Inquiries, SENIOR

Investigations and HIGH

SCHOOL
Immersion
Division of Pasig City Research Manual

i
Inquiries, Investigations and Immersion
First Semester
First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Manual

Writers: Marivi T.Camacho, Rommel John L. Aballe
Editor: Marivi T. Camacho
Reviewers: Marivi T. Camacho, Kirk F. So
Illustrator: James Harold B. Francisco, Aljoriz D. Laudencia, Rommel John L. Aballe
Layout Artist: Name
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, Ed. D.
OIC-Assistant Schools Division Superintendent
Victor M. Javeña, Ed. D.
Chief - School Governance and Operations Division
OIC – Chief Curriculum Implementation Division
Education Program Supervisors
1. Librada L. Agon, Ed. D., EPP/TLE
2. Liza A. Alvarez, Science
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5. Norlyn D. Conde, Ed. D., MAPEH
6. Wilma Q. Del Rosario, LRMS
7. Ma. Teresita E. Herrera, Ed. D., Filipino
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9. Dulce O. Santos, Ed. D., Kinder/MTB
10. Teresita P. Tagulao, Ed. D., Mathematics

Printed in the Philippines by the Department of Education – Division of Pasig City

ii
Inquiries, SENIOR

Investigations and HIGH

SCHOOL

Immersion

Division of Pasig City

Research Manual

iii
Introductory Message

For the facilitator:

Welcome to the Division of Pasig City Research Manual

This manual was collaboratively designed, developed and reviewed by educators

from Schools Division Office of Pasig City headed by its Officer-In-Charge Schools
Division Superintendent, Ma. Evalou Concepcion A. Agustin in partnership with
the Local Government of Pasig through its mayor, Honorable Victor Ma. Regis N.
Sotto.

The writers utilized the standards set by the K to 12 Curriculum using the Most
Essential Learning Competencies (MELC) while overcoming their personal, social,
and economic constraints in schooling.

This learning material hopes to engage the learners into guided and independent
writing tasks at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs namely: Communication,
Collaboration, Creativity, Critical Thinking and Character while taking into
consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this manual.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the manual.

iv
For the learner:

Welcome to the Division of Pasig City Research Manual.

In the past three years, the senior high school students and teachers have already
produced variety of research studies as a requirement of the subject Inquiries,
Investigations and Immersion. Their active involvement in this endeavor has
demonstrated their positive response to the challenge of producing quality research
outcomes through gained knowledge and skills.

Thus, to come up with a coherent and unified research policy and guidelines in the
division of Pasig City, this manual was conceptualized. This will guide the student-
researchers meet the required standard of writing research paper in the subject
Practical Research 1 and 2 and Inquiries, Investigations and Immersion.

This manual offers easy to follow steps and references in writing the content and
format of the research paper for both teachers and students who are directly
involved in research writing process.

The institution believed that this manual will serve its purpose in guiding and
standardizing research outputs produced by the learners in the hope of
strengthening the culture of research in the division.

v
 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter serves as the ―main course‖ of the study in which findings from the

data and materials gathered are presented and examined. Findings must be discussed

in correct order according to the sequence of the problems presented in the first chapter

of the study. This chapter indicates the expected results presented graphically or

thematically.

In writing, the subheadings shall be consistent with the number of problems and

sub problems posed in Chapter 1. Your subheadings in Chapter 4 are the findings of

every problem stated in Chapter 1. These subtitles are numbered by following the

sequence of the sub problems in the Statement of the Problem and typed in block style,

single-spaced, and bold-faced. You should not put any enumeration under each subtitle.

All major words and prepositions of five or more letters shall be capitalized.

The process of analysing data in both qualitative and quantitative studies is

presented in terms of steps. First, collection of raw data from the questionnaires or

survey instrument, interviews focus group discussion, observations and etc., are

tabulated. Next, the data should be subjected to thematic analysis or categories to come

up with meaningful bits of data. For quantitative data, statistics are computed.

After analysing the data, in quantitative research, the researcher presents the

findings of the study in the first paragraph. You may do this by grouping all similar

results. You may also present the data by citing only the highest and lowest mean

scores, especially if you have a long list of items or provisions. For qualitative research,

the data, the findings and the method might not be distinct. The presentation can be

1
based on the respondents‘ experiences and understanding, order of events, or themes as

supported by respondents‘ statements.

As the data is reduced and analysed, the process of interpretation of data

transpires. This is where the discussion of the interpreted results of data is drawn. It is

written in the second paragraph of each problem statement. The process of

interpretation requires an active intellectual ability of the researcher as this part

requires explanation of meanings and implications of the results or findings of the data.

This is a place for the researchers to express their interpretation and add a more

personal perspective if necessary. You may do this by revisiting your Chapter 2 for

related occurrence that may explain the similarity or differences of your findings.

A sample quantitative research study is shown herewith.

2
Quantitative
Research 3 single space

Century Schoolbook 12,

Chapter 4
center aligned, bold
2 single space
Century Schoolbook 12,
center aligned, bold,
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
ALL CAPITAL
2 single space LETTERS d

This chapter presented the data gathered and organized together with the
This part
analysis and interpretation. The tables were given appropriate interpretation introduces the
content of the
based on the corresponding results. chapter

The following are the findings of the study:

The title of the item is based on

1. Profile of the respondents in terms of:
the sub problem 1. (BOLD, left
aligned)
1.1 Age The title of the item is based on the
subproblem 1.1. (BOLD, left aligned)

Table 5: Frequency and Percentage Distribution of the Table No. : First letter
Respondents in terms of Age capitalized, bold
Table Title: Bold,
Age Frequency Percentage (%) capitalize the first letters
of the main words
14-16 years old 2 1

17-19 years old 192 95

20 years and above 9 4

Total 203 100%

Table 5 illustrated the frequency and percentage distribution of the

respondents in terms of age. The table reveals that a large number of the

respondents belong to the 17-19 age group with 192 or making up 95% of the
The findings of
data for sub
total number of respondents, 9 respondents belong to the 20 years and above age
problem 1.1
group which constitutes 4% and only 2 respondents belong to the 14-16 years old

age group making up 1% of the total number of respondents.

3
 This table disclosed that the students who are 17-19 years old make the

most number of respondents for this research. In this age, the development of the
The discussion
emotional maturity of a person is at its peak. This is the age group in which the of interpreted
result for sub
observation and growth of emotional maturity and self-esteem is at its peak and problem 1.1

assumed to have adequate knowledge regarding the subject.

1.2 Gender The title of the item is based on the sub

problem 1.2. (BOLD, left aligned)

Table 6: Frequency and Percentage Distribution of the

Respondents in terms of Gender
Gender Frequency Percentage (%)

Female 110 54

Male 90 44

Others 3 2

Total 203 100 %

Table 6 exhibited the frequency and percentage distribution of the

The findings of
respondents in terms of gender. Based on the table, majority of the respondents data for sub
problem 1.2
in this study are female with 110 or 54 %, 90 participants are male constituting

44% while 3 came from the different gender variations making up 2% of the total

percentage of the respondents.

The discussion
Females especially on the period of adolescence are known to have
of interpreted
result for sub
developed their emotional maturity than males.
problem 1.2

2
 The title of the item is based on the
1.3 Strand
sub problem 1.3. (BOLD, left
aligned)
Table 7: Frequency and Percentage Distribution of the
Respondents in terms of Strand

Strand Frequency Percentage (%)

HUMSS 59 29

GAS 55 27

ICT 89 44

Total 203 100 %

Table 7 showed the frequency and percentage distribution of the

respondents in terms of strand. According to the table, the strand with the

highest frequency and percentage is ICT (Information and Communications

The findings of
Technology) with 89 or 44 %, followed by the HUMSS strand (Humanities and data for sub
problem 1.3
Social Sciences Strand) with 59 or 29 % and GAS (General Academic Strand)

with 55 respondents constituting 27 % of the total number of respondents.

With this, the researchers can infer that students from the Information and
The discussion
Communication Technology strand have the highest participation and
of interpreted
result for sub
cooperation in this study.
problem 1.3

3
 The title of the item is based
on the sub problem 2. (BOLD,
2. Respondents’ Emotional Maturity in terms of: left aligned)

C 2.1 Emotional Instability The title of the item is

based on the sub problem
2.1 (BOLD, left aligned)

Table 8: The Emotional Maturity of Grade 12 Students Based on

the Aspect of Emotional Instability

Weighted Verbal
Emotional Instability
Mean Interpretation

1. Are you involved in any sort of mental 2.00

Slightly
tension?

2. Are you afraid of the future? 2.35 Slightly

3. Do you feel that you are short-tempered? 2.36 Slightly

4. Do you feel jealous of other people? 2.31 Slightly

5. Do you get wild due to anger? 2.29 Slightly

Slightly
Overall Weighted Mean
2.26

Table 8 showed the Emotional Maturity of Grade 12 Students based on

the Aspect of Emotional Instability. It garnered a grand weighted mean of 2.26 The findings of
data for sub
with a verbal interpretation ―Slightly‖. From the respondent‘s responses, it is problem 2.1

noted that item 3, ―Do you feel that you are short-tempered?‖ got the highest

weighted mean of 2.36 with the verbal interpretation of ―Slightly‖. On the other

hand, Item No.1, ―Are you involved in any sort of mental tension?‖ got the lowest

weighted mean of 2.00 with the verbal interpretation of ―Slightly‖.

All in all, the outcome implied that most of the respondents sometimes show

indications of emotional instability and like normal people they loss of control or
The
discussion of
being short-tempered person which indicates emotional unsteadiness since fear, the
interpreted
though minimal is a sign of emotional instability. This also showed that the result for sub
problem 2.1
respondents only experience mental tensions from time to time and that may

lessen their risk of being emotionally unstable but not as often and they can,

meaning they‘re able to control their emotions.

4
 According to Aquino (2010), an emotionally unstable person has no ability
Findings and
to control her/his emotions in any situation. Thus, people who are faced with Interpretation
must be
situations out of their hand are more likely to be short-tempered because of their supported with
a review of
emotional instability. literature and
studies cited in
Chapter 2.
The title of the item is based on the sub
2.2 Social Maladjustment problem 2.2 (BOLD, left aligned)

Table 9: The Emotional Maturity of Grade 12 Students Based

on the Aspect of Social Maladjustment
Weighted Verbal
Social Maladjustment
Mean Interpretation

1. Do you think you have a bad

relationship with your classmates or 1.89 Slightly
peers?

2. Do you avoid joining in social

2.17 Slightly
gatherings?

3. Do you like to be alone a lot? 2.32 Slightly

4. Do you hate others? 2.04 Slightly

5. Do you spend a lot of time alone by

2.41 Slightly
yourself?

Overall Weighted Mean: Slightly

2.17

Table 9 showed the Emotional Maturity of a Grade 12 Students based on

the aspect of Social Maladjustment. It accumulated an overall weighted mean of

2.17 interpreted as ―Slightly‖. It is demonstrated that Item No. 5 ―Do you spend a The findings
of data for
lot of time alone by yourself?‖ produced the highest number of responses with a sub problem
2.2
weighted mean of 2.41 verbally interpreted as ―Slightly‖. Nonetheless, Item No.1

―Do you think you have a bad relationship with your classmates or peers?‖

obtained the lowest weighted mean of 1.89 verbally interpreted as ―Slightly‖.

5
 The results of this finding told that the respondents opt being alone and
The discussion
somehow enjoy the solitude it brings. As well as, these results showed that the
of the
interpreted
respondents are not badly related to their peers and classmates as the classmate- result for sub
problem 2.2
related question gained the least which therefore proves that humans are

societal beings at the same time requires individuality to adapt and adjust to an

environment. Findings and

Interpretation
must be
According to Manpreet Kaur (2014), the necessity of the individual and the
supported with
a review of
requirement of it on the society are never identical.
literature and
studies cited in
Chapter 2.
2.3 Emotional Regression The title of the item is based on the
subproblem 2.3 (BOLD, left aligned)

Table 10: The Emotional Maturity of Grade 12 Students Based

on the Aspect of Emotional Regression

Weighted Verbal
Emotional Regression
Mean Interpretation
1. Do you experience a sense of
discomfort or a lack of peace of Slightly
2.29
mind?
2. If you fail to achieve your goal, do
2.49 Slightly
you feel bad about yourself?
3. Do you feel that you are exhausted or
2.50 Slightly
that you are tired?
4. Do you feel that you are dissatisfied
2.26 Slightly
with yourself?
5. When your views differ from other
people, do you try to argue with Slightly
2.18
them?
Overall Weighted Mean 2.34 Slightly
Table 10 depicted the emotional regression of Grade 12 students based on
The findings of
the Aspect of Emotional Regression. It collected a grand weighted mean of 2.34 data for sub
problem 2.3
interpreted as ―Slightly‖. It revealed that Item No.3 ―Do you feel that you are

exhausted or tired?‖ expressed the highest weighted mean with 2.50 verbally

interpreted as ―Slightly‖. Also, Item No. 5, ―When your views differ from other

people, do you argue with them?‖ obtained the lowest weighted mean with only 6

2.18 interpreted as ―Slightly‖.

 All together, the findings showed that the respondents slightly feel tired to

the point of exhaustion most of the time, thus according to Freud, it is a sign of The discussion
of the
emotional regression. In addition, the respondents chose to stay quiet rather interpreted
result for sub
than argue when they encounter people with differing opinions or point-of-views problem 2.3

with them.

According to Sigmund Freud‘s works, emotional regression is symbolic in

Findings and
Interpretation
normal childhood, and it can be caused by tons of factors such as stress, by
must be
supported with
frustration, or by a traumatic event. Regress means or to retreat. People,
a review of
literature and
especially growing adults, encounter regression to sometimes ―attempt to attain
studies cited in
Chapter 2.
the significant‖ (Jung, 2010).

The title of the item is based on the

2.4 Personality Disintegration subproblem 2.4 (BOLD, left aligned)

Table 11: The Emotional Maturity of Grade 12 Students

Based on the Aspect of Personality Disintegration

Weighted Verbal
Personality Disintegration
Mean Description

1. Even if you know how to do something,

2.29 Slightly
do you pretend as if you don‘t know it?

2. Even if you don‘t know how to do

something, do you pretend as if you know 2.10 Slightly
it?

3. Knowing you are at fault or you are to

blame, do you still try to establish that you Slightly
2.03
are right?

4. Do you have a weak will or

2.32 Slightly
determination?

5. Are you pessimistic about life? 2.22 Slightly

Overall Weighted Mean 2.19 Slightly

7
 Table 10 presented The Emotional Maturity of Grade 12 Students based on

the Aspect of Personality Disintegration. It garnered a total of 2.19 overall

weighted mean with a verbal interpretation of ―Slightly‖. It revealed that Item

The findings of
No.4 ―Do you have a weak will or determination?‖ expressed the highest data for sub
problem 2.4
weighted mean with 2.32 verbally interpreted as ―Slightly‖. Also, Item No. 3,

―Knowing you are at fault or you are to blame, do you still try to establish that

you are right?‖ obtained the lowest weighted mean with only 2.03 interpreted as

―Slightly‖.

The findings highlighted that the respondents experience disintegration of The discussion
of the
personality due to having a weak will or determination in things in life. At this interpreted
result for sub
point in life, one may encounter greater emotional and mental challenges as problem 2.4

adolescence is both a transition and a period of growth.

According to Nawal (2017), the conflicting reaction tendencies in a person Findings and
Interpretation
may not be harmonized and organized into a unity. The changes in a personality must be
supported with
or disturbances cause disintegration as a whole. The consciousness then proceeds a review of
literature and
to deteriorate because of this. Due to the breaks in a person‘s character or due to studies cited in
Chapter 2.
stress, pressures, confidence and views, this results to personality disintegration.

Table 12: Summary Table of the Components of Emotional Maturity

Components of Emotional Weighted Verbal

Maturity Mean Interpretation

Emotional Instability 2.26 Slightly

This table
Social Maladjustment 2.17 Slightly summarizes
the result for
Emotional Regression 2.34 Slightly the sub
problem 2
Personality Disintegration 2.19 Slightly

Overall Weighted Mean 2.24 Slightly

8
 Table 12 depicted the Summary Table of the Components of Emotional

Maturity. It achieved an overall weighted mean of 2.24, verbally interpreted as The findings of
data for the
―Slightly‖ from the respondent‘s responses. It shows that Emotional Regression summary of
sub problem 2
has the highest weighted mean with 2.34, interpreted as ―Slightly‖, while social

maladjustment has 2.17, verbally interpreted as ―Slightly‖.

The discussion
All in all, Table 12 implied that the respondents inhibit characteristics and of the
interpreted
experiences that either develop or impede their emotional maturity and show result for
summary of
that having emotional regressions are more frequently happening to the sub problem 2

respondents.

The title of the item is based

3. Respondents’ Level of Self-Esteem in terms of: on the sub problem 3.
(BOLD, left aligned)
The title of the item is
3.1 Academic Self-Esteem
based on the sub problem
3.1 (BOLD, left aligned)
Table 13: The Self-Esteem of Students in terms of
Academic Self-Esteem

Weighted Verbal
Academic Self-Esteem
Mean Interpretation

1. I am satisfied with my schoolwork

Agree
and is proud of what I do in class. 3.05

2. I don‘t quit even when school feels too

Agree
hard. 2.90

3. I am proud and happy of my school. Agree

3.06

4. I am smarter than most boys/girls in

Disagree
my school. 2.30

5. I like to participate in activities and

Agree
want to be called to recite. 3.07

Overall Weighted Mean Agree

2.88

9
 Table 13 showed the Self-Esteem on Students in terms of Academic Self-

Esteem. It garnered an overall weighted mean of 2.88 interpreted as ―Agree.‖

From the respondent‘s responses, it is noted that Item No. 5 I like to participate The findings of
data for sub
in activities and want to be called to recite.‖ garnered the highest weighted mean problem 3.1

of 3.07 interpreted as ―Agree.‖ However, Item No.4, ―I am smarter than most

boys/girls in my school.‖ obtained a lowest weighted mean of 2.30 interpreted as

―Disagree.‖

From this, the results imply that the respondents possess confidence in
The discussion
their academic self-esteem with the table getting a verbal interpretation of of the
interpreted
―Agree‖. This is shown by participating in their school activities and recitations result for sub
problem 3.1
and by taking dignity and pride to what they accomplish in class and their

studies. Overall, this presents that the respondents already have an average

academic self-esteem.

According to Kumar Tiwari G. (2011), academic self-esteem is not

independent but is a combination of performance expectancies of parents, Findings and

Interpretation
teachers, peers and goal setting behavior, which imply the importance of a must be
supported with
holistic approach in maintaining and enhancing adolescents‘ expectancy of a review of
literature and
success in achieving educational goals. Students perform best if they are studies cited in
Chapter 2.
supported even if it is in verbal or language learning and/or tactile learning as

projects.

10
 The title of the item is
3.2 Social Self-Esteem based on the subproblem
3.2 (BOLD, left aligned)

Table 14: The Self-Esteem on Students according to the

Social Aspect Social-Self-Esteem

Weighted Verbal
Social Self-Esteem
Mean Interpretation

1. Boys and girls like to talk and

Agree
interact to me. 2.92

2. My classmates often choose me to be

Disagree
their leader. 2.37

3. I am never shy. Disagree

2.29

4. I am extremely friendly and easy to

Agree
talk to. 2.93

5. I feel confident talking in front of

Agree
other people. 2.54

Overall Weighted Mean 2.61 Agree

Table 14 depicted the Self-Esteem on Students according in terms of –

Social Self-Esteem. It obtained an overall weighted mean of 2.61 or verbally

interpreted as ―Agree‖ from the respondent‘s responses. It indicated that the

Item No.1, ―I am extremely friendly and easy to talk to.‖ received the highest The findings of
data for sub
weighted mean with 2.93 interpreted as ―Agree‖. However, Item No. 3, ―I am problem 3.2

never shy.‖ received the lowest weighted mean among the closely averaged items

with only 2.29 and a verbal interpretation of ―Disagree.‖

Overall, the results implied that the respondents are confident with their

social interactions and their friendliness as they identify themselves as someone

The discussion
who is easy to talk to. It also implies that in some instances respondents are not
of the
interpreted
confident to serve the role of a leader and at times feel shy in their interactions
result for sub
problem 3.2
with people around them.

11
 Based on the studies by Buunk, Gibbons, (2007) & Van Lange (2008), self- Findings and
Interpretation
concept and one‘s self-esteem can be derived from social comparisons and must be
supported with
interactions, proving that one‘s self-esteem are always affected by people around a review of
literature and
him/ her and the social interactions he/she goes through. studies cited in
Chapter 2.

Table 15: Summary Table of the two Aspects of Self-Esteem

Weighted Verbal
Self-Esteem
Mean Interpretation

This table
Academic Self-esteem 2. 70 Agree summarizes
the result for
the sub
problem 3
Social Self-esteem 2.61 Agree

Overall Weighted Mean 2.65 Agree

Table 15 depicted the Summary Table of the two Aspects of Self-Esteem. It The findings of
data for the
achieved an overall weighted mean of 2.65, verbally interpreted as ―Agree‖ from summary of
sub problem 3
the respondent‘s responses. It shows that Academic Self-Esteem has a slightly

higher weighted mean with 2.70, interpreted as ―Agree‖, compared to Social Self-

Esteem with has 2.61, verbally interpreted as ―Agree‖.

All in all, findings showed that the respondents in both aspects of Self- The discussion
of the
esteem, academic and social are confident in these areas. From this, the interpreted
result for
researchers assume that the respondents can still boost their self-esteem more in summary of
sub problem 3
relation to their Academic and Social Self-Esteem.

12
 The title of the item
4. Relationship of the level of Emotional Maturity and Self-Esteem in is based on the sub
terms of: problem 4. (BOLD,
The title of the item is left aligned)
The title of the item is
based on the sub problem
4.1 Academic Self-Esteem based on the subproblem
4.1 (BOLD, left aligned)
4.1 (BOLD, left aligned)
Table 16: Relationship of the Academic Self-Esteem and
Components of Emotional Maturity
Academic Self-
Esteem vs p-
Verbal p-
Components of correlat Decision Remarks
Interpretation value
Emotional ion
Maturity

Emotional Weak Accept Not

.16 0.21
Instability Relationship Ho Significant

Social .10 Very Weak Accept Not

.151
Maladjustment Relationship Ho Significant

Emotional .16 0.20 Accept Not

Weak
Regression Relationship Ho Significant

Personality .18 Weak .002 Reject

Disintegration Relationship Ho Significant

Weak Accept Not

Overall 0.15 0.97
Relationship Ho Significant

Table 16 showed the p-value for emotional instability was‖0.21.‖. The p-value

for Social Maladjustment was ―.151‖. The p-value for Emotional Regression was ―.20‖ All The findings of
data for sub
p-values are greater than the assigned level of significance which is 0.05. Therefore, the
problem 4.1
findings led to the acceptance of the null hypothesis that the academic self-esteem has no

significant relationship to the three components of emotional maturity which are;

emotional instability, Social Maladjustment and Emotional Regression.

However, and the p-value for Personality Disintegration was ―.002‖. It is less than

the assigned level of significance which is 0.05, hence, Personality Disintegration under

emotional maturity has a significant relationship to Academic Self-Esteem.

13
 As a whole the p-value for the academic self-esteem and components of

emotional maturity were ―0.97‖ Pearson r computed. It is greater than the

assigned level of significance which is 0.05. Therefore, the findings led to the

acceptance of the null hypothesis that academic self-esteem factors have no

significant relationship to the components of emotional maturity.

The title of the item is

based on the subproblem
4.2 Social Self-Esteem 4.2 (BOLD, left aligned)

Table 17: Relationship of Social Self-Esteem and Components of

Emotional Maturity

Correlation
Social Self- Verbal P-
Coefficient
Esteem vs interpretation value Decision Remarks The discussion
Components of of the
Emotional interpreted
Maturity result for sub
problem 4.1

Emotional .16 Not

Weak Accept Ho
Instability .250 Significant
Relationship

Social -.05 Not

Very Weak .421 Accept Ho
Maladjustment Significant
Relationship

Emotional .12 Not

Weak .076 Accept Ho
regression Significant
Relationship

Personality .120
.17 Weak Accept Ho
Disintegration Not
Relationship Significant

Overall Weak Not

0.13 0.22 Accept Ho
Relationship Significant

14
 Table 17 showed the p-value for emotional instability was p ―0.25‖. The p-

value for Social Maladjustment was ―.421‖. The p-value for Emotional Regression

was ―.076‖ and the p-value for Personality Disintegration was ―.120‖. All p-values
The findings of
are greater than the assigned level of significance which is 0.05. Therefore, the data for sub
problem 4.2
finding based on all the p-values led to the acceptance of the null hypothesis that

emotional instability, social maladjustment, emotional regression and

personality disintegration have no significant relationship to Social Self Esteem.

The overall verbal interpretation showed a weak relationship.

As a whole the p-value for the social self-esteem and components of emotional

maturity was ―0.22‖. It is greater than the assigned level of significance which is
The discussion
0.05. Therefore the findings led to the acceptance of the null hypothesis that of the
interpreted
social self-esteem has no significant relationship to the components of emotional result for sub
problem 4.2
maturity.

15
Table 18: Relationship of the Components of Emotional Maturity to the
Academic and Social Self-Esteem

Components of
Emotional Verbal
Correlation
Maturity and interpretation P-value Decision Remarks
Coefficient
Academic and
Social Self Esteem
Academic Self-
Esteem vs
Components of 0.15 Weak 0.97 Accept Ho Not This table
Emotional Relationship Significant summarizes
Maturity
the result for
the sub
Social Self-Esteem
vs Components of
problem 4
Emotional 0.13 Weak 0.22 Accept Ho Not
Maturity Relationship Significant

OVERALL 0.14 Weak 0.60 Accept Ho Not

Relationship Significant

Table 18 presented the overall findings of this research. This table revealed

that the correlation coefficient of Academic Self-esteem to the Components of

Emotional Maturity is 0.15 with a verbal interpretation of Weak Relationship and

a p-value of 0.97 which led us to accept the null hypothesis and showed that there

is no significant relationship between academic self-esteem to the emotional

maturity. It also showed that the correlation coefficient of Social Self-esteem to the
The findings
Components of Emotional Maturity is 0.13 with a verbal interpretation of Weak and
interpretation
Relationship and a p-value of 0.22 which leads us to accept the null hypothesis and of data and
discussion of
showed that there is no significant relationship between social self-esteem to the interpreted
result for the
emotional maturity. summary of
sub problem 4
Overall, the results disclosed that the relationship of emotional maturity to

the self-esteem of the respondents has a 0.14 correlation coefficient showing a

weak relationship and a p-value of 0.60, it is higher than the assigned level of

significance 0.05, leading us to accept the null hypothesis that there is no

significant relationship between emotional maturity to the academic and social

self-esteem of the respondents. 16

 Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Chapter 5 shall only have the following three subheadings: Summary of

Findings, Conclusions, and Recommendations of the study.

This starts with an introductory sentence which enumerates the contents of this

chapter. Follow the format indicated in the example hereunder.

Font style: Century Schoolbook
Font size: 12pts.
Chapter and Number: bold and first letter should be
capitalized
Chapter Title: caps lock and bold

6 single spaces from top

3 single spaces

3 single spaces

Introductory Sentence

Summary of Findings

Findings of the study should be organized by topics in accordance to the problems

of the study as stated in the ―Statement of the Problem‖. Thus there should be a definite

and explicit answer to each question. The findings should be textual generalizations,

that is, a summary of the important data consisting of text and numbers. No

deductions, nor inference, nor interpretation should be made otherwise it will only be

duplicated in the conclusion. Only the important results, the highlights of the data,

17
should be included especially those upon which the conclusions should be based.

Therefore, it must be stated as concisely as possible.

 Use past tense to present the result of findings of the investigation.

 The findings should be presented with a brief introductory sentence.

Font style: Century Schoolbook
Font size: 12pts.
Findings of the Study Spacing: double space
Title by part: bold and double
The following findings are obtained based on the analysis and space before the content
interpretation of data.
Introductory
1. Demographic Profile of the Respondents Sentence

1.1 Age
It turned out that majority of the respondents belong to the 17
to 19 age group making up 94% of the total number of respondents.
Each finding
This age demographic consists of adolescents. should be
1.2 Gender numbered,
sentence case,
It showed that a huge fraction of the total number of the flash left.

respondents is female, which constitutes 54% of the whole percentage

of the respondents, closely followed by the male respondents with
44%. Female adolescents aged 17-1 develop emotionally maturity
faster than males.

1.2 Strand
Results presented that a large number of the respondents are
from the ICT (Information and Computer Technology) Strand with
41% and both HUMSS (Humanities and Social Sciences), as well as
GAS (General Academics) has equal percentage with 29%.

2. Level of Emotional Maturity of Respondents

2.1 Emotional Stability
The results revealed that the respondents sometimes show

indications of emotional instability when situations occur, became

short-tempered and lost their patience as revelaed by the question ―Do
you feel that you are short-tempered?‖ obtaining the highest weighted
mean of 2.26 with verbal interpretation of ―Slightly‖.
2.2 Social Maladjustment
It turned out that the respondents sometimes enjoy being alone as
individuals proven by the question, ―Do you spend a lot of time alone
by yourself?‖ produced the highest number of responses with a
weighted mean of 2.41 verbally interpreted as ―Slightly‖.
18
Conclusions

Conclusions are inferences, deductions, abstractions, implications,

interpretations, general statement and generalizations based upon the findings of the

research. They are logical and valid outgrowths upon the findings.

In writing the conclusion, you go back and discuss the findings in relation to your

research problem and research questions and elaborate these findings by citing key

results. Take note that the conclusions should NOT contain any numerical data since it

limits the forceful effect or impact of the generalizations. It should appropriately answer

the specific questions stated at statement of the problem. They should be worded as if it

is 100% true and correct but only referring only to the population, area and subject of

the study. And must be concise yet conveys very necessary information as required by

the specific questions.

Font style: Century Schoolbook

Font size: 12pts.

Conclusions Spacing: double space

Introductory
The findings of the study yielded to the following conclusions:
Sentence

1. Majority of the respondents belong to the female Each conclusion

should be
numbered,
population with 17-19 age group from the ICT (Information sentence case,
flash left.
and Computer Technology) strand.
Should be written
concisely yet
2. The researchers concluded based on the aspects of convey very
necessary
emotional maturity that the level of the respondents‘ information as
required by the
specific questions.
emotional maturity are as follows:

2.1 Emotional Instability is slightly experienced by the

respondents.

2.2 Social Maladjustment is slightly experienced by the

respondents.
19
Recommendations

The primary purpose of providing recommendations is to discuss how the

findings of the study could be used to improve the present situation of certain area of

concern.

In writing the recommendations, it is better to have an introductory paragraph

which recalls the conclusions of the study. The number of recommendations and the

number of conclusions are usually aligned. It is written in an organized manner

according to each of the problem or hypothesis‘ findings and conclusions. Each

recommendation should be stated in clear and concise terms and must specify what

should be done, the steps required to implement a policy and the resources needed. Most

importantly, all recommendations should be practical, feasible and doable.

Font style: Century Schoolbook
Font size: 12pts.
Recommendations Spacing: double space
Title by part: bold and double space before the content

Based on the conclusions, the following recommendations are presented: Introductory

Sentence

1. The government, society, family and the academe must ensure that
Each
the emotional health of the students is in good condition. As such, advocating recommendation
should be
a self-esteem and emotional maturity seminars is relevant especially on the numbered,
sentence case,
flash left.
young people aged 17-19 so as to improve their level of emotional maturity.

This can be done by allocating fund to administer seminars and workshops

for both the faculty and the students and/or invite experts to speak in order

to gain a deeper understanding of emotional maturity and self-esteem of

students and how these two play a significant role in the lives of the youth.
It must include the
discussions of the
2. The researchers recommend that further studies be done on the benefits of the
organizations and
relationship of emotional maturity to self-esteem. It can be studies that what problem
would be corrected
would utilize other age groups or studies that are done on a much wider or avoided.

group of respondents from several schools or a city. As such, further studies It must also
encourage further
would produce in-depth knowledge and enhance understanding of the studies.

relationship of emotional maturity to self-esteem, whilst equipping us with 20

solutions for the problems presented.

 REFERENCES

The full reference citations of all the sources gathered and used in the writing of

a research paper must be listed alphabetically in this section entitled ―References or

Bibliography.‖ Doing so clearly proves that the researcher follows the discipline and

ethics of research writing and that the ideas presented in the study are supported with

evidences. This part usually follows the last page of the main text of your thesis.

The latest edition of American Psychological Association (APA) should be used in

listing your references. The references should contain the author‘s name, date of

publication, title of the work, and publication data. You should invert all authors‘

names; given surnames and initials for up to and including seven authors (e.g., Author,

A. A., & Author, B.B.) When author‘s number are eight or more, include the first six

authors‘ names, then insert three ellipsis points and add the last author‘s name. If the

reference list includes different authors with the same surname and first initial, the

author‘s full first names may be given in brackets. Your references in APA publications

are cited in text with an author-date citation system and are listed alphabetically in the

reference list. This style of citation briefly identifies the source for readers and enables

them to locate the source of information in the alphabetical reference list at the end of

the article. Each reference cited in text must appear in the reference list, and each entry

in the reference list must be cited in text. Each your reference shall be single-spaced

with the first line typed flush with the left margin and the succeeding lines indented

five spaces from the left margin.

21
 APA FORMAT OF REFERENCING

(Books, Reference Books, and Book Chapters) (For an entire book, use the
following reference formats:)

Author, A. A. (Year of Publication). Title of work. Location: Publisher.

Author, A. A. (Year of Publication). Title of work. Retrieved from http://www.xxxxxxx

Author, A. A. (Year of Publication)). Title of work. doi (digital object identifier):xxxxx

Editor, A. A. (Ed.). (Year of Publication). Title of work. Location: Publisher.

(For a chapter in a book or entry in a reference book, use the following

formats:)

Author, A. A., & Author, B. B. (1995). Title of chapter or entry. In A. Editor, B. Editor,
& C. Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher.

Author, A. A., & Author, B. B. (1993). Title of chapter or entry. In A. Editor & B. Editor
(Eds.), Title of book (pp. xxx-xxx). Retrieved from http://www.xxxxxxx

Author, A. A., & Author, B. B. (1995). Title of chapter or entry. In A. Editor, B. Editor,
& C. Editor (Eds.), Title of book (pp. xxx-xxx)

(Reference book)
VendenBos, G. R. (Ed.). (2007). APA dictionary of psychology. Washington, DC:
American Psychological Association.

(Periodicals Periodicals include items published on a regular basis such as

journals, magazines, newspapers, and newsletters. General reference form:)

Author, A. A., Author, B. B., & Author, C. C. (year). Title of article. Title of Periodical,
xx, pp-pp. doi:xx,xxxxxxxxxx
(Journal Articles, General Format:)
Author, A.A., Author, B. B., & Author, C. C. (2004). Title of article. Title of Journal,
volume, page-numbers.
Belecina, R. R. (2008). Portfolio as an alternative assessment: Effects on problem –
solving performance, critical thinking, and attitude in mathematics. The
Normal Lights, 4, 54 – 81.
Mercado, E. P., & De Mesa, T. E. (2008). On the spot behavior intervention
techniques applied to common behavior problems manifested by children with
special needs. The Normal Lights, 4, 221 – 247.
(Magazine article)
Chamberlin, J., Novotney, A., Packard, E., & Price, M. (2008, May). Enhancing
worker well-being: Occupational health psychologists convene to share their
research on work, stress, and health. Monitor on Psychology, 39(5), 26-29.

22
(Online magazine article)
Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse
of research. Monitor on Psychology, 39(6). Retrieved from http://www.apa.org/
monitor/
(Newspaper article)
Schwartz, J. (1993, September 30). Obesity affects economic, social status. The
Washington Post, pp. A1, A4.
(Online newspaper article)
Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The New York
Times. Retrieved from http://www.nytimes.com
(Doctoral Dissertations and Master’s Theses For a doctoral dissertation or
master’s thesis available from a database service, use the following
reference template:)
Author, A. A. (2003). Title of doctoral dissertation or master‘s thesis (Doctoral
dissertation or master‘s thesis). Retrieved from Name of database.
(Accession or Order No.)
(For an unpublished dissertation or thesis, use the following template:)
Author, A. A. (1978). Title of doctoral dissertation or master‘s thesis (Unpublished
doctoral dissertation or master‘s thesis). Name of Institution, Location.
(Master’s thesis, from a commercial database)
McNeil, D. S. (2006). Meaning through narrative: A personal narrative discussing
growing up with an alcoholic mother (Master‘s thesis). Available from
ProQuest Dissertations and Theses database. (UMI No. 1434728)
(Doctoral dissertation, from an institutional database)
Adams, R. J. (1973). Building a foundation for evaluation of instruction in higher
education and continuing education (Doctoral dissertation). Retrieved from
http:// www.ohiolink.edu/etd/
(Doctoral dissertation, from the web)
Bruckman, A. (1997). MOOSE Crossing: Construction, community, and learning in a
networked virtual world for kids (Doctoral dissertation, Massachusetts
Institute of Technology). Retrieved from http://www-
static.cc.gatech.edu/~asb/thesis/
(Doctoral dissertation, abstracted in DAI)
Appelbaum, L. G. (2005). Three studies of human information processing: Texture
amplification, motion representation, and figure-ground segregation.
Dissertation Abstracts International: Section B. Sciences and Engineering,
65(10), 5428.

23
 (Video)
American Psychological Association (Producer). (2000). Responding therapeutically to
patient expressions of sexual attraction [DVD]. Available from http://
www.apa.org/videos/
(Music Recording)
Lang, k. d. (2008). Shadow and the frame. On Watershed [CD]. New York, NY:
Nonesuch Records.
(Measurement instrument)
Friedlander, M. L., Escudero, V., & Heatherington, L. (2002). E-SOFTA: System for
observing family therapy alliances [Software and training videos].
Unpublished instrument. Retrieved from http://www.softa-soatif.com/
(Note: Bold sentences inside the parentheses are not part of the “REFERENCES”
section.)

In compliance to the prescription of the Department of Education

(DepEd) Manual of Style, this manual will give examples of citing references
using Chicago Manual of Style (CMOS), 17th edition. Chicago-style source
citations come in two varieties: (1) notes and bibliography and (2) author-date.
The notes and bibliography system is preferred by many working in the
humanities—including literature, history, and the arts. In this system, sources
are cited in numbered footnotes or endnotes. The author-date system is more
common in the sciences and social sciences. In this system, sources are briefly
cited in the text, usually in parentheses, by author‘s last name and year of
publication.

Bibliography entries using CMOS, 17 th edition

D‘Agata, John, ed. The Making of the American Essay. Minneapolis: Graywolf Press,
2016.

LaSalle, Peter. ―Conundrum: A Story about Reading.‖ New England Review 38, no. 1
(2017): 95–109. Project MUSE.

―Privacy Policy,‖ Privacy & Terms, Google, last modified April 17, 2017,
https://www.google.com/policies/privacy/.

Rutz, Cynthia Lillian. ―King Lear and Its Folktale Analogues.‖ PhD diss., University
of Chicago, 2013.

Smith, Zadie. Swing Time. New York: Penguin Press, 2016.

Thoreau, Henry David. ―Walking.‖ In The Making of the American Essay, edited by
John D‘Agata, 167–95. Minneapolis: Graywolf Press, 2016.
24
 3 single space
Century Schoolbook 12, center
REFERENCES aligned, bold, ALL CAPITAL
LETTERS d
2 single space
Alexander Perez Aquino (Sep 5, 2016) The Importance Of Emotional Stability
Emotional Stability Affects Everyone, The Odyssey. Retrieved
From:https://www.theodysseyonline.com/the-importance-of-emotional-
stability

Alka, Midha & Punam, (2015). Employment: An Indicator of Self-Esteem among

Women. Academic Journal Article. Indian Journal of Positive
Psychology. Retrieved from:
https://www.questia.com/library/journal/1P3- 4014
661391/employment-anindicator-of-self-esteem-among-women

Baron, Erdell; Lanuang, Angelica, (2008). Emotional Intelligence And Academic

Performance Among Student Leaders And Non-Leaders Of Academic
Organizations In Colegio De San Juan De Letran-Calamba. Binhi: Letran-
Calamba Student Research Journal, Vol. 9 No. 1. Retrieved From:
Https://Ejournals.Ph/Article.Php?Id=6067

Behera, S., & Rangaiah, B. (2017). Relationship between emotional maturity, self
esteem and life-satisfaction: A study on traditional dancers of Odisha
region. Cogent Psychology, 4(1), 1355504 Retrieved from:.
https://doi.org/10.1080/23311908.2017.1355504

Benedita et.al (2012) Adolescents‘ Use of Care for Behavioral and Emotional
Problems: Types, Trends, and Determinants Retrieved From:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3974777/

Casey, (2008) Risk Taking Behavior in Adolescence Retrieved From:

https://www.researchgate.net/publication/313860803_A_Study_of_Emotion
al_Maturity_of_Adolescents_with_Respect_to_their_Educational_Settings

Oyewunmi, Adebukola & Osibanjo, Omotayo & Adeniji, Anthonia. (2015). Emotional
Intelligence and Academic Performance of Undergraduates: Correlations,
Implications and Interventions. Mediterranean Journal of Social Sciences.
10.5901/mjss.2016.v7n1p509. Retrieved from:
https://www.researchgate.net/publication/289365918_Emotional_Intelligence
_and_Academic_Performance_of_Undergraduates_Correlations_Implications
_and_Interventions

P. Buunk, Abraham & X. Gibbons, Frederick. (2007). Social comparison: The end of a
theory and the emergence of a field. Organizational Behavior and Human
Decision Processes. 102. 3-21. 10.1016/j.obhdp.2006.09.007., Retrieved from :
https://www.researchgate.net/publication/223531425_Social_comparison_The
_end_of_a_theory_and_the_emergence_of_a_field

25
 APPENDICES

Generally, appendices refer to additional or supplementary materials that are

not appropriate for inclusion in the main text of a research paper. This part follows the

references or bibliography section. Each appendix begins on a new page and is labelled

with its number using Arabic numerals, and a short descriptive title. For instance,

―Appendix 1. Research Instrument; Appendix 2. Curriculum Vitae‖

You should type the appendix title centered and double-spaced from the top

margin. Some of the attachments that should be included in your appendices are

Research instrument/s, Letters (e.g. Letter of Intent, Letter of Permission, etc.),

Interview Guides and Schedules, Observation Guide/Talligrams or Tally

sheets/Laboratory Results, Validation Rubric, Curriculum Vitae of the Validators and

etc.

Examples of Appendices

3 single space
Century Schoolbook 12, center
aligned, boldd
2 single space
Century Schoolbook 12, center
aligned, bold, ALL CAPITAL
LETTERS d

26
3 single space
Century Schoolbook 12, center
aligned, boldd
2 single space
Century Schoolbook 12,
center aligned, bold, ALL
CAPITAL LETTERS d

27
 PREPARATION OF MANUSCRIPT

The researchers must ensure that the following conditions are followed in

preparing their manuscript.

Paper Specifications

The final copy of the research paper must be printed in portrait form on one side

of a short bond paper (8 by 11 inches) using the school-based template.

Font Specifications

12-point Century Schoolbook font must be applied throughout the research

paper.

Spacing

Double spacing must be applied in text while single-space long quotations, table

and figure titles, and similar special materials (e.g., table legend). Type double-spaced

from the top margin, centered, boldfaced, and in ALL CAPS all headings of the

preliminary section (except the Title Page) and all chapter titles.

Margins

1.5 inches margin on the left while 1 inch margin on top, right and bottom shall

be applied in the whole manuscript.

Page Numbering

Preliminaries should be paginated using lowercase Roman numerals at the

bottom margin. Use Hindi Arabic numerals to paginate the text, references, and

appendices. Number all the pages consecutively starting at number 2 on the second page

of the first chapter. The first page of each chapter, though counted, shall not be

numbered. Type the page number at the upper right-hand corner of the paper.

28
Chapter and Subheadings

You should begin each chapter on a new page. Capitalize only the first letter of

the heading Chapter but type in ALL CAPS and centered the title of the chapter. Both

the chapter heading and the title are typed in bold font. Use Arabic numerals for the

chapter numbers. Type double-spaced from the top margin and center the chapter

number heading. Type single-spaced below the chapter heading the title of the chapter.

Write the subheading or the first line of the introductory paragraph of the chapter (if

there is no subheading) two spaces below the chapter title. Subheadings of a chapter are

typed in a bold face, flush with the left margin, capitalizing only the first word, all major

words, and prepositions of five (5) or more letters e.g., Definition of Terms. Subheadings

do not have any end punctuation. Start another subheading with two spaces below the

last line of the immediately preceding paragraph. Have at least two full lines below a

subheading at the bottom of a page, or else carry over the subheading to the next page.

Tables and Figures

Every table must be numbered and titled. You should type the table number at

the left-aligned and double-spaced from the last line of the immediately preceding

paragraph.

You should type the title of the figure flush left, title case, and single space

immediately after the figure number. The numbering of tables and figures shall be

continuous. If the title is long, align to the first word of the title the rest of the title. Use

the landscape page layout for large tables. If your table is still too large to fit a single

page, reduce the Century Schoolbook font to a minimum of 8 points. If your table does

not fit the page even after the font-size reduction, continue the rest of its part to the

next page, but the cut part shall bear the subtitle, ‗Continuation‘ flush with the left

margin (e.g., Continuation of Table 16). The cut part/s shall also show the column

29
headings and the legend (if any) like those in the first part of the table. You can put two

or more small tables or figures on a single page if the page is big enough to

accommodate them all. You can have small tables and figures appear on the same page

along with the text; however, leave two spaces between every table/figure and the texts

above and below it. The width of your table shall be dependent on the length of its title.

Statistical and Editorial Consulting

The researchers must ensure accuracy of the statistical treatment used in the

manuscript. Thus, consulting the research adviser or a statistical expert within or

outside the school in case he himself performs the data/statistical analysis is highly

suggested. Moreover, the editing of the manuscript is also required to check for

grammatical and mechanical errors. A certification from a credible editor that the

manuscript has been carefully edited shall be included in the Appendices.

30
 PRELIMINARIES

The preliminaries include the copyright page, title page, certification-and-

approval sheet, certification of originality, acknowledgments, abstract, table of contents,

list of tables, and list of figures.

Copyright page

Include a Copyright Page in each final copy to show that the research has been

copyrighted and put it before the Title Page.

4 single spaces

Century Schoolbook 12, left aligned

d

4 single spaces
Century
Schoolbook
12, left
aligned d
Title page

Follow the instructions on the attached sample-form pages. Note which items are

in ALL CAPS and which are not.

31
 School Logo
Name of the School;
Century Schoolbook,
12, BOLD

6 single spaces
The title should follow
the Inverted Triangle
Format
Century Schoolbook,
14, ALL CAPS

6 spaces

Century Schoolbook, 12

6 single spaces

Century Schoolbook, 12

6 single spaces

Font style/size: Century Schoolbook/12

2 single spaces

Century Schoolbook, 12,

BOLDFACE

2 single spaces

Font style/size: Century Schoolbook/12, BOLD

32
Certification-and-Approval Sheet

Prepare a Certification-and-Approval Sheet. Refer to the attached sample for the

wording and format that shall be followed authentically. Include this sheet in each final

copy of the research. The CERTIFICATION is a confirmation by the School Research

Committee that the paper has been examined and recommended for oral examination.

Type double-spaced from the top margin, centered, boldfaced, and in ALL CAPS the

heading CERTIFICATION.

The APPROVAL contains the formal approval or commendation of the chair and

two to three members of the Panel on Oral Examination.

2 single spaces
1 single space
Choose one
representative to
represent your group

33
Acknowledgments

Type double-spaced from the top margin, centered, boldfaced and in ALL CAPS

the heading ACKNOWLEDGMENTS. Single-space the text that begins two single

spaces from the heading. The justified paragraph should express the student‘s gratitude

and appreciation for all the assistance made and given by special individuals,

institution, organization etc. that are not mentioned in the research paper but have

made an important contribution to the student‘s research study.

2 single spaces

1 single space

Bold the name of the persons whom the

group would like to acknowledge

34
Certification of Originality

Type double-spaced from the top margin, centered, boldfaced, and in ALL CAPS

the heading CERTIFICATION OF ORIGINALITY. Single-space the text that begins two

spaces from the heading. All copies to be submitted shall contain an original

Certification of Originality bearing the actual (not photocopied) signature of the

researcher-representative.

2 single spaces

1 single space

Choose one researcher-representative

of the group

35
Abstract

The abstract is a brief descriptive summary of the research paper. It contains the

main objective of the study, a brief description of the research method, major findings,

conclusions or main arguments, and recommendations. Type double-spaced from the top

margin, centered, boldfaced, and in ALL CAPS the heading ABSTRACT. Type single-

spaced from the heading the following data that are single-spaced, flush with the left

margin: research title, researchers‘ name, name of school, year of completion, and

adviser‘s name. The abstract, which shall not exceed 500 words, double spaced, except

the title of the research which is typed single-spaced. A minimum of five (5) keywords

shall be written on the lower part of the abstract.

2 single spaces
1 single space

Main Objective of the

study

Brief Description of the

method used

36
 Major Findings,
Conclusions or
Arguments

Recommendations

Keywords

Table of Contents

Type double-spaced from the top margin, centered, boldfaced, and in ALL CAPS

the heading TABLE OF CONTENTS. Type single-spaced from the heading. It shall list

all elements of the preliminaries, chapter titles, main headings, references, and

appendices. The beginning page number of each section is indicated along the right

margin. The numbering of the chapters and the wording, capitalization, and

punctuation of titles and headings, shall be exactly the same as they are in the text.

37
2 single spaces, ALL CAPS

1 single space

38
39
List of Tables/Figures

Type double-spaced from the top margin, centered, boldfaced, and in ALL CAPS

the heading LIST OF TABLES/LIST OF FIGURES. Type double-spaced from the

heading the following data in three columns: number, title, and page. The title of each

table must be centered, boldfaced, and in title case. Single-space must be observed

within the title, but double-space between titles.

2 single spaces

1 single space

2 single spaces

1 single space

COVER PAGE FORMAT

40
Cover Page

(Space between the first line of the title and the top edge of the cover
shall be 6 inches)
THE RELATIONSHIP OF THE EMOTIONAL MATURITY TO
THE SELF-ESTEEM OF SELECTED GRADE 12
STUDENTS IN NAGPAYONG SENIOR HIGH
SCHOOL S.Y 2018 – 2019
(Typewritten in inverted pyramid style, 14-point, Century Schoolbook
and ALL CAPS)

(8 single spaces)

Nagpayong High School

Division of Pasig City
(12-point, Century Schoolbook)

(10 single spaces)

DE GUZMAN, IAN JOMARI J.

MONGAYA, ANDREI VINCENT E.
AGUSTINO, RHEA ANN B.
ESTIMADA, ZERLYN MAY B.
RELOS, JEMMA ROSE E.
(12-point, Century Schoolbook, ALL CAPS)

(2spaces)
Academic Track – Humanities and Social Sciences Strand
(12-point, Century Schoolbook)

(4 spaces)
March 2020
(12-point, Century Schoolbook)

41
 RESEARCH PROTOCOL AND EVALUATION SHEET

SCHOOL RESEARCH COMMITTEE

INQUIRIES, INVESTIGATIONS AND IMMERSION

The attached evaluation tool is designed to assist in the evaluation of students‘ ability to
successfully prepare and defend their research project. Evaluation of a research project and its defense
can be an integral part of grade 12 student learning outcomes assessment conducted by this institution.

GENERAL PROTOCOLS
 All participants are expected to observe the highest ethical standards in research.
 All participants must abide by the rules set forth.
 All Participants are given a maximum of 10 minutes to present their paper.
SUBMISSION GUIDELINES
1. Entries for Best Research Paper should comply with the following format:
a. Paper Size: Short bond paper
b. Font Style: Century Schoolbook
c. Font Size: 12
d. Spacing: Double Space
e. Left Margin: 1.5‖
f. Right Margin: 1.00‖
g. Cover Page: See Enclosures
2. Entries should contain the following minimum requirements for completed researches:
I. Title Page
II. Abstract
III. Introduction (includes the problem and its background, review of literature, statement of the
problem)
IV. Methodology
- Design
- Sampling
- Data Collection and Analysis
V. Presentation, analysis, and Interpretation of Data
VI. Summary, Conclusions and Recommendations
VII. References (APA format/CMOS)
VIII. Appendices

To the Panelists/Researches:
Defense committee members and students should review and become familiar with the criteria in
the evaluation tool prior to the defense. The rubric should be scored at the conclusion of the defense, or
shortly thereafter, by every member of the defense committee.

TITLE OF THE THESIS: ________________________________________________________

GRADE LEVEL & SECTION: ____________________________________________________________

DATE OF DEFENSE: ____________________________________________________________

RESEARCH PRESENTERS: ____________________________________________________________

____________________________________________________________

RESEARCH ADVISER: ___________________________________________________________

42
 SCHOOL RESEARCH COMMITTEE
ORAL DEFENSE EVALUATION SHEET
CRITERIA WEIGHT
A. CLEAR FOCUS (30%)
- The research topic is clear and specific.
- The trends, issues or problems are introduced at the beginning of the
paper.
- The body of the paper and its conclusions are aligned and relevant to
the topic.
- The findings, conclusions and recommendations are coherent.
- The usability, sustainability, impact and contribution of the study
are evident.

B. RESEARCH (25%)
- The research design used is appropriate based on the statement of
the problem.
- The sources are reliable and verifiable.
- The sources are recent and relevant (2013 to 2019, as much as
possible).
- The research instrument/s was/were validated by experts and
obtained an acceptable reliability score.
- The locale, sampling, data gathering and ethics were clearly justified.

C. REASONING AND ORGANIZATION (25%)

- The key concepts are clearly defined.
- The paper‘s arguments follow a logical outline.
- The paper used related statistics, tables and graphs which are
properly labelled (APA format).
- The author introduced every quotation and cited its source properly.
- The data presentation, interpretation and analysis lead to
answering the problems.
D. DOCUMENTATION (5%)
- The information is documented in the body of the paper.
- The sources were cited using the APA style.
- The literature review identified and described the gap/s that will be
addressed by the research.
- Letter of permission and consent forms are appended.
E. WRITING AND MECHANICS (15%)
- The paper is free from grammatical, spelling and typographical
errors.
- Free from jargon and choppy sentences.
- Ideas are well expounded.
- The paper is 100% plagiarism free.
- The paper adhered to the prescribed format.

Final Rating:

Comments/Suggestions:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
_______________________________________________________________________________
_______________________________________________
Panelist’s Signature over Printed Name/Date

43
 SCHOOL RESEARCH COMMITTEE
CONDUCTING ORAL DEFENSE

Every oral defense shall have the parts as given below.

I. Opening Prayer Research Presenter

II. Greetings and Introduction Greetings Research Presenters

Panel on Oral
Examination (POE)
Chair and Members

Introduction of the Research Presenters Research Adviser

Introduction of the POE Chair and Members POE Chair

III. Announcement of the Rating System POE Chair

IV. Oral Examination Proper:
Brief Presentation of the Study Research Presenters
Question and Answer Phase Research Presenters,
POE Chair and
Members
Recommendations/Suggestions to improve the study

V. Concluding Remarks Research Adviser

SUGGESTED GRADING SYSTEM

Percentage Range Descriptive Rating

94-100 Outstanding
88-93 Very Good
82-87 Good
76-81 Satisfactory
75 Passing
74 below Failure

44
REFERENCES

Baac, Valentino G. Thesis and Dissertation Writing A Guide for Students. 3rd ed. Malate
Manila: Electic V. Publishing, 2015.

Caulfield, Jack. 2019. ―How to do thematic analysis?‖ Scribrr.com. Updated June

19, 2020. https://www.scribbr.com/methodology/thematic-analysis/

―Conclusions and Recommendations.‖ Research & Learning Online, February 24, 2020.
https://www.monash.edu/rlo/assignment-samples/engineering/eng-writing-
technical-reports/conclusions-and-recommendations.

Department of Education Manual of Style, 2019, DO. 30 (2018). www.deped.gov.ph.

DepEd-Agusan del Sur (2018). Ang Tagnau: The Agusan del Sur Research Manual

DepEd-Pasig (2020). Division Memorandum No. 53, s. 2020: First Pasig City SHS
Research Congress

Jerusalem, V. Delos Reyes, A et al. (2017). Practical Research 2:Exploring Quantitative

Research. Sampaloc Manila. Fastbooks Educational Supply, Inc.

Malijan, Roqui. ―Summary, Conclusions and Recommendations.‖ LinkedIn SlideShare,

November 18, 2013. https://www.slideshare.net/RoquiMalijan/group-10-28367494.

Mjlobetos ,―Lesson 28 Drawing Logical Conclusions from Research Findings.‖ LinkedIn

SlideShare, October 8, 2018. https://www.slideshare.net/mjlobetos/lesson-28-
drawing-logical-conclusions-from-research-findings.

Polytechnic University of the Philippines. University Thesis and Dissertation Manual,

2017. http://www.pup.edu.ph.
Relos, J. The Relationship of Emotional Maturity to Self-esteem, April 2018.
The Chicago Manual of Style 17th edition text (2017). The University of Chicago.
https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html

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