Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF ZAMBALES
Zone 6, Iba, Zambales
Tel./Fax No. (047) 602 1391
E-mail Address: zambales@deped.gov.ph
website: www.depedzambales.ph

Name: ______________________________________ Grade/Section__________

School: _____________________________________ Date: __________________

LEARNING ACTIVITY SHEET

RESEARCH II (STE)
Quarter 1 Week 2

I. Introduction
IMRaD is a handy-dandy way to remember the names and orders of the
major sections of most academic manuscripts. Those sections are: •
Introduction • Materials and Methods• Results • Discussion and Conclusions

Most scientific papers are prepared according to this format. In this

format you present your research and discuss your methods for gathering
research. IMRaD format facilitates reading and knowledge acquisition. It is
use to locate specific information without reading the whole article.

This lesson will familiarize you on the IMRaD format. Are you ready to
dive in! Let’s get started.

II. Learning Competency

Familiarize with the IMRaD Format.

III. Objectives:
At the end of this learning activity sheet, you are expected to:

a. Familiarize oneself on the IMRaD format.

b. Make an outline of an IMRaD format.
c. Analyze a scientific paper.
d. Apply IMRaD in your previous research paper.
e. Recognize the importance of IMRaD in Research.
IV. Discussion
Organization of a Research Paper:
The IMRAD Format

ABSTRACT
An Abstract is a mini-version of the paper (Day 1988). The American
National Standards Institute says ‘‘A well prepared abstract enables readers
to identify the basic content of a document quickly and accurately, to
determine its relevance to their interests, and thus to decide whether they
need to read the document in its entirety’’ (ANSI 1979). Therefore, it is
extremely important that the Abstract be written clearly.
The abstract should be definitive rather than descriptive; i.e., it should
give facts rather than say the paper is ‘‘about’’ something. Since an abstract
will usually be read by an average of 100 times more people than will read the
full paper, it should convey the information itself, not just promise it (Luellen
2001). For example, avoid phrases such as ‘‘… are described’’ or ‘‘… will be
presented’’ in an abstract; instead, describe them, present them (except in
Abstracts for conferences or annual meetings, written several months in
advance of the event). As Ratnoff (1981) stated, ‘‘Reading a scientific article
isn’t the same as reading a detective story.’’
Journals have strict limitations on the length of abstracts, usually in
the range of 150–250 words, and written in one paragraph (multiple
paragraphs for review papers). The Abstract should stand on its own, i.e., be
complete in itself. It starts with a statement of rationale and objectives and
reports the methods used, the main results including any newly observed
facts, and the principal conclusions and their significance. If keywords are
not listed separately, the Abstract should contain the keywords by which the
paper should be indexed. Because the Abstract is a short version of the full
paper, it contains a mixture of tenses representing the tense used in reporting
the respective sections of the paper. Thus, in the Abstract, statements
referring to the rationale and introduction, interpretation of results, and
conclusions are in present tenses, whereas materials and methods and
results are in past tense.
The Abstract should not contain:
• Abbreviations or acronyms unless they are standard or explained
• References to tables or figures in the paper • Literature citations
• Any information or conclusion not in the paper itself
• General statements
• Complex, winding, verbose sentences.
Furthermore, in order to facilitate smooth reading, excessive
quantitative data with statistical details and long strings of plant names
should be avoided in the Abstract. Experienced writers prepare or fine-tune
their title and Abstract after the rest of the paper is written.
A. INTRODUCTION
A good introduction is relatively short. It tells why the reader should
find the paper interesting, explains why the author carried out the research,
and gives the background the reader needs to understand and judge the
paper.
Specifically, the Introduction defines the nature and extent of the
problems studied, relates the research to previous work (usually by a brief
review of the literature clearly relevant to the problem), explains the objectives
of investigation, and defines any specialized terms or abbreviations to be used
in what follows. Remember that the Introduction leads logically to, and clearly
states, the hypothesis or principal theme of the paper.
The Introduction should be relatively brief; most journals recommend
less than 500 words. Avoid repetition: do not repeat the Abstract in the
Introduction (and Introduction in the Discussion). Do not go into an extensive
literature review; two to four most relevant and recent citations should be
adequate to corroborate a statement. Do not repeat well-known facts nor state
the obvious. For example, it is disappointing that even now, i.e., after more
than 30 years of concerted efforts in scientific agroforestry and a large volume
of literature in the subject, some manuscripts—and, interestingly, some
editors—insist on providing a definition of agroforestry in any article on that
subject! The Introduction section also may use different tenses: justification
and motivation of the study is presented in present tense (‘‘Soils store
relatively large amounts of carbon in terrestrial ecosystems.’’), whereas the
review of literature is presented in past tense (‘‘Studies showed that …’’), or in
present perfect tense if it is common knowledge (‘‘Studies have shown that
…’’). The objective is written in past tense (‘‘The objective of the current study
was …’’). Different journals follow different norms and styles. Some want
discussion of literature in the Introduction while some want it in the
Discussion section. Some journals require a brief account of the Materials
and Methods to be included in the Introduction section, and some may want
even the important conclusions presented in the Introduction section,
although that tendency is now disappearing.

B. MATERIALS AND METHODS

The purpose of this section is to present in a simple and direct manner
what has been done, how, and when, and how the data were analyzed and
presented. This section should provide all the information needed to allow
another researcher to judge the study or actually repeat the experiment. The
simplest way to organize this section is chronologically; include all necessary
information, but avoid unnecessary details that the readers are supposed
(ought) to know.
The section should include the following though not necessarily in this
order:
• Description of the study location (climate, soil—by US Soil Taxonomy
and/ or FAO system, vegetation, etc., to the extent such information
is relevant to the study)
• Design of the experiment with number of replications and sampling
procedures used
 • Plants or animals involved, with exact descriptions (genus, species,
strain, cultivar, line, etc.); include Latin names in italics, even for
common plants, upon first mention in text (e.g., maize or corn, Zea
mays L.)
• Materials used, with exact technical specifications and quantities
and their source or method of preparation. Generic or chemical names
are better than trade names, which may not be universally recognized.
Some journals as well as companies require that the company’s name
is included in parentheses after the material is mentioned
• Assumptions made and their rationale
• Statistical and mathematical procedures used to analyze and
summarize the data.

Methods followed should be described, usually in chronological order,

with as much precision and detail as necessary. Standard methods need only
be mentioned, or may be described by reference to the literature as long as it
is readily available. Modifications of standard techniques should be described.
If the method is new it should be described in detail. Do not include excessive
description of common procedures. Keep in mind and respect the general level
of the readers’ understanding and familiarity with your procedures. For
example, in a manuscript for a journal targeted at researchers in biophysical
aspects of agroforestry, it is not necessary to narrate all minute details of how
sampling materials/sites were selected, and how samples were drawn and
prepared for analysis, and so on. Remember, however, that the journal’s
editors may ask for additional details of any item. Special attention may be
paid to ensure that:
• Ambiguities in abbreviations or names are avoided
• All quantities are in standard units • All chemicals are specifically
identified so that another scientist can match them exactly in
repeating the work
• Every step is explained, including the number of replications
• All techniques are described, at least by name if they are standard,
or in as much detail as needed if you have modified a standard
technique or devised a new one
• Irrelevant and unnecessary information that does not relate to the
results or confuses the reader is avoided.

The Materials and Methods section is presented in past tense. There

is no standard ‘‘rule’’ on the use of active or passive forms (‘‘I/we took
ten samples’’ vs. ‘‘Ten samples were taken’’); follow the journal’s
norms, and if the journal is not strict about it, use your personal
preference.
C. RESULTS
This section presents the new knowledge; therefore, it is the core of the
paper. Note that the Introduction and Materials and Methods sections are
needed and designed to say why and how the author/s arrived at what is
presented in this section, the meaning of which will then be explained in the
Discussion section. Thus, the value of the paper depends on what is contained
in this (Results) section, and it must be presented in an absolutely clear
manner in just the right number of words, neither more nor less. It is usually
easiest to follow the results if they are presented in the same order as the
objectives are presented in the Introduction. Some guidelines on presenting
the results are given below:
• Present the results simply and clearly
• Report only representative data rather than (endlessly) repetitive
data
• Do not report large masses of data; reduce them to statistically
analyzed summary forms and present in tables or figures along with
essential statistical information to facilitate understanding and
comparing them
• Repeat in the text only the most important findings shown in tables
and graphs; in other words, do not repeat in the text all or many of
the data presented in tables and figures
• Include negative data—what was not found—only if useful for
interpreting the results
• Cite in the text every table and figure by number
• Include only tables and figures that are necessary, clear, and worth
reproducing
• Avoid verbose expressions: e.g., instead of saying ‘‘It is clearly shown
in Table 2 that the presence of tree canopy reduced light transmission
to ground …,’’ say ‘‘Light transmission to ground was reduced by the
presence of tree canopy (Table 2).’’ Tables and figures are an integral
part of a well-written scientific paper, and they appear in the Results
section (but there are exceptions). While tables present accurate
numbers, figures show trends and features. Do not present the same
data in tables and graphs. More on tables and figures are presented
in Chap. 3.

D. DISCUSSION
This is the section where the authors explain meanings and
implications of the results. The section pulls everything together and shows
the importance and value of the work and is therefore the most innovative
and difficult part of the paper to write. The authors’ skill in interpreting the
results in the light of known facts and using the results as evidence for
innovative explanations of the observed behavior should push the frontiers of
knowledge and arouse the readers’ enthusiasm. Without such an engaging
discussion, the reader may leave saying ‘‘So what?’’ and move on to other,
more interesting papers.
A good discussion should:
• Not repeat what has already been said in the review of literature
 • Relate the results to the questions that were set out in the
Introduction
• Show how the results and interpretations agree, or do not agree,
with current knowledge on the subject, i.e., previously published work
• Explain the theoretical background of the observed results
• Indicate the significance of the results • Suggest future research that
is planned or needed to follow up
• Deal with only the results reported in the study
• Stay away from generalizations and conjectures that are not
substantiated by the results presented • State conclusions with
evidence for each.
The Discussion section is written in both present and past tenses.
Current knowledge (from literature) is stated in present tense, whereas the
work being reported and discussed in the paper (your own work) is presented
in past tense; e.g., ‘‘Treatment A was better than Treatment B, which suggests
that ….’’
Mismatch between stated objectives and discussion/conclusion is a
very common problem in many manuscripts. Analytical insight is what we
should strive for in the Discussion section, but unfortunately, it is difficult to
describe how to accomplish that. Lack of such insight is evident when authors
simply state—often repeat—the results, and make superficial statements
such as ‘‘this work agrees with the work of author X (some unknown author’s
work, published several years earlier)’’ as though the objective of research was
to see if the results agreed with some other author’s (obscure) work published
20 or more years earlier.
Another common problem in Discussion sections is the tendency to
move away from the stated objectives and try to ‘‘solve all problems.’’
Admittedly, agroforestry and natural resource management researchers are
often under pressure from funding agencies and administrators to produce
fast and easy results and technologies for immediate dissemination. Authors
therefore tend to ‘‘please’’ the authorities by indulging in pedantic discussion
and conclusions that do not emanate logically nor are substantiated by the
results presented. For example, if the title suggests that the study is on insect
populations in a mixed-plant system, the paper should focus on that, not on,
say, reporting and discussing yield of crops and 2.8 Discussion 21 elucidating
how adopting such a practice can reduce deforestation. Some amount of
speculative discussion, however, is in order to elicit excitement and motivate
future research. The line between ‘‘optimum’’ and ‘‘excess’’ is often faint; the
scientist has to do some balancing to separate rote from reasoning (Nair
2005).
V. Activities

ACTIVITY 1
Familiarity Blast! Let’s Get To Know IMRaD
(Introduction, Methods, Results and Discussion and Abstract)

Direction: The following are the functions and descriptions of IMRaD format.
Identify what is being describe in the sentences provided below.
1. I describe the study location and design the experiment with number of
replications and sampling procedures used.
Who am I?________________________________________________________________
Let’s see how well do you know me. Give a brief description about me.
___________________________________________________________________________
___________________________________________________________________________
2. I define the nature and extent of the problem studied, relate the research
to previous work, explain the objectives of investigations and defines any
specialize terms. I lead logically and clearly state the hypothesis.
Who am I?________________________________________________________________
Let’s see how well do you know me. Give a brief description about me.
___________________________________________________________________________
___________________________________________________________________________

3. I include only tables and figures that are necessary clear and worth
reproducing.
Who am I?________________________________________________________________
Let’s see how well do you know me. Give a brief description about me.
___________________________________________________________________________
___________________________________________________________________________

4. I start with a statement of rationale and objectives and reports the method
used, the main results including the newly observed facts and the principal
conclusion and their significance.
Who am I?________________________________________________________________
Let’s see how well do you know me. Give a brief description about me.
___________________________________________________________________________
___________________________________________________________________________
5. I show how the results and interpretations agree or do not agree with
current knowledge on the subject being investigated.
Who am I?________________________________________________________________
Let’s see how well do you know me. Give a brief description about me.
___________________________________________________________________________
___________________________________________________________________________
 ACTIVITY 2
IMRaD Outline:
Put me where I belong!
DIRECTION: Below are the descriptions and the outline of the different
function of the IMRaD format. Identify each function and write it in the box
containing the parts of IMRaD.

Provide research question

Review of background or known information on your topic
Describe your methods for gathering information
Discuss limitations of your research
Explain your sources of information, both primary and secondary
Describe what you found out from your research
Develop each point thoroughly, as this is the main section of your research
paper
Explain the significance of your findings
Describe how they support your thesis
Explain the significance of the study

IMRAD OUTLINE
INTRODUCTION METHODS RESULTS DISCUSSION
 ACTIVITY 3
The Sentences Sound Familiar!

Direction: Below is a sample scientific paper arrange in random order.

Arrange the paper in IMRaD format. Put A – D for its sequence and be able to
identify the parts of it.

______________________ Soil originates from the weathering of minerals and

rocks. They are usually considered as a sink for heavy metals. The
presence of some metal ions in the environment poses negative health
effects in humans, animals, and plants. Heavy metal mobility,
bioavailability and toxicity depend largely on the chemical state of the
metals and determine the potential for environmental pollution. Metal
distribution depends on the characteristics of the soils being studied and
corresponds to the place of origin, such as the amount and type of organic
and inorganic matter, redox properties, pH and oxygen. These are among
the most important chemical factors that affect the mobility of soil-bound
metals [1]. Petroleum-based products are the major sources of energy for
industry and daily life. Leaks and accidental spills occur regularly during
the exploration, production, refining, transport, and storage of petroleum
and petroleum products. Release of hydrocarbons into the environment
whether accidentally or due to human activities is a main cause of water
and soil pollution. Soil contamination with hydrocarbonscauses extensive
damage of local system since accumulation of pollutants in animals and
plant tissue may cause death or mutations [2].

______________________ Environmental parameters showed to have an

association with the varied toxicant concentration found in the soil (Table 1).
A significant correlation was analyzed between the inherent soil factors and
heavy metal concentration. Hence, the inherent varying conditions of the soil,
namely, temperature, pH and moisture, had influenced the deposition of
heavy metals in the soil. Heavy metal concentration variation was influenced
by the extent variation range of various soil factors. Global warming is an
attributing factor for an extreme heat gauged in the top soil, in addition to the
contributing factors caused by different industrial sites.
______________________ Two-way analysis of variance with Interaction
illustrates that the mean concentration of all soil samples had no significant
difference due to the measured fact that all samples had heavy metal
contamination. Moreover, a significant difference was observed between the
varying strengths of mushrooms and interaction between soil concentration
and the uptake of local biosorbents, thus, a variation exists between the
uptake of one certain strength of local mushroom when it was used in
different chosen collection sites, and another disparity on the other strength
of local mushroom when it was used in the same collection sites (Tables 5 and
6).

______________________ Philippine mushrooms, namely, Lentinula edodes

(Berk.) Singer, Agaricus bisporus (J.E. Lange) Imbach, and Pleurotus
ostreatus (Jacq.) P. Kumm., were collected from Mandaluyong and Tagaytay.
They were cut into pieces and dried in an oven set at 105°C. They were further
ground and weighed separately at 0.1 g, 0.3 g, and 0.5 g [7].
Dried and homogenized soil samples weighing 0.5 g were soaked in
twenty-five (25) mL distilled water in a beaker for five (5) hrs. Powdered
mushrooms as well as EDTA that served as chelating control were added to
the solution separately in three (3) varying amounts set at Mycoremediation
of Toxicants from Chosen Sites in the Philippine Setting October 2012,
Volume 3, No.5 341 International Journal of Chemical and Environmental
Engineering 0.1 g, 0.3 g and 0.5 g for optimization, then, covered overnight
and filtered the next day. The residue was mixed with 0.5 mL of nitric acid
(HNO3) for initial extraction of heavy metals, then heated until dryness. Then,
0.5 mL nitric acid (HNO3) was added for further dissolvation of trace elements,
0.5 mL sulfuric acid (H2SO4) was incorporated to dissolve chromium (Cr) and
0.5 mL hydrogen peroxide (H2O2) was mixed to increase the solubilizing
power of mineral acids. The solution was heated until fuming. The sample
solution was filtered and diluted with water to twenty-five (25) mL. Samples
were analyzed using Flame Atomic Absorption Spectroscopy [7, 8].
B. Direction: Below are sample research paper taken from different authors.
Read the paragraph and be able to identify what part of an IMRaD is being
described.

___________________________1. Sawada (2002) said that “infrastructure

development has direct and indirect effects on reducing chronic poverty,” and
that the “provision of disaster prevention, electricity, and water services…are
also important in the reduction of poverty.” Poverty reduction could be related
to sustainable development, and thus ultimately, disaster reduction could be
related to sustainable development. This paper specifically discusses typhoon
disaster reduction or ‘typhoon engineering’ efforts in the Philippines. This
focus on typhoons is explained in the next chapters, wherein typhoons are
shown to have serious damaging effects. Current ‘typhoon engineering’ efforts
by civil engineers in the country are also presented and discussed. In
particular, relevant sections of the National Structural Code of the Philippines
(NSCP) are discussed, as well as an overview of the DMAPS and the DQRP
programs (Disaster Mitigation and Preparedness Strategies, and Disaster
Quick Response Program) of the Philippine Institute of Civil Engineers (PICE).
Given the amount of available information and data, future ‘typhoon
engineering’ efforts are then identified, which range from mapping activities,
to collaborative research with other engineers and scientists, and to improved
engineering design with the aid of code updates.

________________________________2. A study on phytoremediation of

wastewaters [14] served as a guide in the conduct of this research.
Wastewaters was collected from Estero de San Miguel Mendiola Manila
Philippines and brought to the experimental site in plastic containers.
The aquatic plants selected for phytoremediation were A pinnata and E.
crassipes. It was collected freshly from natural pond at Azolla Farm in La
Union, Pangasinan Philippines. These plants were cleaned properly to remove
dirt and dust under tap water and stabilize in laboratory conditions for 2-3
days to normalize their growth. Complete randomized design with four
treatments and three samples was used to conduct the experiment as shown
in the experimental set-up (figure 3).
The laboratory conditions were maintained uniform throughout the
experimental period. This study is limited to 3 main chemical characteristics
of wastewater samples (pre and post treatments) such as pH, phosphorous
and ammonia. These characteristics were determined by using standard
methods, such as digital pH meter for its potential hydrogen. The
Phosphorous and ammonia content were determined by using standards
methods, such as digital pH meter for its potential hydrogen. The
phosphorous and ammonia content were detrmined by American Public
Health Association (APHA), the American Water Works Association (AWWA)
methods. The data were analyzed statistically by using ANOVA and Fisher
Least Significant Difference test as post hoc test.
___________________________3. In Vivo Virulence and in Vitro Drug Sensitivity
Assay in Mice. A total of 15 strains were tested for virulence in vivo and drug
sensitivity in vitro. Assessment of in vivo virulence was based on daily
parasitemia and symptomatology observed in mice. Of these strains, one was
highly virulent (+++), four were intermediate (++), and 10 were weakly virulent
(+). Strain O14 was the only highly virulent strain, consistently killing mice in
a 24-h period (Table 1).

IC50 served as an additional indicator of virulence. The IC50 values

could be compared for experiments carried out under the same conditions of
dose and exposure. Prior experiments to establish optimal exposure
conditions showed that all isolates began to decrease in number after 10–12
h in culture in the absence of drug, although there are still a few viable
parasites at 24 h. Doses of all three drugs were optimized to effect a sigmoidal
dose-response over a 6-h period to ensure that parasites have not adapted to
exposure in possibly varying ways.

___________________________4. Both the core and expanded models do not lend

support for the EKC hypothesis in the case of the carbon dioxide pollutant in
the Philippine setting. There is no evidence of a significant inverted-U
relationship between economic growth and carbon dioxide emissions in the
Philippines during the period covered in the study. Instead, they are found to
have a significant positive linear relationship, suggesting that income growth
policies must be subject to reasonably stringent environmental constraints
related to CO2 emissions. The other macroeconomic variables that turn out
to be significantly associated with CO2 emissions are energy use,
urbanization and foreign direct investments.
The study shows that urbanization has a highly elastic negative impact
on carbon dioxide emissions. This result is in contrast to Martinez-Zarzoso
panel data study which reveals that lower-middle income countries (to which
category the Philippines aptly belongs) typically exhibit a positive and less-
than-unity urbanization elasticity of carbon dioxide emissions. A negative
elasticity is typically observed in higher income countries where structural
changes, advancements in clean technology and improvements in energy-
intensity allow for carbon dioxide emissions reductions in the face of
urbanization. Wan further explains that in highly urbanized economies, the
services sector, which pollutes less than the manufacturing sector, accounts
for the largest portion of employment. The Philippines, despite being a lower
middle income economy, has an employment com- position that is more
commonly found in high-income economies. In 2009, more than 50% of the
working population in the Philippines was employed in the services sector,
and only less than 9% was in the manufacturing sector. Comparable lower-
middle income countries in Asia such as Thailand and Indonesia show a more
robust manufacturing sector, accounting for 14% and 12% of the working
population respectively, and smaller services sector (employment ratios of
39% and 41% respectively). The Philippines’ large services sector and its
relatively small manufacturing sector may be the reason behind the high
negative urbanization elasticity of carbon dioxide emissions in the Philippines.
The positive elasticity of carbon dioxide emissions with respect to FDI
which conforms with the Pollution Haven hypothesis may be explained by the
sectoral distribution of FDI in the Philippines. The manufacturing sector
accounts for the greater part of FDI in the country. From 1996 to 2009, the
share of the manufacturing sector in total approved foreign investments
averaged 53%. Though an association between carbon dioxide emissions and
FDI is statistically established, the magnitude of the impact is small (very low
elasticity) which may imply that the manufacturing FDIs in the Philippines
are not using very dirty technologies.
Carbon dioxide emissions are inelastic with respect to energy use in the
short run, but its response becomes elastic in the long run. This finding
underscores the need for policies that promote cleaner sources of energy and
more efficient use of energy so as to dampen the effect of energy use, an
indispensable production input for the currently fast growing Philippine
economy, on the environment.

___________________________5. Out the 795 specimens analyzed, 269

specimens were smear negative and 526 were smear positive for AFB. MODS
detected 60.9% specimens positive for MTB, whereas LJ and MBact detected
46% and 60.4%, respectively. MODS was able to detect 20% of the specimens
as early as first week of incubation, one week earlier than the MBacT and
three weeks than LJ. In detecting MDRTB, MODS has a sensitivity of 96.1%
in smear positive specimens and a specificity of 99.5%, and it has 100%
sensitivity and specificity for smear negative samples. Of the241 samples from
recruited patients with on-going treatment, MTB can be isolated in all
techniques, and 40-80% of the isolates were MDR regardless of smear result.
 Activity 4
Re-writing my Research Paper
Direction: Now its your turn. Format your previous research paper on your
Research 1 using IMRaD.

TITLE:

INTRODUCTION

METHODS
 Activity 5
Re-writing my Research Paper ( Continuation)

Direction: Now its your turn. Format your previous research paper on your
Research 1 using IMRaD.

TITLE:

RESULTS and DISCUSSION

Charilyn D. Dela Cruz

Teacher I
San Guillermo National High School, San Marcelino District
 Rubrics in Activity 4 and 5
Exceeds Expectations 5
IMRaD Rubrics
points
States a problem and the
research agenda, and
explains its significance.
Introduction
Includes appropriate
background.
Research is well planned
and carefully conducted,
and method and materials
Methods
are explained as needed,
with visuals when
appropriate.
Each key research finding
is given visual prominence.
The data presentation is
Results accurate, readable, and free
of gaps or inaccuracies.
Conclusions are valid,
follow logically from the
data, and address the
initial problem or questions
posed in the introduction.
Discussion
Implications and potential
problems are discussed
thoroughly.
Meets Expectations Developing
Comments
4 points 3 points
States a problem and Does not clearly explain
the research agenda, the problem, research
but may not fully agenda, scope, or
explain its scope or significance. May omit
significance. Includes important background.
some background.
Research is mostly well Lacks full, accurate, or
planned and carefully careful explanation of
conducted but method materials and methods.
and materials are not
always fully explained.
The data is clearly The findings are not
presented and mostly clearly presented or
accurate and readable readable. Some of the
but a few gaps may be data is inaccurate and/or
present. Some of the contains gaps.
key findings are difficult
to find.
Conclusions are valid, Conclusions do not follow
follow logically from the logically from the data or
data, and address the do not address the initial
initial problem or problem or questions
questions posed in the posed in the introduction.
introduction. Implications and potential
Implications and problems are mentioned,
potential problems are but some may be
mentioned, although not overlooked.
thoroughly explained.
VI. ASSESSMENT:
A. TRUE OR FALSE: DIRECTION: Write your answer on the space before the
number. Write IMRaD if the statement is True and F if the statement is False.

_______1. Tables and figures are an integral part of a well-written scientific paper
and they appear in the discussion section.
_______2. Results presents the new knowledge; therefore it is the core of the
paper.
_______3. In methods every steps is explained including the number of
replications.
_______4. Introduction defines any specialized terms and abbreviations to be
used.
_______5. The discussion section states the specific objectives of the work.
_______6. In methods , it reviews relevant literature, including properly
formatted citations.
_______7. Discussion state conclusion with evidence of each.
_______8. A good discussion relate the results to the questions that were set out
in the introduction.
_______9. In writing the result, avoid verbose expressions: e.g., instead of saying
“it is clearly shown in Table 2 that the presence of tree canopy reduced light
transmission to ground …” say “ Light transmission to ground was reduced by
the presence of tree canopy ( Table 2)
_______10. Methods followed should be described usually in chronological order
with as much precision and detail as necessary.

B. Multiple choice: Direction: Read the test items carefully and encircle the
letter of the correct answer.
________11. This section should provide all the information needed to allow
another researcher to repeat the experiment.
a. Introduction b. methods c. results d. discussion
________12. The following are found in the writing of methods EXCEPT
a. Location b. design of the experiment c. materials d. problem
________13. All of the following shows a good discussion EXCEPT
a. Suggest future research that is planned or needed to follow up.
b. Deal with other results not reported in the study
c. Show how the results and interpretations agree or do not agree, with the
current knowledge on the subject.
d. Not repeat what has already been said in the review of literature.
_______14. The __________for the report comes at the beginning of the paper, but
you should write it after you have drafted the full report.
a. Introduction b. methods c. abstract d. discussion
_________15. In this section, you summarize your main findings, comment on
those findings and connect them to other research.
b. Introduction b. methods c. results d. discussion
VII. REFLECTION

The 10 minute non - stop writing starts now.

Write your concise learning about the following.

1. In your own words write the importance of IMRaD in Scientific

Research. (5 pts)
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5 point Rubric

Level Description value

Outstanding Well written and very organized. Excellent grammar mechanics. 5
Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.

Good 4
Writes fairly clear. Good grammar mechanics.
Good presentation and organization.
Sufficient effort and detail.

Fair Minimal effort. Minimal grammar mechanics. 3

Fair presentation.
Few supporting details.

Poor Somewhat unclear. Shows little effort. Poor grammar mechanics. 2

Confusing and choppy, incomplete sentences.
No organization of thoughts.

Very Poor Lacking effort. Very poor grammar mechanics. 1

Very unclear.
Does not address topic.
Limited attempt.
 KEY ANSWER

Activity 1
1. Methods
2. Introduction
3. Results
4. Abstract
5. Discussion

Activity 2

IMRAD OUTLINE
INTRODUCTION METHODS RESULTS DISCUSSION
Describe your Describe what you Explain the
Provide research methods for found out from your significance of your
question gathering research findings
information
Explain the Develop each point Describe how they
significance of the Explain your thoroughly, as this support your thesis
study sources of is the main section
information, both of your research Discuss limitations
Review of primary and paper of your research
background or secondary
known information
on your topic

Activity 3 ASSESSMENT
PART A: 1. F
A – INTRODUCTION 2. IMRAD
C – RESULTS 3. IMRAD
D – DISCUSSION 4. IMRAD
B – METHODS 5. F
PART B. 6. F
1. INTRODUCTION 7. IMRAD
2. METHODS 8. IMRAD
3. RESULT 9. IMRAD
4. DISCUSSION 10. IMRAD
5. RESULT PART B.
Activity 4 and 5 11.B 12.D 13. B 14. C 15. D
With Rubrics
REFERENCES

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Llarena, Z. and Solidum, J., 2012. Mycoremediation Of Toxicants From Chosen Sites In
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Nair, P. and Nair, V., 2014. Organization of a Research Paper: The IMRAD
Format. Scientific Writing and Communication in Agriculture and Natural Resources,
[online] pp.13-25. Available at: <http://bt21.spbstu.ru/docs/imrad_format.pdf>
[Accessed 18 July 2020].

Pacheco, B. and Aquino, R., 2007. 'Typhoon Engineering' Efforts For Sustainable
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<https://www.researchgate.net/publication/309564372_'Typhoon_Engineering'_effort
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Palanca-Tan, R., Dy, T. and Tan, A., 2016. Relating Carbon Dioxide Emissions With
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<https://www.scirp.org/journal/lce/> [Accessed 17 July 2020]

Proofreadingpal.com. 2019. What Is Imrad Format? | The Proofreading Pulse. [online]

Available at: <https://proofreadingpal.com/proofreading-pulse/uncategorized/what-
is-imrad-format/> [Accessed 18 July 2020].

Toledo, R. and Miranda, H., 2012. A Scientometric Review Of Global Research On

Sustainability And Project Management Dataset. [online] www.researchgate.net.
Available at:
<https://www.researchgate.net/publication/334812697_A_scientometric_review_of_gl
obal_research_on_sustainability_and_project_management_dataset> [Accessed 17 July
2020].

Wordpressstorageaccount.blob.core.windows.net. 2020. [online] Available at:

<https://wordpressstorageaccount.blob.core.windows.net/wp-media/wp-
content/uploads/sites/679/2018/07/5-POINT-RUBRIC.pdf> [Accessed 19 July 2020].