TABLE OF CONTENTS

Part 1 Contents of a Quantitative Research Design……………………………………………..3

Part 2 Contents of a Qualitative Thesis/Dissertation…………………………………………….18
Part 3 Contents of a Quantitative Research Design……………………………………………...24
Part 4 Research Process Workflow………………………………………………………………32
Part 5 Guidelines in Co-authorship………………………………………………………………35
References………………………………………………………………………………………..36
Appendices……………………………………………………………………………………….42
Appendix A…………………………………………………………………………….42
Appendix B…………………………………………………………………………….43
Appendix C…………………………………………………………………………….44
Appendix D…………………………………………………………………………….45
Appendix E…………………………………………………….……………………….46
Appendix F……………………………………………………………………………..47
Appendix G…………………………………………………………………………….48
Appendix H…………………………………………………………………………….49
Appendix I…………….……………………………………………………………….50

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 Part 1
Contents of a Quantitative Research Design
The key components of a quantitative research design will be identified and
discussed in this section. The specific subsections of a quantitative research manuscript
are in Appendix F.
INTRODUCTION
As the foundation of a research paper, the introduction should present relevant
background information on the topic at hand. It leads the reader from a general subject
matter to a particular topic of inquiry. A good introduction ensures that summary of
prior studies related to the topic lays a foundation for understanding the research
problem, explains how the study addresses the gaps in the literature, and considers the
broader theoretical, empirical, and/or policy contributions and implications of the
research (Reyes, 2017). Probable research problems may be derived from experiences
and observation, exhaustive review of literature, (theory/model), testing and
application, different priority projects of the government and non-government agencies,
and the research agenda of the college/school.
Review of Related Literature
This section presents the related literature and studies after a thorough and in-
depth investigation done by the researcher/s. Specifically, a literature review involves
the survey, summary, and critical evaluation of documents such as books, scholarly
articles, and any other credible sources deemed significant to a particular topic, area of
research, or theory (Gall et al., 1996). The overview of these sources not only
demonstrates how the research fits within a larger field of study, but also provides the
baseline to the development of the framework by which the research process is built
upon. Basically, it identifies new ways to interpret prior research, reveals existing gaps
and flaws in literature, and justifies the need to conduct further investigation (Muijs,
2014).
3 4
Doing a literature review is seen as a somewhat overwhelming, labor intensive
task. A researcher does not only need to engage with a mass of literature and give
descriptive summary of viewpoints related to the chosen topic. There is also a need to
make an argumentative and purposeful review, and critical analysis of a body of
knowledge including findings, and theoretical and methodological processes which
encompasses the wider contexts and how they apply to one’s own area of research.
Thus, understanding the purpose of the literature review, coping with the potential
ways to handle the vast coverage, systematically keeping track of sources, and making
relevant notes can go a long way in making the task more manageable. Everything is
now online. Literature searches are relatively easy and accessible. However, not all the
materials available online are accurate and reliable. It is, therefore, the responsibility of
the researcher to scrutinize Internet resources and obtain data from credible websites.
To do this efficiently, it is essential to discern the various categories of literature,
consult experts for assistance, understand the power of databases, check copyright
laws, and hone your search skills to best utilize both the Internet and the library (Fink,
2005; Hart, 1998; Jesson, 2011; Knopf, 2006; O’Leary, 2017; Ridley, 2012).
Pautasso (2013) provided the following guidelines in order to carry out a
critical and keen review of literature:
1. It is essential to set inclusion and exclusion criteria to identify target populations
that are appropriate to the research questions/hypotheses. Having a good set of
keywords used to describe subject areas will help you minimize the number of
irrelevant returns.
2. Find credible sources using tools that are designed to find the types of sources you
need. A range of various on-line databases are available such as EBSCO, JSTOR,
Google Scholar, Google Books, ISI Proceedings, Microsoft Academic Search,
Medline, Scopus, PLoS, Web of Science, CINAHL, PubMed, OVID,
COCHRANE, Medline Plus, JURN, GoPubMed, CIA World Factbook, EMBASE,
Dissertation Abstracts On-line, ERIC, Science.gov, Scirus, Refseek, among others.
Other reliable sources are books, book chapters, and academic journals. However,
be cautious of predatory journals that publish materials which did not follow a
comprehensive peer review process and are, therefore, unreliable.
3. Keep a list of relevant on-line literatures that are either not always downloaded for
free or are not accessed immediately and later, find alternative strategies later to
get hold of such papers.
4. Aside from the traditional paper-and-pencil method, there are available paper
management systems, such as Mendeley, that are downloadable from the net. It is
also highly encouraged to be knowledgeable of the prescriptions of the current
manual of American Psychological Association (APA) to become familiar with
the basic components on how to write scientifically and in APA style.
5. Take down notes while reading but write only few notes in direct quotation from
sources to help minimize the amount of quoted material in your paper. When
paraphrasing a source, make sure to express the author’s information or opinions
accurately and in your own words, and provide proper citation to that work.
6. Keep your review focused on your topic of interest; make sure that the sources you
find are relevant and connected to your topic. Remember to direct your review to
the path of your argument.
7. An insightful review does not just present a summary or synthesis of literature. It
must also critically analyze the research material, identify methodological
problems and reveal existing gaps. At the least, the literature review must point out
major achievements of the reviewed field, main areas of debate, and outstanding
research questions.
8. Form an outline, including sub-topics, in the review section that covers the
different themes and major ideas from the materials reviewed.
9. Identify classical studies and theorists that will provide you with a framework or
context for your study.
5 6
An excerpt of a literature review in Johnson (2011) is presented below:
Transformation efforts have brought forth
a large amount of rhetoric and interest concerning
the reform model of professional learning
communities (PLC), But little empirical research.
PLCs are defined as communities of: educators
committed to working collaboratively in ongoing
processes of collective inquiry and action research
to achieve better results for the students they serve.
Professional Learning Communities operate under
the assumption that the key to improved learning
for students is continuous, job-embedded learning
for educators. (DuFour, DuFour, Eaker, & Many,
2006).
The focus on increased success for
students and continuous, embedded professional
learning for educators demonstrates Marzano's
(2005) findings. Costa affirmed the importance of
this type of learning in his assertion that "if staff
were not in a mentally stimulating environment,
there is no reason we should believe they would
create such an environment for their students" (as
cited in Hord & Sornmers, 2008).
Professional learning community
organization within schools has garnered the
attention of many education researchers during the
past two decades (i.e., Bryk & Schneider, 2003;
Louis, Marks, & Kruse, 1996; Newmann &
Wehlage, 1995; Scribner, Cockrell, Cockrell, &
Valentine, 1999; Scribner, Hager, & Warne, 2002;
Vescisco, Ross, & Adams, 2007). In addition to
this interest, American education policymakers and
advocates have called for schools to be structured
in a manner conducive for adult and student
learning (Fullan, 2001; Garmston & Wellman,
1999; Hord, 1994, 1997; Lambert, 1998,2003,2005;
Schrnoker, 2006). The combination of focus on
adult and student learning, core standards and
definitions of success, accountability within, and
the shift toward a focus on the child as the learner
have made PLC reform efforts attractive to federal
government, education, and local leaders.
RESEARCH QUESTIONS AND HYPOTHESES
To shape and specifically direct the purpose of the study, investigators use
research questions, hypotheses, or objectives. Research questions inquire about the
relationships among variables that the investigator seeks to explore. Oftentimes, they
are used in social science researches and survey studies (Creswell, 2013). The
following are examples of research questions:
1. What are the differences in attitudes towards the use of social media
between millennial adults and older people?
2. What is the relationship between gender and performance in board
examination?
3. How often do college students go to the library?
Hypothesis, on the other hand, is a theory-based prediction about observed
phenomena. It is a conjecture or proposition about the solution to a problem, a tentative
relationship between two or more variables, or the status of a situation based on the
available facts or information that the researcher has delved into. Hypothesis testing
employs statistical procedures in which the investigator draws inferences about the
population from a sample. Hypotheses are used often in experiments in which
investigators compare groups. With further testing, a hypothesis can usually be proven
true or false. Traditionally, there are two known distinct types of hypotheses: the null
hypothesis and the alternative hypothesis. A null hypothesis, denoted by Ho, always
expresses statistically nonsignificant difference or relationship between two variables
involved in the study. It is the hypothesis that the researcher is trying to disprove. On
the other hand, an alternative hypothesis, denoted by Ha, is simply the opposite of the
null hypothesis. It is the claim accepted to be true if the null hypothesis is proven false.
It indicates inequality or a significant difference or relationship between variables.
Here are examples to illustrate the two types of hypotheses:
1. A non-directional way of stating the statistical hypotheses
Ho: There is no significant difference in attitudes towards the use of social
media between the millennial adults and older people.
Ha: There is a significant difference in attitudes towards the use of social
media between the millennial adults and older people.
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2. A directional way of stating the statistical hypotheses
Ho: Women perform equally well as men in the board examination.
Ha: Women perform better in the board examination than men.
Meanwhile, research objectives indicate the goals or what the study expects
to achieve. They often appear in proposals for funding but tend to be used less
frequently in social and health science researches (Tashakkori & Creswell, 2007).
Research objective statements can serve to guide the research activities. On the basis of
personal preference, objectives of the study may be formulated, and this can be done by
phrasing the research questions.
Example research objectives may be:
1. To describe the board examination performance of men and women takers
2. To determine the relationship between job satisfaction and salary
3. To develop a budget for reducing single-use plastic
METHOD
This section describes the action plan taken to investigate a research problem.
It comprises identifying the research design, target group, sample and setting,
instrument, method of data collection; conducting data analysis; addressing ethical
considerations; collating recommendations; and arriving at a conclusion.
Research Design
The research design is the conceptual detailed plan within which a
research work is conducted. Basically, it presents the outline of collection,
measurement, and analysis of data so as to generate empirical evidence
required to address the research problem in the most coherent and reasonable
way (Creswell, 2013; Kothari, 2010; Mustafa, 2010) . In particular, a
quantitative research approach which is highly reliant on quantified data is of
two main types: descriptive and experimental designs. Descriptive research is
employed to identify and obtain information about the current condition of the
phenomena as they exist (Mertens, 1998; Fox & Bayat, 2007). On the other
hand, an experimental design or true experimentation requires the application
of scientific method that enables the researcher to establish cause-effect
 relationship among the variables of the study and maintain control over all
factors that may influence the result of an experiment (Neuman & Neuman,
2006; Bernard & Bernard, 2012; Punch, 2013).
With this in mind, some researchers often commit a mistake of
defining the type of research design they used under this subsection. It should
be noted, however, that the design should only be specified, along with the
justification of its application as deemed appropriate for the conduct of the
study. Consider this excerpt in Adeleke (2015):
The study is a descriptive survey research designed to
develop and validate scientific literacy achievement test
that will be apt to assess senior secondary school
students’ acquisition of scientific literacy in physics. The
descriptive survey research method is considered
appropriate for this study as it would help to obtain first-
hand information regarding the students’ level of
acquisition of scientific literacy in physics…
Sample and Setting
The population is defined as the totality of all subjects which can be
persons, events, objects, or places, that conform to a set of criteria and specifications
laid down by the researcher and to whom the research results can be generalized.
Meanwhile, the target population is the complete group to which it is intended to apply
the results of the study. A sample, on the other hand, is a portion or a subset of the
target population chosen from a specific locality or setting. As a general rule of thumb
in a quantitative design, a sample must accurately represent the target population you
plan to examine in order to avoid selection bias and guarantee reliable insights and
observations that are closely aligned with the entire population (Polit & Hungler, 1999;
Shein-Chung, Hansheng, & Jun Shao, 2008; Ryan, 2013). Sample size can be
determined using various software programs and websites that offer a free on-line
sample size calculator. Examples of such a site are G-power (http://download.cnet.com/
G-Power/3000-2054_4-10647044.html), Epi InfoTM , (https://www.cdc.gov/epiinfo/
index.html), and The Survey System https://www.surveymonkey.com/mp/sample-size-
calculator/. Such on-line applications usually require to enter the target population size,
confidence level, and margin of error.
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Cited herein is an excerpt in Ferreira (2011):
Participants in this study were high school
students from the Miami-Dade County, Florida area.
They were drawn from a sample of 66 high schools
including charter schools (not including eight alternative
high schools) and five parochial and private schools. A
total of 14 schools participated resulting in a total sample
size of 704 high school students. There were students
from two charter schools, two parochial schools and one
private school. The rest were public high school students.
The sample size of 704 exceeded the recommended
minimum needed to carry out a factor analysis, which
according to Nunnally (1970) “is to have at ten times as
many subjects as items….five subjects per item should be
considered the minimum to be tolerated” (p. 214).
Comrey and Lee (1992) give us a general rule of thumb
as to sample sizes: 50 as very poor, 100 as poor, 200 as
fair, 300 as good, and 500 as very good (taking into
consideration the number of variables). So this study
satisfied the rule for having a very good sample size. The
sampling method was a non-probability sampling. The
high school students were chosen from the 11th grade and
12th grade because they would definitely have just
finished taking a class in social studies (sometimes
labeled global or world or 77 international studies). They
were also chosen because they were on the threshold of
making decisions for their future and might have better
perspectives and attitudes about their current education in
the social sciences.
Instrument
Instruments pertain to research tools, such as questionnaires or scales,
designed to collect data necessary to obtain desired information about the
topics of interest. These tools, either adopted or adapted (modified), must be
valid and reliable. An instrument is considered valid if it produces results that
reflect what it initially intended to measure. If the instrument consistently
generates the same results after being utilized repeatedly to similar group of
subjects, then it is deemed reliable. To meet the goals of the study, the
researcher may choose to adopt or alter instruments developed by other
authors. Either way, it is important to give credit to the owner of the
instruments and carry on a correspondence to gain approval for the use of the
said materials. The discussion should present the process of instrument
development, physical format (as necessary), scales, and psychometric
properties (i.e. validity and reliability tests). Sometimes, it is also inevitable to
conduct pilot testing of the questionnaire to ensure applicability and
appropriateness of its context (Streiner & Norman, 1998; Berry, Poortinga,
Segall, & Dasen, 2007; Bastos, 2014; de Melo Ghisi, Sandison, & Oh, 2016;
Gardiner, McDermott, & Hulme, 2017).
Gunderson, et al. (2017) illustrates this in the following section:
Students’ motivational frameworks were
assessed using a 6- item questionnaire adapted from
previous work (see Appendix Table A1) (Gunderson et
al., 2013; Kinlaw & Kurtz-Costes, 2007; Park et al.,
2016).2 The questionnaire assessed entity theories about
intelligence, math ability, and reading ability and
performance goals about math, spelling, and mazes.
Items were presented in a single, pseudo-random order
with the item types intermixed. Children responded by
pointing to a 5-point circle scale, ranging from 1: “not at
all” (smallest circle) to 5: “really a lot” (largest circle).
We report reliability using McDonald’s omega, which
requires fewer assumptions and is less biased than
Cronbach’s alpha (Dunn, Baguley, & Brunsden, 2014).
Because our motivational framework measure comprised
of two factors (entity theories and performance goals), we
use omega-total (ωT), which is an estimate of the
proportion of test variance due to all common factors
(Revelle & Zinbarg, 2009). Reliability was good for the
motivational framework measure, ωT(T1) = 0.70; ωT
(T2) = 0.81. In addition, reliability was moderate for
entity theories (3 items; ω(T1)=0.63; ω(T2)=0.75) and
performance goals (3 items; ω(T1) = 0.60; ω(T2) = 0.73).
Math anxiety was assessed using the 16-item
Child Math Anxiety Questionnaire – Revised (CMAQ-
R), a revised version of the CMAQ (Ramirez et al., 2013;
Suinn, Taylor, & Edwards, 1988). The CMAQ-R is
designed for use with 1st- and 2nd-graders, and begins
with an explanation and non-math example item
describing what it means to feel nervous. Items ask
children how nervous they would feel during situations
involving math, for example, “How do you feel when you
have to sit down and start your math homework?”
Children respond using 5 smiley faces displaying
emotions ranging from “not nervous at all” to “very, very
nervous” (1 to 5 scale). Reliability was good, ω(T1) =
0.83; ω(T2) = 0.84.
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Data Collection
Upon approval of the research protocol, the researcher may proceed
to data collection stage which also includes the retrieval of the instrument/
questionnaire. Information should be gathered using acceptable collection
techniques to guarantee credibility and reliability of data. Proper
documentation of relevant activities conducted at this stage should also be
provided.
Data Analysis
Statistical treatment of data is essential in order to draw meaningful
and appropriate conclusions. The choice of statistical tool is crucial in any
quantitative analysis, and greatly depends on several factors, including the
research question, knowledge of statistics, and coding skills. There are a range
of different software tools available, such as Microsoft Excel, SPSS
(Statistical Package for the Social Sciences), and SAS (Statistical Analysis
Software), among others, which are designed to carry out statistical analysis of
data as accurate, smooth and as easy as possible. Unlike the formula of the
treatment applied, the software employed should be properly identified in this
section. If necessary, a certification from a statistician may also be affixed.
Chen et al. (2015) describe the use of a sophisticated statistical tool,
Q-methodology, in the following section:
PQMethod (version 2.11) statistical software was used to
analyze the data. This facilitates the data entry of the Q-
sorts, computes the inter-correlation among students’
responses, and generates several orthogonal
(independent) factors (McKeown & Thomas, 1988;
Valenta & Wigger, 1997). Unlike R-methodology (a
conventional factor analysis) that correlates variables to
identify relationships between objective variables for a
number of individuals, Q-methodology correlates whole
individuals to identify patterns in their subjective
perspective; hence, people are correlated in Q-
methodology, but not traits or items as in Rmethodology.
Various factor rotation and statistical procedure methods
can be used to safeguard factor reliability in Q-
methodology. Correlation, centroid factor analysis, and
judgmental rotation (i.e., hand rotation) are employed to
derive the significant factors in this study
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 Ethical Consideration
Researchers are bound by rules of ethics that govern standards of
professional conduct expected of everyone in the field. Research misconducts
such as fabrication of research data, plagiarism, academic dishonesty,
intellectual property violation, and non-adherence to known ethical standards
are strictly prohibited. Hence, the Institutional Review Board (IRB) was
created to ensure that anyone doing research adheres to the highest possible
standard of ethical and professional behavior. One of the major functions of
IRB is to review all research works conducted at the University and, therefore,
all researches must receive IRB approval prior to research protocol
implementation. This necessitates the researcher to describe certain procedures
to secure appropriate permissions in conducting the study and to protect the
respondents from any potential harm.
RESULTS
The results of the data analysis are presented in this section. It focuses on
reporting the major findings of the research and briefly discusses how they are
connected to the research problem. To make it easier for readers to comprehend, the
bulk of the detailed information is generally presented in the form of tables and figures
(such as charts and graphs). Below this is the accompanying text to describe the data,
followed by the discussion of the contents. In De Winter and Dodou (2011), the main
components of a typical table:
Table 3. Correlation matrix among high school exam scores (n = 1050)
A correlation of magnitude greater than or equal to 0.07 is significant,
p < 0.05. A correlation of magnitude greater than or equal to 0.11 is
strongly significant, p < 0.001. Gradient background visualizes
correlations from low (light) to high (dark).
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DISCUSSION
This section is considered the most important part of a research paper since it
demonstrates the researcher’s ability to think logically about a topic, to devise creative
solutions to problems based on findings and to develop intuitive understanding of the
research problem. The discussion conveys the results and the implications on the field,
and even on the larger field of study. It aims to address the research questions and/or
validate the hypotheses by the interpretation of the results and make an argument in
support of the overall conclusion. This shows how the resulting data relate to prior
researches mentioned in the literature review, any cautions about the findings, and
potential for future research.
The discussion of the findings in Keengwe (2007) applies this suggestion:
The study provided evidence to suggest that a
relationship exists between students’ personal computer
proficiency and students’ perceptions of the effect of
computer technology to improve their learning. Results
also suggest that students expressed high computer
proficiency or competency in some technology
applications such as email, and the Internet, but they
lacked depth in specific areas of their computer skill
repertoire such as hypermedia and authoring tools.
The results of the study indicated a relationship
exists between students’ personal computer proficiency
and students’ instructional computer proficiency. The
regression analyses showed a positive correlation
between students’ personal computer proficiency and
instructional computer proficiency.
No differences were found in males and females and
course levels and the students’ perceptions of computer use to
improve their learning across gender. A lack of significant
interaction between gender and course level suggests that the
effect of gender and course levels does not affect the student’s
perceptions of how much computer technology improved their
learning. In addition, based on this finding, it suggests that gender
disparities in the classroom, if existent, may be minimal…
Further, there is a common trend toward
improving student learning through a seamless integration
of technology through all the facets of educational
system. Even so, the results from this study indicate that
students are not highly proficient in higher-end computer
applications that could enhance their learning
experiences. Therefore, evidence suggests that students
need to have direct instruction to efficiently use computer
tools such as sophisticated hypermedia…
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CONCLUSION
This section enables the researcher to demonstrate his overall understanding of
the research problem, given that, at this point, informations about the topic have all
been presented. This can be done by restating clearly and concisely the context,
background, and the need to pursue the study in relation to an issue or gap in literature
and the study’s unique contributions about the topic of interest. A narrative summary of
the main findings and synthesis of arguments to address the overall objectives of the
study are vital inclusions. This serves as avenue to present insights and creative
approaches for contextualizing the research problem based on the results of the study.
For future research, it will also be useful to connect the limitations of the study to any
remaining gaps that the research failed to address (Singh, 2007; McNabb, 2008;
Babbie, 2010; Brians et al., 2011).
RECOMMENDATIONS AND DIRECTIONS FOR FUTURE RESEARCH
Generally, the recommendations arise from main findings of the
process, which may effect policy creations, procedural advances and relevant
knowledge in the discipline for utilization. Research limitations identified in the
study are also spring boards for suggestions. The formulated recommendations
be reasonably feasible, are made to address these limitations in future research
work. Such may involve building on a specific finding in your study, filling a
gap in your research, and re-evaluating or expanding a theoretical framework or
model utilized in the study. Other forms of recommendation may also lead to
either an extension or replication of the conducted research.
The excerpt below is from the conclusions and recommendations in Bakotić, (2016):
It could be stated that job satisfaction more strongly
determines organizational performance than
organizational performance determines job satisfaction.
To support this claim, the research results of this article
showed that there was an impact of the majority of job
satisfaction factors on organizational performance…
Finally, it is important to note that this study makes a
significant contribution to the observing link between job
satisfaction and organizational performance in both
directions, whereby it is particularly important to
emphasize the contribution of observing the link between
organizational performance and job satisfaction, which is
world-wide still unexplored. In addition, the conclusions
of this study could be used as a basis for new research.
Understanding research limitations and their possible
impact on the results and conclusions is necessary for
better understanding the problems investigated. The first
limitation is related to the research sample. This research
was carried out in 40 companies that decided to
participate in the empirical research. Considering that the
research problem of this study is very specific because it
examines two very sensitive Economic Research-
Ekonomska Istraživanja 127 dimensions of company’s
operations – job satisfaction and the company’s
efficiency, it was difficult to attract a larger number of
companies to this research. As a result, the companies
belonging to a particular industry could not be used as a
control variable. Therefore, it is necessary to hold some
reservations about the representativeness of the research
sample, especially when it comes to some general
conclusions. ..
However, for a more complete analysis, job satisfaction
and organizational performance should be monitored and
analyzed over a longer period of time in order to discover
a possible time lag in their interference and to get a
clearer picture of the connection between these two
variables.
REFERENCES
The last section presents the list of references which is an alphabetized
list of all the academic sources of information utilized in the paper. The purpose
of the reference list is to share with the reader the details about the sources used
in the study. It also gives credit to the authors you have consulted for their
ideas. All references cited in the text must appear in the reference list, except
for personal communications (such as conversations or emails) which cannot be
retrieved. The format of the references should match the format and style used
in the paper, which in this case, is the APA (American Psychological
Association) referencing style. The APA style or the author-date style for citing
and referencing is based on the publication manual of the current APA manual.
(NOTE: citations in the body of the manuscript shall follow the provisions
of the current APA manual)
APPENDICES
Suggested Appendices
Appendix A – Letter/s of request
B – Correspondence to the owner of the instrument to be adopted
15 C – Sample instrument 16
D – Sample consent
E – Statistician Certification
F – English Grammar Certification
G – Other pertinent documents related to the research
H – Photodocumentation (as necessary)
I – Curriculum Vitae
Part 2
Contents of a Qualitative Thesis/Dissertation
Quantitative and qualitative researches have similarities in certain aspects.
However, this section will highlight recommendations in tailor-fitting the manner of
writing to qualitative traditions. The specific subsections of a qualitative research
manuscript are in Appendix G.
Review of Related Literature
The literature review provides an overview of things that will be discussed in
the research. It prepares the reader for the study and the results. The literature review
sets the stage and context of the research.
Things to consider in writing the review of literature is to first synthesize the
current studies and works and not including everything that you find. Secondly, it
should include important concepts that the readers should understand in order to
prepare them for your study. And lastly, include the theories that will be used in data
collection and analysis.

RESEARCH OBJECTIVES
The research objectives state what is to be achieved in a study. It is written in
words facilitating understandability of the research.

METHOD
Research Design
Qualitative researches use different methods and, in some cases, even employ
several methods in a single study. The following are some of the methods that can be
used: (1) phenomenology, (2) grounded theory, (3) ethnography, (4) case study, (5)
action research. Lifted from the SNAMS Thesis and Dissertation Writing Guide, the
following are the brief descriptions of these:
There are five most common qualitative research designs used in nursing
research: (1) phenomenology focuses on the study of meanings of experience/s as a
person has lived them (Dahl & Boss, 2005; Sloan & Bowe, 2014); (2) ethnography
shows interest in experiences using the lens of culture and traditions (Mingming,
2015); (3) action research stresses on a social issue that eventually terminates in
triggering social change (Speziale, Streubert, & Carpenter, 2011);

17 18
 (4) case study looks into the lived experience of a handful of people or a very
Selecting Latino/a
limited case or is bound in a context (Baxter & Jack, 2008; Seawright & Gerring, directors of mental
To describe a health services
2008); and (5) grounded theory, aims to develop a theory and the refinement and
particular subgroup agencies to discuss
development of existing theories (Charmaz & Belgrave, 2012; Strauss & Corbin, in depth, to reduce challenges of Often used for
Homogeneity variation, simplify implementing selecting focus group
1994).
analysis and evidence-based participants.
facilitate group treatments for
Philosophical Underpinning interviewing. mental health
problems with
Essential in any qualitative investigation is the description of the philosophical Latino/a clients.
underpinning of the research or as explained in Speziale, Streubert, and Carpenter
To identify cases of
(2011) as descriptive modes of science. Usually, the naturalist position is used in any Asking recruited
interest from
program managers to
qualitative inquiry as questions in understanding human behavior and social experience sampling people Begins by asking key
identify clinicians,
who know people informants or well-
as its focus. Apart from this, taking the stance of an ontologist, epistemologist, administrative
that generally have situated people,
Snowball support staff, and
constructivist, feminist, and critical theorist may also be applicable. similar “Who knows a lot
consumers for
characteristics who, about…” (Patton,
project recruitment
in turn know people, 2002).
(Green & Aarons,
Participants and Setting also with similar
2011).
characteristics.
Selection of respondents in a qualitative research is not to generalize a specific
population, but through data saturation, which is the amount of data acquired from the Extreme successes or
failures may be
respondents is enough insight for the selected phenomenon. This will yield to a small discredited as being
and heterogenous group (maximum of 10). Selecting clinicians too extreme or
from state agencies unusual to yield
Palinkas et al. (2015) described the types of purposive sampling. To illuminate both or mental health with useful information,
Extreme or
the unusual and the best and worst leading one to select
deviant case
typical. performance records cases that manifest
or implementation sufficient intensity to
outcomes. illuminate the nature
Strategy Objective Example Consideration
of success or failure,
Emphasis on Similarity but not in the
The purpose is to extreme.
describe and illustrate Emphasis on variation
what is typical to
To illustrate or those unfamiliar with
A child undergoing Clinicians providing
highlight what is the setting, not to Requires the
Typical case treatment for trauma usual care and
typical, normal make generalized researcher to do
(Hoagwood et al. 2007) clinicians who
or average. statements about the some exploratory
dropped out of a
experiences of all Same objective as work to determine
study prior to
participants (Patton, extreme case the nature of the
consent to contrast
2002). Intensity sampling but with variation of the
with clinicians who
less emphasis on situation under study,
provided the
extremes. then sampling
intervention under
intense examples of
investigation
the phenomenon of
(Kramer & Burns,
interest.
2008).

19 20
 Sampling mental health
Important shared Detailed Description of the Context, i.e. the study context, the
services programs in Can eb used to Transferability /
investigator’s role in the context and of how the context affects the
patterns that cut External validity
urban and rural areas in document unique or ability to answer the original research question.
across cases and
different parts of the diverse variations that
Maximum derived their
state (north, central, have emerged in
variation significance from Data Archiving/Creating an Audit Trail. The researcher(s) should
south) to capture adapting to different
having emerged ensure the completeness and accuracy of documents (e.g. interviews,
maximum variation in conditions (Patton, observations, etc.) and be clear about the coding schemes and data
out of
location (Bachman et al. 2002). analysis process. Theoretically, this would allow someone not
heterogenecity.
2009). connected with the study to review the primary documents and
Depends on Dependability / coding schemes to assess whether the findings, interpretations, and
recognition of key Reliability conclusions are supported.
To permit logical
dimensions that make
generalization and Skeptical Peer Review. A skeptical peer-reviewer plays the role of
for a critical case.
maximum Investigation of a group devil’s advocate, asking difficult questions about methods,
appreciation of of agencies that decided meanings, and interpretation of the data. This process provides an
Critical Particularly important
information to stop using an EBP to external check on the research.
case when resources may
because if it is true identify reasons for lack
limit the study of only
in this case, it is of EBP sustainment. Triangulation.
one size (programs,
likely to be true of
community,
all other cases. Skeptical Peer Review or Audits.
population) (Patton,
2002) Search for Disconfirming Evidence or Negative Cases.
Confirmability /
Objectivity
Data Collection Reflective Journal Keeping by the Researcher. Because the
researcher is the research instrument in qualitative research, the
There are different methods used in qualitative research. Interviews, focus researcher should keep journal notes on how his or her personal
group discussions, document analysis, and observational methods are some examples. characteristics, feelings, and biases may be influencing the work and
how he or she tries to manage them to the extent possible.
Combination of two or more is also suggested based on the phenomenon being studied
which will result in data triangulation. It is also important to record the process using a Qualitative Data Analysis
diary such as personal reflections on the process and reflexivity of the researcher as an There are various methodologic qualitative data analyses that can be
influence in the study. utilized, with distinct procedural steps. Some of which are: Colaizzi (1978), Glasser
(1992), Giorgi (1985),

Criteria Strategies
Triangulation. The purpose of triangulation is to make use of multiple
data sources, investigators, methods or theory to the extent possible to
provide corroborating evidence.
Search for Disconfirming Evidence (“deviant” or “negative” cases).
Instead of ignoring cases or information that “does not fit”, the
researcher actively looks for cases that do not fit the pattern and refines
Credibility /
the theory and working hypotheses in light of this evidence. The
Internal validity
researcher(s) continues this process until all cases fit, eliminating all
outliers and exceptions.
Subject Review (Also called “member checking” and “dialogue with
participants”). The researcher(s) solicits research “subject”, group
member, or participant views of the credibility of interpretation and
findings. In some cases, this strategy is also used to increase the
probability that research results will be used.
21
Moustakkas (1994), Paterson and Zderad (1976), van Kaam (1984), van
Manen (1990), Strauss and Corbin (1990), and Streubert (1991).
There are various software programs that support the analysis of qualitative
data, such as Atlas.ti, MaxQDA, and NVivo. These can be useful tools in putting an
order in the data efficiently.
Thematic expressions representing and explaining the focus of the research
culminates the process of qualitative data analysis.
FINDINGS
The result section in quantitative research is replaced as “findings” in
qualitative designs. Usually, a table will be utilized to present the emerging profiles
derived from the transcripts and the summary of the themes developed. A narrative
explanation of the themes is necessary, capturing the quality of the phenomenon
under investigation.
22
Reflexivity
Lifted from the SNAMS Thesis and Dissertation Writing Guide, the following
are necessary information to be included in the section reflexivity:
In qualitative research, the presuppositions of the researcher are suspended
temporarily to prevent the informants to be influenced. However, a section after
discussion is devoted for this, where the researcher becomes free in expressing his
thoughts and opinions, as they either blend or be different with the emergent themes. It
is defined in van der Riet (2012) using the Jootun et al (2009) as “the degree of
influence that researcher exerts, either intentionally or unintentionally on the findings”
and Parahoo (2006) “as the continuous process of reflection by the researcher on his
values.
In this section the researcher reflects on the whole research process and his
involvement in it. In other words, write about anything that seems pertinent to the
researcher (there correct or incorrect answers on this because these are personal
thoughts and importantly, the feelings of the researcher; so the objective is to become
somewhat introspective about the researcher’s role as a qualitative investigator).
APPENDICES
Suggested Appendices
Appendix A – Letter/s of request
B – Sample consent
C – Sample transcriptions
D – English Grammar Certification
E – Other pertinent documents related to the research
F – Photodocumentation (as necessary)
G – Curriculum Vitae
23
Part 3
Contents of a Quantitative Research Design
(specifically, for the Engineering Department and School of Computing)
Introduction
The introduction section provides the gap from the abstract to the remaining
sections of the paper. The introduction of a research paper serves two purposes:
1. It gives the background and motivation of the research.
The background of the study focuses from a generalist to specific
points of view and includes current trends of the area, open problems, and
developments (Varsamopoulos, 2004).
The first paragraph should be clear to anyone interested in the topic
being discussed and should identify the direction of the paper. By establishing
the motivation of the paper, its goal and set direction is clarified.
2. It gives the scope and outline of the paper, telling readers what they
should expect to find in it.
At the end of this section, it is essential to indicate the scope of the
paper, and describe its organization so that the readers know what to expect.
After completing the introduction, the reader should be able to decide if they
still want to continue reading the paper.
Review of Related Literature
The review of related literature section should flow smoothly and should also
be logically coherent, and well-structured. Its primary objective is to identify and state
the research problem (Saiedian, 2007) Similar to the introduction, this section serves
two purposes (Varsamopoulos, 2004):
1. It gives a list of research works that are related to your paper—
necessary to show what has happened in this field.
Providing this section shows that the author has done his
“homework”. It is not necessary to list all the existing publications on the
subject but the different solutions that lead to the paper’s own approach should
be distinguished. Ideally, a person who chooses to focus on the same area
should be able to catch up with the current trends in the field by reading this
24
section. A good background work will minimize the possibility that the
paper’s own approach has already been proposed by others. The most
important works that are worth citing are usually found in journals or in
proceedings of major conferences.
The Needs-Solution-Differentiation-Benefits (NSDB) approach in
reviewing a paper is useful in writing this section. These can be seen in every
paper and aids in identifying the common problem.
a. Needs [N]
All of the literatures related to the research paper address a common
need from a generalist point of view. It is not worth reviewing a paper with a
different need.
b. Solution [S]
This provides the unique solution or approach of the paper in order to
address the common need.
c. Differentiation [D]
Differentiating the solution of multiple papers addressing the same
need helps identify the common problem that was not addressed. This can be
done by identifying the advantages and disadvantages of each reviewed paper.
d. Benefits [B]
This can usually be seen at the concluding section of the paper and
states if the problem is addressed.
2. It provides a critique of the approaches in the literature.
After doing the NSDB analysis of a paper, critiquing it will enable
the identification of its limitations. This will eventually show that your
research picks up where the others left off.
The following is a literature review of Santos and Orillaza
(2018):
[N] On our evolving grid, the present monitoring system
using SCADA does not provide extensive knowledge
especially in the presence of renewable energy sources.
[S] The proposed configuration is a simplified hybrid
state estimator suitable for three-phase unbalanced power
distribution system. This configuration is capable of
utilizing both SCADA and µPMU measurements.
[D] As opposed to most hybrid state estimator, the WLS
25
Estimator will only utilize a single sample of µPMU and
SCADA measurement at instances when both are
refreshed simultaneously.
[B] Using the WLS Estimator presented, a limited
number of µPMUs on a distribution network on top of
SCADA can improve the overall performance of
distribution system state estimation. The state estimator
is practically designed to be used for real-time power
distribution state estimation to address the challenges of
our distribution system state estimation
[Critique] Using this state estimator, high PMU
measurement error even on a single bus due to
instrument transformation will yield inaccurate result to
the whole network. Also, a missing bus measurement, in
such a case where one measurement is disconnected from
the network, the WLS estimator will not converge.
Problem Statement
Before the reader can understand a solution, the reader should first understand
the problem. This section presents a precise statement of the problem that needs to be
addressed. This can be done by providing an analysis of the models and technologies
reviewed from the previous section, describing their shortcomings, and how the paper’s
own approach can complement them (Saiedian, 2007). The parts of a good problem
statement are linked by logical connections. These can be subdivided into six
consecutive parts wherein each part fulfills expectations of the reader the paper is
trying to persuade. These are not necessarily sections of the problem statement but are
key points in providing the argument.
a. Status Quo (SQ)
This describes the current trends and/or common problems from the
literature review which places this section’s argument in context.
b. Destabilizing Condition (DC)
This part answers why the status quo is unacceptable or insufficient
by outlining costs, assessing difficulties, or projecting benefits. It also answers
what will be the cost if the status quo is not addressed.
c. Candidates (C)
This part states the top one to three candidates from the review and
answers why those are not enough to solve the problem.
26
d. Solution (S) and Hypothesis (H) Objectives
This part provides the solution by answering the shortcomings of the top This section is based from hypotheses made from the problem statement and
candidates by hypothesizing. states what the paper aims to achieve. Clearly-defined objectives lead to an organized
e. Differentiation (D) methodology. This section is usually in bullet form and can be used as contents in
If needed, the paper may differentiate its own solution from the top candidates making the research timeline.
stated in this section.
f. Benefits (B) Method
State the benefits if the hypothesis/hypothesis is/are achieved. Sample of The method section reveals the overall plan that includes steps to be taken in
Hypothetical Problem Statement divided into parts are in Ocampo (2015):
[SQ] Broadband penetration rates in achieving the objectives stated from the previous section. It includes in its subsection
economically disadvantaged communities the research design, data, and preliminary work. These subsections may or may not be
remain poor, as ISPs and telcos remain
reluctant to invest infrastructure with included depending on the research being conducted.
potentially poor returns

[DC] This situation worsens the knowledge Research Design

and economic gap between those with and
without access The research design summarizes the procedures for conducting the

[C1] Approaches such as broadband satellite- study, including when, and under what conditions the data will be obtained.
based Internet access, while offering flexible This is to specify a plan for generating empirical evidence that will be used to
and rapid deployment, also require large
infrastructure investment and capital costs answer the research questions and achieve the objectives from the previous

[C2] Rolling out a WiFi based mesh also sections.

requires new infrastructure to be rolled out and
managed
A good research design yields maximum information while avoiding
[S] TV broadcast coverage, however, is
ubiquitous, so a broadband access scheme that collection of unnecessary data, maximizes reliability of results, provides firm
can be integrated with TV broadcasting and TV foundation, helps in organizing one’s ideas, gives chances to foresee flaws and
receivers offers a potential solution. [H] Our
hypothesis is that the use of cognitive radio inadequacies, incorporates by learning from other’s critical comments and
techniques to dynamically sense available
channels will not only offer high-bandwidth evaluation, examines data critically, the data being used is valid and verifiable,
dynamic spectrum reuse, but also provide a and specifies limits (Hassan, 2014).
solution to the problem of multiple access. In
addition, we propose to use mesh techniques to
reduce the transmission power needed from the
subscriber side Fixed designs (quantitative) are normally theory driven; otherwise it
is impossible to know in advance which variables need to be controlled and
[D] To our knowledge, the application of
cognitive radio techniques, specifically to measured. Often, these variables are measured quantitatively.
provide multiple accesses in the TV spectrum,
has not been demonstrated in the literature. In
addition, this has not been combined with Data
wireless mesh techniques to enable low-
power / low interference transmissions on the This section includes all the details of the data gathering tools,
subscriber side
[B] If this technology can be integrated into
instruments, and techniques described on the research design.
commodity TV receivers and into TV
broadcasting infrastructure, the problem of
broadband penetration may be addressed in a
significant way
27 28
 Instrument/ Simulation Tool
Data are gathered through various instruments or simulation
tools that may either be adopted or modified. Instruments used in a
particular study must acknowledge the source or owner/s and must
declare that permission was granted through any possible means.
Equations Derived/Used
Post-processed data that came from equations from existing
literature should be included and properly cited. Derived equations
are also included here.
Data Analysis
The statistical or data analysis tools used in treating the data
are enumerated and justified in this section. The formula of the
treatment is not included but the statistical software must be declared
appropriately. A certification coming from a statistician may be
appended as deemed necessary.
Ethical Consideration
Refer to the same section in Part 1.
Preliminary Work
For a research proposal, presenting a preliminary work
supports the validity of the study. This can be done either in
preparation prior to the plan described under the research design or
by achieving the first objective of the research. Preliminary work
allows for reflexivity, exploration, and creativity, prior to the
development of the research.
Results and Discussion
This section contains the vital pieces of information derived from the research
process, which is a contribution to the body of knowledge. There must be a thorough
analysis of the data presented. A text describing the data contained in a table/graph
should precede actual results. Santos and Orillaza (2018) portrayed this:
29
TABLE III presents the average percent error of all data on all phases
for each case after 1000 Monte Carlo Trials, the average iterations
per trial, corresponding run time for the whole 1000 Monte Carlo
Trial period, mean of estimation error, and variance.
On Case 1 where power flow measurements are complete and
measurements follow their specified uncertainty (3%), the traditional
WLS Estimator had 0.1187% error…
After the results, if necessary, a discussion should present a deeper exploration
of the results of the study by relating the data as a whole. Literature, either, in support
of or in negation to the findings, must also be presented. The following are the
guidelines in writing a substantial discussion section:
The discussion of the findings in Santos and Orillaza (2018) depicts this
suggestion:
Generally, the inclusion of a single
measurement of µPMU data on the WLS Estimator
improves the accuracy and variance of the state estimate
and has proven to be more robust against high
measurement uncertainties. Using this configuration
where only one µPMU measurement and SCADA
measurement is utilized, the concern between the huge
differences in sampling ratio between the two is
completely resolved.
Conclusion and Recommendations
Conclusion
Please refer to the same section in Part 1. The discussion of the
conclusions in Santos and Orillaza (2018) depicts this suggestion:
30
 A simplified hybrid WLS state estimator that is able to Part 4
utilize SCADA and µPMU measurements suitable for
three-phase unbalanced power distribution system is Research Process Workflow
presented in this paper. According to the simulation The review process
results, it is found that the inclusion of limited µPMU
measurements on top of existing SCADA measurements All research and creative works proposal, derived from the school/college/unit
on a distribution system gives a more accurate, and
reliable result. The huge difference of sampling rates of -based agenda and HAU Research Agenda, shall be evaluated following the flowchart
each measurement is also resolved by utilizing only one depicted in Figure 1.
sample of each per estimation. This shows that, using
the WLS Estimator presented here, a limited number of
µPMUs on a distribution network on top of SCADA can
improve the overall performance of distribution system
state estimation. This state estimator is practically
designed to be used for real-time power distribution
state estimation to address the challenges of our
distribution system state estimation.

Recommendations
Please refer to the same section in Part 1. The discussion of the
recommendations in Santos and Orillaza (2018) is as follows:

Using this state estimator, high PMU measurement error

on a single bus due to instrument transformation will
yield inaccurate result to the whole network. Also, in a
case where one PMU measurement is disconnected from
the network, the WLS estimator process will sometimes
diverge. Under such cases, a Weighted Least Absolute
Value (WLAV) Estimator can be considered which our
research group is testing at the moment.

31 32
 Successful passing of the process of evaluation and the issuance of ethical
clearance, the proponent implements the research protocol or completes the creative
work. Research and creative work final output shall be evaluated following the process
workflow as seen in Figure 2.
33
Proponent/s is/are expected to be fully compliant with the recommendations
provided by the peer evaluators. The usual duration of the peer evaluation is 2 weeks
upon the release of the results of the plagiarism scan (via Turnitin), excluding
weekends. Failure to release the results of on the second week, the office shall issue a
letter of explanation for the delay and shall set another deadline.
Acceptance of the Final Output
When the proponent/s successfully complied with the recommendations of the
peer evaluators, they are required to subject the final output for plagiarism scan (via
Turnitin) and English editing. Submission of 2 soft bound copies (maroon color) of the
manuscript to URO is expected. Sample of the cover layout and book spine is in
Appendices A and B, respectively.
The soft bound final output shall bear the following as appendices:
• Approval sheet (see Appendix C);
• Statistician’s Certification [only for quantitative research] (see Appendix
D); and,
• English Editing Certification (see Appendix E).
Note in Submitting a Proposal
Request from URO an electronic copy of the Action Form and fill it out. A
printed copy of the Action Form shall be submitted with the research proposal.
34
 Part 5
Guidelines in Co-authorship
Guidelines in co-authorship is ascribed in the provisions of the International
Council of Medical Journal Editors (ICMJE). These are:
1. Substantial contributions to the conception or design of the work; or the
acquisition, analysis, or interpretation of data for the work;
2. Drafting the work or revising it critically for important intellectual
content;
3. Final approval of the version to be published; and,
4. Agreement to be accountable for all aspects of the work in ensuring that
questions related to the accuracy or integrity of any part of the work are
appropriately investigated and resolved.
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 Appendix C
Appendix B

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 Appendix E
Appendix D

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 Appendix G

Appendix F

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 Appendix I

Appendix H

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