12

Inquiries,
Investigations,
and Immersion
Quarter 4 – Module 1-5

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 Republic of the Philippines
Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

DEVELOPMENT TEAM OF THE MODULE

WRITERS: JUDY MAE G. PANTOLLA, MT I

MARK ANTHONY C. MAMON, MT I
JOVELLANO V. ONTOG, T III
EVANGELINE C. BEDRERO, HTIII
REGIN ADRIAN V. SUBA, T III
JOHN CARL P. CABARLES, EPS II
GERAME H. TURA, T II
NATHALIE GAILE R. PANTOJA, SST I

CONSOLIDATOR: JOVELLANO V. ONTOG, T III

LANGUAGE EDITOR: MAE CHRISTINE S. DIANA MT I

CONTENT LEILANIE A. BRIZA, T III

VALIDATORS LOUISE A. FERRER, MT I
MARY ANN M. GUEVARRA, T III
MARJORIE A. NARIZ, MT I

COVER PAGE AIRA MARI CON M. AUSTERO

ILLUSTRATOR:

TEAM LEADER: DR. RAQUEL M. AUSTERO

Education Program Supervisor

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 Module 1 Coding, Categorizing, and Theming Data

MOST ESSENTIAL LEARNING COMPETENCIES

● Gather and analyze data with intellectual honesty using suitable techniques.

What’s In

Organizing Qualitative and Quantitative Data

Research data need to be organized properly in order to facilitate correct
interpretation, analysis, and discussion. The organized data can be presented in tabular
or graphical form for analysis and interpretation. Research findings that are not analyzed
have no meaning, whereas analysis of data without interpretation will have no meaning
to the readers.
Interpretation of data involves working with the data, searching for patterns,
organizing them into manageable units, coding, and synthesizing.

Interpretation of Qualitative and Quantitative Data

The data gathered should be reduced and be broken down into smaller units or
categories. In qualitative research, data may be in the form of words or pictures and may
not be numerical. The data collected from observations, interviews, documents, pictures,
and forms are voluminous. The data should be reduced to specific patterns, categories,
or themes, which are then interpreted through coding. Analysis of qualitative data largely
depends on the interpretation of the raw data. In most qualitative research, data collection
and data analysis occur at the same time.

Coding is a way of indexing or categorizing the text to establish a framework of

thematic ideas about it (Gibbs, 2007). It is a process of searching and identifying concepts
within the gathered data and finding relations between them. Therefore, coding is not
just labeling; it links data to the research idea and back to other data.

Axial coding is a qualitative research technique that involves relating data to reveal
codes, categories, and subcategories ground within participants' voices within one's
collected data. In other words, axial coding is one way to construct linkages between
data.

A code in a qualitative inquiry is most often a word or short phrase (Saldaña,

2013). In the table below is an example of how coding is done.
 Raw data Preliminary codes Final code

The closer I get to “retirement age,” the * Retirement age* RETIREMENT

faster I want it to happen. I am not even 55 financial obligations ANXIETY
yet and I would give anything to retire now. dreams of early retirement
However, there is a mortgage to pay off and
still a lot more to sock away in savings
before I can even think of it. I keep playing
the lottery, though, in hopes of dreams of
early winning those millions. No retirement
luck yet.

The meaning of codes must be documented in a separate file. Make short

descriptions of the meaning of each code. This will help you and other researchers who
will have access to your data/analysis. Gibbs (2007) recommends taking note of the
following reminders during coding:
1. The label or name of the code
2. Who coded it (name of the researcher/coder)
3. The date when the coding was done/changed
4. Definition of the code; a description of the concept it refers to
5. Information about the code's relationship to other codes you are working with
during the analysis.

Categorizing and Theming

A. From Codes to Categories

In qualitative data analysis, there is a transition from coding to categorizing. A

category is a collection of similar data or information. In the process, coded data are
organized and grouped similarly into categories or "families" because they have similar
characteristics (Strauss, 1987). In other words, you organize codes into more significant
categories. Similar data that are organized together enable the researcher to identify and
describe similar characteristics. This will, in turn, help the researcher define, compare and
contrast a category with other categories (Morse, 2008).

Categories are the primary outcomes of the analytical process. A category has a
descriptive identity and is primarily used at the beginning of the theme development
process for the classification of findings. This means that categories are descriptors of
themes. Researchers come up with categories at the start of data analysis to arrive at the
abstraction process (Vaismoradi et al., 2016).

Content analysis is used in developing categories in which a similar group of texts

is ordered together or placed in proximity. These coded data are positioned to identify,
explicate, and describe commonalities (Morse, 2008).

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B. Theme Development and Thematic Analysis

Theme is used as a concept, attribute, descriptor, and element. It contains codes

with a high level of generality and a similar point of reference that fuses ideas about the
subject of inquiry. In other words, codes are organized into more significant categories,
which are organized into more prominent and themes. This process is called thematic
analysis. Remember that at the beginning of developing a theme, it is necessary to
describe the meaning of the category and differentiate it from the theme, either in-depth
or abstract (Vaismoradi et al., 2016).

Remember that theme refers to an abstract and a more implicit level that needs
interpretation to differentiate theme and category. In contrast, a category refers to a
simple description and an explicit content of the participants' text. Through theme
development, a category is given an in-depth meaning; thus, developing a theme has a
priority to the development of a category.

The figure below shows examples of a code, category, and theme:

The figure below shows examples of a code, category, and theme:

Source: https://appd.s3.amazonaws.com/docs/meetings/2017SpringPresentations/WS10Slides.pdf

The phases and stages of theme development thematic analysis are the following:

I. Initialization
a. reading transcriptions and highlighting meaning units
b. coding and looking for abstractions in participants accounts
c. writing reflective notes

II. Construction
a. classifying, comparing, and labelling
b. translating and transliterating
c. defining and describing

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III. Rectification
a. immersion and distancing
b. relating themes to established knowledge
d. stabilizing

IV. Finalization – developing the storyline

(Source: Vaismoradi, M., et al. 2016. Theme development in qualitative content analysis
and thematic analysis. Journal of Nursing Education and Practice. 6(5), 100-110)

What’s More

Activity 1: What do I know about this topic?

Directions: Determine if the following statements describe qualitative or quantitative
research data. Write on the space provided QLD for qualitative data and QND for
quantitative data.
__________1. Data are analyzed by finding patterns or relationships and analysis can be
done during data collection.
__________2. The given data requires statistical analysis and techniques.
__________3. The data can be conceptualized to analyze them.
__________4. Axial coding can be used to analyze given research data.
__________5. Mathematical approach to analyze the data is applied.
__________6. When data are analyzed by manipulating numbers that represent empirical
facts to examine theoretical hypotheses.
__________7. The data can be analyzed using descriptive analysis.
__________8. It applies successive approximation in data analysis.
__________9. The research data can be analyzed using a narrative approach.
__________10. It uses open coding to analyze the data.

Activity 2: Code RED

Directions: For the given qualitative data below, use RED ink to underline all the
preliminary codes that you can find. Then, write the underlined codes on the space
provided.

Raw Data:
The co-researchers narrated memories of poverty. (a) Benjie remembered his
father selling slippers in Caloocan in order to have some money for the family. (b) Rem,
Anthony, and Che narrated incidents wherein the experience of poverty was real. Their
situation might have been brought about by natural occurrences like Mt. Pinatubo's
eruption as told by Lala or a typhoon's experience that brought a hunger for several
days for the family. Poverty was also described in unfortunate events….

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If your research data is qualitative in nature, write down the raw data and use red ink to
code them. Write your final codes below and make interpretations.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Activity 3: What do I know about this topic?

Directions: Arrange the following steps for data interpretation in correct order by
numbering them from 1 to 5 in the space before each step.
_____ Describe the data.
_____ Plan for an appropriate way to present the data collected through tabular,
graphical, or any other way.
_____ Revisit the main and sub-problems of the research.
_____ Have closure or concluding statements in every data interpretation.
_____ Plug-in additional information.

What I Have Learned

Directions: Complete the statements below on what you have learned in analyzing and
interpreting coded data by categorizing and theming.

I have learned that data coding is an important step in data preparation…

______________________________________________________________________
______________________________________________________________________
In analyzing and interpreting coded data by categorizing and theming, I need to…
______________________________________________________________________
______________________________________________________________________

What I Can Do
Directions: Answer the given question:

What are the things that you have learned in this lesson that you can apply in real life?

1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________

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 Module 2 Gathering and Analyzing Data

MOST ESSENTIAL LEARNING COMPETENCIES

● Gathers and analyzes data with intellectual honesty using suitable techniques.

What’s In

Data analysis is broad and complex. However, when we take a step back and
attempt to simplify data analysis, we can reduce the broad concept into two distinct
components: quantitative and qualitative data. Regardless of venue or medium,
qualitative research is always based on open-ended queries. It uses in-depth probing to
uncover the thoughts and feelings behind initial responses, and it applies insights and
learning to the research process in real-time. Typical qualitative techniques include:
1. Focus group – this is a moderator-led discussion among a group of individuals who
share a need, attitude, habit, or life circumstance relative to the research issue at hand.
Usually, it includes two to ten respondents and lasts for one to two hours. It can be face
to face, teleconferencing, videoconferencing, text, chat, or online bulletin boards.

2. In-depth interview - a type of interview with a single individual typically lasting from
30 to 90 minutes depending on the subject matter and context. IDI may be conducted in
person at a research facility, the respondents' home or workplace or a public location, or
by telephone.
a. Dyads, triads – these are in-depth interviews with two or three people who
often represent members of the same family or business teams.
b. Paired interviews - these are consecutive or interlocking interviews with two
people who use and decide to purchase a product or service together—for
example, husband and wife, parent, and child.

Interviews and focus groups are the most common methods of data collection
in qualitative research. In a qualitative interview, good questions should be open-ended;
that is, it requires more than a yes or no answer, neutral, sensitive, and understandable.
The purpose of the research interview is to explore individuals' views, experiences,
beliefs, and motivations on specific matters. Thus, it provides a deeper understanding of
social phenomena than would be obtained from purely quantitative methods, such as
questionnaires. There are three fundamental types of research interviews: structured,
semi-structured, and unstructured.

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1. Structured interviews are verbally administered questionnaires. A list of pre-
determined questions is asked, with little or no variation and with no scope for follow-
up questions to responses that warrant further elaboration.

2. Unstructured interviews do not reflect any pre-conceived theories or ideas and are
performed with little or no organization. An interview may begin with an opening
question and will then progress into responses. Usually, it is time-consuming and
challenging to manage.

3. Semi-structured interviews consist of several key questions that help define areas
that need to be explored and allow the interviewer or interviewee to diverge from
pursuing an idea or response in more detail. In contrast to the unstructured interviews,
semi-structured interviews are those in-depth interviews where the respondents have
to answer pre-set open-ended questions and thus are widely employed by different
researchers, especially by healthcare professionals in their research.

4. Observation is a data-gathering mode where a group or single participants are

perceived by the researcher from a distance or without direct interaction with the
participants. They may be asked to perform a specific task or action. Observations are
then made of their user behavior, user processes, workflows, etc., either in a controlled
or real-world situation.

In analyzing qualitative data, interviews, field notes, and observation provide a

descriptive account of the study, but they do not explain. As the researcher, you must
process the information by exploring and interpreting them. Analyzing qualitative data
involves reading through the interview or focus group transcripts and other data,
developing your codes, coding the data, and drawing connections between discrete
pieces of data. The most central task of qualitative data analysis is discovering themes.
By themes, we mean abstract constructs which investigators identify before, during, and
after data collection. These themes come from reviewing the literature; thus, more
decadent pieces of literature mean more themes. They also come from the characteristic
of the phenomena being studied, from already-agreed-upon professional definitions from
local common-sense constructs, from researcher’s values, theoretical orientation, and
personal experience with the subject matter.
The most common forms of qualitative data are transcripts from individual and
group interviews (including focus groups) and responses to open-ended questions
from questionnaires. In organizing data for analysis, it depends on whether the data are
grouped question by question and are woven throughout an interview. If you cannot easily
separate the data question-by-question, you will need to analyze the whole interview for
common themes, categories, and patterns. When you have qualitative questionnaire
responses as well as responses to very structured interviews, you can organize
responses to very structured interviews, and you can organize responses question-by-
question. This makes it easier to analyze the data. In drawing out patterns and themes
for qualitative research:

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1. Process and record data immediately after collecting them – these notes could
include the date and time details, things that struck you the most, and highlights from
the interaction. It should be done while the interaction is still fresh in your mind, and
you can still record as accurately as possible.

2. Begin data analysis as soon as you begin data collection – as you analyze your
data, look for themes, categories, patterns, and relationships. Write analytic
memos and/or hold analytic meetings to capture your initial thinking and tentative
ideas about the data. These preliminary reviews may reveal areas that are being
overlooked in the interviews and prompt you to allow time to address these in future
interviews.

The initial themes and categories that you see in the data also inform the codes
that you will use for a systematic analysis of your data. In conclusion, qualitative data
analysis involves the identification, examination and interpretation of patterns and
themes in textual data and determines how these patterns and themes help answer the
research questions at hand.
In quantitative data analysis, you are expected to turn raw numbers into
meaningful data by applying rational and critical thinking. Quantitative data analysis may
include the calculation of frequencies of variables and differences between
variables. A quantitative approach is usually associated with finding evidence to either
support or reject hypotheses you have formulated at the earlier stages of your research
process. The exact figure within the data set can be interpreted in many ways; therefore,
it is vital to apply fair and careful judgment. This specific piece of primary data findings
needs to be critically analyzed and objectively interpreted by comparing it to other findings
within the same research framework. A set of analytical software can be used to assist
with the analysis of quantitative data. There are three popular quantitative data analysis
software: Microsoft Excel, Microsoft Access, and SPSS.

According to Saunders, et. al. (2012), quantitative data analysis with the
application of statistical software consists of the following stages:
● Preparing and checking the data. Input of data into computer.
● Selecting the most appropriate tables and diagrams to use according to your
research objectives.
● Selecting the most appropriate statistics to describe your data.
● Selecting the most appropriate statistics to examine relationships and trends
in your data.

It is important to note that while the application of various statistical software and
programs are invaluable to avoid drawing charts by hand or undertake calculations
manually, it is easy to use them incorrectly. In other words, quantitative data analysis is
“a field where it is not at all difficult to carry out an analysis which is simply wrong, or
inappropriate for your data or purposes. And the negative side of readily available

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specialist statistical software is that it becomes that much easier to generate elegantly
presented rubbish” (Robson, 2011).
A conceptual framework includes one or more formal theories (in part or whole)
and other concepts and empirical findings from the literature. It is used to show
relationships among these ideas and how they relate to the research study. A
conceptual framework illustrates what you expect to find through your research. It would
help if you constructed a conceptual framework before you begin collecting data. It is
often represented in a visual format. If there is no distinct conceptual framework, then the
ideas of the research would cause disarray. The research would be incomprehensible
and hard to understand or even just to visualize. That would be the most likely to happen
because it will lose the research's relevance and purpose.
An essential source for your conceptual framework is published research literature
related to your topic. The extent of findings from other literature has been already a study,
what is not understood about it, and whether the discipline needs to remedy the lack of
knowledge (Booth et al., 2016). The literature review provides the evidence for
argumentation contained in a conceptual framework.
There are two ways to present a conceptual framework: graphically or narratively.
Some authors favor a diagrammatic representation of a conceptual framework using a
concept map, with or without an accompanying narrative (Marshall & Rossman, 2016).
Robson and McCartan (2016) provided some specifications for developing a graphic
presentation of conceptual frameworks. It should contain the graphic on one page, include
multiple inputs (such as prior and pilot studies, relevant theories, etc.), attains internal
consistency and simplicity.

What’s More

Activity 1: Match ME!

Directions: Match Column A with Column B. Write your answer before each number.

COLUMN A COLUMN B
____ 1. The number of respondents in a triad A. two to ten
type of interview. B. themes
____2. A moderator-led discussion on individuals C. three
who share a need for research issues. D. structured interview
____3. A verbally structured questionnaire with no E. focus group
scope for follow-up questions to responses.
____4. The respondents in a focus group interview.
____5. Discovering this is the central task of quantitative
data analysis.

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Activity 2: MULTIPLE CHOICE
Directions: Choose the answer by writing the letter before the number.

1. Conducting a focus group interview can be any of the following except:

A. texting C. face-to face
B. videoconferencing D. poster making
2. All are fundamental types of research interviews except:
A. unstructured C. restructured
B. structured D. semi-structured
3. Where can you conduct an in-depth interview?
A. workplace C. home
B. research facility D. all of the above
4. They are considered as the most common methods of data collection in
qualitative research.
A. Interviews C. interviews and focus groups
B. Focus group D. none of them
5. With the COVID 19 crisis, it is not advisable to meet with a research participant
for a face-to-face interview. The following platforms may be used to conduct an
interview EXCEPT?
A. Skype C Facebook messenger
B. Instagram D. Zoom

Activity 3: TRUE OR FALSE

Directions: Write the word TRUE if the statement is correct and FALSE if otherwise.

_______1. The purpose of the research interview is to explore individuals' views,

experiences, beliefs, and motivations on specific matters.
_______2. In analyzing qualitative data, interviews, field notes, and observation,
provide a descriptive account of the study, which further provides
explanations.
_______3. Themes are abstract constructs identified by investigators prior to, during,
and after data collection.
_______4. You can arrange answers to precise interviews once you have qualitative
questionnaire responses and organized interviews.
_______5. Data collection is not necessarily to be done at once after data analysis.
_______6. Qualitative data analysis involves the identification, examination and
interpretation of patterns and themes in textual data.
_______7. As the researcher, you are not required to process the data gathered.
Allow the statistician to keep track of it.
_______8. Identifying methodologies is the most important part of qualitative data
analysis.
_______9. The most common forms of qualitative data are transcripts from individual
and group interviews (including focus groups) and responses to open-ended
questions from questionnaires.

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 _______10. Quantitative data analysis involves identifying, examining, and interpreting
patterns and themes in textual data and determines how these patterns and
themes help answer the research questions at hand.

Activity 4: Fill in the blanks!

Directions: Supply the missing term/concept from the given statements in the paragraph.
Choose your answer from the word bank below.

themes focus groups interpretation 20-60

sensitive qualitative questions abstract
coding identification codes 10 - 50

Interviews and (1) _________are the most common methods of data collection
used in qualitative research. When designing an interview schedule, as (2)_________
that is likely to yield as much information about the study phenomenon as possible. It is
usually best to start with questions that can easily be answered before proceeding to
(3)_________ questions. As in any research, it is often wise to validate the interview
schedule prior to data collection. The length of interviews varies depending on the topic,
researcher and participant, and may last in an average of (4)______ minutes.
The most central task of qualitative data analysis is discovering (5)________.
By themes, we mean (6)_______ constructs which investigators identify before,
during and after data collection. These themes come from reviewing the literature,
thus richer literature means more themes. Analyzing (7)_______________data
involves reading through the interview or focus group transcripts and other data,
developing your codes, (8)_______ the data, and drawing connections between
discrete pieces of data. Lastly, qualitative data analysis involves the
(9)_____________, examination and (10)____________ of patterns and themes in
textual data and determines how these patterns and themes help answer the research
questions at hand.

Activity 5: Identify Me!

Directions: Choose the answer by writing the letter before the number.

1. John needs to determine the significant difference between the mathematics score of
male and female. What statistical analysis can he use?
A. Frequency and percentage C. ANOVA
B. Pearson r D. t-test
2. Which of the following statistical tools should be used if the researcher wishes to
describe the profile of the responses?
A. Frequency and percentage C. Weighted Mean
B. Analysis of Variance D. Pearson r

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3. Teacher Gavin would like to know the connection between the unruly attitude of the
students and their academic performance. Which of the following methods will he use
to find out the outcome?
A. Frequency and percentage C. ANOVA
B. Pearson r D. t-test
4. A scientist conducted an experimental study to treat cancer. She formulated three
different organic medicinal plants which she coded as medicine A, B, and C. To know
the most effective medicine to treat cancer patients, which statistical analysis can she
use?
A. Frequency and percentage C. ANOVA
B. Pearson r D. t-test
5. What statistical test should be used if the researcher wishes to measure the strength
and direction of the linear relationship of two variables and the association between
them?
A. Frequency and percentage C. ANOVA
B. Pearson r D. t-test

What I Have Learned

Directions: Complete the statement below:

I have learned that in gathering and analyzing data _____________________________
______________________________________________________________________
______________________________________________________________________

What I Can Do
Directions: Answer the given question:
What are the things that you have learned in this lesson that you can apply in real life?

1. ____________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________

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 • Summary, Conclusions and Recommendations
Module 3
• References

MOST ESSENTIAL LEARNING COMPETENCIES

• Forms logical conclusions, makes recommendations based on conclusions, writes clear
report.

What’s In

SUMMARY OF FINDINGS AND CONCLUSION

Guidelines in writing the Summary of Findings

❖ The results section of the research paper is where a researcher reports the study's findings
based upon the information gathered as a result of the methodology applied.
❖ Due to clarity demand, Summary of Findings must contain each specific question under
the Statement of the Problem and must be written first to be followed by the findings that
would answer it.
❖ The Findings should be textual generalizations, that is, a summary of the important data
consisting of text and numbers.
❖ No deductions, inference, or interpretation should be made; otherwise, it will only be
duplicated in the Conclusion.
❖ Only the essential findings, the highlights of the data, should be included in the Summary,
especially those upon which the conclusions should be based.
❖ Must be stated as concisely as possible.
❖ Use past tense to present the result of the findings of the investigation.
❖ No new data should be introduced in the Summary of findings.
❖ A section describing results is essential if the Research Study includes data generated
from the researcher's own Research Study.

CONCLUSION
The conclusion includes inferences, deductions, abstractions, implications, interpretations, and
general statements/generalizations based upon the findings.
Conclusions are the logical and valid outgrowths of the findings.

Guidelines in writing the Conclusion

❖ If possible, a conclusion should not contain any “numbers” because numerals generally
limit the impact and scope of a generalization.
❖ Conclusions should appropriately answer the specific questions raised at the beginning of
the investigation in the order they are given under the statement of the problem.
❖ The Research Study becomes almost meaningless if the conclusions do not adequately
answer the questions raised.
❖ Conclusions should point out what was factually learned from the inquiry.
❖ No conclusions should be drawn from the implied or indirect effects of the findings.
❖ Concise, brief, full of information that answers the problem statement.
❖ Without any solid evidence for the contrary, conclusions should be stated categorically.
❖ They should be worded as if they are 100 percent true and correct.

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 ❖ They should not give any hint that the researcher has some doubts about their validity and
reliability.
❖ The use of qualifiers such as probably, perhaps, may be, and the like should be avoided
as much as possible.

Elements of the Conclusion

❖ State the topic
❖ State the Research Study statement
❖ Briefly summarize the key points
❖ Add the points up
❖ Make a call to action when appropriate

What do recommendations of the study mean?

In the context of research, the findings and conclusions serve as a reference or baseline
information in formulating good recommendations of the study. The recommendations foster new
ideas to explore for future research in related fields of discipline, and statements of concrete
proposed plan of actions. Good recommendations of the study are relevant to the identified
problem and possess precise, clear, logical and brief statements which are feasible to execute.
Moreover, this section indicator is written in the concluding chapter of a research manuscript.

Things to know in writing your recommendations:

1. It is an added suggestion that you want others to follow when performing future studies.
2. It is based on what you have found in your research.
3. It is based on what you might be interested in doing in the future. It proposes future
research studies and explorations needed in the study
4. It is based on your paper results while also thinking about any possible ideas for later
research studies.

What are the characteristics of good recommendations for the study?

Here are points to consider in formulating good recommendations of the study:
1. Clear – be specific and use appropriate words; consider the audience of your study.
2. Brief – formulate concise recommendation statements and only provide further
information if deemed necessary.
3. Precise – It identifies the possible ways to address the methodological limitations of the
study. Avoid misleading statements on how to implement such recommendations.
4. Feasible – provide doable, measurable, attainable, and time-bounded recommendations.
It recommends a concrete, feasible, and logical plan of actions of the proposed policy,
program, or project.
5. Logical – craft recommendation statements aligned and relevant to the conclusions of
the study.

Reference list
Things to remember when writing your reference list:
● A reference list refers to your manuscript's part indicating the lists of sources used in
your writing.
● It serves an integral part of your research as it will give credit to the author’s work.
● Allows your readers to look for the sources.
● The Bibliography or List of References appears after the body of your research paper.
● It is a complete listing of all cited resources used to create your research.

16
 ● The complete Reference list of all citations must appear at the end of the entire
manuscript.
● Reference lists are formatted according to the instructions provided by the most recent
edition of your chosen style manual.
● In some cases, style manuals do not contain up-to-date instructions, it is suggested that
you consult the Publication Manual of the American Psychological Association (APA) or
a style manual associated with your discipline.
● Before you write your reference list or bibliography, check with your research adviser
which style they prefer you to use and refer to the instructions included.

References
Abumrad, J., & Krulwich, R. (Hosts). (2018, February 14). Smarty plants [Audio podcast episode].
In Radiolab. WNYC. https://www.wnycstudios.org/podcasts/radiolab/articles/smarty-plants
Australian Bureau of Statistics. (2017). Childhood education and care (No.4402.0).
https://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4402.0Main+Features1June%202017?Op
enDocument
Blakey, N., Guinea, S., & Saghafi, F. (2017). Transforming undergraduate nursing curriculum by aligning
models of clinical reasoning through simulation. In R. Walker & S. Bedford (Eds.), Research and
Development in Higher Education: Vol. 40. Curriculum Transformation (pp. 25-37). Higher
Education Research and Development Society of Australasia. http://www.herdsa.org.au/research-
and-development-higher-education-vol-40-25
Booth, A. (2016). Searching for qualitative research for inclusion in systematic reviews: a structured
methodological review. Syst Rev 5, 74 . https://doi.org/10.1186/s13643-016-0249-x
Department of the Prime Minister and Cabinet. (2017). Understanding the needs of Aboriginal and Torres
Strait Islander women and girls: A joint project with the Australian Human Rights Commission.
Australian Government. https://pmc.gov.au/sites/default/files/publications/factsheet-supporting-
indigenous-women-girls.pdf
Egan, D. (Writer), & Weyr, T. N. (Director). (2019, October 14). Take my hand (Season 3, Episode 4) [TV
series episode]. In D. Shore (Executive producer), The good doctor. ABC Studios; Sony Pictures
Television
Gibbs, G. (2007). The Sage qualitative research kit. Analyzing qualitative data. Sage Publications Ltd.
https://doi.org/10.4135/9781849208574
Marshall, C. and Rossman, G. (2016) Designing Qualitative Research. 6th Edition, SAGE, Thousand Oaks.
Morse, Janice M. (2008). Confusing categories and themes. Thousand Oaks, CA: Sage.
Robson, C., 2011. Real world research. 3rd ed. Chichester, West Sussex: Wiley, pp.294-295.
Robson, C. and McCartan, K., 2015. Real World Research, 4th Edition. 1st ed. John Wiley & Sons
Saldaña, Johnny. (2013). The Coding Manual for Qualitative Researchers. Los Angeles: SAGE
Publications
Saunders, M., Lewis, P. and Thornhill, A. (2012) Research Methods for Business Students. Pearson
Education Ltd., Harlow.
Strauss, A. (1987). Qualitative Analysis for Social Scientists, p. 27.
Vaismoradi, Mojtaba; Jones, Jacqueline; Turunen, Hannele & Snelgrove, Sherrill (2016). Theme
development in qualitative content analysis and thematic analysis. Journal of Nursing Education
and Practice, 6(5),100-110, https://doi.org/10.5430/jnep.v6n5p100

NOTE: The example List of References based on the APA Style Manual (American Psychological
Association).

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 Module 4 Writing a Research Paper
MOST ESSENTIAL LEARNING COMPETENCIES
Presents a written research report based on the suggestions and recommendations of
panelists, submits final written report.
What’s In
An academic research paper commonly consists of three parts namely (a) preliminaries,
(b) the body, and (c) the appendices.
PRELIMINARIES
This part consists of the following:
A. The Title Page
B. Approval Sheet
C. Certification of Language Editing
D. Acknowledgement
E. Abstract
F. Table of Contents
G. List of Figures
H. List of Tables
THE BODY
This part consists of the following:
A. Chapter 1: INTRODUCTION
A.1. Rationale
A.2. Statement of the Problem
A.3. Hypothesis (for quantitative
research)
A.4. Scope and Delimitation
A.5. Significance of the Study
B. Chapter 2: REVIEW OF RELATED
LITERATURE AND STUDIES
B.1. Local Related Literature and
Studies
B.2. Foreign Related Literature and
Studies
B.3. Analysis or Synthesis
B.4 Research Paradigm
B.5. Conceptual or Theoretical
Framework
B.6. Definition of Terms
C. Chapter 3: Research Methodology
C.1. Research Design
C.2. Sampling Technique
C.3. Participants
C.4. Research Locale
C.5. Research Tool
C.6. Data Gathering Procedure
C.7. Data Analysis
C.8. Interpretation Table
D. Chapter 4: RESULTS, ANALYSIS,
INTERPRETATION AND
DISCUSSIONS
D.1. Results
D.2. Analysis
D.3. Interpretation and Discussions
E. Chapter 5: SUMMARY,
CONCLUSIONS, AND
RECOMMENDATIONS
E.1. Summary
E.2. Conclusions
E.3. Recommendations
F. References
APPENDICES
This part consists of the following:
A. Appendix A: Letter to Conduct the
Study
B. Appendix B: Letter to the Respondents
C. Appendix C: Research Tool
D. Appendix D: Statistical Printouts
E. Appendix E: Location of the Study
F. Appendix F: Curriculum Vitae
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Academic Research Suggested Format

Title Page
- Margins: Left: 1.5 inches (1.5”) ; Top, Bottom, and Right: 1 inch (1”)
- This margin applies to all parts of the paper.
- Paper size: short bond paper (Letter 8.5” x 11” or 21.59 cm x 27.94 cm)
- Font: Times New Roman (TNR)
- Line and Paragraph Spacing: Single spaced
- Content of title page:
a. Research Title – ALL CAPS, inverted pyramid, single space, bold

b. Submission Statement – press “Enter” eight (8) times before typing, format
statement as stated: A Research Paper Presented to the Faculty of, press
“Enter,” type (Strand), press Enter, in (Name of School). Press

c. “Enter” six (6) times before typing the statement: In Partial Fulfilment of the
Requirements in, press “Enter” and type Inquiries, Investigations, and
Immersion

d. Names of Students (Authors) – press “Enter” six (6) times before typing the
names, list the authors in order of their contribution, always press “Enter”
every after typing the name, name format: First Name, Middle Initial, then
Surname)

e. Submission Date – press “Enter” six (6) times before typing Month then the
year (Example: June 2021)
- NOTE: All the contents of the title page should be on Center alignment.
- For the other preliminary parts, consult your research teacher/adviser for
the template and format.

General Rules on the Body of Research Paper

- Chapter Rules: Centered, type Chapter and add Chapter number (Roman
Numerals), bold, press “Enter” and type the Chapter Name in ALL CAPS

- Sub-Heading Rules: bold, ALL CAPS, one space below chapter heading, one
space before the text, Left alignment

- Paragraph Rules: Indent first line, justified, one space below the sub-heading,
one space after every paragraph

- Text Tenses:
A. Abstract: Past Tense in describing actual results; Present Tense in stating
general facts, the study itself, analysis, and findings
B. Introduction: Present Tense in describing general background information,
Present Perfect Tense when referring to previous research, at least three
(3) paragraphs.

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 C. Methodology: Past Tense when describing the methods you did for the
study and Present Tense when explaining diagrams and figures.
D. Results: Past Tense when talking about actual results and Present Tense
when explaining diagrams and figures
E. Discussion: Present Tense when interpreting and discussing the
significance of your findings and Past Tense when summarizing your
findings
F. Conclusion: Past Tense when referring to your completed research and
Present Tense when talking about implications and suggesting future
research

- References: Use the American Psychological Association 6th Edition (APA)

Format or consult your teacher for the prescribed format to use.

- Appendices: This part consists of the following:

A. Appendix A: Letter to Conduct the Study
B. Appendix B: Letter to the Respondents
C. Appendix C: Research Tool
D. Appendix D: Statistical Printouts
E. Appendix E: Location of the Study
F. Appendix F: Curriculum Vitae

20
 Module 5 Finalizing the Research Paper

MOST ESSENTIAL LEARNING COMPETENCIES

Presents written research report based on the suggestions and recommendations of
panelists, submits final written report.

What’s In

There are different software and application can be used in presenting an academic
paper. Some of these are PowerPoint presentations, Slidego, and Prezi. Among these,
PowerPoint presentation is commonly used.

PowerPoint is a software that allows the researcher to create presentation from basic to
complex presentation.

Slidesgo are free google slides and PowerPoint templates available on line

Prezi is an application that can help the researcher to create more interactive visual
presentation.

Tips in Making Effective Presentations

▪ Be consistent with the font, colors, and background of the presentation. Make it
simple
▪ Simplify the words in each presentation
▪ Use contrasting colors for text and background.
▪ Avoid the use of flashy transitions such as text fly-ins.
▪ Use good quality images that reinforce and complement your message.
▪ Make sure your slides are readable.
▪ Practice with someone who has never seen your presentation.
▪ Do not apologize for anything in your presentation.
▪ Recommended number of slides is between 20 to 25.
▪ A good rule of thumb is one slide per minute.

Source: National Conference of State Legislatures

Note: If there are concerns regarding the internet connection and other technical
difficulties, prepare a recorded video.

21
 Sample template:

Slide: 1 Slide: 2

Slide: 3 Slide: 4 Slide: 5

Slide: 6 Slide: 7 Slide: 8 - 9

Slide: 10 Slide: 11 Slide: 12

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Slide: 13 Slide: 14 Slide: 15

Slide: 19 Slide: 20
Slide: 16-18

Slide: 21

Sample Presentation

23
 What’s More

Activity 1: Research Writing

Directions: Write and present a standard academic research paper that has
three parts namely: (a) preliminaries, (b) the body, and (c) the appendices

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