PRACTICAL

RESEARCH 2

Prepared by:
Fr. Edsel Demillo, SVD

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 MODULE 1
RESEARCH OVERVIEW

Introduction

“The research involves identifying, locating, assessing, and analyzing the information you
need to support your research question, and then developing and expressing your ideas. These are
the same skills you need any time you write a report, proposal, or put together a presentation.

Research involves the step-by-step process used to gather information in order to write
your paper, create a presentation, or complete a project. As you progress from one step to the next,
it is often necessary to rethink, revise, add additional material or even adjust your topic. Much will
depend on what you discover during your research.

The research process can be broken down into seven steps, making it more manageable
and easier to understand. This module will give you an idea of what's involved at each step in order
to give you a better overall picture of where you are in your research, where you will be going,
and what to expect at each step” (guides.lib.usf.edu, 2020).

Content Course Competencies

The students will be able to:

1. The student is able to explain research in their own words.

2. The students are able to explain why they choose the topic.
3. The students are able to write a good background of the study.
4. The students are able to write a good Statement of the problem.
5. The students are able to write a good Purpose Statement.
6. The students are able to write a good research questions.
7. The students are able to write a good scope and delimitation.
8. The students are able to write a good significance of the study.

Performance Competencies

At the end of this module, the students will be able to write research chapter 1 according
to standards and form.

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Topics

To attain the intended learning competencies of this module, the topics that will be covered
are the following:

1. What is research?
2. Research topic
3. Background of the Study
4. State of the Problem of the study
5. Purpose Statement of the study
6. Research questions of the study
7. Scope and Delimitation of the study
8. Significance of the Study

Exercises

1. Blast from the past

2. My topic
3. Background of the study
4. Statement of the Problem
5. Purpose of the Statement
6. Research Questions
7. Scope and delimitation
8. Significance

Output

The student’s will submit a written chapter 1.

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Assessment Tool

Excellent Good fair Poor

10 pts 7 pts 4 pts 1 pt.

Introduction Well formulated Fairly well formulated Introduction is not Lacks a proper
introduction based on introduction that has well constructed and introduction. There is
facts that are some evidence to provides a few (less no substantive
supported with 5 or support the topic but than 5) sources of evidence to support
more strong sources of the evidence is a weak evidence to the topic
evidence specific to mixture of strong and support the topic.
the topic. weak sources.

Problem Statement Very clearly posed Fairly well posed Statement of the Lacks a proper
statement of the statement of the problem is not clearly statement of the
problem and supported problem that provides stated and/or lacks problem.
with high quality evidence but the quality evidence to Evidence presented
(strong) evidence. evidence is not as support the problem does not support the
strong as it could be. thesis or problem
statement.

Purpose of Study Very clearly stated Fairly well stated Purpose of the study is Lacks a purpose of the
purpose of the study purpose of the study not clearly stated study statement or
that connects very well that connects well to and/or does not does not pertain to the
to the introduction and the introduction and connect well with the introduction and/or the
the statement of the the statement of the introduction and the statement of the
problem. problem. statement of the problem.
problem.

Research Questions 3 Comprehensive Stated 3 objective but Stated less than 3 Stated less than 3
objectives stated with limited evidence of objective & not clearly objective with no
considering the achievable & objective evidence of
achievable & measurable objective measurable &
measurable objective achievable objective
Scope and Very clearly stated Fairly well stated Scope and Lacks a scope and
Delimitation Scope and Scope and delimitation Delimitation and delimitation and
Delimitation and and Significance of the Significance of the significance of the
significance of the study that connects study is not clearly study statement or
study that connects well to the stated and/or does not does not pertain to the
very well to the introduction and the connect well with the introduction and/or the
introduction and the statement of the introduction and the statement of the
statement of the problem. statement of the problem.
problem. problem.
Format Adhere with ALL Meet the format Lacking of format Not meet the format
format requirement requirement requirement requirement

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 TOPIC 1
BLAST FROM THE PAST: WHAT IS RESEARCH

Introduction

“We all encounter research in our daily lives. The results of research on many topics are
presented to us in the form of newspaper articles, books, reports, and television programs. For
example, crime level figures are presented to us by television news reports and some topics, such
as diet and health, are very popular with magazines as well as television programs. Thus, through
various media we have become accustomed to seeing, reading and hearing about research and
although we may not be aware of it, we are used to making our own judgements about research
findings” (www.soas.ac.uk).

So what is Research?

Research Defined:

Research is an “ORGANIZED and SYSTEMATIC way of FINDING ANSWERS to

QUESTIONS” (linguistics.byu.edu).

To understand the definition given above, let us look at the four important words that are
contained in the definition (linguistics.byu.edu).

1. SYSTEMATIC because there is a definite set of procedures and steps which you will
follow. There are certain things in the research process which are always done in order to
get the most accurate results.
2. ORGANIZED in that there is a structure or method in going about doing research. It is a
planned procedure, not a spontaneous one. It is focused and limited to a specific scope.
3. FINDING ANSWERS is the end of all research. Whether it is the answer to a hypothesis
or even a simple question, research is successful when we find answers. Sometimes the
answer is no, but it is still an answer.
4. QUESTIONS are central to research. If there is no question, then the answer is of no use.
Research is focused on relevant, useful, and important questions. Without a question,
research has no focus, drive, or purpose.

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Other definitions of Research are the following:

“The creation of new knowledge and/or the use of existing knowledge in a new and
creative way so as to generate new concepts, methodologies and understandings”
(westernsydney.edu)

“We can define research as an activity of systematic enquiry that seeks answers to a
problem” (www.soas.ac.uk).

In summary:

Research is:

1. A detailed study of a subject or phenomenon.

2. The goal of research is to gain new knowledge.
3. The goal of research is to find answers to an existing problem.

Exercise: Blast from the Past

Objective: The student is able to explain research in their own words.

Assessment Tool

Criteria Excellent Good Fair

(10 pts.)
Content The explanation of the drawing is
well developed and clarity of
purpose is exhibited throughout
the paper.
Symbol It is easy to see what the symbol
Design is and represents. It is neatly
drawn or designed and shows
much effort was used.
(6 pts.)
The explanation of the drawing is
vague or broad; Some sense of
purpose is maintained in the essay.
It is mostly easy to see what the
symbol is and represents. It is
neatly drawn or designed and
shows good effort was used.
(2 pts.)
The Explanation of the drawing
lacks clarity. Purpose are absent or
incompletely express and
maintained.
It is moderately easy to see what the
symbol is and represents. It is
somewhat neatly drawn or designed
and shows some effort was used.

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 WORKSHEET 1

BLAST FROM THE PAST

Direction: Draw your personal symbol for research and explain your symbol in 5 to 10 sentences
only. Draw your symbol inside the empty space of the scroll. Write your explanation in the space
provided below.

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 TOPIC 2

RESEARCH TOPIC

The topic is the main idea of your research study. Selecting a research topic is one of most
important steps in planning your research. There are many sources of one’s topic. Below are some
of the sources of one’s topic:

1. Think of things that you would like to know or passionate about. These things can be a
source of one’s topic.
2. Observe the problems in your community or in your school. They can be a good source of
one’s topic.
3. You can also read newspapers and magazines.
4. You can also read the previous researches done by students last year. The gaps in their
research can also be a source of one’s topic.

When you have chosen already a topic, you need to look at it and see whether it is a good
topic. According to Wa-Mbaleka and Gladstone (2018), there are five criteria that you must follow
in selecting your research topic:

1. Topic that you like – it is a topic that you enjoy working on.
2. Topic that other people like – it is a topic that other people would like to read.
3. Topic that is doable – it is a topic that you can finish within the semester.
4. Topic that is current – it is a topic that everyone would like to read.
5. Topic that is relevant to your field –it is a topic that is related to your strand.

Exercise: My Topic

Objective: The students are able to explain why they choose the topic

Assessment Tool

Criteria Excellent Good Fair

(10 pts.) (6 pts.) (2 pts.)
Content The explanation about why the The explanation about why the The explanation about why the
topic was chosen is well topic was chosen is vague or broad; topic was chosen lacks clarity.
developed and clarity of purpose Some sense of purpose is Purpose are absent or
is exhibited throughout the maintained in the essay. incompletely express and
paper. maintained.

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 WORKSHEET 2

My Topic

Directions: Do the following tasks below.

A. Write your topic on the empty space below

Our Group’s Topic: __________________________________________________

B. Explain in 10-15 sentences why you have chosen this topic.

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 TOPIC 3

BACKGROUND OF THE STUDY

The first paragraphs of your study would usually deal with the background of the study.
You need to place your topic in a wider context. “It generally supports the question, what did we
know about this topic before I did this study? Sufficient background information helps your reader
determine if you have a basic understanding of the research problem being investigated and
promotes confidence in the overall quality of your analysis and findings” (libguides.usc.edu,
2020). Read an example below of a research topic about love. The title of the study was
“Regulation of Romantic Love Feelings: Preconceptions, Strategies, and Feasibility.”

“Romantic love strikes virtually everyone at least once (i.e., its lifetime prevalence approaches
100%) [1] and has a great impact on our lives. Romantic love has positive effects on individuals and
society as a whole. For example, love is associated with positive emotions such as euphoria [2] and
romantic relationships enhance happiness and life satisfaction [3]. But love also has a negative impact
on individuals and society. For example, love is associated with stress [4] and jealousy [5], and romantic
break-ups are associated with sadness and shame [6], a decrease in happiness and life satisfaction [7],
and depression [8]. The high prevalence of love combined with its significant positive and negative impact
on individuals and society make it an important research topic” (Langeslag and van Strien, 2016)

Exercise: Background

Objective: The students are able to write a good background of the study.

Assessment Tool

Criteria Excellent Good Fair

(10 pts.)
Content The background of the
study is well developed
and clarity of purpose is
exhibited throughout the
paper.
(6 pts.) (2 pts.)
The background of the is The background of the
vague or broad; Some study lacks clarity.
sense of purpose is Purpose are absent or
maintained in the essay. incompletely express and
maintained.

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 WORKSHEET 3

BACKGROUND OF THE STUDY

Name: _____________________________________ Strand: ________________________

Directions: Do the following tasks below.

A. Write your topic on the empty space below

Our Group’s Topic: __________________________________________________

B. Write a 2 paragraph background of study about the topic you have chosen. Each paragraph
should 5 to 10 sentences only. Cite your sources if you are going to copy.

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 TOPIC 4

PROBLEM STATEMENT

You do research because you want to address a specific problem that exist in your
community, school or organization. The purpose statement must be link with your chosen topic.
“The problem statement illustrates what’s wrong, what’s missing, what we don’t
know or need to know better, and what needs to be done. This should be
synthesized in a paragraph or two, followed by your research purpose and a
statement of your research objectives” (vpresearch.usask.ca, n.d.). When you write your
problem statement, remember the following according to vpresearch.usask.ca (n.d.):

A problem statement consists of:

i) A broad sentence or two introducing your research topic,

ii) A thesis sentence or two that captures to the position you want to prove, the significance
of the knowledge gap, or the importance of the topic at hand (i.e., identify that your research is
important) and
iii)A sentence or three that briefly overviews your main bodies of evidence (i.e., establish
why your research is important.

Let us look at an example of a problem statement on the topic of bullying below. The
underlined words are the statement of the problem of the study. The previous sentences before the
problem statement introduces the topic, the knowledge gap and the bodies of evidence.

“Bullying is a problem that affects all students, either the person the bully, the victims, and those who
witnesses. Bullying may include verbal, physical assaults, threats, jokes or language, mockery and criticizing,
insulting behavior and facial expressions. All of such factors work either individually, or collectively, for
contributing in students’ likelihood of bullying. It is well known that bullying is difficult to eliminate or to
stop it in schools because it is used by students. Bullying at school has various impact, among such impact
is the academic achievement. Therefore, the research problem is to determine the impact of school
bullying on students’ academic achievement from teacher’s point of view” (Al-Raqqad1, Al-Bourini, Al
Talahin & Aranki, 2017)

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 Exercise: Statement of the Problem

Objective: The students are able to write a good Statement of the problem.

Assessment Tool

Criteria Excellent Good Fair

(10 pts.) (6 pts.) (2 pts.)
Content The Statement of the The Statement of the The Statement of the
problem is well Problem is vague or problem lacks clarity.
developed and clarity of broad; Some sense of Purpose are absent or
purpose is exhibited purpose is maintained in incompletely express and
throughout the paper. the essay. maintained.

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 WORKSHEET 4

STATEMENT OF THE PROBLEM

Name: _________________________________ Strand: ____________________________

Directions: Do the following tasks below.

A. Write your topic on the empty space below

Our Group’s Topic: __________________________________________________

B. Write a 1 paragraph Statement of the Problem about the you have chosen. The paragraph
should 10 – 15 sentences only. Cite your sources if you are going to copy. Underline your
problem statement.

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 TOPIC 5

PURPOSE STATEMENT

Once you have written already your background of the study and the problem statement,
you are now ready to write your purpose statement. According to Wa-mbaleka and Gladstone, “In
your purpose statement, which can be one to three paragraphs, you need to state again some
background information and then clearly state in one to three sentences why you want to conduct
your research study. Your purpose should directly be focused on addressing the research problem
that you have stated.” A good purpose statement is (vpresearch.usask.ca):

a. Specific and precise

b. Clear
c. Concise
d. Able to lead to more than one objective or question, and
e. Grounded in a well-­‐established rationale/problem statement

Let us now at an example of a purpose statement in a study done on bullying. The

underlined words in this example are the purpose statement of the study.

Additional analysis describes the characteristics of students affected by these types of behavior and the
characteristics of schools in which these behaviors occur. Because of prior research that suggests victims
of bullying may resort to aggressive behaviors in response to being bullied, the extent to which reports
of bullying are related to victim behaviors such as weapon carrying, physical fights, fear, and avoidance
are explored. Finally, for educators, the academic success of students is of paramount importance. For
this reason, self-reported academic performance of bullied students is also examined (5,8). The main
aim of this research is to investigate the prevalence of bullying behaviour, its victims and the types of
bullying and places of bullying among 14-17 year-old adolescents in a sample of school children in
Bursa, Turkey. Bullying is a psychological and pedagogical problem connected with public health. It
must be solved by various professionals immediately. (TÜRKMEN, DOKGÖZ, AKGÖZ, EREN,
VURAL, and POLAT, 2013)

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 Exercise: Purpose Statement

Objective: The students are able to write a good Purpose Statement.

Assessment Tool

Criteria Excellent Good Fair

(10 pts.)
Content The Purpose Statement
is well developed and
clarity of purpose is
exhibited throughout the
paper.
(6 pts.)
The Purpose Statement is
vague or broad; Some
sense of purpose is
maintained in the essay.
(2 pts.)
The Purpose Statement
lacks clarity. Purpose are
absent or incompletely
express and maintained.

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 WORKSHEET 5

PURPOSE STATEMENT

Name: _________________________________ Strand: ____________________________

Directions: Do the following tasks below.

A. Write your topic on the empty space below

Our Group’s Topic: __________________________________________________

B. Write a 1 paragraph Purpose Statement about the topic you have chosen. The paragraph
should 10 – 15 sentences only. Cite your sources if you are going to copy. Underline your
purpose statement.

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 TOPIC 6

STATING THE RESEARCH QUESTIONS

Research questions are your guide in doing research. A well-developed research

question allows you to set the directions of your research. They are the questions that you will
answer throughout your paper. According to libraries.indiana.edu (n.d.), “after choosing a topic
and gathering background information, add focus with a research question. Some of the steps
suggested are the following”:

• Explore questions.

a. Ask open-ended “how” and “why” questions about your general topic.
b. Consider the “so what” of your topic. Why does this topic matter to you? Why should it
matter to others?
c. Reflect on the questions you have considered. Identify one or two questions you find
engaging and which could be explored further through research.

• Determine and evaluate your research question.

a. What aspect of the more general topic you will explore?

b. Is your research question clear?
c. Is your research question focused? (Research questions must be specific enough to be well
covered in the space available.)
d. Is your research question complex? (Questions shouldn’t have a simple yes/no answer and
should require research and analysis.)

• Hypothesize.

a. After you’ve come up with a question, consider the path your answer might take.
b. If you are making an argument, what will you say?
c. Why does your argument matter?
d. How might others challenge your argument?
e. What kind of sources will you need to support your argument?

libraries.indiana.edu also gave some examples of a good research question. Let us now at
some good examples of a research below:

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 Sample Research Questions
Clear Unclear
How are online users experiencing or addressing Why are social networking sites harmful?
privacy issues on social networking sites like My
Space and Facebook?
Focused: Unfocused
How is glacial melting affecting penguins in What is the effect on the environment from global
Antarctica? warming?
Appropriately complex Too simple
What are common traits of those suffering from How are doctors addressing diabetes in the U.S.?
diabetes in America, and how can these
commonalities be used to aid the medical
community in prevention of the disease?

Exercise: My Questions?

Objective: The students are able to state the research questions.

Assessment Tool

Criteria Excellent Good Fair

(10 pts.) (6 pts.) (2 pts.)
Research Research question is well Research question is fairly Research question is related
developed with a scope focused, and is a good fit to the topic, but is too broad
Question
appropriate to available for available resources. or too narrow. Topic cannot
resources and the terms of Research question shows be realistically researched
the assignment. Question some understanding of with available resources
is grounded in issues and concepts related and/or time. Question may
background information, to the subject. Displays be basic enough to be easily
but displays a high level some aspects of original answered with general
of independent thought thought or investigation. background resources
and inquiry. instead of requiring deeper
investigation.
(Source: Developing a research question rubric. Retrieve from
https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=J78WX2&)

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 WORKSHEET 6

MY QUESTIONS?

Name: _________________________________ Strand: ____________________________

Directions: Write 5 research questions related to your topic. Follow the steps in your module.

A. Write your topic on the empty space below

Our Group’s Topic: __________________________________________________

B. Write your 5 research questions in the space provided below.

1. ________________________________________________________________________

2. ________________________________________________________________________

3. ________________________________________________________________________

4. ________________________________________________________________________

5. ________________________________________________________________________

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 TOPIC 7

SCOPE, LIMITATION AND SIGNIFICANCE OF THE STUDY

Scope and limitation are two important elements in your research because they set the
parameters of your research. You tell your readers the areas that will be covered by your research.
They act like a parking space in the sense that they set the boundaries of the area where you can
park your car. “The scope of the study refers to the parameters under which the study will be

operating. The problem you seek to resolve will fit within

certain parameters. Think of the scope as the domain of
your research. You need to make it clear as possible what
you will be studying and what factors are within the
accepted range of your study. Limitations are matters and
occurrences that arise in a study which are out of the
researcher’s control. They limit the extensity to which a
study can go, and sometimes affect the end result and
conclusion can be drawn. Every study, no matter how well it
is conducted and constructed has limitations” (Simon and
Goes, 2013).
(Credit: https://1.bp.blogspot.com/-e4v0DH3xkHk/VPU
_c5Df0kI/AAAAAAAAEyc/YGKbG65bEV4/s1600/reserved.jpg)

The significance of the study, on the other hand, tells your readers the contribution of the study
you are doing. You also tell your readers those who will benefit from the study that you are doing.
Regoniel (2015), shares two tips in writing the significance of the study:

1. Refer to the statement of the problem - Your problem statement can guide you in
identifying the specific contribution of your study. You can do this by observing a one-to-
one correspondence between the statement of the problem and the significance of the
study.
2. Write from general to specific contribution - Write the significance of the study by looking
into the general contribution of your study, such as its importance to society as a whole,
then proceed downwards—towards its contribution to individuals and that may include
yourself as a researcher. You start off broadly then taper off gradually to a specific group
or person.

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 Let us now at some examples of:

1. Significance of the study

(Source: https://simplyeducate.me/2015/02/09/two-tips-on-how-to-write-the-significance-of-the-study/)

In this example, the study will be significant for the society as a whole, graduates, school,
administrators, teachers and researchers.

2. Scope of the study

“A strength of this study was using a mixed method approach. By adding in qualitative
questions, the researcher was able to gain more in-depth information regarding the cyberbully
victim’s experience. The researcher was able to gain knowledge of different impacts and
experiences that were not one of the choice answers in the survey. By having open-ended
questions, a participant was able to share their story and the researcher was able to gather
valuable information regarding this experience” (Noll, 2016).

3. Limitations of the study

“There were multiple limitations of this study. One limitation was the sample size. The
sample in this study was undergraduate college students enrolled in the University of St. Thomas
and St. Catherine University Bachelors of Social Work program. This population is not
generalizable to the general population, and is only representative of the University of St. Thomas
and St. Catherine University.

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 A second limitation was the population used in this study in relation to gender. According
to the Council on Social Work Education (2013), majority of full-time and part-time students
enrolled in baccalaureate level social work education programs are female. In 2013, 87.2% of
students enrolled in bachelor level social work education programs were female while only 12.8%
were males (Council on Social Work Education, 2013). Having so many females and so few males
enrolled in social work education programs makes it difficult to get a sufficient amount of male
participants to study gender differences.

A third limitation was the design of the questionnaire. The design was retrospective and
the researcher asked college students to reflect back on their experiences in high school. Because
there was a time gap between when the participant experienced the cyberbullying and when they
are reporting how it made them feel, it could have caused participants to underreport how it
actually made them feel or the true impact being victimized by cyberbullying had on them” (Noll,
2016).

Exercise: Scope, Limitation and Significance

Objective:

1. The students are able to indicate scope and delimitation of research.

2. The students are able to cites benefits and beneficiaries of research

cites benefits and beneficiaries of research

Assessment Tool
3. state the research questions.
(Source: Significance of the study. Retrieved from
https://www.rcampus.com/rubricshowc.cfm?code=XXB67AX&sp=yes&; Scope and limitation of the Study. Retrieved
fromhttps://www.westga.edu/academics/education/eddsi/assets/docs/Dissertation_Rubric_revised_2-17-15_.pdf)

Criteria Excellent Good Fair

(10 points)
Significance of Very clearly stated purpose of
the Study the study that connects very
well to the introduction and
the statement of the problem.
Scope and Fully recognize the scope and
Limitations of limitations of the methods
the Study adopted and their impact on
the research.
(6 points)
Fairly well stated purpose of
the study that connects well
to the introduction and the
statement of the problem.
Clear recognition of the
scope and limitations of the
methods adopted and their
impact on the research.
(2 points)
Purpose of the study is not
clearly stated and/or does not
connect well with the
introduction and the
statement of the problem.
Some recognition of the scope
and limitations of the methods
adopted and their impact on
the research.

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 WORKSHEET 7

SCOPE, LIMITATION AND SIGNIFICANCE

Name: _________________________________ Strand: ____________________________

Directions: Do the following tasks below.

A. Write your topic on the empty space below

Our Group’s Topic: __________________________________________________

B. Write a 1 paragraph Scope of your study, 1 paragraph limitation of your study and 1
paragraph of the significance of your study. The paragraph should be 10 – 15 sentences
only. Cite your sources if you are going to copy. Underline your scope, limitation and
significance of the study.

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 MODULE 8

BASIC RULE IN CITING TEXT AND REFERENCES

“Citing sources properly is essential to avoiding plagiarism in your writing. Not citing
sources properly could imply that the ideas, information, and phrasing you are using are your own,
when they actually originated with another author. Plagiarism doesn't just mean copy and pasting
another author's words” (Walden University, 2020). The APA format which we are using in
DWCV will help in your in-txt citations and in writing your bibliography or references. According
to Mendelay.com (2020), the core components of an APA reference is shown below:

(Source: https://www.mendeley.com/guides/apa-citation-guide)

Exercise: Citing References

Objective: the students is able to cite related literature using APA standard style.

Assessment: Pen and Paper (2 points per correct answer)

25 | P a g e
 WORKSHEET 8

Name: __________________________________ Strand: __________________________

Direction: Fix the 5 references in the left column into a correct APA format. Write the correct
format for each reference in the right empty column.

REFERENCES APA FORMAT

Journal of Education and Practice (2015).
Bullying in Elementary Schools: Its Causes
and Effects on Students. , 6(19), 43-56. Husain,
S., & Jan, A.
Rose, C. A., & Espelage, D. L. (2011).
Remedial and Special Education, 32(2),
114-130.
https://doi.org/10.1177/0741932510361247 Bully
perpetration and victimization in special
education: A review of the literature.
Monda-Amaya, L. E.,
Learning disabilities and bullying. Journal of
Learning Disabilities, 36(4), 336-347. Mishna,
F.
https://doi.org/10.1177/00222194030360040501
(2003).
Bullying, psychosocial adjustment, and
academic performance in elementary school.
(2005). Archives of Pediatrics &
Adolescent Medicine, 159(11),
1026-1031. Glew, G. et al.
https://doi.org/10.1001/archpedi.159.11.1026
Boswell, A. M. (2016). School Level
Predictors of Bullying Among High School
Students (PhD Lexington, Kentucky University
of Kentucky).

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 MODULE OUTPUT

Direction: Write the 1st chapter of your study using the following criteria below:

a. 3 paragraphs for the background of the study

b. 2 paragraphs for the problem statement
c. 1 paragraph for the purpose statement
d. 5 research questions
e. 1 paragraph for the scope of the study
f. 1 paragraph for the limitation of the study
g. 1 paragraph for the significance of the study

Each paragraph should 10-15 sentences only. Cite your sources using the APA format.
Your written chapter 1 is also your unit assessment output. In writing your 1st chapter, use
the format below:

Title of the Study

Background of the Study

Problem Statement

Purpose Statement

Research Questions

Scope and Limitation

Significance

References

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References:

www.soas.ac.uk (n.d.). Introduction to Research. Retrieved from

https://www.soas.ac.uk/cedepdemos/000_P506_RM_3736-Demo/module/pdfs/p506_unit_01.pdf

www.westernsydney.edu.au (n.d.). Definition of Research. Retrieved from

https://www.westernsydney.edu.au/research/researchers/preparing_a_grant_application/dest_definition_of_
research

linguistics.byu.edu (n.d.). Definition of Research. Retrieved from

https://linguistics.byu.edu/faculty/henrichsenl/ResearchMethods/RM_1_01.html

libguides.usc.edu (2020). Background of the study. Retrieved from

https://libguides.usc.edu/writingguide/background

Langeslag SJE, van Strien JW (2016) Regulation of Romantic Love Feelings: Preconceptions, Strategies, and
Feasibility. PLoS ONE 11(8): e0161087. https://doi.org/10.1371/journal.pone.0161087

Al-Raqqad, H.K., Al-Bourini, E.S., Al Talahin, F.M. & Aranki, R.M.E. (2017). The Impact of School Bullying On
Students’ Academic Achievement from Teachers Point of View. International Education Studies; Vol. 10,
No. 6

TÜRKMEN, D.N., DOKGÖZ, M.H., AKGÖZ, S.S., Bülent EREN, B.N.B., VURAL, H.P. & POLAT, H.O. (2013).
Bullying among High School Students. A Journal of Clinical Medicine. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3865123/

guides.lib.usf.edu (2020). The Research Process. Retrieved from

https://guides.lib.usf.edu/c.php?g=291297&p=2104188

Simon, M.K. & Goes, J. (2013). Scope, Limitations and Delimitations. Dissertation and Scholarly Research: recipes
for success. Seattle, WA: Dissertation Success LLC

Regoniel, P.A. (2015). Two Tips on How to Write the Significance of the Study. Retrieved from
https://simplyeducate.me/2015/02/09/two-tips-on-how-to-write-the-significance-of-the-study/

Noll, H. (2016). Cyberbullying: Impacting Today’s Youth. Retrieved from

https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1645&context=msw_papers

Dissertation Assessment Rubric (n.d.). Retrieved from

https://www.westga.edu/academics/education/eddsi/assets/docs/Dissertation_Rubric_revised_2-17-15_.pdf

Walden University (2020). Using Evidence: Citing Sources Properly. Retrieved from
https://academicguides.waldenu.edu/writingcenter/evidence/citations

Mendeley.com (2020). APA Citation Format. Retrieved from https://www.mendeley.com/guides/apa-citation-guide

28 | P a g e
 MODULE 2
LITERATURE REVIEW
“In essence, a literature review identifies, evaluates and synthesizes the relevant literature
within a particular field of research. It illuminates how knowledge has evolved within the field,
highlighting what has already been done, what is generally accepted, what is emerging and what
is the current state of thinking on the topic. In addition, within research-based texts such as a
Doctoral thesis, a literature review identifies a research gap (i.e. unexplored or under-researched
areas) and articulates how a particular research project addresses this gap
What is meant by the term literature? Literature refers to a collection of published
information/materials on a particular area of research or topic, such as books and journal articles
of academic value. However, your literature review does not need to be inclusive of every article
and book that has been written on your topic because that will be too broad. Rather, it should
include the key sources related to the main debates, trends and gaps in your research area.
What is meant by the term review? To review the literature means to be able to identify:
(a) What has been established, discredited and accepted in your field; (b) Areas of controversy or
conflict among different schools of thought; (c) Problems or issues that remain unsolved; (d)
emerging trends and new approaches; and (e) How your research extends, builds upon, and departs
from previous research” (www.monash.edu, 2020).

Content Course Competencies

The students will be able to:
1. Selects relevant literature
2. Cites related literature using standard style (APA, MLA or Chicago Manual of Style)
3. Synthesizes information from relevant literature
4. Writes a coherent review of literature.

Performance Competencies
At the end of this module, the students will be able to (a) select, cite, and synthesize
properly related literature; (b) use sources according to ethical standards; and (c) present written
review of related literature.

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Topics
To attain the intended learning competencies of this module, the topics that will be covered
are the following:
1. The criteria in selecting related literature
2. The criteria in citing related literature
3. Synthesizing literature

4. The ethical standards in writing related literature

Exercises
1. Selecting Related lit
2. Citing related lit
3. Synthesizing my related lit
4. Writing my related lit

Module Output
The student’s will submit a coherent written review of related literature.

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 TOPIC 1
CRITERIA IN SELECTING RELATED LITERATURE
Doing a literature review is part of the research process. After you have identified already your topic
and your problem, it is important to conduct a review of literature to put your study in the context of existing
knowledge. According to www.scribbr.com (2020), there are several reasons why you do a review of
literature:

 Demonstrate your familiarity with the topic and scholarly context

 Develop a theoretical framework and methodology for your research
 Position yourself in relation to other researchers and theorists
 Show how your research addresses a gap or contributes to a debate

When you have already a topic e.g. “The impact of bullying on the self-esteem of a grade 10
student,” you can begin your search for related literature by following the steps below:
Step 1: Try to create a list of words related to your topic. In this example the related words are:

Cyber Bullying

Self-esteem, self-perception, self-worth

Student, adolescents, teenagers

Step 2: Use the key keywords in conducting research in the internet. You can use the following
sites in doing your research:
1. Google scholar
2. JSTOR
3. Science Direct
4. ERIC
Step 3: “You can use boolean operators to help narrow down your search:
AND to find sources that contain more than one keyword (e.g. cyber bullying AND self-esteem AND
student)
OR to find sources that contain one of a range of synonyms (e.g. Student OR teenagers OR
adolescents)
NOT to exclude results containing certain terms (e.g. apple NOT fruit)” (www.scribbr.com).

31 | P a g e
Step 4: Read the abstract and see if it is related to your topic. If you find a useful book or article, go
the bibliography to find the relevant sources. Look at the example below of an abstract:

This study aims to reveal the relationship between self-esteem and cyberbullying by using meta-analysis.
We identified 61 articles with 49,406 student participants. The results provide strong evidence regarding the
link between self-esteem and cyberbullying. In addition, the meta-analysis has found that factors such as
self-esteem measurements, participants’ culture, sample size, and participants’ age all moderated this
relationship. The betas between self-esteem and cyberbullying is stronger in studies that used RSES
(Rosenberg Self-Esteem Scale) and weaker in studies that used other measures. The betas coefficient was
larger for participants in Asia than those in the U.S. and Europe. Compared to “N < 200″ and “N > 800″, the
betas coefficient was larger in “200 < N < 800″. As the participants’ age increased, the betas coefficient
between self-esteem and cyberbullying was smaller. Implications of this meta-analysis are discussed. (Hao
Lei, Mao, Cheong, Wen, Cui & Cai, 2020)

Guide questions that you can use in selecting your literature are stated below (University of Toronto Libraries
as cited by fgcu.libguides.com 2020):
1. What is the specific thesis, problem, or research question that my literature review helps to
define?
2. What type of literature review am I conducting? Am I looking at quantitative research (e.g. on the
effectiveness of a new procedure)? qualitative research (e.g., studies)?
3. What is the scope of my literature review? What types of publications am I using (e.g., journals,
books, government documents, popular media)?
4. How good was my information seeking? Has my search been wide enough to ensure I've found all
the relevant material? Has it been narrow enough to exclude irrelevant material? Is the number of
sources I've used appropriate for the length of my paper?
5. Have I cited and discussed studies contrary to my perspective?
6. Will the reader find my literature review relevant, appropriate, and useful?

Exercise: Selecting Related Lit

Objective: The student is able to conduct research and explain the reasons for selecting
related literature.

Criteria Excellent Good Fair

(10 pts.) (6 pts.) (2 pts.)
Content of Includes a thorough Includes some explanation why Does not include any
explanation of why literature literature should be selected. explanation why literature
explanation
should be selected. should be selected.

32 | P a g e
 WORKSHEET 1
SELECTING RELATED LIT
Name: ________________________________ Strand: _________________________
Direction: Do a research in the internet and explain the five reasons why you need to select your related
literature. Give one example for each explanation. Cite your sources using the APA format. Write your
answers below:
1. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Source: _________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Source: _________________________________________________________________
3. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Source: _________________________________________________________________
4. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Source: _________________________________________________________________
5. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Source: _________________________________________________________________

33 | P a g e
 TOPIC 2
CRITERIA IN CITING RELATED LITERATURE
When you do research, you use many resources such as books, articles and journals. When you
use them, you need to recognize the author by giving credit to them. You give credit to your source by citing
them. Since DWCV use the APA format, you need to follow the rules of APA in citing your sources. According
to Scibbr.com “APA Style citations consist of two parts:
In-text citation: A brief citation in parentheses when you mention a source, citing the author’s last
name and the year of publication, e.g. (Smith, 2019). It identifies the full source in the reference list.
Reference list entry: Full publication details listed on the reference page, which appears at the end
of your paper. The reference provides all the information needed to find the source, e.g. Smith, P. (2019,
April 18).”
You can use the following rules below in doing in-txt citations:
a. One author

A previous study on self-esteem reveals that… (Smith, 2020)

b. Two authors
A previous study on self-esteem reveals that … (Smith and Thomas, 2020)
c. Three to five authors
A previous study on self-esteem reveals that … (Smith, Thomas, Watson, Carlson and Matt, 2020)
If you cite the same authors again, you can shorten your citation by using “et al” (“and others”)
A previous study on self-esteem reveals that … (Smith, et al., 2020)
Other rules for in-txt citations can be seen below:
a. “Organization as author
When a source does not list an individual author, it can often be attributed to an organization instead.
According to new research … (Microsoft, 2014).
b. Quotes
When you quote a source, you also have to add the page number to the in-text citation.

34 | P a g e
 According to the company’s business plan, “making an APA Citation Generator is a lot of
work, but many students benefit from it” (Swan, 2014, p. 5).
c. Multiple sources in one citation
Sometimes, it’s necessary to cite multiple sources in one sentence. You can combine them into one set of
parentheses, separated by semicolons.
Various studies show that … (Docker & Vagrant, 2002; Porter, 1997; Lima, Swan, & Corrieri, 2012).”
(Scribbr.com, 2020)

Exercise: Citing Related Lit

Objective: Students are able to cite related literature APA style.

Assessment Tool: Pen and Paper (1 pt. per correct answer)

35 | P a g e
 WORKSHEET 2
CITING RELATED LIT
Name: _________________________________ Strand: ____________________
Directions: Study the literature you have downloaded from the internet and give an example for each.
1. One Author
2. Two author
3. 3-5 authors
4. Organization as author
5. Quote
6. Multiple sources in one citation
Use the space below for your answers. Cite your sources using APA format. If there is no citation, it will be
mark wrong.

36 | P a g e
 TOPIC 3
SYNTHESIZING MY RELATED LITERATURE
When you are writing your literature review, your primary goal is to inform your readers about the
current state of your topic in the existing body of knowledge. “Throughout the research process, you will
identify a variety of resources that reveal what is known, and what is not known, about the issue described
in your research question. As you complete your reading, you'll come across a number of ideas presented
by different authors. You are expected to critically evaluate this information, identify themes and gaps, then
synthesize what you have learned to provide your reader with a better understanding of the literature related
to your topic” (libguides.cmich.edu, 2020).
Due to the large number of information that you are looking at, you might find it difficult to organize
such a large information. In order to help you, you need to create a matrix (see example below) to organize
your information.
Topic: “The impact of bullying on the self-esteem of a grade 10 student

Source #1 (Author Source #2 (Author Source #3 (Author Source #4 (Author

& Brief Title) & Brief Title) & Brief Title) & Brief Title)
Main Idea 1

Main Idea 2

Main Idea 3

Exercise: Synthesizing my related lit.

Objective: The students are able to synthesize information from related literature

Assessment Tool: pen and paper (1 point per correct answer)

37 | P a g e
 WORKSHEET 3
SYNTHESIZING MY RELATED LIT

Direction: Write a synthesis of 30 literatures you downloaded from Google scholar related to your group’s
topic using the format below:

Title, Year, Locale of Subject/Respondents, Finds of the Study

the Study, Research Sample size,
problem Instrument

Submit the output in soft copy to your Edmodo class or in our class Gmail
(dwcvclasses@gmail.com)

38 | P a g e
 TOPIC 4
WRITING MY RELATED LITERATURE
When you have already gathered the necessary information about your topic, you must now write
your review of related literature. Just like any academic text, your literature review must have the following
components:
a. Introduction – focus and purpose of the literature review
b. Body – According to McCombes (2020), the body should contain the following:
1. “Summarize and synthesize: give an overview of the main points of each source and combine
them into a coherent whole
2. Analyze and interpret: don’t just paraphrase other researchers—add your own interpretations
where possible, discussing the significance of findings in relation to the literature as a whole
3. Critically evaluate: mention the strengths and weaknesses of your sources
4. Write in well-structured paragraphs: use transition words and topic sentences to draw
connections, comparisons and contrasts.”
c. Conclusion – Summarize the key findings and their significance.

“Body image issues have been widely associated with social media usage, particularly
in young women. The relation between media depictions and body image concerns is Introduction
well-established; a meta-analysis by Grabe, Ward and Hyde (2008) concluded that
exposure to mass media is linked to body image dissatisfaction among women. However,
in an era of rapidly changing digital technologies, the mass media paradigm is no longer
adequate for understanding how people engage with images, and the findings of older
studies like this one may not be generalizable to younger generations. In light of this
changing landscape, researchers have become increasingly interested in the specific
effects of social media. Perloff (2014) theorizes that the interactive aspects of social
media may influence its impact on body image, and mentions that young women are
among the most active social media users. Several empirical studies have focused on Body
Facebook usage in adolescent girls (Tiggermann & Slater, 2013; Meier & Gray, 2014)
and in young adult women (Smith, Hames, & Joiner, 2013; Fardouly et al., 2015; Cohen,
Newton-John & Slater, 2017), while a systematic review by Holland and Timmerman
(2016) confirmed a relationship between social networking and body image for both
women and men. Across these studies, there is consistent evidence that body image
issues are influenced not by social media usage in general, but by engagement with the
visual and interactive aspects of these platforms. Nonetheless, there is a lack of robust
research on more highly visual social media (HVSM) such as Instagram and Snapchat
Conclusion
that have gained more recent popularity among younger generations” (McCombes).

39 | P a g e
 Exercise: Written Lit rev

Objection: The student is able to write a coherent review of literature.

Assessment Tool

Excellent Good Fair Poor

(25 pts.) (20 pts.) (15 pts.) (10 pts.)
Content of Information about Information about Information about Information the
Literature Review the literature the literature the literature literature review is
review is gathered review is gathered review is gathered gathered from a
from multiple, from multiple from a limited single source.
research-based sources. number of
sources. sources.
Citation (APA Information is Information is Information is Information is not
format) cited properly and cited properly. cited, but has cited or is cited
in APA format. errors. incorrectly.
Synthesis of the Summarizes and Summarizes the Summarizes the Lacks summary or
review of literature insightfully overall picture overall picture synthesis of the
synthesizes the obtained from the obtained from the information, leaving
literature literature review literature review each article as a
information, and synthesizes but lacks stand-alone piece
including analysis the knowledge synthesis. and/or misinterprets
of gaps in and/or gained. the information
limitations of the and/or makes
research. statements
unsupported by the
literature.
Writing The literature The literature The literature The written literature
review shows review is well review is written review is confusing.
exemplary writing written and adequately. Structure is
quality. coherently Organized but disorganized. Many
Components are Organized. Few tends to discuss grammatical,
connected in grammatical, Papers in punctuation, and/or
a seamless way. punctuation, succession. spelling
No grammatical, and/or spelling Several errors
punctuation, errors grammatical,
and/or errors punctuation,
and/or spelling
errors

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 WORKSHEET 4 AND MODULE OUTPUT 2
WRITTEN LIT REV
Direction: Using the information in your worksheet 3, write your coherent related literature about your group’s
topic. Your related literature should contain 5 to 10 paragraphs. Each paragraph should have 10 to 15
sentences each. Your module output can be submitted through our Gmail (dwcvclasses@gmail.com),
edmodo class, flash drive or hard copy.

References:
fgcu.libguides.com (2020). Conducting and Writing Literature Reviews: Locating Resources for Literature
Reviews. Retrieved from https://fgcu.libguides.com/c.php?g=65126&p=419677
Lei, H., Mao, W., Cheong, C.M. et al. The relationship between self-esteem and cyberbullying: A meta-
analysis of children and youth students. Curr Psychol 39, 830–842 (2020). https://doi.org/10.1007/s12144-
019-00407-6
Scribbr (2020). Citing Sources in APA Format. Retrieved April 21, 2019, from https://www.scribbr.com/apa-
style/

Central Michigan University (2020). Conducting a Literature Review: Synthesize.

https://libguides.cmich.edu/lit_review/LR_synthesizeRetrieved from

41 | P a g e
 MODULE 3
THEORETICAL and CONCEPTUAL FRAMEWORK
Introduction:
“A theoretical framework consists of concepts, together with their definitions, and existing
theory/theories that are used for your particular study. The theoretical framework must demonstrate an
understanding of theories and concepts that are relevant to the topic of your research paper and that will
relate it to the broader fields of knowledge in the class you are taking.

The theoretical framework is not something that is found readily available in the literature. You must
review course readings and pertinent research literature for theories and analytic models that are relevant to
the research problem you are investigating. The selection of a theory should depend on its appropriateness,
ease of application, and explanatory power” (Sacredheart.edu, 2020).
On the other hand, conceptual framework points to “Concepts as abstract ideas that arise out of
perception and experience and are used to label phenomenon, events, or processes. Frequently, concepts
are used to generalize from particulars to create the abstract idea. A conceptual framework, then, is a system
of concepts, assumptions, expectations and beliefs in which graphics or propositions link broad abstract ideas
or models as a way to guide a research study. Often a conceptual framework emerges from the literature
review, as the researcher links the literature to real-world experiences or events to shape future thoughts or
practices in the research study” (Gavin, 2016).
Content Course Competencies
The students will be able to:
1. Select a theory relevant to the problem of the study.
2. Write the theoretical framework of the study
3. Create the conceptual framework of the study.
Performance Competencies
At the end of this module, the students will be able to write the theoretical framework of the
study and create a conceptual framework of the study.
Topics
To attain the intended learning competencies of this module, the topics that will be covered are the
following:
1. Creating a theoretical framework
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2. Writing the theoretical framework
3. creating the conceptual framework
Exercises
1. Theory ko
2. Theory ko, Write ko
3. Frame ko
Module Output

The student’s will submit a theoretical framework that is coherently written and a conceptual
framework.
Assessment Tool
Rubric

Excellent Good Fair

Theoretical framework Complete, accurate and Accurate and Some useful description
(Rate and summarize useful description worthwhile of relevant theory/ies to
how this submission of relevant theory/ies to description of relevant the chosen problem of
describes the the chosen problem of theory/ies to the chosen the study
theoretical framework the study. problem of the study
relative to its (15 pts.) (10 pts.) (5 points)
contribution to the study
chosen)
Language and Excellent, exemplary Good, use of language Reasonable use of
Expression: Rate and use of language in enhancing the language. The paper
assess the enhancing the quality of submission. may need
organization, language the submission some revision
and English expression (10 pts.) (7 pts.) (4 pts.)
used in the submission.

Checklist
_____: The conceptual framework contains 5 elements (box, arrow, line, independent variable and
dependent variable) (5 points)
____: The conceptual framework lacks 1 element (4 points)
____: The conceptual framework lacks 2 elements (3 points)

43 | P a g e
 TOPIC 1
CREATING A THEORETICAL FRAMEWORK
To develop the theoretical framework for your study, you need to follow the steps below
1. Identify key concepts – you need to pick the key terms from your problem statement and research
questions. An example about identifying the terms from the problem statement and research
questions can be seen below:
Problem statement and research questions

“Company X is struggling with the problem that many online customers do not return to make subsequent
purchases. Management wants to increase customer loyalty and believes that improved customer
satisfaction will play a major role in achieving this goal.

To investigate this problem, you have identified and plan to focus on the following problem statement,
objective, and research questions:

Problem: Many online customers do not return to make subsequent purchases.

Objective: To increase customer loyalty.
Research question: How can the satisfaction of company X’s online customers be improved in order to
increase customer loyalty?”(Vinz, 2015)

From the example above, you can see two important concepts:

Customer Loyalty
Customer Satisfaction
The theoretical framework will revolve around these two concepts. Theories about this two concepts will be
discuss in your theoretical framework.
2. Find relevant theories to evaluate and explain the concept – you have to conduct a thorough literature
review of the above concepts in order to “determine how other researchers have defined and drawn
connections between these key concepts” (Vinz, 2015). You need to discuss the different theories
and models related to these to concepts and justify why these theories and models fit your study.
Look at the example of a theory or model used by Vinz in explaining the two concepts above.

“Thomassen’s Customer Satisfaction Model

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According to Thomassen, both the so-called value proposition and other influences have an impact on final
customer satisfaction. In his satisfaction model (Fig. 1), Thomassen shows that word-of-mouth, personal
needs, past experiences, and marketing and public relations determine customers’ needs and expectations.
These factors are compared to their experiences, and this comparison between expectations and
experiences determines a customer’s satisfaction level. Thomassen’s model is important for this study: it
allows us to determine both the extent to which company X’s customers are satisfied and where
improvements can be made” (Vinz, 2015).

Fig. 1: Customer satisfaction creation (Thomassen, 2007, p.30)

3. Show how your study fits the theoretical framework – aside from discussing the theory, you should
also show how you are going to use the theory or different theories to explain your study.

Exercise: Theory ko
Objective: The students is able to select a theory related to the identified problem of the study.
Assessment Tool: Checklist

_____: The Theory contains 3 elements (Author, Name of the theory, what the theory is all about) (15
points)
_____: The Theory contains only 2 elements (10 points)
_____: The theory contains only one element (5 points)

45 | P a g e
 WORKSHEET 2
THEORY KO
Name: __________________________________ Strand: ___________________
Directions: Look for a theory that can explain the problem you are studying.

Theory: ______________________________________________________________________________
Proponents of the Theory: _______________________________________________________________

What is the theory saying:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Reference (APA format: ) ________________________________________________________________
_____________________________________________________________________________________

46 | P a g e
 TOPIC 2
WRITING THE THEORETICAL FRAMEWORK
Just like any academic text, writing the theoretical framework takes several steps. Follow the steps
below:
Step 1 - Identify and describe your selected theory or theories. This information should consist of the author(s)
of the theory and details regarding the original study, such as the population, purpose, and results. Providing
this information will help you to highlight why the theory you have selected is valid for use in your study, and
will make it easier for you to demonstrate how the theory relates to your own study. Look at the example
below:

Study: The relationship between Romantic love and commitment

Theory: Triangular Theory of Love

Proponent: Robert J. Stenberg

What the theory is saying:

“The triangular theory of love holds that love can be understood in terms of three components that together
can be viewed as forming the vertices of a triangle. The triangle is used as a metaphor, rather than as a strict
geometric model. These three components are intimacy, passion, and decision/commitment. Each component
manifests a different aspect of love.

Intimacy. Intimacy refers to feelings of closeness, connectedness, and bondedness in loving relationships.
It thus includes within its purview those feelings that give rise, essentially, to the experience of warmth in a loving
relationship.

Passion. Passion refers to the drives that lead to romance, physical attraction, sexual consummation, and
related phenomena in loving relationships. The passion component includes within its purview those sources of
motivational and other forms of arousal that lead to the experience of passion in a loving relationship.

Decision/commitment. Decision/commitment refers, in the short-term, to the decision that one loves a certain
other, and in the long-term, to one's commitment to maintain that love. These two aspects of the
decision/commitment component do not necessarily go together, in that one can decide to love someone without
being committed to the love in the long-term, or one can be committed to a relationship without acknowledging that
one loves the other person in the relationship” (Stenberg, n.d).

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The theory was tested in the study of Davis and Acker (1991) entitled “Intimacy, Passion and Commitment
in Adult Romantic Relationships: A Test of the Triangular Theory of Love.” There were Two-hundred- and-
four adults. The result of the study was:
1. Results indicated mixed support for the Triangular Theory.
2. Self-reported levels of commitment were higher for the respondents in more serious (i.e. married vs
unmarried) relationships.
3. The predicted decline over time in passion emerged only for females, and intimacy levels did not
generally display the predicted decline for longer relationships.
4. Commitment was the most powerful and consistent predictor of relationship satisfaction, especially
for the longest relationships.
5. Other results indicated a need for more psychometrically sound measures of these constructs, and
the desirability of using adult, non-student samples for investigations of romantic love.
Step 2 - Discuss the theory and why the theory is relevant to your study or your research. Discuss how the
theory is related to the concepts in your research or study and how you can use the theory to address and
evaluate your identified problem.

The triangular theory of love by Stenberg (1988) explains love in interpersonal relationships. Stenberg argues that love
is based on three different elements: intimacy, passion and commitment. He further argues that love will survive if it is
based on two or more elements rather than only one. The triangular theory of love will be used in this study to explain
why people in romantic love commit to relationships. the study will deal with different concepts of romantic love and how
they affect commitment. Through the triangular theory of love, the research will explain how romantic love affect
commitment of people in a relationship.

Exercise: Theory ko, Write ko

Objective: The student is able to write a theoretical framework related to the problem in the
study.
Assessment Tool: Rubric

Excellent Good Fair

(10 pts.) (5 points) (0 pt.)
Theory The theory was The theory was The theory was not
described specifically. somewhat described. described. Not
Appropriateness or Appropriateness or appropriate to the
contribution to the study contribution in research study.
was clear. unclear

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 TOPIC 3
WRITING THE CONCEPTUAL FRAMEWORK
The conceptual framework is the visual map of your relevant variables in your study. It defines the
relevant variables in your study and shows the relationships between each one of them. How do you create
your conceptual framework? You can create your conceptual framework by following the steps below:
Step 1 – Identify the variables in your study. “Variables are simply the characteristics or properties that you
want to study” (Swaen, 2015). For example, you want to find out the effect of studying one’s lesson for so
many hours and classroom recitation. In this example, the key variables are:
Studying one’s lesson
Classroom recitation
Step 2 – Identify the Independent variable and the dependent variable. The independent variable is the cause
while the dependent variable is the effect or outcome. In this example, the:
Independent variable – Studying one’s lesson for many hours
Dependent variable – classroom recitation
In this example, classroom recitation depends on studying one’s lesson for so many hours. “Causal
relationships often involve several independent variables that affect the dependent variable. However, to
keep things simple, we’ll work with just one independent variable, namely” Studying one’s lesson for many
hours (Swaen, 2015).
Step 3 – Create your conceptual framework. “A conceptual framework can be designed in many different
ways. The form yours takes will depend on what kinds of relationships you expect to find. To visualize our
expected cause-and-effect relationship, we will use the basic design components of boxes, arrows, and lines.

Component Meaning
Box Variable
Arrow Causal Relationship
Line Correlation
To indicate a causal relationship, each arrow should start from the independent variable (the cause) and
point to the dependent variable (the effect). Use a line when you expect a correlation between two variables,
but no cause-and-effect relationship. Look at the example below:

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 Independent Variable
Dependent variable

Studying for so many

Classroom Recitation
hours

Basic conceptual framework using an independent variable and a dependent variable

Exercise: Frame ko
Objective: the students are able to create a correct conceptual
Framework
Assessment Tool: Checklist

_____: The conceptual framework contains 5 elements (box, arrow, line, independent variable and
dependent variable) (5 points)
____: The conceptual framework lacks 1 element (4 points)
____: The conceptual framework lacks 2 elements (3 points)

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 WORKSHEET 3
FRAME KO
Name: _______________________________________ Strand: ____________________
Directions: Create a conceptual framework of your study containing five elements (Box, line, arrow,
independent variable and dependent variable). Draw your conceptual framework below.

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 MODULE 3 OUTPUT
Directions: The leader of the group will synthesis the different theories submitted by group members to create
one single theoretical framework for the group. The same will be done for the conceptual framework. The
output will be submitted in soft copy and sent to our class Gmail (dwcvclassess@gmail.com). The output can
also be submitted through a flash drive.

References:
Vinz, S. (2015). Sample theoretical framework of a dissertation. Retrieved from
https://www.scribbr.com/dissertation/theoretical-framework-example/
Vinz, S. (2020). Developing your theoretical framework. Retrieved from
https://www.scribbr.com/dissertation/theoretical-framework-example/

statisticssolutions.com (2020). How to Begin Writing your Theoretical Framework. Retrieved from
https://www.statisticssolutions.com/how-to-begin-writing-your-theoretical-framework/
Acker, M. & Davis, M.H. (1992). Intimacy, Passion and Commitment in Adult Romantic Relationships: A Test
of the Triangular Theory of Love. Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/0265407592091002
Stenberg, S.J. (n.d.). Duplex Theory of Love: Triangular Theory of Love and Theory of Love as a Story.
Retrieved from http://www.robertjsternberg.com/love
hofstra.edu (n.d.). Triangular theory of love. Retrieved from
https://www.hofstra.edu/pdf/community/slzctr/stdcsl/stdcsl_triangular.pdf

Swaen, B. (2015). Conceptual framework. Retrieved from https://www.scribbr.com/dissertation/conceptual-

framework/
Gavin, D. (2016). Using Theoretical or Conceptual Frameworks in a Scholarly Study. Retrieved from
https://research.phoenix.edu/blog/using-theoretical-or-conceptual-frameworks-scholarly-study

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 MODULE 4
METHODOLOGY
Introduction:
Your methodology should follow immediately your literature review. Your methodology will present
the methods that you are going to use in gathering data, how you are going to collect data and how you are
going to synthesize your data. You are also going to present the respondent or participants in your study.
According to oxbridgeessays.com (2020), “Your methodology needs to establish a clear relationship
between your research question, the existing scholarship in your field that you have surveyed as part of your
literature review, and the means by which you'll come to your conclusions. Therefore, no matter what subject
area you're working in, your methodology section will include the following:
A recap of your research question(s)
Key to justifying your methodology is demonstrating that it is fit for the purpose of answering the research
problem or questions you posed at the start. You should recap the key questions you want to answer when
introducing your methodology, but this doesn't have to be a word-for-word restatement; you might want to
reword the problem in a way that bridges your literature review and methodology.

A description of your design or method

This is the heart of the methodology but is not, by itself, a methodology. This is the part of your
methodology where you clearly explain your process for gathering and analyzing data, or for approaching
your research question. This should be clear and detailed enough that another scholar is able to read it and
apply it in some way, outside of the immediate context of your research
The background and rationale for your design choice
Your methodology doesn't just describe your method; it discusses the reasons why you've chosen
it, and why you believe it will yield the best results, the most insightful set of analyses and conclusions, or the
most innovative perspective. This will draw in part from your literature review, presenting your choices as
informed and rooted in sound scholarship, while ideally also displaying innovation and creativity. You should
also ensure that you relate the rationale for your method explicitly to your research problem; it should be very
clear to your reader that the methodology you've chosen is a thoughtful and tailored response to the questions
you're trying to answer.
An evaluation of your choice of method, and a statement of its limitations
No research method is perfect, and it's likely that the one you've chosen comes with certain trade-
offs. You might, for instance, have chosen a small-scale set of interviews because the individual perspectives
of a set of interviewees on the problem you're exploring is more valuable to you than a larger set of data

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about responses to the same question. But that means you've nevertheless sacrificed a quantitative approach
to your problem that might have yielded its own set of important insights. Be honest and upfront – but not
apologetic – about the limitations of your chosen method, and be ready to justify why it's the best approach
for your purposes”.
Content Course Competencies
The students will be able to:
1. Choose an appropriate research design
2. Describes sampling and procedure
3. Constructs an instrument and establishes its validity and reliability
4. Plans data collection procedure

Performance Competencies
At the end of this module, the students will be able to describe adequately quantitative
research designs, sample, instrument used data collection, and analysis procedures.
Topics

To attain the intended learning competencies of this module, the topics that will be covered
are the following:
1. Research Design
2. Sampling and Procedure
3. Instrument for collecting data
Exercise:
1. My Design
2. Sam Pro
3. Instrument

Module Output
At the end of this module, the students are able to present a coherent written research methodology
Assessment Tool

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 Criteria Excellent Good Fair
(15 pts) (10 pts) (5 pts)
Selection methods, Clearly describes the Somewhat describes Does not describes the
subject and setting selection methods, the selection methods, selection methods,
parameters, subjects parameters, subjects parameters, subjects
And setting, or context and setting, or context and setting, or context
of the study based on of the study based on of the study based on
accepted research accepted research accepted research
practice practice practice
Data Gathering Clearly describe data Somewhat describe Does not describe data
Methodology gathering methodology data gathering gathering methodology
based on accepted methodology based on based on accepted
research practice accepted research research practice
practice

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 TOPIC 1
RESEARCH DESIGN
The research design is the parameter by which you plan one’s research and the path by which you
answer your research questions. According to McCombes (2020), “Creating a research design means
making decisions about:
The type of data you need
The location and timescale of the research
The participants and sources
The variables and hypotheses (if relevant)
The methods for collecting and analyzing data

The research design sets the parameters of your project: it determines exactly what will and will not
be included. It also defines the criteria by which you will evaluate your results and draw your conclusions.
The reliability and validity of your study depends on how you collect, measure, analyze, and interpret your
data”.

In considering your research design, you can take account of the kind of data that you are going to
collect and the method by which you are going to collect the data. Look at the example given by McCombes
(2020) below:
a. Primary and Secondary data

Primary Data Secondary Data

You will directly collect original data (e.g. through
surveys, interviews, or experiments) and then
analyze it.
This makes your research more original, but it
requires more time and effort, and relies on
participants being available and accessible.
b. Qualitative and Quantitative Data
You will analyze data that someone else already
collected (e.g. in national statistics, official records
archives, publications, and previous studies).
This saves time and can expand the scope of
your research, but it means you don’t have control
over the content or reliability of the data.

Quantitative Data Qualitative Data

If your objectives involve measuring variables, finding
frequencies or correlations, and testing hypotheses, you
will need to do quantitative research.
Quantitative research designs tend to be more fixed,
with variables and methods determined in advance of
data collection.
If your objectives involve describing subjective
experiences, interpreting meanings, and understanding
concepts, you will need to do qualitative research.
Qualitative research designs tend to be more flexible,
allowing you to adjust your approach based on what you
find throughout the research process.

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 After considering the kind of data that you are going to collect, you need to decide how you are going
to collect the data. You can either collect data through surveys, interviews or experiments. McCombes (2020)
suggested some questions to guide you in choosing how you are going to collect data for your study. Look
at the questions below:

Method What to Consider

Surveys a. How many respondents do you need and what sampling method will you use
(e.g. simple random sampling or stratified sampling)?
b. How will you distribute the survey (e.g. in person, by post, online)?
c. How will you design the questionnaire (e.g. open or closed questions)?
Interviews a. How will you select participants?
b. Where and when will the interviews take place?
c. Will the interviews be structured, semi-structured or unstructured?
Experiments a. Will you conduct the experiment in a laboratory setting or in the field?
b. How will you measure and control the variables?
c. How will you design the experiment (e.g. between-subjects, within-subjects,
double blinding)?

Exercise:

Objective: The Students is able to choose an appropriate research design

Assessment Tool: Pen and paper and rubric

Criteria Excellent Good Fair

(15 points) (10 points) (5 points)
Essay Clearly describe the reason Somewhat describe the Does not describe the reason
Question why they are going to reason why they are going why they are going to collect
collect and use the data to collect and use the data and use the data

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 WORKSHEET 1
MY DESIGN
Name: ___________________________________ Strand: __________________________

Direction: Answer the questions below.

Title of our study: ______________________________________________________________________
Members of group: _____________________________________________________________________

_____________________________________________________________________________________
What kind of data we are going to collect? ___________________________________________________
Why are we going to collect this kind of data? ________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What kind of method we are going to use? ___________________________________________________
Why are we using this kind of method? ______________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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 TOPIC 2
SAMPLING AND PROCEDURE
It is impossible to study every individual in a given population e.g. the whole population of the Junior
High School of Divine Word College of Vigan. If you are going to do this, then, you might not be able to finish
your study or it will take you years to finish your research. This is the reason why research methodologists
developed procedures to gather data from a segment of the population to represent the whole population.
According to Korb (2012), “The theory of sampling is as follows: (a) Researchers want to gather information
about a whole group of people (the population); (b) Researchers can only observe a part of the population
(the sample); and (c) The findings from the sample are generalized, or extended, back to the population”.
There are several things that you need to consider in your sampling:
1. “Select the unit of analysis. When selecting the sample, it is imperative that the sampling technique
selects cases based on this unit of analysis. In other words, if the unit of analysis is students, then
the sampling technique must focus solely on how the students were selected.
2. Determine how many units need to be sampled. This step is a tricky balancing act. On the one
hand, larger samples tend to be more representative of the target population and provide stronger
statistical power. In general, descriptive designs require at least 100 participants, correlational
designs require at least 30 participants, and experimental, quasi-experimental, and causal-
comparative designs require at least 15 participants per group. The size of the sample in experiments
depend on how effective the treatment is. If you have a very effective treatment, then only a few
participants are necessary. However, if the treatment is weak, then a larger sample size is necessary
to find a significant effect” (Korb, 2020).
After you have you have considered the selection of unit for analysis and how many units to be sampled, you
can now start your sampling proceures. Korb (2020) dscribed some of the common sampling proceudres
below:
1. “Simple Random Sampling - In simple random sampling, every individual in the target population
has an equal chance of being part of the sample. This requires two steps: (a) Obtain a complete list
of the population and (b) Randomly select individuals from that list for the sample.
2. Stratified Random Sampling - In stratified random sampling, the researcher first divides the
population into groups based on a relevant characteristic and then selects participants within those
groups. In educational research, stratified random sampling is typically used when the researcher
wants to ensure that specific subgroups of people are adequately represented within the sample.
3. Purposive Sampling - In purposive sampling, the researcher uses their expert judgment to select
participants that are representative of the population.
4. Multi-Stage Sampling - More frequently, educational researchers use multi-stage sampling. In
multi-stage sampling, the sample is selected in multiple steps, or stages”.

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Let us now look at a sampling procedure below using a purposive sampling:
“In this study, the researcher used purposive sampling to obtain the sample. According to Hadi (1990:75).
Sampling was constituted to choose some of individual process in research so they or individual as a
voluntary. The purpose of sampling is use some of individual to get information about population. Sampling
is the way to take sample. In this research sampling technique was used to take sample is purposive
sampling. According to Arikunto (2010:183), purposive sampling is the process of selecting sample by taking
subject that is not based on the level or area, but it is taken based on the specific purpose. Knowing that the
population is huge in number, therefore, for this research, the writer took only one class that is X science 1
class, it means there are 30 students in round 8,42%, 6 males and 24 females. From the population the writer
has taken 29 students’ as sample because 1 of the students’ absent during the test” (Naimatul, 2014).

Exercise: Sam Pro

Objective: The students are able to describes sampling and procedure
Assessment Tool: Rubric

Criteria Excellent Good Fair

(15 points) (10 points) (5 points)
Sampling Clearly describe the Somewhat describe the Does not describe the
procedure sampling procedure based sampling procedure based sampling procedure based
on accepted research on accepted research on accepted research
practice practice practice

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 WORKSHEET 2
SAM PRO
Name: __________________________________________ Strand: ___________________
Direction: Describe your sampling procedure and the sample that you are going to use in your study in 5 to
10 sentences. Write your answer below.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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 TOPIC 3
INSTRUMENT FOR COLLECTING DATA
Instruments are important for collecting data from your respondents or participants of the study. The
instrument will depend on the kind of data that you would like to collect. There are several ways of collecting
data. You can collect data through:
1. Questionnaires
2. Interviews
3. Observations
4. Archival documents and government sources
5. Laboratory experiments
6. Quasi-Experiment
Futurelearn.com describe below some of the common instruments in collecting data:
1. Questionnaires - The questionnaire is a tool designed for the collection of quantitative data, and is
widely used in construction research as it is a good research instrument for collecting standardized
data and making generalizations.
2. Interviews - Interviews are a tool mainly for the collection of qualitative data and are popular as a
data-collection tool because of their flexibility.
3. Observation - is a systematic data-collecting technique that involves watching individuals in their
natural environment or in a naturally occurring situation.
As a student of research, you can create your own instrument or adopt an existing instrument that you
can use in collecting data.

Exercise: Instrument
Objective: The student is able to construct an instrument and establishes its validity and
reliability
Assessment Tool: Checklist

____: The questionnaire or interview questions consist of 10 items related to the study of the group
(10 points)
____: The questionnaire or interview questions consist of 7-9 items related to the study of the
group (7 points)
____: The questionnaire or interview questions consist of 1-6 items related to the study of the
group (4 points)

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 WORKSHEET 3
INSTRUMENT
Name: __________________________________ Strand: ________________________
Direction:
For Quantitative Study: Look for 2 sample questionnaires (10 items or more) which you can use in
collecting data for your study. You can also create your own questionnaire. The questionnaire should be
aligned to your study. Cite the source.
For Qualitative Study: Look for 2 sample interview questionnaires (10 items or more) which you can use
in collecting data for your study. You can also create your own interview questionnaires. The interview
questionnaires should be aligned to your study.

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 MODULE OUTPUT 4
Using the output of your members, the group leaders synthesizes the out using the format below to
write a coherent methodology.

CHAPTER III

METHODOLOGY

Research Design

Source of Data

Locale of Study

Population of the Study

Data Gathering Instrument

Data Gathering procedure

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References:
skillsyouneed (2020). Writing your Dissertation: Methodology. Retrieved from
https://www.skillsyouneed.com/learn/dissertation-methodology.html
oxbridgeessays.com (2019). Writing your dissertation methodology. Retrieved from
https://www.oxbridgeessays.com/blog/writing-dissertation-methodology/
McCombes, S. (2020). How to create a research design? Retrieved from https://www.scribbr.com/research-
process/research-design/

Naimatul, H. (2014). CHAPTER III RESEARCH METHODS. Retrieved from repo.iain-tulungagung.ac.id

futurelearn.com (n.d.). Data-collecting instruments. Retrieved from
https://www.futurelearn.com/courses/research-construction-management/0/steps/75098

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