STE

Research 9
Quarter 1
Refining the
Research Proposal

STEM

STE

SSES

Learning Toolkit No. 1

The ASTRAL Project
Appropriate Science and Technology Resources for the Advanced Learners

Special Curricular Program in Science

DIVISION OF NEGROS OCCIDENTAL

Department of Education
DIVISION OF NEGROS OCCIDENTAL
Research 9
Special Science Learning Toolkit No. 1

Special Program in Science, Technology and Engineering

Special Science Learning Toolkit 1
RESEARCH 9
Quarter 1: Refining the Research Proposal
First Edition, August 2020

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Published by the Department of Education—Division of Negros Occidental

Schools Division Superintendent: Marsette D. Sabbaluca, CESOVI
Chief Education Supervisor: Zaldy H. Reliquias
Education Program Supervisor: Dannie Clark M. Uguil

Development Team of the Module

Author: Joshua Lorenz G. Estilo
Content Validator: Sharon S. Villagracia
Management Team: Marsette D. Sabbaluca
Zaldy H. Reliquias
Dannie Clark M. Uguil

Department of Education – Division of Negros Occidental

Office Address: Cottage Road, Bacolod City, Philippines, 6100
Telefax: (034) 435-3960, (034) 703-3034
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This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department
of Education – Division of Negros Occidental at negoccscience@gmail.com.

We value your feedback and recommendations.

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DIVISION OF NEGROS OCCIDENTAL
Research 9
Special Science Learning Toolkit No. 1

Learning Competency:
Refine the research proposal by incorporating the suggestions/
recommendations given by experts.

What I Need to Know

When you were in Grade 8, you were tasked to develop your research
proposal to be approved by your teachers or experts during the summer. Some
of you might have already met and consulted with your designated research
consultants who will assist you in the conduct of your research. However, due
to the ongoing COVID-19 pandemic, the summer research immersion has to
be placed on hold. During this time, it is important that the research proposal
should be developed in order to make it easier later on to be approved by your
teachers or experts. Research consultants and laboratory personnel also based
the conduct of their service on a well-written research proposal. Therefore, it is
important that you ensure that your research plan is well-structured and is
based itself on the various principles of a good research problem which were
discussed in your previous year.

This toolkit will review you of the different parts of the research proposal
and guide you on how to further improve your research proposal/plan by
incorporating helpful suggestions and recommendations given by the experts.
This will help you avoid common mistakes made by student researchers. A well-
developed research proposal will ensure a higher change of being accepted by
research teachers and consultants and also guarantee a seamless conduct of
the research process later on. Whether you’ve finished writing your research
proposal or not, this toolkit will be helpful to you.

After going through this learning toolkit, you are expected to:
1. evaluate the qualities of a well-written research proposal; and
2. write a well-written research proposal using the recommendations
and suggestions given.

What is It

A research proposal or sometimes called the research plan serves as

your guide to help you focus and define what it is that you want to do in your
research problem (Royce, 2009). Your teacher asks you to do this so they can
get an indication of your research direction, and to demonstrate the level of
discipline that will need to employ for the research task (basically, to see how
you might perform as a researcher and to see if you have the requisite basic
skills to start the process).

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Research 9
Special Science Learning Toolkit No. 1

A good research proposal, like the research problem or title itself, should
also have the qualities of a good research problem. One of the most basic
principles of a good research proposal is that it must be SMART. This means
that it must also be specific and well defined, measurable, attainable,
realistic and time-bound. We will now look back at the parts of the research
proposal and see how these basic principles can be applied.

The following are the basic parts of the research proposal: Title page,
Problems being addressed, Goals or Expected Outcomes, Procedures, and
Bibliography. We will know discuss each part.

A. Title Page

Fig 1.1. A sample Title Page

This section contains the title of the research problem to be

conducted. The title must be specific and well-defined; stating the
dependent and independent variables, identifying the parts of the
treatment that will be used and writing the complete scientific names of
organisms. Scientific names are italicized and enclosed in parenthesis.
Note that the title is written in an “inverted pyramid format” (indicated in
red arrows). It must be formatted with the longest line first followed by
progressively shorter lines.

Next is the phrase: “In Partial Fulfillment of the Requirements in

Research 9.” It also contains the names of the research proponents,
research adviser, the name of the school and the date it was submitted.
All lines are also centered along the page.

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DIVISION OF NEGROS OCCIDENTAL
Research 9
Special Science Learning Toolkit No. 1

B. Problems being Addressed

Fig 1.2. A sample Problem Being Addressed section

In this section, the problem to be solved is being introduced.

Ensure that the reader immediately recognizes the statement of the
question, issue, or general problem that you are examining on the first
one to two sentences of the first paragraph. For example, in Figure 1.2,
it immediately states and specifies the problem the research want to
address. In this case, it is cancer. A common problem in research
proposals is for the author to delay too long in stating the specific
research question. Make sure the research question is stated no later
than the end of the second or third paragraph. Make sure the research
question is fully stated in one place.

Furthermore, the problem must be backed by facts and

statistics to support the intensity and/or urgency of the problem. Always
place your in-text citations to support your claim of the existence of the
problem. This is shown in Figure 1.2. when the researchers supported
the severity of the problem (Cancer being the third among the leading
causes of mortality and more than 11 million Filipino people dying of
cancer) with their in-text citation “(Oxales, 2018).” Usually, in-text
citations follow the APA format are written in an author-date format.
Citations from related studies and literatures must also be updated. Be
careful about citing old literature. The rule of thumb is to go back at most
five to six years (Pickton, 2013).

Lastly, keep this section short. One to two pages are enough. Too
long and you may drag the readers causing them to lose interest in your
paper. Ensure that you only include important and relevant information in
this part.

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Research 9
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Fig 1.3. A sample Problem Being Addressed section (continued)

There are three ways to place your in-text citations. You can place
it at the beginning, middle, and end. Be sure to distribute your in-text
citations to those three locations and not only concentrate them on one
location.

The section must also introduce your treatment and specify the
property of your treatment that addresses the problem and support them
with your related studies through in-text citations. For example, in Fig.
1.3., the paragraph introduces studies that shows the anticarcinogenic
potentials of the treatment which is the Aratiles plant.

C. Goals or Expected Outcomes

Fig 1.4. A sample Goals or Expected Outcomes Section

The next section primarily identifies the General Objective and

the Specific Objectives of the problem. Recall that the General
Objective is broad statement of purpose which uses abstract and non-
measureable concepts. More often than not, it is usually just a
restatement of the research title.

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The Specific Objectives must also be written properly. It is the

statement of purpose which uses well-defined and measureable
concepts. The formulation of which should be based on and logically flow
from the general objective. Usually they are written in declarative form
but can also be written in interrogative form depending on the
researcher. Always remember to include your independent and
dependent variables in writing them. They must also be written in
measurable terms.

There are three types of specific objectives, descriptive,

comparative, and relational. Common mistakes made by students is
that they forgot that there is a correct order for the types of specific
objectives. Therefore, descriptive objectives should be written first,
followed by comparative, then relational.

In Fig 1.4, objectives #1, #2 and #3 are descriptive in nature. They

describe phenomena or characteristics of a particular group of subjects
being studied. For example, Objective #1 describes the properties of the
aratiles plant using the phytochemicals present.

Objectives #4 and #5 are comparative specific objectives as they

try to make comparison between groups. You can also see the presence
of the phrase “significant difference.” This indicates that the objectives
can be answered with an appropriate statistical tool like t-test or ANOVA.

Lastly, Objective #5 is relational. Relational objectives tries to

investigate the degree to which two or more variables covary or are
associated with each other. There are no comparisons here. Like in
Objective #5, the researchers would like to know if increasing
concentration levels of aratiles methanolic leave extracts would lower
the growth of blood vessels in the tumor or not. Basically, you try to
determine the extent to which variables are related. Will increasing a
variable decrease the other variable or not? They are make use of
statistical tools like Pearson R.

Always ensure that procedures to find the answers to your

specific objectives are all stated in your Method section.

D. Method

Provide a full description of your general research design, as well

as the specific methods and procedures used in your research project.
The methodology should be sufficiently detailed so that it can be
replicated. If you are following a methodological approach developed by
others, cite the relevant studies. Provide diagrams, charts, and
illustrations as appropriate for your discipline. List the instrumentation
you used and provide a diagram of the experimental setup.

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Special Science Learning Toolkit No. 1

Fig 1.5. A sample Procedures Section

Explain the details of your methods. Use future tense to describe

the details of the method or procedure since you are still on the process
of presenting your research proposal. Common mistakes made by
student researches is that the verb tenses are in the past. This
sometimes indicate that the section is copy-pasted.

Avoid committing Frankenstein paper or copying and pasting from

different sources and stitching them together on your paper. Practice the
skill of paraphrasing the passage taken from other source to avoid
violations concerning intellectual property like plagiarism.

As stated before, the specific objectives must be reflected on your

procedures. For example, in Fig. 1.4., Objective #1 wants to determine
the several phytochemical properties of aratiles. This is stated on the
procedure on Fig. 1.5. on the “Phytochemical Analysis” part of the
procedure (highlighted in red).

Make sure that your methodology is realistic, attainable and time-

bound. The laboratory procedures must be readily available in your
locality and it will not take much time to be done. Make prior
communications with the laboratory personnel or your research
consultant regarding the availability of the procedure. Make a canvass
of the expenses by recording the costs of the materials and laboratory
tests. Your efforts for the research plan will be invalidated if the tests are
not available and the materials are actually too expensive.

E. Bibliography

List at least 5 major RELIABLE references from literature review

that are applicable to the experiment. The more resources, the better it
is for your study. Do not rely only on Internet resources. Internet

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Special Science Learning Toolkit No. 1
resources should be reliable. Also use science journals, books,
magazines, newspapers, etc.

Use a proper bibliography format (MLA or APA style or other

format) for journals, books, magazines, newspapers and Internet
resources. Be consistent with the format chosen. Should be
alphabetized by authors’ last name. All in-text citations must be cited
here.

Fig 1.5. A sample Procedures Section

Were you able to take note of the suggestions? If so, let us now
try to do our first activity on the next page!

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DIVISION OF NEGROS OCCIDENTAL
Research 9
Special Science Learning Toolkit No. 1

What’s More
WORKSHEET 1
Read the following passages taken from the sections of a research
proposal. Evaluate the passages and identify what is wrong with them.
Give possible ways on how to improve them using the
suggestions/recommendation given.

1. Problems being Addressed

Oregano, or Origanum vulgare, belonging to family Lamiaceae has been

a source of food flavouring for a long time. Study shows that Oregano

possesses carvacrol and thymol. Carvacrol has been classified as GRAS

(Generally Recognized as Safe) and approved for food use (EAFUS, 2006).

Besides anti-inflammatory, antioxidant, antitumor, analgesic, anti-hepatotoxic,

and insecticidal properties, several studies have demonstrated that carvacrol

has antimicrobial activities. Thymol on the other hand has been observed

having antimicrobial properties. In a 2019 laboratory study, carvacrol and

thymol prevented various strains of Escherichia coli bacteria from developing

in meat and dairy products, suggesting that it could help control microbes

(Hyldgaard, 2012) which concludes that substances in oregano could play a

role in fighting microbial diseases against E.coli (Butler, 2020).

Title: The Antimicrobial Activity of Oregano (Origanum vulgare) Leaves Ethanol

Extract against E. coli (Escherichia coli)

Recommendations:
___________________________________________
___________________________________________
___________________________________________

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DIVISION OF NEGROS OCCIDENTAL
Research 9
Special Science Learning Toolkit No. 1

2. Goals/Expected Outcomes
This study mainly aimed to evaluate the efficacy of UV light, a known
abiotic stress which produces the production of phytoalexins, by comparing the
degree of antimitotic potential of the crude root ethanolic extract of siling labuyo
(Capsicum frutescens) which has been exposed to UV radiation to the
antimitotic activity of the crude root ethanolic extract of siling labuyo (Capsicum
frutescens) which has not been exposed to UV radiation through the Allium
cepa (onion) root tip technique.
Specifically, this study aimed to:
a. Determine the significance difference between the mitotic indices of the onion
root tip exposed to different treatments through independent sample t-test
b. Calculate the mitotic index of the onion root tip exposed to the treatments
using the Allium cepa root tip technique.
Title: Effect of UV Radiation to the Production of Antimitotic Compounds in
Siling Labuyo (Capsicum frutescens) Roots
Recommendations:
___________________________________________
___________________________________________
___________________________________________

3. Procedures
Hydrolysis and acidogenesis
Thermochemical processes use heat and chemical reactions to release
hydrogen from organic materials such as fossil fuels and biomass. Water (H2O)
can be split into hydrogen (H2) and oxygen (O2) using electrolysis or solar
energy. The biphase system separates the acidogens from the methanogens
by using two tanks for biogas production: the first one is optimized for the
acidogens and produces only acids; the second is optimized for the
methanogens and is fed only the liquor from the acid tank. Since there is no
need to maintain a delicate equilibrium between the two microbial systems, the
total system is much more flexible, more resistant to shock loading, and more
tolerant of changes in the raw feedstock.
Recommendations:
___________________________________________
___________________________________________
___________________________________________

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Department of Education
DIVISION OF NEGROS OCCIDENTAL
Research 9
Special Science Learning Toolkit No. 1

What I Have Learned

Guide Questions:
1. What is the importance of the research proposal in the research
process?

2. What are the characteristics of a good research proposal?

3. What are the different ways to ensure that the research proposal was
written properly?

What I Can Do
1. Review your current research proposal and make the necessary
revisions using the suggestions/recommendations given.
2. Make a research proposal on a short and easy experiment that you
can conduct at home individually in a span of two weeks. Present
it to your teacher for approval.

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DIVISION OF NEGROS OCCIDENTAL
Research 9
Special Science Learning Toolkit No. 1

Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.

1. Which of the following is NOT a characteristic of a well-written research

proposal?
a. Specific c. Measurable
b. Unclear d. Time-bound

2. It is generally the restatement of the title of the research problem.

a. Title c. General Objectives
b. Specific Objectives d. Descriptive Objectives

3. Which of the following is the correct order of the specific objectives?

a. Descriptive→Relational->Comparative
b. Descriptive→Comparative->Relational
c. Relational→Descriptive->Comparative
d. Comparative→Relational->Descriptive

4. The objective “..determine the significant difference between varying ratios

of C. esculenta starch and commercial bioplastics…” is an example of what
type of specific objectives?
a. Descriptive c. Comparative
b. Relational d. General

5. What should be the verb tenses of the procedures to be conducted in the

research proposal?
a. future c. past
b. present d. present-past

6. General rule of thumb states that you can cite literatures from up to how
many years back?
a. 6 c. 8
b. 7 d. 9

7. In-text citations should be written on what format?

a. date-author c. author-title
b. title-date d. author-date

8. To make the problems being addressed section short and concise, what is
the maximum number of pages for this section?
a. 2 c. 4
b. 3 d. 5

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DIVISION OF NEGROS OCCIDENTAL
Research 9
Special Science Learning Toolkit No. 1

For numbers 9 – 10,

Read the passage taken from the specific objectives of a research proposal

Specifically, this study aims to answer the following questions:

a. Is there a significant difference between the quality of bioplastics
made from gabi starch and potato starch with different
proportions and the commercial bioplastics in terms of
biodegradability and flammability
b. What is the quality of the bioplastics made from gabi starch and
potato starch with different proportions?

9. What error was committed from the passage?

a. The verb tenses are in the past.
b. The objectives are not in their correct order.
c. The tests were not specified.
d. No errors present.

10. Objective B is an example of what type of specific objectives?

a. Descriptive c. Comparative
b. Relational d. General

Answer Key

Worksheet 1
1. Possible answers:
a. The problem that should be examined was not stated on the first
sentence. It would be better if the problem on E-coli will be placed on
the first paragraph backed with citations.
b. The phrase “In a 2019 laboratory…” should state the author of that
study and must be written in an author-date format. It can also be used
to place an in-text citation at the beginning of the sentence. Ex:
“According to the study conducted by Estilo (2019), carvacrol and
thymol prevented….”
c. Some citations are outdated. We can try to limit our citations until 2015
only.

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Research 9
Special Science Learning Toolkit No. 1
2. Possible answers:
a. The general objective can simply be the restatement of the title. It can
be simply written as “Generally, this study aims to determine the effect
of UV radiation to the production of antimitotic Compounds in siling
labuyo (C. frutescens) roots.
b. Proper way to write the scientific name. The genus should be
abbreviated and the scientific name must be italicized
c. Objectives A and B are not in the correct order. Objective B should go
first since it is a descriptive objective followed by Objective A which is a
comparative objective.
d. There is no need to specify the statistical tool in the specific objectives
since it will be stated on the procedures.

3. Possible answers:
a. The procedure is not discussed in detail. It only defines the procedure’s
purpose but does not state how to do it.
b. The tenses of the verb should be in the future.
c. Citations should be added on the basis of the procedure.

Assessment
1. B
2. C
3. B
4. C
5. A
6. A
7. D
8. A
9. B
10. A

References

Divan, A. (2009). Communication skills for the biosciences. Oxford: OUP.

McNiff, J. (2009). Doing and writing action research. London: Sage

Pickton, M. (2013) Writing your research plan. In: Grant, M. J.,Sen, B. and
Spring, H. (eds.) Research, Evaluation and Audit: Key Steps in
Demonstrating Your Value. London: Facet Publishing.

Royce, T (2009). Writing a research proposal. ELSSA Centre, UTS.

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DIVISION OF NEGROS OCCIDENTAL
Research 9
Special Science Learning Toolkit No. 1

For inquiries or feedback, please write or call:

Department of Education – Division of Negros Occidental

Office Address: Cottage Road, Bacolod City, Philippines, 6100
Telefax: (034) 435-3960, (034) 703-3034
E-mail Address: negros.occidental001@deped.gov.ph
negoccscience@gmail.com

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