1

FOREWORD

This manual guide has been utilized to help Grade 12 Senior High Students

prepare their research project for acceptance by RC - Al Khwarizmi International

College. The guidelines and protocol contained within have been based on the

learning competencies of the K-12 curriculum, updated and in some cases, clarified

and enhanced for the benefit of the students, faculty members, research advisors, and

the Senior High Department.

The manual guide is intended to give general instructions about the format,

methods, methodology, and organization of research papers. The instructions mainly

follow the American Psychological Association (APA) guidelines (6th ed.) for

documenting and referring sources.

Faculty Advisor and Panel members can supervise the students with their paper

until the Oral Revalida and final presentation of the Research Project.
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Table of Contents

Foreword ……………………………………………………………………… 1
Table of Contents ………………………………………………………………..……. 2

PART

1. Research Project Guidelines………………………………………................. 3

2. Technical Writing……………………………………………………………….... 7
3. Parts of the Manuscript ……………………………………………………….. 8
3.1 Chapter 1 The Problem and its Scope ……………………………………. 8
3.2 Chapters 2 The Review of Related Literature and Studies ……………. 21
3.3 Chapter 3 Research Methodology ………………………………...……… 22
3.4 Chapter 4 Data Presentation, Analysis And Interpretation of Findings.. 28
3.5 Chapter 5 Summary, Conclusion and Recommendation ……………… 31
4. Referencing And Citation Styles: APA 6th ed.…………………………………. 33
5. Hindrances to Scientific Inquiry (Errors in Personal Judgement) ………….. 35
6. Important Concepts in Research Study …………………………………………. 36
7. Types of Research Design …………………………………………………………. 37
8. Steps in determining the sample size of the study…………………………….. 39
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Research Project is a culminating course of the previous Research I and II courses

which develops critical thinking and problem solving skills through qualitative and
quantitative researches.

PART 1: RESEARCH PROJECT GUIDELINES

1. Pre-requisite of Research Project (RP):

1.1 Research I, Research II, and Statistics and Probability Courses are pre-
requisites of the Research Project Course (a student must have
completed, defended the proposal paper in Research II and earned a
passing grade).

1.2 A student who receive a grade of In-Progress (IP) in Research II course

during the preceding semester should comply and complete the course
first. No student shall be allowed to enroll Research II and Research Project
at the same time, unless allowed by the Department and upon the
recommendation of the Research Coordinator.

2. Regular Class and Research Project (RP) Teacher

2.1 The regular class of Research Project is four (4) hours per week, and a
total of 80 hours per semester, excluding the consultation hours.

2.2 A teacher is assigned in each class by the department to: (1) discuss
each part of the research Outline; (2) teach the methods and
methodology of research to the students; (3) coordinate with the
Research Adviser/s; (4) guide the students throughout the semester; and
(5) attends the regular class and checks the attendance.

2.3 An RP teacher may or may not be the Research Project adviser.

3. Research Project Grouping and Research Adviser:

3.1 The same groupings during the Research II course will be utilized in
Research Project. Each group must have a maximum of 5 members. A
member of the group who failed or got an IP grade in Research II shall not
be allowed to join the group in Research Project.

3.2 The research Adviser shall be assigned by the Research Coordinator.

To ensure the quality of the research output, each adviser shall be
assigned with not more than 10 groups. The research adviser shall perform
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the following: (1) review, modify, enhance and approve the Research
Proposal / Study of the students taken in Research II for implementation;
(2) coordinate closely with the research project teacher; (3) mentor and
advise the students of their topic or research study; (4) recommends the
research paper for Oral Revalida, receives the manuscripts and forwards
them to the panel members not less than 2 working days before the
scheduled defense. The research adviser must be present during the oral
revalida; and (5) ensure that all suggestions and corrections during the
defense are incorporated in the final manuscript.

3.3 The Research adviser serves as the recorder during oral revalida, shall
take notes of the recommendation made by the panel.

4. The Panel during Oral Revalida:

4.1 The panel consist of three members: (1) an AB English, BSED English or
any English related major teacher; (2) a Statistics or Mathematics major
teacher; and (3) a teacher with degree or major related to the research
topic presented. Members may be chosen from AKIC-Main, AKIC-SLS or
from this department. The panel will be assigned by the department.

4.2 The panel shall: (1) ensure the correctness and completeness of the
research paper; (2) validate the understanding of the students on the
method and methodology used in the study; and (3) recommends for
revision and together with the research adviser, approve the final
manuscript for hard binding.

5. Oral Revalida

5.1 Application for Oral Revalida - each group must process the
application form for oral revalida. Application include: (1) securing and
filling out the form from the Department’s Secretary; (2) having it
recommended by the research adviser; (3) assigning with panel members
and schedule by the Department’s Secretary; (4) paying the Oral
Revalida fee at the Cahier’s Office; and (5) seeking approval by the
Research Coordinator.

5.2 A Payment of Php 500 per group is required, this serve as honorarium
for the panel members and research adviser.
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6. Oral Defense:

6.1 The three (3) best groups in each Strand shall proceed to the
Department Inter-Strand Research Forum. In this forum, the department shall
determine the awardees for the Best Research Paper and Best Presenters to be
recognized during the graduation ceremony.

7. Submission of Manuscript:

7.1 Three copies of the manuscript (research paper) in a letter or short

plastic transparent folder with slide following the assigned color: WHITE for
GA Strand; YELLOW for ABM; BLUE for HUMMSS and GREEN for STEM. The
manuscripts must be submitted together with the approved application
form to the Research Adviser.

7.2 A group with assigned schedule is not permitted for re-schedule

without a valid reason and approval from the research coordinator. No
show or late arrival will have their schedule forfeited, a penalty fee of Php
300 will be collected for new schedule.

8. Attire and Proper Decorum during Oral Revalida:

8.1 Men must wear semi-formal or business attire during the oral revalida.
School coat may be worn, no wearing of jeans and short sleeves polo or t-
shirt. Hair must be trimmed and earrings must be removed.

8.2 Women must wear Veil (Kombong), white long-sleeve polo with coat
(school coat may be worn during oral defense). Wearing of jeans and
heavy make-up will not be allowed.

8.3 All presenters are required to be at the venue 10 minutes before the
cheduled time. Be respectful at all times.

8.4 No presenter shall be allowed to exit the room while the defense is on-
going unless deemed necessary and allowed by the research adviser.

8.5 Only the presenters shall be allowed to stay inside the room during the
oral revalida, presenters from other groups must wait outside the room.

9. Revision of the Manuscript

9.1 Each group must revise the manuscript based on the corrections and
suggestions of the panel members. After all the corrections and
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suggestions have been integrated, secure an approval sheet from the

Research Coordinator.

9.2 In case of a conflict in the recommendation, the Research Adviser will

make the decision and inform the panel members.

10. Approval Sheet:

10.1 After the Oral Revalida, each group must secure two (2) copies of
Approval Sheet and comply with the following: (1) must be signed by the
Adviser and Panel members, recommending for approval and
acceptance; and (2) must be signed by Research Coordinator.

10.2 The approval sheet must be inserted in the final manuscript.

11. Binding of Research Paper

11.1 Only the group signed by the Research Coordinator shall be allowed
for book binding.

11.2 Two copies of the manuscript with approval sheet in each book must
be submitted to the Cashier’s Office for book binding, a fee of Php 300
shall be paid.

12. Signing of Clearance and Grading System

12.1 Only the students with receipt from the cashier for book binding will
have their clearance signed by the Research Coordinator.

12.2 Grades that will be reflected in the Report Card will be either: P –
Passed; F – Failed; or IP – In Progress.
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PART 2: TECHNICAL WRITING

FONT STYLE AND SIZE

 For consistency, 12-point font size will be used throughout the entire
manuscript.
 Use a standard font style consistently throughout the manuscript such as
Times New Roman.
 Do not vary fonts in the main text of the manuscript.
 Italics are appropriate for book and journal titles, foreign terms, and
scientific terminology. Boldface may be used within the text for emphasis
and/or for headings and subheadings. Use both in moderation.

PAGE MARGINS

 For binding purposes and ease in copying, observe the following:

Top 1 inch Right 1 inch
Bottom 1 inch Left 1.5 inch

 Particular care must be made to see that all tables, figures, plates,
diagrams, and appendix materials meet the margin requirements as well.
 Margin must be uniform throughout the manuscript.

PAGE NUMBER

Each page must have a number designation, though numbers may be left off
the title page and pages of chapter headings. All pages must be numbered
consecutively as follows:

 Lower-case Roman numerals (i.e., i, ii, iii, iv, v, vi, etc.) are used for
preliminary pages. The numerals appear centered at the bottom of the
page.
 Arabic numerals (i.e., l, 2, 3, 4, 5, 6, etc.) are used for the body of the
research project. The numerals appear in the upper right of the page.
 Appendices and the bibliography or reference list should be numbered
consecutively with the rest of the thesis.

SPACING AND JUSTIFY TEXT

 The Research Project, including the abstract, dedication,

acknowledgements, and Introduction must be double-spaced.
 Abstracts, Footnotes, bibliographies, long quoted passages, as well as
items in lists, tables, and appendices may be single-spaced.
 No large spaces or gaps are allowed in the text.
 Each paragraph must be in Justified Text format, this distribute text evenly
between the margins.
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PART 3: PARTS OF THE MANUSCRIPT

A Research Project is usually composed of four main parts: preliminaries, text,

references and appendices. Preliminaries are paged with small Roman numerals. Text
and references are paged with Arabic numerals.

Preliminary Pages
Title Page
Certificate of originality
Approval Sheet
Acknowledgment
Dedication
Abstract
Table of Contents
List of Tables
List of Figures

Text
Introduction (may be referred to as Chapter
1)
Body of Manuscript

References
Appendices

1. PRELIMINARY PAGES

i. Title Page: This page includes the approved title for the Research Project.

ii. Approval Sheet. This page contain the names and signatures of the panel members,
adviser, coordinator, certifying the approval and acceptance of the study.

iii. Acknowledgement: This page should acknowledge and/or thank individuals for their
assistance and may cite reasons for the study.

iv. Dedication. To whom you dedicate your research project.

v - Abstract: It consists of a brief statement of the nature of the study, the method and
design used, and the findings or conclusions. It may not exceed two pages and must
be single-spaced.

vi - Table of Contents: Titles and subtitles are to correspond exactly with those in the
text.

vii - List of Tables or Figures: This is separate from the Table of Contents. The
tables/figures are numbered in the order in which they appear. Titles are to correspond
exactly with those in the text.
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TEXT/MANUSCRIPT

The body of the manuscript must include the following key elements of Research
Protocol:

FRAMING THE TITLE/TITLE PAGE

What are the standards in writing the research title?

A research title must…
 list key variables
 be written in scientific or technical style
 be concise (no more than 12 words) and non-repetitive
 reflect SHS students’ context
 not explicitly provide reference to the research design
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2 singe spaces from the top

RESEARCH TITLE IN BOLD, UPPERCASE LETTERS

FOLLOWING AN INVERTED PYRAMID FORM
NOT EXCEEDING 12 WORDS

6 single
spaces

A Research Project Presented to

the Faculty of Senior High School Department
RC- Al Khwarizmi International College Foundation Inc.
Basak Malutlut, Marawi City, Philippines

8 single spaces

In partial fulfillment
of the requirements for the Senior High School Curriculum -
Science, Technology, Engineering and Mathematics Strand

6 single spaces

Firstname MI Lastname
Firstname MI Lastname
Firstname MI Lastname
Firstname MI Lastname
Firstname MI Lastname

2 single spaces

Date of Completion
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Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

This part of the research includes information which would focus attention on the
importance and validity of the problem. It is the general orientation to the problem
area. A brief rationale to justify the problem must be provided. This is the present state
of knowledge regarding the problem. Answer these questions: what facets of the
problem (phenomenon) are known and what need further investigation? What
approaches have been used previously in research of the problem?

For a good background, the researcher can state the antecedents of the study,
the reasons why this topic is proposed relative to previous studies.

The background includes:

1. Discussion of the problem in general and the specific situations as observed

and experienced by the researcher (macro to micro approach);
2. Concept and ideas related to the problem including clarification of
important terminologies; and
3. Discussion of the existing or present conditions and what is aimed to be in the
future or the gap to be filled-in by the research.

Format:
 Use Rationale instead of Background of the study since we used the term The
Problem and its scope.
 Limit the rationale, 2-3 numbers of pages

EXAMPLE:
.
“SHS Students’ Social Media Usage and Their Attention Span in Class”

Over the past decade, social media has drastically increased its breadth
in terms of the number of people who use it significantly. In fact,
Facebook alone, as of January 2017 has reached a record high of
approximately 1,850,000,000 active users as compared to 400 million in
2012 (Smith, 2017). This exponential increase in social media activity has
fueled the interest of various researchers on the effect of social media
usage. Social media are forms of electronic communication devices
through which users create online communities to share information,
ideas, personal messages, and other content (Merriam-Webster, 2017).
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Statement of the Problem

The statement of the problem tells what is done to make the situation that exists
more like what it should be. It exposes anything that is wrong with the situation or
condition or circumstance which is being described. It has two main elements.

1. The objective; and

2. Research questions

Major Types of Research Questions:

1. Factor-Isolating – the question generally starts with a “what”

EXAMPLE:

1.1) What are the problems faced by the Grade 8 students of

AKIC-SLS?

1.2) What are the different study habits among the Grade 8
students of AKIC-SLS?

2. Factor-Relating – there are two terms pervasively used in this type of research
questions and these are: Relationships and Effects. This question seeks
information on the relationship of variables or effects of variables on other
variables.

EXAMPLE:
2.1) What is the relationship between the leadership skills and level of
proficiency of Grade 8 students of AKIC SLS?

3. Situation-Relating – These are questions that involve the results of the

manipulation of the variable on the other.

EXAMPLE:

3.1) How will the Independent Learning Paradigm improve the quality of
education?
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4. Situation-Producing – The questions establish explicit goals or actions. They

require development of plans under which the goals may be achieved.

EXAMPLE:

4.1) What should be done to prevent “cutting-classes” among Grade 8

students?
4.2) What should be done to increase the reading proficiency of Grade 8
students?

3 Levels of Inquiry:

Level 1 – Questions are asked when the researcher has limited knowledge of the topic.

EXAMPLE:
1) What is the profile of the respondents in terms of:
1.1 Age
1.2 Sex
1.3 Educational Attainment

2) To what extent do mental ability and home environmental factors

influence learning of students in Topology?

3) How effective is the prediction on grades in English when information

on hours of study habits and mental ability are known?

Level 2 – Questions on relationship or effects of variables are of level 2 inquiry.

EXAMPLE:
1) Is there a relationship between long exposure to x-rays and cancer
among radiologists?

Level 3 – Research questions are those which assume relationship and effects and ask
why of the results. This type of question involves more variables, outcomes and
predictions.
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EXAMPLE:
1) Why do students consider Independent Learning Paradigm difficult?

Objective of the study or purpose of the study

Objective or purpose of the study is the first part of the problem where the
researcher states the objective. This is a statement of a long term objective expected to
be achieved by the study. This is derived by the identification and crystallization of the
research problem and as reflected in the title.

It is prefixed by these introductory phrases…”

Example: “The main objective of this study is to…..”

“This study aimed to investigate the……..”

Research Questions

The specific questions which are to be answered in the study are called
research questions or investigate questions, and are all in question form. The answers to
the research questions should lead to the solution of the research problem. Is the
objective or purpose of the study observable, measurable, or verifiable? Focus on a
clear goal or objective. State the precise goal. The problem should be limited enough
in making a definite conclusion possible.

1. The major statement or question may be followed by minor statements or

questions. The introductory statement must be the purpose/aim or the
objective of the study.

EXAMPLE: Specifically, the study aims to determine the causes of low

performance of the selected programs in the board examinations.
Further, it seeks to answer to the following sub-problems:1….2….3….etc.”

2. If the goal is specifically to test a given hypothesis then state so. In many
cases, the objective will be a more general statement than that of a
hypothesis.

EXAMPLE: The primary objective of this study is to test the hypothesis that
there is a relationship between the workplace condition and teaching
performance of faculty members.
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3. Investigative questions are the specific topical questions that one must
resolve to achieve research objective or test the research hypothesis.

EXAMPLE:

This attempted to evaluate the status and extent of

implementation of the computer education Program in the Division of
Rizal SY 2015-2016 as perceived by teacher and student respondents.
Specifically this sought answer to the following questions:

1. What is the profile of the respondents in term of:

1.1 Teacher-respondents in terms of:
9.1. sex;
9.2. field of specialization
9.3. educational attainment
9.4. length of service; and
9.5. computer education seminar/training attended?

1.2 Students-respondents
1.2.1 sex;
1.2.2 monthly family income;
1.2.3 parents educational background
1.2.4 accessibility to computer; and
1.2.5 performance in English and Mathematics?

Theoretical Framework- may not be applicable to STEM Strand only.

Conceptual Framework

 Is like a recipe or blueprint. It provides an outline of the plan on how to

conduct the research.
 This is a diagram that connects variables of the study with lines
(correlations) or arrows (cause-effect relationships).
 It is presented in a flow chart, map or diagram.
 This is a diagram that connects variables of the study with lines
(correlations) or arrows (cause-effect relationships)

Research Paradigm

 A diagram that visually represent and interprets the underlying theory,

principles, and concepts of a research.
 A visual representation of variables that interrelate with one another as
perceived by the researcher before an actual investigation is done to
prove its relationship.
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Format:

 Start with text and clearly cite the diagram.

 Ensure congruence with research questions. Rule of thumb: number of research
questions is at least equal to the number of lines /arrows in conceptual
framework.
 Include in the diagram the variables which may have values or sub-variables.
 Use the diagram to explain research framework. Justify each variable (and sub-
variable) and each line or arrow using logic and synthesized studies.

EXAMPLE:

“EFFECTS OF MODELING CONSTRUCTION-ORIENTED MODULAR INSTRUCTION ON

GRADE 8 STUDENTS’ CONCEPTUAL
UNDERSTANDING, PERFROMANCE AND
INTEREST IN BIOLOGY”

This study involved the investigation of the effects of the independent

variable on the dependent variables. The independent variables were the

modeling constructions-oriented modular instruction and the lecture-discussion

instruction whereas the dependent variables were the conceptual

understanding, performance and interest.

The flow of how the independent variables affect the dependent

variables is shown in Fig. 1. The arrows show that the Instructional

Approaches/Strategy in the form of Modeling Construction-Oriented Modular

Instruction and Lecture-Discussion Instruction affect the students’ conceptual

understanding, performance and interest in Biology. The dependent variables

were presumed to be affected by the independent variables. In the Modeling

Construction Oriented Modular Instruction, where all the instruction and

direction of the activities are being stated in the module and the student are

guided on a particular task facilitated by the teacher-researcher. However, in

the lecture-discussion instruction, the students are taught using chalk-board

discussion.
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To provide a vivid presentation of the direction of the study, the research

paradigm illustrating the conceptual framework of the study is shown in Fig. 1

shows the relationships of the two variables; dependent and independent

variables.

Analytical Diagram of The Conceptual Framework

Independent Variable Dependent Variable

Conceptual
Instructional
Understanding
Approach/Strategy

1. Modeling
Construction- Performance
Oriented Modular
Instruction

2. Lecture-Discussion Interest
Instruction

Figure 1. Research Paradigm

Significance of the Study

In this part of the research, the researcher defines who will benefit out of the
findings of the study. He/she describes how the problem will be solved and specifically
pinpoints who will benefit from such findings or results. Usually the beneficiaries of the
study are those experts concerned about the problem, the administrators or policy-
makers who make the decisions or implement programs, the subject themselves, future
researcher and those who are directly or indirectly affected by the problem.

Tips in writing the Significance of the study

1. Refer to the statement of the problem.

Your problem statement can guide you in identifying the specific contribution
of your study. You can do this by observing a one-to-one correspondence
between the statement of the problem and the significance of the study.

2. Write from General to specific.

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Write the significance of the study by looking into the general contribution of
your study, such as its importance to society as a whole, then to individuals
which may include yourself as a researcher.

EXAMPLE:

“PERPETUITY OF FAMILY-OWNED BUSINESS IN THE PHILLIPINES: A CAUSAL

MODEL”

Significance of the Study

The following will be benefited by this study:

Government. As micro-enterprise comprise 91.1 % of all enterprises

operating in the Philippines, generating about six million job (NSO,2000), the
economy stands to benefit as these micro-enterprises achieve growth and
eventually graduate from small or even medium enterprise and create more
jobs and a potentially stronger middle class.

Students of Entrepreneurship. This paper attempts to provide

students of entrepreneurship a formula, exacted from proven, successful
examples of entrepreneurship, wherein one can learn from mistakes of
entrepreneur before them or benchmark with their best practices.

Academicians. This research work can likewise provide meaningful

information for professors as they share their knowledge in the field of
entrepreneurship.

Future Entrepreneur. This paper can benefit any individual fram any
demographic profile (age, class, educational background, etc.) who has
been inspired to pursue an entrepreneurial venture as he/she seeks a
scientific method in dealing with family business concerns.

Scope and Delimitation of the Study

The scope describes the coverage of the study. it specifies what is covered in
terms of concept, number of subjects or the population included in the study, as well as
the timeline when the study was conducted.

Delimit by citing factors or variables that are not to be included and the
boundary in terms of time frame, number of subjects, participants or respondents who
are excluded. Specify that which you will not deal within the study.
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This section discusses the parameters of the research in paragraph it answer the
basic questions:

1. What- the topic of investigation and the variables included

2. Where- the venue or the setting of the research
3. When- the time frame by which the study was conducted
4. Why- the general objectives of the research
5. Who- the subject of the study, the population and sampling
6. How- the methodology of the research which may include the research
design, methodology and the research instrument.

It may also discuss why certain variables were not included in the research.

EXAMPLE:

The main purpose of the study is to provide information regarding

metro-sexuality and how being a metro-sexual affects the lifestyle of the

student. The study considers the student’s personal information such as their

name (optional) gender, age, and section.

The researcher limited the study to 80 male and female secondary

education students enrolled in the second semester of school year 2015-2016

of Technological institute of the Philippines. Each of the respondents was

given a questionnaire to answer. The students selected came from four

different sections to prevent bias and get objective perceptions.

Definition of terms

Variables and sub-variables or values in conceptual framework are

defined, except very common variables like grade level, gender, school type
where the values are indicated in the framework itself.

Format:

 The following terms are defined as used in the study: (followed by list of
terms with conceptual and operational definitions).
 Conceptual definition – original author’s qualitative definition.
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 Operational definition- the definition of a characteristic or variable in

terms of how it will be measured in the research study.

EXAMPLE:

Definition of Terms

In order to clarify the meaning of some terms to be used in the study, certain

significant terms are conceptually and operationally defined, that is as they are

used in this study.

Conceptual Understanding. It refers to the comprehension or understanding

of concepts (Kilpatrick, Swafford and Findell, 2013). In this study, it refers to the kind

of learning occurring in a student that is shown by their ability to give meaning to

the ideas, and concept from the lesson presented.

Control Group. It is the group in a research study that is treated “as usual”

(Fraenkel and Wallen, 2011). In this study, it refers to a group of Grade 8 students

who are using the lecture-discussion instruction during the intervention.

Experimental Group. It is the group in a research paper that receives the

treatment (or method) of special interest in the study (Fraenkel and Wallen, 2011). In

this study, it refers to the group using the modeling construction-oriented modular

instruction.
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Chapter 2

Review of Related Literature and Studies

The review of literature and studies involves the critiquing and evaluating of what
other researchers have done in relation to the problem to be studies whether these
studies affirmed or negate the subject under study. These can be from books,
conference proceedings, referred journal (printed or online) and other published
article.

Format:
 Separate the Related Literature and Studies.
 Present the variables thematically.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of relevant literature and studies that are necessary in

the development of this study.

Related Literature

The reviewed related literature includes topics on Modeling Construction-Oriented

Modular Instruction, Students’ conceptual understanding, performance and interest in

Biology which are presented thematically.

Modeling Construction-oriented Modular Instruction in Biology

Modeling Instruction emphasizes the construction and application of conceptual

models.

Related Studies

The related studies are presented thematically to provide readers with sequence of

information regarding the past research studies and their finding that support and contrast

the finding of this study.

Modeling Construction-oriented Modular Instruction in Biology

The use of models as learning aides has two primary benefits. First, models provide

accurate and useful representations of knowledge.

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Chapter 3

RESEARCH METHODOLOGY

This chapter discussed the research methodology used in the study. This includes

the discussion of the research design, locale of the study, sampling procedure of the

study, data gathering procedures, the research instruments and statistical treatment of

data.

Research Design

 Describe the research design used.

 Task of defining the research problem is the preparation of the research project,
popularly known as the ‘research design’
 Decision regarding what, where, when, how much, by what means concerning
an inquiry or a research study constitute a research design.

Meaning of Research Design

A plan or structure 
Blueprint of the A research design
of the investigation in study. It guides the is the arrangement of
order to obtain answers collection, measurement conditions for collection
to research questions. It and analysis of data. and analysis of data in a
outline what the manner that aims to
researcher would like to combine relevance to the
do until the final analysis research purpose with
of the data. economy in procedure

Parts of Research Design

Sampling Observational Statistical Operational

Design Design Design Design
Which Which Which concern
deals with relates the question of Which deals
the the the: How the with
methods condition information and
techniques by
of under data gathered
which the
selecting which the are to be
analyzed? procedures
items to observatio satisfied in
be n are to sampling
observed be
for the created.
study
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Research Designs:

 Exploratory research study – are also termed as formulative research study. The
main purpose is to formulate the research problem. Three methods are survey of
concerning literature, experience survey and analysis of inside-stimulating.
 Descriptive research study – describing the characteristics of a particular
individual or group. It tends to determine the frequency of something which
occurs.
 Hypothesis testing research study – also known as experimental study. It test the
hypothesis of casual relationship between variables.

Research Approaches

Type Purpose Time Frame Degree of Examples

Control
Experimental Test for Current High Comparing
cause/effect two types of
relationship treatments for
headache
Quasi- Test for Current or Moderate to Gender
experimental cause/effect past high differences in
relationships sports
without full control
Non-experimental Examine Current Low to medium Relationship
correlational relationship (cross between
between two sectional or studying style
variables past) and grade
point average
Ex post facto Examine the Past and Low to medium Relationship
effect of past current between
event on current history of
functioning smoking
marijuana and
brain damage

Non- Examine Future- Low to Relationship

Experimental relationship Predictive moderate between
correlational between 2 history of
variables where 1 smoking and
is measured later development
of Cancer
Cohort Examine change Future Low to How students’
Sequential in a variable over moderate behavior
time in change over
overlapping adolescence
stages
 24

Survey Assess opinions or Current None or low Voting

characteristics preferences
that exist at a before an
given time election
Qualitative Discover potential Past or None or low People’s
relationships; current experiences of
descriptive quitting
smoking

Locale of the study

 Describe the locale of the study.
 Provide the map of the locale of the study if possible

Sampling Procedure of the Study

 Description of population and description of and justification for type of sample

used or method for selecting units of observation.

Sampling – the process of selecting a number of individuals for a study in such a way
that the individuals represent the larger group from which they were selected.

SAMPLING…. STUDY POPULATION

SAMPLE
TARGET POPULATION

Population – the larger group of individuals are selected to participate in a study.

Target population – a set of elements larger than or different from the population
sampled and to which the researcher would like to generalize study findings.
 25

Purpose of sampling

To gather data about the population in order to make an inference that can be
generalized to the population.

Types of Sampling

 Probability sample – a method of sampling that uses of random selection so that

all units/cases in the population have an equal probability of being chosen.

Examples:

1. Systematic – selecting every Kth subject from a list of the members of the
population
2. Stratified – the population is divided into two or more groups called strata,
according to some criterion such as geographic location or grade level.
3. Cluster – the process of randomly selecting intact groups, not individuals,
within the defined population sharing similar characteristics such as
Neighborhoods, school divisions.

 Non-probability sample - does not involve random selection and methods are
not based on the rationale of probability theory.

Examples:

1. Convenience – the process of including whoever happens to be

available at the time of implementation. Also called accidental sampling.
2. Quota – the process whereby a researcher gathers data from individuals
possessing identified characteristics and quotas
3. Purposive – the process whereby the researcher selects a sample based
on experience or knowledge of the group to be sampled. Also called
judgment sampling.

 Purposeful sampling – when the researcher chooses persons or sites which

provide specific knowledge about the topic of the study. Used as sampling tool
in a qualitative research.

Examples:

1. Maximal Variation
2. Typical Sampling
3. Theory or Concept Sampling
4. Homogenous Sampling
5. Critical Sampling
6. Opportunistic Sampling
7. Snowball Sampling
 26

Data Gathering Procedures

 It involves the necessary activities that are considered important in the gathering
of the findings of this study.

Research Instruments

 Development of instrument or method for making observations (e.g., question

guide, categories for content analysis)
 Administration of instrument or method for making observations (e.g., interviews,
observation, content analysis)
 The research instruments used in the study should be numbered from 1 and so
on…

EXAMPLE:
The Research Instruments

The instruments used in this study were the following: the Conceptual
Understanding Test, Performance Test, Rubrics, Interest Science Scale, Interview Guide,
Observation Checklist Guide, and Students’ Journal.

1. Conceptual Understanding Test (CUT)

The test was comprised of 95 open-ended questions which intended to

measure students’ understanding on biological concepts. The test items

Statistical Treatment of Data

 Description of data analysis should be presented in a paragraph form.

EXAMPLE:

Statistical Treatment of Data

The descriptive statistics like the mean, frequency, percentage and

standard deviation were used to describe the raw score in conceptual

understanding, performance and interest in biology of the experimental and

control groups before and after the intervention.

The t-test for the independent samples was used to determine significant

difference between the mean scores and the mean gain scores of the

experimental and control group in conceptual understanding, and performance

before and after the intervention.

 27

t-test formula:

The chi-square test was used to determine the significant difference

between the level of science interest of experimental and control group in

biology interest before and after the intervention.

Chi-square formula

Other Statistical Instruments:

A. Frequency Counts and Percentages

For the socio-demographic profile analysis of the respondents, frequency counts

and percentages were done on age, gender, length of service and educational
attainment data.

B. The Mean

The mean will be employed to determine the average level of the quantitative
variables such as age and length of service. The weighted mean will be used to
compute the average value of a given response to the statements asked, particularly
on perceptions.

C. Standard Deviation

Standard Deviation will be applied to the respondent’s perceptions on

enhancement of customer service skills and organizational performance. This statistical
tool will be utilized in the computation of the standard error in all of the testing.
 28

Chapter 4

DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS

In reporting the results, the researcher stays close to the statistical findings without

drawing broader implications or meaning from them. Further, this section includes

summaries of the data rather than the raw data (e.g., the actual scores for individuals).

A results section include tables, figures, and detailed explanations about the statistical

results.

(Based on First Question in the SOP)

Includes results and discussion relevant to the first question of the research or the

first variable of the study.

(Based on Second Question in the SOP)

Includes results and discussion relevant to the second question of the research or

the second variable of the study.

PRESENTATION OF DATA
 Present the findings of the study in the order of the specific problem as stated in
the statement of the problem.
 Present the data in these forms:

Series 1
5

3
Series 1
2

0
Category 1 Category 2
 29

Sales

1st Qtr
2nd Qtr
3rd Qtr
4th Qtr

4
Series 1
3
Series 2
2 Series 3

0
Category 1 Category 2 Category 3 Category 4

ANALYSIS OF DATA

 Data may be analyzed quantitatively or qualitatively depending on the level of

measurement and the number of dimensions and variables of the study.
 Analyze in depth to give meaning to the data presented in the data presented
in the table. Avoid table reading.
 State statistical descriptions in declarative sentences, e.g. in the studies
involving:

INTERPRETATION OF DATA

 Establish interconnection between and among data

 Check for indicators whether hypothesis/es is/are supported or not by findings.
 Link the present findings with the previous literature.
 Use parallel observations with contemporary events to give credibility presented
in the introduction.
 30

EXAMPLE:
Chapter 4

DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS

This chapter presents the data, its analysis and interpretations. The presentations of

data follow the order of the sequence of the statement of the problem.

Control and Experimental Groups of Students’ Levels of Conceptual Understanding in

Biology Topic Domains before and after intervention.

To describe the students’ level of conceptual understanding in the biology topic

domains in the study, Table 1 presents the numbers and percentage distribution of the

control and experimental groups of students to each level before and after the

intervention.

Table 1

Numbers and percentage distribution of students to each level of conceptual

understanding in biology topic domains before and after the intervention.

Raw Level of Control Group Experimental Group

score Conceptual n=25 n=25
Understanding
Before After Before After
Number
Number (%) (%) Number (%) Number (%)
 31

Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATION

 This chapter contains the conclusions drawn from the analysis and
interpretation of the data discussed in the preceding chapter and the
recommendations of the researchers based on the conclusions.

Format: Present the summary, major finding of the study, Conclusion, and
Recommendation in a paragraph form.

Summary

 Discuss the summary of the content of the study which includes,

 Purpose of the study

 Subject participants of the study
 Research Design
 Research Instruments
 Statistical Treatment of Data

Major finding of the study

 Discuss the findings of the study from your chapter 4 in detailed.

Conclusion

In writing this section,

 Interpret and summarize the findings.

 Revisit research questions and craft conclusion. State answers to research
questions following their sequence.
 Relate the conclusions to the research questions.
 Limit the conclusions to the data presented
 Be objective.
 Avoid exaggerating or manipulating data to prove your point.
 Present answers as general statements of findings.
 Do not include related literature.

Recommendation

In writing this section,

 Write recommendations for beneficiaries of results of study cited in

Significance of Study.
 Look at limitations of study, in scope, sample, instruments, intervention
implementation and adequacy, and data collection.
 32

 Give suggestions on how to improve the study based on the limitations.

 Include areas for future research and give at least one example.

REFERENCES

 Use the term References instead of Bibliography

 Segregate the Books, Journals, Online sources etc.(Alphabetical Order)
 Single spacing of reference entries with double spacing between each
references.
 Use APA Format (6th ed.)

EXAMPLE:

REFERENCES

Books

Dahar, M (2011). Effect of the availability and the use of instructional material on
academic performance of students in punjab. Pakistan: Euro Journal
Publishing Inc.

Encyclopædia Britannica, Inc

Fraenkel, J. and Wallen, N. (2011). How to design and evaluate research in

education. (6th ed.). Newyork: MacGraw-Hill Companies.

Journals

Ausubel, D. P. (1978). In defence of advance organizers: A reply to the critics.

Review of Educational Research, 48.

Adekundle, R.F. And Femi-Adeoye, K.O. (2016). Students’ attitude and interest
as correlates of students’ academic performance in biology in senior
secondary school. International Journal for Innovation Education and
Research, 4.

APPENDIX

 Attached the other related documents such as letter of permission,

questionnaires if any, etc.

CURRICULUM VITAE
 33

PART 4: REFERENCING AND CITATION STYLES: APA 6TH

References in the body of your essay

The APA in text reference is in the format (author, date). When directly quoting from a
text you must include a page number in the citation as given in the examples below.
Including page numbers in all other circumstances is not required however, it is best
practice to do so when referring to part of a work (e.g. a paragraph or chapter in a
book). When referring to an entire work that covers a single topic (e.g. a journal article)
it is not required.

Referencing an idea

 The leading medical cause of Aboriginal mortality is due to circulatory system

disease. Other important causes of death include diseases of the respiratory
system and injury or poisoning (Anderson, 1999; Saggers & Gray, 1999; Thomson,
1995).

OR

 Anderson (1999), Thomson (1995), and Saggers and Gray (1999) all state that the
leading cause of Aboriginal mortality is due to circulatory system disease, and
that other important causes of death include diseases of the respiratory system
and injury or poisoning.

Referencing a quotation

 Indeed, one researcher commented that “technological innovations have

saved or extended the lives of many patients” (Lumby, 2001, p. 44).

Citing a source within a source

Where your source quotes or refers to another source, for example Unsworth refers to
previous work by Halliday on linguistics, the citation might read thus:

 (Halliday, 1987, cited in Unsworth, 2004, p. 15)

Reference list

Your reference list should be ordered alphabetically by author and then

chronologically by year of publication. The APA 6th style requires the references to be
indented as illustrated below in the examples.

For instances of multiple articles with the same authors and years of publication, please
see the complete guide. If you have the DOI for the journal article, you should include it
in the reference, otherwise, it is not necessary.
 34

Book

 Lumby, J. (2001). Who cares? The changing health care system. Sydney,
Australia: Allen & Unwin.

Book chapter

 McKenzie, H., Boughton, M., Hayes, L., & Forsyth, S. (2008). Explaining the
complexities and value of nursing practice and knowledge. In I. Morley & M.
Crouch (Eds.), Knowledge as value: Illumination through critical prisms (pp. 209-
224). Amsterdam, Netherlands: Rodopi.

Journal article

 Boughton, M., & Halliday, L. (2008). A challenge to the menopause stereotype:

Young Australian women's reflections of 'being diagnosed' as
menopausal. Health & Social Care in the Community, 16(6), 565-572. doi:
10.1111/j.1365-2524.2008.00777.x

Webpage with an author

 Welch, N. (2000, February 21). Toward an understanding of the determinants of

rural health. Retrieved from http://www.ruralhealth.org.au/welch.htm

Webpage with no author

 ANCI national competency standards for the registered nurse and the enrolled
nurse. (2000). Retrieved
from http://www.anci.org.au/competencystandards.htm

Newspaper article

 Bagnall, D. (1998, January 27). Private schools: Why they are out in front. The
Bulletin, pp. 12-15.

Government publication

 The Health Targets and Implementation (Health for All) Committee.

(1988). Health for all Australians. Canberra, Australia: Australian Government
Publishing Service.

Company and Industry Reports

 Magner, L. (2016). IBISWorld Industry Report OD5381. Coffee Shops in

Australia. Retrieved from IBISWorld database.
 35

Hindrances to Scientific Inquiry (Errors in Personal Judgement)

1. Tradition – this is accepting that customs, beliefs, practices, and superstitions are
true and are parts of the daily lives of men.

2. Authority – this is accepting without question, an opinion about a certain subjects

which is given by someone who is considered an authority on the subject.

3. Inaccurate observation – this is describing wrongly what is actually observed.

4. Overgeneralization – this is establishing a pattern out of a new instance.

5. Selective observation – this is persisting to believe an observed pattern from an

overgeneralization and ignoring other pertinent patterns.
6. Made-up information – this is making up information to explain away confusion.

7. Illogical reasoning – this is attributing something to another without any logical

basis.

8. Ego-involvement in understanding – this is giving an explanation when one finds

himself in an unfavorable situation.

9. Mystification – this is attributing to supernatural power, the phenomena that

cannot be understood.

10. To err is human – this is an attitude that admits the weakness of man.

11. Dogmatism – this is an unwritten policy of certain institutions and governments

prohibiting the study of topics that are believed to run counter to the established
doctrines of such institutions or government.

Source: Methods of Research and Thesis Writing by Calderon, et.al Pages 14-16
 36

IMPORTANT CONCEPT OF RESEARCH STUDY

Dependent vs
Extraneous Conformed
Independent Control Variables
Variables relationship
Variables

 RESEARCH HYPOTHESIS
o The researcher’s hypothesis is a predicative statement that relates an
independent variable to dependent variable.
 EXPERIMENTAL AND NON-EXPERIMENTAL HYPOTHESIS TESTING
o When the purpose of research is to test a research hypothesis, it is termed
as hypothesis testing research. It can be experimental or non-
experimental.
 EXPERIMENTAL AND CONTROL GROUPS
o When a group is exposed to usual conditions, it is termed as a control
group.
o When the group is exposed to be some special condition, it is termed as
Experimental group.
 TREATMENTS
o The different conditions under which Experiment and control groups are
put up usually referred to as treatment.
 EXPERIMENT
o The process of examining the truth of a statistical hypothesis, relating to
some research problem, is known as an Experiment.
 DEPENDENT VARIABLE
o It is referred to as Effect
 INDEPENDENT VARIABLE
o It is referred to as Cause
 EXTRANEOUS VARIABLE
o It is referred to the variables which are beyond the researcher’s capacity
to control (e.g. typhoon).
 CONTROL VARIABLE
o It is referred to the variables which are within the control of the researcher.

Reference: Research Design and Methodology, A PPT. of Dr. Maria Pilapil-Pelones, 2015
 37

What is Descriptive Research?

 The descriptive research is the most popular approach used in research project.
Derived from the Latin word de meaning from and scribe meaning write.
 It includes all studies that purport to present facts concerning the nature and
status of anything- a group of person, a number of objects, a set of conditions, a
class of events, a system of thought or any other kind of phenomena which one
may wish to study
 It is a fact finding with adequate interpretation. It describes and interprets what
is.
 Can be either quantitative or qualitative. It can involve collections of
quantitative information that can be tabulated along a continuum in numerical
form, such as scores on a test or the number of times a person chooses to use a
certain feature of a multimedia program.

Types

1. Descriptive Survey – survey means to look over or beyond. Usually used by graduate
students when they attempt to analyze, interpret, and report status of their subject
matter or problem.

2. Descriptive Normative – describes the status of events and people or subjects as they
exist. Deals with standardized instruments like mental ability test, stress and personality
questionnaire.

3. Descriptive Correlational – used to determine whether or not there is a relationship

(positive or negative) that exist between two or more quantifiable variables, and if
there is, to what extent or degree (strength) the relationship is determined.

4. Descriptive Evaluative – the study judges the goodness of an existing program. It is

directed to whether or not a particular program achieved its goal or not. Value
judgment in terms of effectiveness, desirability or social validity.

5. Descriptive Assessment – a fact-finding activity that describes conditions that exist at

a particular time such as practices and beliefs. No hypothesis are preposed or tested.

6. Descriptive Trend and Perspective – is based upon longitudinal consideration of

recorded data, indicating what has been happening in the past, what present situation
reveals and on the basis of these data it projects, what is likely to happen in the future.

7. Descriptive Ex-post Facto – a.k.a causal-comparative research or after the fact

research. The researcher is trying to establish a causal effect between existing
conditions.

8. Descriptive Case Study – an intensive and descriptive analysis of a single subject. It

examines a social unit as a whole.
 38

9. Descriptive Comparative – a.k.a genetic method. This method is used to compare to

determined variables.

Experimental Research is an objective, systematic, controlled investigation for the

purpose of predicting and controlling phenomena and examining probability and
causality among selected variables.

Advantages: Best establishes cause-and-effect relationships.

Disadvantages: feasibility and ethical issues.

The simplest experimental design includes two variables and two groups of participants.

 Two variables (Independent Variable (IV) & Dependent Variable (DV):

 The IV is the predictor variable whereas the DV is the outcome variable
 Researchers manipulate and control the IV to study its effect on the DV
 The two groups
 The control group (receives no treatment/manipulation)
 The experimental group (receives treatment/manipulation)
 Before beginning the experiment, the researcher (randomly) assigns his samples
to two different groups: the control and the experimental/treatment/clinical
group

Types of experimental design:

1. Pre experimental – follows basic steps but fail to include a control group. A single
group is often studied but no comparison between an equivalent non-treatment group
is made. (E.g. One group pretest-post test study, one shot case study)

2. Quasi experimental – employ a meaning of to compare groups. However, on one

very important aspect of the experiment, randomization is not observed (E.g. pretest
posttest nonequivalent group, time series design, non-equivalent before-after design).

3. True experimental – the only research method can adequately measure the cause
and effect relationship. Randomization, presence of the two variables and two groups
are all present. (E.g. post test equivalent group study, pretest-post test equivalent group
study).
 39

Is random assignment of samples used?

Yes no

Is there a control group or multiple measures?

Randomized or
Yes No
True experimental
method

Quasi Experiment

Steps in determining the sample size of the study:

1. Define population to be sampled:

Identify the group of interest and its characteristics to which the findings of the
study will be generalized.

2. Determine the sample size:

The size of the sample influences both the representativeness of the sample and
the statistical analysis of the data. Larger samples are more likely to detect a difference
between different groups. Smaller samples are more likely not to be representative.

Rule of Thumb for determining the sample size:

I. The larger the population size, the smaller the percentage of the population
required to get a representative sample.
II. For smaller samples (N<100), there is little point in sampling. Survey the entire
population.
III. If the population size is around 500 (give or take 100), 50% should be sampled.
IV. If the population size is around 1,500, 20% should be sampled.
V. Beyond a certain point (N=5,000), the population size is almost irrelevant and a
sample size of 400 may be adequate.

3. Control form sampling bias and error:

Decide whether the bias is so severe that the results of the study will be seriously
affected. In the final report, document awareness of bias, rationale for proceeding,
and potential effects.
 40

4. Select the sample:

A process by which the researcher attempts to ensure that the sample is

representative of the population from which it is to be selected.

Note: In case you know nothing about your population, to figure out the sample size,
you need to use the Slovin’s formula:

n = ___N____

1 + Ne2

Where: n is the sample size

N is the population size

e is the margin of error (usually at 0.05)

Validity and Reliability of Instruments

Discuss how the validity and the reliability will be established. Specify the level of
reliability (probability).
If the questionnaire is standardized, pre-test is no longer necessary.
If the questionnaire is self-made, pre-test is necessary. The respondents who will
be pre-tested should not be included in the final selection of samples.

Example:
To ensure the Validity and Reliability of the self -made questionnaire, it will be
pre-tested on 10 respondents. The 10 respondents will not be included as sample of this
study. The results will undergo statistical treatment. From the original set of questions,
other items might be removed after the pre-test.

Scoring Guidelines

The survey questionnaire which will be used in this study utilized a 4-point

Likert type scale. All questions will be rated on a scale ranging from "1" Never to

"4" Always. The verbal interpretation of the weighted mean is based on the

following 4 point scale:

 41

Table 1. Verbal Interpretation of Weighted Mean

Score Point Mean Average Verbal Interpretation

1 1.00-1.75 Never

2 1.76-2.50 Sometimes

3 2.51-3.25 Often

4 3.26-4.00 Always