AUNZO Learning Guide 7 Research VOL 1 (EDITED Sept. 2021)

1
RESEARCH
BPED III, BEED III
BSED Math III, BSED English II
LEARNING
GUIDE
TP-IMD-02 v0 No. 0205
Rodulfo T. Aunzo, Jr
VISAYAS STATE UNIVERSITY - ISABEL

College of Teacher Education, Arts &
Sciences and Agribusiness
Department of Teacher Education
2021
2
No copies temporary or permanent, in whole or in part of this

Instructional Material shall be made without written permission
from the author/s.
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Vision: A globally competitive university for science, technology, and environmental conservation.
Mission: Development of a highly competitive human resource, cutting-edge scientific knowledge TP-IMD-02
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and innovative technologies for sustainable communities and environment.
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Vision
A globally competitive university for science, technology, and

environmental conservation
Mission
Development of a highly competitive human resource, cutting-

edge scientific knowledge and innovative technologies for
sustainable communities and environment.
Quality Policy
The Visayas State University (VSU) is a higher education institution created by law
to provide excellent instruction, conduct relevant research and foster community
engagement that produce highly competent graduates necessary for the development
of the country. Toward this end, we, at the Visayas State University, commit to:
1. produce highly competent, quality and world-class manpower in science and
technology (S&T), especially for agriculture, environmental management and
industry who are proficient in communication skills, critical thinking and
analytical abilities,
2. generate and disseminate relevant knowledge and technology that lead to
improved productivity, profitability and sustainability in agriculture,
environment and industry,
3. satisfy the needs of the industry, the community and government sector who
are in need of quality graduates and technology ready for commercialization
through the establishment, operation, maintenance and continuous
improvement of a Quality Management System which is aligned with the
requirements of ISO 9001:2015.
It shall be the policy of the university that the quality policies and procedures are
communicated to and understood by all faculties, staff, students and other
stakeholders and that the system shall be continually improved for their relevance and
effectiveness.
5
Learning Guide in
Title
Research
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6 ELng 111: Language Education Research
Foreword
Our goal in life will always keep us guided as we take our journey in this earth. No
matter happens, let us always keep our eyes focused to our destination.
Amidst this pandemic, we continue to learn. We learn thru this distance learning
education. We remain steadfast in pursuing our dreams regardless of how challenging
the path we take.
Take this challenge humbly and heartily. Let us learn to embrace this new way of
acquiring knowledge that will eventually shape up our future.
Be honest! Avoid cheating. Always remember the old adage that goes, “If you cannot
be trusted in small things, how can you be trusted in bigger things.”
My dear students, start creating your dreams today. Build the foundation of success
now. No one else will create it, except you. Read, study, and continue being a
responsible student.
#LabanLang
Rodulfo T. Aunzo, Jr.

Assistant Professor IV, Department of Teacher Education
College of Teacher Education, Arts and Sciences, and Agribusiness
Visayas State University - Isabel
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Acknowledgment
Thanks to Almighty God

for the divine guidance
and intervention.
May God bless us always.
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About the Author

Aunzo finished his BSIEd-Math (Cum
Laude) in 2003 and MAT-Math degrees at
Palompon Institute of Technology and Doctor of
Education in 2010 at Silliman University. He was
an assistant professor in Mathematics
Department, University of San Carlos, Cebu City.
He handled Business Mathematics, Advance
Algebra, Statistics. He also handled Research
and Statistics classes at the senior high school of
the same university. He presented and published
papers on Mathematics education, and pure and
applied mathematics in both local and
international journals. He developed instructional
materials for remedial math, for subjects like
College Algebra and Statistics, and for primary
subject. He delivered talks on teaching
techniques and strategies, art of questioning,
workbook writing, assessment and evaluation,
technology and research paper writing. He
authored books in General Mathematics for
senior high school and Teaching Statistics and
Probabilities Through Activities. He is a national
math trainer of the Private Education Assistance
Committee (PEAC). He is an international
mathematics education consultant of the CASIO
Gakuhan Education. He is an Editorial Board
Member of IJRDO - Journal of Education
Research. He also served as Reviewer of local
and international journals. He is the President of
the Basic Education - Math Teachers’ Society
(BE-MTS). He is currently an assistant professor
at the Department of Teacher Education, Visayas
State University - Isabel.
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Table of Contents
Vision i
Mission i
Quality Policy i
Title Page iii
Foreword iv
Acknowledgment v
About the Author/s vi
Table of Contents vii
List of Tables viii
List of Figures ix
Module 1: Review on Introduction to Research 1

Module Pretest 1
Lesson 1.1: Introduction to Research 2
Lesson 1.2: Real-world Application 4
Module Posttest 5
References and Additional Resources 5
Answers to the Pretest 5
Answer to the Posttest 5
Module 2: The Research Problem 6

Module Pretest 6
Lesson 2.1: Writing The Research Problem 7
Module Posttest 8
Answer to the Posttest
Module 3: The Review of Related Literature 6

Module Pretest 6
Lesson 3.1: Writing Related Literature 7
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Module Posttest 8
Module 4: The Research Design 6

Module Pretest 6
Lesson 4.1: Developing the Research Design 7
Module Posttest 8
8 8
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Module 1:
Review on Introduction
to Research
Module Overview
This module presents a very brief background information of what is research. This will
prepare the learners to developing their own research title or research problem (Chapter 1). The lessons
that will be learned by the students in this chapter will give them an idea on how to find, make, develop
their research title or research problem.
Motivation Question
How research studies are being prepared?
Module Pretest
Directions: Read and analyze the problems below before reading this module. This will test your
prior knowledge of the lesson. Answer each problem carefully.
I. Observe the research activity presented in Column A and match its name found in Column B.
Column A Column B
• • Panel Discussion
• • Conducting a Survey
• • One-on-one Interview
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II. From the set of research-related items below, encircle the word/phrase which does not belong
to the group.
1) ₱50,000 50 kilogram male 4 pieces

2) 1st honor Assist Supervisor Philippines Grade Four
3) Text Analysis Encoding Interview Survey
4) Seminar Tabular Graphical Textual

5) Research Problem Literature Review Conclusions Channel
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Lesson 1.1:
Introduction to Research
Lesson Summary
This lesson presents fundamental concepts that are necessary to make a research paper.
Important research terminologies are reviewed in this lesson. These terminologies will be used all
thoughtout the conduct of a research study.
Learning Outcomes
In this lesson, the learners would be able to:
1) Define research.
2) Determine the type of research used.
3) Identify the research data
4) Identify the research methods used.
5) Classify the variables used in a research study.
6) Explain the research process
Motivation Question
What important terms you need to learn in order to become well-prepared in making a research study?
Discussion
Research
In the light of an an unexplainable phenomenon, one will conduct a research to find better answer,
clearer solutions or reliable facts to the problems. The investigation includes scientific process from
establishing the main problem, building information about the problem, establishing procedure to find
solutions to the problems from gathering data to analyzing the gathered data, and producing conclusions
and recommendations.
Conducting research follows a systematic inquiry in order to describe, explain, predict and control
the problem. The researcher has the option to involve either inductive or deductive methods. The
inductive methods are used by the researcher to analyze an observed event. This aims to develop a
theory. While the deductive methods are used by the researchers to verify the observed event. This
aims to test a theory.
In conducting research, the researcher observes a process of systematic inquiry that deals with
collection of data, documentation of sensitive information, and analysis and interpretation of the data.
The Research Data
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The data is the heart and soul of a research study. In conducting research, the research will
primarily consider the type of data that will be gathered. The type of research data is normally
associated with the corresponding research methods and procedures.
Primary Data and Secondary Data. The primary data is gathered directly by the researcher from
the main source of information. This is usually done by survey,interview or experiments. The secondary
data is gathered by the researcher from from any primary source that is made readily available for use in
any research study. The most common sources of secondary data include census, data collected by the
government offices, and information gathered by the school registrar. These information can be
accessed by the researcher through a formal communication letter asking permission to access
information. This is usually addressed to identified authorities. Other sources of secondary data which
do not require formal communication letter to ask permission to gather are those in a form of publication,
These include information published in newspapers or magazine, and findings published by researchers
in a research journal. The researchers need to cite the sources of the information when they are used in
their research study.
Qualitative Data and Quantitative Data. The qualitative data is described as data that
characterizes and approximates. These are focused on words and meanings. The qualitative data can
be observed and recorded. This type of data is non-numeric in nature which can be collected through
observation method, one-on-one interview, focus-group discussion, or panel discussion. It is
investigative and open-ended which allows the respondents to freely express themselves. The
quantitative data are measures of counts and values which are expressed as numbers. These are
information about quantities which can be mathematically computed or calculated.
Characteristics of Research
Research is a process of collecting, analyzing and interpreting information to answer questions.
The following are characteristics of a research:
Empirical. The findings are results of concrete evidences based on the gathered data
collected from real life experiences or observations
Systematic. A research follows an orderly, sequential, and logical procedure when

undertaking investigation. Some procedures must follow others and the steps cannot be taken
haphazardly.
Controlled. All variables in research except those that are tested or experimented upon are
kept constant.
Rigorous. The research is carefully following relevant, appropriate, and justified procedures in
order to find answers to questions.
Valid and Verifiable. The conclusions made which are results from the findings are correct
and can be verified by the users of the information, future researchers, and immediate readers.
Critical. It is crucial to observe a strong critical scrutiny of the procedures used and methods
employed in order to attain an investigation that is free from drawbacks.
Analytical. The observance of critical analysis of all data used is crucial so that errors in the
interpretation will be avoided.
Employs quantitative or statistical methods. The gathered data are converted into
numerical measures and are treated statistically.
Types of Research
There are generally several types of research. They are classified according to the following: a)
according to nature of data; b) basis of application; c) basis of objectives, and d) basis of mode of inquiry.
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According to Nature of the Data. The types of research according to nature of data are
qualitative research and quantitative research. Quantitative research is mainly utilizing numeric data.
This includes relationship of two numeric data such as relationship between height and weight of
freshmen students, relationship between daily allowance and amount spent for lunch, or relationship
between hours spent using mobile phone in a day and weight gain. Qualitative research is mainly
focusing on non-numeric data. This includes finding meanings to certain phenomenon, lived-in
experiences on certain situations, or case study of a certain behavioral problem.
The most commonly known methods of qualitative research are content analysis, historical
research, ethnographic study, narrative, phenomenological study, grounded theory, and case study. The
most commonly known methods of quantitative research are experimental, quasi-experimental, single-
subject, correlational, causal-comparative, survey, and action research.
According to Basis of Application. The types of research according to basis of application are
pure research and applied research. Pure research aims to develop and test theories and hypothesis
that are mentally challenging to the researcher. This may or may not have practical applications at the
present time or in the future. It produced knowledge that is added to the existing body of research
methods. Applied research aims to solve specific, practical questions for the purpose of forming policies
and understanding phenomenon.
According to Basis of Objectives. The types of research according to basis of objectives are
descriptive research, correlational research, explanatory research, and exploratory research. Descriptive
research aims to describe logically a problem, situation, phenomenon. It provides information or
describes conditions towards a certain problem. Correlational research aims to establish the presence of
relationship between two or more factors of a phenomenon. Explanatory research aims to clarify the
existence of relationship between two or more factors of a phenomenon. Exploratory research aims to
explore a phenomenon where there is limited information.
According to Basis of Mode of Inquiry. The types of research according to basis of mode of
inquiry are structured and unstructured. Structured research is normally classified as quantitative
research. In a structured research, the objectives, design, sample, and questions are established before
hand. In this type of research, it is more appropriate to determine the extent of a problem, issue or
phenomenon by quantifying the variation. Unstructured research is usually classified as qualitative
research. This type of research allows flexibility in all the aspects of the research process. In this type of
research, it is more appropriate to explore the nature of a problem, issue or phenomenon without
quantifying it. Unstructured research aims mainly to describe the variation in phenomenon. This may
include historical enumeration of events, accounts of different opinions on a certain issue from different
people, description of working condition in a particular school.
The Research Variables

A variable is a characteristic or feature that changes within a study. In an experimental study, a
researcher will investigate the differences between grade 11 and grade 12 students, grade level would
be a variable. In some study, the respondents are only grade 11 students, grade level would not be a
variable since there would only be grade 11. However, if the study includes grade 11 and grade 12
students as respondents, but is not interested in the difference between grade 11 and grade 12, and
does not compare them, grade level would not be a variable in that study.
In a correlational study, the researcher investigates the relationship between height and weight of
the students, both height and weight are variables in that study. In an experimental study, the midterm
examination score of section A and section B are being compared, both the examination score and the
section are variables in that study.
Dependent Variable and Independent Variable. The types of research variable according to how
they are treated in the study are dependent and independent variables. A research variable simply
refers to a quantity, count, person, place, thing, or phenomenon that a researcher is trying to
measure. The dependent variable is the resulting variable which is influenced by manipulation of
the independent variable. In the experimental study entitled Impact of Cooperative Learning in
Teaching-Learning Integers in Grade 2 students.The experimental group was exposed to
cooperative learning style of teaching and learning the lesson on integer, while the control group
was exposed to the traditional way of teaching and learning the lesson on integer. After the
experimentation period, the two group of students were asked to take the assessment test. Their
score were being recorded and compared. In this study, the teaching style was the independent
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variable. It was different between the two groups, cooperative learning for the experimental group
and traditional teaching-learning for the control group.The resulting variable (dependent variable),
which depended upon the teaching style, was the score in the assessment test.
In another experimental study on the effects of malunggay juice on the incidence of stomach
worm in grade 1 students. The experimental group was provided with malunggay juice, while the
control group was provide with the over-the-counter juice for stomach worm. After the
experimentation period, the number stomach worm were examined through the feces of the grade
1 students. The number of stomach worm were being recorded and compared. In this study, the
kind of juice was the independent variable, while the number of stomach worm was the dependent
variable.
Dependent variables are variables that depends on other factors that are measured. The
dependent variable are expected to change as a result of experimental manipulation of the
independent variable. Dependent variables are presumed to be the effect. Independent variables
are stable and unaffected by the other variables being measured. Independent variables are
presumed to be the cause. The opposite of variable is constant, which refer to something that does
not change. In mathematics, the symbols x, y, and z, represent the variables in an equation.
While  , read as “pi”, represents the constant, with a value of 3.1415.
In the previous study on the effects of malunggay juice, the independent variable can also be
considered in a different manner. If parent were asked to observe the number of times their grade
1 students drink the malunggay juice in a day (say 1, 2, 3, 4, or 5), then the researcher will no
longer compare the number of stomach worms but investigate the relationship between the
drinking regime of the malunggay juice and the number of stomach work. Here, the independent
variable is the drinking regime malunggay juice, while the dependent variable is still the same,
number of stomach worm.
Qualitative Variable and Quantitative Variable. The types of research variable according to the
types of data are qualitative variable and quantitative variable. Qualitative variables are also known as
categorical variables. They have no natural sense of ordering and are not numerical. They are not
results from measuring or counting. For instance, eye color (black, blue, brown, grey) is a qualitative
variable. Other examples of qualitative variables are gender (male, female), country (Philippines, China,
Singapore), color (yellow, pink, orange, black), dog breeds (Shih tzu, Maltese, Siberian Husky, German
Shepherd, Aspin), and year-level (first year, second year, third year, fourth year). Quantitative variables
are measured on a numeric scale. They are results from counting or measuring something, thus they
represent measurable quantity. Quantitative variables are counts, percents, or numbers. For instance,
when you speak of population of students in a school, you are talking of the number of students in a
school which is a measurable attribute of a school. Thus, population is a quantitative variable. The
general rule of thumb, if you can add it, it is quantitative variable. Other examples of quantitative
variables are high school grade point average (78, 85, 89, 90), number of siblings (1, 2, 3, 4, 5, 6),
amount in your bank account (₱15,000, ₱30,000, ₱55,000, ₱80,000), and body temperature (34°C,
35°C, 37°C, 38°C).
The quantitative variables are also classifies a discrete variable and continuous variable. A
discrete variable is a variable which is obtained by counting such as number of students in a class,
number of ballpens in a box, or number of bottles of softdrinks sold. A continuous variable is a variable
which is obtained by measuring such as height of students, distanced travel, volume of water.
Levels of Measurement. A variable has one of the four levels of measurement: nominal, ordinal,
interval, ratio. The first level of measurement is nominal. In this level, words, letters, alphanumeric are
used. Nominal means “in name only”. It deals with names, categories or level. There is no ordering
being implied. Examples of nominal level are gender (male, female), religion (Roman Catholic,
Protestant, Adventist, Aglipay), and favorite color (yellow, pink, red, black). In the case of jersey number
in basketball, it is a measure under nominal. The number just represent the name of the player.
The second level of measurement is ordinal. In this level, data are rank-ordered. It allows
comparisons of the degree. Examples of ordinal level are year-level (first year, second year, third year,
fourth year), educational attainment (elementary, high school, college, post college), and level of
satisfaction (very satisfied, satisfied, dissatisfied, very dissatisfied).
The third level of measurement is interval. In this level, data can be ordered. Data in this level
does not have starting point. The interval level does not only classify and orders the measurement, but
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is also specifies the distance between each interval on the scale are equivalent along the scale from low
interval to high interval. For example, the distance between 34°C and 37°C is the same as the distance
between 47°C and 50°C. Interval level does not have true zero point even if one of the scaled values
carry the name “zero”. The 0°C does not represent the complete absence of temperature.
The fourth level of measurement is ratio. In this level, in addition to having equal intervals also
have a value of zero. There is always an absolute zero that is meaningful. This means that a meaningful
fraction can be constructed with a ratio variable. Examples of ratio variable are weight, height, and
distance. The “count” variables are ratio. For example, the number of students enrolled in a class is ratio.
In this example, there is a case that zero students enrolled in a class.
Types of Research Methods

Research methods are generally classified qualitative and quantitative. Both methods have
different properties and different data collection methods.
Qualitative Methods. The qualitative research is a method that collects data utilizing the
conversational method. Open-ended questions are asked to the participants. The responses collected
are nun-numeric. The types of qualitative methods include one-on-one interview, focus group,
ethnographic research, text analysis, case study, and phenomenology.
One-on-one Interview. It is a face-to-face talking with the respondents asking open-ended
questions related to the research problem. This will allow the researcher to go much deeper details with
a much need speaking time. In this method, more insights can possibly collected which could be useful
for a quantitative phase. The interviewer may use audio or video recording materials provided that the
interviewee may permit him to do so. The record must be kept confidential by the interview and saved
for future use.
Focus Group. It is similar to one-on-one interview, but with a group of participants. It is usually with
no more than ten participants recruited to attend the focus group. The selection of participants strictly
based on criteria that are related to the research problem. The venue of the focus group is at a place
where participants feel comfortable on an average of two hours discussion time. In the discussion proper,
a moderator guides a discussion while the researchers observe and take down notes on information
given by the participants. An audio or video recording material can be used provided that permission is
given by the participants. The recorded material must be kept confidential and saved for future use.
Ethnographic Research. It is a methods where researcher observes and/or interact with the
participants in their real-life environment. This aims to gain insights into how the participants interact with
things in their natural environment. This method was popularized by anthropologist. The athropological
ethnographers normally live with a group/society for one year or more in order to learn from the
participants. Ethnographers perform direct observation, diary studies, video recordings, photography
and artefact analysis.
Text Analysis. It is used by researchers to describe and interpret the characteristics of a recorded
or visual images. It aims to describe the content, structure, and functions of the messages contained in
texts. It also deals with selecting the type of texts to be studied, acquiring appropriate texts, and
determining which particular approach to use in analyzing them. Text analysis include rhetorical criticism,
content analysis, interaction analysis, and performance analysis. Rhetorical criticism is method used to
describe, analyze, interpret, and evaluate the persuasive force of messages embedded within texts.
Content analysis is a method used to identify, enumerate, and analyze occurrences of specific
messages and message characteristic embedded in texts. Interaction analysis is a method used to
describe interaction. The researcher focus on the characteristics which include linguistic feature, types
of topics that people talk about, and purpose of specific actions and utterances in an interaction.
Case Study. It deals with in-depth investigation of a single person, group, event, or community.
The data are gathered from different sources through observation and interview. The information
gathered in this method is mainly biographical and relates to events in the individual’s pasts, as well as
to significant events which are currently occurring in his or her everyday life. This is commonly used in
social, educational, clinical, and business research.
Phenomenology. It is a study of human experience and of the ways things present themselves to
us in and through such experience. It is also a study of structures of consciousness as experienced from
the first-person point of view. The ultimate source of all meanings and values is the lived experiences of
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human beings. In this method, the researcher aimed to describe the structures of experiences and
reflect and prereflect human experiences.
Quantitative Methods. The quantitative methods deals with numbers and measurable forms. It is
used to answer questions in terms of justifying relationships with measurable variables to either explain,
predict, or control a phenomenon. The three most commonly used method by the researchers under
quantitative methods are survey research, descriptive research, and correlational research.
Survey Research. It is most commonly used in quantitative research. The research selects a
sample of respondents from a population and administer a standardized questionnaire to them. The
questionnaire is a written document that is completed by the person being surveyed. The data collected
from surveys is then then statistically analyzed to draw meaningful research conclusions.
Descriptive Research. It aims to accurately and systematically describe a population, situation, or
characteristic of the population or phenomenon under study. It focuses more on the “what” of the
research subject rather than the “why” of the research subject. It can also answer the when, where, and
how questions. In marketing research, it will uncover the details on “what is the purchasing pattern of
students” but not on “why the pattern exists”. It is commonly used in healthcare, psychology, and
education.
Correlational Research. It is a type of non-experimental method wherein the researcher will
investigate, understand, or assess the statistical relationship between two variables with little or no effort
to control extraneous variables. The aim of correlational research is identify variables that have some
sort of relationship do the extent that a change in one creates some change in the other. In marketing
research, a researcher will find out the statistical relationship between high-earning resellers and access
to social media. That is, the more resellers earn, the more they are likely to access social media.
The Research Process

In conducting a research study, several steps are normally followed in order to find answers to the
research questions. These steps are carefully and critically done by the researchers which lead them to
contribute to the body of knowledge in research
Formulating the research problem. This is the topmost important step in research. Identifying
the main problem will guide the research on what to find out and how will he find out. The research
problem may revolve in people, problem, programs, or phenomena. Given a group of people, like,
students, administrators, politicians, teens, or parents, a research can formulate a research problem.
Given a certain problem or issue relating to lives, attitudes, health, or products, a researcher can
formulate a research problem. Given a certain program in a school, community, or family, a research
can formulate a research problem which includes assessment and evaluation of an intervention. Given a
certain phenomenon such as existence of irregularities, health threat, or low performance, a researcher
can formulate a research problem.
Formulating the research problem includes developing the objectives, which break down the main
research problem into bits and pieces of small problems. This also includes formulating the
hypothesis/es. This hypothesis sets a clear, specific and testable judgment or predictive conclusion
about the possible outcome of a scientific research study. This is normally based on a particular property
of a population. This includes the presumed differences between groups on a particular variable or
relationship between variables. Further details will be discussed in the succeeding chapter.
Conducting Extensive Literature Review. Literature review serves as a survey of scholarly
publications related to the research problem. This allows the researcher to review past and present
information in order to identify relevant theories, methods, and gaps in the research problem. Readings
from various sources related to the research problem will aslo shed light to the researcher in his
research undertakings. This will aid the researcher from the enhancement of the research objectives,
formulation of the hypothesis/es, development of the research methodologies, presentation of results
and discussions, and refinement of the conclusions and recommendations. Further details will be
discussed in the succeeding chapter.
Developing Research Methodology. Research methodology is a systematic plan to conduct the
research. This process or procedure is used by the researcher to identify, select, process, and analyze
information about the research problem. This is also used to evaluate the over-all validity and reliability
of the entire research paper.
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Presenting Results and Discussion. This process or procedures allows the researcher to
present the bulk of discussions of the results and findings of the gathered data. In quantitative research,
the researcher in this section will use tabular, graphical, and textual presentations as results of the
statistical measures. In qualitative research, the research will present in this section the bulk of the
discussions of the gathered data through thematic approach.
Formulating Conclusions and Recommendations. This process or procedure allows the
researcher to present the summary of the discussions. The research will lay down the essential feature
of the study, or the significant outcomes of the investigation. From the summary, the research will
recommendations as baseline information as solutions to the problems. This will also serve as
springboard for researchers to start a new research study subsequent to the conducted study.
Learning Tasks/Activities
Name___________________________________________ Lesson No______ Course & Year_______
Directions: Analyze and answer the problems below.
1. Differentiate primary and secondary data, qualitative quantitative research, dependent and
independent variable, and qualitative and quantitative methods.
2. Cite two (2) characteristics of research that you think will challenge you in making a research
study.
3. Explain briefly the research process.
Instructions on how to submit student output

OPTION A: Write your answer in the clean sheet of SHORT bond paper. Take a picture using your cellphone
camera. Check the clarity of the answers in the picture. Avoid sending not clear pictures. Insert the pictures in an
MS WORD document. Then save to PDF format. Submit your file in our google classroom.
OPTION B: Encode your answers.
FORMAT IN SAVING THE FILE:
FILENAME: FAMILY NAME, First Name __ Block___ (Subject __Lesson Number )
Example: PALMA, G
DEADLINE is posted in the google classroom
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Lesson 1.2:
Real-world Applications
Let us Observe and Learn From Published Papers

Presented in this section are sample research papers published in an international research
journal. Presented after the abstract of each paper are the breakdown of information that will discuss
fundamental concepts of research.
Illustrative Example 1
A Correlational Study of Nature of Awareness and Science Achievement
Kelly Chandler and Monica Swartzentruber

Johnson Bible College
Abstract
As part of a pilot program, the researchers sought to develop an instrument that would effectively
measure the nature awareness of students. With this information, the researchers correlated nature
awareness scores and science averages. According to Salomon and Perkins’ theory of transfer,
experiences in one situation can influence experiences in other situations. Experience (in this study)
deals specifically with encounters with nature. Following a structure made by Kellert (2002), as cited in
Davis, Rea, and Waite (2006), the researchers chose to evaluate direct experiences, indirect
experiences and vicarious experiences in nature. As a result of the connection between nature and the
science curriculum, the researchers chose to assess a correlation for the students’ nature awareness
scores and science averages. The purpose of this study was to determine if the theory of transfer as
presented by Perkins and Salomon (1988) relates to students’ experience in nature (as determined by
nature awareness score) which in turn correlates to their science averages. Two groups of fourth grade
students were studied (one from a suburban school and the other from an urban school). This study
included fifty six (56) 4th grade student participants. Each student completed the Nature Awareness
Survey, and the researchers compiled a Nature Awareness Score for each student. Then the
researchers calculated the students’ third nine week science averages. The researchers applied a
Spearman’s rho and a Pearson correlation in order to determine if a significant correlation existed. The
results of the study revealed significant data to support the proposed hypothesis.
Observe the breakdown of information of the abstract in Example 1 presented in this table:
Title A Correlational Study of Nature of Awareness and Science Achievement
Authors Kelly Chandler and Monica Swartzentruber
Affiliation Johnson Bible College
Method Survey - the researchers utilized the researcher-made Nature Awareness Survey
Research Data  Primary Data - information on Nature Awareness and Science Grade were
gathered first hand by the researchers
 Quantitative Data - both data on Nature Awareness and Science Grade are
numerical data
Type of  According to Types of Data: Quantitative Research
Research  According to Basis of Application: Pure Research
 According to Basis of Objectives: Correlational Research
 According to Mode of Inquiry: Unstructured Research
Variables Level of
Type of Variable
Measurement
Nature Awareness Independent Quantitative Interval
Science Achievement Dependent Quantitative Interval
Statistical Tools Spearman’s rho and Pearson Correlation
SOURCE: https://files.eric.ed.gov/fulltext/ED520105.pdf
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A Phenomenological Study of the Lived Experiences of Social Studies Teachers: Constructing Ideas
about Democratic Citizenship and Teaching
Om Kumar Thapa
The University of Toledo
Abstract
The purpose of the study was to explore how social studies teachers conceptualized democracy,
developed ideas about democratic citizenship, and implemented their perspectives and experiences into
teaching. The study used phenomenological approach of qualitative research design. Six participants
were selected using a convenient sampling method with data analyzed by Moustakas’s transcendental
approach. The participants conceptualized democracy as a political system, civic participation, and
influence of government decision making. They developed ideas about democratic citizenship from
multiple sources, such as family members, networking, citizenship projects, professional development
training, political engagement, travel, and involvement in community services. Teachers implemented
their perspectives utilizing experiential learning, incorporating student’s ideas into teaching methods,
and employing technology. This emphasized the need to learn continuously, to reflect on their teaching
practices, to use multiple resources, and to participate in professional networking. Other findings that
emerged included the educator’s inadequate preparation of instructional strategies and student’s
apathetic responses to learn about the democratic process. This study reveals the need for educators,
teachers, and policy makers to collaborate to develop instructional practices, incorporate experiential
learning experiences, and improve social studies curricula to promote student engagement.
Title A Phenomenological Study of the Lived Experiences of Social Studies
Teachers: Constructing Ideas about Democratic Citizenship and Teaching
Authors Om Kumar Thapa
Affiliation The University of Toledo
Method One-on-one interview
Phenomenology
Research Data  Primary Data - the social studies teachers’ concept on democracy and
democratic citizenship and how they implemented them into teaching
were gathered first hand by the researchers through interview
 Qualitative Data - data are non-numeric, which are the perspective and
experiences of the social studies teachers on democracy and democratic
citizenship
Type of Research  According to Types of Data: Qualitative Research
 According to Basis of Application: Pure Research
 According to Basis of Objectives: Exploratory Research
 According to Mode of Inquiry: Structured Research
Data Analysis Moustakas’s transcendental approach
SOURCE: https://eric.ed.gov/?id=ED576974
Case Studies of Fifth-Grade Student Modeling in Science Through Programming: Comparison Modeling
Practices and Conversations
Loucas Louca
University of Maryland
This is a descriptive case study investigating the use of two computer-based programming
environments (CPEs), MicroWorldsTM (MW) and Stagecast CreatorTM (SC), as modeling tools for
collaborative fifth grade science learning. In this study I investigated how CPEs might support fifth grade
student work and inquiry in science. There is a longstanding awareness of the need to help students
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learn about models and modeling in science, and CPEs are promising tools for this. A computer
program can be a model of a physical system, and modeling through programming may make the
process more tangible: Programming involves making decisions and assumptions; the code is used to
express ideas; running the program shows the implications of those ideas.
In this study I have analyzed and compared students’ activities and conversations in two after-
school clubs, one working with MW and the other with SC. The findings confirm the promise of CPEs as
tools for teaching practices of modeling and science, and they suggest advantages and disadvantages
to that purpose of particular aspects of CPE designs.
MW is an open-ended, textual CPE that uses procedural programming. MW students focused on
breaking down phenomena into small programmable pieces, which is useful for scientific modeling.
Developing their programs, the students focused on writing, testing and debugging code, which are also
useful for scientific modeling. SC is a non-linear, object-oriented CPE that uses visual program language.
SC students saw their work as creating games. They were focused on the overall story which they then
translated it into SC rules, which was in conflict with SC’s object-oriented interface. However, telling the
story of individual causal agents was useful for scientific modeling. Programming in SC was easier,
whereas reading code in MW was more tangible. The latter helped MW students to use the code as the
representation of the phenomenon rather than merely as a tool for creating a simulation. The analyses
also pointed to three emerging “frames” that describe student’s work focus, based on their goals,
strategies, and criteria for success. Emerging “frames” are the programming, the visualization, and the
modeling frame. One way to understand the respective advantages and disadvantages of the two CPEs
is with respect to which frames they engendered in students.
Title Case Studies of Fifth-Grade Student Modeling in Science Through
Programming: Comparison Modeling Practices and Conversations
Authors Loucas Louca
Affiliation University of Maryland
Method Case Study
Research Data  Primary Data - the data on how CPEs might support fifth grade student
work and inquiry in science were gathered first hand by the research
through case study.
 Qualitative Data - data are non-numeric, which are the perspective and
experiences of the social studies teachers on democracy and democratic
citizenship
Type of Research  According to Types of Data: Qualitative Research
 According to Basis of Application: Pure Research
 According to Basis of Objectives: Exploratory Research
 According to Mode of Inquiry: Unstructured Research
SOURCE:
https://ui.adsabs.harvard.edu/abs/2004PhDT........38L/abstract
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Directions: Breakdown the information of the research abstracts below by making a breakdown
summary table (refer to summary table in Lesson 1.2).
Abstract 1
The Lived Experiences of Single Teenage Mothers in Botswana
Tshepiso D. Mojapelo
Edith Cowan University
Abstract
This study was designed to explore-the lived-experiences of single teenage mothers in Botswana,
as perceived by them. The participants were teenage mothers who had to leave school due.to
pregnancy. They had either completed year one in secondary school or were in year two. Their ages
ranged between 16 and 19 years. The ages of their babies range from five to 10 months, with the
exception of one child who was three years old. All teenage mothers came from low socio-economic
backgrounds with families whose parents were either not working, or were working in the lowest paying
jobs as cleaners or drivers. Some were from single parent families with the mother working as a cleaner
in government offices. They all lived in the high population density area of Gaborone such as Old Naledi
and Broadhurst Self Help Agency, where many illicit behaviours are observed. The study is undertaken
through a phenomenological approach which is guided by the reality of lived experiences to a theoretical
construct. This research was conducted to uncover young single experiences .concerning motherhood.
SOURCE: Mojapelo, T. D. (1997). The lived experiences of single teenage mothers in Botswana : a
phenomenological study. https://ro.ecu.edu.au/theses/890
Abstract 2
A Quantitative Study of the Impact of Social Media Reviews on Brand Perception
Neha Joshi
The City University of New York
Abstract
This thesis can be categorized under the Influencer Marketing industry with respect to social
media initiatives. Influencer marketing is a modern tactic used by brands to enhance their visibility to
their target audience by using the services of influential people. The objective of this thesis is to quantify
the impact of social media reviews on brand perception. Specifically, this thesis focuses on two diverse
media platforms commonly used for sharing opinions about products or services by publishing audio-
visual or textual reviews: YouTube and Yelp. First, we quantitatively analyze the impact of YouTube
reviews of Smartphones on the audience through their response to these video reviews. Second, using
our findings from 942 YouTube Smartphone reviews, we introduce a statistical model to predict
audience engagement on a given video. Finally, we apply our method of quantifying the impact of
reviews on the content published on Yelp.com in the restaurant industry. The results from this validation
show that our method can be generically applied to other social media platforms and consumer-focused
industries. Our method can be employed by brand managers to turn social media reviews into real-time
feedback mechanism in order to improve brand perception in the minds of their target audience.
SOURCE: https://arxiv.org/abs/1710.08836
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Abstract 3
Students’ Perception and Attitude on ICT Integration in Mathematics Classroom

Joseph Anthony Climaco
University of San Carlos
Abstract
In the advent of the mobile gadgets such as cellphone, iPhone, iPod, iPad, and tablet, people in all
walks of life are using them anywhere and anytime. These mobile gadgets are equipped with
applications which can read pdf files, PowerPoint presentations, and documents. With these, a research
study on Student’ Perception and Attitude on ICT Integration in Mathematics Classroom was conducted.
This also investigated how mobile gadgets were utilized inside a Mathematics classroom during the
teaching-learning process. With 93-sample students, the following findings were established: The
students: 1) have a positive attitude towards mathematics; 2) agreed if ICT will be integrated in the
teaching-learning inside the classroom; 3) still agreed after the ICT integration; and 4) evaluated the ICT
integration as effective. Moreover, there is: 1) an increased level of agreement of the students after
experiencing the ICT integration in Mathematics classroom; 2) a significant relationship between the
students’ attitude towards Mathematics and the students’ perception on ICT integration inside the
classroom; and 3) a significant relationship between the students’ assessment on the effectiveness
indicator of ICT integration and the students’ attitude on ICT integration.
SOURCE:
https://www.pearlresearchjournals.org/journals/rjesr/archive/2015/Jul/Abstract/Rodulfo%20and%20Clim
aco.html
Abstract 4
Impact of the Integration of Text-Messaging in Mathematics Teaching-Learning Process
University of San Carlos
Abstract
This research study established the impact of the integration of text-messaging in Mathematics
teaching-learning process. This one shot design study employed the Pre-Post Test method of
investigation. After the students took the Pre-Test, the integration of text-messaging in the teaching-
learning process was done for two weeks. At the end of the two-week allotment of the lesson, the
students took the Post-Test and were surveyed on their attitude towards the integration of text-
messaging. It was found out that the Post-Test result is higher than the PreTest result (Alpha 0.05).
Furthermore, the students “agreed” on the integration of text-messaging in the teaching-learning process.
SOURCE: https://globaljournals.org/item/4954-impact-of-the-integration-of-text-messaging-in-
mathematics-teaching-learning-process

Same as previously stated. DEADLINE is posted in our google classroom.
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Activity Number: 1M
Name___________________________________________ Activity No______ Course & Year_______
Directions: Analyze and perform the activity below.
TEST I: Download the full paper of the research papers presented below. Then, identify the
different chapter names and sub-chapter names of a full-blown research paper.
Describe the content of each chapter and sub-chapters. The purpose of this activity is
for you to understand the entire research process and grasp in advance how to write a
full blown research paper. For your Midterm Practical Quizzes, you will make Chapters 1,
2, and 3. For the Finals Practical Quizzes, you will make Chapters 4 and 5.
1) Research Paper 1:
A Quantitative Correlational Study between Transformational Leadership Behavior and Job Satisfaction
among California Card Room Casino Employees
Lydell H. Hall
Brandman University
SOURCE:
https://digitalcommons.brandman.edu/cgi/viewcontent.cgi?article=1195&context=edd_dissertations
2) Research Paper 2:
A Qualitative Study of the Lived Experiences of Adults with African American

and Korean Heritages
Elizabeth Sue Bradshaw
Western Michigan University
SOURCE:
https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1353&context=dissertations
TEST II: Based on your chosen research area in Group Activity 1, find one (1) published full-
blown research papers that contains the five (5) chapters. Write the research title, author,
name of school, and link. Write below the chapter title and sub-chapter titles of that
research paper. Use the format presented below.
Research Title:___________
Author:__________________
School:__________________
Link: ____________________
Chapter 1 __________
______________
______________
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Chapter 2 __________
_____________
_______________
_______________
Chapter 3 __________
______________
______________
Chapter 4 __________
______________
______________
Chapter 5 __________
______________
______________

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Module Posttest
Directions: Read and analyze the problems below after you submit Activity No. 1M. This will test
your knowledge gained in this module. Answer each problem carefully.
I. Observe the research activity presented in Column A and match its name found in Column B.
Column A Column B
• • Panel Discussion
• • Conducting a Survey
• • One-on-one Interview
II. From the set of research-related items below, encircle the word/phrase which does not belong
to the group.
6) ₱50,000 50 kilogram male 4 pieces

7) 1st honor Assist Supervisor Philippines Grade Four
8) Text Analysis Encoding Interview Survey
9) Seminar Tabular Graphical Textual

10) Research Problem Literature Review Conclusions Channel
Answers to the Pretest and Posttest
To be announced in the group chat
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Module 2:
The Research Problem
Module Overview
This chapter presents concepts about an ideal research problem. This will guide the learners in
writing the first chapter of their of research paper using fundamental concepts in formulating the
research problem.
Motivation Question
How to write a research problem?
Module Pretest
I. Classify the following research titles as quantitative research and qualitative research. Write
your answer on the blank provided.
___________________ 1) The Effect of Autonomy, Personality, Stress and Job Satisfaction to Job
Performance of Teachers at Senior High School
___________________ 2) A Phenomenological Study of the Lived Experiences of Elementary
Principals Involved in Dual-Career Relationships with Children
___________________ 3) Cognitive Styles and Gender as Predictors of Students’ Achievement in
Summary Writing in Selected Secondary Schools in Ibadan, Nigeria
___________________ 4) Determinants of Self-Esteem, Educational Performance and Career
Prospects among Secondary School Students in Navakholo Constituency,
Kakamega, Kenya
___________________ 5) The Vietnam War, Its Causes, Consequences, and Scars it Left
II. From the set of research topics below, encircle the general topic and underline the specific
topics.
1) blended-learning in tertiary education | impact of blended-learning | methods of blended-learning
2) effect of stress in job performance | job performance of math teachers |
relationship between personality and job performance
3) association between entrance exam results and licensure exam results |
influence of study habits to the licensure exam results |
licensure exam results of BEED graduates
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Lesson 2.1:
Writing A Research Problem
Lesson Summary
This lesson discusses how to begin writing a research paper by writing the research problem.
Learning Outcomes
In this chapter, the learners would be able to:
1) Describe the an ideal research problem
2) Develop a research problem
3) Formulate research objectives
4) Write the first chapter of the research paper
Motivation Question
What steps that you need to follow when writing a research problem?
Discussion
The Research Problem
A research problem is the concrete and specific issue, irregularity, uncertainty, difficulty,
contradiction, or gap in knowledge that a researcher desire to address in the research. Other
researchers opt for recent and prevalent problems and seek to provide solutions, or simply pose
theories that will expand knowledge about the problem.
Formulating the Research Problem

Formulating the research problem is the first and most important step in the research process. It is
like the foundation of a building to be constructed. Also, it is like identifying the identifying the destination
for undertaking a journey. The main role of formulating the research problem is to decide what a
researcher want to find out and how will a researcher find out. Normally, in social science researches,
they revolved around people, problems, programs, or phenomenon.
 People refers to the group of individual such as students, parents, families, members
of an organization, residents of a barangay, or school officials. A researcher can
generate a research problem from these group of people.
 Problems refer to issues concerning the lives of the people. A researcher can
generate a research problem specifically on the attitude of the people towards a
certain problem. Or simply a knowledge or theory that a researcher wants to add to
the problem.
 Programs refer to policies or interventions concerning people. This includes the new
teaching strategy being implemented to ease learning problems of students. The
researcher may establish the impact of the new teaching strategy. This may also
include the retention guidelines of students in a specific curricular program. The
researcher may evaluate the effectiveness of the guidelines.
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 Phenomenon refers to condition or scenario concerning people. The researcher can

explore the phenomenon to add new additional theories about the phenomenon. In
the light of the pandemic COVID-19, several researchers brought out new knowledge
about the virus. Apart from discovering the anti-viral solution, the new knowledge
include the following: the life span of the virus on metals, wood, or cloth; the mortality
rate; and the type of blood susceptible to the virus.
A research problem may take from very simple to the very complex form. The way a researcher
formulate the research problem determine the steps that will be followed in the research process. This
includes the decision to choose an appropriate research design, the specific selection of respondents in
the study, the appropriate, concrete or specific instruments to be developed or used, and the kind of
analysis and interpretation that will be used.
Considerations When Selecting a Research Problem

In choosing a research problem, the following considerations are kept in mind. These will ensure
that the research study that will be conducted in manageable.
 Interest. This includes the personal motivation of the researcher to finish the research
study. Also, this includes the selection topic that is of great interest to the researcher
and the community. The interesting the topic is, the higher chance of completion.
 Magnitude. This refers the coverage of the research problem in terms of time and
resources. The researcher needs to narrow down the research problem into
manageable, clear, or specific details of the study.
 Level of Expertise. This refers to the adequacy of knowledge of the researcher in
conducting the research study. This includes the professional background,
experiences, or support of the researcher.
 Relevance. This refers to the potential of the study to add new knowledge to the
present conditions or phenomenon. The results of the study is useful in making
decisions, policies or guidelines.
 Availability of Data. This refers to the assurance of the readily available data once
data-gathering is conducted. The data is the soul of a research study, thus the
researcher has to see ahead of time the availability of data.
 Ethical Issues. This includes the legal or ethical aspects to be followed in the conduct
of the study. This includes the preservation of integrity of the life (human, plants and
animals).
Steps in Formulating the Research Problem

A specific, clear, and well-defined research problem keep the research more focused that the
results much achievable. The research problem is the primary statement that poses a big question that a
research is geared to answer. It is also considered as main problem that a researcher will solve.
Formulating the research problem is a very important part in conducting research. The research
problem reflect the quality and relevance of the entire research study. The following steps are normally
used by the researchers in formulating a research problem:
Step 1: Choose a Broad Topic. Identify an interesting broad topic. Choose an under-explored
topics, conflicts, or controversies. Your aim to find the gap that your research can fill. It is commonly
suggested to think about topics which are useful after graduation or in your future career.
STEP 2: Dissect Broad Topic into Sub-topics. Break down, as many as you can, the broad
topic into specific topics that are manageable, researchable, and doable at a specific period of time.
Step 3: Select Sub-topics. Select one or two sub-topic that is/are of interest to you. Choose the
sub-topic that is manageable and researchable. The best sub-topic is the one that has a very high
research significance to your future career.
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Step 4: Formulate the Objectives. Formulate reasonable number of objectives based on the
selected sub-topic. The objectives of the study should stem out from the selected sub-topic. The
objectives are listed down in sequential and logical order according to the flow of the needed information.
Step 5. Develop the Research Title. Develop the research title that captures the final list of
objectives. The title must contain the main sub-topics, methods, and participants of the study, among
others.
STEPS RESULTS OF BRAINSTORMING EXPLANATIONS
Step 1 BPED and MAPEH Students The researcher is a group of 4th year
MAPEH students. They chose this topic
because this of interest to them and is
useful in their field.
Step 2  Skills of BPED and MAPEH The members of the group gave randomly
students prior to enrollment break down of the main topic “BPED and
 Test anxiety of BPED and MAPEH MAPEH students”
students
 Time-management of BPED and
MAPEH students
 Reasons for choosing BPED and
MAPEH
 Study habits of BPED and
MAPEH students
 Factors in making decision to
choose BPED and MAPEH
 Work status of the BPED and
MAPEH graduates today
 Perceptions of the BPED and
MAPEH students about the course
before enrolling.
 Attitude of the BPED and MAPEH
students during their stay with the
program (at lest 1 year)
 Recommendations of the BPED
and MAPEH graduates
Step 3  Test anxiety of BPED and MAPEH The group decided to choose “test anxiety”
students and “study habits” because of the limited
 Study habits of BPED and time to finish the research study. With
MAPEH students these sub-topics, they can find readily
available survey materials than can be
used on the study.
Step 4  To determine the test anxiety level The members of the group formulated
of the BPED and MAPEH these objectives and listed down in
students. sequential and logical order.
 To identify the different study
habits of the BPED and MAPEH
students.
 To establish the relationship
between test anxiety and the
study habits of the BPED and
MAPEH students.
Step 5 Correlational Study: Test Anxiety and The group decided to use the correlational
Study Habits of BPED and MAPEH method with the two (2) sub-topics. They
Students at VSU-Isabel chose the BPED and MAPEH Students at
VSU-Isabel so that it would be easy for
them to gather the data with the given
short time to finish the study.
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As researchers, three things consider in making a research title: 1) the title is original; 2) the title is
of good interest; and 3) the title is researchable. Presented below are sample research titles.
Topics Sample Research Titles
Business  The Effect of Advertisement on Consumer Behavior.
 Impact of Wages on Employee Productivity
 Strategic Management and Productivity
 Staff Motivation and Impact on Productivity
 Management and Measuring of Employee Retention
Academic Achievement  The Effect of Extra-Curricular Activities on Student’s
Perceived Academic Self-Efficacy
 Homelessness and Academic Success Among Females
 The Impact of Cooperative Learning on Student
Achievement
 The Effects of Outside Employment on High School
Students Academic Achievement
 The Effects of Student Participation in Organized,
Competitive Sports on Academic Success
 The Relationship Between Socio-Economic Status and
Student Achievement
 The Impact of Parental Involvement on the Academic
Achievement of 3rd Grade Students
Math Education  An Exploration into Teacher’s Pedagogical Content
Knowledge (PCK) for Teaching Quadratic Functions in
Grade 10
 Overcoming Difficulties in Learning Calculus Concepts: The
Case of Grade 12S Students
 The Impact of Integrating Smartphone Technology on Grade
10 Learners’ Achievement in Algebra
 A Case Study: Investigating a Model that Integrates
Dictionary and Polygon Pieces in Teaching and Learning of
Geometry to Grade 8 Learners
For more sample titles with abstract, click the link below:
 http://uir.unisa.ac.za/handle/10500/6440
 https://scholarsarchive.byu.edu/mathed_etd/
Science Education  The Impact of Integrating Traditional Ecological Knowledge
in Summer Camps on Middle School Students’
Understanding of the Nature of Science
 Computer-Based Instruction as a Form of Differentiated
Instruction in a Traditional, Teacher-led, Low-Income, High
School Biology Classroom
For more sample titles with abstract, click the link below:
 https://pdxscholar.library.pdx.edu/scienceeducation_grad/
 https://www.academia.edu/Documents/in/SCIENCE_TEACH
ING
 http://uir.unisa.ac.za/handle/10500/6442
Physical Education  The full golf swing: comparing computer-based and teacher-
directed instructions.
 Skill acquisition in basketball: the effect of observational
learning.
 Physical training teacher education: the integration of
technology.
 Athletic training: using the computer simulation to measure
decision-making skills.
 The effect of in-service training on the attitudes of physical
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education teachers.
 Analyzing the effect of a computer-based fitness program on
students’ fitness scores.
 The usage of the video instruction to train female university
badminton players.
 The influence of music on the step frequency of recreational
runners.
 Practical blood flow restriction training and its hypertrophic
effects.
 The responses of the overweight individuals to high-intensity
interval training.
 Maximal effort strength training and acute neuromuscular
fatigue after it.
 Physical fitness exercises and the core muscle
electromyographic activity.
 The impact of the unexpected exercises on an untrained
individual.
 The effect on female soccer players after consuming
carbohydrate supplements.
 A comparison of different middle school physical education
programs.
Characteristics of Good Research Objectives

After formulating the research objectives of the study, it is best for the researchers to evaluate
them. Presented below are the characteristics of good research objectives with the acronym SMART.
Specific or Systematic. The research objectives are specific when they have clear and in-depth
meaning or detail. They observe a systematic arrangement by listing down in sequential and logical
order.
Measurable. The research objectives are capable of being measured or gathered. The researcher
may use readily available survey material after asking permission from the main source. After having
gathered the data, they are capable of being applied with statistical measurements.
Achievable. The research objectives are achievable after considering the availability of personal
resources, capacity, and capability of the researchers.
Relevant or Reliable. The research objectives are relevant in the sense that they can be useful to
the community. The expected results of the study is reliable after considering the authentic participants
of the research study
Time-Based. The research objectives are time-based when the specific timeline set for the entire
research study can be attained.
Writing the First Chapter of the Research Paper

The Chapter One of a research study is normally entitled as The Research Problem. It presents
background of the entire research study. The basic parts of the chapter one includes introduction,
statement of the problems, significance of the study, scope and limitation of the study, and definition of
terms.
The Introduction. There are three thing to consider when writing the introduction in your research
paper. It includes the following: 1) attract attention; 2) establish credibility; 3) present benefit; and 3)
outline the structure of the study.
The introduction is the first part of a research paper, which plays a significant role in the entire
research study. It is the part where other researchers likely to read first. The introduction will guide the
readers from the general problem to the sub-problems. It presents the scope, context, and significance
of the research study. Assuming that other researchers are interested with your research title and the
abstract, the introduction captures the attention of other researchers to keep reading once they started
reading it. The introduction section narrates why you choose this topic and explains why it is important. It
is also in the introduction section that you will point out the gap of knowledge where your research study
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can fill in. It also gives background information of your research study by describing the research
problem and lead to offering solutions to the problem. The background information covers from the local
information, national information to international information. You also need to include short reviews of
other solutions to the problem that have been tried in the past. The last part of the introduction will cite
the main objectives of the research study that your research study aim to achieve.
The four basic parts will serve as your guide in your introduction: 1) present background
information; 2) introduce the specific topic and explain its importance; 3) cite previous attempts in
solving the problem; and 4) mention objectives of the research study.
The Statement of the Problem. The statement of the problem section presents the general and
specific problems of the research study. Normally, the research title captures the entirety of the research
study. The specific details are presented in the statement of the problem, which are written either
question form or objective form.
An adequate statement of the problem is a crucial part of the research. It presents the specific
sub-problems (or sub-topic) covered in a broad problem (or topic). In many cases, there are research
studies that have the same problem but different sub-problems. The statement of the problem outlines
the flow of the sub-problem that are necessary to solve the main problem or issues focused in the study.
Each of these sub-problems are crucial, relevant, and contributory to solve the main problem. The
researcher will not include a sub-problem that does not contribute to the main problem. Instead, that can
be be used as a springboard to another research study.
The statement of the problem presents clear purpose of the research study, both to yourself and
the reader. It is a very important device in keeping you in track with your research study. This can also
be used in evaluating whether the research address the problem as being stated.
The Significance of the Study. The significance of the study section provides details of the
contribution of the research study to groups of individual. The groups of individuals who will benefit the
research study are enumerated in this section. Normally, the groups of individuals will include the future
researchers, the communities with immediate concern of the problem, and policy makers or
administrators. In this section, you will clearly describe how the groups of individuals will benefit the
research study.
The Scope and Limitation of the Study. The scope and limitation section describes the extent of
the study. This includes the actual place where the study will be conducted, duration of the conduct of
the study, inclusion of the study (only the specific aspect of the topic or study), limit of the number of
respondents, and area limit (if applicable).
The Definition of Terms. The definition of terms section provides an alphabetical list of important
terms or acronyms used in the research study. These include particular theoretical constructs, formulas,
operational definitions that differ from colloquial definitions, schools of thought and discipline-specific
acronyms.
This section presents how these important terminologies are operationally used in the research
study. You will not necessarily use the definition from dictionary, books, thesaurus, etc. It only explicitly
describes how these specific terminologies, theoretical constructs, or formulas are operationally used in
the study, which operational definitions differ from the colloquial definitions. This section includes as
many terms as needed.
In writing the operational definition of the terms in this section, you have to be consistent of its
definition all throughout the research study. How you define such terms would considerably affect how
the reader understands your study.
Presented below are common examples of terms used in the research study. Along with the
examples are definition from books, dictionaries, or thesaurus, and the operational definition.
Definition from Books,
Terminologies Operational Definition
Dictionaries, etc
Effectiveness Effectiveness means having an Effectiveness refers to the scores earned
intended or expected effect. by the respondents on environment
awareness test.
Media An agency by which something is Media refers to the computer taken as
accomplished, conveyed or media to convey (teaching), for Power
translated is called media. Point Presentation and audio video
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cassettes.
Perception of the The ability to see, hear, or become Perception of the Students refers to the
Students aware of something through the response results in the survey before the
senses. students are exposed to the technology in
teaching linear equation.
Attitude of the A settled way of thinking or feeling Attitude of the Students refers to the
Students about someone or something, response results in the survey after the
typically one that is reflected in a students are exposed to the technology in
person's behavior. teaching linear equation.
1) Discuss briefly the steps in formulating a research problem.
2) Cite the characteristics of a good research and explain.
3) Write down the different sections (sub-chapters) of Chapter 1 in a research paper and describe each.

Same instructions as stated previously. DEADLINE is posted in our google classroom.
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Lesson 2.2:
Let us Observe and Learn From Research Outputs

Presented in this section are sample research outputs. Others are published in international
research journals. Observe how the parts of chapter one of the research papers are written by the
researchers.
The Introduction. Presented below is a sample introduction of a research study about
collaborative learning conducted by Ha Le, Jeroen Janseen, and Theo Wubbels. The introduction below
composed of two (2) paragraphs and sixteen (16) sentences, which are numbered for convenience.
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Collaborative Learning Practices: Teacher and Student Perceived Obstacles to Effective Student
Collaboration
Ha Le, Jeroen Janssen and Theo Wubbels
Introduction
1
Collaborative learning (CL) can be defined as a set of teaching and learning strategies
promoting student collaboration in small groups (two to five students) in order to optimise their own
and each other’s learning (Johnson & Johnson, 1999). 2To achieve this purpose, teachers have tried
to organise different types of collaborative activities in their classroom teaching. 3In this paper, we
report on teacher and student perceived features of collaborative activities that teachers have
implemented to foster student collaboration. 4Over the last decades, research has demonstrated that
CL can promote academic and social educational outcomes (Johnson, Johnson, & Smith, 2007;
Slavin, 1996). 5However, research also shows that the implementation of CL is not always adequate in
daily classroom practice. 6For example, even though teachers organise different types of student
groupings (e.g. heterogeneous or homogeneous according to ability or gender), they do not always
structure these group interactions to foster effective collaboration (Baker & Clark, 2010; Blatchford,
Kutnick, Baines, & Galton, 2003). 7When examining the effectiveness of CL, researchers have noted
challenges that students experience such as unequal individual participation in group tasks (e.g.
Freeman & Greenacre, 2010; Janssen, Erkens, Kanselaar, & Jaspers, 2007), and students’ lack of
communicative and collaborative skills (e.g. Li & Campbell, 2008; Pauli, Mohiyeddini, Bray, Michie, &
Street, 2008). 8Similarly, teachers also encounter challenges while organising collaborative activities,
such as designing appropriate group tasks, composing groups, managing class time (Gillies &
Boyle, 2010), and enhancing and monitoring productive collaboration (Hämäläinen &
Vähäsantanen, 2011; Van Leeuwen, Janssen, Erkens, & Brekelmans, 2013).
9Studies on the application of CL until now have investigated challenges perceived by only one
actor, either teachers (e.g. Gillies & Boyle, 2010) or students (e.g. Popov et al., 2012). 10By focusing
solely on teachers or students, the underlying antecedents of problems that teachers and students
encounter during CL and the consequences of these problems have not been explored
comprehensively. 11For example, understanding the commonly mentioned problem of free-riding
(Dommeyer, 2007; Popov et al., 2012) requires investigating decisions teachers make while
constructing collaborative tasks (e.g. deciding to incorporate individual accountability and positive
interdependence or not; cf. Roseth, Johnson, & Johnson, 2008) and how these decisions
subsequently affect students’ perceptions of the collaborative task and the collaborative behaviour this
elicits (e.g. deciding to participate less than other group members because the task is not perceived to
be a true group task that requires the input of all group members; cf. Janssen et al., 2007). 12Hence,
our study extends previous work in two ways. 13First, we investigate multiple obstacles that affect the
collaborative process perceived by both students and teachers. 14Previous studies focused either on
one obstacle instead of multiple (e.g. Freeman & Greenacre, 2010; Ross, 2008), or investigated
obstacles only from the perception of either the teachers (e.g. Abrami, Poulsen, & Chambers, 2004) or
the students (e.g. Chiriac & Granström, 2012). 15Second, we explore possible antecedents that might
help on explaining the identified obstacles. 16This is important because understanding possible causes
of ineffective collaboration can help teachers to promote more successful and enjoyable CL
experiences.
SOURCE:
https://www.tandfonline.com/doi/full/10.1080/0305764X.2016.1259389
The introduction presented above shows the four parts of the introduction: 1) present background
information; 2) introduce the specific topic and explain its importance; 3) cite previous attempts in
solving the problem; and 4) mention the main objective of the research study.
As observed in sentences 1 and 2, the background information of the collaborative learning was
presented. In sentence 3, a specific topic on teacher and student perceived features of collaborative
activities was presented. Also, its importance which is fostering student collaboration was cited. The
sentences 4, 5, 6, 7, 8, 9, 10, and 11 cited previous attempts in solving classroom management using
the collaborative learning. The sentence 12, 13, 14, and 15 mentioned the objectives of the research
study. The sentence 16 explained further the importance of the research study.
Generally the sample introduction above possessed the following characteristics: 1) attract
attention; 2) establish credibility; 3) present benefit; and 3) outline the structure of the study
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Another important feature in the sample introduction shown above is the author-year citation For
instance, Baker & Clark, 2010; Blatchford, Kutnick, Baines, & Galton, 2003. This shows that its
preceding statement was cited by the researchers from the published source whose authors are Baker
and Clark (published in 2010) and Blatchford, Kutnick, Baines, & Galton (published in 2003).
The Statement of the Problem. Presented below is a sample statement of the problem from an
unpublished research paper. In some cases, the publication format from different international and local
journals no longer cite a specific section of the statement of the problem. This is already incorporated in
the introduction. For classroom teaching purposes, the statement of the problem in chapter one, the
statement of the problem is explicitly cited by the student researchers. Also, when researchers submit
research proposals for funding, this section is explicitly cited for evaluation purposes.
The Relationship Between Learning Style and Mathematics Performance of

1st Year Students at VSU-Isabel.
Engely V. Camogao, Cherie O. Gallo, Wendelyn T. Limpangog

Mirosal Q. Saliente, Jennifer S. Sumalo, Gennieveve O. Velez, Rhona C. Ymas
BEED-III, Department of Teacher Education, Visayas State University - Isabel
Statement of the Problem
This study aimed to determine the relationship between VARK (Visual, Auditory, Reading,
Kinesthetic) learning style and mathematics performance of BSEd-Math 1, BSEd-English 1, BSAB-1, and
BEEd-1 VSU-I Students. Specifically, this study aimed:
1. To determine VARK Learning Styles of the respondents;

2. To evaluate the Mathematics Performance of the respondents; and
3. To establish the relationship between the VARK Learning Styles and Mathematics
Performance of the respondents.
Observe that the three (3) sub-problems above are stated in objectives form. In other format, they
are stated in interrogative form. In this example, there are two variables (VARK Learning Style and
Mathematics Performance). The main objective is to find out if there is a relationship between these
variable. In the specific objectives 1 and 2, these two variable are cited in objective form separately.
In objective 1, the researchers will classify each student-respondents according to learning
learning style using the VARK survey. The students will be classified to any of the following: visual
learners, auditory learners, reading learners, and kinesthetic learners.
In objective 2, the researchers will evaluate the mathematics performance of the student-
respondents using the mathematics midterm grade of the students in the same subject under the same
instructor. Based on their grades, they will be classified as excellent, very good, good, average, poor,
and needs improvement.
In objective 3, the researchers will establish the relationship between VARK learning style and
mathematics performance. Considering the categorical data information in objectives 1 and 2, the
researcher will utilize the chi-square analysis in establishing the relationship. In this objective, the
researcher will use the tabular presentation below during the data presentation and analysis stage.
Further details about data presentation and analysis will be discusses in the later chapter.
Visual Auditory Reading Kinesthetic p-value Significance
Excellent
Very Good
Good
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Average
Poor
Needs
Improvement
Observe another sample of statement of the problem below. Some publication format are using
the term Objectives of the Study.
The Influence of University Entrance Examination Results, Gender and Field of Study on Semester
Cumulative Grade-point Averages (CGPAs) of First Year Students: The Case of Raya University
Mengesha Nigus Birhanu

College of Social Science and Humanities, Raya University
Objectives of the Study

The purpose of this study was to investigate university entrance examination, sex and field of study
as predictors of first year students’ GPA among Raya University students.
Specific Objectives
The specific objectives of the study include:
1) To examine the interrelationship between predictor variables (university entrance
examination, sex and field of study) and semester CGPAs of students;
2) To see gender differences among first year students’ GPA scores; and
3) To identify the most predictor variable among predictor variables of the study.
Observe that there are three (3) three specific objectives. The main objective is to investigate the
university entrance examination, sex, and field of study as predictors grade point average.
In objective 1, the researcher will find out if the three predictor variables (university entrance
examination, sex and field of study) has a relationship with the GPA of the students.
In objective 2, the researcher will find out if there is a significant difference between the grades of
male and female students.
In objective 3, the researcher will find out which among the three predictor variables (university
entrance examination, sex and field of study) is the consider as the most predictor to the GPA of the
students. The kinds of statistical treatment of data on this kind of data sets will be discussed in the other
chapter.
The Significance of the Study. Presented below is an example of significance of the study from
from unpublished student research outputs. In most cases, this section is not anymore cited in various
publication format. For classroom teaching purposes, this section in chapter one is explicitly cited by the
student researchers. Also, when researchers submit research proposals for funding, this section is
explicitly cited for evaluation purposes.
Personality and Stress Level of BSEd-Math Students in VSU-Isabel: The Association Analysis
Daphny R.Donayre, Aljohn B. Estrera, Dianne P.Ignacio,

Eleazer P. Lagadon, Aira M. Monterona, and Marvie R. Surigao
BSED Math IV, Visayas State University - Isabel
Significance of the Study
The study is focused on the relationship of personality and stress level of BSEd-Math students that
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is beneficial to the following:
Student. The student will be benefited from this study in a way that they will know their personality
type and how to cope up stress base on their innate personality trait/s.
Math Students. The BSEd-Math students will benefit from this study in a way that they will be
aware in the different stressors that affects their academic performance so that they will know how to
avoid the stress that will affect their personality.
Teacher. The teacher will benefit from the study in a way that they can help the students in coping
up stress through implementing and using strategies or methods of teaching that will lessen the
students’ stress level.
Department of Teacher Education (DTE). The DTE will benefit from this study in a way that they
will conduct seminars, symposiums and make some adjustments on handling the students to avoid
high level of stress of the students.
School. The school in general will benefit from this study in a way that the they can determine the
factors that affects the students’ emotional, physical and academic performance and can implement
possible solutions that will also benefit the students especially in dealing their stress level.
Future Researchers. This study will benefit future researchers in a way they will be able to use this
study as their references and will serve as a guide to complete research study.
In this section, you can think of as many group of individuals as necessary who will take benefit of
the study. Observe that it is explained above how the group of individuals can make use of the study. It
is wiser to explicitly and deliberately present how they can make use of your study so that more
researchers will quote and cite your study.
The Scope and Limitation of the Study. Presented below is a sample of published research
output showing the scope and limitation section of the study about the relationship between types of
intelligence and career choice. It is composed of two (2) paragraphs and eight (8)sentences. The
sentences are numbered for your convenience.
Relationship Between Types of Intelligence And Career Choice Among Undergraduate Students Of
Maseno University, Kenya
Richard Juma Atela, Prof. Lucas Othuon Ph.D, and Prof. John .O. Agak, Ph.D.
School of Education, Maseno University, P.O Private Bag, Maseno, Kenya
Scope and Limitation of the Study

1Thetarget population was first-year students and therefore the sample did not include all students
in other academic years at Maseno University or in any other public university. 2The B.Ed. programmes
were included in the scope of the study because of their strong bearing on multiple intelligence as
reflected in the five cohorts in the B.Ed. programmes. 3Lastly, B.Ed. programmes are also a
representative in study units either in sciences, humanities or languages.
4Due to the uniformity and duplicity of the B.Ed programmes and courses in Kenyan public
universities, the study was limited to only one public university, Maseno University. 5For comprehensive
results all public, private universities and other institutions of higher should have been included in the
study, but financial and other logistical constraints made it impossible to cover all institutions of higher
learning in the country. 6The integration of (KUCCPS) regular and self-sponsored (Special) students
posed a daunting limitation to administration of instruments as it was difficult to decipher the motives of
the career choice. 7Further, cohorts may be difficult to isolate due to confounding variables like
similarity in subject choices and common units. 8Since the study was done with large groups especially
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in the B.Ed Arts and B.Ed-Science, this may have obscured important individual and subgroup
differences for groups with low enrolments like B.Ed-French.
The first paragraph presents the scope of the research study. In sentence 1, it is explained that the
set of respondents are first year students of Maseno University. In sentence 2, it is specifically explained
that students under B.Ed programmes were included in the study. In sentence 3, it is clearly specified
further that students under sciences, humanities, or languages curriculum were covered in the study.
Observe that sentences 1 and 2 provide brief explanation on the selection of this set of respondents.
The second paragraph presents that limitation of the research study. In sentence 4, it explained
that only one public university is used in the study - the Maseno University. In sentence 5, it is explained
why non-inclusion of all university is made. This is due to financial and logical constraints. In sentence 6,
it presents further other limitations in relation to administration of instruments when self-sponsored
students are included. In sentences 7 and 8, it explained further other reasons why non-inclusion of
other sets of students are made.
In this section, you can present as many scope and limitations as needed. You can also include
explanation why limited only to certain few variables. Also for data that has concern to time element, you
can also include explanation on why only a specific period of time is used in the study. This is the
section where you can present certain coverage and boundaries of the research study.
The Definition of Terms. Presented below is a sample of unpublished student research output
showing the definition of terms section.
Associational Analysis: Teaching Styles and Teaching Efficacy of the Fourth-Year Education Students
at VSU-Isabel
Jamaica Olorvida, Gerald Anderson D. Zamora, Anjo A. Alcorroque,
Ma. Florafel M. Requiso, Amelita E. Astillero, Jessie P. Palad, Mariane G. Lacbayo
BSED-MAPEH IV, Visayas State University - Isabel
Definition of Terms
Teaching Efficacy. It refers to the level of efficiency of the education students during their practice
teaching as reflected in their response on the survey questionnaire developed by Megan Tschannen-
Moran, College of William and Mary Anita Woolfolk Hoy, the Ohio State University.
Teaching Style. It refers to the varied teaching style used by the practice teachers that determine
their efficacy in the field of teaching as reflected in their response on the survey questionnaire
developed by Grasha-Riechamann
Observe that teaching efficacy and teaching style are explicitly defined by the researchers as the
results from the survey responded by the student-respondents. Aside from its original definition, this kind
of definition of this section will give enlightenment to the readers that these significant variables of the
study will produce data ready for data analysis and interpretation.
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Name__________________________________________ Lesson No. _____ Course & Year ________
Directions: There are two (2) research topic boxes presented to you in this activity. Classify the
topics according to general topic, specific topic, and research objectives. Write your
answers inside the table the table below.
Box No. General Topic Specific Topic Research Objectives

1
2
Research Topic Box 1

 What is the relationship between Internet addiction level among high school students at Irbid
public schools, and their psychosocial adaptation problems?
 Level of internet addiction among high school students
 Are there any statistically significant differences for the Internet addiction among high school
students at Irbid public schools that may be attributed to the variables of (study branch, gender,
grade, average browsing hours per session, average in the first semester)?
 Relationship psychosocial adaptation and level of internet addiction
 What is the level of Internet addiction among high school students at Irbid Public Schools?
 What are the negative results of using Internet among high school students at Irbid Public
Schools, from their standpoint?
Research Topic Box 2

 To determine the school based factors that affect student performance in science & mathematics
in primary schools.
 Students' Academic Achievement in Science and Mathematics in Primary Schools of Hawassa
City.
 To identify the student related factors that affect student performance in science & mathematics
in primary schools.
 Relationship between socio-economic status and student performance in science & mathematics
in primary schools.
 To investigate the parents related factors that affect student performance in science &
mathematics in primary schools.
 To assess demographic and socio-econmic factors that affect student performance in science &
mathematics in primary schools.
 Relationship between demographic and student performance in science & mathematics in
primary schools.
 To evaluate whether there is significant difference in academic achievement between male and
female students?

Same instructions as previously stated . DEADLINE is posted in our google classroom.
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Activity No. 2M
Name__________________________________________ Activity No. _____ Course & Year ________

Directions: Analyze and answer the problems below. Follow the instructions carefully.
TEST I: Formulating the Research Topic and Research Objective.

STEP 1: From your chosen research area in Group Activity 1, “think individually” of three (3) general
topic and specific topic that can be considered in your group research study this semester. For every
general topic, write as many specific topics that you can. Review Module 2 on how to select a
research topic. Write your answers using the format below.
No. General Topic Specific Topics
1
2
3
STEP 2: Bringing your output in Step 1 above, form group chat, and share your outputs with your
members. Among all the outputs of your groupmates, as a group, you have to choose the top three (3)
general topic with its corresponding specific topics from your members. Observe the characteristics of
a good research problem in selecting your top three (3). Write the final top three (3) using the format
below. Write individually your step 2 outputs below.
No. General Topic Specific Topics
1
2
3
STEP 3: Formulate “individually” the research objectives of your selected top three (3) general topics.
Write your answers using the format below.
General
Research Objectives
Topic No.
1
2
3
STEP 4: Bringing your output in Step 3, meet your groupmates again and share your outputs. Among all
the outputs of your groupmates, as a group, choose the top two (2) general topics and collate
reasonable research objectives. Observe the characteristics of a good research topic in selecting your
top two (2). Write the individually final research objectives below.
General Topic Specific Topics Research Objectives
1
2
STEP 5: Create an outline of chapter 1 for the selected top two (2) topics. Just use bullets in writing your
ideas. Write them on the table below.
Parts of Chapter 1 Topic 1 Topic 2
Introduction
Statement of the
Problem
Significance of the
Study
Scope and Limitation of
the Study
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Definition of Terms
STEP 6: A a group, share your outputs in Step 5. Then, finally, choose one (1) final topic for your
research study this semester. Review the characteristics of a good research problem discussed in
this module so that you are guided in choosing the final topic.
Final Topic Specific Topics Objectives
TEST II. INDIVIDUAL ACTIVITY. Based on your output in Step 6 above, write the Chapter 1 of your
research topic. Refer to module 2 in writing your Chapter 1. Just encode your output on the
space below. Then run your individual outputs with your plagiarism checker. Submit in our
google classroom both the plagiarism report and your output.
RUBRIC IN GRADING THE GROUP OUTPUT

Grade
Criteria
1.0 2.0 3.0 4.0 5.0 6.0
Lay-out, Margin, Spacing, Font Style and Size,etc.
Grammar, Spelling, Punctuation, Capitalization, etc.
Submitted on time
Quality of the Introduction
Quality of the Statement of the Problem
Quality of the Significance of the Study
Quality of the Scope and Limitation of the Study
Quality of the Definition of Terms
RECOMMENDATION __ Accepted, No Revisions Needed

__ Slightly Revise and Re-submit
__ Major Revision and Re-Submit
__ Read Again Module 2, Create New, Submit
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Module Posttest
Directions: Read and analyze the problems below after reading this module. This will test your
I. Classify the following research titles as quantitative research and qualitative research. Write
your answer on the blank provided.
___________________ 1) The Effect of Autonomy, Personality, Stress and Job Satisfaction to Job
Performance of Teachers at Senior High School
___________________ 2) A Phenomenological Study of the Lived Experiences of Elementary
Principals Involved in Dual-Career Relationships with Children
___________________ 3) Cognitive Styles and Gender as Predictors of Students’ Achievement in
Summary Writing in Selected Secondary Schools in Ibadan, Nigeria
___________________ 4) Determinants of Self-Esteem, Educational Performance and Career
Prospects among Secondary School Students in Navakholo Constituency,
Kakamega, Kenya
___________________ 5) The Vietnam War, Its Causes, Consequences, and Scars it Left
II. From the set of research topics below, encircle the general topic and underline the specific
topics.
4) blended-learning in tertiary education | impact of blended-learning | methods of blended-learning
5) effect of stress in job performance | job performance of math teachers |
relationship between personality and job performance
6) association between entrance exam results and licensure exam results |
influence of study habits to the licensure exam results |
licensure exam results of BEED graduates
Answers to the Pretest and Posttest
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Module 3: Review of
Related Literature
Module Overview
This chapter will provide the students concepts and background in writing the chapter of a
research paper, The Related Literature. The student will learn to make their own version of related
literature of their research study.
Motivation Question
Why need to review literature when conducting research study?
Module Pretest
I. Presented below is a sample biographical note. Identify each part correctly. Write your answers
on the blank provided.
Worthington, A. C., & Lee, B. L. (2008). Efficiency, technology and productivity change in Australian
universities, 1998-2003. Economics of education review, 27(3), 285-298.
1) Volume Number ________________________________________________________

2) Pages
________________________________________________________
3) Author/s
________________________________________________________
4) Year Published
________________________________________________________
5) Name of Journal ________________________________________________________
6) Title of the Article
________________________________________________________
7) Issue Number
________________________________________________________
II. The sentence below are erroneous in terms of punctuation marks, comma, period, parenthesis,
semi-colon, or quotation mark. Put those marks in the sentence appropriately.
1) The first principle guiding this work entails that teacher educators model the instructional techniques
they are suggesting ISTs use with their own students Bailey & Taylor 2015 Putnam & Borko 2000
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2) Goldsmith & Schifter 1997 argue Teachers seeking to change their practice may not have useful
images from their personal experience to guide the creation of a focused and productive classroom
culture
3) As many research studies have documented reflection is closely related to learning Artzt, Armour-
Thomas & Gurl 2015 Borasi et al. 1999
4) For example Artzt 1999 used structured writing assignments to assist preservice teachers in reflecting
before and after teaching
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Lesson 3.1:
Conducting Literature Review
Lesson Summary
This lesson presents the importance of conducting related literature and the guidelines in
conducting review of related literature.
Learning Outcomes
At the end of this chapter, the learners would be able to:
1) Identify different forms of plagiarism.

2) Express their opinions about a plagiarized article.
3) Differentiate conceptual and theoretical framework.
4) Develop a conceptual and theoretical framework of their research study.
5) Cite properly the sources of their materials.
Motivation Question
Why review related literature?
Discussion
Review of Related Literature
A literature review gives a thorough background of the research problem. It is a written explanation
of the researcher about the research problem. This will guide the reader of the overview of major
findings and existing gaps about the problem.
It is not a list, but a narrative that will help the reader understand the topic and let them know
where you stand between the debate of the scholars about the research problem. This will also help the
reader see the different sides of the research problem. Also, they will see who are giving the arguments
and are studying about the research problem.
The reader can make a sense on how you will answer the research problem by reading the
literature review. A good literature review highlights previous arguments and evidences that are helpful
towards the solution of the main research problem.
As an initial start about the writing the review of related literature, be guided of the following:
 Select and evaluate relevant sources such as books, journals.
 Make a system in keeping the gathered related literature.
 Classify the gathered literature according to the statement of the problem.
 Write the narrative or story about the relevant literature on the research problem.
 Cite the sources properly.
Ethical Standards in Writing Literature Review
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Researchers must observe ethical standards when writing literature review. This will ensure high
value of credibility, academic honesty and integrity in research outputs. Observe below the following
basic guidelines when writing literature review,
Avoid Plagiarism. Plagiarism is a form of academic dishonesty where a writer uses
someone else’s text, works, thought, or ideas, with or without consent, by incorporating them in
one’s own work without full acknowledgment. The rule of thumb is always acknowledge the
source of information. Always give due credit to the authors of those ideas by creating a
reference list and in-text citation. Avoid making it appear as your own works.
Avoid Self-Plagiarism. Text recycling is reusing one’s own work or data in a ‘new” written
product without informing the readers that the source is already appeared in another literature.
This practice is also a form of academic dishonesty. Another form of this academic dishonesty is
dividing a huge research study, that should have been presented in a single study, into smaller
published research studies.
Acknowledge People. Recognition of people who contributed ideas, theories, and original
concepts is a must in literature review, or in a research study in general. Those people or authors
who made significant contributions in the making of your research need to be acknowledged.
Your research paper will not be complete without them.
Observe Fairness. If reviewing major studies related to your study is a must, then
reviewing minor studies is also important. Include in your review those minor studies that will
provide significant contributions to your research study. Avoid the attitude of giving discredit to
other study that show contradiction to your research problem.
Different Forms of Plagiarism
There are various types of plagiarism which are serious forms of academic dishonesty. Some
writers have either intentionally of unintentionally committed these violations. Regardless of the intention,
you must avoid them so as not to smear your reputation as a researcher.
Complete Plagiarism. This is the most severe form of plagiarism. This refers to taking a manuscript
and claiming it as its own and submit it under its name. This form of plagiarism is equivalent to
intellectual stealing.
Direct Plagiarism. This refers to the word-for-word copying of someone’s work without attribution
and without quotation marks. This is unethical, academically dishonest, and grounds for disciplinary
actions, including expulsion.
Source-based Plagiarism. This refers to using secondary data or information but citing only the
primary source of the data or information.
Self Plagiarism. This refers to copying a content of his own work, which was previously published,
without proper attribution. Another form of self-plagiarism is submission of the same work to different
entities without disclosure. A classroom scenario of this form is when a student submits the same project
or output to different instructors without the knowledge of these instructors.
Mosaic Plagiarism. This refers to copying the content of a certain source and just simply changing
some words using its synonyms. Then the original sentence structures are not changed. This is the
poorest form of paraphrasing which is called as patch writing. This remains to be academically dishonest,
even if you cite the source.
Inaccurate Authorship Plagiarism. This refers to attributing ideas, quote, or excerpts to incorrect
source or wrong author. This also includes a nonexistent source. This can be avoided by taking down
source immediately upon picking out the ideas of the authors. Developing a good documentation
practice will help you do away with this kind of plagiarism.
Accidental Plagiarism. This form of plagiarism includes negligence to cite sources, unintentionally
use of similar words, phrases, or even sentence structures without attribution. This form remains to be
academically dishonest and subject to grounds for disciplinary action.
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Plagiarism does not only apply to written works. It also applies to pictures, artwork, music, and any
form of visual presentations.
Writing Related Literature Review
A literature review is a document where different sources are being presented and their overall
relationship to the research problem. The characteristics of a good literature review is a sign of
synthesis and understanding of the topic. It is this section of the research paper where the connections
between the literature being reviewed is being illustrated, which in turn is a strong evidence of
analytical thinking. The simple listing and identifying the sources is being avoided in this section.
Otherwise, it will appear as annotated bibliography.
When writing a review of the related literature, work around the variables, or research sub-topics
you have selected. Source materials should be critically evaluated and weighed for adequacy,
appropriateness, and thoroughness prior to inclusion in the review. Those which do not meet this
criteria should not be included in the literature review.
Collecting Related Literature. Identifying potential sources is an important element in literature

review. It requires vast knowledge on different sources, such as journals, books, newspapers, among
others. These sources can either be print or online materials. The online sources will provide you a
bulk or tons of different materials. You simply key in keywords in the search engines. However, you
have to meticulously evaluate legitimate sources by considering the following elements:
 Author. The credibility of the author can be evaluated by its professional background.
Look for the contact information or credentials of the author in the site. Also, look for
the complete details of information necessary to make bibliographical notes when
considering its inclusion in your literature review.
 Reliability. The reliability of the source can be evaluated by the purpose or motive or
the creator of the site. You may consider the domain of the page (.com, .org., .net.,
or .edu)
As a rule of thumb, you have to consider scholarly sources over personal and nonscholarly
sources. The reputable sources have to on top of the list which includes the following: scholarly journal,
books, thesis and dissertations, government documents, policy reports and presented papers.
Reviewing Related Literature. Reviewing literature is a tedious task in a research paper.

Various methods are being used by many researchers from novice to expert researchers. The
applicability of the method depends on the personality, comfort, or expertise of the user.
 Note Card. This method is simply writing down chosen literature in note sheets. There
is only one source and one topic per sheet for convenience, when segregating in
terms of similarities. The sheets with similar topic will be grouped together in
preparation for the synthesis stage of writing the literature review. As the technology
has evolved, this has been done using the word document files and saved in a folder
in laptops.
 Literature Map. It is a visual summary of past researches and studies presented in a
chart. There are various ways of framing the literature map. One can work on
hierarchical or top-to-down representation in which the bottom of the hierarchy is the
proposed study.
 Venn Diagram. Each circle houses a specific study, then the intersections formed
between the circles contain possible topics of research based on highlighted
similarities and differences.
 Literature Grid. This can be done using a tabular form. The column headings are the
themes (or topics) of the collected literature. The row heading are the authors of the
collected literature
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There can be many possible methods to be used in reviewing literature. Regardless of what
method to use, the main idea is the presentation of existing literature and highlighting the “research
gap” that needs to be studied.
Synthesizing Related Literature. Synthesizing is putting together different ideas from different
sources into a whole. In literature review, it is making connections among and between varied and
numerous source materials. The topics or argument are being grouped together in order to create a
whole view of literature related to the research problem.
When writing the synthesis of related literature for a quantitative research study, you must
contain the sections for introduction, topic 1 for independent variable, topic 2 for dependent variable,
topic 3 or the link between these variables through previously conducted studies or the intervening
variables, and summary. In this strategy, you stay on focus and relate your literature review closely to
your research problem.
Citing References (APA In-text Citations)

Citing references is a process of documenting the various sources of materials and information
relevant to the study. It is the way of informing the readers that certain materials in your work came
form other source.
There are plenty of socials sciences disciplines use the APA format for citing sources. The most
current guide is the Publication Manual of the American Psychological Association 6th Edition (2010).
There are other guides such as Modern Language Association (MLA) and Chicago Manual of Style
(CMS). In this book, we will use the American Psychological Association (APA).
Presented below are the most common types of in-text citations which are adapted from the 6th
edition (2010) of the APA manual. For more examples, visit the Chapter 6 (pages 174 - 179) of the
APA manual or browse the APA Style online guide at http://www.apastyle.org/index.aspx. At page 177
is a useful chart about in-text citations.
Book, In-text citation rule: For paraphrasing and quotations, always include the author's last
Single Author name and the date published. Paraphrases do not have to include page numbers (and
6.11 some instructors may prefer this method, so check with them). However, in the new edition
of the APA Manual, they are recommended.
Referring the author in the text: According to Ball (2001), the earth contains many bright
colors (p.10).
Author not referred to in the text: The earth contains many bright colors (Ball, 2001,
p.10).
Book, If a work has only two authors, cite both names each time you reference the material.
Multiple Authors
EXAMPLE: According to Bird and Martin (2005), Robert Oppenheimer led a tragic life.
6.12
If a work has three, four, or five authors, you should cite all of the authors by last name in
the first in-text reference. In a subsequent reference, you would cite the name of the first
author listed followed by et al.
EXAMPLES:
Johnson, Lee, and Martin (2010) attempted this experiment. [first in-text citation]
Johnson et al (2010) confirmed the number of participants.
If a work has six or more authors, only cite the first author's last name followed by et al for
all in-text citations.
Vidal et al (2010) concluded that working in a library is the best job a student can have.
Works with no author For an in-text citation for a source with no identified author, your in-text citation will include
6.15 the first part of your reference, usually the title.
EXAMPLE: When research is completed in a timely manner, student grades are better
("How To Succeed," 2010).
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Corporate author EXAMPLES:

(easily identified by
According to the National Institute of Mental Health (NIMH, 2007), high cholesterol levels
acronym)
are affecting children as well as adults.
In subsequent in-text citations, you should use NIMH (2003).
Para-phrasing. This refers to restating someone’s idea (or your own previously published idea) in
your own words. It allows you to summarize or synthesize information from one or more sources, focus
on significant information, and compare and contrast relevant details. Many published authors are using
this method. The student authors are also encourage to do paraphrasing in their work. While doing
paraphrasing, always cite the original work using either the narrative or parenthetical citation format.
Direct Quotation. This refers to reproducing words verbatim from another source or from your own
previously published work. Instead of directly quoting from the source, it is better to paraphrase in order
to custom fit to your writing style or to the context of the paper. However, you can always use direct
quotation on the following instances:
 Reproducing an exact definition;
 Quoting an author’s memorable or succinct statements; or
 Responding to exact wording.
A proper consultation to immediate supervisors are important since some of them consider some
limitations on allowing certain number of direct quotations.
Observe below the difference between the examples of Direct Quotation and Para-phrasing:
Direct Quotation Para-phrasing

Randler (2009) states that late risers have “a high Randler (2009) states that people who are
misalignment of social and biological time” which naturally morning people often also display traits
results in a mismatch between their natural that are considered proactive. He also suggests
schedules and the normal workday (p. 2793). that late risers may not show as many proactive
or traits because they naturally operate on a different
sleep schedule (p. 2793).
“People with a high misalignment of social and
biological time may be less able to act in a or
proactive manner, probably because of sleep People who are naturally morning people have
delay” (Randler, 2009, p. 2793). been shown to also display traits that are
considered proactive, and late risers display fewer
Notice that there are two ways to incorporate a
source: of these traits because they don’t get enough
sleep on days when they have to go to work or
school (Randler, 2009, p. 2793).
 Singal phrase – using the author’s
name in your own narrative, and then
incorporating their idea or words into a
sentence, like the first example above.
 Direct quotation – Using the words or
ideas of the source independently and
adding the author’s name in the in-text
citation, like in the second example.
Source: https://libguides.bristolcc.edu/c.php?g=978345&p=7411079
Writing the Conceptual and Theoretical Framework
The theoretical and conceptual frameworks created by many researchers include philosophical
and methodological model to help design their work. They provide an explanation on why the study is
important and how the research will find solutions to the research problem. These frameworks are like
foundations of a house.They provide important support for the structures of the study and clarify the
context of the study. They are similar to the blueprint of the house.
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A formal theory will guide the outcomes of a research. This serves as a beacon that will lead the
researcher to find solutions to the research problem. It also serves as basis in gathering and analysis
the data that will provide strong evidence of academic standards and procedure.
The Conceptual Framework. This section can be presented in graphical form or narrative
form, or combination of graphical and narrative forms. It is in this section where the arguments
about why the research problem needs to be studied are being presented. This also provides
explanation of the presumed relationships of the variables.
This section plays a vital role of the entire research study. This provides the overall
background of the study that guides both the reader and the researcher in looking at how the
research study help additional knowledge about the research topic. This will also reflect how the
other elements of the study are align with each other. Also, this will also provide a clearer picture
of the research standards that are met by the research design and the research methodology.
The Theoretical Framework. This section can be presented in graphical form or narrative
form, or combination of graphical and narrative forms. This section presents published and highly
identifiable theory that serves as the guide in finding solutions to the research problem.
It is in this section that the researcher will identify the theory selected for the study. The
researcher in this section will specify the theory to be used and will present the content of the
theory that will relate to the study. The researcher can also present review of prior studies where
the theory are being used. The researcher in this section will also explain how the research study
can contribute to the body of knowledge on the topic in relation to the theory.
Name__________________________________________ Lesson No. _____ Course & Year ________
1) Which of the ethical standards in writing literature review struck you most? Explain.
2) Among the forms of plagiarism, which do you think is the most commonly practiced by students like
you? Why?
3) Explain briefly how to write review of related literature (collecting, reviewing, synthesizing)?
4) Which of the APA In-text Citation (citing references) is most commonly applied by you in the past
experiences? Present example of your experience.
5) Rewrite the statement below using both direct quotation and para-phrasing.
"Everyone is doing their best dahil kapag tayo po ay pumalya, baka sariling pamilya rin namin
ang mag-suffer sa COVID. Wala pong such a thing as natutulog sa pansitan dahil lahat po tayo under
threat from COVID. We all have families; we all have to take care of them. So, all members of the IATF
are giving their best shot because they know eventually it may enter their homes."
Secretary Harry Roque
Presidential Spokesperson
17 August 2020
6) Explain the difference between theoretical framework and conceptual framework.

Same instructions as stated on previous lessons. Deadline is posted in our google classroom
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Lesson 3.2:
Let us Observe and Learn From Published Papers

Presented in this section are sample research outputs. Others are published in international
research journals. Observe how these parts of chapter two of the research papers are written by the
researchers.
Observe the published paper on Impact Teacher Absenteeism on Student at Primary Level in
Balocchistan. The literature review is composed of two (2) sections. The first section presented related
literature review about Teacher Absenteeism. The second section is about Effects of Teacher
Absenteeism on Student Achievement.
In the first section, the researchers focused their review about the main topic teacher absenteeism.
The researchers made a synthesis on the different ideas, thoughts, research findings from different
sources about teacher absenteeism. These different ideas are joined together to form one whole idea
that comprises the section on teacher absenteeism in this paper.
The second section focus on the sub-topic effects of teacher absenteeism on student achievement.
As an extension (sub-topic) on teacher absenteeism, the researcher focused the review on how teacher
absenteeism affect the achievement of the students. Observe closely in this section that ideas from
different sources are joined together which formed into one whole idea and become one section in the
literature review.
You notice that the titles of the two sections are closely relevant to the main title of the research
paper. This shows that the main title are broken into small topics and explained thoroughly utilizing the
ideas from different sources. This literature review is giving a thorough background of the teacher
absenteeism. This also explains further about the impact of teacher absenteeism on the student
achievement and guides the reader of the overview of major findings and existing gaps about the
teacher absenteeism.
Impact of Teacher Absenteeism on Student Achievement at Primary Level in Balochistan
Rukhsana Niamatullah1, Ajaz Shaheen1, Nagina Gul2, Abdul Rab3, Ali Murtaza Shah1
1Facultyof Education, Lasbela University of Agriculture, Water and Marine Sciences, LUAWMS Uthal,
Balochistan, Pakistan.
2Department of Management Sciences, Balochistan University of Information Technology, Engineering
& Management Sciences (BUITES), Quetta, Balochistan, Pakistan.

3
Faculty of Management and Social Sciences, Lasbela University of Agriculture, Water and Marine
Sciences, LUAWMS Uthal, Balochistan, Pakistan.
Literature Review
Teacher Absenteeism
Teacher absenteeism is contemplated a main barrier through the worldwide organization and
creates hurdles and difficulties to staff and stop them to achieve the objectives. Teacher absenteeism
means excused and unexcused absency, excused absence includes sickness, funeral leave and
problem of transport, while, unexcused absence is done without official reason (Walfin, 1981). A study
was conducted by Bullington (2002), found that really the rate of teacher absenteeism is affecting
student achievement some teachers make day of by themselves on the bases of illness while some
teachers have to pay their duty and the communicable disease move to their coteachers. In result of
this teacher absenteeism becomes greater and lessens the capacity of teacher’s work that performs
while ill (Bullington, 2002). According to Nelson and Quick (2008) teacher absenteeism is caused by
the dissatisfaction of teacher job, monthly salary and lack of motivation which creates negative
relationship and also affect student academic performance. Many researchers have accepted teacher
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55
absenteeism as critical issue in educational system than in any occupation.

According to Luthans and Kreitner (1985) distance from school and transportation is challenging
teacher to make absent. Lots of teachers keep themselves away from school because they do not have
transport facility. In rural areas, mostly teachers do not go to schools because they are aware that
place is far and roads are not proper for transport that any circuit supervisor will be able to easily get to
the school that is why teachers do not go to school and they excuse to not having money for fare, rain
and funeral etc (Lai and Chan 2000). Lacking interest in job also causing teacher absenteeism, it was
investigated that teacher obtained higher degree they mostly missed the class and use teaching as a
stepping stone in life and nonprofessional teachers always find better jobs (Blau,1985). Dissatisfaction
is another reason to stay away from schools; teachers who are not satisfied of their jobs they mostly
make off from their work (Nelson and quick, 2008). Also, in international research, five broad categories
were found that cause teacher absenteeism including working condition, management, social and
cultural responsibilities and community conditions. (Mary et al., 2015).
Extent research have examined the causes of teacher absenteeism. They found that low salary is
one of the causes that is barrier to fulfill their life goals and teachers are not satisfied from it. Lack of
basic health means also causes the teacher absenteeism; it shows that lack of food and access to a
hospital and shortage of clean water compels teacher to make absence and results in sickness and
disease (Tao, 2013). Furthermore, lack of motivation is another cause of teacher absenteeism.
Professional development opportunities were reduced due to lack of motivation for teachers. Women
are forced by patriarchal division of labor and expectations to be primary caregivers and housekeepers.
Actual opportunities to advance school policies are not reflected, which mentions that men and women
have equal opportunities to advance them. Female teachers mostly have less time to study the
certification exam and perform poorly because of domestic obligations; this may lead teacher to higher
absence rate (Tao, 2013).
Usman and Suryadarma (2007) studied Indonesian teachers’ absenteeism and found that
headmasters and highly educated teachers missed school days more than grade teachers (such as
teachers who teach subjects other than physical education and religion). Extra jobs availability and
opportunities outside of the schools were not found significant factor in teacher absence rates for highly
educated teachers. Because of low control of District Education Office headmaster had high
absenteeism rates than grade level teachers (Usman and Suryadarma, 2007). in addition, Illness was
mentioned as cause of absenteeism of teachers in Malawi. In an HIV/AIDS study personal sickness,
funeral attendance and attending sick family members considered the reason of teacher absenteeism
(Kadzamira, 2006). Although teachers with some health problems might still attend work, some
problems affect the ability of the teacher to carry the learning process. For example, a study was
conducted on voice problem in United States, and found that 3.35% of female teachers were absent
due to voice problem (Medeiros et al., 2011).
Attending workshops and meetings caused teacher absenteeism in the Pacific Region which
hurdles teacher to plan and fulfill professional development opportunities and other professional duties
(Uehara, 1999). According to study conducted in Indonesia by Muralidharan and Sundararaman (2013)
found that contract teachers were mostly absent than non-contract teachers. Contract teachers were
appointed on agreement by local school were less trained and paid less. acquiring permanent teaching
positions are also low for contract teachers (Usman & Suryadarma, 2007). Moreover, structuring a
school with multigrade classrooms results higher teacher absenteeism. Teachers in India and
Indonesia were more likely to be absent in schools where multigrade teaching took place. Teachers
were in stress due to multigrade classroom (Usman and Suryadarma, 2007). Poor work conditions are
another cause to increase teacher absenteeism rates in different areas (Ngimbudzi, 2009). Such
conditions include poor quality or inadequate school infrastructure such as teachers’ offices,
classrooms, furniture and toilets. In rural areas where decent accommodation is a challenge, lack of
teacher housing forces teachers to leave far away from the school. In addition, locations of some
schools are such that there is no restaurant or food delivery services in the school vicinity. As a result,
lack of staff lunch might cause some teachers to skip work (Okurut, 2012; Al-Hassan, 2009; Alcazar et
al., 2006).
Effects of Teacher Absenteeism on Student Academic Achievement

Teacher absenteeism is a growing and key challenge in schools negatively affecting quality
education. A teacher in the classroom is an important but insufficient prerequisite for improving learning
achievement. However, absenteeism significantly influences the learning outcomes of the children in
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the classroom.
The learning passion of students in classroom ultimately consumes when a teacher makes days off
on regular basis; teacher absenteeism impacts (Bruno 2002). Replacement of absent teacher is
different in urban schools. Teacher, who is substituted, is not always able to the usual classroom
teacher’s routine although, instructional methods do not encourage students to take interest in learning
(Darling-Hammond, 1995; St. Michel, 1995). Further research was conducted that students’ behavior
and class performance disturb when they have to fit themselves with new teacher as compare to
previous teacher because substitute teacher is not able to teach effectively. Furthermore, the regular
teacher cannot concentrate on their instruction when she is substituted with an unqualified teacher and
it causes the low concentration and energy of students towards learning as they do with their regular
teacher (Elliot & Manlove, 1977). Because of teacher absenteeism the regular activities and procedures
of school and classroom are disturbed e.g. discontinuities of instructions may affect the student
achievement. Teacher absenteeism and poor attitude slow the student academic progress and the
relationship of student and teacher would be weakening when absence of teacher is high and cause
student absenteeism as well; for instance, when student get absent frequently from school and asked
why they do not go to school in response that his teacher also makes day off (Jacobson, 1989).
According to Ehrenberg et al. (1991) high rate of teacher absenteeism discourage student to attend
classes and impacts on student regularity in school. It was proved that urban teacher did not care the
problem of teacher absenteeism while this study shows that only 1.6% teachers accept that teacher
absenteeism interferes student performance (national data from the United States Bureau of Labor
Statistics, 1996).
A study by Miller (2012) shows that teacher has the most important role to the academic success of
students but teachers, who make absences frequently are not able to transfer the quality of education.
Colleagues have to bear the work burden of their fellow teachers who are often absent then trust and
harmony among staff is decreased. In Indonesia, the teachers who teach subjects have low teacher
absenteeism rate as compare to high qualified teachers who deliver the physical and regional
education. Extra job opportunities were not available for high educators and headmasters had the high
rate of absenteeism due to insufficient guidance (Usman & Suryadarma, 2007). Furthermore, teacher
absenteeism causes wastage of public and private resources and significantly damages the system of
school (Miller 2012). Das et al. (2005) reported that when a teacher had the same class for two years it
increased 5% of teacher absence rate and reduced the learning level of students by 48% in that
duration. This study demonstrated that regular absence of classroom teacher had slowed and stopped
the academic growth of students and they lost time in playing in order to learn (Darling-Hammond,
1995). Yiga and Wandega (2010) reported that 80% of students responded that their syllabus remained
incomplete due to teacher absence and resulted in low grades (Yiga and Wandega, 2010). In addition,
teacher attendance is as important as student attendance. If teacher misses the school a day,
substitute teacher is directly affects student achievement. Teacher absenteeism does not only affect
learning level of students but also disturbs the overall running building including people in school.
In developing countries, many researchers observed that high rate of teacher absenteeism is hurdle
to impart education. Absence of teacher is a serious issue to improve education system effectively in a
country. Similarly, the negative bond of teacher absenteeism and students’ achievement (Bayard,
2003; Manatt, 1987; Sankale, 2014). When teacher makes days off over 7.5%, highly affects the
students’ achievement (Mdden, Flanigan, Richardson, 1991). The increase rate of teacher absenteeism
is high in rural area as compare to urban schools of Pakistan; most of the teachers may have troubles
due to lack of training (World Bank Report, 2015). Teacher absenteeism is very common problem and
affecting the student achievement (Barbara Knapp and Gene, 2004). A research conducted in Nepal
Karnali and Gandaki shows that 18% teacher were absent from school while 21% was present but they
were out of the class during lecture (Narhari et al, 1971). Another study was conducted that teacher
absenteeism negatively affected the students’ achievement; the high rate of teacher absenteeism could
decrease the level of student performance (Uehara, 1999). Similarly, in Indonesia, it was researched
that when teacher makes more days off the interest of students decrease in mathematics and get the
low scores as well as the reading power cannot improve well (Suryadarma et al., 2006). Clotfelter, Ladd
and Vigor argued (2007) that absences of teacher in classroom lessen the learning opportunities of
students; furthermore, it was stated that teacher absenteeism reduced the math test score.
Another study investigated the Nigerian teachers’ absenteeism, found that teacher absenteeism rate
was found low and high rate of teaching activity was high in private schools rather than public schools
(Tooley, Dixon, & Olaniyan, 2005); in same year another study was conducted by National Bureau of
Economics that to qualities school system was hard until reduced teacher absenteeism from
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developing countries. Ehrenberg et al. (1991 relevant research also shows that when teacher is absent
regularly from school can negatively impact the students’ performance. Moreover, the more absence of
teacher from the classroom causes the students to get low score in every test. Another study was
conducted in Nigeria that teacher absenteeism is broad issue which negates the goal which was set for
improvement almost 20% of teaching staff was absent without having permission in Nigeria (World
Bank, 2010). Ehrenberg et al. (1991) reported that teacher absenteeism directly affects the quality of
instruction and results in low performance of schools.
If teacher makes regular absence the negative impression goes to students and society regarding
teachers, relationship among staff can be disturbed and cause the negative school working
environment. Similarly, quality of education, student academic success as well as the implementation
of teaching plan in class have been interrupted (Hassan, 2009). Comparing both developed and
developing countries, teacher absenteeism rate is high in developing countries. In India the study was
conducted on primary education that shows when 226 Schools were visited so the one-third principles
were on their duty whereas, 17% teachers were absent from schools and 20% were not in class during
the visit of schools. Another study was conducted in India that absenteeism is equal among the old
teachers, qualified teachers and head teachers (Chaudhury et al., 2004). As compared to developing
countries, developed countries’ rate of teacher absenteeism is low, estimated rate of absenteeism is
between 6-8% (Bowers, 2001; Bradley, Green & Levee, 2007).
Pakistan is a developing country and its place is 113th among 120 countries and literacy rate is only
57% (Bejwa, 2011). Also Pakistan is one of them where the issue of teacher absenteeism is increasing
day by day. Mostly, teacher absenteeism is hurdle in rural schools of country. Ghuman and Lioyd
(2010) found that the female absenteeism rate is greater than male teachers in Pakistan. In
government schools 17% of boys and 25% of girls had the problem of teachers’ absence and also
examined that local community appointed teachers do the less absence as compare to those teachers
who come from outside (Ghuman & Lioyd, 2010) Many causes of teacher absenteeism have been
explored in Pakistan’s schools like political interference, job safety, lack of social accountability and
teacher unions (Harris, 2009).
According to Annual Status of Education Report (2015), in Pakistan, 11% teachers make the day off
from the classroom negates the quality of education and student future which they receive from absent
teachers. Such environment is harmful for students where teachers are not interested and difficult to
inspire students. Due to teacher absenteeism less learning occurs and students are discouraged to
attend the school that is why student academic performance affected negatively and obtained poor
scores on tests. Similarly, Hasnain (2008) concluded that less accountability and check and balance
are so weak in the system which cause the teacher absenteeism in Pakistan. Lack of motivation and
incentives, and low wages which are not sufficient to fulfill their family needs as well as less incentives
to teachers reduce the teaching interest, are considered the reason that cause teacher absenteeism in
schools.
Observe that it is not written in a list form, but in a narrative form. This sample literature review will
help the reader understand about teacher absenteeism. By reading this literature review, the readers will
know where researchers stand between the debate of the scholars about teacher absenteeism. This
also help the reader see the different sides of teacher absenteeism.
Additionally, the readers will see who are giving the arguments and are studying about the teacher
absenteeism because the names of the authors are presented in every statements as quoted by the
researchers of this study. Notice that there are two formats in citing the authors, the (Author,Year) and
the Author (Year). The (Author, Year) form is used at the end of the quoted idea. While the Author (Year)
is used at the beginning of the quoted idea. The Author (Year) format usually comes along with the
phrases such as according to, based on the study of, a study was conducted by, to name few.
Because of this literature review, the reader can make a sense on how you will answer the
research problem. Observe that the previous arguments and evidences are highlighted and are helpful
towards the solution of the main research problem.
Observe below another sample of published paper entitled Technology Fatigue of Faculty in
Higher Education. The title technology fatigue is a broad topic. In this sample, the literature review has
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five (5) sections: a) short introduction, b) Technology Overload, c) Faculty Perceptions of Technology in
the Higher Education Classroom, d) Technology Stress, and e) Change and Technology Fatigue. This
kind of sectioning has clearly broken down the broad topic technology fatigue into sub-topics. With this,
the reader can clearly understand what specific areas of technology fatigue are being covered in the
research study.
Another way of sectioning in the literature review is by using the sequence on the Statement of the
Problem. Knowingly, its sequence is listed in logical order, then you may form 2 - 3 themes (sections) in
the literature review from the statement of the problem.
Technology Fatigue of Faculty in Higher Education
Colleen Halupa
Academic Affairs, East Texas Baptist University, One Tiger Drive, Marshall, TX 75670, U.S.A E-mail:
chalupa@etbu.edu
Doris U. Bolliger Darden

College of Education and Professional Studies, Old Dominion University 5115 Hampton Boulevard,
Norfolk, VA 23529, U.S.A. E-mail: dorisbolliger@gmail.com
Literature Review
Research about technology fatigue in society started to become prevalent after the second decade
of the 21st century. Although humanity has had a love affair with technology since its inception, the
“bloom is off the rose” of technology, and people are reporting a higher incidence of technology
overload. In its most extreme form, it is technology addiction. Information overload has been reported
in the research in certain fields prior to the regular use of technology in higher education. This research
primarily began with the analysis of excessive television watching and its perceived negative effects
during the 1950s. In 1980, O’Reilly studied the negative impact of technology overload on personnel in
the workplace. In the mid-1990s, literature on technology-related information overload began to appear
(Reuters Business Information, 1996; Swash, 1998).
Technology Overload
There are several different aspects of technology overload. This can include gadget fatigue defined
by Technopedia (2018) as “a state that occurs when a user becomes confused, indecisive and
overwhelmed when selecting technological or digital gadgets” (para 1). Grandhi, Jones, and Hiltz
(2005) defined technology overload (also called technostress) as something that causes cognitive and
physical burdens due to overuse of multiple, complicated gadgets. La Torre, Esposito, Schiarra, and
Chiapette (2019) noted the definition of technostress has changed from the 1980s when it was defined
as the inability to cope with new information technology in a healthy manner, to the negative impact of
physical or mental attributes caused directly or indirectly by technology. Ayyagari (2012) defined
technostress as someone’s inability to deal with information overload and technology, and found it
decreases productivity and job satisfaction. Some Americans are not viewing technology as positively
as before (80% positive in 2014 compared to 69% positive in 2018) (Jiang, 2018). In addition,
technology overload can affect physical health (Okonoda et al., 2017). Symptoms can include
headaches, stiff shoulders, eyestrain, backaches, difficulty sleeping, and depression. Additional
symptoms can include decreased productivity, dissatisfaction with work, fatigue, and anxiety
(Marchiori, Mainardes, & Rodrigues, 2019). With higher education in flux, faculty members are
expected to perform more than ever before, and their workload is greatly increased (Flaherty, 2018).
This can result in technology overload. Barley, Meyerson, and Grodal (2011) investigated the impact of
e-mail on workload and subsequent stress. They noted e-mail became a “… symbol of overload” (p.
905). Because e-mail does not stop outside of regular work hours, participants felt they were losing
control, which resulted in undue stress.
Faculty Perceptions of Technology in the Higher Education Classroom
Faculty members are not completely convinced that the use of technology is always necessary or
has improved/facilitated student learning. Almost two-thirds of instructors who participated in a study
regarding faculty attitudes towards technology felt the benefits of educational technology was
exaggerated, particularly considering the significant financial investment universities and colleges have
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made in technology. Slightly over half of the respondents felt there were any gains in student learning.
Most respondents admitted they did not use most of the technologies available to them, and half of
faculty members felt technology was not helpful and only made their jobs more difficult and time
consuming (Leder & McMillan, 2017; Jaschik & Lederman, 2016). Similar results were found by other
researchers (Bolliger & Wasilik, 2009; De Gagne & Walters, 2010; Green, Alejandro, & Brown, 2009;
Wingo, Ivankova, & Moss, 2017). When faculty members perceive technology causes additional work,
they will be less satisfied with its use. Mamun, Rahman, and Danaher (2015) found instructors spend
approximately 43 hours a week using technology.
Technology Stress
While some researchers and experts call for the increased use of technology in higher learning to
improve learning outcomes, faculty members who are not technologically adept become overwhelmed.
Although research regarding technology stress in the general populace and business settings has
been conducted, there are few studies that investigated stress technology can cause faculty members.
When higher education faculty experience stress caused by technology use, they either avoid using
technology or they try to keep up with constant changes. Okonoda et al. (2017) evaluated technostress
in a sample of 144 faculty and found 53% reported high stress due to technology use. Of the 53%,
40% felt stress negatively impacted their job performance. No significant relationships between age
and gender were found, but those who had been teaching a decade were three times as likely not to
report they suffered from technostress. Overall, participants found it difficult to keep their technology
skills current.
There are contributing factors to technostress other than the sheer number of technology tools and
systems available to faculty. Faculty members felt overwhelmed due to insufficient university resources
for training and support (Buchanan, Sainter, & Sauntersinter, 2013; Lederman & McMillan, 2017).
Another source of stress is the perception that students have better technology skills than the faculty.
Faculty members also fear that they cannot detect issues such as students committing academic
honesty violations (McGee, 2013; Stuber-McEwen et al., 2009).
A significant element of technostress is the perception of being available on a constant basis. In the
past, students were limited to contacting instructors during class or during designated office hours.
Today, due to technology and the flexible delivery of academic courses and degree programs,
students perceive an increased availability of faculty members. Many students expect instructors to
answer their e-mails or phone calls instantly. However, John Horrigan, associate director of research
at Pew Internet, mentioned in an interview that faculty members need time away from students and job
responsibilities to decompress (Sutter, 2009).
Çoklar, Effiti, and Şahin (2017) developed a technostress scale for teachers. In 2016, Çoklar, Efilti,
Şahin, and Akçay (2016) conducted a research study with teachers in Turkey using this instrument and
found medium levels of general technostress. Other researchers (Harahap & Effiyanti, 2015)
investigated relationships between technostress, technology acceptance, work overload, and job
insecurity in vocational schools in Indonesia. They found teachers’ technostress could be alleviated
with buy-in for technology use.
Khan, Rehman, and Rehman (2013) conducted a study at universities in Pakistan and found a
negative significant relationship between three elements of technostress (overload, invasion, and
uncertainty) and job satisfaction in academic librarians. Burke (2009) investigated technological stress
in nurse educators at a U.S.based institution. Results showed participants experienced technological
stress, and administrative support was a key factor in the reduction of stress.
Change and Technology Fatigue
External stressors such as technology can lead to physical illness, depression, and fatigue (Wedro,
2018). Fatigue is defined as “a weariness from stress” or “a state of indifference or apathy brought on
by an overexposure to something” (Merriam-Webster, 2019, para. 1). Change fatigue is a known
phenomenon that occurs when employees are exposed to too many changes at once, and saturation
is reached (Bernerth, Walker, & Harris, 2011; Meinert, 2015). The result can be stress. McMillan and
Perron (2013) argue that change fatigue and change resistance are not the same. Change fatigue
occurs when there is a difference in how someone perceives things should be, and how things truly
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are during times of change. Those who experience change fatigue are not resistant—rather they are
overwhelmed by change. Although researchers have developed instruments to measure change
fatigue in different disciplines (Bernerth et al., 2011; McMillan & Perron, 2013; Nunally, 2016), an
instrument has not been developed to measure change fatigue in higher education faculty caused by
technology integration and utilization. Researchers postulate that technology fatigue is a combination
of both technostress and change fatigue. Someone may suffer one without the other; however, either
can result in technology fatigue.
There are some universities which trained their students to do in-depth readings by using the
sequence of the chapter for review of related literature as below:
I. Review of Related Literature
a) Foreign Related Literature
b) Local Related Literature
II. Review of Related Studies
a) Foreign Related Studies
b) Local Related Studies
However, some universities just simply use Review of Related Literature that incorporates related
studies in this section literature. The format of this chapter largely depends on the instruction of the
research instructors.
Presented below is a published paper showing the Theoretical Framework and Conceptual
Framework. In this example, the paper uses several theories being anchored by this study. The theories
are Transactional Theory of Stress and Coping (TTSC), Coping-based Models of Adaptive Functioning,
General Needs Satisfaction Theory, Social Identity Theory, Social and Behavioural Adaptation Model,
Transition Theory and the Gullahorn and Gullahorn W-curve Model of Adjustment.
It is being explained this section of chapter three of the research paper how these highly
identifiable theory serve as guide in finding solutions to the research problem. The researchers also
explain how the research study can contribute to the body of knowledge on the topic in relation to the
theory.
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Academic and Personal-Social Adjustment Challenges of University of Cape Coast Freshmen
Sylvester Tenkorang1
Linda Dzama Forde1
Eric Nyarko-Sampson2
1
Counselling Centre,
2
Department of Guidance and Counselling
University of Cape Coast, Cape Coast, Ghana
Theoretical Framework
Theories that were reviewed in relation to the study in this chapter included the Transactional
Theory of Stress and Coping (TTSC), Coping-based Models of Adaptive Functioning, General Needs
Satisfaction Theory, Social Identity Theory, Social and Behavioural Adaptation Model, Transition
Theory and the Gullahorn and Gullahorn (1963) W-curve Model of Adjustment. These theories were all
related to the problem under study since they all dealt with how freshmen adjust to the challenges they
encounter in the university. The Transactional Theory of Stress and Coping (TTSC) was reviewed
because it was concerned mainly with how an individual perceives a situation and how that perception
influences how the individual adjusts to the situation. Thus, it was suitable for the study because how a
freshman perceives his/her new environment can influence his/her ability to adjust to the new
environment. The Coping-based Models of Adaptive Functioning views an individual’s ability to adapt
to an environment as dependent on the resources at the individual’s disposal. The theory was thus
reviewed because it would highlight the resources that freshmen need to be able to successfully adjust
to the university environment. Furthermore, the General Needs Satisfaction Theory was reviewed in
the study because it is assumed in the theory that freshmen would adjust better in their new
environment when their needs are satisfied. The Social Identity Theory was of relevance in the study
because the theory assumes that how freshmen are received in the new school environment
influences their identities. This in turn influences their adjustment in the new environment. The
interactions that freshmen have when they enter the new environment are considered to have an
influence on their general level of adjustment. This is the focus of the Social and Behavioural
Adaptation Model, making it a model of relevance to the study. The Transition theory which views
adjustment as a function of the situational factors, self-factors, supports and strategies also have
relevance to the current study. This is because the adjustment of freshmen is assumed to be
influenced by all the factors considered by the Transition theory. Finally, the W-curve model of
Gullahorn and Gullahorn (1963) gave a presentation of the life stages of freshmen. This made it a
model relevant to the study.
Presented in this example is the Conceptual Framework of a published paper. In this example, the
paper uses a combination of graphical and narrative form. It is in this section that the researcher
presents the arguments about why employability status of Makerere University graduates needs to be
studied. This also provides explanation of the presumed relationships of the variables.
The researchers provide here the overall background of employability status of Makerere
University graduates. This guide both the reader and the researcher in looking at how this study study
contribute additional knowledge about employability status.
The Employability Status of Makerere University Graduates
Ssembatya A. Vincent1
Ngobi Kiwanuka Robert2
1Quality Assurance Directorate, Makerere University
2P.O. Box 24911 Kampala
Conceptual Framework
Graduate unemployment remains a social cancer in many developing countries. It results in a
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waste of resources spent on studies and reduces the quality of life & self-esteem of the graduates.
Although graduate unemployment is an empirical issue, in developing countries it is attributed to
either the mismatch of skills imparted to graduates by higher education institutions & those required
by prospective employers and or the small size of the country economies that do not provide enough
beginner jobs to enable fresh graduates to launch their career paths and professional growth.
Graduate employability is further complicated by other social factors such as unequal access to
employment opportunities, pre-work experiences, study disciplines, repute of training institutions and
differences in employability attributes such as communication skills, team work, interpersonal
relations, Information and Communication Technology skills, self-management etc (Harvey, 2001,
Rosenburg, Heimler & Morote, 2012).
Since finding a job after studies is one of the major objectives of graduates, failure to find one is a
concern to a number of stakeholders including governments, higher education training institutions,
prospective students and families of the graduates. Graduate tracer studies have hence become a
useful feedback mechanism to higher education instructions to ascertain the employability status of
their graduates, employer expectations of their graduates, relevance of courses of studies and further
study progressions of graduates. Forging strong linkages between the universities and the world of
work will hence make universities responsive to societal and professional needs of their graduates.
This will be achieved by universities ensuring that the graduates they produce are: of the right type,
equipped with appropriate knowledge, expertise & skills so as to be able to meet the changing needs
of the contemporary labour market (Martin, Lang-ay & Guidangen, 2015). Schomburg (2003) notes
that graduate destination surveys /tracer studies are a tangible feedback mechanism for “analysis of
the relationship between higher education and work”. A model for analysis of the concept of tracer
studies applicable to higher education suggested by Schomburg (2003) is illustrated in Figure 1.
Figure 1: Model of Analysis in Higher Education Tracer Study.
Schomburg (2003) asserts that the retrospective views of graduates on higher education based on
their career experiences, the extent to which they consider higher education training as either a waste
or opportunity and how broad or narrow the knowledge imparted to them in comparison to
occupational tasks are some of the key areas graduate trace studies unravel. Graduate tracer studies
however, need to be timed carefully to ensure that sufficient time has elapsed to provide tangible and
informative feedback (Saide, 2011).
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Name___________________________________________________ Lesson No ________ Section___
Directions: Observe carefully the sample review of related literature, conceptual framework and
theoretical framework. Based on theories or concepts presented in this module, describe how
the authors below wrote their review of related literature, conceptual framework and
theoretical framework.
1) Review of Related Literature
Learning Across Discipline Boundaries Through Narrative Inquiry: A Study of a Collaboration to
Improve Mathematics Teacher Education
Edwina Butler
Elena Prieto
Judy-Anne Osborn
Peter Howley
Adam Lloyd
Andrew Kepert
Malcolm Roberts
The University of Newcastle, Australia
Literature Review
This section of the paper presents literature that will shed light in the conduct of this research
study.
Interacting in Multidisciplinary Teams
The complex social relationships required for multidisciplinary work develop when participants
undertake meaningful activities and genuine practices together. Useful interactions are crucial for
these activities to occur (Wenger, 1999).
Factors identified in the literature that work against successful and sustainable multidisciplinary
collaboration include poor communication, consultation, voice, or feedback (Carroll et al., 2014;
Duffield et al., 2013; Vanasupa et al., 2012; Wenger, 1999); a hierarchical structure of teams
(Borrego, Boden, & Newswander, 2014; Duffield et al., 2013; Hall, 2005; Vanasupa et al., 2012);
being too close or too distant and therefore lacking opportunity for independence and
interdependence respectively (Borrego et al., 2014; Wenger, 1999); and a culture that necessitates
protection of self and one’s work (Duffield et al., 2013).
Attributes such as humility, trust, openness, and tolerance of diversity support more positive and
productive interactions in multidisciplinary teams (Carroll et al., 2014; Duffield et al., 2013; Ness &
Riese, 2015). Carroll et al. (2014) stated that teams whose contact together is only transient and
fragmented are not undertaking real multidisciplinary team work. Across disciplines, a better
understanding of why there may be “unexpected interpretations of events, actions, statements or
documents” can be critical to successful interdisciplinary work (Wenger 1999, p. 254).
Learning in Multidisciplinary Teams
With a focus on the boundaries as understood by Wenger (1999), there is potential for greater
learning, innovative problem solving, and the emergence of new knowledge and practices. Wenger’s
(1999) work on the ways people see and work together reveals that groups operating as a community
of practice provide an environment for both innovation and sustainability. What distinguishes these
working groups from other groups is that they have the capacity to take active control of their own
learning, leading to the development of shared practices. These practices further enhance the
learning and motivation of the group toward sustainable productive relationships. In the case of this
research improving mathematics teacher education may be as much about discovering how teacher
educators learn in a community of practice across discipline boundaries as it is about improving pre-
service teacher education per se (Goos, 2014).
The skills to operate effectively as a community of practice have been considered throughout this
study. Wenger (1999) categorised them as: deep engagement with the object and subject , a balance
between planned and opportunistic learning, transformative experiences across fields that are broad
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without losing depth, and the maintenance of alignment and relevance. However, learning,
performance, and motivation can be adversely affected when a team has insufficient support (Borrego
et al., 2014; Schaffer et al., 2008; Seethaler et al., 2013; Vanasupa et al., 2012; Wenger, 1999). Also
important to facilitate learning are conflict, healthy debate (Vanasupa et al., 2012) and critical, candid
conversations (Duffield et al., 2013). The gradual development of a transferable hybrid language
enhances accessibility to all (Dillon, 2008), and the development of a space where neither discipline
dominates enables a new collective understanding to emerge (Vanasupa et al., 2012).
Wenger (1999) points out that it is possible that members of the community of practice will have a
shallow understanding of the hybrid language even though they might use it, and even after exposure
to aspects of the other discipline’s practice. According to Wenger (1999), for deeper, more meaningful
learning to occur, a pedagogical approach is required that uses authentic learning experiences. For
these learning experiences to be authentic, they need to be based on activities that are typical of how
the relevant knowledge would normally be used or applied. For those who are new to these types of
activities and this way of learning, it will require them to deliberately apply knowledge to a particular
context, often employing a different way of thinking and rendering the experience meaningful.
A balanced focus on both process and product is also necessary for the success and sustainability
of learning in multidisciplinary teams (Vanasupa et al., 2012; Waitoller & Kozleski, 2013). This means
moving beyond focusing solely on discipline knowledge to building a greater knowledge of oneself
and others in the context of the multidisciplinary work. There needs to be an opportunity for
assumptions to come to the surface, for these may constrain the ability to work together (Waitoller &
Kozleski, 2013). Such opportunities also help team members to better understand what is important
to others and, therefore, possible approaches to take. The ability to understand other people’s
motives aids multidisciplinary work (Ness & Riese, 2015). Not making connections between team
members’ values and the aims of the project can result in disengagement (Vanasupa et al., 2012).
A willingness to co-evolve with the project, study oneself, conduct research on one’s own thoughts
and actions and the impact they have, and then apply this learning, is important for the success of
multidisciplinary relationships (Vanasupa et al., 2012; Waitoller & Kozleski, 2013). A clear example of
the consequences of not doing this is described in the work of Vanasupa et al. (2012) with respect to
the failure of their collaboration across faculties in a tertiary institution. They concluded that it was not
the obstacles themselves that led to the failure of their work together, but the lack of their examination
of those obstacles. They recommend strongly that team members work to develop a high level of self-
awareness and self-reflection through processes that examine the intentions and expected outcomes
of all team members.
2) Theoretical Framework
Mathematics Teachers’ First Engagement with Research Articles in Mathematics Education:

Sketches of New Praxeologies
Annette Rouleau1
Rina Zazkis1
Igor’ Kontorovich2
1
Simon Fraser University
2The University of Auckland
Theoretical Framework
In noting the growing trend towards the involvement of practicing teachers in research, Reis-Jorge
(2005) suggests that the goal is not to produce more academic scholars, but to prepare reflective
practitioners, “who are more conversant with theoretical discourse and more competent users of
research literature” (p. 303). Accordingly, we see teachers’ consumption of research literature as an
activity targeted at professional growth through sharing knowledge across communities in
mathematics education, rather than a path towards teachers’ full immersion into the research
enterprise. This conceptualisation led us to frame our study with the theoretical model of
metadidactical transposition (Arzarello et al., 2014), which was introduced to capture the complex
dynamic that takes place when teachers and researchers interact with each other.
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Meta-Didactical Transposition Model

The meta-didactical transposition (MDT) model draws on the anthropological theory of Chevallard
(1985, 1992, 1999). At the core of the theory are the notions of didactical transposition and
praxeology. Didactical transposition highlights the way mathematical knowledge and activities
transform within institutions, the particular configurations that appear, and the relationships among
them (Bosch, 2014). Praxeology, in turn, encompasses praxis (know how), in which a family of
similar problems can be solved with particular techniques and logos (knowledge), which pertain to a
frame of discourses that describe, explain, and justify these techniques.
MDT extends Chevallard’s anthropological theory to the context of teacher education, where it
takes into consideration the meta-didactical praxeologies of researchers and those of teachers when
both engage in professional development activities (Arzarello et al., 2014). These meta-level
praxeologies “consist of the tasks, techniques, and justifying discourses that develop during the
process of teacher education” (Arzarello et al., p. 353). Thus, a meta-didactical transposition is a
dynamic process through which “both the didactic praxeologies of the community of researchers and
of the teachers’ community change within the institutional environment in which the two communities
reside” (Arzarello et al., p. 355). The transposition is usually led by the researchers, who broker
components of their praxeology to teachers, turning these components from external to internal,
thereby, making the components accessible to the latter cohort. The dialectics of such a process
ensures that praxeological components of both communities change their status over time. For
example, a research finding in mathematics education may be an external component for teachers
unfamiliar with the studies in which the finding emerged. By introducing and discussing studies in a
professional development program or a graduate course, a mathematics research educator is
brokering the shift of the finding to an internal component with the goal of developing new teacher
praxeologies. This shift constitutes a meta-didactical transposition. Figure 1 summarises the model
schematically, and it shows that as a result of MDT, each community may gain a new praxeology
both emerging from a shared one “which consist[s] of a blending of the two initial praxeologies” (p.
354).
Figure 1. Visual representation of the MDT model

In MDT, the brokering of shared praxeologies is frequently accomplished through the use of
boundary objects, which Star and Griesemer (1989) define as “objects that are both plastic enough to
adapt to local needs and constraints of the several parties employing them, yet robust enough to
maintain a common identity across sites” (p. 393). They suggest boundary objects function as a
means for coordination of perspectives between communities and may result in “generative and
productive tensions” (Cochran-Smith & Lytle, 2009, p. 123), which can be used by both teachers and
mathematics research educators as a means for reflection, discussion, and change. In this paper we
focus on Teachers’ Change.
Framing the Study with MDT
In previous MDT studies (e.g., Prodromou, Robutti, & Panero, 2017; Wilkie, 2017), the brokering
process was led by researchers, in which they were the ones to choose boundary objects, to
instigate the delineation of initial components internal to both communities, and to promote the
emergence of a shared praxeology. Yet, Arzarello et al. (2014) maintain that the flexibility of the MDT
model makes it extendable to other contexts. We exploit this flexibility to frame the interaction
between research literature and teachers who engage with it.
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The literature, in our case, plays the role of a repository of boundary objects (Star, 2010). This is
because by comprising articles on mathematics teaching and learning, the literature has the potential
to appeal to the needs and interests of communities of researchers and teachers alike. We find Star’s
metaphor of repository useful as we do not assume that any one research article in mathematics
education is a boundary object for any community of mathematics teachers by definition, that is, it
satisfies their informational and work requirements (Bowker & Star, 1999) simply because it is
concerned with mathematics teaching and learning. A repository is an encapsulation of modular units
that can be selected and acted on individually. We associate such selections and acts with
processes through which a research article can be placed at the boundary between the researchers’
and teachers’ communities.
Once an article is chosen by its readers it unfolds the voices of its authors brokering particular
narratives. However, being written by mathematics education researchers and intended for such,
research literature is aimed at transferring knowledge within the researchers' community. Thus,
teachers who engage with such literature are required to broker the praxes and logos that it narrates,
some components of which might be more foreign to them than the other.
Through the MDT lens, the question instigating our study was : What praxeologies may emerge
when in - service mathematics teachers turn research articles in mathematics education into
boundary objects? Specifically, we were interested in new praxeologies of teachers and researchers
that may develop from teachers’ first engagement with scholarly articles.
It seems obvious that the emergence of new teachers’ praxeologies would not be possible without
teachers investing a considerable effort in the brokering process. In the next section, we describe the
institutional environment that afforded the teachers' commitment to these processes.
3) Conceptual Framework
A Correlational Study Examining the Relationship Between Restorative Practices and School Climate
in Selected Elementary Schools in a Large Mid-Atlantic Urban School District
Akil A. Boucaud
Concordia University - Portland
Conceptual Framework
The conceptual framework used in this study to examine the relationship between restorative
practices and school climate is based on the concepts and theories of zero tolerance, the school-to-
prison pipeline, school-wide positive behavior support, restorative practices, and school climate.
Zero Tolerance. Zero tolerance is a punitive approach based on the theory that the threat of
removal will deter students from engaging in negative behavior or violating school rules(Wilson,
2014); students who engage in these behaviors are usually suspended or expelled. Morrison and
Skiba (2001) described suspension as a "disciplinary action that is administered as a consequence
for a student's inappropriate behavior and requires that a student absent him/herself from the
classroom or from the school for a specified period of time" (p. 174). Schools utilize suspensions for
many different reasons. If there are threats to the physical safety of students or staff, a suspension
may be given. Also, if a student is exhibiting extremely inappropriate behavior and is disturbing the
learning environment and only removal of the offender will allow learning to continue, then this
student may be suspended.
The Code of Maryland Agency Regulations (2009) describes out-of-school suspension as the
removal of a student from school for disciplinary reasons by administration. The New Jersey
Department of Education (2016) describes out-of-school suspension as temporary removal by
administration from school and activites for dangerous or unsafe behaviors. In-school suspension is
when a student is removed for disciplinary reasons from the classroom but not the school. Expulsion
is when a student is removed from the school and is not allowed to return.
School-to-Prison Pipeline. The school-to-prison pipeline is when a school decides to punitively
punish a student which results in suspension or expulsions. Policies that offer automatic punishments
that result in suspensions, out-of-class time and harsh physical interactions, and that encourage
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police presence at schools, are major contributors to the schoolto-prison pipeline (Wilson, 2014).
Away from the safe haven of the school environment, a student’s chances of being introduced to the
juvenile justice system increases. Studies indicate that African-American and Latino students are
disproportionately represented in the school-toprison pipeline; and that African-American students,
particularly males, face disproportionately greater retribution and consequences in our nation's public
schools (The United States Department of Education, 2012).
School-wide Positive Behavior Support. School-wide positive behavior support (SWPBS) is an

emerging model that is an alternative to punitive discipline (Sugai & Horner,2002). Horner and his
colleagues described SWPBS as a proactive school-wide approach (Crone & Horner, 2003; Crone,
Horner, & Hawken, 2004). It focuses on minimizing problem behaviors while teaching and supporting
positive behaviors in the entire student body (Frey, Lingo, & Nelson, 2008), providing positive
behavioral strategies and methods to attain socially essential behavior change (Sugai et al., 2000).
Positive behaviors are essential skills to be successful across a variety of settings such as school,
work, home, and in the community (Carr et al., 2002); SWPBS provides students with a repertoire of
positive behaviors through a variety of educational, therapeutic and system-wide strategies (Carr et
al., 2002; Teasley, 2014).
Restorative Practices. Restorative practices were introduced by Wachtel (2004) and has roots in
the restorative justice philosophy of the 1970s (Zehr, 2002). It is a relatively new field and is
experiencing a progression in the development of theory and practice. Many schools in the United
States have implemented restorative practices, and many of these schools have demonstrated a
positive school climate that promotes safety, inclusion, positive relationships and respect (Wachtel,
2013). These schools also experienced positive impacts in relationships between students and staff,
and decreases in the need for outside assistance, discipline referrals, and exclusions (McCluskey et
al., 2008). Restorative practices can be referred to as wholeschool change, because it is a new
approach to addressing negative behaviors and student infractions. Rundell (2007) stated that whole-
school change or restorative practices has eleven core tools that create a productive community:
restorative conferences and responsive circles; proactive circles; small impromptu conferences; basic
theory understanding; restorative approaches with families; restorative community of staff; and
learning how to address shame, fair process, restorative questions, and affective statements (Rundell
2007).
School Climate. Many aspects of a student’s educational experience can be explained by the
broad, multifaceted concept of school climate. Hoy, Tarter, and Kottkamp (1991) stated that school
climate influences the behavior of a school’s members, and is the set of internal characteristics that
distinguishes one school from another. It is the expectations, values, and norms that support people
feeling emotionally, socially, and physically safe (National School Climate Center, 2012). A school’s
success is critically related to its climate: a positive climate will promote safety, a supportive
academic environment, and encourage respect, trust, and caring relationships throughout the school
community.

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Activity No. 3M
Name__________________________________________ Activity No. _____ Course & Year ________
Directions: Analyze and perform the activity below.
TEST I: Based on your research topic (Activity 2M - Test II), conduct a source scanning of
possible materials that you will include in making the Chapter 2 of your research paper.
Fill-in the table below. Include at least 35 sources.
Type of
Year Date Where to
Source
Title Author/s Published Link Retrieved include?
(online/print)
(RS/RL/CF/TF)
*RS = related studies; RL = related literature; CF = conceptual framework; TF = theoretical framework
TEST II: Write down below the Chapter 2 of your research paper utilizing your outputs in Test I
above. Refer to module 3 on how to write the Chapter 2 of your research paper.
RUBRIC IN GRADING YOUR OUTPUT

Grade
Criteria
1.0 2.0 3.0 4.0 5.0 6.0
Lay-out, Margin, Spacing, Font Style and Size,etc.
Grammar, Spelling, Punctuation, Capitalization, etc.
Submitted on time
Organization of Ideas
Coherence of Thoughts
Quality of the Related Literature
Quality of the Related Studies
RECOMMENDATION __ Accepted, No Revisions Needed

__ Slightly Revise and Re-submit
__ Major Revision and Re-Submit
__ Read Again Module 2, Create New, Submit

Same as previously stated. DEADLINE is posted in our google classroom
Page 68 of 70
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69
Module Post-test
Directions: Read and analyze the problems below after reading this module. This will test your
I. Presented below is a sample biographical note. Identify each part correctly. Write your answers
on the blank provided.
Worthington, A. C., & Lee, B. L. (2008). Efficiency, technology and productivity change in Australian
universities, 1998-2003. Economics of education review, 27(3), 285-298.
8) Volume Number ________________________________________________________

9) Pages
________________________________________________________
10) Author/s
________________________________________________________
11) Year Published
________________________________________________________
12) Name of Journal
________________________________________________________
13) Title of the Article
________________________________________________________
14) Issue Number
________________________________________________________
II. The sentence below are erroneous in terms of punctuation marks, comma, period, parenthesis,
semi-colon, or quotation mark. Put those marks in the sentence appropriately.
5) The first principle guiding this work entails that teacher educators model the instructional techniques
they are suggesting ISTs use with their own students Bailey & Taylor 2015 Putnam & Borko 2000
6) Goldsmith & Schifter 1997 argue Teachers seeking to change their practice may not have useful
images from their personal experience to guide the creation of a focused and productive classroom
culture
7) As many research studies have documented reflection is closely related to learning Artzt, Armour-
Thomas & Gurl 2015 Borasi et al. 1999
8) For example Artzt 1999 used structured writing assignments to assist preservice teachers in reflecting
before and after teaching
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No.0205
DEPARTMENT OF TEACHER EDUCATION
Visayas State University - Isabel
For inquiries, contact:
Esperanza Sumalinog PhD

head.name@vsu.edu.ph • dept@vsu.edu.ph
+63 53 565 0600 Local 1234
Use this code when referring to this material:

TP-IMD-02 v0 07-15-20 • No. _________
Visca, Baybay City, Leyte

Philippines 6521
information@vsu.edu.ph
+63 53 565 0600
Page 70 of 70
V0 07-15-2020
No.0205

AUNZO Learning Guide 7 Research VOL 1 (EDITED Sept. 2021)

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AUNZO Learning Guide 7 Research VOL 1 (EDITED Sept. 2021)

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1

VISAYAS STATE UNIVERSITY - ISABEL

No copies temporary or permanent, in whole or in part of this

A globally competitive university for science, technology, and

Development of a highly competitive human resource, cutting-

Rodulfo T. Aunzo, Jr.

Thanks to Almighty God

May God bless us always.

About the Author

Rodulfo T. Aunzo, Jr.

Module 1: Review on Introduction to Research 1

Module 2: The Research Problem 6

Module 3: The Review of Related Literature 6

Lesson 3.2: Real-world Application 7

Module 4: The Research Design 6

1) ₱50,000 50 kilogram male 4 pieces

4) Seminar Tabular Graphical Textual

Systematic. A research follows an orderly, sequential, and logical procedure when

The Research Variables

Types of Research Methods

The Research Process

Directions: Analyze and answer the problems below.

3. Explain briefly the research process.

Instructions on how to submit student output

Let us Observe and Learn From Published Papers

Kelly Chandler and Monica Swartzentruber

Rodulfo T. Aunzo, Jr.

Instructions on how to submit student output

Name___________________________________________ Activity No______ Course & Year_______

Directions: Analyze and perform the activity below.

A Qualitative Study of the Lived Experiences of Adults with African American

Instructions on how to submit student output

6) ₱50,000 50 kilogram male 4 pieces

9) Seminar Tabular Graphical Textual

Answers to the Pretest and Posttest

To be announced in the group chat

Formulating the Research Problem

 Phenomenon refers to condition or scenario concerning people. The researcher can

Considerations When Selecting a Research Problem

Steps in Formulating the Research Problem

Characteristics of Good Research Objectives

Writing the First Chapter of the Research Paper

Directions: Analyze and answer the problems below.

1) Discuss briefly the steps in formulating a research problem.

2) Cite the characteristics of a good research and explain.

Instructions on how to submit student output

Let us Observe and Learn From Research Outputs

The Relationship Between Learning Style and Mathematics Performance of

Engely V. Camogao, Cherie O. Gallo, Wendelyn T. Limpangog

Statement of the Problem

1. To determine VARK Learning Styles of the respondents;

Mengesha Nigus Birhanu

Objectives of the Study

Daphny R.Donayre, Aljohn B. Estrera, Dianne P.Ignacio,

Significance of the Study

is beneficial to the following:

Scope and Limitation of the Study

Box No. General Topic Specific Topic Research Objectives

Research Topic Box 1

Research Topic Box 2

Instructions on how to submit student output

Name__________________________________________ Activity No. _____ Course & Year ________

TEST I: Formulating the Research Topic and Research Objective.

Name___________________________________ Activity No Course & Year_

Name________________________________________ Activity No. _ Course & Year ______

Name________________________________________ Activity No. _ Course & Year ______