RESEARCH PROJECT

Grade 12
Research Paper Format
I. Preliminary Pages
a. Cover Page
b. Acknowledgement
c. Table of Contents
II. Inside Pages
1) CHAPTER I. INTRODUCTION
a) Background of the study
b) Statement of the problem
c) Theoretical or conceptual framework
d) Research hypothesis
e) Definition of terms
f) Significance of the study
g) Scope and limitation of the study
2) CHAPTER II. REVIEW OF RELATED LITERATURE
3) CHAPTER III. MRTHODOLOGY
a) Research Design
b) Respondents
c) Data Gathering Procedure
d) Data Analysis
4) CHAPTER IV. RESULTS AND DISCUSSION
5) CHAPER V. CONCLUSIONS
6) CHAPTER VI. RECOMMENDATIONS
7) References

THE RESEARCH PROCESS: AN INTRODUCTION

Research is a study on investigation which is done systematically, empirically, scientifically,
and logically for the purpose of achieving knowledge and helping situational problems.

A. Use of Research
Social research has two main uses. First, it is usually done to develop and produce new
knowledge about the social world. Second, it is conducted to address a specific issue and
concern and provide an answer or solution to a problem affecting a person, group,
community and the society in general.
1) Basic Research
Basic research focuses on the advancement and production of new knowledge. This form
of research is used by academicians and scientists.
2) Applied Research
Applied research focuses on addressing a specific concern or usually offers a solution to
a social problem.

B. Steps in the Research Process

1) Selecting a topic. The research process starts with the identification of a
topic.
2) Identifying the research question. The topic is narrowed down and focused to a
specific
research question that can be answered.
3) Developing a research design. The researcher develops a detailed research plan to
show
how the study will be done.
4) Gathering or collecting data. The researcher implements the research design and
gathers the data needed using a particular research methodology.
5) Carrying out a data analysis. The researcher identifies and examines the patterns
found in the data collected.
6) Interpreting data. In this step, the researcher explains the meaning of the patterns
found in the data collected.
7) Communicating research findings and results. The researcher communicates the
findings by writing a report or paper, publishing the research, or presenting the
results in a conference.

CHOOSING A RESEARCH TOPIC

Step 1: Topic Identification
Key Questions:
a) What do I know about the topic?
b) What should I know about the topic?
c) What do previous studies say about my chosen topic?

Delimiting the Topic

Once you have decided on a topic, you have to limit its scope or coverage. Here are some
important things that you must consider in developing a suitable topic for research.
1) Persons or categories of people to be studied – “Who are the persons that I want to
study?”
Examples of specific categories are students, parents, teachers, homosexuals,
single mothers and senior citizens.
2) Place of the study – “Where is the specific geographical location of the study?”
The geographical location or place of the study can be your own barangay or
neighborhood, city, town or province.
3) Time period of the research – “How long will my study take?”
4) Spheres of human interest – “What human activity or interest do I want to study?”
 Researchers must identify the specific human interest that they want to look into such
as: economy, arts, music, politics and other related human interests.

5) Social artifacts – “What particular product of social beings, human social behavior,
social
interaction, cultural tradition, ceremony, ritual or social problem will I study?”
These can be concrete objects like books, poems, literary works or news
reports. Also social interactions are another form of social artifacts. They can be cultural
traditions, ceremonies or rituals; social problems like traffic, teenage pregnancy and
divorce; or other issues and occurrences in a particular area like rallies, demonstrations
and kidnapping.
Developing a Working Title Based on the Research Topic
Once you have decided on the topic of the research, it is necessary to develop a
tentative or a working title of the research. The American Psychological Association
(2001) provides some tips on developing a working title for a research paper.
1) The title should encapsulate the main idea of the research.
2) The title should be in the form of a concise statement that explains the essence of the
topic.
3) The title should identify the actual variables or theoretical issues being studied in the
research.
4) The title should be self-explanatory.
5) A good research title must be clearly phrased. It must not be vague or wordy.
6) Avoid titles that do not provide any useful purpose.
7) Do not develop a very long title because it can mislead the readers.
8) Do not begin the title with phrases like “A Study of” or “An Experimental
Investigation of”
9) Do not use abbreviations in the title. Spell out all the words and acronyms used.
10) The recommended length of a research title is 10 to 12 words.

WRITING A RESEARCH INTRODUCTION

The parts of the introduction of a research paper are the following:
A) Background of the study
B) Statement of the problem
C) Theoretical or conceptual framework
D) Research hypothesis
E) Definition of terms
F) Significance of the study
G) Scope and limitation of the study
H) Review of related literature

Background of the Study

The purpose of the background is to highlight the need for the study by presenting
what is happening at present and what ought to be using the data that the researcher has
gathered. It identifies the area in which the problem is to be found, and points out that
the problem had not been fully studied
Below are tips on providing the background of the study:
1) Develop an opening sentence that will attract the reader’s interests and at the same
time
convey the issue or problem in such a way that the audience can relate.

2) Refrain from using idiomatic expressions because they convey vague or unclear
messages.
3) Use statistical data or numerical figures because they create a good impact.
4) Clearly identify the research problem or issue that leads to the study.
5) State the reasons why the research problem is important by providing a number of
references to justify the necessity of studying the problem.

Statement of the Problem

In developing a research problem, it is necessary to have enough background
information and knowledge about the subject matter of the research. You can develop a
research problem about a particular topic that interests you by reading relevant literature
and related studies written about the subject matter.
Characteristics of a Good Research Problem (Ardales, 2001) and Neuman (2009)
1) A research problem must be interesting to the researcher.
2) A research problem must be significant to society.
3) A research problem must be something innovative or pioneering.
4) A research problem must be well-defined or clearly stated.
5) A research problem must be empirically verifiable and can be tested scientifically.
6) A research problem must be clearly stated, indicating a specific historical time period,
a geographical location, and subgroups or categories of people under study.
Example 1:
Specifically, it seeks answers to the following questions:
1) What is the relation between I.Q. and achievement?
2) Is there a relationship between economic background and dropout rate?
Example 2:
Specifically, it seeks answers to the following questions:
1) Are child abuse cases more common among poor Filipino families than in middle class
families?
2) Do poor Filipino children experience difficulties in adjusting socially and emotionally
compared to middle class children?
Conceptual/Theoretical Framework
Research frameworks can be theoretical or conceptual. A theoretical
framework is the application of a theory or theories in explaining the existence of a
phenomenon and the interrelationship of various factors which led to the existence of the
phenomenon (Ardales, 2001).
Common Paradigm/Model of a Study
1) IPO Model (Input-Process-Output Model)
This is largely used when the research attempts to isolate the factor or major
variable that causes the problem, subject or phenomenon under investigation. This
model is used when the statements of problem are all factoring-isolating questions.
 Example:

Entrepreneur’s Roles Toward Improved Work Performance

Profile of the Respondents Analysis of data through the Profile and roles of
a. Age questionnaire, informal, entrepreneurs are
b. Sex interviews and statistical determined
c. Seminars Attended treatment.
• Roles of
Entrepreneurs
a. Assessment
b. Planning
c. Implementation
d. Evaluation

2) IV-DV Model (Independent Variable-Dependent Variable Model)

This model is used in experiment-based studies. The questions raised are higher
order and classified as situation-relating.
Example:
Effects of Computer-assisted Instruction and Demonstration Method on the Level of
Performance of Grade 12 Students
Teaching Methodology used
by Instructors Level of Performance of
Grade 12 Students
a. Computer- assisted instruction
• Academic Grades
b. Demonstration method
• Practicum Grade

Independent Variable Dependent Variable

• Parents’ Satisfaction
Source: Cristobal, A. & Cristobal, M. (2017). Practical Research 2 for Senior High School, Philippines: C & E Publishing, Inc.

The initial step is to identify the key variables of the study. This refers to the
independent, dependent and moderator variables to be investigated.
The second step is to look for the definitions of the variables. For the dependent
variables the following should be done:
a. Define the variable (universal definition)
b. Describe its characteristics and indicators
c. Discuss its importance (how it affects other variables) and how it is affected by other
variables (independent variables)
For the independent variable, define and describe its characteristics and indicators.
Discuss its effect on the dependent variable on the basis of the review of related
literature and studies. The same should be done for the moderator variables.
Research Hypothesis
Hypothesis – is a conjectural statement of the relation between two or more variables. It
is a tentative or temporary answer to a research problem
It is a hypothesis is a verifiable proposition or a tentative statement that clearly
explains the relationship between two variables about how the social world operates.
Example:
1) I.Q. and achievement test are positively related.
2) Religion influences the voting patterns of Filipinos in the provinces.
3) Age is related to social media activeness with younger people being more active than
older people.

Significance of the Study

The significance of the study explains its relevance and contribution to the field. It
must be explained clearly as possible so that readers will understand the necessity to
pursue the research.
It is at this point that the researcher described who will benefit and what benefits
can be derived from the findings of the study. The writer, under this section, tries to sell
its importance to the panel or to the funding agency.

Example:
The results of the study will be of great benefit to the following:
Students. The results will provide the students with some knowledge on cutting classes
and how it can be avoided. It will give the students a realization that cutting is not useful
to both the student and the people around him.
Teachers. The given data would guide the teachers on what to do with the
students that cut classes. The teachers would be able to understand on why some students
skip classes and later on, help them.
Parents. Like the teachers, the parents too will understand why their children skip classes
through the given data. The given data would help them formulate some preventive
measures to help their sons from skipping classes. The findings would also help them learn
the actions of their children

Scope and Limitations of the Study

Scope
The scope and limitations of the study define the extent and focus of the research.
The scope refers to the specific topics or coverage of the research. The researcher
should clearly explain the geographic location of the study, the unit of analysis or the
people/population to be studied, the time period of the research, and the questions that
will be answered by the study.
The coverage of the study is in terms of:
1) General purpose
2) Population or sample
3) Time or duration
4) Subject matters and topics discussed
5) Area or locality

Example:
This investigation as conducted to determine the status of the teaching of science in the
high schools of Province A as perceived by the teachers and students in science classes
during the school year 1989-1990. The aspects looked into were the qualifications of
teachers, their methods and strategies, facilities form of supervisory assistance,
problems and proposed solutions to the problems.
Source: Cutting Classes Among Senior High School Students

Limitations
Limitations, also known as the bounds, are influences that the researcher
cannot control. They are the shortcomings, conditions or influences that cannot be
controlled by the researcher that place restrictions on your methodology and
conclusions. Any limitations that might influence the results should be mentioned.
Delimitations
Delimitations are choices made by the researcher which should be mentioned. They
describe the boundaries that you have set for the study.
This is the place to explain:
•the things that you are not doing (and why you have chosen not to do them)
• the literature you will not review (and why not).
• the population you are not studying (and why not).
•the methodological procedures you will not use (and why you will not use them).
Examples:
Although the research has reached its aims, there were some unavoidable
limitations. First, because of the time limit, this research was conducted only on a
small size of population who were attending the Writing 3 course in their third semester
at CTU. Therefore, to generalize the results for larger groups, the study should have
involved more participants at different levels. Second, the students' overloaded work, to
some extent, might affect the result of the correlation between the students' motivation
in learning to write in English and their writing performance because they were required to
take part in many studies at the same time. Finally, the slow network might discourage
participants' interests and motivation in joining peer feedback activities.

CHAPTER II. Review of Related Literature

A review of related literature or literature review is a written summary of published
research studies and relevant works about a particular subject matter that is related to
the researcher’s main topic. To produce the review, the researcher examines the
central issues and problems discussed in previous studies as well as the findings and the
quantitative or qualitative methods used.
Finding Sources of Information for Literature Review

There are different sources of information for literature review. The following are some
examples:

Sources Examples

Periodicals Newspapers, popular science magazines, professional

publications, internet news summaries and mass market publications

Scholarly journals Peer-reviewed or abstracted refereed journals containing

 research results of social scientists and other researchers
- Article or book reviews the contain literature review
- Scholarly journals that can be accessed online
- E-journals or internet only scholarly journals

Books - Books that contain original research results or a compilation of research articles

Dissertation and Thesis

These are written by graduate students. Some are published into books but some
are unpublished and can be accessed in the university libraries.

Government documents
Documents published by the national government, local government units,
government agencies and international agencies

Policy reports and conference papers

These are published by government and private research institutes and policy
centers

Steps in Conducting a Literature Review

Step 1: Define and delimit the topic.
The topic must not be too specific or too broad, and the question should be
researchable so that it will not be difficult for you to find relevant literature.
Step 2: Design your literature search.
Consider the type of resources that you will be reviewing, the extent of the
review,
the time to be devoted for the review, the number of works to be reviewed and the
libraries where to find these works.
Step 3: Locate research reports.
Step 4: Take down notes.
Step 5: Organize your notes.
Organize the note cards and develop a mental map on how you will put together
the information you have gathered.
Step 6: Write the literature review.
A good review must be able to organize common research results or
arguments together. It must be able to connect statements and research results logically.

CHAPTER III. METHODOLOGY

THE RESEARCH DESIGN
A research design refers to the action plan and research procedures developed by
the researcher in order to successfully answer the research problem. In developing the
research design, the researcher must consider the research questions and objectives,
the readers, the geographical location and personal experiences, time and financial
resources.
 Types of Research Design
1) Qualitative Research Design – This design and explores and understands a
topic or problem through a process that involves questions and procedures, data
collection, data analysis and data interpretation.
2) Quantitative Research Design – In this design, objective theories as well as
hypotheses are tested through the examination of the relationship among
concepts or variables, which can be measured through the use of research
instruments like statistical procedures.
Parts of a Research Design
1) A research design must contain the following essential parts:
a.) Exploratory research - The goal of the researcher is to explore a new topic or
problem because no one has researched or written something about it. This
research is conducted to know about the problem or issue and to provide
solution.
b) Descriptive research - The goal of the researcher is to provide a picture of the
concepts or ideas about a topic or problem. He or she describes the nature of
variables used in the study.
c) Explanatory research - This research aims to explain the reasons and causes of a
problem
or issue. It explains the causes, reasons, and sources of different social behavior,
beliefs, situations, and events.
1) The researcher must identify the nature of the study, which can be causal or
correlational. A causal study aims to understand the cause of one or more problems. A
correlational study, on the other hand, examines important variables related to the
problem.
Below are examples of questions for each type of study:
Causal study:
Does drinking soda cause diabetes?
Does population growth cause an increase in poverty rate among developing countries?
Correlational study:
Are alcoholism and cancer related?
Do drug addiction, alcoholism, and cigarette addiction cause cancer? If so, which of
these contributes most to the variance in the dependent variable?
2) The researcher must discuss the extent of his or her interference or involvement in
the study. Did the researcher interfere with the variables in the study? Did he or she
adjust the variables to study the outcome or impact of the intervention on the
dependent variable? Did he or she change any variable?

3) The researcher must explain the setting of the research. He or she must discuss
whether the research will be conducted in a normal setting or contrived setting. In a
causal study, for instance, the situation is created by the researcher. He or she
develops an artificial research environment where the situation is controlled.
4) The research design must explain the unit of analysis or the population to be observed,
measured, studied, and analyzed. The unit of analysis can be individual person, groups
of people (e.g., family, group of friends, class of students), organizations (e.g.,
 companies and schools), or social categories or groupings based on gender, economic
class, ethnic grouping, and the like.
5) The research design must specify the time dimension of the study.
6) The research design must clearly discuss the data collection method or research
methodology to be used in the study. The methodology can be quantitative or
qualitative.
7) The research design must explain the sampling method to be used in the research.
Population
This describes the population of the study and the method of getting the
representative sample (of the population). The total population of interest and the
number of the sample subjects of the study are given and embodied in a table.
A population is defined by a researcher by identifying the unit being sampled, the
geographical location of the sample, and the temporal boundaries of populations.

Here are examples of different populations.

All fast food restaurants in the Philippines that have employed more than 50 employees
since June of 1999
All college students who graduated in Cebu from April 1, 2000 to April 1, 2010

Sampling
Sampling refers to the process of systematically selecting individuals, units, or
groups to be analyzed during the conduct of the study. The reason for selecting the
samples is to get information about the target population. Thus, it is the goal in research
to make sure that the samples selected represent the population.
Instruments
Instruments are tools used to gather data for a particular research topic. Some of
the common instruments used for quantitative research are tests (performance-based or
paper-and-pencil), questionnaires, interviews, and observations.
Typically, you consider a number of aspects in describing your instruments.
These include the following:
1) The actual instruments used
2) The purpose of the instrument
3) The developer of the instrument (an institution or other researchers)
4) The number of items or sections in the instrument
5) The response format used (multiple choice, yes or no)
6) The scoring for the responses
7) The reliability and validity of the study

There are three ways of developing an instrument for quantitative research:

a) Adopting an instrument – utilize an instrument that has been used in well-known
institutions or reputable studies and publications.
b) Modify an existing instrument c. Create own instrument

Instrument Validity
 -Refers to the degree to which an instrument measures what it is supposed to measure.
Instrument Reliability
- Refers to the consistency of the measure of an instrument.
Reliability is an aspect involved in the accuracy of measurement.
Planning the Data Collection Procedure
Now that you have learned the important factors to consider in developing
your research instrument, you can now plan the steps you will take in your actual data
gathering. These steps are typically clustered into three phases: before, during, and
after the data collection.

Before
1) Develop your data collection instruments and materials.
2) Seek permission from the authorities and heads of the institutions or communities
where
you will conduct your study.
3) Select and screen the population using appropriate sampling techniques.
4) Train the raters, observers, experimenters, assistants, and other research
personnel
who may be involved in data gathering.
5) Obtain informed consent from the participants. An informed consent form is a
document
that explains the objectives of the study and the extent of the participants'
involvement
in the research. It also ensures the confidentiality of certain information about the
participants and their responses
6) Pilot-test the instruments to determine potential problems that may occur when they
are administered.
During
1) Provide instructions to the participants and explain how the data will be collected.
2) Administer the instruments, and implement the intervention or treatment, if
applicable.
3) As much as possible, utilize triangulation in your method. Triangulation is a technique
for
validating data using two or more sources and methods
After
1) Immediately encode or transcribe and archive your data.
2) Safeguard the confidentiality of your data.
3) Later, examine and analyze your data using the appropriate statistical tools.
SAMPLE METHODOLOGY
Materials and Methods
This study dealt with the analysis of the present conditions of the student-respondents’
transfer errors from Filipino to English in their written compositions, by identifying what
types of errors and how often do these errors occur. From the findings, certain measures
may be suggested to correct these errors, which may provide valuable inputs to the K to
12 language program for senior high school or grades 11 and 12 of the basic education.
Method of Research
This study made use of the descriptive method content analysis because it deals with the
analysis of errors in the written discourse of the student-respondents.
Furthermore, according to Patten and Newhart (2017), the descriptive research is
a purposive process of gathering, analyzing, classifying, and tabulating data about
prevailing conditions, practices, processes, trends, and cause-effect relationships and
then making adequate and accurate interpretation about such data with or without or
sometimes minimal aid of statistical methods. He also reiterated that it ascertains
prevailing conditions of facts in a group under study. It also gives either qualitative or
quantitative, or both, descriptions of the general characteristics of the group. In addition,
comparisons of the characteristics of two groups or cases may be made to determine their
similarities and differences. The variables or conditions studied are not usually
controlled because there is no variable manipulated.
Respondents of the Study
The respondents of the study were freshman college students of health-allied programs,
who are speakers of Filipino (Tagalog).
Sampling Technique
The researcher made use of purposive sampling technique with stratified sampling method,
where Tagalog-speaking student-respondents were randomly selected from each of
the three bigger schools/colleges of the university prorating their number according to
their respective population. To elaborate further, the researchers used the Slovin’s
formula in determining the sample size they needed in the study.

School/College Total Population Proportional

Allocation

Percentage

Sample Size

Dentistry 596 33.81 110

Medical 574 32.56 106

Technology
Pharmacy 593 33.63 110

TOTAL 1763 100.00 326

The table reveals that there are 596 total freshman college students taking up dentistry,
574
Medical Technology students, and 593 Pharmacy students. The proportional allocations for
each School/College were computed to assign individual sample size for each. Thus, a total
of 326 student-respondents as total sample size corresponding to 110 for each School of
Dentistry and School of Pharmacy and 106 for the College of Medical Technology were
computed following the Slovin’s formula with proportional allocation.

Research Instruments
The instruments that were used to analyze the data needed in this study were survey
forms and written outputs of the student-respondents. Contrastive Hypothesis Analysis
with Error analysis are the most direct ways and the most widely used instruments in
studying errors in any written discourse. Corder (1967, 1974) as cited in Abi Samra (2003)
mentioned that in diagnosing errors in L2 learners’ written outputs should be governed by
the fact that “errors” should be true or absolute. In realizing this, there should be a clear
distinction between the L2 learners’ mistakes or slips and errors. The process of
drawing out the distinctions between slips and errors could be carried out through
Contrastive Analysis Hypothesis. On the other hand, Error Analysis technique is an
explicit method of examining, describing, and interpreting the errors. Error analysis
is an alternative to descriptive analysis (Corder, et al., 1974). James’s

Method (1988) on error analysis concentrates on three categories of error, namely:

Interlanguage interference, Intralingual Errors, and Induced Errors. The first type was
the basis of the researcher in identifying the errors in the written outputs of the
student- respondents since what are determined are Filipino to English transfer errors.

Data Gathering Procedure

There are basically two types of data collection procedures namely: Spontaneous or
unplanned data and elicited procedures (Ellis, 2008). The researcher used the former for
it
dwells on free written compositions while the latter on controlled written compositions
(translation).
The following steps in the data gathering and analysis were carried out in this research:
1) The survey forms and paragraph composition paper were distributed to the
Communication Skills 12 teachers of the three bigger schools/colleges.
2) The students were asked to fill in the survey form and accomplish writing task sheet
3) The researcher did not give a specific topic to write about to allow student-
respondents to freely write their ideas in a spontaneous manner.
4) On the second meeting, the CS 12 teachers returned to their students the
accomplished writing task sheet 1 with the writing task sheet 2 for rewriting
and
checking of possible errors committed in the first writing task.
5) The survey forms and the accomplished writing task sheets were returned to the
researcher for analysis. The two written compositions were checked and analyzed to
 discriminate between slips and true errors and for possible transfer errors
6) The researcher identified the different types of transfer errors present, which were
recurring in the student-respondents’ outputs. Frequency of occurrence is regarded as
a
distinctive point in error analysis (Ellis, 2008) Frequency is crucial in EA since it is the
recurring errors that are perceived to be correct by second language learners.
7) The identified errors were tabulated to identify their extent of occurrence in the
written outputs of the student-respondents. Factors that could possibly explain
the
occurrence of these transfer errors were also described according to
student-
respondents’ characteristics.

8) From the findings, the researcher suggested possible implications of the study to the
Senior High School English Curriculum of the K to 12 Program.

Source: Tanpoco, M. R. (2019). Filipino to English Transfer Errors in Writing Among College Students:
Implications for the Senior High School English Curriculum. Eric Institute of Education Sciences.
https://files.eric.ed.gov/fulltext/ED604324.pdf

APPENDIX B.

Population and Sample

Purposive sampling technique [68,69,70] was utilized. Seventy (n=70) college faculty
members from different tertiary level or higher education institutions in the Philippines
were purposely chosen to answer the survey questionnaire. The researcher choose
the college faculty members as respondents because they are the persons who can provide
the needed information by virtue of knowledge and experience [69,70,71]. The sampling
frame was derived from [72] and [73] that when using multiple regression, a ratio of 10 to
1 is sufficient to provide minimal shrinkage of R2. Having ten observations for each
independent variable using six or more predictors in regression equations is a conservative
ratio but was reported optimal and appropriate [74,75,76].
Research Design
This study is descriptive in nature using survey approach as its research strategy.
It is descriptive because it aims to examine a situation by describing important
factors associated with a certain situation, such as demographic, socio-
economic, events, behaviors, attitudes, experiences, and knowledge [77]. It describes
what actually exists, determine the frequency with which it occurs, categorizes the
information [78] and provides a numeric description of trends, attitudes, or opinions of a
population by studying a sample of that population [79]. Although, descriptive design is one
of the most common forms of research; it is clearly a strong and most appropriate design
in this type of study [78].
The selection of this research design is based on the research questions and the
phenomena being studied.
The survey approach is an attempt to use a systematic set of data typically collected by a
questionnaire [80]. The researcher therefore uses information from a sample of
individuals to make some inference about the wider population [77]. It involves collecting
data in order to answer the research questions by quantifying and describing the
variables being measured [81]. Survey approach is typically used under the following
conditions: when some degree of generalization is desired, but it is not possible to contact
everyone in the population; when time and cost are critical factors; and when the target
population is large [80,82]. Hence, this study thus fits the conditions for utilizing survey
research approach.

Data Collection
Data were collected through a survey questionnaire. The survey questionnaire was self-
created and the survey items were developed based on the analysis of the related
literature and other secondary source data, such as news articles and journals [83,84].
The survey items include: faculty-related factors along length of service, eligibility, and
courses taught; preparation plans along course streamlining, staffing guidelines,
workforce surplus management, and alternative programs. The survey questionnaire was
composed of closed questions where respondents were asked to choose from a fixed
number of options. These are considered to be efficient because data are easy to collect,
code and analyze [85,86]. Efficiency is important in a survey where researchers attempt
to obtain the attitudes or experiences of a representative sample for generalization to a
wider population [77,85].

The potential problem with this type of questionnaire is that, this does not allow
the respondent the opportunity to give a different response to those suggested [87]. To
counter this tendency, the survey questionnaire should be reviewed by a diverse group
[86]. A panel of experts including the researcher’s local adviser were used to analyze the
applicability and usefulness of the content and format of the questionnaire. Extra care
was taken to see that all the possible response alternatives are included and that these
alternatives do not overlap [86]. Data collection started by obtaining permissions from
the Deans or Department Heads through a letter that explained the purpose of the study
and requested for voluntary participation in the survey. Following the Deans’ or
Department Heads’ acceptance to participate in the study, the faculty respondents who
are going to answer the answer the questionnaire were chosen by the dean or department
head.
Data Analysis
Data gathered were analyzed with descriptive and multiple regression statistical
techniques using the Statistical Package for the Social Sciences (SPSS) Software V21 x64
to determine the predisposing factors that influence readiness of selected Higher
Education Institutions to the implementation of K-12’s senior high school program. Faculty-
related factors and preparation plans were obtained using percentage and frequency
counts. Ranking was utilized to determine which indicators in each of the components of
preparation plans have the highest frequency and percentage. The multiple regression
analysis was used to test the effect of independent variables on the dependent variable
[88] in order to identify how well the faculty-related factors and preparation plan
variables influence readiness.
Regression analysis is a form of predictive modelling technique which investigates the
relationship between a dependent or target variable and independent variable/s or
predictor [89]. A Regression model allows one to test many possible predictor variables at
the same time and calculate the relative importance of each variable in the prediction of
the target value [88]. It is particularly useful when a researcher wants to control
or adjust for differences in many variables [80]. In this study, the nature of regression
is linear where the relationship between dependent variable and one or more
independent variables is established using a regression line [89].
Prior to the analyses, responses to the independent variables such as eligibility, and
courses taught were combined using Transform – Recode command in order to create
tables that are easier to read and identify patterns in responses [81]. Similarly,
preparation variables were also grouped together using Transform – Compute command
due to a very large number of response categories. This is important when using linear
regression, but the new data set will typically have all of the original variables with the
addition of one or more new variables. The cases of the new data set will be exactly the
same as those of the old data [81,90,91]. The linear regression analysis yields the
values of R (Regression Coefficient), adjusted R-square, and the F-test statistic that
would determine whether the model is statistically significant or not. If the model is
significant, the individual weights of the components of the model to predict which
may have the greatest impact on the dependent variable can be examined [88]. The
first proposed model was used to determine the influence of faculty-related variable on
senior high school readiness. The second proposed model was used to assess the
preparation plan variables to determine readiness

Limitations

Although this study was carefully prepared and has reached its aims, there were
some unavoidable limiting factors. First, because of time and money constraints, the study
was conducted only on a small size of population of college teachers and might not
represent the majority of the higher education institutions in the entire nation.
Therefore, to generalize the results, the study should have involved more college
teachers from different tertiary level institutions nationwide. Second, since the
questionnaire was designed to limit the faculty-related variables to length of service,
eligibility, and courses taught; there might be other variables that are equally
important to consider in future studies such as educational attainment or educational
qualification, age, employment status, position, etc. For these reasons, the findings of
this study cannot be generalized to the broader community based on this study alone.
Source: Acosta, Imee C. and Alexander S. Acosta. (2016). Teachers' Perceptions on Senior High School
Readiness of Higher Education Institutions in the Philippines. Eric Institute of Education Science.
https://eric.ed.gov/?q=senior+high+school+philippines&id=EJ1116349
RESEARCH CONCLUSION AND FINDINGS
Writing the Research Findings
These tips can help you write a clear and well- organized summary of research findings.
 1) It is not necessary to include all data that were collected and gathered to be
included in the summary of findings. The researcher makes a judgement call on
which data which he or she considers as important and useful must be included
in the discussion of the research findings.
2) Researcher must ensure that he or she has clearly understood the data results
before writing the summary of findings. He or she must also condense the data and
simplify the discussion on the summary of findings
3) All data presented in the summary of findings must be properly explained. The
length of this section depends on the amount and types of data to be presented by
the researcher.
4) Research findings approve or disprove the hypothesis of the study.
5) Do not include data that do not help answer the research problem.
6) There are two ways on how to present the summary of findings:
First is by providing a summary of the results and an explanation of the major
research
findings
Second, present the result and explain thoroughly.
7) The research findings summary must include the following:
a) A short introduction restates the research problem so that it properly
contextualizes the discussion of the research findings.
b) Statistical tables, figures, maps, pictures and other visual
evidences that support the textual presentation of the data results. Data tables
and figures are used to illustrate, summarize, categorize and organize results of the
study.
8) Use the past tense when presenting the results of the study.
Drawing Conclusions
A conclusion is an important part of your research study. It wraps up your writing by
summarizing the main idea for your readers. This bring writing to a smooth close and
creates well-written answers to your research questions. You have to consider the main
idea that you want to convey to your readers and have a sense of closure in the study. It
usually starts answering the specific moving to the general inquiry. It must avoid further
elaboration which has already been done in the presentation of the results and discussion,
and summary of findings.
- Research conclusions are “abstractions of the summary of findings into what are the
most important in relation to the objectives of the study” (Ardales, 2001)
- A conclusion help readers understand the significance of the study after it has been
conducted by the researcher.
- It synthesizes the main points of the research and answers the research
questions.
- A well-written conclusion must be stated in a clear and simple language.
- It must also provide a synthesis of the arguments discussed and a reiteration of the
evidences presented in the study.
When formulating a conclusion, the University of Southern Carolina (2016) has the
following tips:
Conclusion must be concise and explained direct to the point.
- Conclusion must be explained from specific to general. It starts by explaining the
research problem (specific) then it explains how the study adds new understanding or fills
up an important gap in the literature (general).
- Conclusion must briefly explain how study contributes to new knowledge or how it
provides a new understanding or interpretation about the research problem.
Making Recommendations
Recommendations can be described as a suggestion regarding the best course of action to
take as a result of your summary of findings and conclusion. The purpose of
recommendation is to provide a useful guide that will not only address certain problems
but result in a successful outcome.
- Recommendations refer to suggestions for future studies based from the experiences
and major findings of the researcher.
- A researcher can provide as many recommendations as he or she likes for as long as
these were based from the findings, results and conclusions of the study.
A recommendation can be based from the following:
1) The negative results of the study. A study’s weaknesses, shortfalls, and other
similar
factors related to the research can be discussed as part of recommendation.
2) Positive results of the research. A research recommendation can also be based
from
the positive results of the study. It can be used to provide new or additional
courses of action to improve or to make more effective programs or policies
(Ardales, 2001)
3) Possible areas of research within the topic that can be studied further by future
investigators who are interested to study the same topic