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Department of Business Administration

FLEXIBLE LEARNING COURSE SYLLABUS

I. COURSE TITLE
Course No. : BAC EBRE Professor: DR. GRACE MARIE V. LAPE
Course Title: ELEMENTS OF BUSINESS RESEARCH Office: USC SBE TESDA Center
Credit Units: 3 Consultation:
Pre-requisites: None Contact No. 2300-100 Local 583
Term: 1st semester, AY 2020 – 2020 Email Address lape.grace@gmail.com; lgmav@yahoo.com; gvlape@usc.edu.ph
Schedule: Revision Date: July 2020

II. COURSE DESCRIPTION

Elements of Business Research (BAC EBRE) is designed to provide students with the necessary skills and knowledge to determine the information necessary to address an identified research problem
(basic or applied) and, using this understanding, develop and use an actionable research proposal. The scientific research problem is in business context, which is of strategic importance for the
management of a company usually in a changing environment.
The students will develop core competencies and skills that include: defining research questions; setting appropriate research objectives; study design that incorporates research objectives and
budgetary constraints; review of related literature, secondary and primary data collection and instruments; sampling and analysis methods; and effective reporting of results; as well as the importance of
ethical conduct in conducting research. They are to submit a research proposal, usually in group s of 5, based on a business topic of interest in their major course, Marketing Management, Human
Resource Management, Financial Management and Operations Management, using the course’s textbooks and selected scholarly and peer reviewed sources.
BAC EBRE is one of the Business Administration core courses identified by CHED thru CMO 17 series of 2017, as such is a requisite course for students of the Department of Business Administration of the
School of Business and Economics.

III. COURSE OUTCOMES

At the end of the course, the students are expected to: Targeted Program Level Outcomes (PO)
PO 1 PO 2 PO 8 PO 9
1. Write the various parts and sections of an undergraduate research proposal.
2. Prepare a structured and well-written research proposal

IV. CREDIT UNITS AND NUMBER OF LEARNING HOURS

1. Required hours for online/synchronous sessions and studying - 1 hour per week for synchronous/online activities like an interactive lecture, presentation, consultation, and giving of instructions.
2. Required hours for offline/asynchronous learning and studying -2 hours per week for offline/asynchronous.

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V. COURSE REQUIREMENTS
1. GRADING SYSTEM
Evaluation/Grading System
This course will follow the standard grading system of the university as follows:
Weight Per Criteria
Criteria
Midterm Finals
Class Participation-Online Assignments, readings, reflection papers 30.00 30.00
Reports/Projects/Terminal Research Proposal 50.00 50.00
Midterm/Final Exams 20.00 20.00
Total 100.00 100.00
Final Grade 1/3 2/3

GPA Scoring
For purposes of transmutation, the standard equivalents will be used as follows:
Score Range 100-95 94-93 92-91 90-89 88-87 86-85 84-83 82-81 80-79 78-77 76-75
Grade Equivalent 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0

Score Range 74-73 72-71 70-69 68-67 66-65 64-62 61-59 58-56 55-53 52-50 49 below
Grade Equivalent 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 5.0
Note:
1. Students who obtain grades below 3.0 is equivalent to a failing grade of 5.0.
2. BSA students must maintain a 2.0 GPA in each core and professional course.
3. BSMA, BSAIS, and BSIA students must maintain a 2.5 GPA in each core and professional course.
4. Students who have not complied with their final requirements for the subject will be given an INC grade.
5. Students with an INC grade are given at most one year to comply with the necessary requirements to be given a final grade. Students whose grades are not changed within one year will automatically
receive a final grade of No Credit (NC).
6. Students can only have a maximum of nine (9) units of INC grades at one time. Students who violate this rule will not be allowed to enroll in further subjects until they comply with the requirements and
have their INC grades changed.
2. SCHEDULES OF IMPORTANT SUMMATIVE EXAMS- MIDTERM EXAM WEEK
3. DEADLINES OF SUMMATIVE REQUIREMENTS (E.G. FINAL REPORTS, PLATES, DESIGN WORK, ETC)- FINAL EXAM WEEK
VI. COURSE AND CLASSROOM POLICIES
1. Consultation hours – To be scheduled after class and office hours
2. Online Conferencing Platform to use (indicate links if possible, e.g. MEET, ZOOM, etc)- GOOGLE MEET; ZOOM
3. Learning Management System to use (e.g. Canvas, links, student accounts)- CANVAS; CANVAS STUDENT ACCOUNTS
4. Academic Integrity Policies

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 COURSE POLICIES
Tardiness
Attendance will be checked 5 minutes after the scheduled start of the class. If you are not around during the roll call, you are automatically marked late. Although occasional tardiness may be tolerated,
habitual tardiness is not. Students who are habitually late may be required to do extra learning tasks.
Special Assignments
Students are encouraged to work together on assignments and when studying. However, for individual output, the product that you shall turn in must be your own work, not a direct copy of someone
else’s work. Cases of copying shall be dealt with following the university’s procedures for disciplinary actions. Note that the university considers dishonesty or any fraudulent act as a major offense. Thus,
make sure that you do your own work and that you protect them from plagiarism by others. Special assignments that are submitted late may not be accepted.
Missed Tests and Exams
If you miss to take a scheduled examination, you can make a formal written request to take a special examination if missing the examination was due to a serious medical condition or due to an
emergency. "EMERGENCY shall be understood as an unforeseen combination of circumstances which calls for an immediate response to an urgent need for assistance or relief.” Pertinent supporting
documents must be attached to your letter of request. The teacher shall set the schedule of the special examination.
Classroom Behavior
In the virtual classroom, students are expected to keep their mic and video close unless asked to recite/response by the teacher. If asked to show their video when reciting, student must be in proper
casual attire. No-T-shirts, well-groomed. The instructor reserves the right to expel misbehaving students from the classroom.
Internet Connectivity, Computer, Laptop
All enrolled students are expected to have their own laptop or computer and stable internet connectivity to be able to join all virtual class meetings thru Google Meet or Zoom and be able to do internet
research for class assignments, projects or tasks.
E-Classroom Etiquette
1. Attendance is a MUST. Students may incur only seven (7) absences for MW, TTH or Friday, Saturday schedules. Otherwise, they will automatically be dropped from class and receive a grade of
either NC (No Credit) or a failing grade of 5.0 whichever is applicable.
2. Students who incur three (3) absences will be asked by the instructor to send an email to the Department Chair to secure permission to be re-admitted to class. A re-admission slip should be
properly accomplished for this.
3. Tardiness is discouraged. It is a source of irritation and class disruption when students arrive late. Students who arrive 15 minutes after the start of class are considered tardy. Please note that
three (3) tardiness are equivalent to one (1) absence.
4. Classes should always start and end with a short prayer. The instructor can opt to lead the prayer or assign students to do this alternately.
5. The teacher checks attendance twice within the class period.
6. It is the responsibility of the students to properly schedule their classes so that meals and snacks will be taken at the proper time.
7. Students are encouraged to communicate with the instructor during consultation hours for any concerns, questions and assistance with regards to the course.
5. Academic Integrity Pledge (to be e--‐signed by students) – To be provided by Dr. Larry Silapan and Sir Joy Arnaiz.

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VII. COURSE MODULES (WHICH CAN BE PREPARED IN WHATEVER SUITABLE FORMAT FOR THE COURSE TO ENSURE ALIGNMENT WITH OBE FRAMEWORK)

COURSE MODULE 1- ORIENTATION & INTRODUCTION TO BAC EBRE

Course Outcomes Student Learning Outcomes Assessment Task/Student
Lesson/Topics Teaching & Learning Activities
(Expected Course Competencies) Output
Week 1- 3 hours 1. List the learning objectives of the course. 1. GTKY activities; Expectation  One page reflection on
I. Orientation 2. Enumerate the major contents of the course syllabus. Settings student expectation of
1 USC, SBE and BA Department: Vision, 3. Identify the requirements and explain the grading 2. G-Meet – 1.5 hours the course vis-à-vis
Mission and Core Values system for the course.  course objectives
2 Course content and outcomes 4. Reflect on the relevance of BAC EBRE to the 
university’s vision and mission statement and aims of
SBE and the Department of Business Administration
Week 2 – 3 hours CO 1- Write the Differentiate the nature of business, management research,
The Nature of Business and Management various parts and and the steps of the research process vis-a vis the USC 1. Collaborative learning chat  Individual responses
Research (Saunders, chap 1) sections of an research format. about chapter 1  Interaction
undergraduate 1. Explain the nature of research. 2. G-Meet – 1.5 hours  Recitation
A. The Nature of Research 2. Outline the purpose and distinct features of
research proposal. 3.
B. The Nature of Business and Management management research and its application to the field
Research of marketing, operations, finance and human resource
C. The Research Process 3. Summarize the stages in research process
D. Conceptualization Phase 4. Introduce the standard research format of the
a. Data Collection University
b. Analysis of Data
c. Report Writing and Dissemination
Week 3- 3 hours CO 2- Prepare a Critically identify a possible research topic. 1. Collaborative learning chat  Individual responses
Formulating and Clarifying the Research Topic structured and 1. Generate ideas that will help in the choice of a suitable about chapter 2  Interaction
/ Problem (Saunders, chap 2) well-written research topic; 
 2. Brainstorming via freedom  Recitation
A. Attributes of a Good Research Topic research proposal 2. Identify the attributes of a good research topic; 
 board
B. Generating and Refining Research Ideas 3. G-Meet – 1.5 hours
C. Turning Research Ideas into Research
Project

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Week 4- 3 hours CO 2- Prepare a Convert the identified research topic into a statement of a 1. Library orientation  Individual responses
Formulating and Clarifying the Research Topic structured and research problem 2. Paper critiquing / individual  Interaction
/ Problem (Saunders, chap 2) well-written 3. Turn research ideas into a research project that has work: Analyze research  Recitation
research proposal clear research question(s) and objectives; 
 problems of thesis USC  Terminal Report 1:
undergraduate programs Submission of research
(Statement of Problem vis-à-vis title and statement of the
rationale of the study) problem of students'
3. G-Meet – 1.5 hours paper

COURSE MODULE 2- CHAPTER ONE OF THESIS PROPOSAL

Week 5- 3 hours
PRE MIDTERM EXAMS PERIOD
A. Writing the Introduction and Rationale of sections of an
the Study
B. The Statement of the Problem
C. The Significance of the Study
D. The Assumptions of the Study
E. The Hypothesis of the Study
F. The Scope and Limitations of the Study
G. Definition of Terms
H. Organization of the Study
CO 1- Write the Learn how to write the different parts of Chapter 1. 1. Paper critiquing / individual  Pre-midterm exams-
various parts and 1. Be familiar with the various parts and sections of work: Analyze chapter one Coverage weeks 1 to 4
Chapter One of the thesis proposal; research of thesis of USC
undergraduate 2. Determine what details to include under undergraduate programs
research proposal. Introduction and Rationale of the Study; 2. G-Meet – 1.5 hours
3. Write the identified research problem and
research objectives formulated in week4;
4. Identify the assumptions of the study, its
hypotheses, significance, and scope and
limitations;
5. Determine what technical terms to include under
Definition of Terms and to differentiate between
dictionary definition and operational definition of
a term;
6. Know what to include in the section: Organization
of the Study.

Week 6- 3 hours CO 1- Write the Learn how to write the different parts of Chapter 1. 1. Paper critiquing / individual  Individual responses
Continuation of Chapter One Parts of various parts and work: Analyze chapter one  Interaction
Research Proposal sections of an research of thesis of USC  Recitation
undergraduate undergraduate programs  Terminal Report 2:
research proposal. 2. G-Meet – 1.5 hours Submission of Chapter
One write-up

COURSE MODULE 3- CHAPTER TWO OF THESIS PROPOSAL

Week 7- 3 hours CO 1- Write the Differentiate RRL, Theoretical and Conceptual frameworks. 1. Paper critiquing / group work:  Individual responses
Critically Reviewing the Literature (Saunders, various parts and 1. Describe the importance and purpose of the critical Analyze chapter 2 (review of  Interaction
part 1) sections of an review to a research project. related literature) of assigned  Recitation
undergraduate 2. Summarize what to include when writing the critical thesis / dissertation vis-à-vis
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 A. The Importance and Purpose of research proposal. review, the range of primary, secondary and tertiary their research problems
Literature Review; literature sources available. 2. Library work: given your
B. Literature Sources Available; 3. Identify key words and be able to undertake a assigned topic, submit a review
literature search using a range of methods. of related literature
C. Planning your Literature Search
4. Evaluate the relevance, value and sufficiency of the 3. G-Meet – 1.5 hours
Strategy; literature found.
D. Conducting your Literature Search; 5. Organize the literature accurately.
E. Obtaining and Evaluating the 6. Examine what is meant by plagiarism.
Literature;
F. Recording the Literature;
G. Plagiarism
Week 8-3 hours CO 1- Write the Differentiate RRL, Theoretical and Conceptual frameworks. 1 Brainstorming via freedom
various parts and board
Critically Reviewing the Literature (Saunders, sections of an 1. What is a review of related literature? 2 Paper critiquing / group work:
part 2) undergraduate 2. What is its main purpose? design your conceptual
research proposal. 3. What are the things that RRL do? framework based on your
H. The Importance and Purpose of 4. What are the types of Literature Review? approved title, statement of the
Literature Review; 5. How do you start your RRL? problem and review of related
I. Literature Sources Available; 6. What are the parts of a review of related literature?
literature
J. Planning your Literature Search 3 G-Meet – 1.5 hours
Strategy;
K. Conducting your Literature Search;
L. Obtaining and Evaluating the
Literature;
M. Recording the Literature;
N. Plagiarism
Week 9- 3 hours CO 2- Prepare a Critically write a review of related literature, theoretical 1. G-Meet – 1.5 hours  Interaction
structured and framework and conceptual framework.  Recitation
Critiquing of theoretical and conceptual well-written 1. Differentiate a conceptual framework from a  Terminal Report 3:
framework used in theses/dissertation research proposal theoretical framework by presenting samples Submission of Chapter
available at the library or in the internet Two write-up with
Bibliography using APA
style of writing of
students’ paper

Week 10- 3hours 1. Midterm Exams (On Research

MIDTERM WEEK Concepts & Procedures)
2. Midterm requirement: Oral
Presentation of proposed title,
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 statement of the problem and
conceptual framework of students'
paper-
3. G-Meet -3 hours
COURSE MODULE 4- CHAPTER THREE OF THESIS PROPOSAL
Week 11- 3 hours CO 2- Prepare a Be able to write the different parts of Chapter 3.
Research Design structured and 1 Define research design and its concepts; 
  Individual responses
1 Types of Research Design; well-written 2 Compare and contrast the differences between 1. Brainstorming via freedom  Interaction
2 Differences between quantitative and research proposal quantitative and qualitative data collection techniques board  Recitation
qualitative data collection techniques and and analysis procedures; 
 2. G-Meet- 1.5 hours
analysis procedures; 
 3 Determine the reasons for adopting multiple methods
3 Multiple methods in the conduct of in the conduct of research; 

research; 
the concepts of validity and 4 Discuss the concepts of validity and reliability and
reliability its main threats; 
The ethical identify its main threats
issues implied by the choice of research 5 Discuss ethical issues implied by the choice of research
strategy. 
 strategy. 

Week 12 & 13- 6 hours CO 2- Prepare a Be able to write the different parts of Chapter 3. 1. Paper critiquing Analyze chapter
Research Methodology structured and 1 Explain the need for sampling in business and 3 (research methodology) of  Individual responses
well-written management research; 
 assigned thesis / dissertation vis-  Interaction
1 Research Environment research proposal 2 Compare and contrast probability and non-probability à-vis their research problems &  Recitation
2 Research Population sampling techniques within a research project; 
 conceptual framework
3 Research Instrument 3 Determine the appropriate sampling techniques for a 2. Given your assigned topic,
4 Research Procedure variety of research scenarios and justify their selection; submit chapter 3 of your paper
5 Gathering of Data 4 Apply sampling techniques; 
 which contains items #1 to 6 of
6 Treatment of Data 5 Determine the representativeness of respondents; Week 12 Research Methodology
3. G-meet- 1.5 hours
Week 14- 3 hours CO 2- Prepare a Be able to draft a survey questionnaire. 1. Paper critiquing : Analyze
Designing and Preparing the Research structured and 1. Design research instruments using primary data research instrument used in  Recitation
Instruments well-written 2. Design research instruments using secondary data your (appendix) of assigned  Interaction
research proposal thesis / dissertation vis-à-vis  Individual responses
their research problems,  Terminal Report 4:
conceptual framework, research Submission of Chapter
population, environment and Three write-up
procedure
2. Construct, pilot and administer
questionnaire to answer
research questions and to meet
objectives
3. G-Meet 1.5 hours

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Week 15- 3 hours CO 2- Prepare a Be able to draft a survey questionnaire 1. G-Meet -1.5 hours Terminal Report 5-Submission
Designing and Preparing the Research structured and 2. Pre-final exam on research of research instrument
Instruments- Continuation well-written methodology and research
research proposal instrument.

COURSE MODULE 5- FRONT AND BACK PARTS OF THE THESIS PROPOSAL

Week 16- 3 hours CO 1- Write the Write the different front and back parts of a research
Pre Finals Exams Week various parts and proposal.
A. Front Parts of the Thesis Proposal: sections of an 1 Prepare the different front and back parts of the thesis
1. Title Page undergraduate proposal using provided formats of undergraduate
2. Approval Sheet research proposal. student thesis.
3. Acknowledgement
4. Abstract
5. Table of Contents
6. List of Tables
7. List of Figures
B. Back Parts of the Thesis Proposal:
1. Bibliography
2. Appendices
a. Transmittal Letters
b. Research Instrument
c. Informed Consent
d. Timetable of Activities
e. Program Budget
f. Student’s Declaration of Originality
g. Similarity Index
3. Curriculum Vitae
4. Powerpoint for Proposal Hearing

Week 17- 3 hours 1. G-Meet- 3 hours

Thesis Proposal Writing

Week 18- 3 hours Submission of revised thesis Terminal Report 6: Final Copy
FINAL EXAMS proposal- of Research Proposal (chap 1
to 3) of students' paper
complete with front and back
parts of the paper.

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VIII. ASSESSMENT AND EVALUATION METHODS AND TOOLS e linked to Course Outcomes, Course Requirements, and Grading System
1. Formative Assessment (suggest as many appropriate methods and tools)
Rubric No. 1: Assessing Student Participation
Level of Competence
Criteria Score
1 – Unacceptable 2 – Satisfactory 3 – Very Good 4 – Outstanding
Student does not initiate Students initiate contribution at Student initiates contribution once Student initiates contributions more
1. Frequency of
contribution and needs instructor least in half of the recitations. in each recitation. than once in each recitation.
participation in class 4
to solicit input.

Comments are uninformative,
lacking in appropriate terminology.
Heavy reliance on opinion and
2. Quality of comments
personal taste.
Comments sometimes constructive,
with occasional signs of insight.
Student does not use appropriate
terminology; comments not always
relevant to the discussion.
Comments mostly insightful and
constructive; mostly uses
appropriate terminology.
Occasionally comments are too
general or not relevant to the
discussion.
Comments always insightful and
constructive; uses appropriate
terminology. Comments balanced
2
between general impressions,
opinions and specific, thoughtful
criticisms or contributions.

Does not listen speak or does not
pay attention while other speak;
detracts from discussion; sleeps,
3. Listening skills etc.
Student is often inattentive and
needs reminder of focus of class.
Occasionally makes disruptive
comments while others are
speaking.
Student is mostly attentive when
other present ideas, materials, as
indicated by comments that reflect
and build on others' remarks.
Occasionally needs encouragement
or reminder from T.A. of focus of
comment.
Student listens attentively when other
present materials, perspective, as
indicated by comments that build on
others' remarks, i.e. student hears
2
what say and contributes to the
dialogue.

RUBRIC SCORE {[(4+2+2)/3] + 1} x 20 *3 refers to the # of criteria, 1 and 20 are constants 73.3333
PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 73.3333%
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 2.1

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Criteria
1 – Unacceptable
1. Contributes to Shares ideas but does not advance the
team meetings work of the group.
Completes all assigned tasks by
2. Individual deadline.
contributions
outside of team
meetings
Supports a constructive team climate
by doing any one of the following:
 Treats team members respectfully
by being polite and constructive in
communication.
 Uses positive vocal or written tone,
3. Fosters facial expressions, and/or body
language to convey a positive
constructive
attitude about the team and its
team climate work.
 Motivates teammates by
expressing confidence about the
importance of the task and the
team’s ability to accomplish it.
 Provides assistance and/or
encouragement to team members.
RUBRIC SCORE {[(2+4+1)/3] + 1} x 20
Rubric No. 2: Teamwork Value Rubric
Level of Competence
2 – Satisfactory 3 – Very Good
Offers new suggestions to advance the Offers alternative solutions or courses
work of the group. of action that build on the idea of
others.
Completes all assigned tasks by Completes all assigned tasks by
deadline; work accomplished deadline; work accomplished is
advances the project. thorough, comprehensive, and
advances the project.
Supports a constructive team climate Supports a constructive team climate
by doing any two of the following: by doing any three of the following:
 Treats team members respectfully  Treats team members respectfully
by being polite and constructive in by being polite and constructive in
communication. communication.
 Uses positive vocal or written tone,  Uses positive vocal or written tone,
facial expressions, and/or body facial expressions, and/or body
language to convey a positive language to convey a positive
attitude about the team and its attitude about the team and its
work. work.
 Motivates teammates by  Motivates teammates by expressing
expressing confidence about the confidence about the importance of
importance of the task and the the task and the team’s ability to
team’s ability to accomplish it. accomplish it.
 Provides assistance and/or  Provides assistance and/or
encouragement to team members. encouragement to team members.
*3 refers to the # of criteria, 1 and 20 are constants
10
Score
4 – Outstanding
Helps the team move forward by
articulating the merits of alternative 2
ideas or proposals.
Completes all assigned tasks by
deadline; work accomplished is
thorough, comprehensive, and
advances the project. Proactively 4
helps other team members complete
their assigned tasks to a similar level
of excellence.
Supports a constructive team climate
by doing all of the following:
 Treats team members respectfully
by being polite and constructive in
communication.
 Uses positive vocal or written tone,
facial expressions, and/or body
language to convey a positive
1
attitude about the team and its
work.
 Motivates teammates by
expressing confidence about the
importance of the task and the
team’s ability to accomplish it.
 Provides assistance and/or
encouragement to team members.
66.6667
 PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 66.6667%
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 2.3

Rubric No. 3: Problem Solving Value Rubric

Level of Competence
Criteria Score
Unacceptable Satisfactory Very Good Outstanding
1. Defining the Student does not identify the Student fails to define the Student adequately defines the Student states the problem and
Problem/identification of problem and/or operational problem and/or operational issues problem and/or operational issues clearly and identifies underlying
3
operational issues. issues. adequately. issues.

2. Developing a Plan to Solve Student does not develop a Student develops a marginal plan, Student develops an adequate Student develops a clear and concise
the Problem coherent plan to solve the and does not follow it to plan and follows it to conclusion. plan to solve the problem, with
problem. conclusion. alternative strategies, and follows the 3
plan to conclusion.

3. Collecting and Analyzing
Information/application of
analytical techniques
Student collects no viable
information. Incorrect analysis
based on partial understanding
of the problem.
Student collects inadequate
information to perform
meaningful analyses.
Student collects adequate
information and performs basic
analyses.
Student collects information from
multiple sources and analyzes the
information in-depth. Excellent
3
application of the appropriate
techniques

4. Interpreting Findings and
Solving the Problem,
Recommendations
&Managerial insights
Student does not interpret the
findings/reach a conclusion.
Incorrect recommendation. No
managerial insights.
Student provides an inadequate
interpretation of the findings and
does not derive a logical solution
to the problem. Reasonable
recommendation, but does not
offer a managerial insights.
Student provides an adequate
interpretation of the findings and
solves the problem, but fails to
provide alternatives. Reasonable
recommendation, but weak
managerial insights.
Student provides a logical
interpretation of the findings and
clearly solves the problem, offering
alternative solutions. With solid 2
recommendation and managerial
insights.

RUBRIC SCORE {[(3+3+3+2)/4] + 1} x 20 *4 refers to the # of criteria, 1 and 20 are constants 75

PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 75%

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TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 2.0

2. Summative Assessment (suggest or require specific methods and tools)

Rubric No. 4: Topic Presentation Rubric

Criteria
1 – Unacceptable
1. Introduction/ The introduction does not orient
Organization the audience to what will follow.
The sequencing is unclear and
does not appear interesting or
relevant to the audience.
2. Content The content lacks a clear point of
view and logical sequence of
information. Includes little
persuasive information and only
one or two facts about the topic.
Information is incomplete, out of
date and/or incorrect. Sequencing
of ideas is unclear.
3. Presentation Presentation was not clearly
audible and hard to hear. Visual
presentation was very
disorganized and hard to read.
Group members did not ask for
questions and were unable to
answer questions asked by other
students or the instructor.
4. Group Some team members have no
Presentation role in presentation.
RUBRIC SCORE {[(3+3+3+3)/4] + 1} x 20
PERCENTAGE SCORE Computed as Rubric Score divided by 100
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants
Level of Competence
Score
2 – Satisfactory 3 – Very Good 4 – Outstanding
The introduction shows some The introduction is clear and The introduction presents the overall topic
structure but does not create a strong coherent and relates to the topic. and draws the audience into the
sense of what is to follow. May be presentation with compelling questions or 3
overly detailed or incomplete and is by relating to the audience's interests or
somewhat appealing to the audience. goals.
The content is vague in conveying a The content is written with a The content is written clearly and concisely
point of view and does not create a logical progression of ideas and with a logical progression of ideas and
strong sense of purpose. Includes supporting information. Includes supporting information. The project includes
some persuasive information with few persuasive information from motivating questions and advanced
3
facts. Some of the information may reliable sources. organizers. The project gives the audience a
not seem to fit. Sources used appear clear sense of the main idea. Information is
unreliable. accurate, current and comes mainly from
primary sources.
Presentation was audible, but needs Presentation was audible. Good Presentation was presented in a professional
improvement on tone of voice when tone of voice when speaking. way. Audio and visual aspects were perfect.
speaking. Visual aspects of project Visual aspects of project was Group members were able to answer all
could be better organized and easier organized and easy to read. Group questions posed by the other students as
3
to read. Group members were not members were able to answer well as the instructor.
able to answer some questions when most questions posed by
asked by instructor or other students. instructor and other students.
Some group members participate. Most group members participate All group members participate and
equally, not all demonstrate knowledgeable of material. 3
knowledge of material.
*4 refers to the # of criteria, 1 and 20 are constants 80
*100 is a constant 80%
1.8

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IX. OTHER COURSE INFORMATION (AS NEEDED OR AS APPLICABLE)

X. RECOMMENDED REFERENCES AND OPEN EDUCATIONAL RESOURCES (PROVIDE THE LIST, THE LINKS, AND OTHER PERTINENT INFORMATION)
Textbook (available on-line – free download)
650.072 Sa87
Saunders, Mark, Philip Lewis and Thornhill, Adrian. Research Methods For Business Students. Harlow, England: Prentice Hall, c2009
Books:
650.0723 Ek34
2015
Ekinci, Yuksel. (2015). Designing research questionnaires: for business and management students. UK: Sage Publishing Ltd.
650.0723 F23
2012
Farquhar, Jillian Dawes. (2012). Case study research for business. UK: Sage Publishing Ltd.
650.072 Q44
2015
Quilan, Christina. (2015). Business research methods. Singapore: Cengage Learning.
650.072 Se47
2013
Sekaran, Uma, et al. (2013). Research methods for business: a skill-building approach. USA: Wiley Publishing.
Journal
 Journal of Business Research
 Journal of Applied Business Research
 Journal of Consumer Research
 International Journal of Business Research
Websites
USC web site: http://www.usc.edu.ph
Committee on Ethics in Research Policies and Procedures of Indiana University-Purdue University-Indianapolis
http://www/iupui.edu/~resgrad/spm/ethics.htm
Pitfalls of data analysis
http://www/execpc.com/helberg/pitfalls/
Focus groups in Asia-a management guide
http://www.orientpacofoc.com/focusgroups.html.
Guidelines for researchers
www.smallbusinessresearch.com.an/guidelines.htm

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