Chapter I

INTRODUCTION

Rationale

The rationale renders an exposition of the situation that has made the study

necessary. The first paragraph of the introduction is the most important part of the paper.

It provides a “narrative hook” to the reader (Creswell, 2007). The Narrative Hook causes

the reader to pay attention and elicits an emotional or attitudinal response from the

reader. It also causes the reader to continue reading.

The next paragraphs are readings to support the first paragraph.

The rationale main purpose is to present the justification of the study. The

researchers may cite the problematic situation, which prompted the researchers to

conduct the study from the macro to micro levels, that is, globally, regionally, nationally,

and locally, to zero-in on the local setting of the study. Discussions claimed should be

with legal basis relevant to the study. The researchers may present pertinent statistical

data that could support the claims. The presentations should be emphatic and explosive. It

should create an impact on the reader of the research. It should prod the reader to go on

and find out what good is there in the research study.

The last paragraph of the rationale is the purpose statement. It states the purpose

of the researcher in order to address the gap or problem stated in the situationer and cite

the reasons for conducting the study.

The rationale should be two to four pages only.

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Theoretical and/or Conceptual Framework

This is the overall conceptual underpinnings of the study, a theoretical rationale.

This begins by stating the existing theory that the study intends to confirm or to disprove.

In a study based on a theory, the framework is referred to as the theoretical framework; in

a study that has its roots in a specified conceptual model, the framework is often called

the conceptual framework.

This is not the explicit theory or conceptual model, and often the underlying

theoretical rationale for the inquiry is not explained. Rather, the framework is often

implicit, without being formally acknowledged or described. The theoretical or

conceptual framework should be a well-knit presentation wherein which to hinge the

study.

The theory or conceptual basis for the framework with which to anchor the study

should relate to the dependent variable/s or phenomenon. In this segment, variables in

quantitative studies and phenomenon in qualitative studies are defined and

operationalized. Supporting theories or concept may be cited. The supporting theories

should be related to the independent variables.

Sometimes researchers fail even to adequately describe key concepts at the

conceptual level. The researchers are interested in defining the concepts operationally.

Researchers should make clear conceptual definition of their key variables or phenomena,

thereby providing information about the study’s framework.

The researchers are required to present a schematic diagram of the theoretical

framework or conceptual framework. This is a symbolic representation of a

conceptualization. This is a visual representation of some aspects of reality as

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Figure 1. Sunrise Model – Culture Care Theory by Dr. Madeleine Leininger.
Printed with Permission © 2009

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investigated in the study and there is minimal use of words. This will help express

abstract ideas in a concise and readily understandable form. Schematic diagram, which is

common in both quantitative and qualitative research, represent phenomena graphically.

Concepts and the linkages between them are represented though the use of boxes, arrows,

or other symbols (also referred to as conceptual map). The schematic diagram is usually

presented in a separate page in-between narration or explanation of the theoretical

framework.

Qualitative studies do not need theoretical background or framework. Instead, at

the end of the study, existing theories are discussed that support the result of the study or

generate a theory.

THE PROBLEM

Statement of the Problem

The Problem Statement renders a statement of the central problem of the study.

This is a general statement of the problem. A recommended wording of the Problem

Statement is presented below:

The (purpose, aim, intent, objective/s) of the study is to (experimental – test,

compare or evaluate; comparative – compare; correlational – examine or assess; simple

survey – determine; phenomenology – explore or describe; ethnography - explore,

describe, analyze or conduct an in-depth analysis; grounded theory - understand,

discover, develop, or generate) the (quantitative –identify the variables of study and its

possible relationship; grounded theory – processes, social structures, social interaction;

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phenomenology – experience, lived experience, lived-in experience, meaning or essence;

ethnography – culture, roles, lifeways or cultural behavior).

The researcher analyzes the central problem by presenting each segment as

subproblem in which broad dimensions are divided into factors. The researcher should

identify the specific subproblems in logical and sequential order as they appear in the

paradigm. The problems must jive with the paradigm, conceptual framework, hypothesis,

and methodology and research instrument. This should be presented interrogatively. The

final question should be an output question.

The subject of the study, what are to be measured, the time-frame and location are

also being identified.

Example:

The purpose of this study is to analyze the culture-based health care practices

among well and ill Cebuanos. This study will be conducted in the Province of Cebu for

the year 2008.

Specifically, the study attempts to answer the following questions:

1. How are the lived experiences of Cebuanos in the use of culture-based health care

practiced in the;

1.1. urban area; and

1.2. rural area?

2. How are the culture-based health care practices provided by the Tambalans in the:

2.1. urban area; and

2.2. rural area?

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Null Hypothesis

The Null Hypothesis states the researcher’s conjectures or “educated guess”

pertaining to differences or relationships. The hypothesis is stated in null form requires

that hypotheses be expressed as an expected absence of a relationship. This means that it

needs to be subjected statistically. The null hypothesis represents the formal statement of

absence until proven with significant relationships after doing the appropriate statistical

test. Null hypothesis are not required for plain descriptive quantitative study and

qualitative study.

Example:

Ho1. There is no significant relationship between gender and beauty.

Ho2. There is no significant difference between the males and females job

satisfaction.

Qualitative studies do not have null hypothesis.

Significance of the Study

This segment renders a detailed exposition of the importance of the study to

various sectors such as the management, the workforce, the clients, suppliers, and the

general public. The researchers need to identify those who are to benefit from the study:

people, institutions, and agencies. The researchers need to cite how they will be benefited

from the findings of the research. The researchers should not fail to include the other

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researchers as beneficiaries and what they are expected to benefit. Presented below is an

example:

Nurses as rational being, constantly search for answers to satisfy inquisitiveness.

Faced with the challenge of nursing practice in diverse cultural settings and folk health

care differences, nurses learn to appreciate the importance of conducting studies in

addressing problems they encounter.

The findings of the study are beneficial to the following:

Cebuanos. The Cebuanos will benefit from the culture-based nursing care plan

that will be implemented. The traditional health care practices and culture of Cebuanos

are preserved and maintained, accommodated or negotiated, and when harmful to health

repatterned or restructured.

DEFINITION OF TERMS

The first step is to determine the key terms or phrases used in the study.

Significant terms/variables in the title and in the specific problems should be defined.

The researchers need to determine first its conceptual definition before defining them

operationally. Conceptual definitions are taken from books, encyclopedias, periodicals,

magazine and journals. After determining its conceptual definition, the researchers define

the key terms and phrases operationally. Operational definition is how these key terms or

phrases are: (1) taken to mean in the study; (2) used in the study; or (3) measured in the

study. Terms to be defined should be arranged alphabetically.

Example:

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 Cebuanos refer to the individuals who speaks Visayan dialect rooted from Astro-

Malayan language and who performs a specific culture-based health care practice. This

refers to the informants of the study.

Mathematics achievement is the measure of students’ learning in algebra. In

this study, mathematics achievement refers fo the score of a student in the thirty-item

teacher-made test on polynomials.

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 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Provide an introductory statement of the chapter in this area.

Related Literature

An introductory statement should be made before presenting the related literature.

Conceptual literature cited should be taken from books, news papers or magazines.

The conceptual literature should be logically presented according to variables or

phenomenon. Statements copied verbatim from original sources should be typed

single space inset. It is advised that long citations should be paraphrased. In this case,

the researchers should restate the author’s thoughts in his or her own words. Citations

should be documented properly following the APA format. The researchers must

provide a critique for every abstracted literature. This should focus on the quality of

the data and not based on personal opinion.

Read and evaluate the relevance of the literature to your topic. After selection,

organize the literature into a coherent picture of studies and documents on your topic.

Write a review by developing summaries of the literature

Sort literature and studies into topical areas or “families of studies.” Provide a

topic side heading for each group. Literature can also be presented in sequence from the

oldest to the most recent or vice versa.

To find out the relevance of the literature, the following questions may guide to

find out theee relevance of the literature or studies.

Topic relevance: Is the literature on the same topic as your proposed study?

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 Individual and site relevance: Does the literature examine the same individuals and

sites you want to study?

Problem relevance: Does the literature examine the same research problem as you

propose in your study?

Related Studies

An introductory statement should be made before presenting the Related Studies.

This should be taken from published or unpublished thesis, journals and other research

study materials. This must be arranged logically by variables or by phenomenon. The

arrangement should be based on the paradigm. There is a need to cite those studies which

are relevant to the study. In presenting the related studies, the researchers need to cite the

methodology, the participants, the data analysis procedure, and the major findings. There

is a need to use the researchers own words in presenting the review. Citations should be

documented properly following the APA format. The researchers must provide a critique

for every abstracted related study. This should focus on the quality of the data, quality of

the used methodology and not based on personal opinion.

Overall Summary of the Review

The researchers need to cite first the similarities of the related literature and study

with the researchers own study. Then, cite the aspects where they differ. After which, cite

the aspects that make the study original or novel. Similarities and differences should be

compared even to their minor details.

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Page 11 of 25
 Chapter III

RESEARCH METHODOLOGY AND PROCEDURES

Provide an introductory statement of the chapter in this area.

Methods

A research method refers to the design for data collection and data analysis. The

major research approach is quantitative and qualitative study or mixed method. It should

be discussed or presented on how the approach helps in data gathering.

For quantitative study, it could be non-experimental or experimental. For non-

experimental study, it could be descriptive correlational, univariate descriptive,

retrospective, prospective nonexperimental, natural experiment, path analytic study, or

comparative. For experimental study it could be true experiment (post-test only, pretest-

posttest, factorial, randomized block, crossover, wait-list), quasi-experiment

(nonequivalent control group before-after, time series, time series nonequivalent control

group design, time series with multiple institutions of treatment, time series with

intensified treatment, time series with withdrawn and reinstituted treatment), and pre-

experiment (nonequivalent control group after-only, one group before-after). The specific

design features must be presented (refer to p. 203 of Nursing Research, Polit & Beck,

2008).

Environment/Locale

If the study is qualitative or non experimental, the research environment should be

presented with its locale. The research environment presents a profile, historical account,

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vision-mission, and the feature of the participants being studied. Present the practices,

lifeways, educational statistics, health statistics, as the case may be.

The research locale only refers to the place or locale of the study. If the study is

experimental, we only present the research locale without the research environment.

Participants

Subjects/Respondents/Informants. This presents the study participants. Please

use the appropriate terminology, informants for qualitative researchers, respondents for

those who answer the questionnaire, and subjects for those being acted upon by the study.

This specifies whether the participants comprise the universe or samples.

Describe the respondents by presenting the eligibility criteria (including inclusion and

exclusion criteria). This includes the characteristics and profile of the research

participants and how the researcher is going to identify them.

This presents a table of participants which depicts the population size, sample size

and percentage of samples in relation to the population.

Sampling Technique. This presents the sampling technique and how the samples

were selected.. For quantitative study, probability sampling designs are recommended,

but may use nonprobability sampling designs. Qualitative study will only use

nonprobability technique.

For quantitative sampling design, please consult a statistician for appropriate

recommendations.

For ethnography, starts with “big-net” approach conveniently, and 25 to 50

informants purposively chosen. From the 25 to 50 informants, 5 key informants are

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purposively chosen. Another set of informants may be purposively chosen for focused

group discussions.

For phenomenology, five to ten informants are chosen utilizing criterion sampling

method, a specific type of purposive sampling design. All participants must have

experienced the phenomenon and must be able to articulate what is like to have lived that

experience.

For grounded theory, research is typically done with samples of about 20 to 30

people, using theoretical sampling. The goal is to select informants who can best

contribute to the evolving theory. Sampling, data collection, data analysis, and theory

construction occur concurrently, and so study participants are selected serially and

contingently; contingent on the emerging conceptualization.

Instruments

The most common research instruments are tests, review of documents,

observation checklist or guide, participant observation field notes, interview schedule or

guide, self-made questionnaire, scales, narrative accounts, and focus group discussion

issues.. The researchers need to decide on the type of research instrument that will best to

gather the data and information needed in the study.

Indicate also instructions for accomplishing, checking, scoring and interpreting

the instrument. Make sure the instructions are clear and explicit. Erroneous instructions

will affect the respondent’s responses and likewise the data.

Justify its characteristics if it possesses a good research instrument. If the

questionnaire is borrowed, please acknowledge the author or from the where it is

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adopted. There is also a need to mention the source or author of the scoring pattern being

adopted. Describe the scoring or point system for every variable. The data quantification

should help in the statistical analysis. Explain also how the data will be interpreted.

Discuss validation of the instrument, its validity and reliability and/or the need for

revalidation. Discuss triangulation strategies. Research instruments, which have been

adopted from previous studies more often than not, do not need to be revalidated. When

changes or revisions have been made to suit the needs of the study, there is a need for

revalidation.

Instruments used from published studies that are not culture free needs validation

and item analysis. Instruments used in unpublished studies that are not rigorously

validated and item analyzed need validation and item analysis.

Quantitative researcher-made instruments need to be validated. Discuss content

validation (at least 3 experts) and face validation (pre-testing). There is also a need to

frame item analysis through three reliability tests. Cite the justification why there is no

need for validation.

Data Gathering Procedure

Dry Run Procedures. This segment renders an exposition of the dry run

procedures for establishing the functionality and reliability of the data collection

instruments.

Data Collection. This segment describes and narrates the step-by-step process,

courses of action or sequence of events in the administration of the instruments and the

retrieval of accomplished instruments. This includes what the researchers actually intend

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to do and the individuals who will act as research aid. Take note of unusual events,

occurrences, or comments of the respondents in the course of data gathering. Be extra

observant and take note of whatever happens during data gathering, if triangulation was

employed.

Data Analysis

This segment discusses in detail the treatment of data. This presents the statistical

tests used in the processing of the data. Describe the statistical tools used and for what

purpose it is used. There is no need to include the different formulas and the legend for

the symbols used. Indicate also at what level of significance the interpretations will be

based. If a software was used in the computation, then indicate the software and its

version and license, if any (SPSS, MINITAB, STATA, etc.)

For qualitative research, discuss in details the specific data analysis procedure.

Discuss procedures on transcription, development of category schemes or themes and

coding qualitative data. For ethnography, phenomenology and grounded theory, please

utilize specific analysis techniques. For ethnography, the researcher needs to use analysis

of ethnographic data. For phenomenology, the researcher needs to use phenomenological

analysis. For grounded theory, the researcher needs to use specific grounded theory

analysis including Glaser and Strauss’s Grounded Theory Method, or the Strauss and

Corbin’s Approach. For descriptive qualitative studies not based on specific traditions,

utilize qualitative content analysis technique.

Specific data analysis procedures for focus group data and triangulated data

should be discussed in full details.

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 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Present an introductory statement for this chapter. The chapter is organized and

divided into topics according to the sub-problems. The researchers present only relevant

data.

In reporting qualitative data, present the findings according to themes or schemes.

Since qualitative data is narrative and extensive, one theme should be presented in one

chapter and subthemes are emphasized with a header. Analyze the basic data and

interpret them in the light of the related literature. If opinions would substantiate the

findings then it should be supported with related literatures.

In reporting quantitative data, summarize the results through tables or chart

presentation or graphs. In the presentation of results, include statistical tests of

significance, computed value of the test, degree of freedom, probability level, and the

direction of the effect. The analysis of data should be objective and logical. Interpret the

results in a narrative form after the table Textual presentation should supplement or

expand the contents of tables and charts, rather than duplicate them. Present facts as

much as possible. If opinions would substantiate the findings then it should be supported

with related literatures. In interpreting data, point those that are consistent or inconsistent

and based interpretation using implications or synthesis.

Provide a side heading, then make a short introduction to present the hypothesis

and the table number. Then insert the Table and interpretation and discussion of the table

will follow. An example format is provided below:

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Example:

Difference in Student Teachers’ Characteristics by Teacher Education Institutions

It was hypothesized that the learning institution of the students had a bearing on

their characteristics. The ANOVA table (Table 2) shows that the student teachers

showed variations in their attitude towards teaching, core values and interpersonal skills

when classified according to institutions. .

Table 2. ANOVA Table of Student Teachers’ Characteristics by TEIs

Variable TEI N Mean F-value p-value
A 31 1.49
Grade in Student Teaching B 24 1.42
2.486 .065
C 17 1.43
D 36 1.38
A 31 40.74
Attitude towards Teaching B 24 39.12
2.888* .039*
C 17 44.64
D 36 43.00
A 31 36.32
Social Skills B 24 37.42
0.839 .475
C 17 40.35
D 36 38.20
A 31 14.87
Work Core Values B 24 17.17
6.929* .000*
C 17 16.06
D 36 16.33
A 31 16.52
Work Interactions B 24 16.00
3.285* 0.024*
C 17 17.12
D 36 17.53
A 31 15.77
Work Activities B 24 15.25
.302 0.824
C 17 15.88
D 36 15.86
Work Environment A 31 15.81 1.654 0.181
B 24 16.25
C 17 15.24
D 36 14.78

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 As shown in the table, the type of TEI has made a variance in student teachers’

values, interpersonal skills and attitude towards teaching. Student teachers from TEIs of

higher accredited status (School C and D) have better attitude towards teaching, give

more importance to work interactions and work core values. They love and were more

satisfied with their student teaching experiences. They were more concern on how they

would teach and that students learned from their teaching. Most importantly, they value

their being teachers in the future, and are excited looking forward to the day they will

become real teachers with their own students.

The following are the utterances of some student teachers.

My perception about teaching has changed. I consider teaching

as the noblest profession because it really needs patience and
perseverance. If you do not have this, you will not survive in teaching
(School C)

Regarding my students, I gave them my best in teaching and see

that they all learned and observed them in my evaluations (School C).

With faith in God as their shield, the student teachers believed that the Almighty

Lord would always be there to protect them. They value honesty, respect and integrity.

Hardwork, patience and commitment are their secret weapons to achieve their goals-

getting high grades and involvement in intensive teacher training.

However, the different TEIs were comparable in providing the student teachers’

learning environment and providing opportunities or activities to develop their social and

cognitive skills.

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 Limitations. Limitations are possible shortcomings or influences that either

cannot be controlled or are the result of the restrictions imposed by the researcher. These

are conditions that restrict the scope of the study or may affect the outcome and cannot be

controlled by the researchers. These are the weaknesses that the researchers need to

anticipate. In here, discuss how the researchers are going to handle them so that they do

not become the bottlenecks of the investigation.

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 Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Present an introductory statement for this segment.

SUMMARY

The summary is the recapitulation of the problems and the methodology. Present

briefly on how the research was conducted including the summary of the problem in

declarative form, type of research, methodology employed, participants and place of

study.

FINDINGS

Present in outline form the main findings without giving any interpretation. The

order should follow the sequences of the topics previously based on the sub-problems.

Conclusions

Conclusion is the formulation of generalizations based on collected data. This

presents broad statements or generalizations based on the findings of the study with the

purpose of answering the main problems. Broad generalizations not supported by data or

findings should be avoided. The statements should be based from the theory or concepts

used.

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 RECOMMENDATIONS

Recommendations are suggestions for the improvement of practices, policies, and

implementing strategies relative to the research. Recommendations are divided into

specific and general recommendations. Specific recommendations are based on the

findings and conclusions of the study itself. The researchers are advised to suggest five

related studies related to the undertaken study. These would serve as research buds. It

includes; (1) replication study for triangulation purposes; (2) more advanced or

sophisticated methodology based from the evidence-based practice hierarchy; (3) studies

that would cover areas uncovered by the present research; and (4) improved methodology

based form the weakness of the present study.

Output of theStudy

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BIBLIOGRAPHY
AND CITATION
GUIDE

American
Psychological
Association (APA)

Page 23 of 25
 APPENDICES

1. The following documents are placed under appendices:

a. permission to conduct the study

b. cover letter to respondents

c. questionnaires, opinionnaires, interview schedule, observation guide,

checklist, testing instruments, appendix tables etc.

2. Make sure that whatever you append are related to your study and will be useful

in facilitating the understanding of the test of you study.

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 GENERAL GUIDELINES

1. Never use personal pronouns like: I, me, we, are, us and you.

Always use: the researcher(s)

2. Acknowledgement of all sources.

3. Observe confidentiality.

4. Table should be in one page. If impossible, break it into two tables.

5. Number 1-9 (whole word); 10-up in figures.

6. Paging before chapter 1, use the lower case letters. (i, ii, iii, etc.)

7. Foreign words, dialects must be italics.

8. Never use abbreviations or symbols.

9. Page number should be written at the upper right corner of the page.

10. Do not transcribe the page numbers in every start of a chapter and on pages where

schematic diagram were transcribed.

11. Define major terms as presented in title and subproblems of the study.

12. Borders should be measured one and one-half inches from left side while

measuring 1 inch from right side, top and bottom.

13. Everything should be in double space except for direct paragraph/long quotations

which is presented in single-space, inset with half tab in both sides.

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