Research Proposal

Making
The Research Process
Conceptualization Phase
1.Topic/Problem Identification
2.Review of Literature
3.Hypotheses/Proposition Development
4.Framework Development
5.Objective Formulation

Dissemination Phase Design Phase

10.Communicating and Utilizing the
6.Research Plan Formulation
Findings

Analytical Phase Empirical Phase

8.Data Analysis & Interpretation
7.Data Gathering/Collection
2
9.Conclusion
 Parts of the Applied Research Proposal

 Title Page Sources of Data

 Table of Contents Instrument/s
 Introduction
Data Collection Procedure
Review of Related Literature and Ethical Considerations
Studies Data Analysis
Conceptual Framework
Timetable/Gantt Chart
Research Questions
Cost Estimates (for BERF only)
Hypothesis (if study requires only)
Plan for Dissemination and Advocacy
Significance of the Study
 References
Scope and Limitations
 Method
 Appendices
Instrument/s
Type of Research
Respondents Declaration of Anti-plagiarism and
Sampling Method Absence of Conflict of Interest
 Parts of an Action Research Proposal

 Title Page Data Analysis

 Table of Contents Work Plan
 Context and Rationale Cost Estimates (for BERF only)
Research Questions Plan for Dissemination and Advocacy
Hypothesis (if the study requires only)  References
Significance of the Study  Appendices
Scope and Limitations Instrument/s
 Method Consent and Assent Letters
Type of Research Declaration of Anti-Plagiarism
Respondents Absence of Conflict of Interest
Sampling Method Research Information
Proposed Innovation/Strategy
Proponent Information
Instrument/s
Immediate Supervisor Conforme
Data Collection Procedure
Ethical Considerations
 Title Page

Page header:
(use Insert Page Header)
title flush left + page
number flush right.

Title:
(in the upper half of the page,
centered)
name (no title or degree)
+ affiliation (university,
etc.)
 ACTIVITY 1- TITLE
TENTATIVE TITLE-ACTION RESEARCH
 Identify a lesson/competency, that you think is a problem or
difficult for your learners to comprehend
 What possible solutions/actions/interventions can you give
or do to solve the problem? Give three
 From the three that you have given, choose one which you
think is the best.
 The two components should be contained in your tentative
title
EXAMPLES- Action Research/Applied Research
 Super Pery: A Learning Material in Teaching Perimeter Among Grade 4 Pupils
 Barriers in Conducting Research: Basis for Developing a Training Program
 Human Body System Apron(HuBoSa): A Proposed Innovation in Teaching Circulatory
and Urinary Systems
 Enhancing Students’ Performance and Motivation in Problem-Solving Using
Classroom Buntings
 Enhancing the Division Skills of the Grade 4-SPED Pupils in Samal North Elementary
School through PEIDD: Its Effectiveness to Speed and Accuracy
 The Effect of Using a Teacher-Made Board Game, a Tool for Reviewing Science
Concepts in Pupils’ Academic Performance
 Cascade Model of Special Education: Enhancing School Experiences with Special
Needs
 Efficacy of the Daily Reading Intervention Plan for Beginning Readers with Typical
Reading Delay
 The Academic Performance of Grade 11 Learners in Shielded Metal Arc
Welding(SMAW) Using I-SURE Teaching Strategy
 F-Seeker Game Strategic Intervention Material in Evaluating Functions for General
Mathematics Learners in Senior High School: Its Effectiveness
 Effectiveness of Innovative Dictation Activities in Teaching Spelling in Grade Six Pupils
 Efficacy of Slidewares in Teaching Science Among Secondary A&E Learners
of Alternative Learning System
 Special Resource Class: Its Effectiveness on Pupils with Learning Disabilities
 Developing Awareness on Contemporary Issues through Five-minute News Reporting: A
Crossover Study
 Students Perception, Attitude, and Performance on Inquiry-Based Instruction Through
Virtual Simulation
 Effectiveness of Innovative Dictation Activities in Teaching Spelling in Grade Six Pupils
 Teaching Laws of Exponents Using ANSCI Cubes
ACTIVITY 2- Rationale (Introduction)
 Startfrom the highest level then connect it to the
school/classroom level.
 Includeadditional related literature, interventions used from
previous studies. Cite sources and briefly discuss findings.
 Present the general situation in your class/school/work place
that made you propose the study. Identify the most critical
problem currently affecting your students’
learning/school/workplace.
 Explainthe need to conduct the study, will it solve the
problem?
 What do you intend to do to solve the identified problem.
Example:
 SUPER PERY: A LEARNING MATERIAL IN TEACHING PERIMETER
AMONG GRADE 4 PUPILS

   Mathematics is used throughout our lives - every day. The National

Mathematics Advisory Panel (2008) reported that mathematics is the
invisible culture of our age and emphasizes that mathematics is embedded
in our lives in many ways: practical, civic, professional, recreational, and
cultural. This is especially evident in our technology-rich society. But
nowadays, student engagement with mathematics has been a concern. It is
very critical to excite the learners about Mathematics (Furner, 2018). One
of the reasons students disengage is the challenge to see the relevance and
application of mathematics within meaningful contexts. Math teachers
today need to embolden students to be confident in their ability to solve
problems, to think and use their imaginations, to understand mathematical
concepts, to be creative, and to see math as a human endeavor.
 One effective way to improve student engagement in the primary classroom is through
the use of learning materials such as big books, Strategic Intervention Materials (SIMs) and
Self-Learning Kits (SLKs). These provide interesting contexts for mathematics and make
Mathematics lessons fun, engaging, and creative, while integrating important literacy skills.
In the study of Flevares and Schiff (2014) cited the catalytic motivational property of
children’s literature for children’s engagement with mathematics. Their work provided
evidence of storybooks’ positive effects on children’s dispositions toward mathematics
learning as they documented students’ increased preference for mathematics following the
intervention with picture books. Thus, books may have the potential to offer an inviting,
motivating context for mathematics learning. Experiences with picture books may spark
children’s curiosity, for instance, about fundamental geometric concepts as design and
build with blocks in their classrooms. Resources such as Shatzer’s (2008) article Picture
Book Power can be used by teachers to identify literature that has math content and
organized it into specific math concepts for teachers while she also addressed how to use
literature without specific math content. The author recommended that teachers focus on
first leading students in enjoying the illustrations and text and then making connections to
math content areas when reviewing the text.
This type of modeled, purposeful instruction can ultimately become part of
children’s thinking as well as part of their own personal interaction with books. As
teachers use articles such as the two mentioned above, they are developing
themselves professionally while also making an immediate improvement to their
teaching. However, teachers’ independent professional development should be
supplemental to efforts with others such as within a school or another teacher
community. Collaborations among professionals can not only be effective, but may
indeed be essential for developing effective planning and implementation of
learning experiences with picture books, based on the strong evidence provided by 
Nesmith and Cooper (2010) and van den Heuvel-Panhuizen and Elia (2012).
Moreover, Hintz and Smith (2013) provided a way to connect math and storybooks
through a three-step framework of choosing, exploring, and extending the text all in
one short, peer-reviewed, accessible article. In addition to reading about
instructional strategies, opportunities to read and review the content of children’s
books for their quality and connectedness to mathematical topics (LeSage, 2013)
can be self-guided development.
 In the study of Barnaby (2015), he found in a qualitative case study research
project that the use of children’s literature in the teaching of mathematics was
an effective means for teaching mathematics and helped in addressing math
anxiety in students while teaching math. This was also supported by Weinstein
(2017) who did an all-encompassing literature review on how using children’s
literature is effective in covering the new Common Core State Math Standards and
gives an all-inclusive list of children’s literature to use to model and teach many
math concepts covered today in elementary school. Moreover, Muir et al. (2017)
describe the groundwork for using math literature during math instructions and
offers math activities and children’s books in their book to use for teaching many
elementary math concepts using picture books in today’s classrooms. In addition,
Rozalski et al. (2010), have found that using sensibly selected thematic stories;
teachers can use literature to reach young people who are experiencing difficult
situations in learning and in life.
 The previous studies suggest that using learning materials such as big
books and Self – Learning Kits (SLKs) will improve the teaching strategy of
Mathematics teachers in teaching Math concepts and pedagogies. Based on
the aforementioned facts, this motivated the researcher to construct a big
book entitled “Super Pery” to help the grade 4 pupils in Dilaguidi
Elementary School understand better the topic on perimeter. This topic
was observed by the researcher to be one of the lessons which is hardly
understood by the learners that pushed him devised such learning material.
ACTIVITY3-Review of Related Literature
Electronic Resources
 List of academic databases & search engines
Links to journal's home page
and publishers
Journal Seek Multidisciplinary JournalSeek[79]

Free and Subscription

JSTOR: Journal Storage Multidisciplinary JSTOR[80]

Free Abstract; Subscription

full-text
Lesson Planet Education (K-12) Lesson Planet[82]

Free
Mendeley Multidisciplinary Mendeley[87]

Free
Microsoft Academic Searc Multidisciplinary Microsoft
h
Free
OAIster Multidisciplinary 16
OCLC[97]
 List of academic databases & search engines

Name Discipline(s) Access Cost Provider(s)

Free abstracts; Subscription full-

African Journals OnLine (AJOL) Multidisciplinary text African Journals OnLine[5]

Free
BASE: Bielefeld Academic Search Engin Multidisciplinary Bielefeld University[23]
e
Free abstracts; Subscription full-
BDD: Diacronia Bibliometric Database Linguistics, philology text and references Revista Diacronia[24]
Free
Directory of Open Access Journals Journals Lund University[49]

Produced by the United States

Free Department of Education.[55] Also
available by subscription
ERIC: Educational Resource Information Education fromOCLC, CSA.
Center
Free
FreeFullPDF Multidisciplinary FreeFulPDF[56]
Free
Google Scholar Multidisciplinary Google[66]
17
Free
Index Copernicus Multidisciplinary science Index Copernicus International[7
1]
 RELATED LITERATURE IN Tabular Form
Researcher Major Objectives
Justice, M., & Examine characteristics of
Hardy, J. C. minority teacher education
(2001) students taking the professional
development section of the
Examination for the Certification
of Educators in Texas (ExCET) .
Brown (2008) Assess the learning
effectiveness and motivational
appeal of a computer game for
learning computer memory
concepts as compared to a
similar application,
encompassing identical
learning objectives and
content but lacking the gaming
aspect
Delineated Locus & Key findings
Factors Respondents
GPA, EXCET Scores, Texas, USA The undergraduate GPA was a
gender, ethnicity, 39 minority teacher significant but weak predictor
reading scores education students of performance on the ExCET.
Acquisition of test taking
strategies and participating in
practice sessions contributed
to a positive outcome as
indicated by most of the
students.
Learning Israel Gaming approach was both
effectiveness , 88 students more effective in promoting
Students’ students’ knowledge of
knowledge of computer memory concepts
computer memory and more motivational than
concepts the non-gaming approach.
Sample Literature (Textual)
Brown (2008) assessed the learning effectiveness and
motivational appeal of a computer game for learning
computer memory concepts as compared to a similar
application, encompassing identical learning objectives and
content but lacking the gaming aspect to a sample of 88
students using the quasi-experimental research design. Data
analyses showed that the gaming approach was both more
effective in promoting students’ knowledge of computer
memory concepts and more motivational than the non-
gaming approach.
 Justice and Hardy (2001) examined the relationship
of undergraduate GPA, gender, ethnicity, and reading
scores to the performance of 39 minority teacher
education students who took the professional
development section of the Examination for the
Certification of Educators in Texas (ExCET). Using a
multiple regression procedure, undergraduate GPA and
reading scores were examined as predictors of ExCET
test scores. It was further revealed that the
undergraduate GPA was a significant but weak predictor
of performance on the ExCET.
Related Lit-Writing styles – opening sentence
Good opening style Opening style to avoid

Early work by Thomas (1996)

shows that …
Thomas (1996) said …
Another study on the topic by
Brown said (2000) …
Brown (2000) asserts that …
Smith (2003) wrote ….
The latest research (Smith, 2003)
show …
ACTIVITY 4-Research Questions
 Align specific questions to the general objective.
Example:
Super Pery: A Learning Material in Teaching
Perimeter Among Grade 4 Pupils
General Objective
 This study will be conducted to find out the
effectiveness of using Super Pery in teaching
Perimeter in Grade 4.
Specific Questions
Specifically, it seeks to answer the following
questions:
1. What is the average score of the control group and
experimental group before using the learning material?
2. What is the average score of the control group and
experimental group after using the learning material?
3. Is there a significant difference between the average
score of the control group and experimental group before
and after using the learning material?
ACTIVITY 5- STATING HYPOTHESIS
 Action research- usually expressed in the form
of a null hypothesis.
Example:
There is no significant difference between the
scores of pupils in the experimental and control
group before and after the innovative dictation
activities .
ACTIVITY 6- Significance of the Study
 Potential contribution of the study.
 Will it provide new way of thinking, solve the problem, develop a new theory, process or
prototype mode?
 Example:
Significance of the Study
The study is deemed important for improvement of spelling of grade six pupils through innovative
dictation activities, Likewise, the findings of this research may proved useful to the following, to wit;

Pupil.---------------------------------------------------------------------------------------------------------------------------
----------------------------------------.

Teachers.----------------------------------------------------------------------------------------------------------------------
----------------------------.

Parents.------------------------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------------------------------
------.
ACTIVITY 7- Scope and Delimitation
 Restrictions of the study due to time budget, and capability.
 Parameters of the study.
 Example:
Scope and Delimitations:
The focus of this study is to teach spelling using innovative
dictation activities.This study covered the school year 2017-
2018 at T. A. Molina Sr. Elementary School, Brgy. Dimabuno,
Dipaculao, Aurora. The respondents are all Grade six pupils of
T.A. Molina Sr. Elementary School.
Method
Method
Type of Research
Respondents
Sampling Method
Proposed Innovation/Strategy
Instrument/s
Data Collection Procedure
Ethical Considerations
Data Analysis
Type of Research
 Type of Research
Design of the study.
-Experimental, qualitative or mixed methods

Action Research –
1. Pre experimental design- weak design
One shot design - Diagrammed as: X O
One group pre-test post-test design- Diagrammed as O1 X O2
Static-Group Design- Diagrammed as: Experimental Group X O
Control Group O
2. True experimental design-specifically a two-group pre-test, post-
test study design. Diagrammed as:
Experimental Group: O1 X O2
Control Group: O1 O2

3 . More realistic than true experiments.

Quasi Experimental Design-
They are unable to randomize the sample and respondents are intact.
 Sample Type of Research
In this study, Quasi Experimental Design will be
used. It is a combination of the pretest-posttest control
group without the intervention material and the
experimental group with the intervention material.
According to Fraenkel and Wallen (2000), stressed that
in a quasi-experimental design, pairs of individuals may
be matched on certain variables to ensure group
equivalence and to avoid its possible effect on the
study. This is when random assignment is impossible
because subjects are in intact groups.
Respondents
Who are the participants?
Provide details about the target
participants.
Who, how many, why were they
selected as your respondent.
 Sample Respondents
The participants in this study will be the twenty-four
(24) Grade 4 pupils at Dilaguidi Elementary School this
school year 2019-2020, twelve (12) pupils of whom will
be assigned as experimental group and twelve (12)
pupils also to the control group basing from the pretest
result that will be matched to ensure same baseline
comparability between the two groups.
The experimental group will be taught using the
intervention to be used on Friday during the reduced
class program while the control group will be taught
using the usual method of teaching.
 ACTIVITY - Respondents
Respondents
The participants in this study will be ___ (indicate
number) ___ (indicate grade / year level) pupils / students
at _______________ (indicate name of school), ___
(indicate number) of which were randomly assigned to the
experimental group and ____ (indicate number) to the
control group.
The experimental group will be taught using the
intervention to be used ______( how will the intervention
be done? for how long? etc.) while the control group will be
taught using the usual method of teaching.
Sampling Method
 Sampling Method
 Provide  COMMON SAMPLING TECHNIQUES

Non- random/ Non-probability Sampling

details on
purposive-(judgemental) You chose who you think should be in the
sampling study
techniqu convenience- sample is selected from elements of a population that
e to be are easily accessible, readiness to be a part of the sample
employed snowball-(referral, friend of friend….etc.)
Random/ Probability Sampling
. How did
Simple - Each subject has a chance or known probability of being
you selected .Ex. Lottery and fish bowl technique
arrive at cluster- Sampling units are groups rather than individuals.
your systematic-A simple example would be to select every 10th name from the

sample? list.
Stratified -Each stratum is then sampled as an independent sub-population, out of
which individual elements can be randomly selected.
Sampling Method
 Action Research-  If the two groups have the same
using 2 groups, baseline data. Previous grade or
experimental and result of the pre-test maybe
control group must used in grouping.
have the same  Total sampling or total
academic enumeration – if all the
performance members of the class/es were
before the taken as respondents.
intervention.
 15- Minimum
number per group
Sample Sampling Method

Total enumeration will be used as a

sampling method in this study since
this study focuses on the effect of
using Super Pery in teaching
Perimeter. All the twenty-four (24)
pupils will be taken as the respondents
of the study.
Proposed Innovation/Strategy
Proposed Intervention/ Strategy

 Describe your intervention material.

 Describe how the innovation will be conducted
in your school.
 Duringwhat part of the school year, what
particular subject matter or competency is
being addressed. How many times during the
day/week/month/quarter? Provide the
schedule.
 Sample Proposed Intervention/ Strategy
Super Pery is a learning material categorized as Big Book. This storybook was evaluated and
approved by the region. It is designed to create enjoyment in teaching Mathematics specifically in
Perimeter for grade 4. This learning material will develop both literacy and numeracy skills of the
pupils. Before applying the intervention, pretest will be conducted to both control group and
experimental group. The lesson will be taught for 3 days on Friday at 3:00 to 4:00 in the afternoon
during the reduced class program in the third quarter to the experimental group.
On the first day, the researcher will be focusing on the story.
On the second day, there will be some group and individual that will be performed by the pupils in
order to relate the story with the lesson (Perimeter). On the third day, the pupils will be doing the last
part of the lesson. After the intervention, the researcher will conduct a posttest to measure the learning
of the pupils.
On the other hand, the control group will be taught using the usual method of teaching on the time
scheduled. While doing this among the control group, the experimental group will be given activities
on the past lesson.
After the conduct of the study, the same intervention material will be used to the control group. The
result of the study will have no bearing on the numerical rating of the pupils.
Sample Proposed Intervention/ Strategy
SCHEDULE OF ACTIVITIES

Sessions Activities Objective Learning Materials

1 - drill, review, motivation, - develop the love for Math among the learners through a - drill cards, tarpapers,

unlocking of difficulties and story entitled “Super Pery” Powerpoint

presentation and discussion of - identify the unit of measurement and measuring tool presentation

the story “Super Pery” appropriate to the given situations

-unlocks the difficult words that will be heard in the story

2 - conducting the engagement - write the characteristics of the character in the story - tarpapers, activity

(group) and individual through a Semantic Web sheets

activities, reinforcing the -tell the steps in making a duck pen

concept skill, and - measures the sides of pictures in an activity sheet

generalization of the lesson - finds the perimeter of closed figures

3 - application and evaluation of - measures real objects and tells the perimeter of the objects -tarpapers, real objects

the lesson and enrichment - finds the perimeter of the given figures

activity
Instruments
 Instrument/s
 Tool/s used to gather data. If adopted cite the source. If
personally made, account for its validity. If the pretest
and post-test are teacher made, who validated the test?
Are the test reliable?
 Describe the instrument to be used.
 For the pretest and posttest, (choose one from the
following: ) a teacher-made test / standardized test
from the DepEd Division / Regional / National Office will
be used.
 Validity and reliability of research instruments are
important considerations
 Sample Instrument
 The instrument that will be used is a 20-item pretest – posttest in
measuring the achievement of the pupils in the perimeter lesson.
This instrument will be subjected to validity and reliability test.
 To test the validity, the researcher will seek the help of a master
teacher, the NOPT president and the district coordinator in
Mathematics. They will be reviewing the instrument for face and
content validity. This will be conducted to assess the clarity and
eliminate ambiguous questions, and to get feedback to restructure
the questionnaire if necessary. After that, the researcher will amend
the instrument according to the suggestions and recommendations.
 To test the reliability of the test instrument, test-retest will be
employed. It will be administered to the selected 20 grade 4 pupils
of Diagyan Elementary School. After two weeks, it will be re-run to
the same samples.
Data Collection Procedure
Data Collection Procedure

 Describe data collection procedure.

 Assessment, interview, survey, case
studies, observations or focus group
discussion.
 Sample Data Collection Procedure
Before the conduct of the study, the researcher will secure an approval from
the School Head of Dilaguidi Elementary School through a letter. The researcher
will personally explain the importance of the study to the Grade 4 pupils. The
respondents of the study will be oriented as soon as the research proposal is
approved.
The 20-item test will be administered by the researcher within one hour as a
pretest prior to the conduct of the intervention and will be retrieved and checked
immediately. The result of the pretest will be the baseline level of the study.
Afterwards, the researcher will conduct the intervention on Friday during the
reduced class program. This is to avoid the incident that the control group will be
hearing the intervention. After two days of applying the intervention, posttest will
be conducted. The researcher will immediately check, tabulate, and analyze the
pretest and posttest result.
Ethical Considerations
Ethical Considerations
 Identify ethical concerns that could emanate
from the conduct of the study. Rights, privacy
and confidentiality of the respondents are
protected.
 Assent or letters of consent are served.
 Sample Ethical Consideration
In conceptualizing this study, the researcher will consider the result of
the 20-item test instrument. The result will be the baseline of the study.
After that, the researcher will read some studies, researches and ideas
that will strengthen the problem being identified. In addition, the
researcher will also consider the ideas shared by his colleagues regarding
the existing problem until the study is created.
Before the conduct of the study, the researcher will ask the permission
of the school head for the approval through a letter. As soon as the school
head approved the study, agreements will be made between the
researcher together and the school head.
Identities of the participants will not be disclosed. The results of the
study will be kept confidential. After the conduct of the study, the same
learning material will also be used by the learners under the control
group. This is to make the study fair to both groups.
Data Analysis
Data Analysis
 Givedetails of data analysis such as statistical
tools to be employed.
 Sample Data Analysis
In the pretest and pottest average scores, descriptive statistics such as mean and
standard deviation will be used.
To ensure normal distribution of scores in the pretest results, t-test: two samples
assuming equal variance was used.
In order to test if there is a significant difference between the average score of the
pupils after using Super Pery, T-test was used. P – value less than 0.05 was considered
statistically significant. Statistical computations will be performed using the Data
Analysis Tools of Microsoft Excel 2013.
The average score of the respondents will be interpreted using Likert Scale, a
twenty-point scale where twenty (20) is the highest, while one (1) is the lowest. The
following criteria will used in the interpretation of mean:
16.20 – 20.00- Excellent
12.40 – 16.19- Very Satisfactory
8.60 – 12.39 - Satisfactory
4.80 – 8.59 - Moderately satisfactory
1.00 – 4.79 - Poor
The cut – off point to indicate a satisfactory performance is from 8.60 to 20. On the
other hand, 8.59 and below, means unsatisfactory performance.
 Work plan
Provide a detailed work plan/schedule how the study will be carried on.
Activities Jan. Feb. March April May June    
Conceptualization of the √              
Problem
Preparation and acceptance   √            
of the action research
proposal

Finalization of the     √          
questionnaire and
Superintendent’s permission
to conduct the survey

Retrieval, Data Tabulation,       √        

interpretation

Data analysis       √  √      
Finalization of the action          √    
research paper and aligning it
with the Regional Research
Policies issued by the region
 ACTIVITY 18-Cost Estimates
Include a detailed research cost.
Particulars Amount
A. Implementation of the Approved Research Proposal  
Supplies and Materials for the Conduct of Research 2,000.00
Local Transportation for Validation/Pilot Testing of 2,000.00
Instrument and Gathering of Data
Communication and Wifi Load 1,000.00 
Reproduction of Research 3,000.00
Reproduction of Final Copy of Research Paper 2,000.00
A. Results and Dissemination  
School INSET/ District /Division Research Congress/ 1,000.00
Colloquium
 Grand Total 12,000.00
 Plan for Dissemination
 Indicate how the results of the action research will be utilized
 Example: Plan for Dissemination and Utilization
After the approval of the study, the researcher will use the intervention during
the reduced class program on Friday not only this school year but also to the next
school year to the incoming intermediate pupils to help have them learned their
Mathematics lesson better. Aside from that, the researcher will also share the said
instruments to his co-teachers and fellow Mathematics teachers during faculty and
district meetings that will help them and will be used in their teaching.
This study will also be shared during INSET trainings, seminars and workshops and
during District and Division Research Congress to help the other researchers to
conceptualize their own action research.
The researcher will also provide a copy of his research to the school where he
teaches, to the District Office and to the Schools Division Office.
 References
 Follow the APA format of referencing.
Provide in text of work and reference list

 Invert authors’ names (last name first followed by initials).

Alphabetize reference list entries the last name of the first
author of each work.
Capitalize only the first letter of the first word of a title and
subtitle, the first word after a colon or a dash in the title, and
proper nouns. Do not capitalize the first letter of the second
word in a hyphenated compound word.
 References
 Center the title–
References-- at the top
of the page

 Double-space
reference entries

 Flush left the first line

of the entry and indent
subsequent lines

 Order entries
alphabetically by the
author’s surnames
 Appendices
• Instrument/s
• Consent/Assent Letters
• Proponent Information
• Research Information
• Declaration of Antiplagiarism
• Absence of Conflict of Interest
• Scanned copy of Land bank ATM card ( indicate below the
branch, account number)
THANK YOU