Research Paper Critique Guide

REPUBLIC OF THE PHILIPPINES
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

COLLEGE OF INDUSTRIAL EDUCATION
PROFESSIONAL INDUSTRIAL EDUCATION DEPARTMENT
Manila
The goal of this activity is for you to distinguish the relationships and differences of research approaches, designs, tools, and techniques used in Industrial Education and Technical Vocational Education. Moreover, this
will assist you to select the most appropriate design for your research proposal.
This assignment should be done by group. In the summary section, you should write a brief (up to 500 words) summary of the article in your own words. Do not use copy and paste, try to rephrase. This will be a good
practice for your final project’s literature review. In the critique section, you evaluate the article using the following grading criteria. The format of your paper should NOT be like a Q & A list. Instead, you should
integrate your answers into an essay format.
CRITIQUE OF RESEARCH ARTICLES

Qualitative Quantitative Mixed-Method Technology Development
Research Title Difficulties in Field-Based Observation
among Pre-Service Teachers:
Implications to Practice Teaching
Summary (max 500 words)
In your summary, you should identify This study focused on the viewpoints
main elements of the research including of graduating pre-service teachers
1. Research problem discussing their challenges with
2. Research goal administrative assistance, cooperating
3. Hypothesis
teachers, students, classmates, given
4. Research Questions
5. Research Method (briefly explain) tasks, and the learning environment
6. Sample (participants) when they were conducting field
7. Variables observations in particular secondary
8. Tools (instruments, tests, surveys) schools. Field-based observations are
9. Main findings (brief summary of implemented to curriculums related to
the results) teacher education and are regarded as
10. Conclusion a necessary factor to education in
general. Moreover, another reason
how field-based observation is a key
component of teacher education
programs, is the fact that it gives
preservice teachers their first hands-
on introduction to the formal school
context where work relationships,
teacher-student interactions, planning
for class activities, classroom
management, and Making adjustments
to one's physical and social
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surroundings becomes habitual. Be
that as it may, field-based observation
has been observed to have elements
that hold back preservice teachers
when it comes to implementations,
experience, and the affected
stakeholders. The researchers
hypothesize that field-based
observation is an option suitable to
substitute traditional classroom
observation, and through analysis of
previously developed curriculums it is
regarded as something that could
effectively improve teaching
capabilities as per reflections in
developmental maps in the pre-service
education. With the use of mixed-
method research design, the
researchers collected data through a
two-phased process, first getting and
analyzing quantitative data, followed
by collecting qualitative evidence to
set forth the latter. Five groups of
graduating pre-service teachers
majoring in English, Islamic Education
(IE), Music, Arts, Physical Education
and Health (MAPEH), Mathematics,
and Technical and Livelihood
Education (TLE) under the Bachelor of
Secondary Education (BSEd) degree
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program at the Cotabato City State
Polytechnic College (CCSPC), a
Teacher Education Institution (TEI) in
Cotabato City, Southern Philippines,
made up the 136 participants in the
study's quantitative phase. The
learning environment, the attitude
towards the said settings and the
people involved in those circles are the
components that are measured in
some way. The research instrument
consisted of multiple parts and was
researcher-constructed. Basic
information regarding the profiles of
pre-service students was gathered in
Part I. Challenges encountered during
pre-service field-based observation
were discussed in Part II. To validate
the survey results and gather more
information on the items listed in the
questionnaire, Part III interview
schedules were developed for FGI of
pre-service teachers and student
supervisors and for KII of cooperating
teachers and school principals. Lastly,
the study's conclusions revealed that
pre-service instructors often had only
mild challenges while doing field
observations, particularly with regard
to the students, tasks assigned, and
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learning environment. The study's
conclusions were supported by in-
depth discussions of its qualitative
data. Implications for further
developing the practicum component
that can assist in bridging the theory-
practice nexus in pre-service teacher
education and support the growth of
teachers' professional competences
were identified. Through interviews,
more in-depth perspectives and points
of view from many participants painted
a clear picture of the issues related to
off-campus observation. All agreed
that if challenges in various areas are
overcome, field-based observation in
educational settings becomes a
valuable experience. They
acknowledged both the advantages
and disadvantages of such challenges
for future instructors.
I. Introduction
Problem
1. Is there a statement of the There is no outlined statement of the
problem? problem but the issues on hand are
2. Is the problem “researchable”? distributed in the study and discussed
That is, can it be investigated through the accordingly throughout points implied.
collection and analysis of data?
Through various method’s, the matter
3. Is background information on
the problem presented? in question, being the: difficulties with
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4. Is the educational significance field-based observation among pre-
of the problem discussed? service teachers was given a definition
5. Does the problem statement and the researcher was able to give a
indicate the variables of interest and the range or an adjective to describe the
specific relationship between those
collected and analyzed data. As stated
variables which are investigated? When
necessary, are variables directly or in the challenges of the Pre-service
operationally defined? teachers, studies on pre-service
education have concentrated on a
variety of topics, including pre-service
teachers' perceptions of mentor
teachers' evolving use of mentoring
skills, pre-service teachers'
perspectives on innovations, the types
of questions pre-service teachers ask
during diagnostic math interviews, and
the behavioral effects of field
experience during elementary
methods courses and the
environmental setting itself. The
significance of tackling the issues at
hand, that being the difficulties that
comes with the implementation of
field-based observations is thoroughly
discussed. Lastly, the variables are
discussed in a way that is being
interconnected to each other, though,
at first it focused mainly on the
significances and importance, and
gradually brought up the variables in a
way that it is operationally defined.
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Review of Related Literature

1. Is the review comprehensive? Each source cited in the thorough
2. Are all cited references relevant examination of the literature is relevant
to the problem under investigation? to the query posed in the study. Both
3. Are most of the sources primary and secondary sources, such
primary, i.e., are there only a few or no
as writing techniques that entailed
secondary sources?
4. Have the references been researching and selecting articles or
critically analyzed and the results of journals with the appropriate topics,
various studies compared and were all consulted. The reference
contrasted, i.e., is the review more than a employed as well as the pertinent
series of abstracts or annotations? topics, methodology, and research
5. Does the review conclude with findings are poured into the outcomes,
a brief summary of the literature and its a discussion, to aid in the construction
implications for the problem of this literature review. An overview of
investigated? the literature is given as a quick
6. Do the implications discussed
summary of the review. Finally, the
form an empirical or theoretical rationale
for the hypotheses which follow? inferences from the paragraphs that
discussed the topic do in fact construct
an outline from which the researcher’s
hypotheses could follow. The
discussion of variables gives
implication to the hypothesis therefore
forming an empirical conjecture.
Hypotheses
1. Are specific questions to be The hypotheses aren’t specifically
answered listed or specific hypotheses to described or given emphasis but are
be tested stated? implied through examples and analysis
2. Does each hypothesis state an of previous studies related to the topic.
expected relationship or difference?
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3. If necessary, are variables Moreover, each hypothesis that is
directly or operationally defined? described is connected from the latter.
4. Is each hypothesis testable? It could be described as a chart with
arrows pointing to one main topic in
the middle. The variables are
necessarily defined operationally and
are assigned accordingly. The
hypotheses implied by the researchers
are unidirectional in nature therefore
making them all testable.
II. Method
Subjects
1. Are the size and major
characteristics of the population studied
described?
2. If a sample was selected, is the
method of selecting the sample clearly
described?
3. Is the method of sample
selection described one that is likely to
result in a representative, unbiased
sample?
4. Did the researcher avoid the
use of volunteers?
5. Are the size and major
characteristics of the sample described?
6. Does the sample size meet the
suggested guideline for minimum sample
size appropriate for the method of
research represented?
Instruments
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1. Is the rationale given for the
selection of the instruments (or
measurements) used?
2. Is each instrument described in
terms of purpose and content?
3. Are the instruments appropriate
for measuring the intended variables?
4. Is evidence presented that
indicates that each instrument is
appropriate for the sample under study?
5. Is instrument validity discussed
and coefficients given if appropriate?
6. Is reliability discussed in terms
of type and size of reliability coefficients?
7. If appropriate, are subtest
reliabilities given?
8. If an instrument was developed
specifically for the study, are the
procedures involved in its development
and validation described?
9. If an instrument was developed
specifically for the study, are
administration, scoring or tabulating, and
interpretation procedures fully described?
Design and Procedure
1. Is the design appropriate for
answering the questions or testing the
hypotheses of the study?
2. Are the procedures described
in sufficient detail to permit them to be
replicated by another researcher?
3. If a pilot study was conducted,
are its execution and results described
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as well as its impact on the subsequent
study?
4. Are the control procedures
described?
5. Did the researcher discuss or
account for any potentially confounding
variables that he or she was unable to
control for?
III. Results
1. Are appropriate descriptive or
inferential statistics presented?
2. Was the probability level, α, at
which the results of the tests of
significance were evaluated, specified in
advance of the data analyses?
3. If parametric tests were used, is
there evidence that the researcher
avoided violating the required
assumptions for parametric tests?
4. Are the tests of significance
described appropriate, given the
hypotheses and design of the study?
5. Was every hypothesis tested?
6. Are the tests of significance
interpreted using the appropriate degrees
of freedom?
7. Are the results clearly
presented?
8. Are the tables and figures (if
any) well organized and easy to
understand?
9. Are the data in each table and
figure described in the text?
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IV. Discussion (Conclusions and
Recommendation)
1. Is each result discussed in
terms of the original hypothesis to which
it relates?
2. Is each result discussed in
terms of its agreement or disagreement
with previous results obtained by other
researchers in other studies?
3. Are generalizations consistent
with the results?
4. Are the possible effects of
uncontrolled variables on the results
discussed?
5. Are theoretical and practical
implications of the findings discussed?
6. Are recommendations for future
action made?
7. Are the suggestions for future
action based on practical significance or
on statistical significance only, i.e., has
the author avoided confusing practical
and statistical significance?
8. Are recommendations for future
research made?
General Insights
This Research Critique Paper Guide is Adopted from https://homeweb.csulb.edu/~arezaei/EDP520/critique.htm

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REPUBLIC OF THE PHILIPPINES

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

CRITIQUE OF RESEARCH ARTICLES

Review of Related Literature

This Research Critique Paper Guide is Adopted from https://homeweb.csulb.edu/~arezaei/EDP520/critique.htm

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