Title of SHS Research

by

Firstname M. Lastname
Firstname M. Lastname
Firstname M. Lastname
Firstname M. Lastname

A Research Paper Submitted to the Mapúa Senior High School Department

in Partial Fulfillment of the Requirements for

Research Project (RES04)

Mapúa University
Month Year
 APPROVAL SHEET

This is to certify that we have supervised the preparation of and read the research paper
prepared by Firstname M. Lastname (1) , Firstname M. Lastname (2) , Firstname M.
Lastname (3) and Firstname M. Lastname (4) entitled Title of SHS Research and that the
said research paper has been submitted for final approval by the Oral Examination
Committee.

Mr./Ms. Firstname M. Lastname Mr./Ms. Firstname M. Lastname

Thesis Coordinator Thesis Adviser

As members of the Oral Examination Committee, we certify that we have examined this
research paper and hereby recommend that it be accepted as fulfillment of the research
requirement for the Senior High School – Complete Strand Title (Abbreviation of
Strand).

Mr./Ms. Firstname M. Lastname Mr./Ms. Firstname M. Lastname

Panel Member Proofreader

Mr./Ms. Firstname M. Lastname

Committee Chairman

This research paper is hereby approved and accepted by the Mapúa Senior High School as
fulfillment of the research requirement for the Senior High School – Complete Strand Title
(Abbreviation of Strand).

Dr. Dionisia M. Lanuza

Principal
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 ACKNOWLEDGEMENT

The following is a SUGGESTION ONLY.

My deepest ‘thank you’ LORD for all the gifts You have given me and for directing my path to
the following persons who have been instrumental in the completion of my thesis / practicum or
research report.

Person 1, my relation, for contribution.

… so on …

For this achievement, I give back all the glory and praises to the omnipotent Father Almighty.

Firstname M. Lastname
Firstname M. Lastname
Firstname M. Lastname
Firstname M. Lastname

iii
 TABLE OF CONTENTS

TITLE PAGE i

APPROVAL PAGE ii

ACKNOWLEDGEMENT iii

TABLE OF CONTENTS iv

LIST OF TABLES vi

LIST OF FIGURES vii

ABSTRACT viii

INTRODUCTION 1

Background of the Study 1

Review of Related Literature
Synthesis and Research Gap
Research Objectives
Significance of the Study
Scope and Delimitation
Theoretical/Conceptual Framework

METHODS

RESULTS and/or FINDINGS

DISCUSSION

CONCLUSION

RECOMMENDATIONS

REFERENCES

APPENDICES

iv
 LIST OF TABLES

TABLE 1: Title … 36
TABLE 2: Title … 37
TABLE 3: Title … 55
TABLE 4: Title … 67

v
 LIST OF FIGURES

FIGURE 1: Title … 16
FIGURE 2: Title … 23
FIGURE 3: Title … 24
FIGURE 4: Title … 27

vi
 Abstract

The abstract gives the reader an overview of the study, based on information from the other
sections of the report. The information given in the abstract is usually the basis of many readers
as to whether they will read the entire report or not. The abstract is one paragraph of about 250 -
300 words, single-spaced. The typical information elements included in an abstract are as
follows: (1) Some background or general information on the study; (2) The main topic (or
purpose) of the study and its scope; (3) Some information on how the study was conducted (or
the methodology used in the study); (4) The most important findings of the study; and (5) A
statement of conclusion (justified based on the data presented).

Keywords (maximum of five): keyword1, keyword2, keyword3, keyword4, keyword5

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 INTRODUCTION

Background of the Study

Here, you might need to discuss some of the necessary contexts that will be important in

the succeeding interpretation of results. This is the actual start of this chapter.

The Introduction/Background of the Study section of research papers typically

follows a specific pattern. This rhetorical pattern is referred to as the create-a-research-space

(CARS) Model. In this model, the work of others and/or what is known about the topic is

primary and your own work is secondary. This is also called a background/foreground

relationship. The overall aim of this approach to writing research introductions is to create clear,

relevant, and logical research space for the research to take up. The CARS model has three (3)

rhetorical moves: Move 1 - Establishing a research territory; Move 2 - Establishing a niche; and

Move 3 - Occupying the niche.

To accomplish the first move of the CARS model for writing introductions, show that

the general area is important, problematic, or relevant in some way. To achieve this, you can

use certain language examples, such as ‘Recently, there has been a growing interest in…,’ ‘The

development of… is a classic problem in…,’ ‘A central issue is…,’ or ‘The relationship

between…and…has been investigated by many researchers.’ While it is easy to think of

language examples to establish the territory, the challenge for the researchers is to prove the

veracity of the claims made in the first move. Therefore, in this first move, the researchers have

to clearly establish what is currently known or understood in the research topic chosen. The

researchers must be able to present some items from previous research to strengthen the claims

made about the research territory. You do not have to put ALL related literatures as there will be

a separate section for this. You will, however, need to present some of the most important works

1
in the research territory you are interested in. You might need to cite sources in this opening

paragraph of your introduction using APA style in-text citations to provide your reader or panel

with a clear glimpse of the research territory you hope to establish here.

Research territories tend to be broad areas of study, e.g., educational psychology, clinical

psychology, industrial/organization psychology, technologies for special education, educational

technology for physical education, science communication, disaster/risk communication, and

business communication. Meanwhile, research niche tends to be specific and related to issues

within broad research territories. The goal of the second move is to establish a research niche. To

achieve this, the researchers must indicate a gap in the previous research or extend previous

knowledge in some way. This can be done by using language examples, such as the following:

‘However, little information… (attention, work, data, research, few studies, investigations,

researchers, attempts),’ ‘The research tended to focus on…,’ and/or ‘These studies have

emphasized… as opposed to…’ In most occasions, you will need use of multiple language

structures that indicate the gap/s in as detailed way possible.

Finally, in Move 3, the researchers must occupy the niche. Occupying the niche entails

multiple steps, specifically (a) outline purposes or state the nature of present research

(obligatory); (b) list research objectives or hypothesis; (c) announce principal findings; (d) state

the value/significance of the present research; and (e) indicate the structure of the research paper

to guide the reader or give them an overview of the succeeding sections.

At this point, you noticed that, by following the CARS Model for Writing Introductions,

you will be able to walk your reader through the most important information regarding your

2
research. That is the purpose of this format. If one takes out the introduction, it could stand alone

as if it were an expanded version of the 250-300-word abstract.

Review of Related Literature

This section introduces and reviews items of previous research in the area. It strengthens

the second move of CARS Model: Establishing the research niche. Here, the researchers discuss

the related studies from scholarly books and research journals in greater detail, as opposed to

Move 2 in the introduction where only an overview and the most important works are obligatory.

Remember, the purpose of the literature review is to lead the readers and panel to understanding

and accepting that there is indeed a research gap that the research intends to fill in.

The literature review can be organized in several ways: (a) Beginning with established

major theories then moving to theories associated with individual authors’ (b) In chronological

order; or (c) According to the theories topics or findings. Whichever organizational structure the

researchers pick for their paper, the structure should be clear in the way sub-items are presented

under this section.

Studies Pertaining to Variable/Issue 1

Studies Pertaining to Variable/Issue 2

Studies Pertaining to Variable/Issue 3 (if necessary)

Synthesis and Research Gap

Although the research gap should become apparent as the reader/panel member reads

through the literature review, the researchers will still need to write a separate section for the

synthesis of the literature review and the research gap that emerges out of it. In this section, the

researchers look at previous studies, not as individual studies as in the review, but as studies

3
under the same niche. In this way, the researchers should be able to point to the research gap by

looking at the general state of the area of study, which would otherwise be difficult by merely

discussing individual RRL items.

Research Objectives

The research gap will have made the research objectives apparent. Nonetheless, the

researchers must still present a separate section that tackled the general and specific aims of the

research. After stating the general objective of the study, the researchers may enumerate the

specific research objectives they wish to address.

Significance of the Study

The importance of the whole study must contain explanations or discussions of any or all

of the following – (1) the rationale, timeliness, and/or relevance of the study, (2) possible

solutions to existing problems or improvement to unsatisfactory conditions, (3) the population to

be benefitted and how they are going to be benefitted, (4) possible contribution to the fund of

knowledge, and (5) possible implications.

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Scope and Delimitation

The scope of the study should include the following – (1) a brief statement of the general

purpose of the study, (2) the subject matter and topics studied and discussed, (3) the locale of the

study where the data were gathered or the entity to which the data belong, (4) the population

from which the respondents were selected., and (5) the period of the study during which the data

were gathered. The delimitations of the study include the weakness of the study beyond the

control of the researchers. These are the factors and/or variables that are not included and the

boundary in terms of time frame, number of subjects, participants or respondents who are

excluded. This is where the researchers specify the things they will not deal within the study.

Theoretical/Conceptual Framework

In this section, researchers do not merely describe the theory that guides their research. A

theoretical framework consists of concepts and, together with their definitions and reference to

relevant scholarly literature, existing theory that is used for your study. The theoretical

framework must demonstrate an understanding of theories and concepts that are relevant to the

topic of your research paper and that relate to the broader areas of knowledge being considered.

The theoretical framework is most often not something readily found within the literature. You

must review course readings and pertinent research studies for theories and analytic models that

are relevant to the research problem you are investigating. The selection of a theory should

depend on its appropriateness, ease of application, and explanatory power. Thus, towards the end

of this section, the researchers might need to also mention alternative theories and why these

alternative theories fall short compared with the chosen one. For example, if the researchers pick

Higgins’ (1987) self-discrepancy theory, they might also need to mention related theories, such

as self-construal theories, self-efficacy theories, etc.

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6
 METHODS

The methods section of a research paper provides the information by which a study's

validity is judged. Therefore, it requires a clear and precise description of how the research was

carried out, and the rationale for why specific research procedures were undertaken. The

methods section should describe what was done to address the research objective, describe how

it was done, justify the design, and explain how the results were analyzed. Scientific writing is

direct and orderly. Therefore, the methods section structure should describe the research design,

including the setting and sample and sampling technique, data gathering tools used in the study,

explain how the materials were prepared for the study or, if were adopted, explain their

reliability and validity, describe the research procedures, explain how data were measured or

analyzed, and state which analytic tools were done to analyze the data. Once all elements of the

methods section are written, subsequent drafts should focus on how to present those elements as

clearly and logically as possibly. The description of preparations, measurements, and the

procedures should be organized chronologically. For clarity, when a large amount of detail must

be presented, information should be presented in sub-sections according to topic. Material in

each section should be organized by topic from most to least important. Below are the the

following sub-headings for your methods:

Research Design

Setting

Participants and Sampling Technique

Data Gathering Tools

Research Procedures

Data Analysis

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Ethical Considerations

RESULTS and DISCUSSIONS

The results section of the research paper is where you report the findings of your study

based on the information gathered as a result of the method [or methods] you employed. The

results section should simply state the findings, without bias or interpretation, and arranged in a

logical sequence. The results section should always be written in the past tense. A section

describing results [a.k.a., "findings"] is particularly necessary if your paper includes data

generated from your own research. Since the goal is to present the results or findings in a direct

and orderly manner, the researchers might want to consider the research objectives as the

organizational structure of this section. Hence, the results section might be divided this way:

Results and Findings Concerning (Research Objective 1)

Present figures from statistical analyses in quantitative research as in the example shown

as Figure 1:

Figure 1. Format and Position of Figures and Labels

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Results and Findings Concerning (Research Objective 2)

Present tables from statistical analyses in quantitative research as in the example shown

as Table 1:

Table 1. Format and Position of Figures and Labels

Factor SS df MS F p

Goal Orientation 15.36 2 7.68 14.79 *0.00

Error 84.10 162 0.53

*p < 0.5; n = 162

Results and Findings concerning Research Objective 3

Present excerpts in qualitative research designs as in the example shown as Excerpt (1):

(1) Center, single-spaced, italicized, and consistent

with the interview transcript. You might want to set
specific portion of the excerpt in bold if it is the
idea/finding you wish to stress. (Pseudonym, Age)
The purpose of the discussion is to interpret and describe the significance of your

findings in light of what was already known about the research problem being investigated, and

to explain any new understanding or insights about the problem after you've taken the findings

into consideration. The discussion will always connect to the introduction by way of the research

objectives or hypotheses you posed and the literature you reviewed, but it does not simply repeat

or rearrange the introduction; the discussion should always explain how your study has moved

the reader's understanding of the research problem forward from where you left them at the end

of the introduction. Again, to achieve coherence, the researchers might want to consider

organizing the discussion section into sections based on either RRL items or research objectives.

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Interpretation of Results Based on (RRL Issue/Research Objective 1)

Interpretation of Results Based on (RRL Issue/Research Objective 2)

Interpretation of Results Based on (RRL Issue/Research Objective 3)

CONCLUSION

The conclusion is intended to help the reader understand why your research should matter

to them after they have finished reading the paper. It goes beyond restating the findings related to

your research objectives. It is not merely a summary of the main topics covered or a re-statement

of your research problem, but a synthesis of key points. For most studies, one well-developed

paragraph is sufficient for a conclusion, although in some cases, a two or three paragraph

conclusion may be required.

RECOMMENDATIONS

Although recommendations typically appear in conclusion sections, you will need to

write them in a separate section in this format to clearly demarcate the insights you gained and

others might gain after your research. Recommendations are not merely general statements about

what others already know or do. Instead, they should challenge others to act about a future

research or practical issues around the topic. It is necessary that specific findings inform the

recommendations whether they are research recommendations or recommendations for practice.

Recommendations for Future Research

Recommendations for Practice

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 REFERENCES

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods

approaches. Thousand Oaks, CA: SAGE Publications, Inc.
Windle, M. (1999). Alcohol use among adolescents. Thousand Oaks, CA: SAGE Publications,
Inc.

Wisdom, J., & Agnor, C. (2007). Family heritage and depression guides: Family and peer views
influence adolescent attitudes about depression. Journal of Adolescence, 30(2), 333-
346. doi: 10.1016/j.adolescence.2006.04.001

Zumbo, B. D., & Zimmerman, D. W. (1993). Is the selection of statistical methods governed by
level of measurement?. Canadian Psychology, 34 (4), 390 – 400. doi: 10.1037/h0078865

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 APPENDIX A

Title

Each of the appendices is named with a letter of the alphabet and with title. This section is single-
spaced.
You may place other non-emphasized data, pictures, forms, and other things here as requested by
either the adviser or panel member/s.
Contents of the Appendices in Table or Figure format must also be paged in the List of Tables
and List of Figures before the Abstract.

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