________________________________
__________________________________________________________________________
2. A brief summary of what I intend to do, when, where, and how is as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. The major problems I foresee at this point are as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Activity No. 7.6

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Quansi - Experimental Research

1. The questions or hypothesis of my study is:

__________________________________________________________________________
__________________________________________________________________________
2. A brief summary of what I intend to do, when, where, and how is as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. The major problems I foresee at this point are as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Activity No. 7.7

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Case Study

1. The questions or hypothesis of my study is:

__________________________________________________________________________
__________________________________________________________________________
2. A brief summary of what I intend to do, when, where, and how is as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. The major problems I foresee at this point are as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Module 8
Significance of the Study

Learning Objectives
At the end of this module, the learner will be able to:
1. identify the beneficiaries and the benefits of a study
2. appreciate the importance of citing research beneficiaries

Significance of the study in a research manuscript lists the benefits of the study either
to a body of scientific knowledge, to practitioners in the area of the research or to any other
group which will benefit from the results. In short, this will answer the question: Why is it
important for the study to be conducted? Who will benefit from it? What benefits could be
derived from the study?
This can be stated in one or two paragraphs. However, beneficiaries can be enumerated
individually with their specific benefits based on the findings of the study. The most benefited
group should be stated first followed by other groups. For example, education related
researches always consider pupils or students as the beneficiaries. Findings in Business
Researches are most significant to customers or consumers (see sample below).

Example of Significance of the Study

Significance of the Study

Self-efficacy and leadership skills are important elements of educational
leadership. Focusing on these two variables, this study is beneficial to the following:
Students. They will be ensured that educational leadership is an important
concern of educational institution because all efforts are geared towards total student
development. Improvement of knowledge, skills and attitudes of educators and their
leaders
4. will always for the benefit of the students who are the beneficiaries of all
educational endeavors.

Congratulations!

You have finished Module 8.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 8.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________

1. Who do you think will benefit your study? Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 _____________________________________________________________________
_____________________________________________________________________
2. List them down and explain why they will gain something from your research. Cite
the tangible and specific benefits.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Module 9
The Research Designs

Learning Objectives
At the end of this module, the learner will be able to:
1. identify and explain the research designs
2. differentiate the different research designs
3. trace the cycle of a case study
4. develop a paragraph describing the research design of his/her proposed study
 Research Design is a systematic plan of a research. It usually includes formulating a
strategy to answer a research question(s). It also provides details about methods for collecting,
recording, processing, and analyzing the recovered data from the research environment. It is a
plan for collecting and utilizing data so that desired and sufficient information are obtained and
the hypotheses are tested properly.
According to Calmorin and Calmorin (2007), there are four kinds of research designs.
These are historical, descriptive, experimental, and case study.

Historical design is a systematic and critical inquiry about the past events using the
critical method in understanding and interpreting of facts which are applicable to current
issues.
Data can be taken from primary and secondary source. Documents, relics and oral
testimony are example of primary sources. Secondary sources are second hand information.
According to Good and Scates (1972) there are three major steps or processes of
historical research. These states are as follows:
1. Collection of data, with consideration of documents and remains or relics of primary
and secondary sources, of bibliographical procedure, and organization of materials;
2. Criticism of the data collected, including the processes of external criticism and
internal criticism; and
3. Presentation of the facts in readable from involving problems of organization,
composition, exposition and interpretation.
Primary sources are documents and remains while secondary sources are histories of
education, bibliographies, encyclopedia and many others.

Descriptive Design
Descriptive research focuses on the present condition. The purpose is to find new truth
that may have different forms such as increased quantity of knowledge, an increased insight
into factors which are operating, the discovery of a new causal relationship, and more accurate
formulation of the problem.
Descriptive studies provide essential knowledge about the nature of objects and
persons. Descriptive studies play a large part in the development of instruments for the
measurement of many things. Test papers, questionnaires, interview, schedules, observation
schedules, check lists, score cards, and rating scales are some of the tools used in descriptive
studies.
Descriptive Researches
Descriptive survey is appropriate wherever the object of any class vary among
themselves and one is interested in knowing the extent to which different conditions obtain
among these objects” (Good and Scates, 1972).
The researcher uses a questionnaire to gather his/her data. Each item in the
questionnaire may be rated according to four levels to be chosen by the subjects or
respondents namely: 4, of very much concern; 3, of much concern; 2, of less concern; and 1, of
no concern at all. The weighted arithmetic is the statistical tool used to determine the problems
met by the Science and Mathematics instructors and professors.
Survey Research involves researchers asking a large group of people questions about a
particular topic or issue. This asking of asking of questions, all related to the issue of interest, is
called a survey, and it can be done in a number of ways – face – to – face with individuals or
groups, by mail, or by telephone.
The major purpose of surveys is to describe the characteristics of a population. In
essence what researchers want to find out is how the members of the population distribute
themselves on ones or more variables (for example age, gender, civil status, religious and
attitudes toward school). As in other types of research, of course, the population as a whole is
rarely studied.
A cross-sectional survey generates data from a sample that has been drawn from a
predetermined population. Furthermore, the data is collected at just one point in time,
although the time it takes to collect all of the data desired may take anywhere from a day to
few weeks or more. When an entire population is surveyed, it is called a census.
Trend study utilizes different samples from the same population are surveyed at
different points in time.
Cohort study has a specific population is followed over a period of time. Whereas, a
trend study samples a population whose members change over time, a cohort study samples
particular population whose t members do not change over the course of the study.
Panel study selects a sample right at the beginning of her study. The researcher surveys
the same respondents at different times during the course of the survey. Since the researcher is
studying the same individuals, she can note changes in their characteristics or behavior and
explore the reasons for these changes.
Descriptive-normative survey is used to ascertain the normal or typical condition (or
practice), or to compare local test results with a state or national norm.” (Good and Scates,
1972).
 Descriptive-status is a good design for problem-solving which seeks to answer questions
to real facts relating to existing conditions. This is a technique of quantitative description which
determines the prevailing conditions in a group of cases chosen for study.
Descriptive-analysis determines or describes the nature of an object by separating it into
its parts. Its purpose is to discover the nature of things.
Descriptive-classification is employed in natural sciences subjects such as Botany,
Zoology, Biology, Ichthyology, Conchology, and the like. The specimens collected are classified
from Phylum to species.
Descriptive-evaluative is a design which is to appraise carefully the worthiness of the
current study. For instance, the researcher wishes to conduct a study on the evaluation of an
implementation of the work-oriented curriculum at the fishery schools in the province of Sulu.
Descriptive-comparative considers at least two entities (not manipulated) and
establishes a formal procedure for obtaining criterion data on the basis of which he can
compare and conclude which of the two is better” (De Jesus et al., 1984).
Casual – comparative research attempts to determine the cause or consequence of
differences that already exist between or among groups of individuals. As a result, it is
sometimes viewed, along with correlational research, as a form of associational research, since
both describe conditions that already exist.
Correlational survey determines the relationship of two variables (X and Y) whether the
relationship is perfect, very high, high, marked or moderate, slight, or negligible. Perfect
positive correlation with a value of 1.0 is seldom happened. This denotes that all the individual
performances in X and Y have the same positions. If he/she tops in Test X, he/she is also likely
low in Test Y.
On the other hand, perfect negative correlation having a value of -1.0 also rarely
happens. The score of the individual in test X is an exact opposite position in Test Y and one
who is lowest in Test X is highest in Test Y.
Correlational Research attempts to investigate possible relationships among variable
without trying to influence those variables. It is also sometimes referred to as a form of
descriptive research because it describes an existing relationship between variables. The way it
describes this relationship: however, is quite different from the descriptions found in other
types of studies. A correlational study describes the degree to which two or more quantitative
variables are related, and it does so by use of correlation coefficient. Correlational research is
carried out for one of two basic purposes – either to help explain important human behaviors
or to predict likely outcomes (Calmorin and Calmorin, 2007).
Longitudinal survey involves much time allotted for investigation of the same subjects at
two or more points in time. It collects information at different points in time in order to study
changes over time. Three longitudinal designs are commonly employed in survey research:
trend studies, cohort studies, and panel studies.

Experimental Design
Experimental design is a problem-solving study that describes the future. This design is
most useful in the natural sciences such as Botany, Zoology, Biology, Psychology, Ichthyology
(study of fish), Chemistry, Physics, and many others. Experimental Design has distinct
limitations when used in the fields of education, psychology, and sociology.
If the experiment is conducted in the field, laboratory or classroom, revealing cause and
effect relationships, is also expected. The problem is to determine the conditions under which
an event occurs and to observe the whole transaction closely so that one can be reasonably
sure causation is present.
Experimental research is one of the most powerful research methodologies that
researchers can use. It is unique in two very important respects: it is the only type of research
that directly attempts to influence a particular variable, and it is the only type of research that
can really test hypotheses about cause and effect relationships. In experimental study,
researchers look at the effect(s) of at least one independent variable in on or more dependent
variables. The independent variable in experimental research is also referred to as experimental
or treatment variable. The dependent variable, also known as the criterion or outcome variable,
refers to the results or outcomes of the study.
Experimental research enables researchers to go beyond description and prediction,
beyond the identification of relationships, to at least a partial determination of what causes
them Correlational studies may demonstrate a strong relationship between socioeconomic
level and academic achievement, for instance, but they cannot demonstrate that improving
socio-economic level will necessarily improve achievement. Only experimental research has this
capability (Calmorin and Calmorin, 2007).

Types of Experimental Design

There are nine types of experimental designs applicable in natural science and
education. These are (1) single-group design, (2) two-group design, (3) two-pair group design,
(4) parallel group design, (5) pretest-posttest group design, (6) counter balanced or Latin square
design, (7) complete randomized design, (8) randomized complete block design, and (9)
correlational design (Calmorin and Calmorin, 2007).
1. Single–group design involves a single treatment with two or more levels.
 2. Two-group design involves two comparable groups which are employed as
experimental and control groups.
3. Two-pair group design is an elaboration of the two-group design wherein there are
two experimental groups and two control groups.
4. Parallel-group design is a design in which two or more groups are used at the same
time with only one single variable (control group) manipulated or changed. The
experimental group varies while the parallel group serves as control for
comparative purposes.
5. Pretest-Posttest group involves the experimental group and the control group which
are carefully selected through randomization procedures. Both groups are given
pretest at the beginning of the semester and posttest at the end of the semester.
The control group is isolated from all experimental influences.
6. Counterbalanced or Latin square design is also called “rotation design.” It involves
an exchange of two or more treatments taken by subjects during the experiments.
The arrangement employed in this design is Latin square in which each variable is a
form of square occurring once in each row or column. This is also called quasi-
experimental design.
7. Complete randomized design is a design in which a group of test plants or animals
studies only once but subsequent treatment is applied to determine the cause of
change. There is no control in this design but the subjects will undergo
randomization procedures.
8. Randomized complete block design (RCBD) uses a group of test plants and animals
as subjects of the study which are studies once but subsequent treatments applied
are replicated to determine the cause of change. There is control in this design and
the subjects will undergo randomization process.
9. Correlational designs are used to determine the relationship of two dependent
variables (X and Y) on how they are manipulated by the independent variable.

Case Study Design

A case study utilizes problem solving technique. It describes the past, present, and
future. Others categorize this method under descriptive. But it is more distinct if this technique
is placed in another design which is independent from the other. It is an intensive investigation
of a particular individual, institution, community, or any group considered as a unit which
includes the developmental, adjustment, remedial, or corrective procedures that suitable
follow diagnosis of the causes of maladjustment or of favorable development.
Recognition and determination of Collection of data related to the
the status of the phenomenon to factors or circumstances
be investigated. associated with the given
phenomenon.

Application of remedial or Diagnosis or identification of

adjustment measures. casual factors as a basis for
remedial or development
treatment.
Subsequent follow-up to determine the
effectiveness of the corrective or
development measures applied.
SCHEMA 9: THE CYCLE OF A CASE STUDY by Good and Scates (1972)

Congratulations!

You have finished Module 9.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 9.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Instruction: Discuss the following briefly.

1. What is a research design?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. What are the research designs?

_____________________________________________________________________
_____________________________________________________________________
 _____________________________________________________________________
_____________________________________________________________________

3. How can historical data be evaluated?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. Why is survey research the most common form of study engaged in by researcher?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

5. What is the difference between correlational research and longitudinal survey?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

6. Compare experimental research to case study.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Activity No. 9.2

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Assign a research design you think appropriate to each research title/problem. Explain why you
assign such design.

1. Emotional Quotient and Academic Performance of Senior Nursing Students of

Southwestern University
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Hypoglycemic Activity of Momordica Charantia Linn (Ampalaya) to the Hyperglycemia
Induced Mus musculus (Albino Mice)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Don Vincente Sotto Memorial Medical Center: Its Growth, Development and Contribution
to the Cebuanos
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. The Effectiveness of Religion Education Instruction to Grades V and VI in Selected Catholic

Schools in Cebu City
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

5. Physical Abuse Victims in Cebu City during the year 2006 - 2008
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

6. Leadership styles and Management Competence of Head Nurses in Tertiary Hospitals

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Module 10
The Research Environment

Learning Objectives
At the end of this module, the learner will be able to:
1. explain the importance of a research environment
2. differentiate field, laboratory and library researches
3. describe a research environment
 The research environment is the place where the study is conducted. Other authors
call this as the research locale. This portion in the research report proposal provides necessary
information about the place or the environment where the researcher conducts his/her study.
It will include a brief description about the place, geographical location, population and other
important information about the place. For example, studies conducted in schools should
include the physical plant and facilities, teaching force and student population. Studies
conducted in hospitals should include the hospital location, type of hospital, bed capacity,
occupancy and medical and support personnel. Some health researchers conducted in
communities require spot map or locator chart (see example below).

Research Environment
The College of Sciences of Malibo University was the research locale of
this study, specifically, the Department of Languages and Literatures. The
college is a service college of the university because it offers the general
education courses to all students enrolled in all programs. It has 6 departments
with a total enrolment of 356 students. It has 90 full time and part time faculty
members. It offers academic degree programs in Philosophy, Anthropology,
Sociology, Biology, Psychology, Social Work, Mass Communication and English.
The Department of Language and Literature has 19 full time and 10 part
time faculty. It offers the Bachelor of Arts degree. The department has ten
speech laboratories, 35 lecture rooms. Courses offered in the department are
English, Literature, Spanish, French and the Arts. It has a total enrolment of 229
students taking B.A and B.S programs. However, the department also caters to
Sample
BachelorSport Map (Support
of Education for Research
students Environment)
with Languages and Literatures as their areas of
specialization.
 Congratulations!
You have finished Module 10.
Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.

Please bear in mind the deadline set by your

teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 10.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Describe your own research environment here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Module 11
The Research Respondents / Subjects
Learning Objectives
At the end of this module, the learner will be able to:
1. differentiate research respondents from research subjects
2. compare sampling strategies based on approaches
3. write a description of research respondents / subjects
 This section in a research report describes the population or samples of the study.
This will indicate the characteristics of the elements from which the samples will be taken. This
elaborates how the samples will be chosen. The sample size and the population frame from
which the samples will be taken are also included in this section.
Research Subjects are the elements being studied. For example, in determining the
teaching performance, the subjects are the teachers.
Research Respondents are the elements or group who will provide the data. In the
same example, the data on teaching performance can be taken from the students’ evaluation
or principal’s observation. The group who will answer the questionnaire or research instrument
are considered research respondents.
Research participants refer to the elements involved in the study. Research subjects
who are also respondents in the study are considered participants. Other units involved in data
collection and experimentation are also considered participants.

Using the purposive sampling procedure, all the public and private school heads
enrolled in Southwestern University Graduate School during the school year 2009-
2010 will be chosen as respondents of this study. Respondents should agree to
participate in the study by signing on the informed consent form. Principals, head
teachers and teachers in charge, regardless of gender and number of years as head are
qualified to be research respondents.

Sampling Strategies for Qualitative and Quantitative Research

Qualitative Research Quantitative Research

Convenience sample: Participants who are Convenience sample: Members of the

really available and represent the population who are easily identified and
phenomenon of interest are included in the readily available are included in the sample; a
sample. nonprobability sample.

Snowball sample: Participants who are known Quota sample: one or more criteria are used
to and recommended by current participants to ensure that a previously established
are identified and included, building the number of subjects who fit those criteria are
sample from a few participants to as many as included in the sample; a nonprobability
are needed. sample.

Purposive sample: Participants who are Purposive sample: Subjects in the sample are
intentionally selected because they have limited to those who have certain
certain characteristics that are related to the characteristics that are related to the purpose
purpose of the research are included in the of the research; a nonprobability sample.
sample.

Simple random sample: Subjects are selected

by enumerating all members of the
population, and a completely random process
is used to identify who will be included; a
probability sample.

Stratified random sample: Members of the

population are grouped by one or more
characteristics, and subjects are selected from
each group using a completely random
process; a probability sample.

Cluster sample: Groups of the population are

enumerated and selected by a completely
random process, then individual subjects from
within these groups are randomly selected; a
probability sample.

From Macnee (2004) Systematic sample: The members of a

population are enumerated and every k th
member at a fixed interval is selected as a
subject; a probability sample.
 Congratulations!
You have finished Module 11.
Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.

Please bear in mind the deadline set by your

teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 11.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Do research about the following terms. You can get ideas from books or internet. Expand your
definition with specific examples. Cite your sources.
 1. Sampling Designs _______________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Source _______________________________________________________________

2. Sampling Designs _______________________________________________________

_____________________________________________________________________
_____________________________________________________________________
Source _______________________________________________________________

3. Sampling Designs _______________________________________________________

_____________________________________________________________________
_____________________________________________________________________
Source _______________________________________________________________

4. Sampling Designs _______________________________________________________

_____________________________________________________________________
_____________________________________________________________________
Source _______________________________________________________________

5. Sampling Designs _______________________________________________________

_____________________________________________________________________
_____________________________________________________________________
Source _______________________________________________________________

6. Sampling Designs _______________________________________________________

_____________________________________________________________________
_____________________________________________________________________
Source _______________________________________________________________

Module 12
The Research Instruments

Learning Objectives
At the end of this module, the learner will be able to:
1. discuss the qualities of a good research instrument
2. explain the importance of a reliable, valid and practical research instrument
3. develop a sample data gathering tool
 This part of the research report describes the tools for data collection. Tools refer to
the questionnaire or data gathering instrument to be constructed, validated and administered.
Tools can also be interview guide and/or checklist. If the instrument is prepared by the
researcher, it should be tested for validity and reliability. However, if the instrument is
standardized, the student should indicate its description as to its items, scoring and
qualification. The researcher must explain its parts, and how the instrument will be validated.
The instrument to be used should be appended (except for standardized).
For scientific and experimental researches, the materials and equipment to be used
in the experiment must be specified.

Qualities of a Good Research Instrument (Calmorin and Calmorin, 2007)

Researcher-made instruments such as tests, questionnaires, rating scales, interviews,
observation schedule, etc., should meet the qualities of a good research instrument before they
are used. These measuring instruments are used for gathering or collecting data, and are
important devices because the success or failure of study lied on the data gathered.
The qualities of a good research instrument are (1) validity, (2) reliability, and (3)
usability.

Validity
Validity means the degree to which an instrument measures what it tends to
measure. The validity of a measuring instrument refers to has to do with its soundness, what
the test or questionnaire measures its effectiveness, how it could be applied.
Validity is always specific in relation to some definite situation. Likewise, a valid test is
always valid.
Types of Validity
Content validity means the extent to which the content or topic of the test is truly
representative of the content of the course. It involves, essentially, the systematic examination
of the research instrument content to determine whether it covers a representative sample of
the behavior domain to be measured. It is commonly used in evaluation achievement test.
 Concurrent validity is the degree to which the test agrees or correlates with a
criterion set up as an acceptable measure. The criterion is always available at the time of
testing. It is applicable to tests employed for the diagnosis of existing status rather than for the
prediction of future outcome.
Predictive validity, as described by Aquino and Garcia (1974), is determined by
showing how well predictions made from the test are confirmed by evidence gathered at some
subsequent time. The criterion measure against this type of validity is important because the
outcome of the subjects is predicted.
The construct validity of a test is the extent to which the test measures a theoretical
construct or trait. This involves such tests as those of understanding, appreciation and
interpretation of data. Examples are intelligence and mechanical aptitude tests.

Reliability
Reliability means the extent to which a “test is dependable, self-consistent and
stable” (Merriam, 1975). In other words, the test agrees with itself. It is concerned with the
consistency of responses from moment to moment. Even if a person a takes the same test
twice, the test yields the same results. However, a reliable test may not always be valid.
Methods in Testing the Reliability of Good Research Instrument
Test-retest method. The same research instrument is administered twice to the same
group of subjects and the correlation coefficient is determined.
Parallel-forms method. Parallel or equivalent forms of a test may be administered to
the group of subjects, and the paired observations correlated. “In estimating reliability by the
administration of parallel or equivalent forms of a test, criteria parallelism is required.”
Split-half method. The test in this method may be administered once, but the test
items are divided into two halves. The common procedure is to divide a test into odd and even
items. The two halves of the test must be similar but not identical in content, number of items,
difficulty, means and standard deviations. Each student obtains two scores, one on the odd and
the other on the even items in the same tests. The scores obtained in the two halves are
correlated. The result is a reliability coefficient for a half test.
Internal-consistency method. This method is used with psychological tests which
consist of dichotomously score items. The examinee either passes or fails in an item. A rating of
1 (one) is assigned for a pass and for 0 (zero) a failure.

Practicality
 Practicality also known as usability means the degree to which the research
instrument can be satisfactorily used by the teachers, researchers, supervisors and school
managers without undue expenditure of time, money and effort. In other words, usability
means practicability.
Practicality
1. A research instrument is practical if it is easy to administer. To facilitate the administration
of a research instrument, instructions should be complete and precise.
2. Easy to score. Ease of scoring a research instrument depends upon the correct
construction, adequacy of answer key and clear instructions.
3. Easy to interpret and apply. Results of test are easy to interpret and apply if tables are
provided. All scores must be given meaning from the tables of norms without the necessity
of computation.
4. Affordable. It is more practical if the test is low cost, material-wise. It is more economical
also if the research instrument is of low coast and can be reused by future researchers.
5. Appropriateness of text. A good research instrument should be printed clearly in an
appropriate size for the grade or year level for which the instrument is intended. Careful
attention should be given to the quality of pictures and illustrations on the lower grade
subjects of the study. Research instruments intended for the community or for those with
low educational attainment should be translated in the dialect.

Rating Scale to Determine Practicability

Indicators Strongly Agree Disagree Strongly

Agree
I. ADMINISTRATION
1. The rubric is easy to administer.
2. The rubric provides complete
instruction understandable to the rater.
II. SCORING
3. Scoring direction is easy to understand.
4. The rubric provides column for
numerical and qualitative responses.
III. INTERPRETATION
5. Scores are easy to interpret.
6. Interpretations are provided for each
numerical value.
IV. MECHANICAL MAKE-UP
7. Fonts are appropriate in size and
printed clearly.
8. The use of lines and illustrations are
helpful to the rater.

Comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Rated by: ______________________________________________________________________

Date: __________________________________________
 Congratulations!

You have finished Module 12.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.

Please bear in mind the deadline set by your

teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 12.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________

1. What are the qualities of an ideal research instrument?

__________________________________________________________________________
 __________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

2. Why should a research instrument be valid?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. How can an instrument be reliable?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

4. Look for a rubric. Rate a test paper using the instrument on practicality. Find out the result.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Module 13
The Research Procedure

Learning Objectives
At the end of this module, the learner will be able to:
1. discuss the importance of tracing the collection, processing, analysing and interpreting of data
2. prepare a sample description of data collection and treatment of data
 Research procedure is a step-by-step presentation of the different stages of the
research. Particularly in the administration and retrieval of research instrument. It can also be
in the form of observation through observation technique, key informant interviews, focused-
group discussion. Research procedure also traces the data collection data, data processing,
analysis and interpretation.
Gathering of Data Collection / Data Collection
This describes in detail the data to be collected, how, from whom and where.
Approaches for Data Collection (Reyes, 2004)
One of the major activities involved in research in data collection. The core of
research studies is based on what, how and why data is collected. As there are a variety of
approaches in research for the social sciences, the gathering of data may also be undertaken
according to the nature of the study.
Observation
One of these approaches for data collection is the observation of behavior.
The selection, provocation, recording and encoding of that set of behaviors and
settings concerning organisms “in situ” must be consistent with empirical aims. By selection is
meant the emphasis on edit or focus of research in both intentional and unintentional ways. In
provocation the important relationship between experimental intervention and observational
methods is recognized. The observer must be able to modify the research setting without
destroying its naturalness. Recording and encoding emphasize the recording of events through
the use of field notes, category systems. In situ refers to those situations in which the
participants spend most of their time.
Questionnaire
When data to be gathered may be done simultaneously and alternate responses can
be supplied by the research, a questionnaire may be made. In this case there should be an
adequate number of alternative responses by which a respondents can choose from according
to his unique situation vis-à-vis the problem of the study.
A questionnaire is a list of planned, written questions related to a particular topic,
with space provided for indicating the response to each question, intended for submission to a
number of persons for reply.
In general, questionnaires may be classified as structured or unstructured. The
structured questionnaire asks a question and provides several possible answers where the
respondent is asked to select the most appropriate answer. The unstructured type asks
questions but the investigator gives no suggested answers.
The Interview
 While the questionnaire can easily provide a well-documented set of responses from
the intended respondents, it would be well to know who the respondents, it would be well to
know who the respondents is, his facial expressions, his gestures, and other types of body
language. These bodily responses may find more significant meaning to a researcher which a
questionnaire cannot record.
Hence, a personal interview would perhaps provide a more substantial source of
information from respondents.
An interview is an oral type of questionnaire which is used to gather data from others
in a direct contact. It is not a separate tool but supplementary to other methods and
techniques.
The interviewer’s art consists in creating a situation wherein the respondent’s
answers will be reliable and valid. The ideal is a permissive situation in which the respondent is
encouraged to voice his frank opinions without fear.
Statistical Treatment / Statistical Design
When the study involves statistical data, the researcher must explain in this section
how the data will be analyzed. For instance, hypotheses to be tested or relationship to be
determined. Specify the hypothesis test that will be used or the correlation analysis to be used
for each hypothesis. Dummy tables may be included if desired. Percentage formulas are
unnecessary. Statistical tools should be listed. They should be individually explained on what
data will be treated by each tool.
According to Reyes (2004), analysis and interpretation become more probable by
submitting organized data to statistical treatment. A more scientific approach is obtained when
measurement is introduced. The application of statistical methods will depend on (a) size of the
total number of cases, (b) level of measurement, (c) kind and number of samples, (d) the kind
of problem to be answered, and (e) the power efficiency of the test.
If the size of the number of class is less than 30, then non-parametric statistics may
be applied. However, if the size is 30 or greater, parametric statistics may be applied.

Level of Measurement Description

Nominal Data in this level of measurement are either countable or

discrete. Examples of countable data are no. of students, no. of
courses, no. of out-patients or no. of drop outs. Nominal
methods of statistics determine equivalence and non-
equivalence.

Ordinal These types of data are ranked or show distinctions of order such
as “greater” or “smaller” require ordinal methods of statistical
treatment.
 Interval Data in this scale are arranged into groups where units or
intervals or measurements are equal, a specific type of treatment
is applied.

Ratio This scale is a basic measurement which has the characteristic of

From Reyes (2004) an interval scale plus an absolute zero.

Statistical Tests
Level of One-Sample Two – Sample Case k – Sample Test Measures of
Measurement Case Correlation
Related Independent Related Independent
Samples Samples Samples Samples

Nominal X² one- McNemar Fisher exact Cochran Q 2 X fro k Contingency

sample test Test probability Test independent coefficient
Research Procedures test 2 X 2 samples
ind. Samples

Ordinal Kolmogorov-
Sign test Median test Friedman 2- Extension of Spearman rank
Smirnov
Wilcoxon Mann- way ANOVA the Median correlation
Gathering ofone-sample
Data matched Whitney test test
Use ANOVA Kendall rank
test
pairs signed
During the first semester ofUse2006-2007,
z test the rubrics
for scales Kruskal-were correlation
developed.
ranks for large
Criteria for One-sample
the rubrics for assessingsamples Performance-Based Assessment
Wallis One-
Kendall partial in
test Use z-test Way ANOVA
Language and Literature classes
for large
were gathered from relevant
Kolmogorov- research
correlation
literature and interviewsamples
of specialists
Smirnovin2 – communication and performing Kendall arts
sample test
related to the target activities. Rubrics were developed based on ofthe
coefficient
concordance
established criteria.
In the second semester of the same school year, the approval was
sought from the department chair and the dean to conduct a seminar for
faculty on Performance-Based Assessment and the use of rubrics as
instruments to assess students’ performance in the class.
Treatment of Data
In determining the practicality of the rubrics, raters were provided with
a rating scale. Their responses were analysed using weighted means and
standard deviations. Aside from quantitative rating, comments of the raters
were analysed using qualitative methods. Furthermore, results of interviews
with students and teachers were collated and presented qualitatively.
Congratulations!

You have finished Module 13.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 13.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________

Draw a schema showing the actual flow or sequence of the research process. Use the following
for your schema.
* determination of sample sized * retrieval of questionnaire
* identification of samples * submission/presentation of transmittal
letter
* administration of questionnaire * data processing and analysis
* editing and review of filled out * tallying and grouping of data
research instrument

Module 14
Definition of Terms

Learning Objectives
At the end of this module, the learner will be able to:
1. discuss the importance of operational definition of terms
2. define and arrange terms in used in research
 Variables, words, or phrases used in the study must be operationally defined for
clearer understanding of the readers. In some cases, the terms can be taken from the
dictionaries, books or studies related to the research being undertaken and, in this case, the
author and/or source of the terms or phrase must be cited and listed in the bibliography.
Emphasis must be given to operational definition of terms. Operational definition
refers to the meaning of the words as used in the study. It is necessary to orient the readers in
order to attain logical presentation of the study.
The term or phrase should be arranged alphabetically, and the definition must be in
complete sentence.
The terms must NOT be numbered. The numbers of words to be defined depend on
the variables, words, and phrases used in the title, statement of the problem and research tool
(see sample in the next page).

Definition of Terms
To fully understand the terms used in this study, the following are defined
operationally:
Content Validity is the degree of accuracy by which the rubrics intended to
measure the target skills or competencies of specific performance-based activities in
Language and Literature Classes as indicated by the specialists and teachers using the
metarubrics.
Inter-rater Reliability is the degree to which two or more raters agree on the
level of student performance in the different activities conducted in Language and
Literature Classes.
Language and Literature classes refer to the communication arts courses which
cover all English subjects (Conversational English, Speech Improvement, Debate, and
Public Speaking) and the Philippine Literature (English 19) and World Literature (English
22) courses. Philippine Literature covers the various literary genres of works written by
Filipinos from all regions in the Philippines. World Literature covers representative
literary masterpieces from the different countries in the world. Other major courses
under the AB English curriculum particularly those which cover American and English
Literatures were also considered.
Performance-based Activities represent a set of activities conducted in Language
and Literature classes in the application of knowledge, skills, and work habits through
tasks that are meaningful and engaging to students. This type of activities provides
language and literature teachers with information about how their students understand
and apply knowledge. Classroom performances that will be assessed in this study are
newscasting, readers theatre, role play, improvisation, storytelling, telephone
communication, oral paraphrasing, socialized recitation, prepared speech and oral
reporting.
Congratulations!

You have finished Module 14.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 14.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Define the following.

1. Review of literature __________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Research problem ___________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Phenomenon _______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Qualitative data _____________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Validity ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Sample ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. Theory ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

8. Variable ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. Variable ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
10. Variable ___________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Module 15
Presentation, Analysis and Interpretation of Data

Learning Objectives
At the end of this module, the learner will be able to:
1. discuss and familiarize the presentation, analysis and interpretation of data
2. develop a sample data description and analysis
Data Description
Analysis of research data involves two processes. First, it requires describing the data
using the tools of Descriptive statistics. Second, it entails drawing inferences and making
generalizations concerning the target population through the methods of Inferential statistics.
Data description is basically an explanation and detailed discussion about vast
collection of raw information. It will to assist budding researchers to organize and summarize
the data so that they can provide a good, rough picture of the original measurements that they
have collected. Hence, it covers tools for presenting data, such as tables and graphs, and indices
for summarizing the data such as measures of central tendency, variability, disease frequency
and association.
Data Presentation (Zulueta and Costales, 2003)
The way a researcher presents the data definitely impacts on how the report will be
appreciated by the readers. Data may be presented in narrative or textual form, in tables or in
graphs. Narrative method simply uses words. It is sometimes called the textual method.
These are statements of the possible meaning, probable causes and effects of a
situation or condition as revealed by the findings and veiled suggestions to continue the
situation if it is good or to adopt some remedies/measures to eradicate or minimize bad effects.
Those who are to benefit and those who are going to suffer the bad effects should also be
mentioned.
Elements to Consider in the Interpretation
1. Statement of the condition or situation. The condition or situation is stated based upon
the findings, whether satisfactory or unsatisfactory.
2. Probable cause of the conditions. Every condition has a cause; but there must be logical
and valid relationship between the condition and its cause.
3. Probable effects of the condition. Every condition has an effect, either bad or good.
There must be valid relationship between the conditions and its effect and this must be
clearly given.
4. A suggestion for continuance or remedied measure, if the possible effect is bad. If the
effect of the condition is good, there must be a guide for the continuance of the
existence of the condition. If the effect is deleterious there must be some suggestions
for the adoption of measures aimed at minimizing the harmful effects.

Phrases That May Help Analyze and Interpret the Results

(Zulueta and Costales, 2003)
 It appears therefore that the. . .
One reason could be that. . .
Undoubtedly, many of the respondents claimed that. . .
According to. . .
It is understandable that only. .
During informal interview with the respondents, it was learned. .

Three of the respondents stated that. . .

When the respondents were asked. . .
The composite of the responses focused on. . .
The emphasis made by . . . on. . .
It was noteworthy that. . .
It should be remembered that. . .
Likewise, the provision of. . .
Interestingly, only. . .
According to . . ., it is but appropriate that. . .
In interview with . . . they pointed out that. . .
As the . . . emphasized, it will. . .
It is expected that. . .
The respondents exhibited a. . .
As an offshoot of those. . .
The . . . indicated that. . .
It should be noted from the responses that. . .
It should be mentioned that. . .
Moreover . . . it was noteworthy that. . .
It was indicated that. . .
It was perceived therefore by. . .

Tabular Presentation

Tabular presentation is sometimes called frequency distribution. It provides the

frequency of the number of times a specific value or category of a variable appears in the data.
Tables which present distribution for a single variable are sometimes called one-way tables,
two-way tables otherwise known as contingency tables or cross-tabulations, presents two
variables. Multi-way tables on the other hand show more than two variables. Inclusions of
more than three variables in one table makes interpretation quite uneasy. It is not advisable to
go beyond three variables.
 The title of the table should be concise and self-explanatory, expressing clearly all the
information found in the table. Rows and columns must be clearly labeled. All categories should
be clearly shown.

Tables should bear clear and correct denominators. This is one of the reasons why
data is sometimes misconstrued. One may read Table 8.8 to imply that females had better
baseline knowledge that males since only approximately 26% of those who failed the pretest
were females compared to 74% males.

Example:

Table 8.8 Distribution of Trainees by Gender and Pretest Results

Gender Passed Failed Total
Males 350 (90.4%) 180 (74.1%) 550 (84.6%)
Females 37 (9.6%) 63 (25.9%) 100 (15.4%)
Total 387 (100.0%) 243 (100.0%) 650 (100.0%)

In comparative studies where the objective is to determine whether differences exist

between two or more groups with respect to a particular variable, the rule is to use the number
of subjects per groups as the denominator. In the above table, the performance of male and
female trainees in the pretest are being compared. Hence, instead of the number who passed
or failed, the number of males or females should be used as the denominator.

Data can also be presented in pies, graphs, and polygons.

Females
15% Males
Females
Males
85%

Pie Graph
Guidelines for Critiquing Quantitative Analyses
 1. Does the report include any descriptive statistics? Do these statistics sufficiently describe the
major characteristics of the researcher’s data set?
2. Were indices of both central tendency and variability provided in the report? If not, how does
the absence of this information affect the reader’s understanding of the research variables?
3. Were the correct descriptive statistics used (e.g., was a median used when a mean would have
been more appropriate)?
4. Does the report include any inferential statistics? Was a statistical test performed for each of
the hypotheses or research question? If inferential statistics were not used, should they have
been?
5. Was the selected statistical test appropriate, given the level of measurement of the variables?
6. Was a parametric test used? Does it appear that the assumptions for the use of parametric
tests were met? If a nonparametric test was used, should a more powerful parametric
procedure have been used instead?
7. Were any multivariate procedures used? If so, does it appear that researcher chose the
appropriate test? If multivariate procedures were not used, should they have been? Would
the use of a multivariate procedure have improved the researcher’s ability to draw
conclusions about the relationship between the dependent and independent variables?
8. In general, does the report provide a rationale for the use of the selected statistical tests?
Does the report contain sufficient information for you to judge whether appropriate statistics
were used?
1. 9.Given
Wasthe
there an appropriate
nature of the data,amount of statistical
were they information
best analysed reported?
qualitatively? Are the
Were the data
findings clearly
analysis
and logically
techniques organized?
appropriate for the research design?
2. Is the initial categorization statistical
10. Were the results of any tests significant?
scheme described? Whatthe
If so, does do scheme
the tests tell you
appear about
logical andthe
plausibility
complete? of the
Does research
there seem to hypotheses?
be unnecessary overlap or redundancy in the categories?
3. Were manual methods used totoindex
11. Were tables used judiciously summarize large masses
and organize of statistical
the data, or was a information? Are the
computer program
tables
used? clearly presented, with good titles and carefully labelled column headings? Is the
4. Is information
the process presented
by which ainthematic
the text consistent
analysis was with the information
performed presented
described? in the themes
What major tables? Is
the information
emerged? totally
If excerpts redundant?
from the data are provided, do the themes appear to capture the
meaning of the narratives – that is, does it appear that the researcher adequately interpreted
the data 100.00%
From Politand
andconceptualized
Beck (2004) the themes?
80.00%
5. Is the analysis parsimonious – could two or more themes be collapsed into a broader and
perhaps more 60.00%
useful conceptualization? Series 1
6. What evidence does the report provide that the researcher’s analysis is accurate and
40.00%
replicable?
20.00%
7. Were data displayed in a manner that allows you to verify the researcher’s conclusions? Was a
conceptual map,0.00%model, or diagram effectively displayed to communicate important
Series 1 Males Females
processes? 84.60% 15.40%
8. Was the context of the phenomenon adequately described? Does the report give you a clear
Bar of
picture Graph
the social or emotional world of study participants?
9. If the result of the study is an emergent theory or conceptualization, does it yield a meaningful
Guidelines for Critiquing Qualitative Analyses
and insightful picture of the phenomenon under study? Is the resulting theory or description
trivial or obvious?

From Polit and Beck (2004)

100.00%
80.00%

60.00% Series 1
40.00%
20.00%
0.00%
Males Females
Polygon Graph

Congratulations!

You have finished Module 15.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 15.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Prepare a line graph, pie graph and bar graph using the following data. Describe your data
comprehensively.

Civil Status Male Female Total

f % f % f %
Single 10 29 9 24 19 27
Married 10 29 8 22 18 25
Widow 0 0 15 41 15 21
 Widower 10 29 0 0 10 14
Separated 4 12 5 14 9 13
Total 34 100 37 100 71 100

Module 16
Summary of Findings

Learning Objectives
At the end of this module, the learner will be able to:
1. discuss and appreciate the importance of the summary of findings
2. develop a sample summary of findings

Summary of findings is a portion in the research report that provides a brief

information about the results of the study. This will only represent the salient findings of the
study as bases for conclusion and recommendation.
Guidelines in Writing the Summary of Findings (Zulueta and Costales, 2003)
1. There should be a brief statement about the main purpose of the study.
2. The findings may be lumped up all together but clarity demands that each specific
question under the statement of the problem must be written first to be followed by the
findings that would answer it. The specific questions should follow the order they are
given under the statement of the problem.
3. The findings should be textual generalizations, summary of the important data
consisting of text and numbers. Every statement of fact should consist of words,
numbers, or statistical measures woven into a meaningful statement. No deduction on
the interpretations be made.
4. They should be stated as concisely as possible.
Interpretation of the Findings

1. Are all important results discussed? If not, what is the likely explanation for omissions?

2. Are interpretations consistent with results? Do the interpretations take into account methodologic
limitations?

3. What types of evidence are offered in support of the interpretation, and is that evidence
persuasive? Are results interpreted in light of findings from other studies? Are results interpreted
in terms of the original study hypotheses and the conceptual framework?

4. Are alternative explanations for the findings mentioned, and is the rationale for their rejection
presented?

Guidelines for Critiquing

5. In quantitative studies,the Interpretive
does Dimensions
the interpretation of between
distinguish a Research Report
practical and statistical
significance?

6. Are any unwarranted interpretations of causality made?

Implications of the Findings

7. Does the researcher offer implications of the research for nursing practice, nursing theory, or
nursing research? Are implications of the study omitted, although a basis for them is apparent?

8. Are the stated implications appropriate, given the study’s implications?

9. Are generalizations made that are not warranted on the basis of the sample used?

Recommendations

10. Are specific recommendations made concerning how the study’s methods could be improved? Are
there recommendations for future research investigations?

11. Are recommendations for specific nursing actions presented?

12. Are recommendations consistent with the findings and with the existing body of knowledge?

From Polit and Beck (2004)

Summary of Findings

Results
Example of Psychological
of Summary Appraisals of Students in a Multicultural
of Findings
School. Majority of the students have very high self-esteem (9 or 36%).
Seven or 28% have high self-esteem and 8 or 32% have low self-esteem.
Only one or 4% has very low self-esteem. As a whole, the students have high
self-esteem.
Relationship Between Profile and Self Esteem of Students in a
Multicultural School. That self-esteem is not associated with their gender,
nationality and rank in the family. Grade VII students at have high self-
esteem. This level can be attributed to other internal and external factors.
The findings suggest that their gender is not a determinant in the self-
esteem level. Regardless of nationality self-esteem is developed depending
upon the students’ exposure and experience in life. Regardless whether a
student is the eldest, middle child or youngest, self-esteem of students is
developed due to some factors that allow them free expression, support of
their needs and interest and favorable environment that is supportive and
complementary to what they like doing including their strengths and
weaknesses.
Congratulations!
You have finished Module 16.
Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 16.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Write your sample summary here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Module 17
Conclusions and Recommendations

Learning Objectives
At the end of this module, the learner will be able to:
1. discuss and appreciate the importance of the summary of findings
2. develop a sample summary of findings
3. write his/her own conclusions and recommendations

Conclusions and Recommendations are the dovetails of the findings of the study. If
there are only three summarized results, there are three conclusions. They are arranged as it
appears in the findings. Rejection and acceptance of hypotheses are explained in this section.
They are valid outgrowth of the findings.
Guidelines in Writing the Conclusions (Zulueta and Costales, 2003)
1. They should not contain any numerals.
2. They appropriately answer the specific questions raised at the beginning of the
investigation.
3. No conclusions should be drawn from the implied or indirect effects of the findings.
4. They should not be given any hint at the researcher doubts. The use of qualifiers such
as, probably, perhaps, may be, and others should be avoided as much as possible.
5. They should not be repetitions of any statements anywhere in the research thesis, and
dissertations. They may be recapitulations if necessary but they should be worded
differently and they should convey the same information as the statements
recapitulated.

Example of Conclusion

Conclusion
Multicultural School poses a challenge to teachers and parents
because of the growing of students with high-esteem and below average
emotional intelligence while with high verbal and emotional aggression
tendencies. As the students grow older so with their dynamic nature as
evidenced by their psychological appraisals. These are not influenced by
their gender, nationality, rank in the family, nationality and academic
performance. This study proves that other variables not covered in this
study are associated with their self-esteem, aggression tendencies and
emotional intelligence.

They are based on the conclusions. They are appeals to people or entities
concerned to solve or help solve the problems.
Guidelines in Writing the Recommendations (Zulueta and Costales, 2003)
1. It should aim to solve problems in the study.
2. It ensures a continuous benefit being accorded to the universe involved.
3. It should be logical and valid to recommend the acquisition of the lacking of
the facilities.
4. It should recommend a further study or research in wider applications.

Recommendations
Example of Recommendations
Based on the findings, conclusion and the following are recommended:
1. For the administrator or Ramstein-Miesenbach Gymnasium, to implement
the proposed intervention.
2. For the teachers in a multicultural classroom, to conduct a regular self-
awareness activities and other interventions not included in the proposed
intervention to continuously develop the students’ self-esteem and
emotional intelligence and lessen their aggressive behaviors.
3. For the parents to reinforce activities in Ramstein-Miesenbach Gymnasium
in their respective homes by providing them opportunity to further develop
their children’s self-esteem and emotional intelligence.
4. For future researchers, to use this study as basis for replication. The
following titles may be considered:
4.1. Cognitive, Affective and Psychomotor skills of students in a Multicultural
Setting;
4.2 Multicultural Classroom: The Philippine Experience.
Congratulations!
You have finished Module 17.
Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.
 Please bear in mind the deadline set by your
teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 17.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Write your conclusion and recommendations here.

Conclusion_____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Recommendations______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Module 18
Bibliography and Documentation of References

Learning Objectives
At the end of this module, the learner will be able to:
1. familiarize the guidelines and rules in preparing bibliography
2. develop a skill in citing parenthetical reference citation
3. familiarize MLA and APA Documentation Styles
4. practice writing bibliographical entries

Bibliography is composed of all the works consulted for the purpose of the study. This
includes books, unpublished theses/dissertations, journals, periodicals and public documents
including internet services. The APA (American Psychological Association) style is used in
parenthetical reference citations and in bibliographical entries.
The bibliography includes all works cited. The first line of the entry begins flush left;
the second and successive lines are indented three to five spaces (one tab) from the left. Entries
appear in alphabetical order according to the author’s last name; two or more works by the
same author appear in chronological order; two or more works by the same author and with
same publication date appear in alphabetical order by title. When you have two or more books
or articles by the same author, repeat the name of the author in each entry.

Documentation in Research Paper, Thesis and Dissertation

Documentation is important in writing a research paper, thesis, and dissertation to
determine if the researcher has consulted several research works as references. A research
paper, thesis and dissertation are valueless without documentation.
It can be gleaned that whether statements are quoted directly or indirectly, primary or
secondary sources, they must be cited to provide an accurate information of the materials and
the exact source.
A researcher who fails to cite documentation on his research paper, thesis or
dissertation of ideas taken from other sources resorts to plagiarism. This is an act wherein the
writer uses the passages, ideas, writings, and statements of others without giving due credit.
By and large, a research paper, thesis or dissertation is more specific if it has several,
documented materials to his study and most of the writings of his research paper, thesis or
dissertation are documented materials where has no ideas of his own.

Purposes of Documentation
Campbell, Ballou, and Slade (1991) cited four purposes of documentation. These are as
follows:
1. Acknowledging indebtedness. The researcher has to acknowledge sources of material
whether quoted directly or indirectly, primary or secondary for ethical reason and is
also indebted to the different ideas and works of theirs which serve as his guide in
the completion of his paper.
2. Establishing validity of evidence. When investigator cites authorities in his paper,
thesis, or dissertation, he gives the reader veracity of information regarding the
documented materials which support his own ideas.
3. Providing cross-references within the paper. Based on the endnotes or footnotes in
the text and reference materials in the bibliography and appendix, the investigator
gives the reader sources of materials to cross-check as presented in the notes,
bibliography or appendix.
4. Amplifying ideas. When ideas need further explanation and cannot be included in the
body of the paper, thesis or dissertation, an informational note is used to give the
 reader essential ideas such as technical discussion or definition, incidental comments,
corollary materials, additional information, and reconciliation of conflicting views
(Campbell, Ballou and Slade, 1991).
Types of Documentation
1. Parenthetical Documentation: Author and Work
(MLA Style or Modern Language Association) This is most often used for language and
literature researches.
The MLA has the following guidelines:
1. References within the text must clearly point to specific sources in the list of works
cited.
2. Keep your parenthetical references as brief as possible.
Examples:
In his essay, “Criticism and Sociology,” David Daiches insists that “sociological criticism
can help to increase literary perception as well as to explain origins” (17).
2. Parenthetical Documentation: Author and Date
(APA Style)
Established by the American Psychological Society (APA), this style is used by the
social sciences, business, anthropology and some of the life sciences.
Examples:
Johnson (1983) discovered that children were more…
Holland, Holt, Levi and Beckett (1999) indicated that…
(First citation)
Holland et.al. (1999) also found…
(Subsequent citation)

3. Traditional Documentation: Footnotes

Parenthetical Reference Citations in Text and Bibliography

(Largely influenced by the American Psychological Association)

Author cited in text

If you mention the author’s name in your text, cite only the date of publication in
parenthesis, immediately after the author’s name.
 Ornstein (1992) believes that good moral character requires a clear set of values.

Author not cited in text

If you do not mention the author’s name in your text, his name and the date of
publication appear in parenthesis at the end of your sentence.

Good moral character requires a clear set of values. The values a person holds depend
on many factors, including environment, education and personality (Ornstein 1992).

Author and date cited in text

If you use both the name of the author and the date in the text, parenthetical reference
is not necessary.

In a 1984 article, Sternberg explained the relevance of educational leadership in

teaching intelligence.

Author cited is from a secondary source

If you mention the author’s name in text, use the following format:

Rogers (1953), as cited by Ornstein (1992), concluded that the essence of

creativity is novelty, and, hence we have no standard by which to judge it.

Or

According, to Rogers (1953) as cited by Ornstein (1992), concluded that the

essence of creativity is novelty, and, hence we have no standard by which to judge it.

If you do not mention the author’s name in your text, use the following format:

Wisdom is more clearly associated with intelligence than is creativity, but differs in
emphasis upon mature judgment and use of experience with difficult situations (Sternberg,
1986 as cited by Ornstein 1992).
Work by two authors
If you mention the author’s name in the text, use the following format:
According to Dudley and Faricy (1997) all people have created art, at all times, in
all countries, and it lives because it is liked and enjoyed.
 According to Curwin and Mendter (1988) as cited by Ornstein (1992) some
educators are quick to package programs that are discussed in the professional
literature or advertised as reform or a quick fix.
If you do not mention the author’s name in your text, use the following format:
Art has been created by all people, at all times, in all countries, and it lives
because it is liked and enjoyed (Dudley and Faricy, 1973).
Some educators are quick to package programs that are discussed in the
professional literature or advertised as reform or a quick fix (Curwin and Mendter, 1988
as cited by Ornstein, 1992).
Work by more than two authors
For a work by three or more authors, give only the last name of the first author and use
the following format:
As Sanchez, et.al. (1998) put it, advanced science and technology have
overwhelmed many aspects of our lives, and even our possibilities of survival are
affected.
According to Sanchez, et.al. (1998) as cited by Cruz (2001), advanced science and
technology have overwhelmed many aspects of our lives, and even our possibilities of
survival are affected.
Advanced science and technology have overwhelmed many aspects of our lives,
and even our possibilities of survival are affected (Sanchez, et.al., 1998).
Advanced science and technology have overwhelmed many aspects of our lives,
and even our possibilities of survival are affected (Sanchez, et.al., 1998 as cited by Cruz,
2001).
Works by two or more authors with the same last name
When you cite works by two or more authors with the same last name, use initials to
identify the authors in the text even if their dates of publications differ.
Rita Dunn (1989) has confirmed the findings of Kenneth Dunn (1987).
Work identified by title
When a work is listed in the reference list by title alone, a shortened version of the title
is used in the text to identify the work. The title of a book is underlined; the title of an article
appears within quotation marks.
The National Endowment for the Humanities supports theoretical and critical
studies of the arts but not work in the creative or performing arts (Guidelines, 1998).
 The changes in the Medical College Admissions Test should encourage more
students to pursue studies in the social sciences, humanities, and natural sciences (“New
Exam,” 1989).
Corporate Author
When you cite a work by a corporate author, use the name of the organization as the
author.
Retired administrators will retain access to all of the university’s educational and
recreational facilities (University of South Carolina, 1987).
You may use well – known abbreviations of the name of a corporate author in
subsequent parenthetical references. For example, you might use DOH for Department of
Health and SWU for Southwestern University.

Sample Bibliography (MLA Style)

Books
Andales, Venancio B. Basic Concepts and Methods in Research. Quezon City: Great
Books Trading, 1992.
Calderon, Jose F. and Expectacion C. Gonzales. Measurement and Evaluation. Manila:
National Bookstore, 1984.
Calderon, Jose F. and Expectacion C. Gonzales. Methods of Research and Thesis Writing.
Mandaluyong City: National Book Store, 1993.
Calmorin, Laurentina P. Educational Measurement and Evaluation. Manila:
National Bookstore, 1983.
Calmorin, Laurentina P. Educational Research Measurement and Evaluation.
Second Edition Manila: National Bookstore, 1994.
Calmorin, Laurentina Paler and Melchor A. Calmorin. Methods and Thesis
Writing. Manila: Rex Book Store, 1995.
Campbell, William Giles, Stephen Vaughan Ballou and Carol Slade. Form and Style:
Thesis Reports, Term Papers. Eight Edition. Boston: Houghton Mifflin Company,
Inc., 1990.
Fraenkel, Jack R. and Norman E. Wallen. How to Design and Evaluate Research in
Education. USA: Mc Graw Hill Company, 1993.
Freund, John E. and Benjamin M. Perles. Statistics: A First Course. Seventh Edition. New
Jersey, USA: Prentice-Hall, Inc., 1999.
 Kumar, Ranjit. Research Methodology: A Step-by-Step Guide for Beginners. Melbourne,
Australia: Addison Wesley Longman Australia Pty Limited, 1996.
Sanchez, Custodiosa A. Methods and Techniques of Research. Third Edition. Manila: Rex
Book Store, 1997.
Sevilla, Consuelo G. et.al. An Introduction to Research Methods. Manila: Rex Book Store,
1984.

Sample Bibliography (APA Style)

Books
Andales, Venancio B. (1992). Basic Concepts and Methods in Research. Quezon City:
Great Books Trading.
Calderon, Jose F. and Expectacion C. Gonzales. (1984). Measurement and Evaluation.
Manila: National Bookstore.
Calderon, Jose F. and Expectacion C. Gonzales. (1993). Methods of Research and Thesis
Writing. Mandaluyong City: National Book Store.
Calmorin, Laurentina P. (1983). Educational Measurement and Evaluation. Manila:
National Bookstore.
Calmorin, Laurentina P. (1994). Educational Research Measurement and Evaluation.
Second Edition Manila: National Bookstore.
Calmorin, Laurentina Paler and Melchor A. Calmorin. (1995). Methods and Thesis
Writing. Manila: Rex Book Store.
Campbell, William Giles, Stephen Vaughan Ballou and Carol Slade. (1990). Form and
Style: Thesis Reports, Term Papers. Eight Edition. Boston: Houghton Mifflin
Company, Inc.
Fraenkel, Jack R. and Norman E. Wallen. (1993). How to Design and Evaluate Research in
Education. USA: Mc Graw Hill Company.
Freund, John E. and Benjamin M. Perles. (1999). Statistics: A First Course. Seventh
Edition. New Jersey, USA: Prentice-Hall, Inc.
Kumar, Ranjit. (1996). Research Methodology: A Step-by-Step Guide for Beginners.
Melbourne, Australia: Addison Wesley Longman Australia Pty Limited.
Sanchez, Custodiosa A. (1997). Methods and Techniques of Research. Third Edition.
Manila: Rex Book Store.
 Sevilla, Consuelo G. et.al. (1984). An Introduction to Research Methods. Manila: Rex
Book Store.
If a book is an edited volume, indicate that it is edited by placing the abbreviation for
the editor (Ed.) or editors (Eds.) within parenthesis in the author position.
Stanley, Dianne R. (Ed.) (2001) The Male Autograph: Theory and Practice in the
Twentieth Century. New York: Golden Apple Books.
If a book has no author or editor, enter and alphabetized the book by title alone.
Policies and Standards for Humanities, Social Sciences and Communication Education
(1996). Manila: Commission on Higher Education.
To refer to a single volume in a multivolume series, include only the relevant date and
volume number.
Bowsky, W.H. (Ed.) (1976) Studies in Medieval and Renaissance History. Volume 4.
Lincoln, Nebraska: University of Nebraska Press.
Periodicals
Berenbaum, Howard and Frank Fujita (1995). “Consistency, Specificity, and Correlates of
Negative Emotions,” Journal Personality and Social Psychology, Vol. 68, No. 2,
342-352.
Booth, Richard F., Michael S. Mc. Nelly and Newell H. Berry (1997, January). “Individual
and Environmental Factors Associated with Job Satisfaction and Retention of
Navy Hospital Corpsmen Serving with the US Marine Corps,” Psychological
Abstracts, Vol. 57, No. 1, 257.
Carruth, Ronald J. (1997, November) “High School Principal Burnout: A Study Relating
Perceived Levels of Professional Burnout to Principal’s Reliance on Social Basis of
Power,” Dissertation Abstracts International, Vol. 58, No. 5, 1510 – A.
The entry for an article in a magazine (or newspaper) without volume numbers includes
the data and the page.
Grover, Ronald (1998, September 19). “A Megawatt Power Play in California,” Business
Week, 34 - 35.
When a magazine or newspaper article appears on discontinuous pages, give all page
numbers and separate the numbers with commas.
Broad, W.J (1989, March 14). “Fight of Shuttle Begins Flawlessly,” The New York Times, A
– 1, C – 7.
Unpublished Dissertations and Theses
Abos, Catalino C. (1994). “Values Depicted in Selected Essays in English I and English II
Textbooks used in Southwestern University,” Unpublished Master of Arts in Education
thesis, Southwestern University, Cebu City, Philippines.
Callao, Rotsenia J. (2000). “The Effectiveness of Indirect and Direct Approaches in Developing
Thinking Skills in English I Secondary Level.” Southwestern University, Cebu City,
Philippines.
Garcia, Dennis Dindo L. (2000). “The Level of Burnout of Southwestern University’s Arts Science
Faculty and its Relationship with Emotions Profile and Selected Personal and
Professional Factors,” Unpublished Master of Arts in Psychology thesis. University of San
Carlos, Cebu City, Philippines.
Longinos, Rouel A. (2001). “The Effectiveness of Art Appreciation (Humanities 12) Instruction to
the Multiple Intelligences of College Students of Southwestern University.” Unpublished
Doctor of Education dissertation, Southwestern University, Cebu City, Philippines.
Longinos, Rouel A. (2008). “Rubrics for Performance-Based Activities in Language and Literature
classes” Unpublished Doctor of Philosophy dissertation, University of San Carlos, Cebu
City, Philippines.
Longinos, Rouel A. (2009). “Authentic Assessments in College Communication Classes: The
Southwestern University Experience. A Research presented to the Graduate School
during the 5th Bi-Annual Research Forum.
Longinos, Rouel A. (1997). Behavioral Problems of High School Students of Southwestern
University. A Research presented to the Center for Research of SWU during the 1997 In-
House Research Conference.
Longinos, Rouel A. (1999). The Implementation of Social Studies Program of Southwestern
University High School Department. Unpublished thesis. Southwestern University, Cebu
City.
Longinos, Rouel A. (2009). The Social Institutions of Taiwan And The Philippines: Taiwanese
Educators Perspectives. A Research presented to the Graduate School during the 5 th Bi-
Annual Research Forum.
Mondragon, Mariesa A. (2000). “Television Viewership of Animated Cartoon of Grades Four and
Five Pupils of Southwestern University.” Southwestern University, Unpublished Master
of Arts in Education thesis, Southwestern University, Cebu City, Philippines.
Other Sources
Patricio, Catalino C. (2007, July 18) Personal Interview.
Castillo, Lilibeth T. (2007, March 6) Letter to the author.
Lazaro, Cheche (Producer) (2008, December 12) “Red November,” The Probe Team, GMA,
Quezon City.
Redford, Robert (Director) (1980). Ordinary People [Film], Paramount.
Socash, Ethel G. (2000, July 22) “Opiates as Reinforces,” Paper delivered at the 9 th Regional
Convention of the Psychological Association of the Philippines, Cebu City.
http://www.docpotter.com/Beajob_aml_bo.html retrieved 4 January 2000
www.projectappleseed.org/assessment retrieved 5 January 2006

Typing and Printing Instructions (Campbell, Ballou and Slade, 1990)

Margins
Margins should measure at least one and one-half inches on the left and one inch on the
right and at the top and bottom. The wider left margin provides room for binding. If the
completion of a word or syllable will take you more than two or three letters into the right
margin, place the complete word on the next line. Most word-processing programs hyphenate
words automatically.
Because precision in the spacing of note and bibliographical entries is important, right-
hand margins should not be justified – that is, lines should not be spaced out so that the right
margin is even. Justification on at typewriter or printer often leaves irregular, unattractive
spacing that interferes with reading and distorts the spacing of the documentation. To avoid
large gaps at the end of some lines, you should follow the rules for hyphenation.
Indention
Indent the first line of a paragraph five spaces. Bring all subsequent lines to the left
margin.
Indent all lines of set-off quotations, whether single-or-double-spaced, ten spaces from
the left margin. Indentions within set-off quotations are three spaces.
Numbering of Pages
All pages of the text of a thesis, dissertation, research paper, or report should be
numbered, excluding the chapter pages. Position numerals in the upper right-hand corner one
inch from top of the page, flush with the right margin.
In a research paper, the title page, appendices and outline should not be numbered or
counted as pages. The first page of the text of a research paper is page one.
In a thesis or dissertation, front matter, such as the abstract and approval sheet, should
not be numbered or counted as part of the thesis or dissertation. The title page and copyright
page should be counted but not numbered. Use lowercase roman numerals for front matter
and Arabic numerals running consecutively for the text and the back matter.
Front-matter page numbers are placed one inch from the bottom of the page, centered
between the margins. Leave at least a double space between the last line of the front-matter
text and the page number. If your word processing program does not allow you to paginate
according to these requirements, you may want to consult with your adviser about another
format.

Appendices
These include the materials which have great significance in a thesis/dissertation.
Appendices should be labeled on top of the page.
Examples:
Appendix A
Sample Letter to Authorities
Appendix B
Sample Letter to Respondent
Appendix C
Sample Questionnaire/Research Tool
Appendix D
Photos and maps
Appendix E
Time Table
Appendix F
Budget Proposal
Curriculum Vitae
This portion gives the needed background of the thesis/dissertation writer. This section
helps the evaluator of the thesis/dissertation access the capability and credibility of the
research proponent to conduct the investigation.
Other optional parts of the research proposal are the schematic diagram or flow of the
study, organization of the study (after the definition of terms) and budget proposal. These,
however, are dependent on the college or institutions, policy and nature of the study.
 Curriculum Vitae

PERSONAL DATA

Name : Jose Vincent Cruz Jr.

Address : Lahug, Cebu City
Birthday : July 5, 1973
Birthplace : Cebu City
Civil Status : Married
Sex : Male
Height : 5 feet 5 inches
Weight : 100 pounds
Religion : Roman Catholic
Citizenship : Filipino
Father’s Name : Jose Vincent Cruz Sr.
Occupation : Businessman
Mother’s Name : Rosita Cruz
Occupation : Housewife

EDUCATIONAL ATTAINMENT
Primary : University of Cebu 1979-1983
Intermediate : Basak National Elementary School 1983-1985
Secondary : Abellana national High School 1985-1987
Tertiary : Southwestern University 1989-1993
Course : Bachelor of Elementary Education 1993-1998

WORKING EXPERIENCES
Regular Classroom Teacher – 2002-2003 Foster Elementary - Self Contained Class 4 th Grade
Regular Classroom Teacher 1997-1998- Manduang Elementary Schoo l- 4 th Grade
Regular Classroom Teacher 1996-1997- Camp -7 Elementary School - 2 nd Grade
Regular Classroom Teacher 1995-1996 – Calbasaan Elementary School – Combination Class 5 th and 6th
Grade
 Congratulations!

You have finished Module 18.

Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.

Please bear in mind the deadline set by your

teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!
 Activity No. 18.1
Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Write your curriculum vitae here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Module 19
Ethical Issues in Research
(Largely adapted from Shamoo A and Resnik D. 2003. Responsible Conduct of Research
New York: Oxford University Press).

Learning Objectives
At the end of this module, the learner will be able to:
1. identify the principles of ethics in research
2. discuss ethical issues in research
3. explain the importance of observing ethical standards in research

Ethics are norms for conduct that distinguish between or acceptable and
unacceptable behavior. Further, ethics focuses on the disciplines that study standards of
conduct, such as philosophy, theology, law, psychology, or sociology. For example, a “medical
ethicist” is someone who studies ethical standards in medicine. Finally, one may also define
ethics as a method, procedure, or perspective for deciding how to act and for analyzing
complex problems and issues.
Broadly, research ethics covers responsible conduct of research and all of its content
such as consideration of intellectual property and fabrication. It involves the application of
fundamental ethical principles to a variety of topics involving scientific research which include
the design and implementation of research involving human experimentation, animal
experimentation, various aspects of academic scandal, whistleblowing; regulation of research,
scientific misconduct like fraud, fabrication of data and plagiarism). Research ethics started as a
concept and practice in medical research. Recently, however, research in the social sciences
presents a different set of issues than those in medical research.
All researchers should understand and practice the principle of voluntary
participation as one of the ethical standards. This principle requires that people should not be
forced into participating in research. This is especially relevant where researchers had
previously relied on ‘captive audiences’ for their subjects – prisons, universities and offices
places like that.
Research respondents or subjects should be aware of the voluntary participation
requirement of informed consent. Prospective research participants must be fully informed
about the procedures and risks involved in research and must give their consent to participate.
Ethical standards also require that researchers should not put the participants in a
situation where they might be at risk of harm as a result of their participation. Harm can be
defined as both physical and psychological.
There are two standards that are applied in order to help protect the privacy of
research participants.
Almost all research guarantees the participants confidentiality -- they are assured
that identifying information will not be made available to anyone who is not directly involved in
the study.
The stricter standard is the principle of anonymity which essentially means that the
participant will remain anonymous throughout the study – even to the researchers themselves.
Increasingly, researchers have had to deal with the ethical issue of a person’s right to
service. Good research practice often requires the use of a no-treatment control group – a
group of participants who do not get the treatment or program that is being studied.
There are several reasons why it is important to adhere to ethical norms in research.
1. Some of these norms promote the aims of research, such as knowledge, truth, and
avoidance of error.
2. Since research often involves a great deal of comparison and coordination among
many different people in different disciplines and institutions, many of these ethical standards
promote the values that are essential to collaborative work, such as trust, accountability,
mutual respect, and fairness.
3. Many of the ethical norms help to ensure that researchers can be held accountable
to the public.
4. Ethical norms in research also help to build public support for research. People
more likely to fund research project if they can trust the quality and integrity of research.
5. Many of the norms of research promote a variety of other important moral and
social values, such as social responsibility, human rights, animal welfare, compliance with the
law, and health and safety.
Ethical Principles
 The following is a rough and general summary of some ethical principles that various
codes address:
1. Honesty. A researcher should strive for honesty in all scientific communications, in
reporting data, results, methods and procedures, and publication status. Data should
not be fabricated, falsified, or misrepresented. Research colleagues, granting agencies,
or the public should be provided with relevant, accurate and latest data or information
about the study.
2. Objectivity. Researchers should strive to avoid bias in experimental design, data
analysis, data interpretation, peer review, personnel decisions, grant writing, expert
testimony, and other aspects of research where objectivity is expected or required. Bias
or self-deception should be minimized or avoided. Personal or financial interests that
may affect research should be disclosed.
3. Integrity. A researcher should keep his/her promises and agreements; act with sincerity;
strive for consistency of thought and action.
4. Carefulness. Careless errors and negligence should be avoided. The study whether own
work or work of others should be critically and carefully examined. Records of research
activities, such as data collection, research design, and correspondence with agencies or
journals should be kept.
5. Openness. Data, results, ideas, tools, resources should be shared and presented.
Criticism and new ideas will help researchers in their undertakings. It is advised that that
researchers should be open to their colleagues.
6. Respect for Intellectual Property. Researchers should honor patents, copyrights, and
other forms of intellectual property. Do not use unpublished data, methods, or results
without permission. Credit should be given where credit is due. Researchers should give
proper acknowledgement or credit for all contributions to research. Plagiarism has no
place in research.
7. Confidentiality. Confidential communications, such as papers or grants submitted for
publication, personnel records, trade or military secrets, and patient records should be
protected.
8. Responsible Publication. Publication of research results and outputs is part of the
research process. Publication of researches will not only advance researcher’s career
but more on advancing research and scholarship. Wasteful and duplicative publication
should be avoided.
9. Responsible Mentoring. Researchers should help educate, mentor, and advise students.
Promote their welfare and allow them to make their own decisions.
10. Respect for colleagues. Research colleagues should be respected and treated fairly.
 11. Social Responsibility. One of the objectives of every investigation or study is to promote
social good and prevent or mitigate social harms through research, public education,
and advocacy.
12. Non-Discrimination. Researchers should avoid discrimination against colleagues or
students on the basis of sex, race, ethnicity, or other factors that are not related to their
scientific competence and integrity.
13. Competence. Every research worker should maintain and improve his/her own
professional competence and expertise through lifelong education and learning. He /
She should take steps to promote competence in science as a whole.
14. Legality. Knowledge and obedience to relevant laws and institutional and governmental
policies are a must to all researchers.
15. Animal Care. Respect and care for animals when using them in research should be
observed all the time. Unnecessary or poorly designed animal experiments should be
avoided.
16. Human Subjects Protection. When concluding research on human subjects, less harm
and risk should be ensured and more benefits to the subjects. Respect human dignity,
privacy, and autonomy should be observed. Researchers should take special precautions
with vulnerable populations and should strive to distribute the benefits and burdens of
research fairly.
Other Issues in Research Ethics
These are other issues in research ethics. They are defined as misconduct “but which are
still regarded by most researchers as unethical. Sometimes they are called “other deviations”
from acceptable research practices. Some of these issues which might be applicable to the
academe are listed below.

 Submitting or publishing the same paper in two different journals without telling the
editors

 Not informing a collaborator of the intent to file a patient in order to make sure that
he/she is the sole inventor

 Including a colleague as an author on a paper in return for a favor even though the
colleague did not make a serious contribution to the paper

 Discussing with a colleague data from a paper who is a reviewer for a journal

 Trimming outliners from a data set without discussing reasons in paper

 Using an inappropriate statistical technique in order to enhance the significance of the

research
 Bypassing the peer review process and announcing results through a press conference
without giving peers adequate information to review the work

 Conducting a review of the literature that fails to acknowledge the contributions of

other people in the field or relevant prior work

 Stretching the truth on a grant application in order to convince reviewer that the project
will make a significant contribution to the field

 Stretching the truth on a job application or curriculum vitae

 Giving the same research project to two students in order to see who can do it the
fastest

 Keeping original data or failing to maintain research data for a reasonable period of time

 Making derogatory comments and personal attacks in review of author’s submission

 Making significant deviations from the research protocol approved by the school’s
Animal Care and Use Committee or Institutional Review Board for Human Subjects
Research without telling the committee or the board

 Not reporting an adverse event in a human research experiment

 Wasting animals in research

 Exposing students and staff to biological risks in violation of school’s biosafety rules

 Rigging an experimental so you the researcher will know how it will turn out

 Making unauthorized copies of data, papers, or computer programs

 (Largely adapted from Shamoo A and Resnik D. 2003. Responsible Conduct of Research
New York: Oxford University Press).
Guidelines for Critiquing the Ethical Aspects of a Study

1. Were study participants subjected to any physical harm, discomfort, or

psychological distress? Did the researchers take appropriate steps to remove or
prevent harm or minimize discomfort?
2. Did benefits to participants outweigh any potential risks or actual discomfort
they experienced? Did the benefits to society or nursing outweigh costs to
participants?
3. Was any coercion or undue influence used in recruiting participants?
4. Were groups omitted from the inquiry (e.g., women, minorities) without a
justifiable rationale?
5. Were vulnerable subjects used? Were special precautions instituted because of
their vulnerable status?
6. Were participants deceived in any way? Were they fully aware of participating
in a study and did they understand the purpose of the research?
7. Did participants have an opportunity to decline participation? Were
appropriate consent procedures implemented? If not, were there valid and
justifiable reasons?
8. Were participants told about any real or potential risks associated with
participation in the study? Were study procedures fully described in advance?
9. Were appropriate steps taken to safeguard the privacy of participants?
10. Was the study taken to safeguard the privacy of participants? Board or other
similar ethics review committee? If not, did the researcher have any type of
external review relating to ethical considerations?

From Polit and Beck (2004)

 Congratulations!
You have finished Module 19.
Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.

Please bear in mind the deadline set by your

teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!
 Activity No. 19.1
Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Write the words or phrases that correctly complete the following sentences.

1. Ethical ____________________ arise when participants’ rights and the demands of science
are put in direct conflict.
2. One of the first internationally recognized efforts to establish ethical standards was the
____________________.
3. In the U.S. the National Commission for the Protection of Human Subjects of Biomedical
and Behavioral Research issued a well-known set of guidelines known as the
____________________.
4. The most straightforward ethical precept is the protection of subjects from
____________________.
5. Risks that are no greater than those ordinarily encountered in daily life are referred to as
____________________.
6. The right to ____________________ means that prospective subjects have the right to
voluntarily decide whether to participate in a study, without risk of penalty.
7. Researchers adhere to the principle of ____________________ by fully describing to
participants the nature of the study and the likely risks and benefits of participation.
8. When researchers cannot link research information to the people who provided it, the
condition known as ____________________ has prevailed.
9. Special procedures are often required to safeguard the rights of ____________________
subjects.
10. Committees established in institutions to review proposed research procedures with
respect to their adherence to ethical guidelines are often called IRBs, or
____________________.
 Module 20
Writing the ABSTRACT
Learning Objectives
At the end of this module, the learner will be able to:
1. explain the importance of abstract in research
2. familiarize the content of abstract
3. apply the guidelines in writing abstract
4. prepare an abstract based on a research

According to Zulueta and Costales (2003), an abstract is a brief and concise

description of the statement of the problems, hypothesis, research design, determination of
sample size, sampling design and techniques, the subjects, the research instrument, validation
of the research instruments, data gathering procedure, data processing method, statistical
treatment, findings, conclusions and recommendations.
The abstract gives the reader a panoramic view of the research paper, hence, the
reader has to decide whether to read the whole research paper or not because an abstract is
not a part of a paper and neither numbered nor counted as a page.
Further, the abstract is the summary of the major ideas contained in the research
paper. It must present the following:
 Research Problem (in paragraph form, not copied exactly from the Statement
of the Problem)
 Research Process (methodology)
 Findings
 Conclusions
 Recommendations (cite only the major ones)

 Use no more than one page (single-spacing)

 Maximum of 300 words

 Observe the following conventions:

1. Reflect accurately the purpose and content of the paper.
2. Explain briefly the central issue or problem of the paper.
3. Summarize the paper’s most important points.
4. Mention the major sources used.
5. State your conclusions clearly.
6. Be coherent so that it is easy to read.
 7. Remain objective in its point of view.

ABSTRACT
Title : PSCHOLOGICAL APPRAISAL AND ACADEMIC
PERFORMANCE OF STUDENTS IN
MULTICULTURAL SCHOOL
Author : Raphael M. Cancio
Degree : Doctor of Education
major in Educational Management
School : Southwestern University
Adviser : Dr. Johnrey P. Scott
Date : May 16, 2009
Pages : 142
CONTENT ANALYSIS
Objectives and Scope
This study appraised and determined the relationship between the psychological appraisals
and academic performance of the grade VIII students of Sweet Valley High School, Brooklyn, New York.
Findings of which served as bases for a proposed multicultural classroom management intervention.
Findings
Majority of the students have very high self-esteem (9 or 36%). Seven or 28% have high self-
esteem and 8 or 32% have low self-esteem. Self-esteem is not associated with their gender, nationality
and rank in the family. Grade VIII students at Sweet Valley High School have high self-esteem. There is
no significant relationship between aggression tendencies and gender; aggression tendencies and
nationality; and aggression tendencies and rank in the family. There is no significant relationship
between gender and emotional intelligence; nationality and emotional intelligences; and rank in the
family and emotional intelligence of the Grade VIII students. There is no relationship between gender
and academic performance. The Grade VIII students’ academic performance is attributed to their own
motivation and interests as well as the facilitative environment. There is no significant relationship
between the psychological appraisal results and academic performance of Grade VIII students.
Conclusion
As the students grow older so with their dynamic nature as evidenced by their psychological
appraisals. These are not influenced by their gender, nationality, rank in the family, nationality and
academic performance. This study proved that other variables not covered in this study are associated
with their self-esteem, aggression tendencies and emotional intelligence.
Recommendation
For the administrators of Sweet valley High School, to implement the proposed intervention.
For the teachers in a multicultural classroom, to conduct regular self-awareness activities and other
interventions not included in the proposed intervention to continuously develop the students’ self-
esteem and emotional intelligence and lessen their aggressive behaviors. (From Meisenheimer, 2009)
 Congratulations!
You have finished Module 20.
Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.

Please bear in mind the deadline set by your

teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 20.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Write your abstract here.
ABSTRACT
Title : _________________________________________________________________
_________________________________________________________________
Author : _________________________________________________________________
Degree : _________________________________________________________________
School : _________________________________________________________________
Adviser : _________________________________________________________________
Date : _________________________________________________________________
Pages : _________________________________________________________________
CONTENT ANALYSIS
Objectives and Scope
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Findings
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Conclusion
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Recommendations
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Note: Maximum of 300 words. Single Spacing

Module 21
The Presentation
 Learning Objectives
At the end of this module, the learner will be able to:
1. familiarize the steps to reduce presentation anxiety
2. apply the guidelines for a powerful PowerPoint presentation

The following are few suggestions you should use to overcome your presentation
anxiety. The first and most important of all is preparation. The presentation may be in a
conference or before a panel of examiners.
There are 10 steps you can take to reduce your presentation anxiety.
1. Know the venue for the research presentation – familiar with the place in which you
will present your research. Arrive early and walk around the venue including the oral
defense area. Walk from where you will be presenting.
2. Know your panel examiners – greet the panel members as they arrive and converse
with them.
3. Master your Research – master and practice your presentation.
4. Learn How to Relax – You can ease tension by doing exercises. Sit comfortable with your
back straight. Breathe in slowly, hold your breath for 4 to 5 seconds, then slowly exhale.
To relax your facial muscles, open your mouth and eyes wide, then close them tightly.
5. Visualize Yourself Presentation – Imagine yourself speaking, your voice loud, clear and
assured. When you visualize yourself as successful, you will be successful.
6. Realize that your examiners (audience) Want You to Succeed – All examiners or
audience want their examinees succeed – not fail.
7. Don’t apologize For Being Nervous – Most of the time your nervousness does not show
at all. If you do not say anything about it, nobody will notice. If you mention your
nervousness or apologize for any problems you think you have with your speech, you’ll
only be calling attention to it. Had you remained silent, your examiners may not have
noticed at all.
8. Concentrate on the content of your presentation – Your nervousness feelings will
dissipate if you focus your attention away from your anxieties and concentrate on your
research and your audience, not yourself.
9. Turn Nervousness into Positive Energy – the same nervous energy that causes stage
fright can be an asset to you. Harness it, and transform it into confidence, vitality and
enthusiasm.
 10. Gain Experience – Experience builds confidence, which is the key to effective
presentation. Most oral examinees or presenters find their anxieties decrease after each
presentation and if they are prepared.
The following points contain information that can help strengthen the visual part of
your presentation.

 The “joy of six” is a helpful rule of thumb.

 Use text sparingly
 Select colors with care
 Keep unity of design from slide to slide
 Font size is important – use the “floor test” for readability
 Minimize or avoid animated texts, sounds, and fancy transitions
 Avoid switching between programs (such as calling up a Web page)
 Do you want people to take notes during your presentation?
 Timing
 Visual images can be great

Text guidelines

 Generally, no more than 6 words a line

 Generally, no more than 6 lines a slide
 Avoid long sentences
 Larger font indicates more important information
 Font size generally ranges from 18 to 48 point
 Be sure text contrasts with background
 Fancy fonts can be hard to read
 Words in all capital letters are hard to read
 Avoid abbreviations and acronyms
 Limit punctuation marks

Clip Art and Graphics

 Should balance the slide

 Should enhance and complement the text, no overwhelm
 No more than two graphics per slide

It’s often helpful to keep these concepts in mind: FOCUS – PLAN – PRACTICE

Flow of Research Presentation

Suggested flow of research presentation (for proposal)
1. Title of the study and author
2. Anchor theory/ theories
3. The Research Problem/ sub problems
4. Hypothesis/es
5. Methodology

Suggested flow of research presentation (for oral defense)

1. Title and Author
2. Brief Rationale
3. Theories which the study is anchored
4. Statement of the Problem
5. Research Design
6. Research Environment
7. Research Subjects/Respondents
8. Research Instrument (description)
9. Research Procedures (gathering of data)
10. Research Procedure (treatment of data)
11. Tables, graphs, photos
12. Summary of findings
13. Conclusion
14. Recommendations
 Congratulations!
You have finished Module 21.
Please take a break before you
test how much you have learned
from the module. Prepare
yourself for the self-activities.

Please bear in mind the deadline set by your

teacher. You may use a separate sheet for your draft
before you finally use the activity sheets.

Cheers!

Activity No. 21.1

Name________________________________________ Course & Year_________
Teacher_____________________________________________ Date__________
Prepare a PowerPoint presentation using the guidelines presented in this module.
 Bibliography
Books
Alligood, Martha R. and Ann Marriner Tomey (2006). Nursing Theory: Utilization and
Application (3rd Ed). Missouri: Elsevier Mosby.
Andales, Venancio B. (1992). Basic Concepts and Methods in Research. Quezon City: Great
Books Trading.
Bigge, Morris L. (1964). Learning Theories for Teachers. New York: McGraw Hill Book Co.
Bowling, Ann (2002). Research Methods in Health: Investigating Health and Health Services.
England: Open University Press.
Calderon, Jose F. and Expectacion C. Gonzales. (1993). Methods of Research and Thesis Writing.
Mandaluyong City: National Book Store.
Calmorin, Laurentina P. and Melchor A. Calmorin (2007). Research Methods and Thesis Writing
(2nd Ed.). Manila: Rex Book Store, Inc.
Calmorin, Laurentina P. (1994). Educational Research Measurement and Evaluation (2 nd Ed).
Valenzuela: National Book Store.
Campbell, William Giles, Stephen Vaughan Ballou and Carol Slade. (1990). Form and Style:
Thesis Reports, Term Papers. Eight Edition. Boston: Houghton Mifflin Company, Inc.
Castillo, Fely S. and Bong C. Caluntad (2005). Introduction to Research Education (Latest
Edition). Manila: Booklore Publishing Corp.
Castillo, Fely S. and Lolita S. Tenorio (2006). Modern Concepts on Thesis and Dissertation
Writing (Latest Edition). Manila: Booklore Publishing Corp.
Covey, Stephen R. (2004). The 8th Habit: From Effectiveness to Greatness. New York: Free Press.
Cozby, Paul C. (2004). Methods in Behavioral Research (8th Ed). New York: McGraw-Hill.
Darlington, Yvonne and Dorothy Scott (2002). Qualitative Research in Practice: Stories from the
Field. England: Open University Press.
Duka, Cecilio D. (2007). Reviewer For the Licensure for Teachers (LET) (4 th Ed.). Manila: Manila
Review Institute, Inc.
Fraenkel, Jack R. and Norman E. Wallen. (1993). How to Design and Research in Education. USA:
Mc Graw Hill Company.
Freund, John E. and Benjamin M. Perles. (1999). Statistics: A First Course. Seventh Edition. New
Jersey, USA: Prentice-Hall, Inc.
Gregory, Ian (2005). Ethics in Research. London: Continuum.
Kennedy, George E. and Tracy Montgomery (1993). Solving Problems Through Technical and
Professional Writing. New York: McGraw-Hill, Inc. 1993.
Kumar, Ranjit. (1996). Research Methodology: A Step-by-Step Guide for Beginners. Melbourne,
Australia: Addison Wesley Longman Australia Pty Limited.
Macnee, Carol L. (2004). Understanding Nursing Research: Reading and Using Research in
Practice. Philadelphia: Lippincott Williams & Wilkins.
Miclat, Eusebio F. Jr. (2005). Strategic Planning in Education: Making Change Happen. Manila:
Rex Book Store, Inc.
Polit, Denise F. and Cheryl Tatano Beck (2004). Nursing Research: Principles and Methods (7 th
Ed.). Philadelphia: Lippincott Williams & Wilkins.
Reston, Enriqueta P. (2004). 21st Century Applied Statistics. Olingan, Dipolog City: Kappa
Publishing House.
Reyes, Milagros Z. (2004). Social Research: A Deductive Approach. Manila: Rex Book Store, Inc.
Reyes, Milagros Z. (1998). Statistical Methods in Education. Manila: Rex Book Store, Inc.
Sanchez, Custodiosa A. (1997). Methods and Techniques of Research (3 rd Ed.). Manila: Rex Book
Store.
Saunders, Mark et.al. (1997). Research Methods for Business Students. Great Britain: Pitman
Publishing.
Shammo, A. and Pesnik D. (2003). Responsible Conduct of Research. New York: Oxford
University Press.
Smalley, Regina L. and Mary K. Rueshen (1995). Refining Compositions Skills: Rhetoric and
Grammar. Fourth Edition. Boston, MA: Heinle and Heinle Publishers.
Stoddard, Ted et.al. (1995). Effective Writing: A Practical Grammar Review. Third Edition.
Chicago: Irwin.
Tomey, Ann Marriner and Martna R. Alligood (2006). Nursing Theorists and Their Work (6 th Ed.).
Missouri: Elsevier Mosby.
Zulueta, Francisco M. and Nestor Edilberto B. Costales, Jr. (2003). Methods of Research Thesis-
Writing and Applied Statistics. Metro Manila: National Book Store.

Journal
Miller, W. and Crabtree, B. (1992). Primary Care Research: A Multi-methods Typology and
Qualitative Road Map. In B. Crabtree and W. Miller (Eds) Doing Qualitative Research:
Research Methods for Primary Care, Vol. 3, Sage Newbury Partk, CA, pp. 3-28.
Philippine Association for Graduate Education, Region VII Research Agenda (September 2007).
Russell, I.T. and Wilson, B.J. (1992). Audit: The Third Clinical Science. Quality in Health Care, 1,
51-5.
Periodicals
Philippine Association for Graduate Education (PAGE VII) (2007). Thesis/Dissertation Writing
Manual. Region VII Philippines: PAGE.
Commission on Higher Education (CHED) Zonal Research Center Visayas VIII. Baybay, Leyte:
Leyte State University.
Internet Sources

http://www.businessballs.com/eq.htm
http://www.thomasarmstrong.com/multiple_intelligences.htm
http://www.businessballs.com/kolblearningstyles.htm
https://168.144.176.56/Brain-Based_Learning_Theory.htm
 APPENDIX A
Preliminary Pages

for graduate

Sample Title page

11 spaces from the

top

MANAGEMENT PRACTICES OF INSTITUTIONAL

 HEADS IN PRIVATE AND GOVERNMENT
SCHOOLS

11 spaces from the

first line

A Thesis Proposal
Presented to the
Faculty of the Graduate School of
Health Science Management and Pedagogy
Southwestern University

11 spaces from the

first line

In Partial Fulfillment of the Requirements for the degree

Master of Arts in Education
major in Educational Management

11 spaces from the

first line

ANTHONY JOSEPH A. SANTOS

March 2008
for undergraduate

Sample Title page

11 spaces from the

top

HEALTH HABITS AND BEHAVIOR OF STUDENT NURSES

 11 spaces from the
first line

A Thesis Proposal
Presented to the
Faculty of the College of Nursing
Southwestern University

11 spaces from the

first line

In Partial Fulfillment of the Requirements for the Course

Nursing Research

11 spaces from the

first line

ANTHONY JOSEPH A. SANTOS

March 2008
APPROVAL SHEET
This thesis entitled THE EFFECTIVENESS OF ART APPRECIATION (HUMANITIES) INSTRUCTION
ON THE MULTIPLE INTELLIGENCES OF COLLEGE STUDENTS prepared and submitted by JUAN T. CRUZ
in partial fulfillment of the requirements for the degree MASTER OF ARTS IN EDUCATION major in
EDUCATIONAL MANAGEMENT has been examined and is recommended for acceptance and approval
for ORAL EXAMINATION.
THESIS COMMITTEE
JEA CHRISTI T. MACIAS, MAED.
Adviser
ANTHER P. SANTOS, Ph.D. ROCHIE M. FRANCISCO, MAN
 Member Member
ARTHUR M. CRUZ, MAN, Ph.D.
Chairman

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with the grade of PASSED.
ARTHUR M. CRUZ, MAN, Ph.D.
Chairman
ANTHER P. SANTOS, Ph.D. ROCHIE M. FRANCISCO, MAN
Member Member
JEA CHRISTI T. MACIAS, MAED.
Adviser
Accepted and approved in partial fulfillment of the requirements for the degree MASTER OF
ARTS IN EDUCATION major in EDUCATIONAL MANAGEMENT.
Comprehensive Examination Passed : May 28-29, 2008
Date of Oral Examination : March 15, 2009

ROUEL A. LONGINOS, Ed.D., Ph.D.

Dean

ACKNOWLEDGEMENT

With profound gratitude, the researcher wishes to extend his utmost appreciation to the
following:
The teacher and students of the College of Arts and Sciences including the Department Chairs
of Social and Behavioral Sciences, Biology, Mathematics and Physics, Chemistry, Social Work and
Communication Arts and Humanities.
Dr. Rauline A. Etcuban, Southwestern University Graduate School Professor, for her sincere
and valuable assistance in the early formation of the study and throughout its development. Her
wisdom of instruction, and discussion of information became an opening torch, hence a flame which
triggered this researcher to make this thesis a reality;
Dean Rouel A. Longinos of the Southwestern University for his academic assistance and
kindness in signing the letters which this researcher presented to the department chairs from where
this researcher got the data;
Prof. Jea Christi T. Macias and Prof. Juan Cruz members of the Oral Examination Committee
for their valuable suggestions for improvement of this study;
To the whole staff of the SWU Graduate School Library who were so kind to lend the books,
journals and other materials needed in pursuing this study;
Above all, to the Almighty God who continuously supplies this researcher the spiritual and
material needs that made him strong and determined to pursue this study.

ARTHUR JOSEPH A. SANTOS

ABSTRACT
Title : THE EFFECTIVENESS OF ART APPRECIATION
INSTRUCTION ON THE MULTIPLE INTELLIGENCE OF
COLLEGE STUDENTS
Author : JUAN T. CRUZ
Degree : Master of Arts in Education
major in Educational Management
School : SOUTHWESTERN UNIVERSITY
Adviser : DR. JEA CHRISTI T. MACHIAS
Date : March 15, 2007
Pages : 150 pages

CONTENT ANALYSIS
Objectives and Scope
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Findings
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Conclusion
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Recommendations
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Note: Maximum of 300 words. Single Spacing

TABLE OF CONTENTS
TITLE PAGE
APPROVAL SHEET
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES (If few, LIST OF TABLES AND FIGURES)
LIST OF FIGURES

Chapter
1 THE PROBLEM OF ITS SCOPE

INTRODUCTION
Rationale of the Study
Literature Background (or Theoretical Background)
 THE PROBLEM
Statement of the Problem
Statement of Hypothesis (Optional)
Significance of the Study

THE RESEARCH METHODOLOGY

Research Design
Research Environment
Research Respondents (Subjects or Participants)
Research Instruments
(or Sources of Data)
Research Procedures
Gathering of Data
Treatment of Data

DEFINTION OF TERMS

2 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

(Supply headings that correspond to the sub-problems.)

3 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings
Conclusions
Recommendations

BIBLIOGRAPHY

APPENDICES
Appendix A TRANSMITTAL LETTER/S

Appendix B RESEARCH INSTRUMENT/S

(Name each instrument, e.g.
Appendix B-1 QUESTIONNAIRE;
Appendix B-2 Interview Guide)

RESEARCHERS’S BIODATA (CURRICULUM VITAE)

LIST OF TABLES
Table Page
1 Mean Error Scores for L-L and
L-M SES Dyads for Concrete and
Abstract Stimuli………………………………………………………………… 30
2 Mean Number of Critical Attributes
Communicated per Dyads………………………………………………… 32
3 Mean Number of Attributes
Communicated by
Encoders………………………………………………………………………….. 33
 4 Mean Number of Attributes
Communicated by Decoders…………………………………………….. 36
5 Mean Number of Decoders Requests
for Additional Information: Specific
and Non – Specific……………………………………………………………. 40
6 Mean Number Decoder Requests for
Additional Information: Specific……………………………………….. 42
7 Frequency of Encoding Styles
Employed by L-LSES and
L-M SED Dyads………………………………………………………………….. 44

LIST OF figures
Figure Page
1 The Schema of Art Appreciation Instruction and
The Multiple Intelligences …………………………………………………. 18
2 Learning Style and Brain-Based Learning Models ………………. 25
 APPENDIX B
Research Manuscript
 Transmittal Letter to the Principal

September 28, 2009

MRS. OPHELIA G. CHUA
Principal
Kawayan Elementary School
Samboan, Cebu
Dear MRS. CHUA:
The undersigned is currently finishing her Master of Arts in Teaching major in
Mathematics at the Graduate School of Southwestern University. In compliance with the
requirements of the degree, the undersigned is now working on her thesis entitled,
“DRAMATICS IN TEACHING GRADE VI MATHEMATICS.”
In this connection, the undersigned is asking your permission and approval to conduct
her study among the Grade VI in our district.
Rest assured that the findings will be utilized for the improvement of the school in
general and will benefit the Grade VI in particular.
Thank you.

Respectfully yours,
ANTONIETA C. TAN
Researcher

Noted:

JAIME P. VELAYO, MAED

Adviser

ROUEL A. LONGINOS, Ed.D., Ph.D.

Dean, Graduate School

TRANSMITTAL LETTER TO THE RESPONDENTS

Dear Respondents,
The undersigned is currently working on her thesis entitled, “DRAMATICS IN TEACHING
GRADE VI MATHEMATICS.”” at Southwestern University Graduate School of Health Science,
Management and Pedagogy.
In this connection, I would like to request your cooperation by filling out the survey form
/ instrument with all honesty.
Rest assured that your responses will be treated with utmost respect and
confidentiality.
 Thank you.

Truly yours,

ANTONIETA C. TAN
Researcher

Sample Instrument
Name _______________________________________________ Section_________________
Put a check on the appropriate box.

Age 13 and below 14

15 16 and above
Gender Male Female
Combined Monthly Family Income
12,000 and below 12,001 – 15,000
 15,001 – 20, 000 20, 001 and above
Occupation of Mother Unemployed/Housewife
Office Worker Self-employed / Business
Executive / Managerial Work Others
Occupation of Father Unemployed
Office Worker Self-employed / Business
Executive / Managerial Work Others
Rank in the Family eldest middle youngest
Average Grade in Second Year
75 – 79 80 -84 85 – 89 90 and above
Which of the following courses you would like to take in college?
Check only one.
Vocational-Technical (Bartending, Welding, Food Preservation, Refrigeration etc.)
Paramedical (Medical Technology, Nursing, Pharmacy, Optometry etc.)
Business and Managerial (Banking and Finance, marketing, Accounting, Hotel and
Restaurant Management, Tourism, etc.)
Computer and Technology (Computer Engineering, Information Technology, Computer
Science, Information Management, etc.)
Fine Arts, Architecture and Engineering
Liberal Arts (Psychology, Biology, Sociology, Literature, Mass Communication, etc.)
Education (Secondary Education, Elementary Education, Early Childhood Education,
Special Education, etc.)
Military, Maritime, Criminology and Aeronautics
Others, please specify: _____________________________________________________
 Curriculum Vitae

PERSONAL DATA

Name : Ricardo T. Villanueva

Address : Mabolo, Cebu City
Birthday : September 4, 1983
Birthplace : Cebu City
Civil Status : Married
Sex : Male
Height : 5 feet 5 inches
Weight : 100 pounds
Religion : Roman Catholic
Citizenship : Filipino
Father’s Name : Felipe Villanueva
Occupation : Businessman
Mother’s Name : Ma. Consuelo Villanueva
Occupation : Housewife

EDUCATIONAL ATTAINMENT
Primary : University of Cebu 1979-1983
Intermediate : Basak National Elementary School 1983-1985
Secondary : Abellana national High School 1985-1987
Tertiary : Southwestern University 1989-1993
Course : Bachelor of Elementary Education 1993-1998

WORKING EXPERIENCES
Regular Classroom Teacher – 2002-2003 Foster Elementary - Self Contained Class 4 th Grade
Regular Classroom Teacher 1997-1998- Manduang Elementary Schoo l- 4 th Grade
Regular Classroom Teacher 1996-1997- Camp -7 Elementary School - 2 nd Grade
Regular Classroom Teacher 1995-1996 – Calbasaan Elementary School – Combination Class 5 th
and 6th Grade

APPENDIX C
Rubrics
 Qualitative Assessment Tool for Proposal Hearing

Name of Candidate: ____________________________________________________________ Program: ___________________

Improved/Suggested Title: __________________________________________________________________________________

________________________________________________________________________________________________________
________________________________________________________________________________________________________

Date of Hearing _______________________________________________________________ Time:

______________________

INDICATORS COMMENTS/SUGGESTIONS FOR IMPROVEMENT

1. Preliminary pages

2. Rationale of the Study

3. Theoretical Background

4. Problems/ Objectives and

Hypothesis/es
5. Significance of the Study
6. Research Design

7. Research Subjects/
Respondents
8. Instrument/ Tools

9. Procedure (Gathering and

Treatment of Data
10. Definition of Terms

11. Bibliography

12. Appendices

Other Comments and Suggestions for Improvement

________________________________________________________________________________________________________
________________________________________________________________________________________________________

Passed Failed
Chair/Member’s Name and Signature
ROUEL A. LONGINOS, Ed. D.
Dean

Qualitative Assessment Tool for Oral Defense

Name of Candidate: ____________________________________________________________ Program: ___________________

Improved/Suggested Title: __________________________________________________________________________________

________________________________________________________________________________________________________
________________________________________________________________________________________________________

Date of Hearing _______________________________________________________________ Time:

______________________

INDICATORS COMMENTS/SUGGESTIONS FOR IMPROVEMENT

1. Preliminary pages

2. Rationale of the Study

3. Theoretical Background

4. Problems/ Objectives and

Hypothesis/es
5. Significance of the Study
6. Research Design

7. Research Environment

8. Research Subjects/ Respondents

9. Instrument/ Tools

10. Procedure (Gathering and

Treatment of Data
11. Definition of Terms

12. Presentation of Data Tables,

Graphs, etc.)
13. Analysis and Interpretation of
Data (Discussion, Description of
Tables and Graphs, etc.)
14. Findings

15. Conclusion

16. Recommendation

17. Bibliography

18. Appendices and Curriculum Vitae

Other Comments and Suggestions for Improvement

________________________________________________________________________________________________________
________________________________________________________________________________________________________

Passed Failed Chair/Member’s Name and Signature

ROUEL A. LONGINOS, Ed. D.
Dean

Minutes of the Meeting (Proposal Hearing)

Date: ____________________________ Time: _________________________ Venue: _______________

I Introduction of the Researcher

Name: ___________________________
Degree: __________________________
II Introduction of the Committee on Oral Examination.
Adviser: __________________________
Chair: ____________________________
Members: _________________________
__________________________
III Prayer lead by the Researcher
IV Oral Presentation (15 mins. Maximum)
V Comments/Suggestions for improvement
I Preliminary Pages Page
No.
II Rational of the Study

III Theoretical Background / Review of Related

Literature

IV Statement of the Problem

V Hypothesis/es

VI Significance of the Study

VII Definition of Terms

VIII Research Methodology

IX Bibliography

X Appendices and Curriculum Vitae

XI Oral Presentation

Recorded by: Attested:

_____________________________________ ________________________________
Signature over printed name of the secretary Chair
Signature over printed name
Date: ___________________________

Minutes of the Meeting (Oral Defense)

Date: ____________________________ Time: _________________________ Venue: _______________

I Introduction of the Researcher

Name: ___________________________
Degree: __________________________
II Introduction of the Committee on Oral Examination.
Adviser: __________________________
Chair: ____________________________
Members: _________________________
__________________________
III Prayer lead by the Researcher
IV Oral Presentation (15 mins. Maximum)
V Comments/Suggestions for improvement

Indicators Comments/Suggestions for Improvement Page No.

1. Preliminary Pages

2. Rationale of the Study

3. Theoretical Background/ Review of

Related Literature

4. Problems and Hypothesis/es

5. Significance of the Study

6. Research Design

7. Research Environment

8. Research Subjects/ Respondents

9. Instrument/ Tools

10. Procedure (Gathering and Treatment of

Data)

11. Definition of Terms

12. Presentation of Data (Tables, Graphs,

etc.)

13. Analysis & Interpretation of Data

(Discussion, Description of Tables and
Graphs)

14. Findings

15. Conclusion

16. Recommendation

17. Bibliography

18. Appendices and Curriculum Vitae

Recorded by: Attested:

_____________________________________ ________________________________
Signature over printed name of the secretary Chair
Signature over printed name

Date: ___________________________
 Rating Sheet for Proposal Hearing
Name __________________________________________ Program ____________________________
Approved Title: ________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Please check the appropriate box corresponding to the rate.

Indicators Very Good Fair Poor Score
Good
4 3 2 1
I. Preliminary Pages X1
 Entries are complete (title page, table of contents,
list of tables, etc.)
 Required format is observed.
II. Rationale of the Study X2
 It provides ideas which caused the researcher to
undergo the study.
 Relevant statistics or situations are discussed.
III. Theoretical Background X4
 1. It cites theory on which the study is premised in
order to establish the relationship among the
variables.
2. Related literatures are incorporated, both foreign
and local.
3. Parenthetical reference citation is observed.
4. Theories, related literatures and studies are
exhaustively and comprehensively incorporated.
5. Paragraphs and ideas are coherent and arranged
according to variables.
IV. Statement of the Problem X3
 The main problem is reflective of the title.
 It is divided into general and specific problems.
 There are enough sub-problems to set directions of
the inquiry.
V. Hypotheses/is X2
 They/ it make/s statistical comparisons.
 They/ it direct/s in determining relationship
between variables.
VI. Significance of the Study X1
 It notes the contribution of the proposed study
either to a body of scientific knowledge, to
practitioners in the area of research or to other
group.
 It states the importance of the study.
 It enumerates its beneficiaries.
 It presents benefits that can be derived from the
study.
VII. Definition of Terms X2
 It includes words or phrases which are used in the
study.
 Words or phrases are clearly and operationally
defined.
 Sources are cited for definitions which are taken
from books, dictionary, etc.
VIII. Research Methodology X4
 It presents reason/s why the research method is
used.
 It has a description of the research subjects or
respondents.
 It includes the criteria of the subjects/respondents
on why and how they are to be chosen.
 Sampling technique is discussed.
 Instruments/tools are described as well as the
procedures on their validation and administration.
 Each part of the research instrument is explicitly
explained.
 The kind of data and the statistical tool to be used
are identified.
IX. Bibliography X1
 It enumerates the books and other sources cited in
the study.
 Sources are grouped into books, journals,
unpublished materials, etc.
 Proper format and arrangement are observed.
X. Appendices and Curriculum Vitae X2
The following are appended:
 Transmittal letters and other required
communication
 Tools/questionnaires/scales, etc.
 Time table
 Budget proposal
 Short but comprehensive curriculum vitae is
attached at the end of the manuscript
XI. Oral Presentation X3
 The slides (PowerPoint) used are useful and
effective.
 The student has the mastery of his/her study.
 He/She answers questions correctly and succinctly.
 He/She pronounces words correctly and fluidly.
TOTAL SCORE _____________
100
Signature over printed name of the panel member Date

Signature over printed name of the chairman Date

ROUEL A. LONGINOS, Ed.D., Ph,D.
Dean
Rating Sheet for Oral Defense
Name of the Student ______________________________________ Course ____________________________
Title: _________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Please check the appropriate box corresponding to the rate.

RESEARCH REPORT 4 3 2 1
 The study reflects originality/novelty of topics/area. X2
 The related literature, related studies and theories X2
are not only pertinent to the study but are used as
bases for it.
 The problem and hypotheses are well-stated and X2
appropriate for the study.
 The research design is appropriate to the study. X2
 The research instrument is valid and reliable. X2
 Data gathering is scientific. X2
 Analysis and interpretation of the findings are X2
appropriate and have relevant implications.
  Conclusions are well founded and recommendations X2
are realistic.
 The research output reflects high standards of X2
scholarly work.
 Format is of acceptable standards including X2
preliminary pages and appendices.
ORAL PRESENTATION
11. Fonts and visuals are visible, simple and clear.
1. Graphic aids are labeled and used to enhance clarity
of the explanation.
2. Speech rate is appropriate and audible.
3. The presenter has a good interaction with his/her
audience.
4. The presentation has a good ending and
summarizes key points, recommendation or call for
an action.
5. The presentation was finished within the time
allotted for it.
TOTAL SCORE _____________

Comments/Suggestions/Recommendations
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Signature over Printed Name of Panel Chair/Member Date

Checklist for Proposal Hearing

Dear Student,

Please check if you are ready to submit yourself and your manuscript for proposal hearing.
Check if you have the following:

MANUSCRIPT

Preliminary Pages
- Title Page
- Table of Contents
- List of Tables/Graphs (if there are any)

Rationale of the Study

At least two pages presentation and discussion about the:
- Prevailing issues and causes about the research topic
- Relevant situationer (international, national and local) and statistics about the
variables/topic
- Competence of the researcher to conduct the study

Theoretical Background/Review of Related Literature

- Main theory/theories which the study is premised/anchored
- Relevant supporting theory/theories
- Related studies/literature are exhaustively and comprehensively presented, discussed and
arranged according to variables
- Proper parenthetical reference citations are observed

Statement of the Problem

- The main problem states/presents the variables, locale and duration of the study
- Subproblems are stated in interrogative forms
- Subproblems are clear and measureable

Hypothesis/es
- Make/s statistical comparison
- Stated in negative form (null)
- Direct/s in determining relationship between variables

Significance of the Study

- States in general the benefits/importance of the study
- Enumerates specific beneficiaries and corresponding tangible benefits they can derive from
the study
- Beneficiaries are arranged according to importance

Methodology
- Research Design is well-explained
- Research Environment is described briefly
- Research Subjects/Respondents are clearly described
- Research Instruments are described in detail according to parts and their validation
procedures
- Research Procedure provided detailed information about how the data will be gathered
from where, and from whom and when.
- This portion also discusses on how the data will be treated.

Appendices
- Transmittal Letters to the head of the research locale, and respondents and to the chair of
Ethics Committee (when necessary)
- Samples of Instruments/Research Tools (Interview Schedule, Checklist, Questionnaire, etc.)
- Time Table
- Proposed Budget

Curriculum Vitae

Format/Technicalities
- Use short bondpaper (8.5x11)
- Use font verdana #12
- Text should be computerized in double-space
- Pagination should be on the upper right corner of the page
- Main title and subtitle should be in bold text not underline
Paper use should be Southwestern University letterhead
 - Margins (Top: 1.6”; Bottom: 1”; Left: 1.9”; Right: 0.9”)

If all boxes are checked, then you are ready for the proposal hearing.

POWERPOINT SLIDES

PowerPoint slides should contain the following:

Slide 1 – Title and Author

Slide 2 – Brief Rationale
Slide 3 – Theories which the study is anchored
Slide 4 – Statement of the Problem
Slide 5 – Research Design
Slide 6 – Research Environment
Slide 7 – Research Subjects/Respondents
Slide 8 – Research Instrument (description)
Slide 9 – Research Procedures (gathering of data)
Slide 10 – Research Procedure (treatment of data)

Note: Each part may have more than 1 slide

Checklist for Oral Defense

Dear Student,

Please check if you are ready to submit yourself and your manuscript for proposal hearing.
Check if you have the following:

MANUSCRIPT

Preliminary Pages
- Title Page
- Approval Sheet
- Acknowledgement
- Abstract
- Table of Contents
- List of Tables/Graphs

Rationale of the Study

At least two pages presentation and discussion about the:
- Prevailing issues and causes about the research topic
- Relevant situationer (international, national and local) and statistics about the
variables/topic
- Competence of the researcher to conduct the study

Theoretical Background/Review of Related Literature

- Main theory/theories which the study is premised/anchored
- Relevant supporting theory/theories
- Related studies/literature are exhaustively and comprehensively presented, discussed and
arranged according to variables
- Proper parenthetical reference citations are observed

Statement of the Problem

- The main problem states/presents the variables, locale and duration of the study
- Subproblems are stated in interrogative forms
- Subproblems are clear and measureable

Hypothesis/es
- Make/s statistical comparison
- Stated in negative form (null)
- Direct/s in determining relationship between variables

Significance of the Study

- States in general the benefits/importance of the study
- Enumerates specific beneficiaries and corresponding tangible benefits they can derive from
the study
- Beneficiaries are arranged according to importance

Methodology
- Research Design is well-explained
- Research Environment is described briefly
- Research Subjects/Respondents are clearly described
- Research Instruments are described in detail according to parts and their validation
procedures
- Research Procedure provided detailed information about how the data will be gathered
from where, and from whom and when.
- This portion also discusses on how the data will be treated.

Definition of Terms
- Key terms, variables, phrases used in the study are arranged alphabetically and defined
operationally

Presentation, Analysis and Interpretation of Data

- Tables and graphs are preceded by text as table reading
- Tables and graphs should be followed by text on interpretation and implication by citing
relevant theories or literature
- Parenthetical reference citation should be observed
- Data presentation should be arranged according to the order/sequence in the statement of
the problem
- Output of the study should be incorporated in chapter 2
Summary of Findings
- Only the summary of findings should be included in chapter, arranged based on the
statement of the problem

Conclusion
- A brief conclusion should be well-founded (based on the findings)

Recommendations
- Recommendations should be realistic and should be based on the findings and conclusions

Appendices
- Transmittal Letters to the head of the research locale, and respondents and to the chair of
Ethics Committee (when necessary)
- Samples of Instruments/Research Tools (Interview Schedule, Checklist, Questionnaire, etc.)
- Time Table
- Proposed Budget

Curriculum Vitae

Format/Technicalities
- Use short bondpaper (8.5x11)
- Use font verdana #12