Inquiries,

Investigations and 12
Immersion

Research Manual

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

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Development Team of the Manual

Writers: Marivi T.Camacho, Rommel John L. Aballe, Evelyn S. Lopez, Kate Anne M.
Macasinag, Melannie Nanteza
Editor: Ardith Telewik
Reviewers: Marivi T. Camacho, Kirk F. So
Illustrator: James Harold B. Francisco, Rommel John L. Aballe
Layout Artist: Name
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP/Research/Immersion)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City

ii
Inquiries, SENIOR

Investigations and HIGH

SCHOOL

Immersion

Division of Pasig City

Research Manual

iii
Introductory Message

For the facilitator:

Welcome to the Division of Pasig City Research Manual

This manual was collaboratively designed, developed and reviewed by educators

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

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

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

Notes to the Teacher

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

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

iv
For the learner:

Welcome to the Division of Pasig City Research Manual.

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

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

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

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

v
 Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

One of the initial steps in planning a research work is to ask oneself first “What

are the existing problems that need solution?”. In this section, you need to discuss the

relevant theories, history and background of the problem being researched. It will help

you establish the need to conduct the study and explain the importance of your research

work.

The first paragraph discusses the rationale of the study. It must define the

subject, main variables used, issues, or problem of the study. It also contains global or

broad perspective where you can cite situations or ideas taken from published works.

And finally, this part should describe why the present study is conducted and attempt to

bridge knowledge gaps identified and how further progress can it be useful in the

academic and societal discipline.

Remember that it is important acknowledge your sources using:

a. Indirect citation – (Nanteza, 2020), or

b. Direct citation – According to Nanteza (2020)

In writing this part, consider the following format shown in the example below.

1
 Century Schoolbook
12, center aligned,
3 single space bold
2 single space Century Schoolbook
12, center aligned,
3 single space bold, ALLCAPITAL
Century
LETTERS d
Schoolbook 12, Left 1 single space
aligned, bold

Definition
of concepts

Direct
Citation According to Kapri (2014), emotion is the energy that makes the

mind work and emotions supply the energy for survival. Human

emotions make life more dynamic and functional. It is the human

ability to feel greater than what sustains our physical needs and

still, greater than the five senses; it is the ability to be affected and

to have an effect. Emotions are both mental and physical feelings

that are vital in living life. These emotions influence thoughts,

thoughts influence words, words affect actions and actions turn to

habit, which in a way indicate that emotions are necessary in

stimulating and forming one’s behavior and actions towards oneself

and towards the world he lives in.

2
 Human beings are specks of intelligences afloat a sea of emotions;

humans are controlled and can be overcome this. With this being said, it is

more than important to develop emotions for our own betterment and guard
Indirect
Citation
it as it brings on negative and positive effects on the way a man perceives

and acts. This process is known as emotional maturity. (Alexander, 1967)

Introduction to The state of the world we live in today impedes maturity in all its
the problem
forms. Every day, life gets more complex and complicated, yet humans still

have to continuously venture and struggle through. The youth are target for

the greatest impediment in growth. Yes, through adolescence a young

adult’s biological formations have reached its highest peak and have almost

finished growing, however in this stage adolescents face another dilemma—

their emotional maturity.

The next section contains the national perspective of your research. Begin with a

phrase or sentence that will maintain the coherence of your composition. Example, In

the Philippines”.

In the Philippines, recent study by Sunny et.al (2018) was conducted to test the

maturity of college students. The result turned out that students are mostly mature

intellectually, but not emotionally. This finding lead the researcher to focus on the

perspective of studying the emotional maturity of learners in the lower levels.

The following paragraph(s) contain/s the local perspective of your research. You

may narrow down from the national perspective in the second paragraph, to regional,

then provincial, lastly to your specific locale. Example, “In the Municipality of San

3
Francisco, one of the municipalities of Caraga,… or In Agusan del Sur National High

School, one of the secondary schools in Agusan del Sur,… ”.

In Nagpayong High School, studies tackling the effects of emotional

maturity on the youth, specifically its connection with the social and

academic self-esteem of the students have amount to none. Nagpayong High

School is home to almost 8,000 students, all belonging to the definition of

youth. And within this population, a greater emphasis on emotional

maturity is needed as they interact socially and excel academically.

Wrapping all the situations from global, national, and local perspectives, state

the necessity of conducting your research. Make sure that the reader will be convinced

on the importance of your research by the well-established prepositions in the first,

second, and third paragraphs. You may also add paragraphs, but always make sure that

the last paragraph is for the importance of conducting the study in your chosen locale.

The current situation of our world is a reflection of the world’s lack of

maturity. Maturity changes mankind’s view over things and enables man to deal

with it responsibly, in a way that pilot for the greater good. Thus, the main

purpose of the study is to determine the relationship of the Emotional Maturity

and the Self-Esteem of Grade 12 Students in Nagpayong High School.

Theoretical Framework

The theoretical framework discusses the relationships of variables in your

research problem. Basically, it is anchored from an existing theory, laws, ordinance,

concepts or principles within the research area of the study. These will serve as the

4
foundation of the research work and describes how they are applied or used by the

researcher in the current study.

In the first sentence of the first paragraph, state the main objective of conducting

your research. You need also to discuss the theory or concept where you anchored your

study. The discussion should be at the context of your study and not on the mere

definition of the theory. Layout your diagram below this paragraph which represents

your Theoretical/Conceptual Framework. See samples below.

Century Schoolbook 12, Left

aligned, bold, 1 single space,
indent every paragraph

Theory where the study is based.

After the discussion of the theory provide another paragraph that explains the

connection, . It should justify that the theory used is the most appropriate foundation

of the study at hand.

5
 The Genos EI model is a foundation for our study as it

discusses the seven dimensions of emotional intelligence, which is a

predictor of emotional maturity and by some scholars, almost similarly

associated terms. The seven dimensions of emotional intelligence

also describe aspects present in the four aspects of emotional

maturity which is emotional instability, social maladjustment,

emotional regression and personality development. Relevance of

the theory to
Also, Stanley Coppersmith theory is one of the theoretical the present
study
backbones of our study because firstly, it gives a valid background for

self-esteem—self-esteem stems from childhood through the parent’s

child-rearing practices and states how self-esteem is affected, can be

changed, increased or decreased throughout the lifetime of a person by

different factors and such positive and negative circumstances can

affect an individual’s self-esteem.

These two theories implicitly state that there is a relationship of

one’s emotional maturity to a person’s self-esteem which this study

hopes to prove and discover.

(Note: You may have a separate section for Conceptual and Theoretical

Framework)
Century Schoolbook 12, Left
aligned, bold, 1 single space,
Conceptual Framework
indent every paragraph

While the theoretical framework of a thesis states the fundamentally

accepted principles, theory, laws, where the research study is anchored, the conceptual

framework is consist of statements that link abstract concepts (linguistic, reading

competency) to empirical data (Rudestam & Newton, 2001). Concepts serve as the

6
central building blocks of scientific investigation. Davis (2005) states that concept is an

abstract ideas derived from certain facts. Thus, it is the operationalization of the theory

as applied to the research study.

By utilizing the system approach, the theoretical framework discussed earlier is

operationalized in the sample conceptual framework of the study illustrated as follows:

Input Process Output

• Demographic Profile of the
respondents:
- Enabling Steps Data Gathered on:
• Gender
• Grade Level
Data Gathering
Procedure
• Level of English Proficiency
• Linguistic Competency Assestment on
• Subject- Verb Students in English
Agreement - Test Questionnaire Proficieny.
• Structural Analysis
• Correct Usage
• Reading Competency
• Vocabulary Action plan on the
• Noting Details
Processing results of students’
• Determining the
Author’s Purpose English Proficiency
• Making
Inferences
• Getting the main
- Item Analysis
Idea -
- Data Interpretation
- Recommendations
- Conclusion
FEEDBACK

Figure 3. Conceptual Paradigm of the Study on the Level of

English Proficiency

Do not forget that after the diagram there must be a description of each box

(Input-Process-Output) and explain their relationship as shown in the model. The

diagram must be titled “Figure __. Conceptual Paradigm of the Study on the (main

variables of the study) written in inverted pyramid style.

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 Century Schoolbook 12, Left
Conceptual Framework aligned, bold, 1 single space,
indent every paragraph

This conceptual framework serves as the research scheme of this study. It

adopts the system approach known as the input-process-output model.

The schematic diagram of the Conceptual Framework involves the three

interrelated parts of the study: Input, Process and Output.

The Input of the study is composed of two parts: Part 1 includes the

demographic profile of the respondent, Part 2 contains the level of English

Proficiency in terms of Linguistic Competency (Subject-Verb Agreement,

Structural Analysis, Correct Usage); Reading Competency (Vocabulary, Noting

Details, Determining the Author’s Purpose, Making Inferences, Getting the Main

Idea).

In the process box, (1) it consists of the analysis, interpretation, and

conclusion of data through answering standardized proficiency test (2) Processing

the gathered data using statistical tools will come up the analysis, interpretation

and conclusion, with all the analysis done, the output box is expected to come up

with: (1) the assessment of English proficiency HUMSS Students and (2) action

plan proposal for the improvement of English proficiency of the respondents.

For the purpose of this study, the output box is premised to gather data on

the respondent’s level of English proficiency and to come with an action plan and

necessary recommendations.

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 Another example of conceptual framework is the use of Independent Variable

(IV) and the Dependent Variables (DV). The illustration below shows the effect of IV to

DV with control variables.

Conceptual Framework

The paradigm of the study shown in figure 1 illustrated the

conceptual framework of the study. This study elucidated the

relationship of the emotional maturity and the self-esteem of Grade 12

students in Nagpayong High School. The frame showed the relationship

and the actual pattern that is used in the study.

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 Statement of the Problem

The statement of the problem (SOP) of a thesis contains a brief summary of the

conceptual foundation of the proposed research study. Thus, it is a very clear

formulation of the research problem. The SOP has 2 main parts, the central problem

and the sub-problems identified by the researcher. The main or general objective is

stated in declarative form. Usually, it is stated like “This study aims to….” Then, three

to five specific problems are stated in interrogative form.

Follow the sample format where: The main objectives and the specific objectives

are indented. Each sub-question must be numbered.

Century Schoolbook 12, Left

aligned, bold, 1 single space,
indent every paragraph

Main and
Specific
Problems of
the study.d

Sub-
problemsd

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 Here is another example of a statement of the problem taken from the thesis

titled “The Impact of the Individual Spirituality of Public Employees on Organization

Values in Selected Government Organizations”

Statement of the Problem

This study attempts to find evidence of the impact of individual spirituality

on organizational values. More specifically, it seeks answers to the following
questions:

1. How does the organization’s proneness to corruption affect or relate to

individual spirituality in terms of the following: personal spirituality
and societal spirituality?
2. How does the organization’s proneness to corruption affect or relate to
organization values?
3. What is the relationship between individual spirituality and
demographic variables?
4. What is the relationship between individual spirituality and
organizational values?

Hypotheses

A hypothesis is a declarative sentence that predicts the results of a research

study based on existing scientific knowledge and assumptions. It is a statement that

the researcher can empirically test, that if true, would explain the researcher’s output.

There are two types of hypothesis: null Ho) hypothesis and alternative (Hi)

hypothesis. Null is stated in negative form while alternative is stated in positive form.

Sample Null Hypothesis (Ho)

Century Schoolbook 12, Left
Hypothesis aligned, bold, 1 single space,
indent every paragraph
1. There is no significant relationship between the CSR practices and

financial performance of the IT distributor enterprises when

respondents are grouped according to profile.

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 Sample Alternative Hypothesis (Hi)

1. There is a significant relationship between the emotional

maturity of the students with their academic self-esteem.

2. There is a significant relationship between the emotional

maturity of the students with their social self-esteem.

Scope and Limitation

This portion will set the boundary of your study. It needs to answer the

following questions: Where will the study be conducted or the research locale? What is

the planned timeframe of the study? And who are the respondents or subjects in the

study? What resources and data are needed?

It also contains the main objective of the study and the variables under study

to attain the research objective. After enumerating the variables, emphasize other

factors that may intervene the results are not under study. Example “Other factors not

stated in this section are beyond the scope of this study”.

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 Century Schoolbook 12, Left aligned,
Scope and Limitations bold, 1 single space, indent every
paragraph
The scope of the study is reflected in the title, the Relationship of Emotional

Maturity to the Self-Esteem of Grade 12 Students in Nagpayong High School. The

variables of the study are Emotional Maturity in terms of Emotional

Instability, Social Maladjustment, Emotional Regression and Personality

Disintegration and Self-Esteem in terms of Academic and Social. The study

limited its coverage to Nagpayong High School. It is confined to the current

Grade 12 senior high school students enrolled for school year 2018-2019

from strands HUMSS (Humanities and Social Sciences), GAS (General

Academic Strand) and the ICT (Information and Computer Technology) of

the said school . The sample size is delimited to 207 students from NHS who will

serve as the respondents for this research with the use of a questionnaire survey.

The study will solely focus on finding whether there is a significant relationship of

the emotional maturity with the self-esteem of students, after finding out their

levels of emotional maturity and self-esteem.

Significance of the Study

The significance of the study gives the highlights of its contribution to the wealth

of knowledge of the academic discipline. To be significant, it must be timely and

relevant to the beneficiaries. The first paragraph states the general significance of the

study or the purpose of conducting the study. You may establish a paragraph by

thinking what or who will benefit the conclusions of your study.

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 After the paragraph, enumerate the persons and discuss specifically on how

they can be benefitted. Be sure to indent and highlight the listed beneficiaries of the

study followed by a period. You may state this way, “Moreover, this study is beneficial

to the following:”.

The terms are indented, boldface followed by a period. The discussions are

not boldface and are written in complete sentences. You may state this way: See

sample as follow.

Significance of the study Century Schoolbook 12, Left aligned,

bold, 1 single space

To understand ourselves more and the relationship between our emotions

and self-view is a fundamental foundation of learning. The study aims to provide

significance to:

Parents. Through this, parents would be able to aid their children in their

path toward maturity and to guide them as they make decisions needed for their

growth as human beings. Parents would begin to engage more of themselves into

the lives of their children and the youth as they pour affection and affirmation for

the gaining of self-esteem of the adolescents.

Students. This study will give the students, more importantly those

involved in the research, a more thorough understanding of their own selves and

their development, specifically in the emotional maturity and self-esteem field.

Community. This study would make the community realize the need for

youth development and guidance. The youth can only become the hope of the

nation if they have viewed themselves in a positive way and are fully physically,

mentally and emotionally mature.

Future Researchers. This study can be used by future researchers as a

reference material for their research and this research may serve as a guide for

their report and research study. This study may also be a source of sufficient

information and data for their works.

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Definition of Terms

The purpose of definition of terms is to bring the researcher’s ideas within the

grasp of understanding of the reader. Definitions should be defined operationally or

contextually, and terms should be arranged alphabetically. Only the variables or key

terms in the study are defined. For acronyms that have been defined in the text do not

need to be defined in this part.

Follow the sample format where: The terms are indented, boldface followed by a

period. The definitions are not boldface and are written in complete sentences. You may

state this way:

Definition of Terms Century Schoolbook 12, Left

aligned, bold, 1 single space

The following is a list of terms that will provide meaning in order to

understand the contents of this study:

Academic Self-esteem. The self-esteem of a person based on academic

achievements and recognition.

Adolescence. Typically describes the years between ages 13 and 19 and can

be considered the transitional stage from childhood to adulthood.

Emotional Instability. Is being exaggerated and acting inappropriately. It is

the inappropriate control of the emotions that sometimes eventually leads to

emotional health disorders.

Emotional Intelligence. The capacity to be aware of, control, and express

one's emotions, and to handle interpersonal relationships judiciously and

empathetically.

Emotional Regression. It requires receding to an earlier growing stage (

15
emotionally, socially, or behaviorally).

Emotional Maturity. Refers to your ability to understand, and manage,

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

The review of related literature of a research paper reviews recent or historically

significant research studies, data, company, government, community or industry reports

that act as the basis for the study being proposed. It encourages, educates, teaches, and

enlightens. It creates ideas; helps to formulate critical questions which are instrumental

in the research design process. The researcher studies different types of literature

applicable to their analysis by reading, reviewing, and critically analyzing what has

been written about the topic. A well-constructed literature review is an important

criterion in establishing research credibility.

The review of related literature and studies shall be organized thematically;

therefore, the subheadings will be based on the themes or topics. A synthesis of the

reviewed literature and studies should be placed at the end of the chapter. The

minimum number of literature and studies to be reviewed shall be 5 every theme or

topic. The introductory part of this chapter is written by following the format indicated

herein.

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 3 single space
Century Schoolbook 12, center
2 single space
aligned, BOLD

Century Schoolbook 12, center

3 single space
aligned, BOLD, ALL CAPITAL
LETTERS

Sample of an introduction for the

Review of Related Literature

The first paragraph should

contain a brief walkthrough of the
themes that are included in your
research. The themes could be
numbered so that the presentation of
the data should be organized and
easily understood by the readers as
shown in the box.

Sample paraphrased paragraph using the APA Format

THEME 1: Century
Schoolbook 12, left aligned,
BOLD

Each of the citation should be

arranged also in chronological
manner. Texts gathered from
varied sources should not be
copied directly to avoid
plagiarism. They should be
rephrased, and sources should be
labeled based on the “The
Chicago Manual of Style”
Ex:
a. Williams, Study Time, 320.
b. Smith, Fact-Checking, 106–8.

17
 “If there are statements or direct quotation that you want to include in

Chapter 2, do not revise the statement. Instead, write it directly in an inclosing

quotation mark, and indent the entire statement. After the statement, write the

source.” (Makiling, Direct Quotation, 2018.)

Sample statements using direct quotation

"The level of a person's interest has repeatedly been found to be a

powerful influence on learning". (Subramaniam, English Proficiency, 2009.)

“Education is perceived as the “golden ticket” to a life’s betterment,

however this “golden ticket” is not being taken seriously by numerous

beginners and young individuals at the perfect age to pursue the higher

education. And in order to attain the good and right essence of education,

we should practice the art of decision-making”. (Brenner, 2015)

“And in order to attain the good and right essence of education, we

should practice the art of decision-making “. (Brenner, 2015).

Make sure to use different key words in rephrasing your citations to add variety

to your work. Here are sample key words that you can use:

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Sample key words/phrases in paraphrasing

a. Aziana (2014) said that if an individual likes the job, regardless…

b. According to Assessment Associates International (2018), when a

career….

c. The study of Uyar (2011) have been observed that personal interest .

d. Raj (2010) cited that matching what one likes to do…

e. From the results of a study of Roach (2010) to determine career

f. This finding is similar to that of Aswani (2012) who found out that

g. Furthermore, Anuja (2017) concluded that personality factor had

positive…

h. Edwards and Quinter (2011) emphasized the influence of Kenyan

schools…

i. Mtemeri (2017) indicated that the location of the school…

j. Super User (2015) mentioned that the choice of career …

k. Furthermore, Siliman University (2017) define each track.

l. Hewitt (2010) notes that most people are heavily influenced either…

m. This finding is similar to that of Aswani (2012) who found out that …

n. The study of Uyar (2011) have been observed that…

o. A study of Moniarou-Papaconstantinou et al. (2010) conducted

among…

p. Korrir and Wafula’s (2012) study highlighted the influence…

q. Santos (2016) briefly discussed all about the…

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Sample related literature sorted by theme or topic

THEME 1:
BOLD, left
aligned

Allot one
paragraph for
each
reference. Use
the APA format
in paraphrasing
and citing your
sources.

THEME 2:
BOLD, left
aligned

The following criteria can help the researcher have a good literature review:

1. Is the material presented in literature review relevant to my research interests?

2. Is the specific problem area identified in the first paragraph of the two report?

3. Does the researcher establish the importance of the research problem?

4. Has the researcher been appropriately selective in deciding what studies to

include in the literature review?

5. Is the research cited recent/ published ten years ago?

20
 6. Is the literature review critical for the study?

7. Is the researcher clear as to what is research, theory and opinion?

8. Overall, is it a strong literature review?

Synthesis of the Reviewed Related Literature and Studies

This is the last paragraph of your Chapter 2 which contains the summary of your

entire readings including the gap or the need in conducting your study. The summary of

the findings should include the authors who agreed to the said topic and those authors

who disagreed. It should also include how their studies agreed or differed from one

another. The researcher should also discuss the gap and uniqueness of the research

study.

The last part should be long enough to discuss the important points of your

study and how it answers your research questions but be sure to only put important

and major details necessary for your study.

21
Sample of Synthesis of the Reviewed Related Literature and Studies

Century Schoolbook 12, Left aligned,

bold, indent every paragraph

Short
introduction for
the synthesis of
the Review of
Related
Literature

Similarities of
findings of
various
authors

22
 Differences
of findings of
various
authors

Gap and
uniqueness of
the
research
study

The main
purpose/
problem of
the study

23
 Chapter 3

RESEARCH METHODOLOGY

The research methodology shows the research design of the study. It is called the

researcher’s road map that discusses the projected methods for collecting and analyzing

data to answer the research questions.

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

chapter. Follow the format indicated in the example here under.

Example:

Font style: Century

Schoolbook
Font size: 12pts.
Chapter and Number:
bold and first letter should
be capitalized Chapter Title:
capslock and 3 bold
singles
spaces from top

2 single spaces

3 single spaces

Sample of an introduction
for Research Methodology

This part should include the

following parts of Chapter 3
such as: Method of Research,
Population, Sample Size and
Sampling Technique,
Description of the
Respondents, Research
Instrument, Data Gathering
Procedure, and Statistical
Treatment (for Quantitative
research)
24
Method of Research

This refers to the specific decisions made by the researcher with regard to the

method and procedures adopted in the conduct of a research study. This pertains to the

plan for the study’s methodology.

This part states the following in this order: First sentence: Research design

(whether experimental, correlational, descriptive, quantitative, and qualitative or

combination, historical, etc.) which you are using in your study. Next sentence/s: are

those that describe and support the purpose of your chosen design. Sentences that

explain the procedure or instrument you are using for this design.

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

The first sentence/s

indicates the methods
used by the researchers.

The following sentences

will be the description
and purpose of each
method to the study.

25
 Font style: Century Schoolbook
Font size: 12pts.
Spacing: double space
Title by part: bold and single
Population, Sample Size and Sampling Technique space before the content

This pertains to population from which the respondents of the study are chosen.

The respondents are selected through computing the sample size by applying the

appropriate sampling technique.

This part of Chapter 3 includes the following steps and contents: First, choose the

participants of the study. Participants refer to the samples or respondents you will use

in your study. If you are gathering data from human beings, use “Participants of the

Study.” If you are gathering data from non-human biological beings, phenomenon, or

non-animate object, use “Subject of the Study.” Second, describe and explain your

samples or respondents. Make sure to provide appropriate reason for choosing them.

Third, write the sampling procedure that you employed in your study and its method of

identifying the samples.

If you use probability sampling (Simple Random Sampling, Stratified Random

Sampling, Cluster Sampling, etc.), state the formula and the margin of error that you

will consider in identifying the samples. If you are using Non-probability Sampling

(Purposive Sampling, Snowball Sampling, Availability Sampling, etc.), discuss the

criteria that you considered in choosing your samples or respondents. Lastly, for

probability sampling, present the sampling computation through table.

26
Font style: Century Schoolbook
Font size: 12pts.
Spacing: double space
Title by part: bold and single
space before the content

This part discusses

the chosen
participants as
respondents of the
study with
descriptions, and
the sampling
procedure and its
method in
identifying the
samples.

The
Coachran’s
formula is
used to
determine the
sample size
appropriate
the study’s
target
population.

27
28
 Table No. : First letter
capitalized, bold
Table Title: Bold, capitalize the
first letters of the main words

This table includes

the computed sample
size and percentage
of the respondents
applying the
stratified random
sampling technique.

Left-align text in first column. Right-align all numbers Then followed by the
description of the
table and its content.

This is the description of

the table and its content.

This table indicates

the sample
distribution per
section and its
totality.

Then followed by
the description of
the table and its
content.
Left-align text in first column. Right-align all numbers

29
Description of the Respondents

This part refers to the description which indicates the characteristics,

background, and suitability of the respondents to the study.

Example:

Title: Century
Schoolbook, Bold

Content: specific
descriptions of the
respondents and the
justification of their
suitability as
respondents of the
study.

For a qualitative research, this portion is called “Informants”. The

research should tell the reader how and why you chose the informants for your

study – Usually, ‘purposive sampling’ is used because the informants are

available, convenient and most importantly represent characteristics you want to

study (Silverman, 2000).

30
Research Instrument

The research instruments used in a study depends on whether the research study

being conducted falls into the category of a quantitative or a qualitative study. These are

the measurement tools such as questionnaires, test, survey, scales, checklists designed

to obtain data on a topic of interest from the research subjects or respondents. (EBSCO

HELP, 2017)

This includes the following contents: Start with discussing the instrument you

are using part by part and describe the contents of this instrument and what data can

be extracted using it. State whether it is a researcher-made or adopted instrument.

If adopted, make sure to mention the source from where you got it. Do not forget

to discuss the validation procedures and the reliability of the instrument. Include the

scale of measurement to be used for the research instrument.

31
Example:

Discussion of the
instrument used by
stating whether it is
a researcher-made or
adopted. If adopted,
include the name of
the author, the
complete title of the
questionnaire, the
year it was
published, and if it is
modified by the
researchers.

This includes the

discussion of the
content description,
part by part
discussion, and what
data can be gathered
from the instrument.

32
Other than
descriptions, the
scale for
measurement
should be discussed
in this part. This
also contains the
aim of the
researchers for
adopting and
utilising the
questionnaire or
instrument.

33
 Left-align text in first column. Right-align all numbers

These tables show

the scale of
measurement
used in each
instrument.

For qualitative research, this part is called “Instrumentation” If you

used “interview” as a data collection, you should use an Interview Schedule or

Guide. State whether your interview was semi-structured or unstructured. You

may also list down the types of questions you included in the interview guide.

Data Gathering Procedure

Specifically, this is the “how-to” section of the study and will introduce the design

of the research and how the data will be collected based on the questions of interest. It

is the technique used to obtain the information used in research study to substantiate

the claims made by a writer.

34
 This part must discusses the following processes: First Paragraph discusses the

preliminary procedures done by the researchers before gathering the data. This

indicates the preparation and distribution of intent letters to the different concerned

authorities. Second Paragraph discusses the extracting of data using the instruments,

researcher-made and/or the adopted to the target respondents. Enumeration of

procedures from setting the respondents, distribution of materials, and up to the

retrieval of instrument should be stated. Last Paragraph indicates the proper handling

of data gathered from the respondents by keeping the data anonymous and/or

confidential.

Example:
The initial stage of
data gathering
procedure is asking
the permission to
the authorities and
participants
concerning the
study.

This part indicates

the process of data
extraction.

This part is the

discussion of the
proper handling of
data after the
respondents’
answered the
questionnaires.

35
Statistical Treatment

This section determines the correct statistical tools to be used in the study, thus

the research should ensure the fitness of the measuring instrument or statistical tool

appropriate in diagnosing specific problems identified in the study.

This section starts with an introductory that discusses the tool used to analyze

the data gathered through the research instrument, then followed by the discussion of

the following statistical tools and data analysis techniques that will be used to answer

the research problems of you study.

The title is written in sentence case, boldface and has no section. Each

conclusion should be numbered and indented.

Example:

Introductory
paragraph

Statistical
treatment used and
its description,
purpose, and
statement of the
problem from which
it will answer.

The formula and

the function of its
parts.

Statistical
treatment used
and its description,
purpose, and
The formula statement of the
problem from
and the
function of its which it will
36
answer.
parts.
 If you are doing a qualitative research, there should be a specific discussion for

the Data Analysis in this chapter. One common example of this is called thematic

analysis, it is a method of analyzing qualitative data. It is usually applied to a set of

texts, such as interview transcripts. The researcher closely examines the data to identify

common themes – topics, ideas and patterns of meaning that come up repeatedly

(Caulfield, 2019).

A thematic analysis is a good approach in which you’re trying to find out

something about people’s views, opinions, knowledge, experiences or values from a set of

qualitative data – for example, interview transcripts, social media profiles, or survey

responses (Caulfield, 2019).

Thematic analysis is a flexible method that can be adapted to the purposes of

your research.

There are various approaches to conducting thematic analysis, but the most

common form follows a six-step process (Caulfield, 2019);

a. Familiarization;

b. Coding;

c. Generating themes;

d. Reviewing themes;

e. Defining and naming themes;

f. Writing up.

37
Example:
Font style: Century
Schoolbook
Font size: 12pts.
Spacing: double space
Title by part: bold and single
space before the content

Introductory
paragraph

Sample
narration of
data
gathered

38
Next is the analysis
of data gathered
(story). With all
the ideas gathered
from relevant
materials, make a
list of the
characters to be
analysed, classified
according to their
roles.

39
References

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

Caulfield, Jack. 2019. “How to do thematic analysis?” Scribrr.com. Updated June

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

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

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

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

Research. Sampaloc Manila. Fastbooks Educational Supply, Inc.

Malijan, Roqui. “Summary, Conclusions and Recommendations.” LinkedIn SlideShare,

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

Mjlobetos ,“Lesson 28 Drawing Logical Conclusions from Research Findings.” LinkedIn

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

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

2017. http://www.pup.edu.ph.

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