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Department of Education
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ENGLISH 10
Quarter 4 – Week – 1
Competency: Distinguishing technical terms used in research
Lesson: Parts of Research Paper

Objectives
1. Analyze the fundamental parts of research paper.
2. Carefully recognize an extract of a research study.
3. Distinguish false and factual details as regards to research writing.

Concept
Research requires you to inquire or investigate about your chosen research
topic by asking questions that will make you engage yourself in top-level thinking
strategies of interpreting, analyzing, synthesizing, criticizing, appreciating, or
creating to enable you to discover truths about the many things you tend to
wonder about the topic of your research work. (Litchman 2013)

The purpose of research is to further understand the world and to learn

how this knowledge can be applied to better everyday life. The process of sharing
the answer to your research question along with the evidence on which your
answer is based, the sources you used, and your reasoning and explanation.

Whatever the case, having some knowledge of the parts of a research paper
will be helpful as you write. Whether you are a scientist, an artist, a paralegal, or
a parent, you probably perform research in your everyday life. When your boss,
your instructor, or a family member asks you a question that you do not know the
answer to, you locate relevant information, analyze your findings, and share your
results. Locating, analyzing, and sharing information are key steps in the research
process, and in this chapter, you will learn more about each step. This is by
developing your research writing skills, you will prepare yourself to answer any
question no matter how challenging.

In this lesson, you will find out the fundamental parts of research paper.

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Q4 Week No.1 Competency Code: EN10VIVa-30
Competency: Distinguishing technical terms used in research
 ACTIVITY NO.1

Getting Started
Directions: Carefully read the following statements. Write A if you agree and
D if you disagree in the space provided.
1. Keep a record of your reference materials so that it is easier for you to come up with the
Reference/Bibliography of the research study.
2. There is no limit in the number of words in writing the research title.
3. In writing your abstract you should keep the sentences short and avoid citations.
4. In most cases, your tables and figures appear at the end of your paper or in a separate
file and the titles usually become listed after the reference section.
5. Discuss and explain the importance of your research study in the introduction.

Discussion
PARTS OF RESEARCH PAPER

RESEARCH TITLE
It summarizes the main idea of the research. A good title contains the fewest possible
words that adequately describe the content and/or purpose of the research paper.

TITLE PAGE
It is the very start of a research paper. The main components of any title page include
the name of the researcher, the title of the research, and the name of the school, college, or
university in which the researcher has written and is submitting the paper.

ABSTRACT
It is a summary of the completed research. It is intended to describe the researcher’s
work without going into great detail. The abstract should be self-contained and concise,
explaining the research as briefly and clearly as possible.

INTRODUCTION
Discusses four (4) relevant ideas:
- TOPIC: Make sure to provide the background of your topic (usually includes a review
of current literature on the topic).
- IMPORTANCE of the Topic: cite the benefits and advantages of the research study.
- REASONS for Choosing the topic: emphasize what motivated you to choose the topic.
- PURPOSE of the Study: discusses the objectives of the study.

STATEMENT OF THE PROBLEM

There should be a general statement of the whole problem followed by the specific
questions or subproblems into which the general problem is broken up. The research
questions, together with your approach, will guide and structure the choice of data to be
collected and analyzed.

LITERATURE REVIEW
A literature review uncovers what other writers have written about your topic which
was published by accredited scholars and researchers.
Note: Always provide In-Text Citation to all borrowed or lifted ideas whether from
library references or online references. This is also a big help in doing your References.

LIMITATIONS OF THE STUDY

Indicate the coverage of the study, what you intend to do, and what you are not going
to include. You may limit the scope of your paper by any number of factors, for example,
time, personnel, gender, age, geographic location, nationality, and so on.
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Q4 Week No.1 Competency Code: EN10VIVa-30
Competency: Distinguishing technical terms used in research
METHODOLOGY
Discuss your research methodology, data gathering materials, and describe the
participants.

RESULTS AND FINDINGS

This section is where you prove your point with the data. Give graphs and tables in
interpreting the data. Also, give some description or guide to help the reader recognize your
important points or answers to your research questions.

SUMMARY AND CONCLUSION

It includes an overview of the research. It consists of the restatement of the problem,
the procedures, and the findings.

REFERENCE
It is an alphabetical list of sources and materials that have been used in the study. It
enables the reader to have a scholarly grasp of the study. This part may be divided into books,
periodicals, documents, and unpublished works. It includes information such as author, year
of publication, title, and publisher or URL.

ACTIVITY NO. 2
Getting it Right
Directions: Write TRUE if the statement is correct. If the statement is FALSE, write
the word which makes it false.

1. Title Page is designed to be an indicator of the basic points of the research.

2. Abstract is intended to describe the researcher’s work without going into great detail.
3. Summary and Conclusion is an alphabetical list of sources and materials that have
been used in the study.
4. Methodology discusses your research methodology, data gathering materials, and
describes the participants.
5. Reference includes an overview of the research. It consists of the restatement of the
problem, the procedures, and the findings.
6. Results and Findings is a section where you prove your point with the data. Give
graphs and tables in interpreting the data. Also, give some description or guide to help
the reader recognize your important points or answers to your research questions.
7. Limitations of the Study indicate the coverage of the study, what you intend to do,
and what you are not going to include.
8. Statement of the Problem is a general statement of the whole problem followed by
the specific questions or subproblems into which the general problem is broken up.
9. Purpose of the Study discusses the objectives of the study.
10. Research Title summarizes the main idea or ideas of the research.

ACTIVITY NO. 3
Sparking
Directions: The following is an excerpt from a research study entitled, “STUDENT
ATTITUDES TOWARD MULTILINGUAL EDUCATION". Carefully read it and identify
the extracted parts of the research paper.
__1. Central to Piaget’s work on childhood development was a reflection on children’s actions
coupled with the direct conversation with child research subjects (Piaget, 1969).

__2.

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Competency: Distinguishing technical terms used in research
Elisabeth E. Lefebvre
Master of Arts Department of International Studies
September 2012
Title: Student Attitudes Toward Multilingual Education

This research focuses on student attitudes toward multilingual education. Although much
work has been done on multilingual education pedagogy and policy, almost none has been
child-centered. Little consideration has been given to first-hand accounts of children in
immersion programs. Through participatory observation, surveys, and focus group
discussions with third-grade students at a public, French immersion elementary school in
the Pacific Northwest, I have found many common threads within student experiences of
multilingual education. Specifically, students’ fear of failure and peer-to-peer shaming when
learning a new language can leave them feeling ambivalent toward French. This is not to say
that the student experience is overwhelmingly negative; however, student attitudes seem to
fall somewhere between their learned value for multilingualism and their lived experiences.
Ultimately, this thesis highlights the importance of student narratives and how they can
inform the development of immersion education programs.

__3.

STUDENT ATTITUDES TOWARD MULTILINGUAL EDUCATION

by ELISABETH E. LEFEBVRE

A THESIS

Presented to the Department of International Studies

and the Graduate School of the University of Oregon
in partial fulfillment of the requirements
for the degree of
Master of Arts

September 2012

__4. STUDENT ATTITUDES TOWARD MULTILINGUAL EDUCATION

__5. Accordingly, the purpose of this study is to apply child-centered research methodologies,
written about by authors such as Christensen (2004) and Warming (2011), and ask students
about their attitudes toward and perceptions of multilingual education. Additionally, this
study will contribute to “[developing] practices which are more inclusive of learners’
knowledge of language and literacies” (Martin, 1999). To address this line of inquiry, I spent
six months participating in and observing the third-grade French immersion classroom in
College Corner, Oregon. Although there are countless immersion programs around the world
from which I could have chosen, including the one at which I taught in Morocco, I felt that it
was important, to begin with, the familiar.

__6.

CHOOSING A SCHOOL

College Corner, Oregon is unique in that its public school system includes immersion
programs in French, Spanish, and Japanese. Although there are a growing number of
33schools in other districts around the country that are implementing immersion programs,
the program in College Corner is relatively well established. Because the program in College
Corner is public, it allows for students of all socioeconomic backgrounds to participate,
making it less selective than an expensive private school. Additionally, as a public school,
Marie Curie Elementary School must provide services for students with disabilities, again
making the school open to a more diverse population. Because of my background teaching at
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Q4 Week No.1 Competency Code: EN10VIVa-30
Competency: Distinguishing technical terms used in research
a French-English school, as well as my fluency in French, I chose to study a French
immersion program, rather than a Spanish or Japanese immersion program. I was able to
understand conversations that occurred in the classroom in both languages and was able to
get a better sense of the authentic student experience.

__7.

American Council on the Teaching of Foreign Languages. (1999). National standards for
foreign language education. Retrieved from American Council on the Teaching of
Foreign Languages website: http://www.actfl.org/i4a/pages/index.cfm?pageid=3392

__8.

Through my research, I have found many common threads within students’

experiences of multilingual education. Specifically, while students might prefer speaking
English to French, they have still internalized the importance of learning another language
and are invested in the multilingual education process. Unfortunately, the abstract idea “it
is good to learn another language,” is often bogged down by students’ day-to-day experiences.
Students’ fear of failure and experience of shame when learning a new language can leave
them feeling ambivalent toward French at best and can cause them to attribute their failure
to French even when inappropriate at worst. Because of these competing interests, student
attitudes could be best described as occurring at the intersection of learned value and lived
experience.

__9.

Two noticeable patterns emerged from the data, summarized in Figure 5. First,
students were much more positive about English, giving more positive responses than
negative responses at an almost three-to-one ratio. Second, students had a lot more to say
about French but were much more ambivalent in their feelings, if not slightly more negative.
The contrast between students’ positive attitudes toward English and ambivalence towards
French was clear. Although students attributed both positive and negative feelings to the
fictional students when asked about French, they rarely attributed negative feelings when
asked about English. Even with these nuanced results in mind, however, what became
apparent was that students’ discussions of their concerns were much richer than any of the
questions and subsequent results I had anticipated.

__10. I conducted participant observation, surveys, and focus group discussions in the third
grade at Marie Curie Elementary School, which is located in a mid-sized university town in
the Pacific Northwest. During the 2012-2013 school year, from September through March, I
spent ten to sixteen hours per week at Marie Curie Elementary working with small groups on
enrichment and re-teaching activities, working with individuals to develop certain skills,
participating in whole-class activities, and building relationships with students, teachers,

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Competency: Distinguishing technical terms used in research
and staff members. By interacting with the students and engaging in their day-to-day lives
at school, I gained valuable insight into their experiences and perceptions. This time also
allowed me to build rapport with my students and to circumvent traditional child-adult power
structures (Christensen, 2004; Grover, 2004; Warming, 2011). I also conducted informal
interviews with teachers, students, and parents about the multilingual learning experience.
I distributed questionnaires asking about languages used at home, along with a permission
form for students to participate in a focus group. I also used a survey with participating
students in class, adapted from the one used by Gerena (2010) in her study of student
attitudes toward biliteracy in Spanish and English, to assess attitudes toward multilingual
education. Finally, I conducted focus group interviews with small groups of students. All of
these methods were used to better understand student and community attitudes toward
multilingual education. The various instruments I used will be discussed in greater detail
later in this chapter and are included in their entirety in the appendices.

REFERENCES

De la Piedra, Kenneth. (2019). Chapter 3 Research Design and Methodology. Researchgate.net.

Retrieved March 10, 2021, from
https://www.researchgate.net/publication/336285193_Chapter_3_Research_Design_and_Me
thodology
Enaggo Academy. (2020). Structure of a Research Paper: Tips to Improve Your Manuscript. Retrieved
April 26, 2021, from https://www.enago.com/academy/tips-effectively-structure-research-
paper/
Gonzaga, Isabelle. (2015). Chapter 1 of a Research Paper. Slideshare. Retrieved March 10, 2021, from
https://www.slideshare.net/sabsgonzaga/chapter-1-of-a-research-paper
Lefebvre, Elisabeth. (2012). Student Attitudes Toward Multilingual Education. Retrieved April 26, 2021,
from https://core.ac.uk/download/pdf/36687119.pdf
Lichtman, Marilyn. (2013). Qualitative Research in Education. Retrieved March 10, 2021, from
https://www.researchgate.net/publication/258343463_Qualitative_Research_in_Education
Milford, Teran. (2013). Writing Chapters 4 & 5 of the Research Study. Retrieved March 10, 2021, from
http://cel.ncu.edu.jm/Portals/0/Lunchtime%20Seminar%20Chapters%204%20&%205%20(
1).pdf
Valdez, Ces. (2015). Six Main Parts of a Research Paper. Slideshare. Retrieved March 10, 2021, from
https://www.slideshare.net/cesvaldez13/six-main-chapters-of-a-research-paper

Prepared by:

ROE S. RIOFRIO
Master Teacher I
MANDALUYONG HIGH SCHOOL
SDO Mandaluyong

Editors:

MARIA THERESA A. FEUDO CLARISSA P. TIBAR JOESON E. MEJICA

Master Teacher II, MPNAG Master Teacher II, ABIS Master Teacher I, BJNHS
Content Language Layout

Approved:

RAMON M. BELARDO JR.

Education Program Supervisor, English

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Q4 Week No.1 Competency Code: EN10VIVa-30
Competency: Distinguishing technical terms used in research