GSCNHSSHSRevisedStudentResearchManual2020 Edited

2020 Version
A Student Research Manual

For Senior High School
GENERAL SANTOS CITY NATIONAL HIGH SCHOOL
General Santos City
Prepared by:
RESEARCH DEPARTMENT/COUNCIL
Student’s Research Manual 2020
RATIONALE
Sabochik (2010) noted what President Obama on the importance of research in

strengthening the role of America as the world’s engine and discovery and innovations.
Research means a future of today’s young generation so there is a need to harness their
creativity and dynamism. It is therefore a challenge to put research into a spotlight of a
promising future for every student in senior high school.
To manifest this expectation, it is but engaging to make the inquiry skills of the
students in their respective chosen tracks such as the STEM, HUMSS, ABM, Sports,
Arts and Design, Gas and TVL to into actual practice. Thus, the creation of a Research
Manual provides a practical resource that teachers and students can use to become
actively involved with topics that interest them as they are guided through the stages of
a long-term research project.
This research manual bridges a gap between a student and professionals and
classroom teachers by providing a resource that will help students experience learning
in the way scientists do, by doing research.
So much so that to experience learning is essential, it necessitates personal grasp

and exposure to the actual field. From conception of a problem in mind, down to the
gathering and interpreting of the data, and every step on the way to come up with the
findings of the study has to do with following proper guidance and right direction.
The ability to conduct research lies with the ability and dedication of the teachers
to support students through the research process. This is somehow a significant
indicator of meeting the research objectives.
With the inclusions of the composition of the research council members, this
would give the students the idea who are point the persons in research to ask for help;
and the research policies, procedures and guideline would enlighten the students on
what steps to take and what are the procedural requirements and policies to consider
to come up with an output as an academic accomplishment.
Moreover, this research manual would guide every student with the
implementation of the scientific process which includes the planning and conducting
the research and the analyzing and communicating results through a writing task.
Thus, what is rewarding in this endeavor is to prepare the students to actually

embark into research process from beginning to end with the right acquisition of better
understandings.
Reference
Sabochik, K. (2010). Changing the equation in STEM education. The Whitehouse Blog:
www.whitehouse.gov/blog/2010/09/16/changing-equation-stem-education.
2
1. COMPOSITION
The student research council is composed of the following:
Research Teachers. These are teachers who are handling research subjects such
as Practical Research 1 (Qualitative Research) and Practical Research 2 (Quantitative
Research);
Track Heads. These are heads of the HUMSS, ABM, STEM, Sports and Art
Design, GAS and TVL of Senior High School Department;
Statisticians. These are mathematics teachers who are experts in research tools
and measurements; and
Master Teachers (with thesis). These are teachers who are ranked as master
teachers with the expertise in their respective fields and have at least undergone thesis
writing in the graduate studies.
Research Core Group. These are the composition of research core group which
includes the Principal, Asst. Principal to the SHS, The Head of Research Council and
Track Heads.
2. RESEARCH THRUST (Note: As of this writing, research agenda is geared towards

teacher-researchers only but none is mentioned for the student-researchers). This section
shall be provided at the time DepEd has already included the students for the research
agenda.
3. RESEARCH PROCEDURES AND GUIDELINES

I. PROCEDURES
A. Application and Approval (Proposal)
Application: The student research team of the particular track shall apply for
Research Project Proposal to the research council with the following requirements:
Fully filled up application form; Recommending endorsement from the Research
teacher; Recommending approval from the Research Project Coach (RPC); 3 hard copies
of research manuscript which should be submitted at least 2 weeks before the defense
schedule; and defense appointment (includes the date, time and the list of panel
members).
Approval: The approval of the proposal shall be governed by strict observance

of following rules:
Formulation of the research problem will be qualitatively measurable; The
research design will be in accordance with what is to be measured; list of review of
related literature with proper citations will be substantive; The data to be gathered and
means of interpretation will be operationally possible; The standard of language usage
and writing mechanics are substantially observed; If the above rules are not satisfied,
the proposal is subject for re-defense or re-direct; and Re-defense would entail repetition
of the whole proposal processes.
B. Application and Approval (Final Paper)

Application: The student research team of the particular track shall apply for
Research Project Final Paper Presentation to the research council with the following
requirements:
Minutes of Proposal Sheet; Recommending endorsement from the Research
coach; Recommending approval from the Research Project Coach (RPC); 3 hard copies
3
of research manuscript which should be submitted at least 2 weeks before the defense
schedule; and defense appointment (Includes the date, time and list of panel members).
Approval: The approval of the final paper shall be governed by strict observance
of following rules: Formulation of the research problem is to be qualitatively measured;
The research design is in accordance with what is measured; The data gathered and
means of interpretation are evident and supported with the review of related literature;
The standard of language usage and writing mechanics are substantially observed; If
the above rules
are not satisfied, the proposal is subject for redefense or re-direct; and Redefense would
entail repetition of the whole final paper presentation processes.
C. Final Output Requirements: Once the final paper is approved, the manuscript is
required to be submitted to the research council office with the following specifications
and requirements:
3 duly signed approval sheet; Certificate of Final Printing and Hardbound; The
hardbound should bear the logo of the school; 3 Hardbound copies of manuscript
observing the tracks color coding (STEM: green; ABM: golden yellow; HUMSS and GAS:
navy blue; Sports: yellow green; Arts and Design: Red; TVL: black) and submission of
PDF copy of final research manuscript to the data controller
II. GUIDELINES
A. Research Project Coach (RPC):

The RPC shall be chosen by the student researchers only in the following: (1)
subject teacher of research; and/or (2) member of the research council; and RPC’s prime
responsibility is to coach the students with their respective researches in accordance
with the DepEd’s Curriculum Guide on Practical Research 1 (Qualitative Research) and
Practical Research 2 (Quantitative Research).
B. Panel of Examiners:
The panel of examiners should be composed of (1) subject teacher or RPC; (1)
Track Head or representative; and (2) Research Council members which will function as
the chair, members and secretary. The assignment of functions in the panel shall be
done according to order of preferences to the nature of the problem presented;
The panel shall have the following functions:
The chair shall moderate the presentation of research discussion and shall lead
the move for the approval or disapproval of the paper; Member 1 shall look into the
whole paper but give focus on the qualitative value of the data; Member 2 shall look into
the whole paper but give focus on the language use and mechanics of writing; and the
secretary is the research project coach or the subject teacher who is a passive member
of the panel and is tasked to take down
notes of the minutes of the panel discussion. In no way, he/she shall participate in the
discussion and decision of the panel of examiners.
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C. Research Core Group:
The research group shall convene in cases where there is a formal

complaint filed against the panel of examiners by the student or any members of the
research council for considerations and final resolution.
4. RESEARCH PROJECT DESIGN

Quantitative Research: Gay et.al (2006) suggested the following: Introduction,
including statement of the problem, review of the literature, and statement of the
hypothesis; Method, specifying participants, instruments, materials/apparatus, design
of the study, and procedure; Data analysis; and Time schedule.
Qualitative Research: For qualitative research, it needs the following: A

working design that specifies participants and possible variables; A working hypothesis;
Procedures of data collection such as interview, observation, and document perusal;
Procedures of data analysis and interpretation, including data reduction, data
organization, and description.
Research Title: The title summarizes the main idea or ideas of your study. A
good title contains the fewest possible words needed to adequately describe the content
and/or purpose of the research paper.
Problem Statement: The problem statement is more specific than a topic and
it limits the scope of the research problem. It communicates the following: (1) Focus and
importance of the problem; (2) Context and scope; (3) Framework for reporting the
results; (4) Introduce the reader to the importance of the problem; (5) Place the problem
in a context; (5) Relate the findings to prior research; and (6) Present comparison, if any.
Individual Performance: Every student in a team shall be graded individually

according to his contribution to the group’s work which will be reflected in the
individual’s
5 workload matrix and evaluation sheets for proposal and final defense.
Individual Workload Matrix includes the work assignment, accomplished tasks,

and date of accomplishment; Every task has a corresponding points according to the
rubrics made by the subject teacher for the assigned tasks; and The subject teacher
shall be accounted for the individual performance of the students in a team.
Group Performance: Every team shall be graded as group according to their

performance during the defense presentation of paper.
Group work includes the merit of research value and validity which is subject to
the rubrics of paper presentation; and The panel of examiners shall be accounted for
the group performance of the team.
Over-all Performance: The over-all performance of the students shall be graded

in the following: First Quarter grade is computed from the individual task for the
5
proposal, plus the group performance during proposal presentation which will be
divided by two, equals Midterm grade (Individual Grade + Group Grade= First Quarter
Grade); Final Quarter grade is computed from the individual task for the final paper
presentation, plus the group performance during final presentation which will be divided
by two, equals Final Quarter grade (Individual Grade + Group Grade= Midterm Grade).
5. INSTITUTIONAL FORMAT AND FORMS
The qualitative research report follows the following format and section
specifications:
Title Page: This contains the title of the research project, where to be submitted,
name of proponent (include: Grade level, Track and Section, name of the school and
address, and date of submission).
Acknowledgment: This contains the list of persons who are acknowledged for
their important contribution to the success of the research work. It should be written in
3rd person and observed order of importance which includes the mentioning of the
respective important contribution to the research work.
Table of Contents: This contains the contents of the report with the
corresponding number of pages where the information can be found. The auxiliary pages
include the title page, acknowledgement and abstract which are numbered starting with
the small letters of roman numerals. The proper paging starts from chapter 1 to
appendices but no number appear in the chapteral page although the number
continues.
Abstract: A topline summary of report’s highlights, including (but not limited to)
what was measured, who participated, what were the major findings, and what are the
next steps.
Introduction: The introduction should provide a foundation for what steps have
occurred prior to the present stage of research. Succinctly summarize the key issues
and findings uncovered in secondary research. This section should also provide the
reader with a description of the target subject on which the research will focus with
rationale for why that particular target was selected.
Problem Statement: This specifies the problem statement again in its entirety,
including the justification for research and information that will be generated through
research.
Research Objectives: This section should summarize the goals for of qualitative
research in the context of the problem/challenge. Who is the focus of research? What is
the intended outcome for this phase of research?
Review of Related Literature: This should follow the following processes:

Carefully analyze the problem statement, general and specific
research questions, and operational definitions to have a clear idea of exactly what it is
being sought. Read whatever relevant, based on current understanding of the research
6
topic, information sources (e.g., journal articles, reports, dissertations, etc.) which are
available for a comprehensive understanding of the topic, and to identify other potential
primary data sources, key word descriptors, and leading researchers.
Research Method (Include participant’s/respondent’s details): This should

research should specify the technique used to gather research and explain the
procedures taken to implement the research plan. This section should describe exactly
how you obtained your participant pool and whom you recruited when selecting
participants. In addition, the method section should incorporate discussions about the
research instrument(s), locations for research, and the general timetable applied to the
research planning process. For example: (1) What method was used to gather research?;
(2) What was the selection of participant procedure?; (3) How many focus groups did
you conduct? Was there a pre-test phase?; (4) Where and when was it conducted?; (5)
How long did the focus group last?; and (6) How many people participated in the focus
group?
Participant Sample: Similar to the sample section of the research proposal, this
section should elaborate on the demographic profile of the participants. Remember, the
participant’s right to privacy prohibits specific information related to their identity.
However, for the purpose of reporting, a general discussion on the group is required.
Specific questions that should be addressed in this section include.
Findings: The findings section should discuss the findings in terms of the needs
specified in the research problem statement. This section will highlight the predominant
themes that emerged on various topics and reinforce those findings with relevant
verbatims to support the team’s assessment. Use direct quotes from participants as
often as possible, but it is also okay to paraphrase.
Conclusions and Recommendations. Based on the findings, what opportunities exist

for continuing into quantitative research, What insights merit further investigation?
Provide rationale for your recommendation. For Guidelines for Ensuring Quality:
Data Source Quality: (1) Limitations and delimitations should be reasonable

and logical and consistent with prior research or seminal literature reviews or analyzes;
(2) Primary sources must be emphasized; secondary sources must be few; (3) Recent
research developments regarding the problem, issue, or opportunity should be reported;
(4) The primary and secondary data sources must be recent and relevant; (5) The
reference list must be full and complete; (6) Only high quality peer-reviewed journal
articles or research reports should be used; and (7) All references cited in the paper
must conform to the APA 7th edition style manual (2010). References should generally
be less than 5 years old. Appendices are presented after references. Appendices should
be presented in the order cited in the text with relevance explained or self-evident.
Literature Review Synthesis Quality: (1) The review should be organized by

topics, ideas, etc. which make logical sense; (2) Major prior studies and leading
researchers’ comments should be discussed individually. Minor studies and
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researchers’ contributions should be discussed as a group; (3) There should be sufficient

critique of the design, methodology, analysis, and findings of each prior major study so
that a reader may draw an informed conclusion about each study’s quality; (4) Studies
must be compared and contrasted to identify conflicting and inconclusive results. These
conflicting and/or inconclusive results should be explained; and (5) Each reference
must be explicitly relevant to the problem, issue, or opportunity under investigation.
Literature Interpretation Quality: (1) The principle question to answer is “Are

the interpretation, conclusions and/or recommendations logically consistent with the
literature cited and professional experience of knowledgeable professional practitioners
and researchers, etc.; (2) The interpretation must contribute to an understanding of the
problem, issue, or opportunity under study; (3) The interpretation should logically
suggest further research.
Subject/Paper Evaluation:
Sample Lay-out:
Cover Page Title Page
PARENTAL SUPPORT: ITS EFFECT TOWARDS ATHELETES’ PARENTAL SUPPORT: ITS EFFECT TOWARDS ATHELETES’
SPORTS COMPETION PARTICIPATION SPORTS COMPETION PARTICIPATION
_______________
A Research Project
Presented to the Research Council
A Research Project __________
In Partial Fulfilment of the Requirements

_____________
For Sports Track Senior High School Curriculum
BY: _________
BAGSAK, Jude BY:

DEFENS, Oral
KO, Pasa Unta BAGSAK, Jude
TABANG, Mangalangit DEFENS, Oral
ULIT, Napud KO, Pasa Unta
TABANG, Mangalangit
ULIT, Napud
GRADE 12/SPORTS
SENIOR HIGH SCHOOL DEPARTMENT GRADE 12/SPORTS
GENERAL SANTOS CITY NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL DEPARTMENT
Calumpang, Gen. Santos City GENERAL SANTOS CITY NATIONAL HIGH SCHOOL
Calumpang, Gen. Santos City
March 2019 March 2019
8
Table of Contents
List of Tables
Page
TITLE PAGE i No. Title Page
APPROVAL SHEET ii 1 Frequency Distribution by Age 45
ABSTRACT iv 2 Test of Significant Relationship 80
ACKNOWLEDMENT
Chapter I: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 3
(Grand Tour Question) 5
Scope and Limitation 8
Benefits and Beneficiaries 12
Definition of Terms and Concepts 15
Chapter II: Review of Related 15

Literature and Studies 15
A. Related Literature 20
B. Related Studies 28
C. Research Gaps
40
D. Theoretical Framework
40
Chapter III: Methodology
40
Design
Participants 41
Locale of the Study 41
Map of the Location of the 42
study 43
Data Collection 44
Interview Techniques 45
Ethical Considerations
Abstract
List of Figures
This paper attempted to answer specific questions such as: 1. What is the effect of
No. Title Page teacher's teaching style using the teaching style in private school? 2. How does
1 Conceptual Framework of the Study 15
teacher's teaching style affect students' learning? 3. What could be some private
2 Locale Map of the Study 28
teaching style categories that make one's teaching style effective in public school
setting? and 4. What is the implication of the results of the study to the teachers’
development program? The descriptive-survey method was used in this study. The
research was conducted at General Santos City National High School, General
Santos City where six English teachers who came from private schools who were
newly hired in the Senior High School Department which subjects and the students
of these teachers were selected randomly specifically in the 11th grade. The
dominant answers were adjustments to instructional materials, patience and
tolerance towards diverse learners, and implementing expected output from the
given lesson. Among the answers on how does teacher’s style affect the learning of
the students, it promotes good teaching practices and support on acknowledgement
of forms of learning that happens inside the classroom. Other motivational factors
include attitude, participation, Homework, grades and Teaching style. It can be
gleaned from the results of the study that the teachers should maintain their teaching
practices to be adopted in the public-school setting as it has been found to be evident
in making the students learned their lessons effectively. The effect of the private
school teaching style to Senior High School in Public School has impacted their
motivation to learn. .
iii
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Chapter I 2
INTRODUCTION In the teaching of research subject, it cannot escape from entering an ever changing
Background of the Study technology-driven world (Tucker, 2014) inundated with various forms of digital age
With the advent of K-to 12 in the Philippine educational setting, media and interactive tools such as mobile tablets, smartphones, the internet, and
challenges emerged. In these challenges, the pedagogical framework in the networking. Thus, it is implied that students may benefit from these technologies to
teaching of general education curriculum has shifted to vertical articulation access information on demand from the internet. As such, technology played an
which is specialization. Given the current educational climate, research as one important role in research (Hu & Garimella, 2014). Furthermore, the teaching of the
of the applied subjects in the senior high school curriculum has become an subjects necessitate instructional materials and expertise of teachers to handle the
subject.
accountability of the teacher to have the necessary skills to deliver the
Consequently, in the teaching of research subject to public senior high schools,
expected competencies to the students effectively.
the educational demands of the subject are difficult to meet. Students cannot afford to
Typically, teachers are expected to demonstrate a variety of skills or
acquire technological devices to aid in their researches, the school cannot afford also
competencies that are believed to enhance student learning (Markley, 2014).
to provide the students with the demands of the technology, research instructional
Such skills or professional behaviours include a commitment to student
materials are not available, and no teachers specializing in research are also available
learning and welfare, knowledge of the subject matter, pedagogical to teach the subject.
knowledge, commitment to lifelong learning, organization and behaviour Obviously, it takes a strong committed teacher to teach the subject. At the very
management, and ethical professional practices (Florida Educator least, the teaching of the subject lies with the effectiveness of the teacher, and
Accomplished Practices, 2010). exploring the nature of quality teachers by alternative teaching methodologies.
In the teaching of research subject, it cannot escape from entering an ever Therefore, that gaining insight into teaching is guided more by a technical and
changing technology-driven world (Tucker, 2014) inundated with various forms significance of experiences of the lives of teachers.
of digital age media and interactive tools such as mobile tablets, smartphones,
the internet, and networking. Thus, it is implied that students may benefit from
these technologies to access information on demand from the internet. As
such, technology played an important role in research (Hu & Garimella, 2014).
Furthermore, the teaching of the subjects necessitate instructional materials
and expertise of teachers to handle the subject.
Chapter II
REVIEW OF LITERATURE
AND RELATED STUDIES
This chapter examines the theories and pertinent research findings related to
principals’ management style, teaching performance of the teachers, and work
ethics. This review will build the theoretical foundation for the conduct of the study.
A. Related Literature
Variability of Concepts
Dependent variables according to McQueen and Knussen (2002) dependent
variable represent “the outcome of the study and they provide the quantitative
material that allows us to answer the research questions”. As scholars describe
dependent variable is the core research questions or hypothesis to be answered at
the end of the research. Therefore, teachers performance which are the act of
scheming, lesson planning, and assessment of students through giving tests,
exercises and participation in co-curricular activities of the school is the dependent
variable for this study.
Independent variables are the causes supposed to be responsible for bringing
about change(s) in a phenomenon or dependent variables (Kumar, 2005).
Therefore, the independent variables are conceptualized as the principals’
leadership styles the autocratic, democratic and lazes-fair styles were incorporated
to see the existing teachers’ level of performances through communication with
Fig. 1 Conceptual Framework of the study
teaching staff, involvement of teachers in decision-making.
Hence, the conceptual framework as shown in figure 1 would illustrates the
linkages of the different concepts which are presented according to their respective
relevance and bearing to the present study. These variables are vital in determining
the significant relationship of the principal’s management style towards the
teaching performance and work ethics of the teachers.
10
(Sample for Qualitative Data) 56

CHAPTER IV Table 1.1 shows the motivation of the athletes to win gold which most of
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA them find make use of extrinsic or intrinsic motivations which according to
Weinberg & Gould (2011) is the area of motivation where an athlete compete
Based on the investigation of the lived experiences of the gold medalist athletes
based on what they receive as a result or they compete because of their love
in region 12, this chapter presented, analyzed and interpreted the data in view of the
for the game. Noted is the role of the mother and the family in the sourcing
problem of the study.
out of the kind of motivation that the athlete got. This further marks an
1. Areas of Motivation, the impact of training and winning on individual
important steps in the journey of the athletes towards winning gold.
athletes
The motivation for competing can be found in the experiences of the
athletes, a lthough they are after of the benefit they can get out from
The journey of the gold medalist of region 12 has started with a motivation to
competing but they have also shown the effort for the training to be able to
participate in sport for a variety of reasons. These include ego, pride, fear of failure,
win the competition to give honor to the region and school they have
the challenge of competition, a desire and determination to succeed, the feeling of
represented. This further implies that the training has an impact to the
achievement from perfecting a skill and acknowledgement from peers, coaches and
motivation of the athletes to win gold.
family.
Table 1.1
Motivation to Win Gold
Responses Significant Themes Concept
Statements
What motivates me to win Motivation to win Prestige of Extrinsic and
gold is actually my family gold is actually winning gold Intrinsic Motivation
and the rewards I get, the my family and Benefits of
rewards I get maam it the rewards I get winning gold
comes like, financially? The
incentives: psychologically, Support from
because it made me feel also my mom, Mother and the
good of course; that she will be love for sports
emotionally, it boost my proud of me,
emotions that made me The prestige and
proud and fulfilled. also the the benefits of
The prestige is also the incentives,it’s a winning gold
motivation to get gold bonus for me.
(laugh). My love for the Prayer and
sports, support from
Prayer maam, because coach and other
through prayer it another one is to support networks
strengthens us in times bring honor to my Family pressure,
when we are down and feel school and city sacrifices and
nervous. I always just pray. which I prestige of
represent, and bringing honor
I had to make all the
sacrifice count, for honor Prayer maam, Self-fulfilment,
and glory. because through prestige,
My motivation in winning is prayer it mother’s
to prove myself that I can strengthens us in motivation and
do it, even if with the times when we family
hardships of training, time are down and feel
management and such. It nervous. You win
propels my drive more to because of
win and to win big. Another prayers
is my family most
especially my mother. because of them I
strived hard to
And also the incentives that win in order to
we are going to receive if pay back what
ever we win the they have given
competitions. me.
CHAPTER V
(Sample for Quantitative Data)
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
CHAPTER IV
RESULTS AND DISCUSSIONS This chapter presents the summary of the study, the findings, the conclusions and
recommendations.
In this chapter the presentation, analysis and interpretation of data are Summary
presented consecutively following the order of the problems raised in chapter 1. This study attempted to determine the socio-cultural participations of STEM
1. The level of social participation of STEM students in terms of: Classroom students in the twelve selected schools in General Santos City Division and its effect
Activities, Interacting with Others and Self-Management towards their academic performance in Araling Panlipunan subject. Specifically, it
sought to answer the following questions:
Table 4.
Summary of Students’ Participation 1. What is their level of social participation in terms of: xxx
Findings
Social Participation Mean Description Based on the data collected and analyzed, the following are the results of the
Classroom Activities 2.63 Often Participates
Interacting with others 2.45 Often Participates study:
Self-Management 2.50 Often Participates
Section Mean 2.53 Often Times Participates The students’ participation in terms of classroom activities, interacting xxx.
Conclusions
Table 4 shows the summary of students’ participation in terms of classroom On the basis of the findings of this study, the following conclusions are drawn:
activities, interacting with others, and self-management with a mean of 2.63, 2.45, 1. The level of social participation of STEM xxx
and 2.50, respectively which the respondents often times participated. It also posted Recommendations
Based on the findings of the study, the following recommendations are
an over all mean of 2.53 which is described as often times participates. This would
hereby offered:
mean that the level of participation of the STEM students is high. This would further
1.The social activities of the IP students should be provided with more
indicate that these STEM students are active social participant. This implies that the opportunities and exposures to improve their level xxx
intergenerational mobility of educational attainments and social status is the exact
diffusion mechanisms of inequality. This further means that STEM students in the
school are accepted as part of the school community (Hanft, 2015).
11
Appendix A-Questionnaire
References
COLLABORATIVE APPROACH IN TEACHING
Aborisade, P. A., Fola-Adebayo, T., & Olubode, S. F. (2013). Digital immigrants students’ RESEARCH TO SENIOR HIGH SCHOOL
Adoption of online community of inquiry: Futs case study (pp. 1-9). Conference QUESTIONNAIRE
Gen. Instruction. Give what is being asked.

proceedings of the 8th International conference on E-learning, The cape Peninsula
university of technology, cape town, South Africa. PERSONAL INFORMATION (OPTIONAL)
Adeyemi, B.A (June 2018). Content analysis of civic education curriculum in senior Name: Position:
secondary schools .Educational Research and Reviews, v13 n12, 464-471 Years in Service: Age: Marital Status:
Date of Birth: Place of Birth: Contact No.

Aelterman, N., Vansteenkiste, M., Van den Berghe, L., De Meyer, J., Haerens, L. (2014).
Fostering a need-supportive teaching style: intervention effects on physical Religion: Social Media Account: Affiliation/Membership:
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Psychology 36(6): 595–609. doi: 10.1123/jsep.2013-0229.
PROFESSIONAL INFORMATION (OPTIONAL)
ACADEMIC BACKGROUND TEACHING EXPERIENCE

American Association of Colleges for Teacher Education, Washington, DC. (2014). Teaching
teachers: facts and figures. rate v: research about teacher education project.
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Part 1: Congruency of Curriculum Guide and Daily Lesson Plan
stigma perceptions. Psychology in the Schools, 48(2), 184-197. Direction. Read each item in the corresponding indicators and check the appropriate scale that
represents the answer of your choice: where 5-means the congruency is very high; 4-means the
congruency is high; 3-means the congruency is moderate; 2-means the congruency is low; and
doi:10.1002/pits.20536 1-means no congruency at all.
Value Mean
Indicators 5 4 3 2 1
Capacho, J. (2016). Teaching and learning methodologies supported by ICT applied in Content Shapes instruction appropriately so
that it is helpful to students
computer science. Turkish Online Journal of Distance Education, v17 n2, 59- Utilize Thoughtful and Intentional
Instructional Approaches
Employs effective questioning
techniques that encourage higher
level thinking skills
Dobson, H. E., & Tomkinson, C. B. (2012). Planning Appropriate Student Problem Based integrate a variety of teaching and
learning strategies, activities, and
resource
Learning Projects. International Journal of Sustainability in Higher Education, 13(30), Teaches accurate and up-to-date
information
263-278. Learning establishes an environment that

maximizes learning
Competencies encourage students to know about,
reflect on and monitor their own
learning
Obara, S. & Sloan, M. (2010). Classroom experiences with new curriculum materials during recognize that prior learning,
background knowledge and personal
experiences impact future learning
the implementation of performance standards in mathematics: a case study of effectively supports and/or assists
students in meeting their academic,
teachers coping with change. International Journal of Science and Mathematics social and emotional needs by
addressing their individual needs
adapt teaching practice based on
Education, v8 n2, 349-372 Performance
student achievement
effectively motivates students to
improve student learning
Standards demonstrates a positive rapport with
students
Walters, G. (2016). Developing competency-based advising practices in response to promotes student self-esteem by
reinforcing positive behaviours
paradigm shifts in higher education. NADACA Journal, v6 nl, 66-79 encourage students to become active,
inquisitive
exhibited through ways to identify
and respond to: Knowledge of the
student, curriculum, instructional
Quantitative, based the conclusion from the findings and the recommendation is
paralleled from the conclusion.
Appendices: Should contain 1) focus group transcripts, 2) samples of informed

consent form, the recruitment screener, the discussion guide, and 3) any other materials
that team believes would supplement its explanation of the research process. Signed
informed consent forms, as well as completed recruitment screeners should accompany
the report in a separate envelope, but should not appear as an appendix to the report
itself. For the quantitative, attachments includes all the processes and computation of
results.
6. Prescribed APA Format for CHAPTER IV - Results and Discussions
Tables
1. FREQUENCY COUNT AND PERCENTAGE (fragmented)
Table 1.
Profile of the Respondents According to
Highest Educational Attainment
Highest Educational Attainment Frequency Percentage
Baccalaureate Degree 19 25%
Master’s Degree 28 38%
Doctorate Degree 9 12%
Baccalaureate Degree 19 25%
Total 75 100%
12
2. FREQUENCY COUNT AND PERCENTAGE (grouped)

Table 2.
Level of Academic Achievement of the Respondents
Grading Scale Frequency Percentage Description
90 -100 4 5% Outstanding
85 -89 14 19% Very Satisfactory
80-84 23 31% Satisfactory
75-79 7 9% Fairly Satisfactory
75 below 27 36% Did not meet
Total 75 100% expectations
Mean Grade 81.55 Satisfactory
3. WEIGHTED MEAN (fragmented)
Table 3.
Factors Affecting the Reading Abilities in terms of Parent Factor
Indicators Mean SD Description
1. My parents motivate me to read. 2.60 1.63 Sometimes
2. My parents encourage me to study my
2.38 1.20 Sometimes
lesson.
3. My parents allow me to watch
2.25 1.90 Sometimes
educational TV shows.
4. My parents support me in my reading
2.68 1.60 Sometimes
activity.
5. My parents provide me the necessary
2.73 1.35 Sometimes
reading materials.
Overall Mean 2.53 Sometimes
n=75
4. WEIGHTED MEAN (group)
Table 4.
Factors Affecting the Reading Abilities
Indicators Mean SD Description
A. Student Factor
1. I want to watch television shows. 2.20 0.20 Sometimes
2. I have lots of time to read. 2.90 0.90 Sometimes
3. I have enough reading materials home. 2.60 0.60 Sometimes
4. I have focus in my studies. 2.35 0.35 Sometimes
Mean 2.53 Sometimes
B. Parent Factor
1. My parents motivate me to read. 2.60 0.20 Sometimes
2. My parents encourage me to study my
2.38 0.90 Sometimes
lesson.
3. My parents allow me to watch educational
2.25 0.60 Sometimes
TV shows.
4. My parents support me in my reading
2.68 0.35 Sometimes
activity.
13
5. My parents provide me the necessary

2.73 0.53 Sometimes
reading materials.
Mean 2.53 Sometimes
C. Teacher Factor
1. My teacher provides me the reading
2.48 0.20 Rarely
materials in class.
2. My teacher encourages me to read books. 1.75 0.90 Rarely
3. My teacher guides me in reading. 2.45 0.60 Rarely
4. My teacher teaches me different strategies
2.08 0.35 Rarely
in reading.
5. My teacher allows me to read in the library. 1.65 0.53 Rarely
Mean 2.08 Rarely
Overall Mean 2.38 Rarely
n=75
5. PEARSON Rxy
Table 5.
Relationship Between Online Discussion in Practical Research
Subject and the Academic Performance
Academic Performance
Variables
R R2 p-value Remarks
Online Discussion 0.307 0.094 0.000 Significant
6. Chi-square 𝜒 2
Table 6.
Relationship Between Online Discussion in Practical Research
Subject and the Academic Performance
Academic Performance
Variables
R R2 p-value Remarks
Online Discussion 0.307 0.094 0.000 Significant
7. T-test for Independent Samples

Table 7.
Difference Between the Extent Of Implementation Of Outcome-Based Teaching
and Learning Strategies Of Teacher- And Student-Respondents
p-
Groups n Mean SD df t-value Remarks
value
Teacher-respondents 31 3.47 1.35
34 -2.136 0.040 Significant
Student-respondents 343 3.25 0.26
Mean Difference 0.22
14
8. T-test for Dependent Samples

Table 8.
and Learning Strategies Of Teacher- And Student-Respondents
p-
Variables Mean SD df t-value Remarks
value
Pre-test 3.47 1.35
34 -2.136 0.040 Significant
Post Test 3.77 1.35
9. Analysis of Variance
Table 9.
and Learning Strategies and Demographic Profile in terms of Year Level
Source of F-
SS df MS P-value F-critical Remarks
Variation value
Between
0.419 2 0.209
Groups Not
Within Groups 70.721 340 0.208 1.008 0.365 3.022
Significant
Total 71.141 342
Graphs and Charts
15
Bar chart
A bar chart is used when you want to show a

distribution of data points or perform a
comparison of metric values across different
subgroups of your data. From a bar chart, we can
see which groups are highest or most common,
and how other groups compare against the others.
Since this is a fairly common task, bar charts are
a fairly ubiquitous chart type.
Pie chart
Pie charts are generally used to show percentage or

proportional data and usually the percentage
represented by each category is provided next to
the corresponding slice of pie. Pie charts are good
for displaying data for around 6 categories or fewer.
When there are more categories it is difficult for the
eye to distinguish between the relative sizes of the
different sectors and so the chart becomes difficult
to interpret.
Histogram
Histogram is used when the data are numerical.

You want to see the shape of the data's
distribution, especially when determining whether
the output of a process is distributed
approximately normally.
Frequency polygon
Frequency polygons are a graphical device for

understanding the shapes of distributions. They
serve the same purpose as histograms, but are
especially helpful for comparing sets of data.
Frequency polygons are also a good choice for
displaying cumulative frequency distributions.
16
Sample Graphs and Charts
NUTRITIONAL STATUS OF SELECTED GRADE 7

STUDENTS OF GENERAL SANTOS CITY
NATIONAL HIGH SCHOOL
Severely Wasted Above Normal
4% 7%
Wasted
36%
Normal
53%
Rate of Teenage Pregnancy in Selected Barangay of

General Santos City
60%
2016, 49%
50%
Rate of Teenage Pregnancy per Year
2017, 43%
2018, 40% 2019, 41%
40% 2014, 37%
30%
2015, 23%
20%
10%
0%
17
Powdered Seashells a Calcium Supplement for

Solanum lycopersicum l (Tomato)
6
Height (Inches) 5
4
3
2
1
0
Observation 1 Observation 2 Observation 3 Observation 4 Observation 5
Treatment 1 3 3.5 3.5 4.5 4.7
Treatment 2 1 2.5 3.7 4.4 4.4
Treatment3 2 2 3 3.1 3.2
Treatment 4 2.3 3.2 3.5 4 4.8
Treatment 5 2.2 2.2 3.4 4.2 5.2
Guidelines in Presenting Data

1. In presenting the data gathered, it must be presented according to the order
of the research objectives.
2. The researcher should use the appropriate numerical description and
translation.
3. Observe accuracy, conciseness and comprehensiveness of the data.
4. The data presented in graphs, charts and tables should be reader friendly.
Guidelines in interpreting data

1. In interpreting the data gathered, it must be processed and interpreted
according to the order of the research objectives.
2. The researcher should process well and used appropriate numerical
description into translation to validate the quantitative data gathered.
3. Observe accuracy, congruency (of units if applicable) and comprehensiveness
of the quantitative data.
4. The data interpretation must be reader friendly.
18
7. OUTLINE FORMAT OF THE MANUSCRIPT

Qualitative Research: Quantitative Research:
Title Page Title Page
Approval Sheet Approval Sheet
Abstract Abstract
Acknowledgement Acknowledgement
Table of Contents Table of Contents
-List of Figures -List of Figures
-List of Tables -List of Tables
Chapter I: Introduction Chapter I: Introduction
-Background of the Study -Background of the Study
-Statement of the Problem -Statement of the Problem
(Grand Tour Question) -Hypothesis
-Scope and Limitation -Scope and Limitation
-Benefits and Beneficiaries -Significance of the Study
- Definition of Terms and Concepts Chapter II: Review of Related Literature
Chapter II: Review of Related Literature and Studies
and Studies -A. Related Literature
-A. Related Literature -B. Related Studies
-B. Related Studies -C. Research Gaps
-C. Research Gaps -D. Conceptual Framework
-D. Theoretical Framework Chapter III: Methodology
Chapter III: Methodology -Design
-Design -Respondents
-Participants -Locale of the Study
-Locale of the Study -Map of the Location of the Study
-Map of the Location of the study -Data Collection
-Data Collection -Sampling/Experimental Layout*
-Interview Techniques -Instrumentation/Experimental
-Ethical Considerations Procedures*
-Sampling -Data Analysis and Interpretation
-Instrumentation -Operationalization of Variables
-Data Analysis and Interpretation Chapter IV: Results and Discussions
Chapter IV: Results and Discussions Chapter V: Summary, Findings, Conclusion
Chapter V: Reflection/Recommendations and Recommendations
References References
Appendices Appendices
-Letters -Letters
-Documentation -Documentation
-Observation Sheets -Observation Sheets
-Computations -Computations
-Curriculum Vitae -Gantt Chart*
-List of Essential Expenses*
-Curriculum Vitae
*For Experimental Research
19
Program System Statement
The Research Department of the Senior High of the General Santos City National
High School integrates digital technology in enhancing its services to the students as
well as the involvement of the Research Teachers, Research Coaches, Research Readers,
School Statisticians and members of the Research Council in the entire processes of
research. The framework of the -DTELA operates to provide technical system to cater to
the intricacies of the processes which includes the bridging of the communication gaps
among the people involved in the processes. This aims further to establish a virtual
systematic flow of operational engagement of the required actions to comply with and to
ensure that every process is not skipped but followed properly and orderly.
Objectives:
The digital integration of technology in the operation of the research department

provides:
1. A repertoire of pedagogical methodologies;

2. Easy access in checking and monitoring of the required research outputs;
3. Prompt observance of the timeliness in submissions of required documents;
4. Digital submissions of thesis manuscripts and consultancy sessions with the
Research Coaches; and
5. Regulatory measures to ensure every step of the processes is observed.
20
STEP 1: Research Teacher Engagement
In this process, the students are required to have joined or enrolled in a digital
classroom of their Research Teacher with their group and individual google account.
These accounts should bear the complete name for individual and for group, a group
code which is assigned by their Research Teacher.
Required documents for digital submissions are the following: Working Title, SOP
and Overview of the Research Methodology and a copy of research coaching
acquiescence (ORC-006). If these documents have submitted, the Research Teacher will
approve this step to move to step 2.
STEP 2: Endorsement for Research Coaching

This step also requires enrolment with the Research Coach’s Consultancy Room
and requires the following documents: Acceptance, scheduling of consultations, and
the Finalization of Chapters I-III
STEP 3: Proposal Application
This step involves the Scheduling, -Manuscript Printing and the -Distribution of
Manuscript to the Panel Members
STEP 4: Proposal Defense (ORC-002)
This step includes the result of the proposal defense which indicates:
‫ﬦ‬Acceptance, ‫ﬦ‬Acceptance with Modification, or ‫ﬦ‬Non-Acceptance of Proposal. This
requires the approval of the members of the Panel of Examiners. This further process
the evaluation of the group defense performance via digital operation.
STEP 5: Integration of Suggestions/Corrections/Recommendations
This step should present Proof of Compliance (According to the minutes of the
proposal) and requires the signature of the Research Coach.
STEP 6: Validation of Research Questionnaires and Data Gathering
This step involves with Validation of Survey -Questionnaires (for Quantitative

Research only), -Data Collection, -Statistical Analysis and Interpretation/Thematic
Analysis, and -Statistics Cert. from School Statisticians.
STEP 7: Finalization of Chapters IV and V

This step includes the Presentation of Data and Discussion of Results. For
Quantitative Studies, it includes the -Summary Findings , Conclusion and –
Recommendations. For Qualitative Studies: -Reflections/Recommendations.
21
STEP 8: Manuscript Review
This step involves the review of the content and format utilize in the writing of
the manuscript
STEP 9: Application for Final Defense
This caters to the processing of the scheduling, manuscript printing and

the distribution of Manuscript to the Panel Members.
STEP 10: Final Defense Presentation
This needs to fill up (Form No. ORC-002) which indicates ‫ﬦ‬Approved, ‫ﬦ‬Approved
with Modification or ‫ ﬦ‬Disapproval, and Routing for integration of
suggestions/modifications/Recommendations. This requires the approval of the
members of Panel of Examiners. This further process the evaluation of the group final
defense performances via digital operations.
STEP 11: Editing and Statistics Certification
This step requires the Final Manuscript Editing Review, Final Statistical
Application for quantitative research, Final Theme Application for qualitative research
and approval from the Head of the School Statistician and Head Research Reader.
STEP 12: Final Manuscript Final Validation
This step requires the following: Permit for Final Printing and Hardbound (Form
N0. ORC-003), Approval Sheet (Complete Signature of signatories, Form No. ORC-008)
and approval from the Head of the Research Council.
STEP 13: Submission of Soft and Hard Copy of Final Thesis Manuscript
This requires a PDF File Copy of the manuscript and approval from the Head of
the Research Council.
STEP 14: Issuance of Certificate of Research Completion (Form No. ORC-009)
This step serves as the final proof of research requirement compliance which certified
by the Head of the Research Council. But before this certificate to be finally issued, the
use of gmail account together with the password should be turned over to the data
comptroller.
22
Form No. OTC001
Division of City Schools

Calumpang, General Santos City
Tel. No. 301-6557/301-7842 Fax: (083) 552-9532
htt://www.gschs.com
OFFICE OF THE RESEARCH COUNCIL
APPLICATION FORM for Proposal
Date:_________________________ Track and Title of Research Project Problem Statement

Section
Name of Research Project Proponents
1.
2.
3.
4.
5.
6.
Recommending endorsement:
_______________
Track Head
Recommending Approval:
__________________
Research Project Coach
23
Do not fill this up, reserved for the OTC
Panel of Examiners: Chair: Members:
Received by: Date: Remarks:
Research Fee: Amount: Date: Signature
Tentative Schedule: Date: Time: Venue
Form No. OTC002

Tel. No. 301-6557/301-7842 Fax: (083) 552-9532
htt://www.gschs.com
MINUTES OF THE RESEARCH PROJECT PROPOSAL
Date:__________________________ Track and Title of Research Project

Section
1.
2.
3.
4.
5.
6.
7.
24
Content of Proposal Notes on Qualitative Value Notes on Language Use and Writing
Mechanics
Title Page
Table of Contents
Abstract
Introduction
Problem Statement
Research Objectives
Review of Related
Literature
Research Method
Participant Sample
Findings
Conclusions and
Recommendations
Appendices
Attestation:
I hereby attest to the best of my knowledge that the above informations are true and correct
_______________
Secretary
Final Research Fee:
_______________
__________________________
Signature & Date Received Chair
D Recommending Approval:
__________________
Track Head
25
Form No. OTC003

Tel. No. 301-6557/301-7842 Fax: (083) 552-9532
htt://www.gschs.com
CERTIFICATE OF HARDBOUND AND FINAL PRINTING
Date:_________________________ Track and Title of Research Project

Section
1.
2.
3.
4.
5.
6.
This is to certify that the above research manuscript has been examined, checked and verify in
terms of its research value, language use and writing mechanics.
This certifies further that the manuscript is decipherable for final printing and hardbound.
The research council reserved the right to edit for publication purposes.
_______________
Chair, Panel of Examiner
__________________
26
Form No. OTC004

Tel. No. 301-6557/301-7842 Fax: (083) 552-9532
htt://www.gschs.com
APPROVAL SHEET

Section
1.
2.
3.
4.
5.
6.
This research project has been presented before the panel of examiners. The paper was
examined and passed with a grade of______.
__________________________
Chair
_________________ ___________________
Member Member
__________________ ROWEL LL. OTERO

Project Research Coach Head, Research Council
MA. TERESA G. OLINO

Asst. Principal to SHS
RUSTICO S. PELONIO, JR.

Principal II
27
Form No. OTC005

Tel. No. 301-6557/301-7842 Fax: (083) 552-9532
htt://www.gschs.com
Group Evaluation Sheet (Proposal)

Section
1.
2.
3.
4.
5.
6.
Performance Indicators: Score Value Rating Remarks
Research Value
1. Formulation of the Chapter 1 10
2. Writing of the Review of Related Literature 10
3. Presentation of the Research Methodology 10
Technical Value
1. Language Use 15
2. Writing Mechanics 15
Total 60
_______________
Rater/Evaluator
28
Form No. OTC006

Tel. No. 301-6557/301-7842 Fax: (083) 552-9532
htt://www.gschs.com
Group Evaluation Sheet (Final Paper)

Section
1.
2.
3.
4.
5.
6.
Performance Indicators: Score Value Rating Remarks
Research Value
1. Formulation of the Chapter 1 10
2. Writing of the Review of Related Literature 10
3. Presentation of the Research Methodology 10
4. Interpretation and Application of Analysis 10
Technical Value 10
1. Language Use 10
2. Writing Mechanics 10
Total 60
29
SCALE-TYPE QUESTIONNAIRE: FOR THE ESTABLISHMENT

OF THE CONTENT VALIDITY
General Instruction. Below are items that describe the questionnaire for ______________. Based on the
description, to determine the content validity through the adequacy, appropriateness and acceptability
of the test, the content validity will be established using the scale, please answer the items sincerely and
honestly by checking which, corresponds the value of your rating.
Score/Value
Criteria
5 4 3 2 1
A. The item in the questionnaire gives the learners
the opportunity to explore the use of the
language.
1. Adequacy B. The item in the questionnaire provides various
experiences in getting the needed data.
C. The item in the questionnaire evaluates skills
performance.
A. The items are appropriate in getting
information about the subject matter
B. The items are relevant in the coming up with
2. Appropriateness
the questions.
C. The terms used are in accordance with the
understanding of the learner
A. The questionnaire contains questions needed
in research.
B. The questionnaire items are understandable
3. Acceptability
and interesting to learn
C. The questionnaire motivates interest in
research activities
4. Other Comments
and Suggestions
Legend:
Value Frequency of Error
1 Very High Extent
2 High Extent
3 Moderate Extent
4 Less Extent
5 Least Extent
30
RESEARCH CENTER CLEARANCE (Revised 2019)

Name of Research Proponents: Group Code:_________________ Track/Strand & Section:
Issuance Tracer No.:___________ __________________________
1._______________________________ Research Title:
2. ______________________________ Research Teacher:
3.______________________________ __________________________
4.______________________________
5.______________________________ Research Coach:
6.______________________________ __________________________
7.______________________________
Note: The signining of each step should be in order and evidence-based. Do not sign if any of the name is altered or
suspecious to be not included in the group list.
__________________1. Research Teacher Engagement __________________8. Manuscript Review
-Pre-approval of title from research teacher - Content
(Research Teacher) -Title Presentation and SOP (Research Coach) -Format
-Online Approval
(Application for Certificate of No Duplication of
Studies)
-Manuscript Drafting of Chapters I-III
__________________2. Endorsement for Research Coaching ___________________9. Application for Final Oral Defense
-Acceptance -Scheduling
(Research Coach) -Consultancy Schedules (Research Council Head) -Manuscript Printing
-Finalization of Chapters I-III -Distribution of Manuscript to the Panel Members
Proposal Application
-Scheduling Final Defense Presentation
__________________3. -Manuscript Printing
-Distribution of Manuscript to the Panel
___________________10. -Research Final Oral Presentation
(Research Council Head) Members (Panel Chair) -Taking of Minutes
-Decision:
_________________ ‫ﬦ‬Approved
Proposal Defense (ORC-002) (Member 1)
-Research Proposal -presentation ‫ﬦ‬Approved with Modification
_________________4. -Taking of Minutes _________________ ‫ ﬦ‬Redirection
-Decision:
(Panel Chair) (Member 2)
‫ﬦ‬Acceptance‫ﬦ‬Acceptance with Editing of Manuscript
_________________ _________________11. -Final Manuscript Editing (Research readers)
Modification
(Member 1) ‫ﬦ‬Non-Acceptance of Proposal (Research Reader Head)
_________________ Final Manuscript Validation
(Member 2) -Permit for Final Printing and Hardbound
Integration of -Approval Sheet( Complete Signature of
Suggestions/Corrections/ ___________________12. Signatories)
_________________5. Recommendations (Research Council Head)
-Proof of Compliance(According to the
(Research Coach) Minutes of the Proposal)
-Statistical Treatments
-Ethical Considerations
__________________6. Validation of Research Questionnaires and ____________________13. Submission of Soft and Hard Copy of
Data Gathering Final Research Manuscript
(School Statistician) -Validation of Survey -Questionnaires (for Quantitative (Data Comptroller) -PDF File Copy
Research only)
-Data Collection
-Statistical Analysis and Interpretation/Thematic Analysis
-Statistics Cert. from School Statisticians Issuance of Certificate of Research
Completion
Finalization of Chapters IV and V __________________14. Note: This certification serves as the final
__________________7. -Presentation of Data and Discussion of Results
For Quantitative Studies
(Research Council Head) clearance for research subject only.
(Research Coach) -Summary
-Findings
-Conclusion NB: Issuance of this clearance is
-Recommendations
For Qualitative Studies
numbered and logged for strict
-Reflections/Recommendations monitoring and observance of
the research process.
31
Form no.: ORC-001

APPLICATION FORM
‫ﬦ‬Proposal
‫ ﬦ‬Final
Date:_________________________ Track and Title of Research Project Problem Statement

Group Code:___________________ Section
1.
2.
3.
4.
5.
6.
7.
_______________
Track Head
__________________
Do not fill this up, reserved for the OTC

Panel of Examiners: Chair: Members:
Received by: Date: Remarks:
Research Fee: Amount: Date: Signature
Tentative Schedule: Date: Time: Venue
Remarks for Manuscript:
32
Form No. ORC-002 ORAL DEFENSE MINUTES

‫ﬦ‬PROPOSAL
‫ ﬦ‬FINAL
Date:__________________________ Track and Title of Research Project
Group Code: ___________________ Section
Name of Research Project Proponents:
1.
2.
3.
4.
5.
6.
7.
Content of Proposal Notes on Qualitative Value Notes on Language Use and Writing
Mechanics
Title Page
Table of Contents
Abstract
Introduction
Problem Statement
Research Objectives
Review of Related
Literature
Research Method
Participant Sample
Findings
Conclusions and
Recommendations
Appendices
Attestation:
I hereby attest to the best of my knowledge that the above information are true and correct
_______________
Secretary
Result:
‫ﬦ‬Acceptance/Approved ‫ﬦ‬Acceptance/Approved with Modification ‫ ﬦ‬Non-Acceptance/Disapproved
_______________ _____________________ ________________

Member Chair, Panel Member
33
Form No. ORC-003

CERTIFICATE OF HARDBOUND AND FINAL PRINTING
Group Code: __________________ Section
1.
2.
3.
4.
5.
6.
7.
This is to certify that the above research manuscript has been examined, checked and verify in
terms of its research value, language use and writing mechanics.
This certifies further that the manuscript is decipherable for final printing and hardbound.
The research council reserved the right to edit for publication purposes.
_______________
Chair, Panel of Examiner
__________________
34
Form No. ORC-004

EVALUATION SHEET (Proposal)
(Revised 2019)
Date:_________________________ Track/Strand:______ Title of Research Project
Group Code:___________________ Section:___________
Research Teacher:_________________________________________________
Name of Research Project Proponents Individual Group

Rating Grade Rating Grade
1.
2.
3.
4.
5.
6.
7.
Rating Scale: 5 4 3 2 1
Very Highly Highly Moderately Poorly Not Evident
Evident Evident Evident Evident
Performance Indicators:
Content Identifies research topics of practical
significance.
Knowledge
Understands the rationale for research design.
Realizes limitations of own study.
Reviews research literature and studies to a
given topic.
Synthesizes framework conceptually or
theoretically.
Plans research methods logically and
appropriately
Designs relevant and comprehensive research
instrument.
Writing Skills Uses appropriate transition signals.
Observes writing conventions.
Observes proper paraphrasing and citations.
Presents facts logically.
Oral Speaks the language with clarity, confidence
and conviction.
Communication
Maintains eye contact throughout the
presentation.
Responds to questions with courtesy and
accordingly.
Collaboration Shows good teamwork.
and Teamwork Demonstrates equal opportunity in presenting
and answering questions.
Use of Use computer competently.
Technology Prepares illustrative power point presentation.
Observes proper standard format.
Grade Equivalent Mean Rating:
4.75-5.00 :(100)
4.25-4.74 : (95)
3.75-4.24 (90)
Grand Mean:
3.25-3.74 :(85)
2.75-3.24 : (80)
Grade:
2.25-2.74 : (75)
2.25-below: Failed
Comments/Suggestions:
Rater/Evaluator
35
Form No. ORC-006
RESEARCH COACHING ACQUISCENCE

_______DAY OF ____________, 20______
The undersigned has been referred to be the research coach for the study
entitled “_______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________________” of
the following student researchers with corresponding signatures: (Grade:______
Track/Strand:________________ Group Code:_________________, to wit:
Names Signatures
1. ________________________________ ________________________
2. ________________________________ ________________________
3. ________________________________ ________________________
4. ________________________________ ________________________
5. ________________________________ ________________________
6. ________________________________ ________________________
7. ________________________________ ________________________
In consideration for his/her field of expertise and academic exposure of

the nature of the said study and knowledge of the basic research, this academic
undertaking is hereby ACCEPTED.
This acceptance serves as commitment to be available for coaching

consultation time which is slated every_____________ at _______________ once a
week and presence during the proposal and final defense.
This further reserved the right to refuse/allow consultation time beyond

the agreed schedules.
_______________________________________
Research Coach (Signature Above Name)
Noted by:
________________________________________________
Research Subject Teacher (Signature Above Name)
CC: In Triplicate Copies

-Group
-Research Coach
-Research Teacher
36
Form No. OCR-007
CONSULTATION MATRIX
Research Teacher: Group Code:_________________ Track/Strand & Section:
__________________________ Date:________________________ __________________________
Time:________________________
Research Coach: Venue: ______________________
__________________________
Research Title:
Name: Signature Contact Number

1.
2.
3.
4.
5.
6.
7.
Areas for Consultancy Accomplished Date Remarks
(Writing Tasks) Writing Tasks Accomplished
______________________
Research Coach
Note: This matrix should be presented every consultation to check and trace progress or completion of the
required task given in the last consultation. Not valid until signed by authorized signatories. This also serves as
attendance of the Research Coach during consultation with the students.
CC; In duplicate copies

-Group
-Research Coach
37
Form No. ORC-008

APPROVAL SHEET
Date:_________________________ Track and Title of Research Project:

Group Code: __________________ Section
1.
2.
3.
4.
5.
6.
7.
This research project has been presented before the panel of examiners. The paper was
examined with a grade of PASSED.
_______________
Chair
_________________ ___________________
Member Member
______________________________________________________________________________________
Accepted and approved

ROWEL LL. OTERO __________________
Head, Research Council Project Research Coach
MA. TERESA G. OLINO
Asst. Principal to SHS
RUSTICO S. PELONIO, JR.

Principal II
38
Form No.ORC-009
Certificate of Completion
To Whom It May Concern:
This is to certify thatJERIC R. CADAVEZ _ (Grade 12, Track/Strand: SMA) has

completely complied with all the requirements set for RESEARCH PROJECT.
This further certifies the submission of fully signed research clearance with Issuance No.
______ as proof of completion.
Issued this 4TH day of April, 2019, in the City of General Santos, Philippines.
ROWEL LL. OTERO

Head, Research Council
39
Form No. OCR-010

RESEARCH TITLE DEFENSE
Name and Signature of Research Proponents: Group Code:_________________ Date: __________________________
_
1. _______________________ ______________________ Working Title: Track/Strand & Section:
2. _______________________ ______________________ ___________________________________
3. _______________________ ______________________ Research Teacher:
4. _______________________ ______________________ ___________________________________
5. _______________________ ______________________
6. _______________________ ______________________ Research Coach:
7. _______________________ ______________________ __________________________________
Proposal 1: Concepts Variability Research Title Rank
Environmental Landscape 1 2 3
Remarks:
Remarks:
Remarks:
FINAL RESEARCH TITLE:
_________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________________
STATEMENT OF THE PROBLEM
____________________________________________ ______________________________________________
Recommending Approval:(Research Coach) Endorse by: (Research Council Member)
___________________________________________________
Approved by:(Tracks/Strand Authorized Representative)
40
TIME TABLE MATRIX Form ORC-01

Name of Research Proponents: Group Code:_________________ Track/Strand & Section:
Issuance Tracer No.:___________ __________________________
1._______________________________________ Research Title:
2. ______________________________________ Research Teacher:
3._______________________________________ __________________________
4._______________________________________
5._______________________________________ Research Coach:
6._______________________________________ __________________________
7._______________________________________
Time Table
November December January February March
Research Tasking (2018) (2018) (2019) (2019) (2019)
Process WEEK WEEK WEEK WEEK WEEK
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
STEP 1: Research Joined or enrolled in a digital classroom of their
Teacher Engagement Research Teacher with their group and individual google
account.
Engages in brainstorming for title and statement of the
problem
Overviews the research methodologies
STEP 2: Research Enrolment with the Research Coach’s Consultancy
Coach Engagement Room/
Consultation Schedules
Title Defense
Drafting of Chapters 1 to 3.
STEP 3: Proposal Payment (Form No.ORC-001)

Application
Scheduling (at least one week before schedule the
manuscript should be distributed to panel members)
Proposal Manuscript Printing
STEP 4: Proposal Provide the result of the proposal defense which

Defense (ORC-002) indicates: ‫ﬦ‬Acceptance, ‫ﬦ‬Acceptance with
Modification, or ‫ﬦ‬Non-Acceptance of Proposal
Secure approval of the members of the Panel of
Examiners.
Process the evaluation of the group defense
performance via digital operation.
STEP 5: Integration of Present Proof of Compliance (According to the minutes
Suggestions/ of the proposal)
Corrections/Recomme Secure signature from the Research Coach.
ndations
STEP 6: Review and Secure approval from the School statistician to review
Validation of on statistical treatment, Ethical Consideration &
Methodology Overview of Methodology
STEP 7: Manuscript Review of the manuscript in terms of content and
Review format and secure signature from the RC
STEP 8: Application for Payment (Form No. ORC-001)
Final Oral Defense
Scheduling (at least one week before schedule the
manuscript should be distributed to panel members)
Permit to Print Manuscript for final defense. .
STEP 9: Final Defense Secure the approval of the members of Panel of

Presentation Examiners.
STEP 10: Editing and Submission of Final Manuscript for Editing Review:
Statistics Certification Statistics or Theme Application)
STEP 11: Final Secure permit for Final Printing and Hardbound (Form
Manuscript Final N0. ORC-003).
Validation
STEP 12: Submission This requires a PDF File Copy of the manuscript and
of Soft and Hard Copy approval from the Head of the Research Council.
of Final Thesis
Manuscript
STEP 13: Issuance of Secure final proof of research requirement compliance

Certificate of Research ..
Completion (Form No.
ORC-009)
41
PERMIT TO CONDUCT STUDY
Date:
____________________________
____________________________
____________________________
____________________________
Sir/Madam:
The Senior High School students in complying with the requirement of the
K to 12 Curriculum, it necessitates personal grasp and exposure to the actual
field from conception of a problem in mind, down to the gathering and
interpreting of the data, and every step on the way to come up with the findings
of the study. Hence, the undersigned group of student researchers would like to
ask permission to conduct of the study entitled:
“_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________”
in your ______________________________ on _______________________________.
This further permits the students to collect base line data through
interviews and pertinent documents available for the said study.
It is hoped that this permit warrants the objective of the conduct of the
study as it merits the desire of the students to come up with the research output
in accordance with the required scientific inquiry and research ethics.
Very respectfully yours,

_______________________ _______________________ _______________________
_______________________ _______________________ _______________________
_______________________ _______________________ _______________________
Noted by: Recommending Approval
ROWEL LL. OTERO MA. TERESA G. OLINO

Head, Research Council Asst. Principal II (SHS)
Approved:
RUSTICO S. PELONIO JR.

Principal II
42
EVALUATION SHEET (Final)

Form No. ORC-013 (Revised 2019)
Date:_________________________ Track/Strand:______ Title of Research Project
Group Code:___________________ Section:___________
Research Teacher:_________________________________________________
Name of Research Project Proponents Individual Group

Rating Grade Rating Grade
1.
2.
3.
4.
5.
6.
7.
Rating Scale: 5 4 3 2 1
Very Highly Highly Moderately Poorly Not Evident
Evident Evident Evident Evident
Performance Indicators:
Content Knowledge Answers the SOP of the study with the required and
applicable measures.
Interprets the data in accordance with the
information provided in the study.
Understand the sequence of the presentation of data
Observes research protocol as evident in the
presentation of data.
Manifest understanding of the content of the study as
of its relevance and application towards chosen field
of specialization.
Parallels the presentation of findings of the study to
the conclusion/reflection, and recommendation of the
study.
Attaches relevant document as evidence of research
works.
Writing Skills Uses appropriate transition signals.
Observes writing conventions.
Observes proper paraphrasing and citations.
Presents facts logically.
Oral Communication Speaks the language with clarity, confidence and
conviction.
Maintains eye contact throughout the presentation.
Responds to questions with courtesy and accordingly.
Collaboration and Shows good teamwork.
Teamwork Demonstrates equal opportunity in presenting and
answering questions.
Use of Technology Use computer competently.
Prepares illustrative power point presentation.
Observes proper standard format.
Grade Equivalent Mean Rating:
4.75-5.00 :(100) Grand Mean:
4.25-4.74 : (95) Grade:
3.75-4.24 (90)
3.25-3.74 :(85)
2.75-3.24 : (80)
2.25-2.74 : (75)
2.25-below: Failed
Comments/Suggestions:
__________________________
Rater/Evaluator
43
DISCLAIMER
This Student’s Research Manual was developed by Research Council of the
Senior High School Research Department of General Santos City National High
School, Cahilsot District, General Santos City Division. This is a supplementary
material to be used by all Senior High School students of General Santos City
National High School beginning SY 2016-2017 as per approved by the General
Santos City Division Office. No part of this manual should be utilized for
whatever purposes without written permission from this office. This is version
2020. We highly encourage feedback, comments, and recommendations.
For inquiries or feedback, please write or call:
General Santos City National High School

Senior High School
c/o Research Department
44

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A Student Research Manual

Sabochik (2010) noted what President Obama on the importance of research in

So much so that to experience learning is essential, it necessitates personal grasp

Thus, what is rewarding in this endeavor is to prepare the students to actually

2. RESEARCH THRUST (Note: As of this writing, research agenda is geared towards

3. RESEARCH PROCEDURES AND GUIDELINES

Approval: The approval of the proposal shall be governed by strict observance

B. Application and Approval (Final Paper)

A. Research Project Coach (RPC):

The panel shall have the following functions:

C. Research Core Group:

The research group shall convene in cases where there is a formal

4. RESEARCH PROJECT DESIGN

Qualitative Research: For qualitative research, it needs the following: A

Individual Performance: Every student in a team shall be graded individually

Individual Workload Matrix includes the work assignment, accomplished tasks,

Group Performance: Every team shall be graded as group according to their

Over-all Performance: The over-all performance of the students shall be graded

5. INSTITUTIONAL FORMAT AND FORMS

Review of Related Literature: This should follow the following processes:

Research Method (Include participant’s/respondent’s details): This should

Conclusions and Recommendations. Based on the findings, what opportunities exist

Data Source Quality: (1) Limitations and delimitations should be reasonable

Literature Review Synthesis Quality: (1) The review should be organized by

researchers’ contributions should be discussed as a group; (3) There should be sufficient

Literature Interpretation Quality: (1) The principle question to answer is “Are

A Research Project __________

In Partial Fulfilment of the Requirements

BAGSAK, Jude BY:

March 2019 March 2019

Chapter II: Review of Related 15

(Sample for Qualitative Data) 56

Gen. Instruction. Give what is being asked.

Date of Birth: Place of Birth: Contact No.

ACADEMIC BACKGROUND TEACHING EXPERIENCE

263-278. Learning establishes an environment that

Appendices: Should contain 1) focus group transcripts, 2) samples of informed

6. Prescribed APA Format for CHAPTER IV - Results and Discussions

2. FREQUENCY COUNT AND PERCENTAGE (grouped)

3. WEIGHTED MEAN (fragmented)

5. My parents provide me the necessary

Online Discussion 0.307 0.094 0.000 Significant

Online Discussion 0.307 0.094 0.000 Significant

7. T-test for Independent Samples

8. T-test for Dependent Samples

Graphs and Charts

A bar chart is used when you want to show a

Pie charts are generally used to show percentage or

Histogram is used when the data are numerical.

Frequency polygons are a graphical device for

Sample Graphs and Charts

NUTRITIONAL STATUS OF SELECTED GRADE 7

Rate of Teenage Pregnancy in Selected Barangay of

Powdered Seashells a Calcium Supplement for

Guidelines in Presenting Data

Guidelines in interpreting data

7. OUTLINE FORMAT OF THE MANUSCRIPT