OMSC Research Writing Course Syllabus

Reference No.: OMSC-Form-COL-13 Effectivity date: November 20, 2018 Revision No.
01
Republic of the Philippines

OCCIDENTAL MINDORO STATE COLLEGE
Rizal Street, San Jose, Occidental Mindoro
Website: www.omsc.edu.ph Email address: omsc_9747@yahoo.com
Tele/Fax: (043) 457-0231 CERTIFIED TO ISO 9001:2015
CERT. NO.: 50500779 QM15
College of Teacher Education

San Jose Campus
BACHELOR OF TECHNICAL TEACHER EDUCATION
OBE COURSE SYLLABUS
OMSC VISION
Occidental Mindoro State College is envisioned to be an agent of change for the development of the total person responsive to the challenges of globalization.
OMSC MISSION
To train and develop a new breed of highly competitive, innovative, resourceful, and values-oriented graduates through quality instruction, relevant research,
community-based extension, and sustainable production.
COLLEGE OF TEACHER EDUCATION GOAL
The College of Teacher Education is committed to develop future teachers who will help mold students to become enlightened, efficient, and productive citizens.
COURSE TITLE: Research Writing

COURSE DESCRIPTION:
In this course, students will learn to write clear, concise and well-developed exposition where critical thinking and editing skills are emphasized. There will also be
an introduction to Research and the basic components of an Applied research paper and Basic research methods. This course will attempt to provide an adequate
foundation for students to write research papers for their coursework.
COURSE CODE: Educ 418
CREDIT UNITS: 3
PREREQUISITES: Technical Writing
PROGRAM GOAL:
The BTTE degree program aims to develop highly competent and motivated teachers in technical and vocational education in their area of specialization. The
technical and vocational teacher education curriculum shall impart a body of knowledge, skills, attitudes, values and experiences that will provide prospective
Reference No.: OMSC-Form-COL-13 Effectivity date: November 20, 2018 Revision No. 01
Grade 9-10 TLE Teachers, Senior High School teachers for the Tech-Voc Livelihood track, TVTED Trainers/Instructors and faculty members in higher education
institutions with the necessary competencies essential for the effective teaching. Graduates of BTTE are considered to have satisfied the TESDA requirement for
Trainer’s Methodology
PROGRAM OUTCOMES: (Adopted from CMO-No-79-s.-2017)
 Articulate and discuss the latest developments in the specific field of practice. (Philippine Qualifications Framework level 6 descriptor);
 Effectively communicate orally and in writing using both English and Filipino;
 Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor);
 Act in recognition of professional, social and ethical responsibility;
 Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722);
 Demonstrate the competencies required of the Philippine TVTED Trainers –Assessors Qualification Framework(PTTQF);
 Demonstrate broad coherent, meaningful knowledge and skills in any of the specific fields in the technical and vocational education;
 Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
 Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
 Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural and political processes;
 Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and
teaching approaches); and
 Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other
factors affecting educational processes in order to constantly improve their teaching knowledge, skills and practices.
COURSE OUTCOMES: The BTTE degree program aims to develop highly competent and motivated teachers in technical and vocational education in their area
of specialization. The technical and vocational teacher education curriculum shall impart a body of knowledge, skills, attitudes, values and experiences that will
provide prospective Grade 9-10 TLE Teachers, Senior High School teachers for the Tech-Voc Livelihood track, TVTED Trainers/Instructors and faculty members
in higher education institutions with the necessary competencies essential for the effective teaching. Graduates of BTTE are considered to have satisfied the
TESDA requirement for Trainer’s Methodology.
COURSE OUTLINE
Week Desired Learning Course Content Textbooks/ References Teaching/Learning Resource Assessment
Outcomes Activities Materials
 Orient students on the updated VMGO of the College and Program Objectives.
 Discuss issues on Gender Equality to inculcate the value of respect to each of the four accepted gender.
1. Define and explain Nature of Research : Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
the meaning of An Overview Castro, B., & Grajo,  Discussion Presentation assessment
research and its types J.(2016). Practical Research  Presentation  LCD for:
2. Quezon City: Vibal  Group work  Projector
Group, Inc.  Laptop  Class
participation
Science Education Institute  Oral
(2001). Research II –A recitation
Guide to Investigatory  Oral
Projects. Metro Manila: Presentation
Department of Science and
Technology :Science  Quiz
Education Institute
Calmorin, L. P. & Calmorin,

M. A.( 1995). Methods of
Research and Thesis
1-3 Writing. Sampaloc, Manila:
Rex Book Store, Inc.
2. Recall the kinds of Introduction to Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
research designs; Research Design Castro, B., & Grajo,  Discussion Presentation assessment
describe the J.(2016). Practical Research  Presentation  LCD for:
characteristics of 2. Quezon City: Vibal  Group work  Projector
qualitative and Group, Inc.  Laptop  Class
quantitative research participation
and illustrate the Science Education Institute  Oral
importance of (2001). Research II –A recitation
quantitative research Guide to Investigatory  Oral
across fields. Projects. Metro Manila: Presentation
Education Institute

Research and Thesis
Writing. Sampaloc, Manila:
3. Explore the different The Use of Variables Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
types and uses of in Research Castro, B., & Grajo,  Discussion Presentation assessment
variables, and how J.(2016). Practical Research  Presentation  LCD for:
they may be used in 2. Quezon City: Vibal  Group work  Projector
research; Group, Inc.  Laptop  Class
participation
Education Institute

Research and Thesis
4. Discuss the Fundamentals of Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
meaning, Literature Review Castro, B., & Grajo,  Discussion Presentation assessment
characteristics, group 1 J.(2016). Practical Research  Presentation  LCD for:
purpose, functions, 2. Quezon City: Vibal  Group work  Projector
and sources of Group, Inc.  Laptop  Class
literature review; participation

Education Institute

Research and Thesis
3-4 5. Follow the steps in Tabulating, Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
doing a literature Synthesizing and Castro, B., & Grajo,  Discussion Presentation assessment
review and cite Citing Related J.(2016). Practical Research  Presentation  LCD for:
related literature Literature (group 2) 2. Quezon City: Vibal  Group work  Projector
using APA format. Group, Inc.  Laptop  Class
participation
Education Institute

Research and Thesis
6. Explain the meaning Ethical Standards in Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
of ethics in research Writing Literature Castro, B., & Grajo,  Discussion Presentation assessment
and follow ethical Review ( GROUP 3) J.(2016). Practical Research  Presentation  LCD for:
standards in writing 2. Quezon City: Vibal  Group work  Projector
related literature Group, Inc.  Laptop  Class

participation
Education Institute

Research and Thesis
7. Identify a good topic Research Topic Area Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
area for research and Identification (group Castro, B., & Grajo,  Discussion Presentation assessment
identify the research 4) J.(2016). Practical Research  Presentation  LCD for:
focus or problem 2. Quezon City: Vibal  Group work  Projector
from the identified Group, Inc.  Laptop  Class
topic area participation
Education Institute

Research and Thesis

5-6 8. Formulate research Formulating Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
questions for the Research Questions Castro, B., & Grajo,  Discussion Presentation assessment
study; translate and Objectives of the J.(2016). Practical Research  Presentation  LCD for:
research questions to Study (group 5) 2. Quezon City: Vibal  Group work  Projector
objectives; and write Group, Inc.  Laptop  Class
research title. participation
Education Institute

Research and Thesis
9. Indicate scope and Writing the Scope, Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
limitation of the Limitation and Castro, B., & Grajo,  Discussion Presentation assessment
study and cite Significance/Contribu J.(2016). Practical Research  Presentation  LCD for:
benefits and tion of the Study( 2. Quezon City: Vibal  Group work  Projector
beneficiaries of study group 6) Group, Inc.  Laptop  Class
participation
Education Institute

Research and Thesis
10. Develop the Writing the Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
theoretical Theoretical Castro, B., & Grajo,  Discussion Presentation assessment
underpinnings of the Framework ( group J.(2016). Practical Research  Presentation  LCD for:
chosen research 7) 2. Quezon City: Vibal  Group work  Projector
topic. Group, Inc.  Laptop  Class
participation
Education Institute

Research and Thesis
11. Formulate Formulating the Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
7-8
appropriate Hypothesis Castro, B., & Grajo,  Discussion Presentation assessment
hypothesis J.(2016). Practical Research  Presentation  LCD for:
corresponding to 2. Quezon City: Vibal  Group work  Projector
problem statements, Group, Inc.  Laptop  Class
questions and participation
objectives Science Education Institute  Oral

Education Institute

Research and Thesis
12. Illustrate and explain Developing the Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
conceptual Conceptual Castro, B., & Grajo,  Discussion Presentation assessment
framework Framework J.(2016). Practical Research  Presentation  LCD for:
2. Quezon City: Vibal  Group work  Projector
participation
Education Institute

Research and Thesis
13. Write a Writing the Review of Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
comprehensive Related Literature Castro, B., & Grajo,  Discussion Presentation assessment
literature review J.(2016). Practical Research  Presentation  LCD for:
participation
9 Projects. Metro Manila: Presentation
Education Institute

Research and Thesis
14. Differentiate the Quantitative Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
different research Research Design Castro, B., & Grajo,  Discussion Presentation assessment
design; recall the J.(2016). Practical Research  Presentation  LCD for:
concepts of data and 2. Quezon City: Vibal  Group work  Projector
information; Group, Inc.  Laptop  Class
differentiate primary participation
from secondary data; Science Education Institute  Oral
and differentiate the (2001). Research II –A recitation
different Guide to Investigatory  Oral
measurement scales. Projects. Metro Manila: Presentation
Education Institute
Calmorin, L. P. &
Calmorin, M. A.( 1995).
Methods of Research and
Thesis Writing. Sampaloc,
Manila: Rex Book Store,
10-11 Inc.
15. Illustrate what, Locus Identification, Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
where and how to Samples and Sample Castro, B., & Grajo,  Discussion Presentation assessment
gather data needed in Size J.(2016). Practical Research  Presentation  LCD for:
the research and 2. Quezon City: Vibal  Group work  Projector
differentiate the Group, Inc.  Laptop  Class
samples from participation
population. Science Education Institute  Oral
Education Institute

Research and Thesis
16. Differentiate the two Sampling Techniques Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
types of sampling Castro, B., & Grajo,  Discussion Presentation assessment
techniques and J.(2016). Practical Research  Presentation  LCD for:
describe the different 2. Quezon City: Vibal  Group work  Projector
probability sampling Group, Inc.  Laptop  Class
techniques. participation

Education Institute

Research and Thesis
17. Identify different Research Techniques Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
research techniques and Instruments Castro, B., & Grajo,  Discussion Presentation assessment
and instruments. J.(2016). Practical Research  Presentation  LCD for:
participation
Education Institute

Research and Thesis
12 Preparation for Pre-Oral Defense
13 Pre-Oral Defense (Mid Term)
18. Describe the role of Data Collection Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
data in research and Castro, B., & Grajo,  Discussion Presentation assessment
find out the different J.(2016). Practical Research  Presentation  LCD for:
ways of collecting 2. Quezon City: Vibal  Group work  Projector
data. Group, Inc.  Laptop  Class
participation
Education Institute

Research and Thesis
19. Be able to organize Data Organization Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
the collected data. Castro, B., & Grajo,  Discussion Presentation assessment
J.(2016). Practical Research  Presentation  LCD for:
participation
Education Institute

Research and Thesis
20. Interpret data Data Presentation Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
presented in tabular Castro, B., & Grajo,  Discussion Presentation assessment
and graphical form J.(2016). Practical Research  Presentation  LCD for:
participation
Education Institute

Research and Thesis
21. Describe different Statistical Treatment Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
statistical tools of Data Castro, B., & Grajo,  Discussion Presentation assessment
participation

Education Institute

Research and Thesis
22. Be able to discuss Discussion of Results Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
the results of the of the Study Castro, B., & Grajo,  Discussion Presentation assessment
study; J.(2016). Practical Research  Presentation  LCD for:
participation
Education Institute

Research and Thesis
23. Draw conclusion Conclusion and Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
from research Recommendations Castro, B., & Grajo,  Discussion Presentation assessment
findings and J.(2016). Practical Research  Presentation  LCD for:
14-16 formulate 2. Quezon City: Vibal  Group work  Projector

recommendations Group, Inc.  Laptop  Class
participation
Education Institute

Research and Thesis
24. Make a listing of Writing References Uy, C., Cabautan, R., de  Lecture  Power Point  Rubric
references Castro, B., & Grajo,  Discussion Presentation assessment
participation
Education Institute

Research and Thesis

17 Preparation for Final Defense
18 Final Defense
SUGGESTED LEARNING RESOURCES:
 Basic Steps in the Research Process
https://www.nhcc.edu/student-resources/library/doinglibraryresearch/basic-steps-in-the-research-process
 How to Write a Research Paper: 10 Steps + Resources
https://thebestschools.org/resources/how-to-write-research-paper/
 Rallis, Helen M. (2018). Guidelines for writing a literature review
https://www.d.umn.edu/~hrallis/guides/researching/litreview.html
 Chapter 2 : Review of Related Literature and Studies
https://www.academia.edu/4018283/CHAPTER_2_REVIEW_OF_RELATED_LITERATURE_AND_STUDIES
 Sample APA Research Paper
http://www.theawritesource.com/apa/apa.pdf
COURSE REQUIREMENTS  Pre-Oral Defense
 Final Defense
 Manuscript
Class Standing =50%
Mid-Term/Final Examination =40%
Project =10%
GRADING SYSTEM
100%
*Final Rating = Midterm (40%) + Final Term (60%)

Attendance
1. Students having seven (7) absences without valid reasons will be dropped from the class. Students are required to
present admit to class slip from the Office of Student Affairs and Services after being absent in the previous
meeting.
COURSE POLICIES 2. Three (3), not necessarily consecutive, tardiness without further notice is equivalent to one (1) absence.
Incomplete Grade:
1. Students who were not able to take the midterm/final examinations will receive an incomplete grade.
2. Incomplete grade should be complied within one year.
Prepared by: Noted: Approved:
CHRISTINE JOY C. IGLESIAS

Program Head, BTTE
MARLYN R. ATIENZA
Asst. Professor 1
Recommending Approval: ELBERT C. EDANIOL, EdD

July 25, 2019 Vice President for Academic Affairs
Date
JOANNE D. GOROSPE, EdD
Dean, College of Teacher Education _________________
Date
_____________________
Date

OMSC Research Writing Course Syllabus

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

OMSC Research Writing Course Syllabus

Uploaded by

Copyright:

Available Formats

Reference No.: OMSC-Form-COL-13 Effectivity date: November 20, 2018 Revision No.

Republic of the Philippines

College of Teacher Education

BACHELOR OF TECHNICAL TEACHER EDUCATION

OBE COURSE SYLLABUS

COURSE TITLE: Research Writing

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Projects. Metro Manila: Presentation

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

related literature Group, Inc.  Laptop  Class

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Rex Book Store, Inc.

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Guide to Investigatory  Oral

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Guide to Investigatory  Oral

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Guide to Investigatory  Oral

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

14-16 formulate 2. Quezon City: Vibal  Group work  Projector

Calmorin, L. P. & Calmorin,

Calmorin, L. P. & Calmorin,

Writing. Sampaloc, Manila:

*Final Rating = Midterm (40%) + Final Term (60%)

Prepared by: Noted: Approved:

CHRISTINE JOY C. IGLESIAS

Recommending Approval: ELBERT C. EDANIOL, EdD

You might also like