Shepherdville College – College Research Manual

INTRODUCTION

The Shepherdville College, formerly Jesus the Loving Shepherd

Christian College was established in 1996. The college is true to its vision
of having transformed and empowered graduates equipped with life skills
and functional literacy capable of progressing towards self-development
under the framework of Christian leadership, a sense of responsibility,
and enduring commitment to serve God and the country.

Further, SvC is committed to providing life-long education imbued

with the essence of community, national and international productivity for
greater proficiency and competitiveness strongly leaning on the Scriptures
for dedicated life, work, and service as its mission.

As a private higher institution in Camarines Sur, SvC also envisions

becoming a leading multidisciplinary research college committed to
building a resilient nation through its mission by further developing high-
performing professional educators and medical and health practitioners
who will share new knowledge and helping progressive and empowered
communities.

Research activities are being pursued for the advancement of life in

various departments. As an organized institution, the preparation for
development plans, programs, and projects maximizes the new results
and information that the research generates. The ultimate goal of the
college is to develop a strong research culture for the enhancement of the
quality of life of people across the country.

The College Research Goals and Objectives

As a private higher institution, SvC has as one of its major functions

is to promote and develop research for knowledge generation and the
improvement of life. The college research activities aim to attain the
following goals: creating an interdisciplinary dialogue between the
academia and experts from outside in achieving the college’s development
goals and promoting collaborations in research; advancing the frontiers of
knowledge through the generation and dissemination of research results;
and, building a culture of excellence in research in collaboration with
institutions and organizations across the country. These goals will be
attained through the identification of research priorities in line with the
college’s research program/s and the regional/national development

Shepherdville College – College Research Manual

thrusts; the generation of publishable research outputs that are
responsive to the national millennium goals and promote development and
production; the promotion of research linkages with private-public, foreign
and domestic agencies or organizations as media of research collaboration,
dissemination, and utilization.

DEFINITION OF TERMS

The research operations of the college utilize terms that need to be

defined for uniformity of interpretation.
Academic freedom - A professional autonomy of faculty members and
staff to pursue knowledge in investigating relevant phenomena
which include scientific queries which revolve around the
research thrust provided by the college.
Awards – Merit afforded to the researcher/s whose output/study has an
exemplary contribution to society. This may be obtained in
different forms such as publication awards and paper/poster
presentation incentive awards.
a. Best Research Award – It is an incentive in the form of
cash/honorific awards for exemplary research that have a
significant contribution to the institution and to the
educational system in general.
b. Publication Award – It is an incentive granted to researcher/s
whose output is published in a refereed journal.
Commissioned Research – It refers to research topics specifically
recommended by the university president which faculty or staff
researchers undertake either from the proposal development or
data-gathering phase until the completion of the project. This
project will also be funded by the college.
Externally-Funded Research – It refers to research projects funded by
agencies other than the college.
Institutionally-funded research –It refers to a research project developed
out of the research priorities of the college and funded by the
college.
Project personnel – Any college faculty member and staff researcher
undertaking a research project. One serves as a leader; the rest
are members.

Shepherdville College – College Research Manual

Research Agenda – These are major goals that help and orient
researcher/s toward the production of a well-defined research
project/s. These are basic guides in formulating research thrusts
and priorities among the departments whose areas are drawn
from education, poverty alleviation, health promotion,
environmental sustainability, and global partnership and
development which will collectively address concerns for human
beings.
Research Dissemination and Utilization – This phrase refers to the
presentation of research output/s in local, national, or
international fora which may be attended by faculty members,
students, and invited guests who may have an interest in the
research outputs. Likewise, research outputs may be published
in accredited academic journals.
Research Ethics – It is the application of moral rules and professional
codes of conduct in the collection, analysis, and publication of
research.
Research Incentives – It is a special privilege granted to
faculty/personnel who undertake research that comes in the
form of honoraria or equivalent research loads.
Honorarium - It is a form of remuneration for gratuitous services beyond
the minimum/regular workload of an individual whose broad,
superior knowledge, expertise, or professional standing in a
specific field contributes significantly to scientific and
technological research and development.
Research Load – It refers to the faculty teaching equivalent per research
project based on the faculty researcher’s role in the conduct of
the project per computation. It is otherwise known as release
time commensurate to the scope of the research project which is
initially approved by the College Research Committee.
Research Project – It is a specialized study that gives interest to the
researcher/s which can contribute to the development of the
global enterprise.
Research Unit – It refers to the academic departments in the college such
as the College of Health, College of Education, College of
Business, and the Non-Teaching Personnel. This unit is under

Shepherdville College – College Research Manual

 the supervision of the Director for Academic Affairs and
Research.

THE COLLEGE RESEARCH ADMINISTRATION AND

ORGANIZATION

Shepherdville College has as its governing body the Board of

Trustees (BOT). The administration of the college and the exercise of its
corporate power reside exclusively in the Board of Trustees and the College
President insofar as they are authorized by the Board. The Office of the
Director for Academic Affairs supervises the academic, research, and
extension activities of the college with their respective heads of offices.
However, research activities can be placed under the supervision of the
Director for Research if and when such a position has been created.

The College Research Council (CRC)

The College Research Council (CRC) shall form plans, policies,

guidelines, rules, and regulations governing research activities subject to
the approval of the Board of Trustees. The CRC operates at the college level
as a policy-making body and advisor to the College President. Its duties
are:
1. It determines or recommends whenever appropriate policies,
standards, and rules relating to the planning, implementation,
and evaluation of research programs;
2. It periodically revisits research thrusts or directions;
3. It reviews and recommends policies concerning research
personnel;
4. It approves research projects and prioritizes implementation as
necessary;
5. It serves as a forum for discussion and deliberation on matters
pertaining to issues of research
The composition of the CRC by virtue of the administrative functions
of the person concerned is as follows:
1. The College President as Chairperson
2. Director for Academic Affairs and Research as Vice-Chairperson

Shepherdville College – College Research Manual

 3. Deans of the colleges
4. Research Unit Coordinators as members.
However, upon approval of the BOT of the proposed revision of the
organizational structure, the Vice-chairperson of the CRC will be replaced
by the Director for Academic Affairs and Research.

OFFICE OF THE DIRECTOR FOR ACADEMIC AFFAIRS AND

RESEARCH

The Office of the Director for Academic Affairs and Research and
Development is mandated as the SvC’s in-charge of research programs.
The office serves as a coordinating office for all research activities in the
college including those that are co-sponsored by other agencies. Thus, it
initiates the implementation of the college research thrust and agenda to
which the colleges anchor their own. The office, in the event of the creation
of an Office of the Vice-President for Research, shall be supervised by the
Vice-President for Research and shall be directly under the governance of
the College President. It also serves as a databank for research,
instruction, and extension for the college, as well as for other government
and non-government agencies.
The Center for Research and Development is tasked to do the
following:
1. To establish research priority areas on the micro level in
consonance with regional/national development thrusts,
balanced with the research needs of the college;
2. To work with the College Research Council (CRC), faculty, and
staff on the evaluation of research proposals and recommend
those that qualify for funding by the institution or by external
agencies;
3. To establish linkages with other public and private, domestic and
foreign agencies and organizations;
4. To establish a data bank;
5. To develop policies for appropriate research incentives;
6. To monitor and evaluate the progress of research; and
7. To assume other functions related to research

Shepherdville College – College Research Manual

College Research Units and College Research Coordinators (CRC)

Each college is considered a research unit and is headed by a College

Research Coordinator. Each unit is considered a research center and shall
decide on its research thrusts and projects in coordination with the CRC.
Hence, a name can be given to each college research unit in line with its
thrust.
The office of the Director for Academic Affairs and Research oversees
the three existing college research units from the College of Education
(COEd), College of Health (COH), and the College of Business (COB) and
the other units that shall be created as the need arises subject to the
approval of the Board of Trustees.
Each college research unit is directly supervised by the College
Research Coordinator (CRC) who must be competent in carrying out
responsibilities pertaining to the research goals and objectives of each
unit. The CRC is appointed by the College President, upon
recommendation of both the College Dean and the Director of Academic
Affairs and Research or its equivalent.
The CRC shall be designated based on relevant criteria: a) has served
the college as a permanent faculty member for at least one (1) year; b) must
have completed at least one (1) research project in his/her field of
specialization in the last two (2) years, either as a sole researcher or as a
co-researcher; and c) must have published at least one research in a peer-
reviewed research journal, either as sole author or co-author, in the last
three (3) years. In cases where no faculty member in the College would
qualify for this criterion, the Dean of the Unit, and the Director of Academic
Affairs and Research should unanimously recommend any faculty member
who could best perform the responsibilities. It is only when NO ONE from
the faculty of the respective college/unit has published a study in a peer-
reviewed research journal that this criterion could be waived.
The CRC’s are designated with the following tasks:
1. Serve as members of the College Research Council:
1.1. Attend all CRC meetings;
1.2. Participate in the evaluation and approval of research
proposals submitted for internal funding or recommends
research proposals to external funding agency/ies:

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 1.2.1. based on recommendations and comments of
external referees who are experts in the field in
relation to the research proposals submitted; and
1.2.2. based on the recommendations of the line-item
budget and study duration as per evaluation by the
Director for Academic Affairs and Research;
1.3. Participate in the deliberation, selection, and approval of
research projects for existing incentives and awards as
recognition of excellent performance relating to research
projects and publications, in accordance with existing
university policies;
1.4. Participate in the discussion, deliberation, creation, and
recommendation of research resolutions and policies,
which will be submitted for approval by the Board of
Trustees;
1.5. Participate in the discussion, deliberation, and decision
on issues raised by constituents from the academic units.
2. Facilitate research projects of the college:
2.1. Conduct an initial evaluation of research proposals based
on the following items:
2.1.1. The topic of the proposed research must be in line
with the current thrust of the college.
2.1.2. The proposal must contain all the sections/parts
required for funding evaluation as prescribed by the
Director for Academic Affairs and Research;
2.1.3. The proposal should follow the standard in-text
citation and bibliographic format;
2.1.4. The line-item budget must be reasonable, relative
to the activities proposed; and
2.1.5. The study duration must be reasonable, based on
the rubric adopted by the college.
2.2. Initiate college or unit proposal hearings, in consultation
with the dean and the Research Director; secure support
from the Director for Academic Affairs and Research staff-

Shepherdville College – College Research Manual

 in-charge in relation to the preparation and conduct of
the college proposal hearing;
2.3. Recommend research proposals to the Director for
Academic Affairs and Research for external evaluation,
and coordinate in the revision of the research proposal
when necessary;
2.4. Facilitate the preparation and signing of MOA of the
research projects approved by the College Research
Council;
2.5. Provide updates to constituents on the status of the
research proposals submitted;
2.6. Follow up and monitor ongoing research projects:
2.6.1. Project implementation of the activities must be
time-based on the GANTT chart approved by the CRC;
and
2.6.2. Required progress reports of the projects must be
submitted to the Director for Academic Affairs and
Research based on the reflected schedule of
submission as approved by the CRC; and
2.7. Follow up on the submission of terminal reports and
other requirements with regard to the completed research
projects.
3. Participates in the preparation and implementation of the Director
for Academic Affairs and Research activities including, but not
limited to symposia, training, workshops, seminars, and other
related activities, with the college or unit (especially with the dean
and all faculty members);
4. Maintain records relating to research activities and research
projects of the college which he/she is coordinating; and
5. Submit a quarterly report to the Director for Academic Affairs and
Research through the director including necessary attachments
such as documents, transmittals, pictures, etc.

Shepherdville College – College Research Manual

 STRATEGIC RESEARCH DIRECTIONS OF THE COLLEGE

The college’s research is built on the principles of knowledge

generation, sharing, and utilization towards sustainable development and
responding to the internationalization and globalization challenges as
befits an institution of higher learning. Policies emanating from these
directions should focus on striving toward excellence in basic and applied
research while encouraging interdisciplinary and collaborative orientation.
To concretize the research directions of the college, the College
Research Council has developed strategic approaches:
1. Develop research areas and themes based on the Millennium
Development Goals and National Higher Education Research
Agenda as foundations for knowledge generation;
2. Provide venues for knowledge sharing and transfer, both local and
international;
3. Establish a mentoring system to mold and guide budding and
promising researchers and scholars; and
4. Encourage interdisciplinary and collaborative research endeavors.

The different colleges could adopt any of the following strategic

research areas:
1. Pedagogy and Educational Technology
2. Theoretical Development
3. Policy and Governance
4. Health and Nursing Sciences
5. Environmental Studies
6. Technology

The Research Agenda Formulation

The college formulates its agenda in a highly participatory process

that involves internal stakeholders (administrators, faculty, students) and
external stakeholders (involving relevant agencies like CHEd, DOST,
DepED, DOST, and others; alumni, parents, and other NGOs and GO

Shepherdville College – College Research Manual

partners in the local, regional, or national levels). The eight Millennium
Development Goals (MDG) provided the basic guide in formulating the
college agenda. The National Higher Education Research Agenda and the
college vision and mission were also utilized in determining specific
research thrusts and priorities. Four major areas were drawn from these
sources, namely: education, poverty alleviation, health promotion,
environmental sustainability, and global partnership and development,
which will collectively address the concern for human beings; hence, the
college agenda on human development.
The college research agenda is created, reviewed, and/ or revised
every 5 years through the involvement of internal and external
stakeholders. The research agenda formulated with the stakeholders shall
further be deliberated by the College Research Council for
recommendation to the Academic Council which in turn will recommend
its approval to the Board of Trustees. The college research agenda
considered the Eight Millennium Development Goals of the Philippines,
namely:
1. Eradicate extreme poverty and hunger
2. Achieve universal primary education.
3. Promote gender equality and empower women.
4. Reduce child mortality.
5. Improve maternal health.
6. Combat HIV/AIDS, malaria, and other diseases.
7. Ensure environmental sustainability.
8. Develop a global partnership for development

Along with the MDG, NHERA (National Higher Education Research

Agenda) 2 was also integrated with the identified research priority areas
which:
1. Program/curricular studies on higher education
2. Policy-oriented studies
3. Research on quality and standards in the context of
a. International ranking and global benchmarking

Shepherdville College – College Research Manual

 b. Quality assurance system
c. Equivalency
d. Redefining classifications of HEIs
4. Technology and education
5. Model building studies
6. Institutional development studies
7. Manpower demand and supply studies
8. Graduate tracer studies

The following are the priority themes for the multidisciplinary and
multi-sectoral research of NHERA 2
1. Food safety and security
2. Enhancing indigenous, renewable energy sources
3. Development of vaccines and diagnostic kits using indigenous
materials
4. Disaster risk management
5. Pollution control
6. Climate change specifically on the issue of global warming
7. Future ASEAN
8. Peace process and conflict resolution
The guiding principles of NHERA in research prioritization are the
following:
1. Research that is multidisciplinary are preferred over those
involving a single discipline
2. Policy-oriented research is preferred over those with little or no
policy implications
3. Research should involve the participation of as many stakeholders,
preferably a network rather than standing alone.
4. Basic and applied research shall be given importance

Shepherdville College – College Research Manual

 5. Research shall dovetail and complement other R and D initiatives
with other agencies.

TYPES OF RESEARCH IN THE COLLEGE

Research is a scientific inquiry or investigation of the various

phenomena confronting human and community development aimed at
theory testing, generation of new knowledge, or application of new
discoveries. The types of research in the college are defined by its various
academic disciplines which range from education, social sciences,
behavioral sciences, sciences, mathematics, and health. The following are
the types of research in the college classified according to nature, scope,
and fund sources.

CLASSIFICATION OF RESEARCH

According to Nature
Pure Research or Basic Research.
Refers to a type of research undertaken to acquire new knowledge
without any particular or specific application or use in view.

Applied Research.
Refers to investigations done to acquire new knowledge primarily
directed towards application or use.

According to the Scope of Activity

Research Program.
Refers to a group of interrelated or complementing projects usually
requiring an interdisciplinary or multidisciplinary approach to meet
specific goal(s) within a specific time frame. Usually consists of at least
two projects.
Research Project.
Refers to a component of a program to meet the objectives to be
accomplished within a specified time frame. It consists of only one
study.
According to the Funding Source

Shepherdville College – College Research Manual

 Institutionally-Funded Research
Refers to a research project developed out of the research priorities
of the university and funded by the university.
Commissioned external research refers to a research project designed
and implemented by external researcher/s based on the prioritized
research agenda established by the university. A Commissioned
external research grant is launched by the university to support priority
research that is innovative and catalytic, and that provides information
that could be used for management purposes. It also seeks to
strengthen applied and multidisciplinary research on education and its
related fields for the purpose of advancing knowledge that is directly
relevant to society and resource management.
Externally Funded Research
Refers to research projects funded by agencies other than the
university.
Professional
Refers to research projects conducted by faculty members and staff
for professional development without commensurate funding from the
university nor an equivalent research load.

RESEARCH DISSEMINATION AND UTILIZATION

The college research outputs will be utilized through their diverse

results in research and extension in varied areas of specialization;
education, health, business, and sciences.
The numerous outputs are published for public consumption using
the common types of publication:
1. Print media
1.1 Journal (article in Journals)
1.2 book
1.3 monograph
1.4 technical papers
1.5 brochures

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 1.6 pamphlets
2. Unpublished materials
3. Broadcast and other media
4. Support for publication and broadcast media:
4.1 publishing journal articles
4.2 book and textbook writing
4.3 production of extension materials
4.4 packaging and delivering multimedia
5. Extension
5.1 Extension Project for Community Development
5.2 Newsletter
5.3 Website
5.4 Dissemination to the Community

Shepherdville College – College Research Manual

 STUDENT RESEARCH GUIDELINES, STYLES, AND FORMATS

GENERAL QUALITY STANDARD

GENERAL CRITERIA
1. Relevance
2. Uniformity/consistency of style
3. Correct grammar and punctuation
4. Accurate documentation
5. Proper form in literature citation
6. Suitable appearance and styles
7. Other qualities required of a scientific investigation/research

SPECIFIC GUIDELINES AND FORMAT

I. Paper and Printing

1. The paper to be used for final copies of any type of research
manuscript should be 8.5 by 11 inches, substance 20 white
bond paper.
2. Final copies of manuscript should be all original, double-spaced,
accurate, clear and sharp with font size 12, letter quality
computer printout using Times New Roman.
3. Photocopied manuscript is strictly not allowed.

II. Margins
1. Margins should be 1.5 inches at the left side of each page and 1
inch on the top, right and bottom.
2. All print must be within this margin.
3. The margin is determined by the last letter character in the
longest line on the page.

III. Spacing
1. Single spaces are recommended between lines within titles/items
in the Table of Contents, List of Tables, List of Figures, List of
Appendix Tables, Literature Cited, Captions of pictures and
figures, table titles, table headings, long quotations exceeding 3
typewritten lines, and other pertinent items in the text.

2. Double spaces are recommended:

a. Between lines in the text of a research manuscript,
b. Between titles/items in the Table of Contents, List of Tables,
List of Figures, List of Appendix, Tables, Literature Cited,
items in the table and other pertinent items in the text,
c. Two (2) spaces indentation are provided to succeeding lines
of more than one (1) item under each chapter title.

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 3. Three (3) spaces are provided in the text proper:
a. Between chapter number and main heading,
b. Between the main heading and major subsection,
c. Between major subsection and minor subsection,
d. Between minor subsection and paragraph heading
e. Between subsection and discussion of a text as the case may
be,
f. Between the name of the school and other pertinent items
and name of the degree/major field, and the date of
completion of the study, in the title page, and
7. In the indentation of the subheading and more than one (1)
subheading under each chapter title, and other pertinent items in
the text.
8. Five (5) spaces are provided per indentation (_ _ _ _ _)

IV. Text Spaces

1. Arabic numbers should be used for page numbers in the text.
2. Page numbers should be placed in the lower right-hand corner
at least one (1) inch from the bottom and right edges of the paper
and at least (2) spaces above the last line/sentence of each page.
3. Page numbers should not be enclosed in parentheses, hyphens,
or any other devices/markings.

V. Reduction
1. If it is necessary to reduce some items in the manuscript/text
they are acceptable only if they are clear, dark, and sharp.
2. Financial end-product should be scanned or its equivalent in the
computer. It should not be photocopied.

VI. Lines, Numberings, and Lettering on Tables, Graphs, Drawing,

Equations
1. There should be no fading-out or fuzziness of lines, numbering,
and lettering on tables, graphs, drawings, equations, etc.
2. They must be clear, dark, and sharp.

VII. Colors and Illustrations

1. If these are required in the manuscript, be sure the
text/caption is written so that the readers can understand it
without entirely relying on the picture.

VIII. Tables

Shepherdville College – College Research Manual

1. Tables that are typed sideways on the page must be placed in
the text so that the top of the table is that the binding side
(e.g., the left side of the research manuscript).
2. Page numbers should be outside the tables.
3. Vertical lines must be avoided in the tables.
4. The table starts with the table number (e.g., Table 1.) after
which a period (.) is provided, and then two (2) spaces are given
before typing the table title.
5. Tables that are typed sideways on the page must be placed in
the text so that the top of the table is that the binding side
(e.g., the left side of the research manuscript).
6. Page numbers should be outside the tables.
7. Vertical lines must be avoided in the tables.
8. The table starts with the table number (e.g., Table 1.) after
which a period (.) is provided, and then two (2) spaces are given
before typing the table title.
9. Capitalize only the first letter of the first word in the table title
except for proper nouns and acronyms.
10. Provide single spaces between lines in the table title if it
involves more than one (1) line.
11. Tables that are typed sideways on the page must be placed
in the text so that the top of the table is that the binding side
(e.g., the left side of the research manuscript).
12. Page numbers should be outside the tables.
a. Vertical lines must be avoided in the tables.
b. The table starts with the table number (e.g., Table 1.) after
which a period (.) is provided, and then two (2) spaces are
given before typing the table title.
13. Capitalize only the first letter of the first word in the table
title except for proper nouns and acronyms.
14. Provide single spaces between lines in the table title if it
involves more than one (1) line.
15. Provide two (2) spaces before constructing the horizontal
solid lines.
16. Start the table properly with two (2) horizontal solid line
which is flushed with the left and right margins.
17. Provide a space before typing the first-level table headings.
First-level headings should be in full CAPITAL LETTERS. Only
the first letter of each important word is capitalized in the
succeeding headings except for proper nouns and acronyms.
18. Second-level table headings may be underlined but at least
one (1) bar space should be provided between single solid lines
to have a distinction between headings.

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 19. Provide at least a space below the last heading and draw a
single solid line to enclose the table headings. This line also
flushed with left and right margins.
20. Provide at least two (2) spaces below the line that encloses the
table headings before starting the first item in the table.
21. As much as possible tables should not be cut. This can be
condensed by the computer. If it cannot be avoided, it should be
continued to the next page by following the same format of table
headings. Only the table number and the word “continued”
should be placed in the continuation of the table. The word
“continued” should be in small letters and three (3) periods/dots
are placed after it (e.g., Table 1 continued …).

Sample Table

IX. Signatories
1. Acceptance/Approval Sheet – by Adviser/Chairman and
members of the Defense Committee, Program Dean, and Dean of
the College of Education
2. Curriculum Vitae– by the authors/researchers.

X. Preliminary Pages
a. The preliminary pages include the
(1) Title Page
(2) Approval Sheet
(3) Editor’s Certification
(4) Facilitator’s Certification
(5) Acknowledgment
(6) Abstract

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 (7) Table of Contents
(8) List of Tables
(9) List of Figures
(10) List of Appendix Table
(11) List of Other Appendices

b. Roman numerals (e.g. i, ii, iii, iv, etc.) should be used for
preliminary pages and placed at the bottom center of the page at
least one (1) inch from the lower edge of the paper.
c. The Title Page bears no number but is considered as Page i. All
words on the title page should be capitalized, except the name of
the major field/course and the study’s completion date where
only the first letter of each important is capitalized. The title and
other pertinent items should be in an inverted pyramid format.
A blank page (flyleaf) follows after the title page.
d. Approval Sheet bears no number but is considered as page ii.
The title of the CBAR should be capitalized and enclosed in
quotation marks and bold/highlighted. This should be signed by
the adviser and members of the Defense Committee of the
College of Education. Names of signatories should also be
capitalized. Only the first letter of each important word in other
items is capitalized. The date when the approval was made
should be indicated.
e. Editor’s Certification bears no number but is considered as page
iii.
f. Facilitator’s Certification bears no number but is considered a
page iv.
g. Approval Sheet bears no number but is considered as page ii.
The title of the CBAR should be capitalized and enclosed in
quotation marks and bold/highlighted. This should be signed by
the adviser and members of the Defense Committee of the
College of Education. Names of signatories should also be
capitalized. Only the first letter of each important word in other
items is capitalized. The date when the approval was made
should be indicated.
h. The TABLE OF CONTENTS (all capitalized), and titles of items in
the preliminary pages are not included. It should begin with
CHAPTER I. All chapter titles should be capitalized only the first
letter of each important word of items under each chapter is
capitalized. The heading TABLE OF CONTENTS is placed at the
center. The words CHAPTER and PAGE are underlined and head
to the respective column.
i. If the chapter title cannot be accommodated in one (1) line, the
successive lines are not indented. Titles of subheadings under

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 each chapter should be indented three (30 spaces from the first
line of the heading.
j. The heading, LIST OF TABLES, is capitalized at the center. The
words, TABLE, and PAGE are also capitalized, underlined, and
head each respective column. Only the first letter of the first
word of the table title is capitalized except for proper nouns and
acronyms. There is also no indentation of the table titles.
k. For LIST OF APPENDIX TABLES or LIST OF OTHER
APPENDICES the same format as in the list of tables and figures
should be followed.
l. The heading, LIST OF TABLES, is capitalized at the center. The
words, TABLE, and PAGE are also capitalized, underlined, and
head each respective column. Only the first letter of the first
word of the table title is capitalized except for proper nouns and
acronyms. There is also no indentation of the table titles.
m. Abstract
1) The ABSTRACT is placed on the page immediately before the
TABLE OF CONTENTS. The word ABSTRACT should be
capitalized.
2) The abstract should only show an abridged version of the
study's most important results/findings and conclusion(s)
written in NOT MORE THAN 300 WORDS including numbers
and articles.
3) It should contain the names of the students, school, date of
completion of the research, the title of CBAR (all capitalized,
underlined, and capitalized ends with a period), and the name
of the Major Adviser which is flushed to the left margin
and is placed three (3) spaces after the last line of the title of
the study.
4) The names of students are capitalized. The names of
students, school, and date of completion are separated by
commas, but a period is placed after the date followed by the
title where all words are capitalized, underlined, and ends with
a period.
5) It should not contain tabular or graphical material references
or unusual abbreviations.
6) It should be written such that it can be read and understood
without consulting the paper to which it relates.

XI. Main Headings, Headings and Subsections

Avoid cutting up the next into excessive headings. A four-

level scheme of headings is suggested as follows:

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 1. A main headings are capitalized, and centered and should
always begin on a separate sheet or page.
2. The major subsection is centered and underlined. Only the first
letter of each important word is capitalized.
3. The minor subsection is flushed with the left margin and the first
letter of each important is capitalized.
4. Main headings are capitalized, and centered and should always
begin on a separate sheet or page.
5. The major subsection is centered and underlined. Only the first
letter of each important word is capitalized.
6. The minor subsection is flushed with the left margin and the first
letter of each important is capitalized.
7. The paragraph heading is indented five (5) spaces and
underlined. Only the first letter and that of the proper nouns and
acronyms are capitalized. The headings end with a period after
which, two (2) spaces are made before beginning the text or
discussion.

XII. Sequential Arrangements the Research

1. COVER (Indicate only the title of the research, name of
authors, and date of completion of the research, all
capitalized.)
2. FLY LEAF
3. TITLE PAGE (No page number but is considered as Page i)
4. FLY LEAF
5. APPROVAL SHEET (No page number but is considered as Page
ii)
6. EDITOR’S CERTIFICATION (No page number but is considered
as Page iii)
7. FACILITATOR’S CERTIFICATION (No page number but is
considered as Page iv)
8. ACKNOWLEDGMENT (with page number, the page number of
this section and the succeeding parts will depend on the
length of the acknowledgment)
9. ABSTRACT (with page number, the page number of this
section and the succeeding parts will depend on the length of
the abstract)
10. TABLE OF CONTENTS (with page number, the page number
of this section and the succeeding parts will depend on the
length of the Table of Contents)
11. LIST OF TABLES (with page number, the page number of this
section and the succeeding parts will depend on the length of
the List of Tables)

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 12. LIST OF FIGURES (with page number, the page number of this
section and the succeeding parts will depend on the length of
the List of Figures)
13. LIST OF APPENDIX TABLE (with page number, the page
number of this section, and the succeeding parts will depend
on the length of the List of Appendix Table)
14. LIST OF OTHER APPENDICES (with page number, the page
number of this section, and the succeeding parts will depend
on the length of the List of Other Appendices)
15. CHAPTER I. INTRODUCTION
16. CHAPTER II. REVIEW OF RELATED LITERATURE AND
STUDIES
17. CHAPTER III. RESEARCH DESIGN AND METHODOLOGY
18. CHAPTER IV. RESULTS AND DISCUSSIONS
19. CHAPTER V. SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS
20. References
21. Appendices

XIII. Chapter I- INTRODUCTION

RATIONALE and BACKGROUND OF THE STUDY

1. It should give a clear and brief frame of reference for the
problem.
2. It should give what events, circumstances, conditions, and
observations. Etc. which led the researcher to choose the
topic/research area.
3. It should include a theoretical/conceptual basis in general
terms.
4. It should present a wider perspective to hook what is considered
an important investigation that may contribute an added layer
to organized knowledge or something that tells about the
research gap the study wants to fill.

STATEMENT OF THE PROBLEM

1. It is presented in narrative form, the situation emphasizing the
existence of a problem and describing gaps in an already
existing body of knowledge.
2. It may also be a listing of a set of questions that need to be
answered.
3. It must possess the criteria of a good problem.

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 STATEMENT OF HYPOTHESES
1. It is presented in narrative form, the situation emphasizing the
hypotheses.

SIGNIFICANCE OF THE STUDY

1. The value of the investigation may be stated first on a wider
scale of significance progressing to a more specific level of
immediate importance.
2. This portion can be prescribed in terms of:
a. timeliness,
b. relating to a practical problem,
c. relating to the wider population,
d. relating to an influential or critical population,
e. filling in a research gap,
f. generalization to broader principles of social interaction of
general theory,
g. definition of an important concept of relationships,
h. implications for a wide range of practical problems,
a. (9) creating or improving an instrument for observing or
analyzing data, and
i. possibility of fruitful exploration.

SCOPE AND DELIMITATION

a. It specifies the boundaries of the study:
a. What is included and what is excluded?
b. It also discusses the weaknesses of the study in terms of
methodology and generalizability of the results obtained or
to be obtained from the study.
c. It renders the problem specific enough to be treated or
tested.

DEFINITION OF TERMS/ VARIABLES

Definition may be any or a combination of any of the following:
(1) definition by example,
(2) definition by genus and differentia,
(3) definition by stipulation,
(4) definition by constructive or operational analysis, etc.

XIV. Chapter II- REVIEW OF RELATED LITERATURE

REVIEW OF RELATED LITERATURE

1. It should not merely be plugging in pieces of information.
2. It must read like a unified essay, which ties into a
meaningful whole the vast array of information gathered

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 from written works and research findings or personal views
and observations that have relevance to the problem under
study.
3. Purpose:
(1) demonstrate the scholarliness of the chosen area of
research,
(2) review the recent development in the knowledge
(substantive and methodological), and
(3) situate the research project in the context of existing
knowledge.

4. The REVIEWER must:

(1) consider the classification of foreign and local
literature/studies.
(2) include the researcher’s problem, basic concepts,
assumptions, review of literature, methodology,
design, techniques, statistical tests, conclusions,
implications and recommendations, form and style of
documentation and reporting, and specific
weaknesses of studies;
(3) specific relatedness in objectives, methodology/design
or findings, similarities to, and differences from the
present study; and
(4) Have a synthesis of the state-of-the-art which specifies
what is, what is missing, and what are the gaps
(lacunae), the present study hopes to fill in or bridge.

THEORETICAL FRAMEWORK
1. It present or explain the relationship of the problem with a
theoretical framework by specifying the key concept
synthesized from the review of literature by way of a
schematized model/paradigm.
2. It must situate the problem in the context of broad knowledge
by showing how the various units form a system of
relationships on the macro level.
3. It presents the theory from which the research problem was
derived or to which it is linked.
4. It present or explain the relationship of the problem with a
theoretical framework by specifying the key concept
synthesized from the review of literature by way of a
schematized model/paradigm.
5. It must situate the problem in the context of broad knowledge
by showing how the various units form a system of
relationships on the macro level.

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 6. It presents the theory from which the research problem was
derived or to which it is linked.

CONCEPTUAL FRAMEWORK
1. It is based on certain criteria/logical assumptions or
definitions which as what/which specific relationships of the
various units (key concepts) can be predicted/considered
feasible within the framework of the theory?
2. It also asks, how the various units form a system of
relationships at the conceptual/operational level.
3. It is based on certain criteria/logical assumptions or
definitions which as what/which specific relationships of
the various units (key concepts) can be
predicted/considered feasible within the framework of the
theory?
4. It also asks, how the various units form a system of
relationships at the conceptual/operational level.
5. It presents the relationships between the specific concepts
(e.g. independent and dependent variables) that may be
studied.
6. The concept used at this level should be derived from the
concepts used in the theoretical framework. They should be
more concrete or specific.

XV. Chapter III- RESEARCH DESIGN AND METHODOLOGY

METHODOLOGY
1. It signifies the overall approach to the solution of the
problem and reflects the descriptive or detailed explanation
of the research procedures, data collection process, and
methods of analyzing the data whether it is
descriptive/qualitative or correlation study.

XVI. Chapter IV- RESULTS AND DISCUSSIONS

1. The roots of this section can be traced back to the Objectives
of the Study where the variables to be studied or investigated
have been identified.
2. This mainly shows what has actually happened after
undertaking the study which fulfills the function of
revealing all consequences after tracking down the variables
which the researcher originally intended to investigate.
3. The presentation of the data should be a combination of
textual, tabular, and graphical as the need demands.

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4. Researchers should refrain from just merely repeating in
the text what is already in the table or graph.
5. The situate this essential part of the report (Analysis of
Data), it is suggested that there should be: (1) a statement
of the research statistical problem, and (2) a statement of
the null hypothesis (-es) which was (were) subjected to
testing. Based on the statistical test results, the decision on
the hypothesis (rejection/non-rejection) must be explained.
6. It is here, that researchers are cautioned to exercise
prudence in making pronouncements.
7. Precision language is needed,
Example:
What does it mean to “reject the null hypothesis” or “not
to reject hypothesis”? What does a significant correlation
mean? The use of mathematical phrases, e.g. t > .05.p < .05
are encouraged.
8. Three levels of Interpreting the Data
a. describing trends and patterns,
b. making inferences and establishing linkages, and
c. integrating and generalization.

Level 1 answers the question,

What do the data mean in the context of the study?
Level 2 should explain, how the findings are evaluated in
terms of current theory/practice.
Level 3 implies that the researcher should not only
unravel findings and inconsistencies (interpretations), but
the study must also attempt to put the pieces together to
achieve meaningful conclusions and generalizations.
It should bring about the expected and unexpected, the
major and ancillary together to extract meanings and
principles.

9. It is here, where researchers go beyond the confines of the

study - - the generalizability of the results to the population
of the study.
10. This can be achieved if the research can certify that the
conditions of the study are conducive to the generalization.
11. These conditions are:
a) that the study was conducted under conditions of relative
precision and control and
b) the subject of the study is truly representative of the
larger population of interest.

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 12. This means that the researcher must attempt a post-hoc
analysis of data.

Note:
a) When the findings are seen to be related, it is not only
possible to integrate them into some superordinate
point or principle but integrate them into an original
theory.
b) The goal of the research is to make findings part of a
comprehensive body of theory, either b
c) y working within an existing theory or by generating an
original. When the findings are seen to be related, it is
not only possible to integrate them into some
superordinate point or principle but integrate them
into an original theory.
d) The goal of the research is to make findings part of a
comprehensive body of theory, either by working
within an existing theory or by generating an original
1.
e) It should present a general overview of the study, e.g.
problem, objectives, methodology and salient findings.

XVII. Chapter V- SUMMARY, CONCLUSIONS, and

RECOMMENDATIONS

CONCLUSIONS
1. It is intended to provide answers to the different specific
objectives and a definite answer to the general problem.
2. It should show concrete pronouncements or generalizations.
3. This is what the research yields. Yield (result) is a fundamental
criterion to be applied to all research.
4. The research must:
(a) Survive the “so what” question. This means that the
study must have demonstrated theoretical, statistical,
in practical significance; and
(b) Give a definite solution to the problem, e.g. good
research is evaluated in terms of result – how much the
research consumers can learn from it and what value
the result provides.

5. Some researchers merge the discussion of implications and

recommendations into one section, while others treat them as
separate sections.

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 6. The term implications suggest the practical importance of the
study. Without this part, laymen and policymakers who have
no formal training in research or do not have time to think
about the practical implications of the finding may not
appreciate the study.
7. Recommendations may be in terms of applications/actions,
that is, results should be examined in terms of suggested
applications or actions to alter negative or unfavorable
practices.

SUGGESTION FOR FURTHER STUDY

1. Recommendation may also be in the form of suggestions for
extensions - - further research, replications, refinement, etc.
to indicate the direction that future research might take.

XVIII. References
1. This portion constitutes the listing of works reviewed or cited
by the author which usually precedes the appendices or is
placed after the “Summary, Conclusions and
Recommendations” of a scientific paper or report including
CBAR.
2. The researchers must include only the literature that was
cited in the final copy of the CBAR.
3. Three (3) major items in the General Structure of literature
cited:
(a) Author’s name,
(b) Title of work, and
(c) Publication data.
4. The author-year format is suggested for all research. The
listing of the author’s name shall be alphabetized and
capitalized and is flushed to the left margin indicating the
following order: (1) family name, (2) first name, and (3) middle
name. The first and middle names of the author (s) may be
spelled out or initialed, after which a period is provided.
5. After writing the name of the author, at least one (1) bar space
is provided before typing the year of publication which ends
with a period after which one (1) bar space is provided before
typing the title of the work which also ends with a period. Only
the first letter of the first word in the title of the work cited is
capitalized except for proper nouns and acronyms.
6. The title of the work is followed by the name of the publisher
and place of publication. Only the first letter of the important
words in the name of the publisher is capitalized. The name of

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 the publisher and place of publication are generally separated
by commas. The whole citation ends with a period.
7. Single spaces are provided within a cited literature and two (2)
spaces should be maintained between citations.
8. The second line in a cited literature is indented four (4) spaces
from the left margin.

Examples:

Examples for further details about citing different sources

of literatures (Bautista and Bondad, 1997):

Book with one (1) author:

DAY, R.A. 1979. How to write and publish a scientific paper.

ISI Press, Pa., U.S.A.

Book with two (2) authors:

ANDREWS, D.C., and M.D. Blickle. 1978. Technical writing:

Principles and forms. MacMillan Publishing Co., Inc.,
N.Y., U.S.A.

Book with two (2) editors:

WRIGHT, J.W., and R. PAL, editors. 1967. Gnetics of insect

vectors of diseases. American Alsevier Publishing Co.,
New York, U.S.A.

Book with more than one (1) edition:

BOOTH, V. 1979. Writing a scientific paper. 4th ed. The

Biochemical Society, Essex, U.K.

Book with more than one (1) edition and volume:

ALTMAN, P.L. AND D.S. DITNER, editors. 1972. Biology data

book. 2nd. Vol. 2. Federation of American Societies for
Experimental Biology, Md., U.S.A.

Book with revised Edition:

FOWLER, H.W., AND E.A. GOWERS. 1965. Dictionary of
modern English usge. 2nd ed. Rev. Oxford university
Press, N.Y., U.S.A.

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 THE ROYAL SOCIETY. 1974. General notes on the
preparation of scientific papers. Rev. ed. The Royal
society, London, U.K.

Book with contributed article:

KLUSH, G.S. 1975. Rice. Pages 31-36 in Handbook of

Genetics. Vol.2 edited by R.C. king. Plenum Press,
N.Y., U.S.A.

Non-book material listed in book style:

TOLENTINO, P.C. 1975. Azolla in rice production. Annual

report, DSU-NSDB Project A-237. National Science
Development Board, Metro Manila, Philippines.

Article in Journals with continuous pagination:

GONZALES, L. G. 192. The smudging of mango trees and its

effects. Pjilipp. Agric. 12:15-28

Article in a journal which start with page 1 on every

issue:

RADAN, R.R. 1973. Mangoes for major markets. Greenfields

3(2): 23-26.

Article in journals with discontinuous pagination

(journals in this category start usually with page 1 on
every issue):

MENDOZA, D. B. Jr., E. B. PANTASTICO, and F.B. JAVIER.

1972. Physiochemical changes during growth and
maturation of ‘Carabao’ mangoes. Anim. Husb. Agric.
J. &(11):33,35,36.

XIX. Notes and Appendices

1. The appendices should be placed after the REFERENCES
section. These may contain additional tables, figures, and other
graphic aids that are too bulky if placed in the main body of the
report.
2. Additional tables that are placed in the appendices are labeled
or titled as appendix tables (e.g. Appendix Table 1) and should

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 be situated as the first part of the appendices followed by other
kinds of appendices.
3. Letters, questionnaires, interview schedules, checklists, and
other documents that make the research report complete in
every detail may be also stacked up in this section.
4. The headings of appendices should be in full CAPITAL
LETTERS, centered, and numbered properly using Arabic
numerals to provide facility to the reader in locating the
information needed (e.g. Appendix 1- appendix Tables,
APPENDIX 2- Letter to the Respondents, etc.). Numbering
should jibe with what is found in the Table of Contents and in
the text. In the title of the appendices, only the first letter of
each important word and proper nouns and acronyms are
capitalized and typed two (2) single spaces after the heading.
5. Whenever a glossary is used, this should be labeled separately
as such, and placed at the last part/section of the appendices.

Shepherdville College – College Research Manual