RESEARCH OPERATIONAL TEMPLATE (ROT)

OTHMAN TALIB
zahinothman@gmail.com
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WORKING TITLE:

KEYWORDS:

1. OVERVIEW OF THE STUDY

2. PROBLEM STATEMENT
• Current issue (Symptom)
• Specific problem(s) underpinning the issue
• Proposed solution

3. SIGNIFICANT OF STUDY / CONTRIBUTION TO KNOWLEDGE

4. OBJECTIVE

5. RESEARCH QUESTIONS / HYPOTHESES 6. DATA COLLECTION 7. DATA ANALYSIS

RQ1
RQ2
RQ3

8. LITERATURE REVIEW
• Introduce the topic and define terminologies
• Emphasize why the topic is important
• What has been done - relate the problem with current issues global, regional, local setting
• What need to be done - the significance of the study, novelty, contribution to knowledge

9. THEORETICAL FRAMEWORK - CONCEPTUAL FRAMEWORK

10. RESEARCH DESIGN

11. SAMPLING TECHNIQUE

12. REFERENCES

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 ARTICLE OPERATIONAL TEMPLATE (ROT)
OTHMAN TALIB
zahinothman@gmail.com

ABSTRACT
A1 Introduction
A2 Objective
A3 Method / Design
A4 Findings
A5 Conclusion

Keywords: terminology; technique; methodology; special word

INTRODUCTION (LITERATURE REVIEW)
INT1 Introduce the topic and define terminologies
INT2 Emphasize why the topic is important
INT3 What has been done - relate the problem with current issues global, regional, local setting
INT4 What need to be done - the significance of the study, novel, contribution to knowledge
INT5 Introduce your study
INT6 State the purpose / main objective / RQ
METHODOLOGY
MET7 Describe briefly the research design that connect to the objective of your study
MET8 Explain the theory underpinning the study (optional)
MET9 Describe the sample of the study
MET10 Briefly explain the set-up / procedure
MET11 Briefly explain data analysis
FINDINGS AND DISCUSSION
FIND12 Describe: Provide main findings related to the objective
FIND13 Analyse: Defend findings with strong statement (the finding concluded that.. )
FIND14 Synthesise: Emphasis the importance of the findings, the newness / novelty
CONCLUSION AND RECOMMENDATION
CON15 Answer the objective / RQ with strong statement
CON16 Establish newness (novelty)
CON17 Implication: Why do the results matter?
CON18 Limitation: What can’t the results tell us?
CON19 Recommendation (suggestion) for future research: What studies should follow?
REFERENCES
REF20 Reflect the comprehensiveness of the study

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 EXAMPLE
Benefits of adding anxiety-reducing features to a computer-based
multimedia lesson on statistics
Othman Talib
zahinothman@gmail.com

ABSTRACT
A1 Introduction
Learning with a multimedia through an online lesson is a complex process that ..
A2 Objective
The study investigated the anxiety-reducing features embedded to a multimedia …
A3 Method / Design
In a quasi-experimental design, students …
A4 Findings
An independent samples t-test showed that ..
A5 Conclusion (Answer A2)
Adding anxiety-reducing features to a multimedia through an online lesson show better
performance..

Keywords: anxiety; multimedia; affective; cognitive load; self-efficacy

INTRODUCTION (LITERATURE REVIEW)

INT1 Introduce the topic and define terminologies
Learning with a multimedia lesson is a complex process that involves not only cognitive but affective
processes as well..
INT2 Emphasize why the topic is important
One important affective factor that has been shown to negatively impacts academic outcomes is
learner anxiety..
INT3 What has been done - relate the problem with current issues global, regional, local setting
There is a substantial body of research concerning affective processes in on line learning that can
guide the instructional design, such as anxiety ..
INT4 What need to be done - the significance of the study, novel, contribution to knowledge
As anxiety is associated negatively not only with performance, more empirical research is needed.
INT5 Introduce your study
The present study adds to the limited research base on inte grating anxiety-reducing features to
computer-based learning environments, and expands the outcome measures of previous research
to include cognitive load, perceived anxiety and self-efficacy, and performance.
INT6 State the purpose / main objective / RQ
The goal of the present study is to examine whether adding research-based anxiety-reducing
features to a computer-based multimedia lesson on statistics can have an impact on learner anxiety
level, self-efficacy and cognitive load.
RQ: Do students exposed to anxiety-reducing features in multimedia content through an online
lesson perform differently in term of anxiety, self-efficacy, cognitive load than students exposed to
traditional classroom ?

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 METHODOLOGY
MET7 Describe briefly the research design that connect to the objective of your study
The quasi-experimental research design used pretest and posttest control group design..
MET8 Explain the theory underpinning the study (optional)
The multimedia content was created using CTML theory…
MET9 Describe the sample of the study
The participants were 54 undergraduates across various disciplines at a Universiti Putra Malaysia
with the mean age 18.55, SD 1.26; females 37, males 39.
MET10 Explain the set-up / procedure
Participants were then instructed to access the computer-based program and follow the directions
on the screen to complete the program, posttests, and survey at their own pace as shown in Fig. 2

The posttest consisted of a performance test followed by a self-report survey with three subscales
namely anxiety, self-efficacy, cognitive load.
MET11 Explain data analysis
The repeated t-test was used to compare the pretest and posttest scores … The ANOVA was
employed to determine the gained score comparison between the control and experimental group…

FINDINGS AND DISCUSSION

FIND12 Describe: Provide main findings related to the objective
As summarized in Table 4, the results showed a significant regression indicating that the model
containing self-efficacy, anxiety, and equation, F(3, 50) ¼ 20.99, p <.000, with an R2 value of 0.56,
cognitive load explained approximately 56% of the variance in student performance.

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FIND13 Analyse: Defend findings with strong statement (the finding concluded that.. )
Independent t test analyses supported the notion that embedding anxiety-reducing features in
multimedia content enhancing students’ perfomances in statistic. Reducing cognitive load benefits
of being able to decrease the students’ anxiety and increasing their self-efficacy
FIND14 Synthesise: Emphasis the importance of the findings, the newness / novelty
In the case of performance, statistically significant differences were found between scores before
and after the intervention showing that self-efficacy and cognitive load were positively correlated
with each other and with the test performance; in addition, anxiety, self-efficacy, and cognitive load
as a set contributes to the prediction of student’s performance.

CONCLUSION AND RECOMMENDATION

CON15 Answer the objective / RQ with strong statement
Overall the findings demonstrated / concluded that the anxiety-reducing features integrated in
multimedia content increased the students’ performance and reduced their anxiety.
CON16 Establish newness (novelty)
The study contributes to the literature on learners’ anxiety, cognitive load, and self-efficacy as
predictors of performance in a computer-based learning environment.
CON17 Implication: Why do the results matter?
Theoretical implication: The results show that the theory of anxiety …
Practical implication: The study provides a new insight into the implementation of …..
CON18 Limitation: What can’t the results tell us?
It would be useful to determine how well the effects hold up beyond a short-term small-scale lab as
demonstrated in the study. The generalizability of the results is limited by…
CON19 Recommendation (suggestion) for future research: What studies should follow?
Future research is needed to examine whether the benefits of anxiety-reducing features can be
applied to other academic setting and academic subject matters or to younger learners ….

REFERENCES
REF20 Reflect the comprehensiveness of the study

Hasana, S. N., & Alifiani, A. (2019). Multimedia Development Using Visual Basic for Application (VBA)
to Improve Students’ Learning Motivation in Studying Mathematics of Economics. Indonesian
Journal of Mathematics Education.
Yasin, Z., & Husain, R. (2019). The Effect of The Using of Learning Multimedia and Motivation to The
Result of Arabic Learning.

Notice:
ROT- AOT have been copyrighted
The example above is extracted from:
Huang, X., & Mayer, R. E. (2016). Benefits of adding anxiety-reducing features to a computer-based
multimedia lesson on statistics. Computers in Human Behavior, 63, 293–303.