Practical Research 2 (Quantitative Research)

Learning Activity Sheets for the Second Semester SY 2020-2021

MARC MYKL G. SIBAL

MASTER TEACHER 1
 can be dichotom ous, ordinal , or continuous . The y type of anal ysis w ill vary
MELC: States research question depending on the types of data.

Form ul ating a quantitative research question can often Predictive: Do age, gender, and education predict
be a difficul t task. When com posing a research question, a income? Does a pitcher’s ERA predict the num ber of w ins
researcher needs to determine if they w ant to; the team has? Predictiv e questions have a definitive
 describe data, independent and dependent variable . Typicall y, the
independent v ariabl e shoul d be continuous or
 compare differences among groups,
dichotom ous, but nom inal and ordinal v ariabl es can be
 assess a relationship, or
used. When nom inal and ordinal variabl es are used as
 determine if a set of variables predict another variable . predictors, they m ust be dumm y coded. Like the
independent variabl e, the dependent variabl e is typicall y
The t ype of question the researcher asks w ill hel p to determ ine the type of continuous or dichotom ous, but can al so be ordinal or
statistical anal ysis that needs to be conducted . I t is al so im portant to nom inal . The type of anal ysis that is appropriate w ill vary
consider w hat specific variabl es need to be assessed w hen w riting a research based upon the type of data.
question. The researcher m ust be certain all variabl es are quantifiabl e, or
m easurabl e. M easuring v ariabl es can be as simpl e as having participants
report their age or as inv ol ved as hav ing participants answ er survey questions
Learning Activity Sheet (LAS#7)
that make up a rel iabl e instrum ent.
Learning Competency: States Research Question
Som e exampl es of different types of research questions are presented
Name of
bel ow :
Learner:
Grade &
Descriptive: Describe the teachers’ perceptions of the newly Date:
Section:
implemented reading assessment program . The goal of
a descriptive research question is to describe the data . The
researcher cannot infer any concl usions from this type of MY RESEARCH QUESTIONS
anal ysis; it sim pl y presents data. Descriptiv e questions do not What Do I Intend to Find in My Research
hav e corresponding null and al ternativ e hypothe ses because the researcher is
not m ak ing inferences. Descriptiv e studies can be conducted on categorical Directions/Instructions:
or continuous data.
 Get your research questions from your prior research and convert it into
Comparative: Are there differences in students’ grades by gender (male vs. quantifiable statement
female)? Are there differences in job l evel (entry v s. m id v s. executive) by  State your research questions guided by the information given.
gender (m al e v s. fem al e)? Com parativ e questions can be assessed using a
continuous v ariabl e and a categorical grouping variabl e , as w ell as w ith tw o Exercise/Activity:
categorical grouping variabl es. The t ype of anal ysis w ill vary depending on
the types of data . # Research Questions
1
Relationship: Is there a relationship between age and fitness
level? I s there a rel ationship betw een ice cream sal es and 2
temperature at noon? Questions that assess rel ati onships do
3
not require a defi nitive i ndependent and dependent
vari abl e, but tw o variabl es are required; they can be 4
considered v ariabl es of interest as opposed to independent
and dependent variabl es. Data used for this type of anal ysis
1
Reflection:
What have I learned and experienced?
________________________________________________________________________________________
How can these new learnings be helpful to me in my daily life as a learner?
________________________________________________________________________________________
An example theoretical framework or research model is simply described.
“Customer Satisfaction” is the chosen topic for a market research for a restaurant. As
prescribed in the various literature reviews, food taste is the primary variable for the said
topic which concerns the product. The other variables like the speed of service and staff
performance variables refer to the people concerned in the delivery of products.
This time let us look at the complete conceptual framework how the research shall
be done for “customer satisfaction”.

MELC: Illustrates and explain the conceptual framework Planning & Definition Data Collection & Analysis Finalization

A conceptual framework is an analytical tool that is used to get a comprehensive Theoretical Framework Conclusion
Evidence Collection
understanding of a phenomenon. It can be used in different fields of work and is most Customer Satisfaction is Identifying the
Evidence collection
commonly used to visually explain the key concepts or variables and the relationships
based on three factors relevance or
shall be done by
between them that need to be studied. significance of the
namely food taste, questionnaires
speed of service and result of the study
A conceptual framework illustrates what you expect to find through your research. interviews and
It defines the relevant variables for your study and maps out how they might relate to each staff performance feedback form
other. You should construct a conceptual framework before you begin collecting data.
Presentation
Presenting the study
Participant/Subject Data Collection
4 Steps on How to Make the Conceptual Framework and findings
Selection Instruments
1. Choose your topic. Decide on what will be your research topic.
Recruitment Questionnaires
2. Do a literature review. Review relevant and updated research on the theme that you
decide to work on after scrutiny of the issue at hand.
and selection of Interview Forms
3. Isolate the important variables. participants within the Feedback Forms Recommendation
4. Generate the conceptual framework. confines of the study. Giving further needs for
Participants on the studies not covered
basis of gender, race, Data Collection based on the study
locality origin, religion, Email result
Food Quality socioeconomic status Virtual meets
Face to face
Drop box Development of the
Method Selection abstract paper
Service The suited method of
Quality Transcription of Data
research to be used
Food & and be able to have Collected
Customer
Beverage the quantifiable result Final Paper
Satisfaction
Physical Outlets for the factors is
Environment Quantitative Research Data Analysis
Statistical Treatment

Hygienic &
Cleanliness Research Model
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 Learning Activity Sheet (LAS#8)
MELC: Constructs an instrument and establishes its validity and reliability

Learning Competency: Illustrate and explain conceptual framework

Name of Why is validity and reliability important
Learner:
Grade &
in qualitative research?
Date: Validity and reliability are key aspects
Section:
of all research. This is particularly vital
in qualitative work, where the researcher's
MY RESEARCH FRAMEWORK subjectivity can so readily cloud the
How Will I Do It? interpretation of the data, and
where research findings are often questioned
Directions/Instructions: or viewed with scepticism by the scientific
community.
 Since you have identified your variables and gathered initial data from your
literature reviews and research method shall be qualitative research.
 Try to identify your subjects/participants so as to be able to construct your What is reliability in qualitative research?
conceptual framework. Reliability is a concept that refers to producing consistent results time after time. If
 Try to sketch your conceptual framework to guide you in your research processes. a qualitative research project is reliable, it will help you understand a situation clearly that
would otherwise be confusing

Exercise/Activity: What is validity in a qualitative study?

Research Conceptual Framework Validity in qualitative research means “appropriateness” of the tools, processes, and data.

What is validity and reliability in research?

Reliability and validity are concepts used to evaluate the quality of research. They
indicate how well a method, technique or test measures something. Reliability is about the
consistency of a measure, and validity is about the accuracy of a measure.

What is an example of reliability and validity?

For a test to be reliable, it also needs to be valid. For example, if your weighing
scale is off by 150 grams, it reads your weight every day with an excess of 150 grams. The
scale is reliable because it consistently reports the same weight every day, but it is
not valid because it adds 150 grams to your true weight.

What is the goal of validity in qualitative research?

In the broadest sense, devising a test (Crocker & Algina, 1986) or the validity of an
instrument is on focus. The significance of this test is to ensure replicability or repeatability of
Reflection: the result. Embodied in this citation is the idea of replicability or repeatability of results or
observations.
What have I learned and experienced?
________________________________________________________________________________________
How can these new learnings be helpful to me in my daily life as a learner?
________________________________________________________________________________________

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 There are four main types of validity:
 Construct validity: Does the test measure the concept that it’s intended to
measure?
 Content validity: Is the test fully representative of what it aims to measure?
 Face validity: Does the content of the test appear to be suitable to its aims?
 Criterion validity: Do the results correspond to a different test of the same thing?

Note that this validation deals with types of test validity, which determine the accuracy of
the actual components of a measure. If you are doing experimental research, some
people even do also consider internal and external validity, which deal with
the experimental design and the generalizability of results.

Construct Validity
Construct validity evaluates whether a measurement tool really represents the thing
we are interested in measuring. It’s central to establishing the overall validity of a method.

What is a construct?
A construct refers to a concept or characteristic that can’t be directly observed,
but can be measured by observing other indicators that are associated with it. Constructs
can be characteristics of individuals, such as intelligence, obesity, job satisfaction, or
depression; they can also be broader concepts applied to organizations or social groups,
such as gender equality, corporate social responsibility, or freedom of speech.

Example
There is no objective, observable entity called “depression” that we can measure
directly. But based on existing psychological research and theory, we can measure
depression based on a collection of symptoms and indicators, such as low self-confidence
and low energy levels.

What is construct validity?

Construct validity is about ensuring
that the method of measurement matches
the construct you want to measure. If you
develop a questionnaire to diagnose
depression, you need to know: does the
questionnaire really measure the construct
The four types of validity of depression? Or is it actually measuring
Fiona Middleton the respondent’s mood, self-esteem, or
some other construct?
In quantitative research, you have to consider the reliability and validity of To achieve construct validity, you
your methods and measurements. Validity tells you how accurately a method measures have to ensure that your indicators and
something. If a method measures what it claims to measure, and the results closely measurements are carefully developed
correspond to real-world values, then it can be considered valid. based on relevant existing knowledge. The questionnaire must include only relevant
questions that measure known indicators of depression.

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Content Validity used test that is already considered valid.
Content validity assesses whether a
test is representative of all aspects of the What is criterion validity?
construct. To produce valid results, the To evaluate criterion validity, you calculate the correlation between the results of
content of a test, survey or measurement your measurement and the results of the criterion measurement. If there is a high
method must cover all relevant parts of the correlation, this gives a good indication that your test is measuring what it intends to
subject it aims to measure. If some aspects measure.
are missing from the measurement (or if
irrelevant aspects are included), the validity Example
is threatened. A university professor creates a new test to measure applicants’ English writing
Example ability. To assess how well the test really does measure students’ writing ability, she finds an
A mathematics teacher develops an end-of-semester algebra test for her class. existing test that is considered a valid measurement of English writing ability, and compares
The test should cover every form of algebra that was taught in the class. If some types of the results when the same group of students take both tests. If the outcomes are very
algebra are left out, then the results may not be an accurate indication of students’ similar, the new test has high criterion validity.
understanding of the subject. Similarly, if she includes questions that are not related to
algebra, the results are no longer a valid measure of algebra knowledge. Learning Activity Sheet (LAS#9)

Face Validity Learning Competency: Constructs an instrument and establishes its validity and reliability
Face validity considers how suitable the content
of a test seems to be on the surface. It’s similar to Name of
content validity, but face validity is a more informal and Learner:
subjective assessment. Grade &
Date:
Section:
Example
You create a survey to measure the regularity of MY INSTRUMENT’S VALIDITY
people’s dietary habits. You review the survey items, How Valid Is It?
which ask questions about every meal of the day and
snacks eaten in between for every day of the week. On
Directions/Instructions:
its surface, the survey seems like a good representation
of what you want to test, so you consider it to have high  Since you have identified your variables and gathered initial data from your
face validity. literature reviews and research method shall be qualitative research.
 Identify your variables attributes of your main study like in the given sample
As face validity is a subjective measure, it’s often considered the weakest form of  Identify the variables of your participants or respondents
validity. However, it can be useful in the initial stages of developing a method.  Develop questions for your interview or questionnaires from the framework
template you developed to be able to see the validity of your study.
Criterion validity
Criterion validity evaluates
how closely the results of your test
correspond to the results of a
different test.

What is a criterion?
The criterion is an external
measurement of the same thing. It is
usually an established or widely-
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 Exercise/Activity:
Example: Respondents Data:

Research Title: Customer Satisfaction in their preferred fast food chain stores
Independent Variables: Food Quality, Service Quality, Physical Environment, Hygienic &
Cleanliness (Cause)
Dependent Variables:
Variable Attributes
Variable Attribute Questions
Food is palatable
Food Quality Food is fresh
Food Flavor & Taste

Willingness to help guests

Attitude & Behavior of Service Staff
Service Quality
Quality of Service and Efficiency of Staff
Reflection:
Speed of service What have I learned and experienced?
Layout and Design of Food Outlets ________________________________________________________________________________________
How can these new learnings be helpful to me in my daily life as a learner?
Physical Environment Seating Arrangements
________________________________________________________________________________________
Theme of Restaurant

Standard of hygiene
Grooming and personal hygiene
Hygienic/ Cleanliness
MELC: Plans data analysis using statistics and hypothesis testing
Cleanliness of the food outlet and ancillary
sections
Surrounding areas of the food outlets Your Guide to Qualitative and Quantitative Data Analysis Methods

Recommend outlet to others What is the first thing that comes to mind when we see data? The first instinct is to
find patterns, connections, and relationships. We look at the data to find meaning in it.
Customer Rate Would choose another one Similarly, in research, once data is collected, the next step is to get insights from it. For
Will not come back example, if a food chain store is trying to identify the latest trends among young working
people, the food type will first reach out to young working people and ask them questions
relevant to the research objective. After collecting this information, the store will analyze
Respondents: that data to identify patterns — for example, it may discover that most young working
Gender Male, Female people would like to eat grilled meat sandwiches.

Age Group 7-15, 17-24, 25-34, 35-44, 45-54, 55-60, 61 & above Data analysis is how researchers go from a mass of data to meaningful insights.
Locality On-site, Nearby, Outskirt, Far There are many different data analysis methods, depending on the type of research. Here
are a few methods you can use to analyze quantitative and qualitative data.

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It’s difficult to analyze bad data. Make sure you’re collecting high-quality data… “Which
One’s Right for You?”
Analyzing Quantitative Data
Data Preparation
The first stage of analyzing data is data preparation,
where the aim is to convert raw data into something
meaningful and readable. It includes four steps:
Step 1: Data Validation
The purpose of data validation is to find out, as far as
possible, whether the data collection was done as per the
pre-set standards and without any bias. It is a four-step
process, which includes;
 Fraud, to infer whether each respondent was actually interviewed or not.
 Screening, to make sure that respondents were chosen as per the research criteria.
 Procedure, to check whether the data collection procedure was duly followed.
 Completeness, to ensure that the interviewer asked the respondent all the questions,
rather than just a few required ones.
To do this, researchers would need to pick a random sample of completed surveys and
validate the collected data. (Note that this can be time-consuming for surveys with lots of
responses.) For example, imagine a survey with 200 respondents split into 2 cities. The
researcher can pick a sample of 20 random respondents from each city. After this, the
researcher can reach out to them through email or phone and check their responses to a
certain set of questions.
Step 2: Data Editing
Typically, large data sets include errors. For example, respondents may fill fields
incorrectly or skip them accidentally. To make sure that there are no such errors, the
researcher should conduct basic data checks, check for outliers, and edit the raw research
data to identify and clear out any data points that may hamper the accuracy of the
results.
For example, an error could be fields that were left empty by respondents. While
editing the data, it is important to make sure to remove or fill all the empty fields.
Step 3: Data Coding
This is one of the most important steps in data preparation. It refers to grouping and
assigning values to responses from the survey.
For example, if a researcher has interviewed 100 people and now wants to find the
average age of the respondents, the researcher will create age brackets and categorize
the age of each of the respondent as per these codes. (For example, respondents
between 13-15 years old would have their age coded as 0, 16-18 as 1, 18-20 as 2, etc.)
Then during analysis, the researcher can deal with simplified age brackets, rather
than a massive range of individual ages.
Quantitative Data Analysis Methods
After these steps, the data is ready for analysis. The
two most commonly used quantitative data analysis
methods are descriptive statistics and inferential statistics.
Descriptive Statistics
Typically descriptive statistics (also known as descriptive
analysis) is the first level of analysis. It helps researchers
summarize the data and find patterns. A few commonly
used descriptive statistics are:
 Mean: numerical average of a set of values.
 Median: midpoint of a set of numerical values.
 Mode: most common value among a set of values.
 Percentage: used to express how a value or group of respondents within the data
relates to a larger group of respondents.
 Frequency: the number of times a value is found.
 Range: the highest and lowest value in a set of values.
Descriptive statistics provide absolute numbers. However, they do not explain the
rationale or reasoning behind those numbers. Before applying descriptive statistics, it’s
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important to think about which one is best suited for your research question and what you Learning Activity Sheet (LAS#10)
want to show. For example, a percentage is a good way to show the gender distribution of
respondents.
Learning Competency: Plans data analysis using statistics and hypothesis testing
Descriptive statistics are most helpful when the research is limited to the sample and Name of
does not need to be generalized to a larger population. For example, if you are comparing Learner:
the percentage of children vaccinated in two different Barangays, then descriptive Grade &
statistics is enough. Date:
Section:
Since descriptive analysis is mostly used for analyzing single variable, it is often called
univariate analysis.
MY INSTRUMENT’S VALIDITY
How Valid Is It?

Directions/Instructions:
 Having completed your research instrument or tool, identify what descriptive
analysis is more appropriate for your research.
 If you are to make an inferential analysis, what type do you think is appropriate to
your research?
 Give an example descriptive analysis and inferential analysis for your research
based on the data at hand.

Research Title:

Initial Data Collected:

Descriptive Analysis:

Inferential Analysis:

Data analysis is perhaps the most important component of research. Weak analysis
produces inaccurate results that not only hamper the authenticity of the research but also
make the findings unusable. It’s imperative to choose your data analysis methods carefully
to ensure that your findings are insightful and actionable.
Reflection:
What have I learned and experienced?
________________________________________________________________________________________
How can these new learnings be helpful to me in my daily life as a learner?
________________________________________________________________________________________

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MELC: Draws conclusions from research findings
How to write a research paper conclusion
The conclusion of a research paper is where you wrap
up your ideas and leave the reader with a strong final
impression. It has several key goals:
 Restate the research problem addressed in the
paper
 Summarize your overall arguments or findings
 Suggest the key takeaways from your paper
The content of the conclusion varies depending on
whether your paper presents the results of original
empirical research or constructs an argument through
engagement with sources.
The steps below show you how to construct an effective conclusion for either type of
research paper.
Step 1: Restate the Problem
The first task of your conclusion is to remind the reader of your research problem.
You will have discussed this problem in depth throughout the body, but now the point is to
zoom back out from the details to the bigger picture.
While you are restating a problem you’ve already introduced, you should avoid
phrasing it identically to how it appeared in the introduction. Ideally, you’ll find a novel way
to circle back to the problem from the more detailed ideas discussed in the body.
For example, an argumentative paper advocating new measures to reduce the
health risks coming from fastfood outlets as follows;
“While the role of fastfood outlets in today’s society it is now by common
knowledge the most accessible for people having fast phases of daily living activities
especially for the growing economy countries, people still fail to confront this issue with the
urgency it deserves due to being too much pre-occupied.”
Meanwhile, an empirical paper studying the relationship of fastfood item
consumption with body need issues might present its problem like this:
As fastfood item consumption becomes increasingly central to almost all people in
a fast phasing activities as daily routines, it is important to understand how these types of
food affects their health condition and self-conception.
 “In conclusion …”
Avoid starting your conclusion with phrases like “In conclusion” or “To conclude,” as this
can come across as too obvious and make your writing seem unsophisticated. The content
and placement of your conclusion should make its function clear without the need for
additional signposting.
Step 2: Sum Up the Paper
Having zoomed back in on the problem, it’s time to summarize how the body of
the paper went about addressing it, and what conclusions this approach led to.
Depending on the nature of your research paper, this might mean restating your
hypothesis and arguments, or summarizing your overall findings.
Argumentative paper: Restate your hypothesis and arguments
In an argumentative paper, you will have presented a hypothesis statement in your
introduction, expressing the overall claim your paper argues for. In the conclusion, you
should restate the thesis and show how it has been developed through the body of the
paper.
Briefly summarize the key arguments made in the body, showing how each of them
contributes to proving your thesis. You may also mention any counterarguments you
addressed, emphasizing why your hypothesis holds up against them, particularly if your
argument is a controversial one.
Don’t go into the details of your evidence or present new ideas; focus on outlining
in broad strokes the argument you have made.
Argumentative Paper Summary
The evidence is clear: To create a truly future proof technology driven industry
sectors, workers must be incentivized to transition from regular fastfood items to healthy
homemade diets. As well as dramatically lowering health risks, if approached in the right
way, can produce more healthy and productive workers in the community with less risk of
having uncontrollable health problems.
This may also produce economic effects from a long-term perspective, locally
owned food enterprises may rise creating job opportunities for others that will further
regenerate community economic stability. From a long-term perspective, it would
represent a significant step towards a more sustainable and resilient national economy.
Empirical paper: Summarize your findings
In an empirical paper, this is the time to summarize your key findings. Don’t go into
great detail here (you will have presented your in-depth results and discussion already), but
do clearly express the answers to the research questions you investigated.
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 Describe your main findings, even if they weren’t necessarily the ones you
expected or hoped for, and explain the overall conclusion they led you to.
Empirical Paper Summary
By testing the effect of homemade food use among working people, this study
established that highly nutritious foods does indeed have a significant effect to the body
concerns, with a strong correlation between the amount of time spent on the eating period
and participants’ self-reported dissatisfaction with their regular fastfood item consumption.
However, the strength of this effect was moderated by pre-test self-esteem ratings:
Participants with higher self-esteem were less likely to experience an increase in body
image and health concerns after consuming nutritious foods. This suggests that, while
fastfood items do impact body image and health condition, it is also important to consider
the wider health, physiological and psychological context in which this usage occurs:
working people who are already predisposed to health issues may be at greater risk of
experiencing negative effects.
Whatever the scope of your own research, there will always be room for further
investigation of related topics, and you’ll often discover new questions and problems
during the research process.
Finish your paper on a forward-looking note by suggesting how you or other researchers
might build on this topic in the future and address any limitations of the current paper.
Future research directions
Future research into healthy diets and other highly nutritious foods should focus on
establishing a clearer picture of how self-esteem and related constructs influence young,
middle age and elderlies alike experiences of these healthy dietary consumptions.
Furthermore, while this experiment measured fastfood usage in terms of time spent on the
eating, observational studies are required to gain more insight into different patterns of
food consumption—to investigate, for instance, whether fast eating is associated with
different effects than passive consumption of foods.

Step 3: Discuss the Implications Learning Activity Sheet (LAS#11)

Having summed up your key arguments or findings, the conclusion ends by
considering the broader implications of your research. This means expressing the key
Learning Competency: Draws conclusions from research findings
takeaways, practical or theoretical, from your paper—often in the form of a call for action
or suggestions for future research. Name of
Learner:
Argumentative paper: Strong closing statement Grade &
Date:
An argumentative paper generally ends with a strong closing statement. In the Section:
case of a practical argument, make a call for action: What actions do you think should be
taken by the people or organizations concerned in response to your argument? MY INSTRUMENT’S VALIDITY
How Valid Is It?
Call for action

Transitioning to nutritious home-made foods will make the workers more conducive and
healthier, setting an example for other communities. Health Workers, policymakers, and
consumers must focus on the future, not just on their own short-term interests, and work to
implement this transition now.
If your topic is more theoretical and unsuitable for a call for action, your closing statement
should express the significance of your argument—for example, in proposing a new
understanding of a topic or laying the groundwork for future research.
Directions/Instructions:
 Having completed your research analysis, try to write down your research
conclusion depending on the research type you have made.
 Try to read and review first your research findings to establish your concept before
making the conclusion and recommendation or future research direction
Research Title:

Empirical paper: Future research directions

In a more empirical paper, you can close by either making recommendations for Conclusion:
practice (for example, in clinical or policy papers), or suggesting directions for future
research.

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 Learning Activity Sheet (LAS#11)
Future Research
Direction:
Learning Competency: Finalizing the Research Paper
Name of
Learner:
Reflection: Grade &
Date:
What have I learned and experienced? Section:
________________________________________________________________________________________
How can these new learnings be helpful to me in my daily life as a learner? MY RESEARCH MANUSCRIPT
________________________________________________________________________________________
Directions/Instructions:
The Research Paper Structure  To complete your research finalize your research output using the format below
Finalizing the Research Paper

I. Title page Cover Paper I. Title page

Write 150 words on the purpose of the study, research
II. Abstract
II. Abstract questions or suggestions and main findings with
conclusion
III. Outline
III. Outline Organize the map of the study
Provide the main information on the problem IV. Introduction
IV. Introduction statement, the indication of the methodology,
important findings, and principal conclusion V. Methodology or Materials and Methods
Explain the design of the research with techniques
V. Methodology or Materials VI. Results
that are used for gathering information and other
and Methods
aspects related to the experiment or study
Present and illustrate through charts the obtained VII. Discussion
VI. Results
findings
Review the information in the introduction part VIII. Conclusion
VII. Discussion evaluate their gained results or compare it with past
studies IX. Limitations
Provide final thoughts and the summary of the whole
VIII. Conclusion X. Recommendations
work
Consider the weaknesses of the research and results
IX. Limitations XI. Acknowledgement and Appendix
to get new directions
Propose potential solutions or new ideas based on the
X. Recommendations XII. References
obtained results
XI. Acknowledgement and Include additional information on the research paper
Appendix if it is necessary
XII. References Provide and cite all used sources in the study

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