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DEVELOPMENT AND ACCEPTABILITY OF INTRODUCTION, METHODOLOGY,

RESULTS and DISCUSSION (IMRaD) STYLE AS A GUIDE IN WRITING RESEARCH
REPORTS

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DEVELOPMENT AND ACCEPTABILITY OF INTRODUCTION, METHODOLOGY, RESULTS and

DISCUSSION (IMRaD) STYLE AS A GUIDE IN WRITING RESEARCH REPORTS

An Action Research Submitted to

Division Conference for Basic Education Researchers 2020

Division of Rizal
Cainta District

MARINEL G. ANDRES
ROY A. DISCUTIDO
GERALD S. MARTOS
Researchers
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1. ABSTRACT
Research is a subject offered in senior high school specifically, Quantitative Research,
Qualitative Research, and Inquiries, Investigations, and Immersion subject. They were taught in these
subjects to write every part of the research paper in thesis format. But due to recent COVID 19
pandemic, all educational institutions shift to online and modular mode of teaching which makes
teaching research challenging to the teachers and writing research paper difficult for the students. With
the fore sighted problem, the researchers opted to develop the IMRaD style guide in writing research
report. It is in the hope that the material may help and guide the students in writing their research paper
in a more concise and shorter format without compromising the skills and competencies they need to
acquire in their research subjects.
The researchers used qualitative and quantitative research method in conducting this study.
They followed descriptive research approach to determine the level of acceptability of the teacher and
students’ respondents to the developed IMRaD style guide in writing research report. The respondents
of this study where chosen using purposive sampling.
Both teacher and student respondents rated the content, organization and style, and language
used in the developed IMRaD style guide in writing research as highly acceptable. It may mean that the
style guide is carefully crafted and may be used as a tool to improve student’s output in research
subjects. There is significant difference between the rating given by the two groups of respondents on
the level of acceptability of the developed IMRaD style guide in writing research reports in terms of
content and organization and style. However, no significant difference was found in terms of language
used. This may means that, although teacher and students differ on their perception on the content and
organization of the style guide, they still viewed the style guide as an innovation fit and acceptable for
remote teaching which can be used at difficult times like global pandemic. Due to the positive findings,
practical research teachers may adapt and use the developed IMRaD style guide in teaching research
subjects. Another evaluation or testing effectiveness of the developed IMRaD style guide in writing
research report may be conducted.
2. INTRODUCTION
One of the provisions of Republic Act No 10533 or Enhanced Basic Education Act of 2013 states
that curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance
the same based on their respective educational and social contexts. It further states that the production
and development of locally produced teaching materials shall be encouraged among teachers and
school heads. The state, in this sense, calls for the careful production of instructional materials that are
developmentally fit to learners and relevant to the changing educational context. Similarly, Educational
Act of 1982 (as cited by Andres, 2008) stressed that quality education is the product of quality teachers
in the classroom with school plans equipped with the necessary educational tools to teach. Improving
instruction can be done through the development of instructional materials to accommodate the
changing context of the society. Furthermore, since the educational context is never constant,
contextualization of instructional material is needed especially for the global pandemic that every learner
is experiencing now (Rusell, 2020).
In early 2020, a global pandemic caused by Coronavirus Disease 2019 or COViD 19 started in
the Philippines (Department of Health, 2020). ABS CBN News (2020) reported that the first case of the
respiratory disease in the country was identified on last week of January 2020. The country confirmed
its first local transmission on March 7 after a month without recording any cases (Rappler, 2020). Since
then, the virus has proliferated in the entire country, with at least one case in every province. Lockdowns
have been enforced throughout the Philippines since March 15 to restrict the spread of the virus
(Orlanday & Rigby, 2020).
In response to the COVID-19 pandemic, the Education Department began class suspensions
as early as March 2020. Since opening of school year 2020-2021 is near, Republic Act No. 11480 was
signed into law, and the start of classes was legally set beyond August. The Department of Education
has moved the opening of classes to October 5, 2020 (Aguilar, 2020).
Several distance learning modalities were initiated in basic education institutions to deliver
education amidst global pandemic. UNESCO (2020) suggested the use of distance learning modalities
and online to deliver education remotely. However, based on multiple researches, it was shown that the
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implementation of remote learning had brought about some negative effects on students (Nugraha,
2020). Kaveri (2020) pointed out that research and research writing were negatively altered because of
COViD 19 pandemic. Other affected areas were doing fieldwork, lacking reference materials, and non-
conducive environment at their own homes. This is one of the reasons that prompted the researchers
to adopt a new style in writing the research report.
A. Innovation and Strategy
COVID 19 pandemic restricts face to face classes in Cainta Senior High School. With the distance
learning and very limited, to no time for consultation and revisions, delivering the contents of curriculum
guide for Practical Research is deemed difficult. This short but concise research style could save
mentoring and consultation time for both the student researchers and teachers teaching research.
Furthermore, this style guide promotes self-paced learning in which students acquire concepts on their
own. Since the entire style guide is already in their hands, students have the control over the material
and the content.
Practical Research subjects are offered to Grade 11 and Grade 12 students. They were taught
to write every part of a research paper following the thesis format. But due to pandemic, academic time
is not enough for them to write their research report in same format. Therefore, the researchers decided
to create a style guide that would help the students to write their research report using a concise and
comprehensive research format. This style is known as the IMRaD format.
IMRaD style is an internationally recognized scientific writing format (Gonzales, 2005). Scientific
journals around the 1940s began to adopt IMRaD. By then, it immediately became the most influential
format for research papers among the leading scientific journals by the late 1970s (Sollaci and Pereira,
2004).
The innovation made by the researchers is the development of an easy-to-follow style guide in
writing research report known as the IMRaD Style Guide. This style guide includes brief discussion of
the parts of research and concrete examples of the key concepts that are needed to be included in the
given specific part of research.
It also presents a sample research where a sample of each key concepts were highlighted and
labelled to help the students identify the different concept required in each part of research. The style
guide also includes activities that will serve as a template to aid the students in writing their research
report. This style guide is created with due consideration to the different modalities offered in Cainta
Senior High School
IMRaD format were considered by the researchers because it is recognized by local and
international research presentation, publication, and conferences. This action hopes to prepare students
to join these kinds of endeavor in the future. Also, this style could possess all the essential parts of a
research paper but is trendier and is less verbose compared to the classical thesis style. Likewise,
according to Aravamudhan and Frantsve (2009), adoption of uniform formats of research writing like the
IMRaD fosters evidence-based practice by developing awareness of information and application of new
practices. Finally, it is progressively more essential to prepare students with key research skills such as
scientific writing to keep them abreast with the fast-changing landscape of human knowledge (Johnson
et.al, 2009).
B. Action Research Questions
This study aims to determine the acceptability level of IMRaD style as a guide in writing research
report. Specifically, it intends to answer the following:
1. What is the acceptability level of the developed style guide in writing research report as perceived by
the teacher-respondents in terms of:
1.1 content;
1.2 organization and style; and,
1.3 language used?
2. What is the acceptability level of the developed style guide in writing research report as perceived
by the student-respondents in terms of:
2.1 content;
2.2 organization and style; and
2.3 language used?
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3. Is there significant difference between the acceptability level as perceived by teacher and
student respondents in terms of:
3.1 content;
3.2 organization and style; and,
3.3 language used?
4. What comments and suggestions were given by the respondents for further development of the style
guide?
C. Significance of the Study
The researchers strongly believed that the style guide will be beneficial to the following:
Students. They will be provided with a more concise format in writing research reports without
sacrificing the essential requirement of the curriculum guide for Practical Research as prescribed by the
Department of Education. They could also practice self-paced learning in using the style guide.
Teachers. The output of this study may be used by teachers as an instructional materials to be
given to their students.
Research Enthusiasts. The developed IMRaD style guide may serve as their tool to encourage
students, teachers and other research enthusiasts to conduct research because of its simplicity and
scaffolded guide. Another advantage of this style guide for enthusiasts is that, it is format-wise, the
research paper is ready for international publication.
Future Researchers. Future researchers may use this style guide, should they wish to engaged
in research writing.

3. METHODOLOGY
A. Research Design
This action research used quantitative and qualitative research method. The researchers
gathered quantitative and qualitative data from the respondent and used appropriate statistical treatment
to be able to summarize and interpret the data gathered.
The researcher used descriptive research approached. Descriptive research is defined as a type
of research that describes a population, situation, or phenomenon that is being studied. It focuses on
answering the how, what, when, and where questions. The researchers used this method because the
primary aim of this study is to determine the evaluation of the teacher and student of respondents to the
developed IMRaD style guide in writing research report. The researchers used questionnaire survey to
gather quantitative data.
On the other hand, the researcher also gathered qualitative data in gathering the comments and
suggestions of the respondents regarding the developed style guide.
(https://www.formpl.us/blog/descriptive-research)
B. Participants/Sampling Procedure
The researchers used purposive sampling technique in choosing their respondents. A purposive
sample, also referred to as a judgmental or expert sample, is a type of nonprobability sample. The main
objective of a purposive sample is to produce a sample that can be logically assumed to be
representative of the population. This is often accomplished by applying expert knowledge of the
population to select in a nonrandom manner a sample of elements that represents a cross-section of
the population (Lavracas, 2008).
The respondents of this research are the Practical Research teachers of Cainta Senior High
School who experienced to teach either Practical Research 1 or Practical Research 2. They were
chosen because of their experience and expertise. The researchers believed that their evaluation of
style guide will be beneficial for the improvement and validation of the content of the style guide. They
were also the future user of the output of this research.
The second group of respondents are the Grade 12 students of Practical Research 2 under
online delivery learning mode. They were chosen because they are composed of different strand and
track. They are also the group of students who are more accessible to the researchers for they have
internet access.
The distribution of the respondents according to their specialization and strand were presented
below.
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Table 1
Specialization of Teacher Respondents
Specialization Frequency Percentage
HUMSS 6 60
ABM 3 30
STEM 1 10
TOTAL 10 100

Table 2
Track and Strand of Student Respondents
Academic Track Frequency Percentage
ABM 27 24.77
GAS 8 7.34
HUMSS 19 17.43
STEM 21 19.27
TOTAL 75 68.81
Technical and Vocational Livelihood Track Frequency Percentage
BAP 11 10.09
EIM 3 2.75
GFD 6 5.50
ICT 14 12.84
TOTAL 34 31.18
GRAND TOTAL 109 100

C. Data Collection Method

The developed style guide in writing research report were presented to the two groups of
respondents through Google Meet. After the meeting, they were given a copy of the style guide to
evaluate the acceptability of the material. Their evaluation was gathered, analyzed, and interpreted by
the researchers.
The researchers used google forms to gather data from the two groups of respondents. It has
closed ended questions formulated to evaluate the acceptability of developed style guide in writing
research report. It consists of three variables namely content, organization and style,and language used.
The researchers used five-point scale questionnaire and utilized the following range to interpret
the data.
Table 3
Range and Verbal Interpretation Used in the Study
Scale Range Interpretation
5 4.20 – 5.00 Highly Acceptable
4 3.40 – 4.19 Acceptable
3 2.60 – 3.39 Moderately Acceptable
2 1.80 – 2.59 Less Acceptable
1 1.00 – 1.79 Not Acceptable

D. Ethical Issues
Conducting research with students should promote their well-being and should not harm them
in any way. In all the instruments used, participants had the option whether to write their name or not
for anonymity. There were no questions placed in the instrument which required sensitive information
from the participants. This was done to respect their rights and dignity. The instruments were also
accomplished during their free hours to respect the participants’ personal time. All the information given
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by the participants was treated with utmost confidentiality. The researchers respected their autonomy,
dignity, and equality always.

E. Data Analysis
Table 4
Data Analysis Matrix
Data Data Statistical
Research Questions Instruments
Gathered Analysis Treatment
1. What is the acceptability level of the developed Survey Quantitative Descriptive Weighted
style guide in writing research report as perceived questionnaire Mean
by the teacher-respondents in terms of:
1.1 content,
1.2 organization and style; and,

.3 language used?
2. What is the acceptability level of the developed Survey Quantitative Descriptive Weighted
style guide in writing research report as perceived questionnaire Statistics Mean
by the student-respondents in terms of:
2.1 content;
2.2 organization and style; and,
2.3 language used?

3. Is there significant difference between the Survey Quantitative Inferential z- test

acceptability level of the developed style guide as questionnaire Statistical
perceived by teacher and student respondents in
terms of:
3.1 content;
3.2 organization and style; and,
3.3 language used?
4. What comments and suggestions were given by Open ended Qualitative Thematic
the respondents for further development of the style Question coding
guide?

4. DISCUSSION OF RESULTS
Acceptability Level of Style Guide as Perceived by Teachers
Teachers rated the content, organization and style, and language of the IMRaD style guide.
Table 5 shows the level of acceptability of style guide in terms of content.
Table 5
Acceptability Level of the Teachers on the IMRaD Style Guide in Terms of Content
Weighted Verbal
CONTENT
Mean Interpretation
It provides parts of the research paper given in the
4.90 Highly Acceptable
curriculum guide
It provides sufficient information on research writing. 5.00 Highly Acceptable
It is clearly presented 5.00 Highly Acceptable
It is supported with graphs or illustrations 5.00 Highly Acceptable
It involves illustrations that are properly drawn/labeled 4.90 Highly Acceptable
AVERAGE WEIGHTED MEAN 4.96 Highly Acceptable
Generally, teachers rated all indicators of the content as highly acceptable. Three indicators got
a perfect score of 5 rated as highly acceptable. The content of the style guide obtained an average
weighted mean of 4.96 interpreted as highly acceptable.
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Table 6
Acceptability Level of the Teachers on the IMRaD Style Guide in Terms of Organization and Style
Weighted Verbal
ORGANIZATION and STYLE
Mean Interpretation
It has proper sequencing of the parts of research 4.90 Highly Acceptable
It holds the attention of the students 4.70 Highly Acceptable
It contains concepts that are presented logically 5.00 Highly Acceptable
It is arranged according to the curriculum guide 5.00 Highly Acceptable
It is well-arranged such that each part is easily located 5.00 Highly Acceptable
AVERAGE WEIGHTED MEAN 4.92 Highly Acceptable
Table 6 shows the level of acceptability of the style guide in terms of organization and style. Like
the content, three indicators of organization and style got a perfect score of 5 from the teacher
respondents. The average weighted mean obtained by organization is 4.92 interpreted as highly
acceptable.

Table 7
Acceptability Level of the Teachers on the IMRaD Style Guide in Terms of Language Used
Weighted Verbal
LANGUAGE
Mean Interpretation
It contains simple and clear presentation of content 4.90 Highly Acceptable
It contains simple and clear presentation of concepts 5.00 Highly Acceptable
It contains simple and clear presentation of illustrations 5.00 Highly Acceptable
It contains language that is within the comprehension level 4.90 Highly Acceptable
of a senior high school student
It contains clear instruction 4.90 Highly Acceptable
It uses words that are simple and easy to understand 4.90 Highly Acceptable
AVERAGE WEIGHTED MEAN 4.93 Highly Acceptable
Table 6 shows the level of acceptability of the style guide in terms of language. All indicators got
4.90 and above interpreted as highly acceptable. The average weighted mean obtained by the style
guide on language is 4.93 interpreted as highly acceptable.

Acceptability Level of Style Guide as Perceived by Students

Students rated the IMRaD Style Guide in terms of content. The table on acceptability level of
style guide’s content is shown in Table 8.

Table 8
Acceptability Level of the Students on the IMRaD Style Guide in Terms of Content
CONTENT Weighted Mean Verbal Interpretation
It provides parts of the research paper given in the 4.42 Highly Acceptable
curriculum guide
It provides sufficient information on research writing. 4.42 Highly Acceptable
It is clearly presented 4.47 Highly Acceptable
It is supported with graphs or illustrations 4.42 Highly Acceptable
It involves illustrations that are properly drawn/labeled 4.33 Highly Acceptable
Average Weighted Mean 4.41 Highly Acceptable
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Table 8 shows the level of acceptability on the IMRaD style guide in terms of content. As shown
in the table, all indicators obtained an average weighted mean of 4.41 interpreted as highly acceptable.
Table 9
Acceptability Level of the Students on the IMRaD Style Guide in Terms of Organization and Style
ORGANIZATION and STYLE Weighted Mean Verbal Interpretation
It has proper sequencing of the parts of research 4.39 Highly Acceptable
It holds the attention of the students 4.33 Highly Acceptable
It contains concepts that are presented logically 4.23 Highly Acceptable
It is arranged according to the curriculum guide 4.41 Highly Acceptable
It is well-arranged such that each part is easily located 4.45 Highly Acceptable
AVERAGE WEIGHTED MEAN 4.36 Highly Acceptable
Table 9 shows the acceptability level of the students on the style guide in terms of organization
and style. All indicators got a highly acceptable rating from the respondents. The average weighted
mean of the style guide’s organization is 4.36 interpreted as highly acceptable.
Table 10
Acceptability Level of the Students on the IMRaD Style Guide in Terms of Language Used
Verbal
LANGUAGE Weighted Mean
Interpretation
It contains simple and clear presentation of content 4.52 Highly Acceptable
It contains simple and clear presentation of concepts 4.45 Highly Acceptable
It contains simple and clear presentation of illustrations 4.49 Highly Acceptable
It contains language that is within the comprehension
4.43 Highly Acceptable
level of a senior high school student
It contains clear instruction 4.53 Highly Acceptable
It uses words that are simple and easy to understand 4.61 Highly Acceptable
AVERAGE WEIGHTED MEAN 4.50 Highly Acceptable
Table 10 shows the acceptability level of the students on the style guide in terms of language.
Likewise, all indicators got a highly acceptable rating from the respondents. The average weighted
mean of the style guide’s language is 4.36 interpreted as highly acceptable.
SIGNIFICANT DIFFERENCE ON THE ACCEPTABILITY LEVEL OF STYLE GUIDE BETWEEN
STUDENTS AND TEACHERS
Table 11
z–test Analysis on the Content of Style Guide as Perceived by Students and Teachers
CONTENT TEACHERS STUDENTS
Mean 4.96 4.412844
Known Variance 0.016 0.4158
Observations 10 109
z 7.4358
z Critical one-tail 1.644854
z Critical two-tail 1.959964
Table 11 demonstrates that the computed z value of 7.4358 is higher than the critical value of
1.96. Therefore, the null hypothesis is rejected. There is a significant difference between the perceived
acceptability level of teachers and students on the content of the style guide. Although both groups
highly accepted the content of the style guide, teacher respondents have higher rating compared to
student respondents as can be seen in the mean of each group, 4.96 for teachers and 4.41 for
students.
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Table 12
z–test Analysis on the Organization and Style of Style Guide as Perceived by Students and Teachers
ORGANIZATION AND STYLE TEACHERS STUDENTS
Mean 4.92 4.363303
Known Variance 0.0196 0.4335
Observations 10 109
z 7.2249
z Critical one-tail 1.644854
z Critical two-tail 1.959964
Table 12 reveals that the computed z value of 7.2249 is higher than the critical value of 1.96.
Therefore, the null hypothesis is rejected. There is a significant difference between the perceived
acceptability level of teachers and students on the organization of style guide. Although both groups
highly accepted the organization of the style guide, teacher respondents have higher rating compared
to student respondents as can be seen in the mean of each group, 4.92 for teachers and 4.36 for
students.

Table 13
z–test Analysis on the Language of Style Guide as Perceived by Students and Teachers
LANGUAGE TEACHERS STUDENTS
Mean 4.933333 4.504587
Known Variance 0.0444 0.4205
Observations 10 109
z 1.9517
z Critical one-tail 1.644854
z Critical two-tail 1.959964

Table 13 discloses that the computed z value of 1.9517 is significantly lower than the critical
value of 1.9599. Therefore, the null hypothesis is accepted. There is no significant difference between
the perceived acceptability level of teachers and students on the language used on the guide. Both
groups highly accepted the language used on the style guide as can be seen in the mean of each group,
4.93 for teachers and 4.36 for students.

QUALITATIVE COMMENTS AND SUGGESTION FROM RESPONDENTS

Generally, the student respondents were satisfied with the developed style guide because it will
make their research writing easier by following the simple format. Thus, most of student respondents
have no comments and suggestions. On the other hand, a student respondent suggested that it will be
beneficial if the writers will add more discussions and examples to the style guide.
Teacher respondents, on the other hand, gave positive comments to the developed style guide.
Teacher respondents considered the style guide as a good material in helping the students to write
quality research. One of them said using style guide should be reinforced to help the students appreciate
writing research more. Another teacher said that it is commendable and ready for publication. On the
other hand, one of the teachers suggested that a video format of the style guide should be made for
greater access among the students.

5. CONCLUSIONS AND RECOMMENDATIONS

Based on the findings and careful analysis the following conclusions were drawn.
1. Both teacher and student respondents rated the content, organization and style, and language
used in the developed IMRaD style guide in writing research as highly acceptable. It may mean
that the style guide is carefully crafted and may be used as a tool to improve student’s output in
research subjects.
 10

2. There is significant difference between the rating given by the two groups of respondents on the
level of acceptability of the developed IMRaD style guide in writing research reports in terms of
content and organization and style. However, no significant difference was found in terms of
language used. This may mean that, although teacher and students differ on their perception on
the content and organization of the style guide, they still viewed the style guide as an innovation
fit and acceptable for remote teaching which can be used at difficult times like global pandemic.

Based on the conclusions and findings of the study the following recommendations were made.
1. Practical research teacher may adapt and use the developed IMRaD style guide in teaching
practical research.
2. Another evaluation or testing the effectiveness of the developed IMRaD style guide in writing
research report may be conducted.

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"COVID-19 Tracker". Department of Health. Department of Health. Retrieved October 31, 2020.
Gonzalez C. (2001): Undergraduate research, graduate mentoring, and the university’s mission,
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Ramzy, Austin; May, Tiffany (February 2, 2020). "Philippines Reports First Coronavirus Death Outside
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lockdown in the Philippines". The Telegraph. ISSN 0307-1235. Retrieved August 26, 2020.
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fifty-year survey. J Med Libr Assoc 92:364–367
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