CBA - Approved Module - Business Research v2022

UNIVERSITY OF NUEVA CACERES
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BS Business Administration No. UNC-SG-
Financial Management Study Guides BA-03
Study Guide
College of Business and Accountancy
BUSINESS RESEARCH
Study Guide to
Educational Research Writing Made Easy, 2016 ed, Bueno, D.
Research Methods, 2018, Adjei, J
A Quick Guide to Quantitative Research in the Social Sciences, 2020

Davies, C., Wales, C
Choosing and Using Sources: A Guide to Academic Research, 2015

Ohio State University
Prepared by:
MARIA ALIDA A. MORES, Ph.D

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Study Guide
Business Research
By: Maria Alida A. Mores
Copyright © 2020 by Maria Alida A. Mores and the University of Nueva Caceres
No part of this course module/study guide may be reproduced or transmitted in any form
or by any means, electronic or mechanical, including photocopying, recording, or any
information storage and retrieval system, without permission in writing from the author/s
and the University of Nueva Caceres
Published in the Philippines by the University of Nueva Caceres
Office of the Vice President for Academic Affairs
JH10, JH Bldg., University of Nueva Caceres,
J. Hernandez Ave. Naga City,
Camarines Sur, Philippines
Printed in the Philippines
First printing, 2020
Second Printing, 2021

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Study Guide
Table of Contents
Module 0
Study Guide 1
Study Guide 2
Study Guide 3
Study Guide 4
Appendices
University of Nueva Caceres
COLLEGE OF BUSINESS AND ACCOUNTANCY
J. Hernandez Avenue, Naga City
Tel. No. +63-054-472-6100 local 115

VISION Our vision is to be the top university of choice for Bicolanos everywhere. We will
STATEMENT nurture our students through empowering outcome-based education, to help
them become purposeful, productive and future-ready human beings who will
contribute to the sustainable development of Bicol and better tomorrows for all.
MISSION Our mission is to expand opportunities for every Bicolano everywhere and
STATEMENT prepare them for a purposeful life, by providing empowering outcome-based
education and a nurturing learning environment.
We shall be the top university of choice. We commit to provide delightful
outcome-based educational experience in a nurturing environment and deliver
QUALITY
quality research and extension services. We likewise commit to champion
POLICY
continuous improvement in our quality management system to meet local,
national and international standards.
1. PURSUE the nurturing and strengthening of social institutions with
empowered leaders, skilled professionals, and proactive entrepreneurs
for the development of the Bicol Region and the Filipino nation;
2. PRODUCE graduates who entrepreneurial, productive, morally upright,

environmentally conscious, globally responsive and socially responsible
citizens;
UNIVERSITY
OBJECTIVES 3. PROPAGATE the culture of excellence through a continual process of
introspection, integration and improvement of programs, facilities and
services.
4. PROVIDE the University personnel with the means to enhance

their personal well-being and professional skills to effectively carry out
balanced curricular and development programs.
GRADUATES Excellent Communicator. Ability to effectively use oral and written skills in
ATTRIBUTES sharing and receiving updated and verified information in various
communication channels.
Creative Leader. Ability to critically think of solutions and strategies that
contribute to making great decisions and innovation that promote societal
development.
Ethically Responsible Citizen. Ability to harmoniously live and work with others
Business Research 1
with trust, dignity and integrity promoting respect for human rights,
multicultural understanding, and preservation of cultural heritage
Lifelong Learner. Ability to up-skill, cross-skill and re-skill himself/herself, learn
independently , reflect, and adapt with the societal changes/demands.
COLLEGE OF BUSINESS AND ACCOUNTANCY
The UNC College of Business and Accountancy envisions its graduates as leaders
and active agents in nation building by entrepreneurship and by honest,
VISION
dedicated service in government and private entities, contributing to the
STATEMENT
improvement of the quality of life of the Filipino, and responsive to the demands
of the global business environment.
The benefits of quality and excellent business and accountancy education shall be
made accessible to the youth through the provision of rich and diverse curricular
MISSION programs and alternative learning system that will transform individuals into
STATEMENT competent professionals, empowered leaders, and proactive managers and
entrepreneurs possessing the ideals of competence, integrity, and moral and
social responsibility.
PROGRAM EDUCATIONAL OBJECTIVES

Three to five years after completing the program , BSBA graduates are expected to:
PEO 1 Pursue personal and professional development to meet increasing demands and
responsibilities of a successful career in Marketing and other related endeavors
a. Pursue graduate/law studies or trainings/short term courses related to Marketing
b. Membership to local or national business/marketing organizations
c. Attend seminars on marketing and other related topics

PEO 2 Practice one’s career as ethically and socially responsible professionals who contribute
to uphold the UNC core values
a. Exercise objectivity and professional due care
b. Demonstrate personal standards in championing excellence
c. Work effectively as part of the team
PEO 3 Contribute to nation-building by assuming leadership responsibilities and
demonstrating competencies required in Marketing and allied fields.
a. Assume supervisory/managerial position
b. Organize/lead projects that utilize knowledge and skills along areas in regulatory
framework and information technology
PROGRAM OUTCOMES
At the time of graduation, the students of the Bachelor of Science in Business Administration program
should be able to:
Business Research 2
General
POa Communicate clearly and effectively with stakeholders both in oral and written forms.
POb Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF
level 6 descriptor)
POc Promote “Filipino historical and cultural heritage” (based on RA 7722)
POd Act in recognition of personal and professional development
Technical
POe Implement business- related activities by applying the basic functions of management
and basic concepts that underlie in each of the functional areas of business (marketing,
finance, human resource, production/operation)
POf Conduct business research, as a tool to critically, analytically and creatively solve
problems and drive results
POg Employ technology as a business tool in capturing financial and non-financial

information, generating reports and making decisions.
POh Apply knowledge and skills to successfully respond to various types of assessments,
e.g. certifications.
POi Analyze the business environment to innovate business ideas based on emerging
industry.
POj Maintain a commitment to good corporate citizenship, social responsibility and ethical
practice in the conduct of business or profession.
COURSE INFORMATION
Program BSBA
Term, School Year 1st Semester 2022 - 2023
Course Code BAC411k-LUb

Course Title BUSINESS RESEARCH
Course Description This is the continuation of the courses Special Topics and E-commerce.
This is the third of three courses concerning conducting empirical research
relevant to the diverse areas of business. It is designed to enable the learners
to produce a thesis of general relevance to business. Research reporting
includes developing and summarizing the findings, drawing conclusions, and
making recommendations. Also, as part of this course, learners will also be
exposed to the peculiar features and distinct format of thesis and publishable
research. Finally, in this course, the learners are not only expected to pass the
final oral defense of their undergraduate thesis but also equip themselves
Business Research 3
with the basic analytical technique
The final defense will be conducted towards the end of the course.
COURSE OUTCOMES After completion of the course, the student should be able to:
1. Prepare the data gathering instrument.
2. Organize, analyze and interpret the gathered data
3. Draw the conclusions and formulate recommendations
4. Defend, finalize and submit a completed business research
FACULTY IN-CHARGE Salvador Arcilla, Maria Alida A. Mores
CONTACT INFORMATION salvador.arcilla@unc.edu.ph / mariaalida.mores@unc.edu.ph
CONSULTATION HOURS 1:00pm – 2:00pm Saturday
Granularized Course Outcomes
Intended Teaching and

ILO
Course CO Modules Learning Learning Assessment Feedback
Level
Outcomes Level Outcomes Activities Mechanism
faculty to conduct
course
Explain orientation;
the school I Explain the UNC students to n/a
philosophi VM and Core review/reflect on
es, discuss Values, CBA VM school
course and BSA PEO philosophies
Zoom or
requireme Module 0 Discuss the course Google meet,
nts and Course requirements,
I faculty to conduct Class GC, FB
grading Orientati E grading system n/a
course orientation Messenger,
system on and classroom and
E-mail, SMS
and write school policies
the
statement Write a statement students to
of purpose of purpose or participate in the
or D essay; rubric
commitment to the BB discussion
commitme course and forum
nt program
Prepare, I Study Discuss the key Students to read Zoom or
pilot test Guide 1: points in preparing the concepts; Google meet,
I essay;
and Data the data gathering teacher to conduct Class GC, FB
finalize the Gatherin instrument lecture-discussion Messenger,
data g E Prepare and pilot collaborative checklist E-mail, SMS
Instrum test the data writing session;
gathering
ent gathering consultation
instrumen
instrument
Business Research 4
t Finalize the data collaborative
D gathering writing session; Checklist
instrument consultation;
Organize, Discuss the

Students to read
analyze concepts of
Study the concepts;
and I organizing, essay; rubric
Guide 2: teacher to conduct Zoom or
interpret analyzing and
Analysis lecture-discussion Google meet,
the interpreting data
E and Class GC, FB
gathered Apply the concepts Exercises on data
Interpret Messenger,
data of data organization,
ation of E-mail, SMS
E organization, analysis and rubric
Data
analysis and interpretation;
interpretation consultation and
feedback
writing and
Write and finalize finalizing chapter
D rubric
Chapter IV of the IV; consultation;
research output feedback
Discuss the
techniques in Students to read
drawing the concepts;
I essay; rubric
conclusions and teacher to conduct
formulating lecture-discussion
Study recommendations
Guide 3: Apply the Faculty to
Conclusio techniques in demonstrate the
E n and drawing application of
E rubric
Recomm conclusions and techniques;
e formulating students to do
Draw the ndation recommendations related exercises
conclusion
s and writing and
formulate D Write and finalize finalizing chapter rubric
recommen Chapter V of the V; consultation;
dations research output feedback
Finalize D Study I Identify and Students to read checklist Zoom or
and Guide:4 describe the parts the concepts; Google meet,
defend a Complete of completed teacher to conduct Class GC, FB
research lecture-discussion
Business Research 5
Write the
collaborative
preliminary pages
writing session;
E and appendices of rubric
consultation;feedb
completed the research
ack
Accountan d output Messenger,
cy Research collaborative E-mail, SMS
Research Defend, finalize rubric for
writing session;
and submit a presentation
D consultation;
completed and
panel defense;
research output manuscript
feedback
MODE OF DELIVERY, COMMUNICATION SYSTEM AND OTHER SUPPORT SYSTEM

This RED Learning Kit is to be delivered on a printed modular modality. This is the modality that
students may choose if they are facing either a zero internet connectivity at home, or an unstable
internet connectivity. If you have chosen this modality, you are in self-study mode.
You are expected to follow the study guide for this course. A minimum of 3 hours per week is
required for you to work for this course or a total of 54 hours in 18 weeks.
You are expected to submit the requirements as due for better navigation of the course. For writing
and presentation requirements, you are expected to avail of grammar and spelling checker.
Consultation with your teacher should be at least once a week observing the class hours using
these channels;
Email – salvador.arcilla@unc.edu.ph mariaalida@unc.edu.ph
FB messenger account -
Collaboration with group mates and classmates should be at least once a week as scheduled through
our Group Chat or through text messaging. Hence it is important that you provide me with your FB
messenger account and your cellphone number iF possible.
On the other hand, if you choose the Flexi Tech modality, it means that your internet connectivity at
home is stable, and therefore you can make use of the Learning Management System or LMS for
your learning activities at home. In this modality, you will have learning sessions that will be done
asynchronously, meaning, you will follow through the lessons, instructions and activities using the
LMS by connecting on-line. You can do this at your own pace and time, preferably at the time that is
prescribed in your schedule of classes to help you on managing your time properly. You will also
have synchronous classes with your teacher and classmates, meaning, you will get to meet with
them virtually by using platforms such as Zoom or Google Hangouts. The schedules are provided in
the class schedule. However, whenever there are adjustments in the schedule of meetings because
of certain exigencies, you will be informed about it through a message in the Group Chat which we
will create, or through text messaging.
Business Research 6
Section Day Time Google Meet Details
2127 Friday 5:30pm –

BAC411k-LUb HS106 8:30pm
2083
BAC411k
In a face-to-face mode of delivery, we meet during class hours at an assigned room. That has
changed in a remote set up, whether flexi-kit or flexi-tech solutions. Instead of meeting every week
at a pre-assigned time and place, a large portion of your work will involve independent study tasks.
This means you will need to pace yourself, direct your own learning experience, be disciplined in
managing your time, and target to complete assignments on or before the due date.
Every week, I designed a Study Guide which provides details on how you should engage with the
core topic and whether this will be supported by a live meeting via Zoom. The lesson/topic for each
week is designed following the UNC outcome-based education delivery format. You must view these
study guides at the start of the week to give you clarity of what lies ahead and what is expected of
you during the week.
COURSE REQUIREMENTS AND GRADING SYSTEM

The following shows a summary of the different assessments that we will be conducting in relation
to the course outcomes. These assessments intend to measure whether you have reached the
expectations of the course through the different lessons and learning activities that we will have in
the entire delivery of the course:
A formative assessment is an “assessment for learning”. It intends to determine what your learning
needs are and what interventions are needed to meet your learning needs and improve your
competencies and skills. A summative assessment is an “assessment of learning”. It intends to
measure whether you have already achieved the expected outcomes of the course.
LinkedIn Learning
One of your requirements in this subject is to take and complete the LinkedIn Learning course. This
course will be taken by you in this subject for 5 months.
The certificate that you will earn will be an Industry Certification, and will be an added value
when you apply for a job after graduation, which is aligned to UNC’s Multiple Qualifications
Program or MQuaP. Once you earn the industry certification, it will be automatically uploaded
to your LinkedIn Profile. The courses will help you learn useful and essential skills that would
help you do better in building your career path. The earned
certificate will form part of your grade in this subject
The LinkedIn course may be taken at your own time and at your own pace. While you are
required to earn only one certificate, you are encouraged to take and complete as many courses
Business Research 7
of your choice as you can during the 5 -month period for your additional graduation credentials,
and which will also earn you additional points in your final grade. I am sure you will learn many
things from LinkedIn. Take the most out of it!”
These are the exam schedules. Place and manner of examination are to be announced.
Prelim Exam – Sept. 5 – 8, 2022
Midterm Exam – Oct. 10 -13, 2022
Semi-final Exam – Nov. 14 – 17, 2022
Final Exam – Dec. 16 – 20, 2022
Grading System
This will be our Grading System. Take particular note of the components so that you can strategize
on how you can achieve a good final mark in this subject:
Title Defense:
Midterm
100% Participation
Attendance/weekly log-in/consultation 10%
Participation in formative assessments 10%
Graded Projects/Activities/ Summative Assessments/
Midterm deliverables 80%
100%
Final Defense:
Full manuscript (rated by advisers) 20%
Rubrics for Written Output (rated by panel members) 40%
Rubrics for Oral Presentation (rated by panel members) 20%
Rubrics for Teamwork (rated by group lead and members) 20%
Total 100%
Final Grade:
Midterm Grade 30%

Rating- Final Defense 30%
Submission of final copy 40%
(revised full paper, 20-min
recording, ppt similarity report)
Total 100%
GRADING SYSTEM
Range Numerical Interpretation

Grade
Business Research 8
99% - 100% 1.0 Excellent
96% - 98% 1.25 Very Superior
93% - 95% 1.50 Superior
90% - 92% 1.75 Very Good
87% - 89% 2.0 Good
84% - 86% 2.25 Very Satisfactory
81% - 83% 2.50 Satisfactory
78% - 80% 2.75 Fair
75% - 77% 3.0 Pass
74 and below 5.0 Fail
ASSESSMENT TOOLS
Rubrics for Discussion Forums
Criteria Satisfactory Very Satisfactory Excellent

Observations I give simplistic I give an adequate I give
and Insights observations, degree of sophisticated
(Max. 50 pts) provide little or no observations, and thoughtful
insight, some insight and observations,
comment or analysis. My high
analysis. My work is work is degree of insight
more descriptive reflective and
than reflective and analysis. My
(30 pts) considered work has
outcomes but lack evidence that
depth outcomes have
been processed
(40 pts) and
reflected upon.
(50pts)
Comments and I rarely engage with I engage with I actively engage
Discussions other group other group with other group
(Max. 30 pts) members and do members, but members, and
not use relevant rarely use adequately use
literature relevant relevant
or factors on the literature or literature or
pertinent issues and factors on the factors on the
discussion. pertinent issues
and
Business Research 9
(20 pts) discussion to pertinent issues
support the and
argument with discussion to
relevant evidence. support the
argument with
(25pts) relevant
evidence and
introduce new
perspectives.
(30pts)
Language and My work is not well My work has My work has an
Structure organized, better structure excellent
(Max. 20 pts) predominantly with a logical coherence and
descriptive with progression. It progression. Its
little interpretation uses ideas and
or limited observations are
reflection. It interpretation well
indicates poor and reflections. It structured.
vocabulary and observes There is an
grammar and with competent effective and
numerous vocabulary and
accurate use of
errors. (10 grammar but with
vocabulary and
pts) occasional
grammar, very
errors. (15 pts)
few to no errors
at all. (20pts)
Evaluation Measure Rubric Oral Presentation

(TITLE and FINAL DEFENSE)
CRITERIA ASSESSMENT
Fair Satisfactory Very Satisfactory Excellent

Organization Least organized Less organized Clearly organized Very clearly and
30pts and with no and with few and with some logically organized
transitions. transitions. transitions. and with
appropriate
26pts transitions. 30pts
18pts 22pts
Delivery Least eye contact Less effective Effective eye contact Very effective eye
30pts with many eye contact with with tolerable contact with no
delivery some delivery delivery deficiencies delivery deficiencies
deficiencies in deficiencies in in grammar in grammar and
grammar and grammar and and pronunciation.
pronunciation. pronunciation. pronunciation.
22pts 30pts
18pts 26pts
Materials/ Slides are less Slides are Slides are acceptable Slides are
Business Research 10
PowerPoint acceptable and acceptable and effective. highly
10pts less effective but less acceptable and
effective. 9pts highly effective.
7pts
8pts 10pts
Overall The speaker is The speaker is The speaker is The speaker is very
Effectiveness least enthusiastic less enthusiastic enthusiastic who enthusiastic who
30pts who poorly who fairly satisfactorily excellently conveys
conveys conveys conveys information information and
information information and and effectively effectively answers
and answers few answers some of the all the queries of the
provides queries of panel queries of the panel. panel. 30pts
no answer 22pts 26pts
to queries of the
panel. 18pts
Evaluation Measure Rubric

Research (Final Defense)
CRITERIA ASSESSMENT
Needs Good Very Good Excellent
Improvement
Presentation of The The
The
the Statement of problems/objectiv problems/objectives
problems/objectiv The
the Problem or es of the study are of the
es are problems/objective
Objectives not properly study are properly s are properly
20pts identified. properly identified. identified and are
These are identified These are in order perfectly presented.
few but these are but not perfectly
and still few and presented
not not
arranged. 13pts arranged. 15pts 18pts 20pts
Sufficiency Insufficient Not so Sufficient Sufficient Very Sufficient
of related Only a few related Only a few Sufficient related Very sufficient
literature literature related literature literature and related literature
and studies (gaps and and studies; studies containing and studies
are bridged) studies (gaps containing both local and (gaps are
20pts are not more international bridged).
bridged). literature
international and
literature and studies.
studies. 18pts 20pts
13pts
15pts
Appropriateness Not Appropriate Not so Appropriate Appropriate Very Appropriate
of research Almost all of the Some research Almost all research All research
method and research methods methods and methods and tools methods and tools
instrument and tools used are tools are used are are accurate
10 pts not appropriate. accurate. appropriate
7pts 9pts 10pts
8pts
Comprehensive Not Not so Comprehensive Very
discussion of the comprehensive comprehensive There is a comprehensive
results of Limited discussion There are comprehensive There is a very
the study, of the results of the discussions of the discussion of the comprehensive/exh
with tables and study. results of the study results of the austive discussion
graphs. Tables and graphs but some are not study. of the results of the
are not presented. relevant to the Tables and graphs study. Tables and
30pts study. Tables and are properly graphs are properly
graphs are presented. presented.
presented.
26pts
18pts 22pts 30pts
Workable/doable Not doable Not so doable Doable Very doable
recommendations There are few There are some Almost all of the All
doable doable recommendations recommendations
10pts recommendations recommendations are doable. 9pts are highly doable.
7pts 8pts 10pts
Abstract, Incomplete and Complete but mostly Complete but few Complete and
preliminary pages inappropriate inappropriate documents are appropriate
and appendices inappropriate
10pts 7pts 8pts 9pts 10pts
Evaluation Measure Rubric
Teamwork
Criteria Fair Satisfactory Very Satisfactory Excellent
Understanding of I can not identify I can identify or I understand the I can keep myself
common goal/ nor state common state common team goal and can and help the team
goals goals but i can't explain it stay on track by
20pts explain them "keeping an eye on"
13pts 15pts 18pts the common goal
during this project.
20pts
Understanding of I don't know all I don't know all - I do know all the
individual and the tasks or who the tasks and I don't know all tasks, roughly how
group roles and is doing what, or who is doing the tasks and how they relate to each
responsibilities what I'm doing. - what, but I know they relate to each other and my
I do not know what I am other, but I know personal tasks. - I
20pts what the skills supposed to do. - what I'm doing can recognize and
and strengths I know what the and the key things use the skills and
are of each skills and others are doing. - strengths of others
member. strengths of each I can recognize, to accomplish more
member are, but I but inconsistently than I can do on my
use, the skills and
choose not to use own
strengths of others
them.
to accomplish
13pts 20pts
more than I can do
15pts on my own. 18pts
Ownership and do not accept any I hesitate to I accept I can take initiative
Accountability task from peers accept responsibility, and I accept
and only accept responsibility but but don't take the responsibility.
20pts those that are will occasionally initiative. - I take - I take
assigned by my volunteer for accountability for accountability for
supervisor or tasks that interest my own tasks, my own and our
leader. - I pass on me. but not of the Team's tasks.
accountability and - I take Team's
blame to others accountability for
when things do
some of the tasks
not go as planned.
assigned to me.
13pts
20pts
15pts 18pts
Coordination, I prefer to work I can work with I can work I can usually work
Cooperation, alone separate team members cohesively with cohesively with team
Collaboration from the rest of but clash with team members as members even if we
the Team some, especially long as we share a have differences in
20pts common style,

when their style, personality, or style, personality, or
personality, or position/perspecti position/perspective
position/perspect ve/opinion. /opinion.
- When i
ive/opinion is - I accept - I accept
do workwith
different from inputsfrom others inputs fromothers
others i often
mine. as long as i think even when they
clash or "check
- I listen to inputs the person is differ from my own.
out"
from others but smart or if they do There is usually
- I will
don't usually not differ from my some part of other's
work withothers
consider them. - I own input that makes a
only when
seek inputs and - I seek project better.
instructed to do
feedback from inputs - I seek
so.
others only in andfeedback from inputs andfeedback
- I do not
situations where others only to from others along
askothers for
I get stuck and do double check my the way (and at the
their inputs or
not know what to final product or end) to incorporate
feedback. 13pts
do see if I covered
everything
15pts 20pts
18pts
Initiative to I am unwilling to I can identify
I would hesitate,
Support others offer support to situations where
but provide
others even when I would offer the my help may be
support to others
20pts prompted. appropriate type needed by others,
when prompted.
- I and level of and I would
- I can take on a
begrudginglytake support to others proactively offer
portion of other
on a portion of when prompted. support. - I can take
people's
other people's - I can take on on other people's
responsibilities
responsibilities other people's responsibilities as
when prompted.
when prompted. responsibilities, the need arises.
- I'm unprompted, if
onlyconcerned it will save the
with the tasks I project 18pts 20pts
need to
15pts
accomplish. 13pts
COURSE SCHEDULE
Week/ Topics/ Teaching & Learning Activities Expected

Date & COs Asynchronous Synchronous Output
Module 0 Reading of course Setting of Statement of
Week 0 Course guide expectations Commitment
Setting Orientation Self-introduction via
Expectations LMS
Week 1-2 CO 1 Study Reading of learning Small group Finalized Data

Guide 1 Data materials on giving consultation and Gathering
Setting Gathering research feedbacking Instrument
Expectations Instrument presentation;
Preparation of data
gathering
instrument;
Finalization of
research proposal
Week 3-4 CO 1 Study Finalization of Title defense Finalized Data
Guide 1 Data research proposal; Gathering
Gaining Gathering Revision to comply Instrument
Attention Instrument with the suggestions
of the panel
Week 5-6 CO 2 Study Data gathering Small group Gathered data
Guide 2 Analysis consultation and
Presenting and feedbacking
Stimulus Interpretation of
Data
Week 7-8 CO 2 Study Data gathering Small group Gathered data
Guide 2 Analysis consultation and
Providing and feedbacking
Guidance Interpretation of
Data
Week 9-10 CO 2 Study Data organization, Small group Organized,
Guide 2 Analysis analysis and consultation and analyzed and
Eliciting and interpretation feedbacking interpreted
Performance Interpretation of data (Chapter
Data 4)
Week 11-12 CO 2 Study Data organization, Small group Organized,
Guide 2 Analysis analysis and consultation and analyzed and
Providing and interpretation feedbacking interpreted
Feedback Interpretation of data (Chapter
Data 4)
Week 13 CO3 Study Guide Drawing Small group Chapter 5
3 conclusions and consultation and
Providing more formulating feedbacking
scaffolds Conclusions and recommendations
Recommendatio
ns
Week 14 CO 3 Study Finalization of the Final defense Chapter 1-5
Guide 4 completed research including
Enhancing Final defense preliminary
Retention pages and
appendices
Week 15-18 CO3 Study Guide Final revision of the Small group Final copy of
4 Final defense completed research consultation / final duly approved
Assessing based on the checking and research output
Performance recommendations feedbacking
of
the panel of
evaluators
For flexi kit class, we will have a consultation session at least once a week at the time indicated in
your matriculation form. The day of this session will be determined and announced on our first day
of classes. This meeting will be conducted via zoom or google meet for those with internet
connectivity or via call for those who do not have internet connectivity. Announcements will be
posted in our class GC. Please tune in.
For flexi-tech class, we will have a weekly synchronous session at the time indicated in your
matriculation form. The day of this session will be determined and announced on our first day of
classes. This meeting will be conducted via zoom or google meet.
Refer to this RED learning kit as a complete guide on how to acquire the competencies and comply
with the course requirements. Though we have scheduled synchronous sessions, you can give me a
ring or send a message in our class GC for urgent concerns. I will try to respond within the day or in
24 hours.
Aside from our interaction and your interaction with the content, you are also encouraged to
interact with your peers or classmates in this course. There are requirements that need
collaboration with your classmates. May you enjoy this activity.
Course Assessment and Evaluation Plan

Intended Learning
Assessment Tool
Course Outcomes Outcomes Performance Target
Explain the UNC VM and n/a

Core Values, CBA VM and
BSA PEO
Discuss the course
requirements, grading At least 90% of the
n/a students in the class
system and classroom
and school policies would obtain at least a
passing mark
Explain the school
philosophies, discuss
course requirements and Write a statement of
essay; rubric
grading system and write purpose or commitment
the statement of purpose to the course and
or commitment program
Discuss the key points in
preparing the data essay;
gathering instrument
Prepare and pilot test At least 90% of the
the data gathering checklist students in the class
instrument would obtain at least a
passing mark
Prepare, pilot test and Finalize the data
finalize the data gathering gathering instrument Checklist
instrument
Organize, analyze and Discuss the concepts of At least 90% of the
interpret the gathered organizing, analyzing essay; rubric students in the class
data and interpreting data would obtain at least a
passing mark
Apply the concepts of rubric
data organization,
analysis and
interpretation
Write and finalize
Chapter IV of the rubric
research output
Discuss the techniques

in drawing conclusions
essay; rubric
and formulating
recommendations
Apply the techniques in At least 90% of the
drawing conclusions and students in the class
rubric
formulating
would obtain at least a
recommendations
passing mark
Draw the conclusions and Write and finalize rubric

formulate Chapter V of the
recommendations research output
Identify and describe the
parts of completed checklist
research
At least 90% of the
Finalize and defend a Write the preliminary
students in the class
completed Accountancy pages and appendices of rubric
would obtain at least a
Research the research output
passing mark
Finalize and defend a rubric for
completed research presentation and
output manuscript
STUDENTS’ REQUIRED SKILLS AND ENVIRONMENT IN A DISTANCE LEARNING

MODE
Distance learning covering both flexible tech-driven and printed modular modalities may sound so
wonderful that some of you may start with an unrealistic vision. In reality, these learning modalities
require just as much, if not more, time, energy, motivation and discipline as traditional classroom
courses. So, it is imperative that you possess specific skills and apply learning strategies to be
successful in these learning modalities.
To better equip you for distance learning, it is highly recommended that you take and complete a
Coursera course- MINDSHIFT: Break Through Obstacles to Learning and Discover Your Hidden
Potential. Mindshift teaches the essentials of online learning. It provides practical insights from
science and certain mental tools so you can learn and do more—far more—than you might have
ever dreamed!
You can avail this course as a free course, which means no certificate will be provided to you after
completion. However, the skills and learning strategies that you will gain are helpful in your
university journey.
Aside from the Coursera course, we have the summary of skills and learning strategies that will
surely help you in this distance learning mode: I would like you to carefully read the list and apply
these in all your courses.
1. Persistence
Persistence is perhaps the biggest key to succeed in distance learning. This means that you should
have the willingness to tolerate technical problems, initiative to seek help when needed, discipline
to work daily in every class, and motivation to persist through challenges.
You should understand that you will run into challenges, but keep trying and ask for help. You have
to set up a manageable study schedule and stick to it. You are expected to log in and make progress
every day. Have that discipline, stick to your schedules even after the novelty of going to distance
learning starts to wear off! Keep going! Your daily little progress when sums up will be surely of
significant value at the end of this course.
2. Effective Time-Management Skills

Next, time management. You must be able to manage your time well. This flexibility is one of the
great benefits of distance learning. But, it can also be a drawback if you procrastinate, unable to
stick to a routine study schedule, or are not able to complete assignments without daily reminders
from your teacher.
Effective time-management skills don't just happen. You have to learn this by practice. Once you do,
you will benefit from it throughout your life. So, follow the tips below to develop yours:
● You are encouraged to review the syllabus for each of the courses. You must develop a
comprehensive plan for completing the course requirements and assessments.
● Make a daily "To Do" list. And have fun checking things off the list as you complete them.
It takes time to develop good habits. But, at the end, you will surely gain satisfaction from being
well-organized and in accomplishing your tasks.
3. Effective and Appropriate Communication Skills

Another is about communication. This skill is vital in distance learning because you must seek help
when you need it. We, your teachers, are willing to help you, but we are unable to pick up on non-
verbal cues, such as a look of confusion on your face. You are advised to follow these tips:
● Use the tools provided by your courses as channels for communication. Our school
and your program provide several ways for us to communicate. These might include e-mail,
discussion groups, chat room office hours, cell phones, and even text messaging. We want
to help you to succeed in your classes and will surely answer your questions.
You may feel awkward to talk with your teachers this way, but these channels aim to bridge
the communication gaps in distance learning. So, go ahead and see the channels specified in
this course.
● Use appropriate style and language for school. When communicating with your
teachers and other staff, you should write in full, grammatically correct sentences and with
a respectful tone. While many of you are used to a very informal style of writing in chat
rooms, blogs, text messages, and so forth, for academic training in UNC along English
Immersive Environment (EIE), you are encouraged to be mindful of your language and
sentence construction .
Because of the distance, it's tempting for some of you to say things out of anger or frustration that
you would never say to your teacher in person. We, your teachers in distance learning, are both
professionals and persons. We expect to be treated with respect and courtesy in the same way that
you do in a physical classroom; and with persons whom you encounter every day like your family.
Let us always remember the UNC Core Value: We Respect Each Other and Work as a Team.
4. Basic Technical Skills

The fourth skill is about technology. You as learners need basic technical skills to succeed. These
include your ability to create new documents, use a word processing program, navigate the internet
and the learning management system, and download software and files. We will have an orientation
on how to use the learning management system and other online tools.
If you lack basic computer skills, we are encouraging you to find an online tutorial and learn
from there. You may also want to check the UNC’s main website for its hardware and software
requirements to see the compatibility of your own gadgets
5. Reading and Writing Skills

Another is about reading and writing as the main ways to communicate in distance learning
modality. Although some hard copies of textbooks might be required, you should be comfortable
reading a lot of documents on a computer screen and able to type.
Though some tests and quizzes have multiple choice questions, many of your assignments will
involve writing short or long answers. So appreciate these learning activities to improve your writing
skills.
6. Motivation and Independence

The sixth skills are about motivation and independence. To be successful, you must want to succeed.
Distance learning requires independence, internal motivation, responsibility, and a certain level of
maturity.
Kindly reflect on these questions:
What are your reasons for attending school?

Are you determined and self-motivated to succeed in school?
Your answers are worthwhile reasons to work hard in school. In the future, it will give you a greater
level of personal satisfaction with your career. Perhaps it would be simply a personal pride in your
accomplishments.
7. A Good Study Environment

The last but not the least is having a good study environment. This is a critical factor in distance
learning. Refer to the helpful tips below:
● Get some peace and quiet. You will need a quiet place to work without distractions from
things like television, family, or roommates.
● Avoid games. Consider uninstalling any computer games to avoid temptation. Or keep the
games on a different computer in the house.
● Turn off mobile phone devices. Let your friends and family members know the hours
that you will be "at" school.
● Beware surfing the black hole of the Internet. It is easy to lose track of the time as you
wander from site to site.
● Consider ergonomics. Adjust the height of your chair, keyboard, and screen so that you
will be comfortable. Forearms and thighs should be level and parallel to the floor. Wrists
should not be bent while typing.
● Set up good lighting and comfortable seating. Lighting in the room should be at least as
bright as the computer screen to avoid eye strain.
Go back to the above list from time to time to be reminded of helpful tips to succeed in distance
learning or probably in life in general.
OTHER COURSE POLICIES
General Requirements
Each student is expected to perform in a number of positive ways so as to develop and/or
enhance both tangible and intangible competencies and appreciation. As a facilitator of learning
in these areas, the following expectations must also be met:
1. Thoroughly read and submit all course requirements by the due dates.
2. Communicate with the faculty via LMS, email, class GC or mobile phone number.
3. Conduct yourselves in a professional manner.
4. Check the LMS and class GC regularly.
5. For submission of large files, use the class Google drive
Feedback Mechanism
This will utilize various platforms like BB LMS, Zoom and Google Meet, Email, FB
messenger and SMS
Written Works: Accuracy and Attribution
All work submitted to the instructor for a grade in the class must be typed or word-
processed, following the format recommended by the APA (American Psychological Association)
citation guidelines (6th Edition). The faculty will adhere to all university policies regarding the
originality of work, examination protocols and behavior, and grading practices. Students are
expected to be familiar with them. Individual and group work submitted by students must be
original. Using other works not properly referenced, especially long passages, may result in a
grade reduction or other appropriate actions as required by the severity of the situation,
including reporting the infraction to the Dean of the School of Graduate Studies. Accurate and
complete referencing will avoid any and all problems in this regard. If you use a reference from
the Internet, the complete URL is required in your bibliography per APA citation standards (6th
Edition).
Honor Code
We uphold the UNC Core Values and this is our commitment with respect to academic integrity.
I am an advocate of academic integrity. I commit to be transparent in acknowledging the work of

others. I commit not to cheat on exams, plagiarize or misrepresent the ideas of someone else as my
own, falsify data and engage in instances that tainted academic integrity.
I commit to UNC Core Values of Doing the Right Things Right!
Keeping Second Copies of Your Work

Students should retain second copies of all material submitted to the faculty. All written
work submitted to the LMS must contain the student’s name.
Course and Faculty Evaluation by Students
Students will be provided with an opportunity to evaluate the course and the faculty, as
well as relevant materials and activities used in the course delivery. Student feedback is welcome
any time. The best avenue is LMS, email, faculty or mobile phone number.
Prepared by:
Maria Alida A. Mores

Professor I
Approved:
Cerila C. Sanchez
Dean, College of Business and Accountancy
Study Guide 1: Data Gathering Instrument Week/Date: Week

1 and 4
Checklist for Week 1 and 4
Done Learning Tasks ILO Assessment Estimated Target Date Assessment
? level Duration of Result
Completion
Module 0 I Statement of 1 hour Day 1 of
purpose or week 1
commitment; Aug 12
rubric
LT 1: Learning I Discussion Forum; 2 hours Week 1
Materials rubric Aug 12
LT 2: E Data Gathering 6 hrs Week 2-3
Preparation and instrument; Aug 19-26
pilot test of Data checklist
Gathering
Instrument
LT 3: D Data Gathering 3 hrs Week 4

Finalization of instrument; Sept 2
Data Gathering checklist
Instrument
Intended Learning Outcomes

By the end of week 4, you should be able to:
I Discuss the key points on preparing the data gathering instrument

E Prepare and pilot test the data gathering instrument
D Finalize the data gathering instrument
Module 0 Learning Task 0

Write your statement of purpose or commitment and submit either in BB discussion forum
or in the class Google drive
Study Guide 1
Learning Task 1
Assessment: At the BB discussion forum, discuss the key points of preparing the data
gathering instrument
For a flexi-kit solution, you can submit your written answer at the class Google drive or class
FB messenger account.
Learning Task 2
Prepare the Data Gathering Instrument
Synchronous Session: Small group consultation on the prepared data gathering instrument
REFLECTION PAPER: How can I contribute to the completion of our research project? (250
words)
Learning Task 3
Synchronous Session: Presentation of prepared data gathering instrument; feedback
Study Guide 2: Organization, Analysis and Interpretation of

Data Week/Date: Week 5, 6, 7, 8, 9, 10, 11 and 12
Checklist for Weeks 5 to 12
Completion
LT 1: Learning I Discussion 1 hour Week 5
Materials Forum; rubric Sept 9
LT 2: Data E Data Gathering 11 hrs Week 5-8
Gathering and Sept 9 to
Organization Tabular Oct 7
presentation
LT 3: Data D Chapter IV; rubric 12 hrs Week 9-12

Analysis and Oct 21 to
Interpretation Nov 11

I Discuss the concepts of organizing, analyzing and interpreting data

E Apply the concepts of data organization, analysis and interpretation
D Write and finalize Chapter IV of the research output
Learning Task 1
READ:
University of Southern California (2020) using these links
https://libguides.usc.edu/writingguide/results;
https://libguides.usc.edu/writingguide/discussion
Assessment: At the BB discussion forum, discuss the key points of organizing, analyzing and
interpreting data
Learning Task 2
Data Gathering andTabulation
Synchronous Session: Small group consultation on data gathering and tabulation
EIE SPRINT (2-min video entry): How did my group work as a team?
Learning Task 3
Data analysis and interpretation
Finalize chapter IV
Synchronous Session: Small group consultation on Chapter IV
(2-min video entry): How did my group work as a tea (2-min video entry): What are my
insights from the gathered data?
References
University of Southern California, USC Libraries. (2020). Research guides: The results.
Retrieved from https://libguides.usc.edu/writingguide/result
University of Southern California, USC Libraries. (2020). Research guides: The discussion.
Retrieved from https://libguides.usc.edu/writingguide/discussion
Study Guide 3: Conclusions and Recommendations

Week/Date: Week 13 and 14
Checklist for Week 13-14
Completion
LT 1: Learning I Discussion 1 hour Week 13
Materials Forum; rubric Nov 18
LT 2: Draft E Sample 2 hours Week 13
conclusions and conclusions and Nov 18
recommendations recommendatio
n; rubric
LT 3: Finalize D Chapter V; 3 hours Week 14

conclusions and rubric Nov 25
recommendations

I Discuss the techniques in drawing conclusions and formulating recommendations

E Apply the techniques in drawing conclusions and formulating recommendations D
Write and finalize Chapter V of the research output
Learning Task 1
READ:
University of Southern California (2020) using this link
https://libguides.usc.edu/writingguide/conclusion
Assessment: At the BB discussion forum, discuss the techniques in drawing conclusions and
formulating recommendations
Learning Task 2
Drafting conclusions and recommendations
Synchronous Session: Small group consultation
Learning Task 3
Finalizing chapter V
Run the paper for similarity test in Turnitin
Make appropriate revisions to achieve 10% similarity level
Synchronous Session: Small group consultation on Chapter V
Reference
University of Southern California, USC Libraries. (2020). Research guides: The conclusion.
Retrieved from https://libguides.usc.edu/writingguide/conclusion
Study Guide 4: Completed Research Week/Date: Week 15,
16, 17 and 18
Checklist for Week 15-18
Done Learning Tasks ILO Assessment Estimated Target Assessment
? level Duration Date of Result
Completion
LT 1: Learning I Checklist 1 hour Week 15
Materials Dec 2
LT 2: Preliminary E Preliminary 2 hours Week 15
pages and pages and Dec 2
appendices appendices;
checklist
LT 3: Final defense, D Completed 9 hours Week

revisions and research; rubric 16-17-18
finalization Dec 9-20

By the end of weeks 15 to 18, you should be able to:
I Identify and describe the parts of completed research

E Write the preliminary pages and appendices of the research output
D Defend, finalize and submit a completed research output
Learning Task 1
READ:
University of Southern California (2020) using these links:
https://libguides.usc.edu/writingguide/abstract;
https://libguides.usc.edu/writingguide/appendices;
https://libguides.usc.edu/writingguide/proofreading
Assessment: Create the checklist for the parts of completed research
Learning Task 2
Write the preliminary pages and appendices of the research output Synchronous
Session: Small group consultation
What are my takeaways as a researcher?
Learning Task 3
Synchronous Session: Small group consultation; Final defense
Finalizing the completed research

Final Defense
Revising the paper to incorporate the suggestions of the panel
Final run for similarity test (10%)
Submit the final version (e-copy) cba@unc.edu.ph:
A folder containing the following:
finalized final full paper which is duly signed by the panel of evaluators
20-min video recording and ppt presentation Similarity
report
References
University of Southern California, USC Libraries. (2020). Research guides: The abstract..
Retrieved from https://libguides.usc.edu/writingguide/abstract
University of Southern California, USC Libraries. (2020). Research guides: Appendices..

Retrieved from https://libguides.usc.edu/writingguide/appendices
University of Southern California, USC Libraries. (2020). Research guides: Proofreading your
paper.. Retrieved from https://libguides.usc.edu/writingguide/proofreading
OERs / Reading Materials
Appendices
Preparing for Your Oral Presentation

In some classes, writing the research paper is only part of what is required in regards to
presenting your work. Your professor may also require you to also give an oral presentation about
your study. Here are some things to think about before you are scheduled to give a presentation.
1. What should I say?
If your professor hasn't explicitly stated what the content of your presentation should focus on,
think about what you want to achieve and what you consider to be the most important things that
members of the audience should know about your study. Think about the following: Do I want to
inform my audience, inspire them to think about my research, or convince them of a particular
point of view? These questions will help frame how to approach your presentation topic.
2. Oral communication is different from written communication
Your audience has just one chance to hear your talk; they can't "re-read" your words if they get
confused. Focus on being clear, particularly if the audience can't ask questions during the talk.
There are two well-known ways to communicate your points effectively. The first is the K.I.S.S.
method [Keep It Simple Stupid]. Focus your presentation on getting two to three key points
across. The second approach is to repeat key insights: tell them what you're going to tell them
[forecast], tell them [explain], and then tell them what you just told them [summarize].
3. Think about your audience
Yes, you want to demonstrate to your professor that you have conducted a good study. But
professors often ask students to give an oral presentation to practice the art of communicating
and to learn to speak clearly and audibly about yourself and your research. Questions to think
about include: What background knowledge do they have about my topic? Does the audience have
any particular interests? How am I going to involve them in my presentation?
4. Create effective notes
If you don't have notes to refer to as you speak, you run the risk of forgetting something
important. Also, having no notes increases the chance you'll lose your train of thought and begin
relying on reading from the presentation slides. Think about the best ways to create notes that
can be easily referred to as you speak. This is important! Nothing is more distracting to an
audience than the speaker fumbling around with notes as they try to speak. It gives the
impression of being disorganized and unprepared.
NOTE: A good strategy is to have a page of notes for each slide so that the act of referring to a
new page helps remind you to move to the next slide. This also creates a natural pause that allows
your audience to contemplate what you just presented.
Strategies for creating effective notes for yourself include the following:
● Choose a large, readable font [at least 18 point]; avoid using fancy text fonts or
cursive text.
● Use bold text, underlining, or different-colored text to highlight elements of your

speech that you want to emphasize. Don't over do it, though. Only highlight the most
important elements of your presentation.
● Leave adequate space on your notes to jot down additional thoughts or observations
before and during your presentation. This is also helpful when writing down your
thoughts in response to a question or to remember a multi-part question [remember to
have a pen with you when you give your presentation].
● Place a cue in the text of your notes to indicate when to move to the next slide, to click
on a link, or to take some other action, such as, linking to a video. If appropriate,
include a cue in your notes if there is a point during your presentation when you want
the audience to refer to a handout.
● Spell out challenging words phonetically and practice saying them ahead of time. This
is particularly important for accurately pronouncing people’s names, technical or
scientific terminology, words in a foreign language, or any unfamiliar words.
Definition
The results section is where you report the findings of your study based upon the methodology [or
methodologies] you applied to gather information. The results section should state the findings of
the research arranged in a logical sequence without bias or interpretation. A section describing
results is particularly necessary if your paper includes data generated from your own research.
Annesley, Thomas M. "Show Your Cards: The Results Section and the Poker Game." Clinical Chemistry 56 (July 2010): 1066-1070.
Importance of a Good Results Section
When formulating the results section, it's important to remember that the results of a
study do not prove anything. Findings can only confirm or reject the hypothesis underpinning
your study. However, the act of articulating the results helps you to understand the problem from
within, to break it into pieces, and to view the research problem from various perspectives.
The page length of this section is set by the amount and types of data to be reported. Be
concise, using non-textual elements appropriately, such as figures and tables, to present findings
more effectively. In deciding what data to describe in your results section, you must clearly
distinguish information that would normally be included in a research paper from any raw data or
other content that could be included as an appendix. In general, raw data that has not been
summarized should not be included in the main text of your paper unless requested to do so by
your professor.
Avoid providing data that is not critical to answering the research question. The
background information you described in the introduction section should provide the reader with
any additional context or explanation needed to understand the results. A good strategy is to
always re-read the background section of your paper after you have written up your results to
ensure that the reader has enough context to understand the results [and, later, how you
interpreted the results in the discussion section of your paper].
Definition
The purpose of the discussion is to interpret and describe the significance of your findings in light
of what was already known about the research problem being investigated and to explain any new
understanding or insights that emerged as a result of your study of the problem. The discussion
will always connect to the introduction by way of the research questions or hypotheses you posed
and the literature you reviewed, but the discussion does not simply repeat or rearrange the first
parts of your paper; the discussion clearly explain how your study advanced the reader's
understanding of the research problem from where you left them at the end of your review of prior
research.
Annesley, Thomas M. “The Discussion Section: Your Closing Argument.” Clinical Chemistry 56
(November 2010): 1671-1674.
Importance of a Good Discussion
The discussion section is often considered the most important part of your research paper
because this is where you:
1. Most effectively demonstrates your ability as a researcher to think critically about an

issue, to develop creative solutions to problems based upon a logical synthesis of the
findings, and to formulate a deeper, more profound understanding of the research
problem under investigation'
2. Present the underlying meaning of your research, note possible implications in other
areas of study, and explore possible improvements that can be made in order to further
develop the concerns of your research; 3.Highlight the importance of your study and
how it can contribute to understanding the research problem within the field of study
4. State how the findings from your study revealed and helped fill gaps in the literature
that had not been previously exposed or adequately described; and,
5. Engage the reader in thinking critically about issues based upon an evidence-based
interpretation of findings; it is not governed strictly by objective reporting of
information.
Definition
The conclusion is intended to help the reader understand why your research should matter to
them after they have finished reading the paper. A conclusion is not merely a summary of the
main topics covered or a re-statement of your research problem, but a synthesis of key points
and, if applicable, where you recommend new areas for future research. For most college-level
research papers, one or two well-developed paragraphs is sufficient for a conclusion, although in
some cases, three or more paragraphs may be required.
Conclusions. The Writing Center. University of North Carolina; Conclusions. The Writing Lab and
The OWL. Purdue University.
Importance of a Good Conclusion
A well-written conclusion provides you with important opportunities to demonstrate to the reader
your understanding of the research problem. These include:
1. Presenting the last word on the issues you raised in your paper. Just as the
introduction gives a first impression to your reader, the conclusion offers a chance to
leave a lasting impression. Do this, for example, by highlighting key findings in your
analysis or result section or by noting important or unexpected implications applied to
practice.
2. Summarizing your thoughts and conveying the larger significance of your

study. The conclusion is an opportunity to succinctly answer [or in some cases, to re-
emphasize] the "So What?" question by placing the study within the context of how
your research advances past research about the topic.
3. Identifying how a gap in the literature has been addressed. The conclusion can
be where you describe how a previously identified gap in the literature [described in
your literature review section] has been filled by your research.
4. Demonstrating the importance of your ideas. Don't be shy. The conclusion offers
you the opportunity to elaborate on the impact and significance of your findings.
5. Introducing possible new or expanded ways of thinking about the research

problem. This does not refer to introducing new information [which should be
avoided], but to offer new insight and creative approaches for framing or
contextualizing the research problem based on the results of your study.
Definition
An abstract summarizes, usually in one paragraph of 300 words or less, the major aspects of the
entire paper in a prescribed sequence that includes: 1) the overall purpose of the study and the
research problem(s) you investigated; 2) the basic design of the study; 3) major findings or
trends found as a result of your analysis; and, 4) a brief summary of your interpretations and
conclusions.
Writing an Abstract. The Writing Center. Clarion University, 2009.
Importance of a Good Abstract
Sometimes your professor will ask you to include an abstract, or general summary of your work,
with your research paper. The abstract allows you to elaborate upon each major aspect of
the paper and helps readers decide whether they want to read the rest of the paper.
Therefore, enough key information [e.g., summary results, observations, trends, etc.] must be
included to make the abstract useful to someone who may want to examine your work.
How do you know when you have enough information in your abstract? A simple rule-of-
thumb is to imagine that you are another researcher doing a similar study. Then ask yourself: if
your abstract was the only part of the paper you could access, would you be happy with the
amount of information presented there? Does it tell the whole story about your study? If the
answer is "no" then the abstract likely needs to be revised.
Definition
An appendix contains supplementary material that is not an essential part of the text itself but
which may be helpful in providing a more comprehensive understanding of the research problem
or it is information that is too cumbersome to be included in the body of the paper. A separate
appendix should be used for each distinct topic or set of data and always have a title descriptive
of its contents.
Tables, Appendices, Footnotes and Endnotes. The Writing Lab and The OWL. Purdue University.
Importance of...
Appendices are always supplementary to the research paper. As such, your study must be
able to stand alone without the appendices, and the paper must contain all information including
tables, diagrams, and results necessary to understand the research problem. The key point to
remember when including an appendix is that the information is non-essential; if it were
removed, the reader would still be able to comprehend the significance, validity, and implications
of your research.
It is appropriate to include appendices for the following reasons:
● Including this material in the body of the paper that would render it poorly structured
or interrupt the narrative flow;
● Information is too lengthy and detailed to be easily summarized in the body of the
paper;
● Inclusion of helpful, supporting, or useful material would otherwise distract the reader
from the main content of the paper;
● Provides relevant information or data that is more easily understood or analyzed in a

self-contained section of the paper;
● Can be used when there are constraints placed on the length of your paper; and,
● Provides a place to further demonstrate your understanding of the research problem

by giving additional details about a new or innovative method, technical details, or
design protocols.

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UNIVERSITY OF NUEVA CACERES

Research Methods, 2018, Adjei, J

A Quick Guide to Quantitative Research in the Social Sciences, 2020

Choosing and Using Sources: A Guide to Academic Research, 2015

MARIA ALIDA A. MORES, Ph.D

By: Maria Alida A. Mores

Published in the Philippines by the University of Nueva Caceres

Office of the Vice President for Academic Affairs

JH10, JH Bldg., University of Nueva Caceres,

J. Hernandez Ave. Naga City,

Camarines Sur, Philippines

Printed in the Philippines

First printing, 2020

Second Printing, 2021

UNIVERSITY OF NUEVA CACERES

2. PRODUCE graduates who entrepreneurial, productive, morally upright,

4. PROVIDE the University personnel with the means to enhance

PROGRAM EDUCATIONAL OBJECTIVES

b. Membership to local or national business/marketing organizations

c. Attend seminars on marketing and other related topics

POc Promote “Filipino historical and cultural heritage” (based on RA 7722)

POd Act in recognition of personal and professional development

POg Employ technology as a business tool in capturing financial and non-financial

Course Code BAC411k-LUb

Granularized Course Outcomes

Intended Teaching and

Organize, Discuss the

MODE OF DELIVERY, COMMUNICATION SYSTEM AND OTHER SUPPORT SYSTEM

2127 Friday 5:30pm –

COURSE REQUIREMENTS AND GRADING SYSTEM

Midterm Grade 30%

Range Numerical Interpretation

96% - 98% 1.25 Very Superior

93% - 95% 1.50 Superior

90% - 92% 1.75 Very Good

87% - 89% 2.0 Good

84% - 86% 2.25 Very Satisfactory

81% - 83% 2.50 Satisfactory

78% - 80% 2.75 Fair

75% - 77% 3.0 Pass

74 and below 5.0 Fail

Rubrics for Discussion Forums

Criteria Satisfactory Very Satisfactory Excellent

Evaluation Measure Rubric Oral Presentation

Fair Satisfactory Very Satisfactory Excellent

Evaluation Measure Rubric

20pts common style,

Week/ Topics/ Teaching & Learning Activities Expected

Week 1-2 CO 1 Study Reading of learning Small group Finalized Data

Course Assessment and Evaluation Plan

Explain the UNC VM and n/a

Discuss the techniques

Draw the conclusions and Write and finalize rubric

STUDENTS’ REQUIRED SKILLS AND ENVIRONMENT IN A DISTANCE LEARNING

2. Effective Time-Management Skills

3. Effective and Appropriate Communication Skills

4. Basic Technical Skills

5. Reading and Writing Skills

6. Motivation and Independence

Kindly reflect on these questions:

What are your reasons for attending school?

7. A Good Study Environment

OTHER COURSE POLICIES