RSCH

K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

K to 12 Senior High School Applied Track Subject – Inquiries, Investigations and
Immersion December 2013 Page 1 of 2
Grade: 12 Semester: Second Semester
Common Subject Title: Inquiries, Investigations and Immersion No. of
Hours/Semester: 80 hours/semester
Pre-Requisites: Research in Daily Life 1
Research in Daily Life 2
Common Subject Description: This culminating activity develops critical thinking
and problem solving skills through qualitative and quantitative researches.
LEARNING AREA NO. OF WEEKS
(No. of Hours)
LEARNER’S ACTIVITY TEACHER’S ACTIVITY LEARNER’S OUPUT
I. Brainstorming for
Research Topics 2 Weeks (8 Hours)
The learner…
prepares a plan and a focus on
issues and ideas in their
respective field
The teacher…
monitors and directs the
learner’s work
Class Research Agenda
II. Identifying the Problem
and Asking the Question 3 Weeks (12 Hours)
1. formulates clearly the
statement of research
problem
2. presents written statement
of the problem
1. gives feedback or comments
on progress achieved by the
learner
2. checks learner’s work
3. conducts oral defense of
learner’s work
1. Background of the problem
2. Conceptual Framework
3. Research Hypothesis (for
quantitative research)
4. Statement of the problem
5. Definition of terms
6. Importance of the study
7. Scope and limitations of the
study
III. Reading on Related
Studies 5 Weeks (20 Hours)
1. selects, cites and
synthesizes properly related
literature
2. uses sources according to
ethical standards.
3. presents written review
literature (8-10 pages)
1. gives guidance about
relevant literature on the
topic under study and
appropriate
literature sources
2. conducts critiquing or oral
presentation of review
literature
List of Related Literature
Reviewed
IV. Understanding Ways to
Collect Data 3 Weeks (12 Hours)
1. describes adequately
research design (either
quantitative or qualitative),
sample, instrument used in
quantitative research, data
1. assists in the identification
of appropriate research
methodology, planning and
execution of the research
project (if applicable)
1. Research design
2. Population
3. Sampling method
4. Data collection procedure
K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT
K to 12 Senior High School Applied Track Subject – Inquiries, Investigations and
Immersion December 2013 Page 2 of 2
LEARNING AREA NO. OF WEEKS
(No. of Hours)
LEARNER’S ACTIVITY TEACHER’S ACTIVITY LEARNER’S OUPUT
collection and analysis
procedures.
2. presents written research
methodology
V. Finding the Answers to
the Research Questions 3 Weeks (12 Hours)
gathers and analyzes data with
intellectual honesty using
suitable techniques
gives guidance on the
appropriate method analysis of
data obtained, interpretation
and presentation of results (if
applicable)
1. Interpretation of Data
2. Data analysis method
3. Conceptualized Framework
for qualitative research
VI. Reporting Findings,
Drawing Conclusions and
Making Recommendations
2 Weeks (8 Hours)
1. forms logical conclusions
2. makes recommendations
based on conclusions
3. writes and presents clear
report
1. gives guidance on the
writing of the different
chapters of the study and
communicating the
standard expected
2. checks written research
report
1. Summary of Findings
2. Conclusions
3. Recommendations
4. List of References
5. Written Research Report
VII. Sharing your Research 2 Week (8 Hours)
1. defends written research
report
2. revises written research
report based on suggestions
and recommendations of
panelists
3. submits final written
research report
1. advises on the preparation
of the oral presentation
2. documents the proceedings
of the oral presentation
3. checks the final written
research report
1. Draft Written Research
Report for Oral Presentation
2. Final Written Research
Report for Submission.
Inquiries, Investigations and Immersion

INTRODUCTION TO THE NATURE AND INQUIRY OF
RESEARCH
At the end of the topic, you will be able to:
1. define what is research;
2. give reasons why do we conduct research;
3. identify different types of research; and
4. differentiate qualitative research from
quantitative research
OBJECTIVES:
What is research
• Artistic way of getting intellectual truth
• Process of gathering data
• Systematic or scientific method
• Confirmation of existing theories
• Objective inquiry
• Extensive experimentation
• Critical investigation
• A scientific investigation in gathering data
• “Research is a systematic process of gathering
intellectual data using inquiry, experimentation and
investigation”
RESEARCH
Why research again

RESEARCH
• To reaffirm results of previous works
• To modify or increase stock knowledge
• To amend new discoveries
• To clarify unclear data
• To enhance knowledge
• To solve existing problem
• To confirm existing theories
• To correct presumptions
• To test the validity of the existing knowledge
• To expand past works
• To discover new elements
• To improve the quality of life
Types of research according to purpose

1. Basic Research
• The research which is done for knowledge enhancement.
• The research that does not have immediate commercial
potential.
• The research which is done for the human welfare, animal
welfare and plant kingdom welfare.
• The main motivation is to expand man’s knowledge
• It is also called pure and fundamental research
RESEARCH
2. Applied Research
• Also known as Action Research
• A research designed to solve practical
problems of the modern world, rather than to
acquire knowledge for knowledge sake.
• It improves the human condition
RESEARCH
Types of research according to structure as defined and differentiate by defranzo

• 1. Qualitative Research
• Difficult to quantify
• Qualitative Research is simply exploratory research. It is
used to acquire an understanding of underlying reasons,
opinions, and motivations. It provides insights into the
problem or helps to develop ideas or hypotheses for
potential quantitative research. Qualitative Research is
also used to uncover trends in thought and opinions, and
dive deeper into the problem.
RESEARCH
• Qualitative data collection methods vary

using unstructured or semi-structured
techniques. Some common methods
include focus groups (group discussions),
individual interviews, and
participation/observations. The sample
size is typically small, and respondents
are selected to fulfill a given quota.
RESEARCH
2. Quantitative Research
• An empirical investigation or a phenomenon via
statistical mathematical and computational
techniques.
• Quantitative Research is used to quantify the
problem by way of generating numerical data or
data that can be transformed into usable
statistics. It is used to quantify attitudes,
opinions, behaviors, and other defined variables
– and generalize results from a larger sample
population.
RESEARCH
• Quantitative Research uses measurable data to

formulate facts and uncover patterns in research.
Quantitative data collection methods are much
more structured than Qualitative data collection
methods. Quantitative data collection methods
include various forms of surveys – online surveys,
paper surveys, mobile surveys and kiosk surveys,
face-to-face interviews, telephone interviews,
longitudinal studies, website interceptors, online
polls, and systematic observations.
RESEARCH
• The figure shows the important key points on

the difference of Qualitative Research and
Quantitative Research in terms of the
following aspects such as: Purpose, Approach,
Data Collection, Research Independence,
Samples and examples where it is commonly
used.
RESEARCH

INTRODUCTION TO THE NATURE AND INQUIRY OF RESEARCH
NATURE OF INQUIRY AND RESEARCH
Winston Churchill said, “True genius resides in the capacity for evaluation of
uncertain,
hazardous, and conflicting information.” Throughout the existence of mankind, it
has never
conformed into settling as to where it’s current state is.
There are a lot of things that we want to explore and discover in this world.
Wandering
and exploring the world allows us to experience different problems and urges an
individual to
move, act, or do something in seeking answers to our questions or to discover
truths about our
inquiry or inferences. As stated by Baraceros (2017), “behaving like an
investigator, asking,
seeking answers, to some questions about the thing you find puzzling indicates the
true nature
of inquiry research”.
What is research?
 Artistic way of getting intellectual truth
 Process of gathering data
 Systematic or scientific method
 Confirmation of existing theories
 Objective inquiry
 Extensive experimentation
 Critical investigation
 A scientific investigation in gathering data
 “Research is a systematic process of gathering intellectual data using inquiry,
experimentation and investigation”
Why do we search again?
 To reaffirm results of previous works
 To modify or increase stock knowledge
 To amend new discoveries
1. define what is research;
2. give reasons why do we conduct research;
3. identify different types of research; and
4. differentiate qualitative research from quantitative research

 To clarify unclear data
 To enhance knowledge
 To solve existing problem
 To confirm existing theories
 To correct presumptions
 To test the validity of the existing knowledge
 To expand past works
 To discover new elements
 To improve the quality of life
TYPES OF RESEARCH ACCORDING TO PURPOSE
1. Basic Research
 The research which is done for knowledge enhancement.
 The research that does not have immediate commercial potential.
 The research which is done for the human welfare, animal welfare and
plant kingdom welfare.
 The main motivation is to expand man’s knowledge
 It is also called pure and fundamental research
2. Applied Research
 Also known as Action Research
 A research designed to solve practical problems of the modern world,
rather than to acquire knowledge for knowledge sake.
 It improves the human condition
TYPES OF RESEARCH ACCORDING TO STRUCTURE AS DEFINED AND DIFFERENTIATED BY
DEFRANZO (2011)
1. Qualitative Research
 Difficult to quantify
 Qualitative Research is simply exploratory research. It is used to acquire
an understanding of underlying reasons, opinions, and motivations. It
provides insights into the problem or helps to develop ideas or
hypotheses for potential quantitative research. Qualitative Research is
also used to uncover trends in thought and opinions, and dive deeper
into the problem.
 Qualitative data collection methods vary using unstructured or semi-
structured techniques. Some common methods include focus groups
(group discussions), individual interviews, and participation/observations.
The sample size is typically small, and respondents are selected to fulfill a
given quota.

2. Quantitative Research
 An empirical investigation or a phenomenon via statistical mathematical
and computational techniques.
 Quantitative Research is used to quantify the problem by way of
generating numerical data or data that can be transformed into usable
statistics. It is used to quantify attitudes, opinions, behaviors, and other
defined variables – and generalize results from a larger sample
population.
 Quantitative Research uses measurable data to formulate facts and
uncover patterns in research. Quantitative data collection methods are
much more structured than Qualitative data collection methods.
Quantitative data collection methods include various forms of surveys –
online surveys, paper surveys, mobile surveys and kiosk surveys, face-to-
face interviews, telephone interviews, longitudinal studies, website
interceptors, online polls, and systematic observations.
The figure shows the important key points on the difference of Qualitative Research
and Quantitative Research in terms of the following
aspects such as: Purpose, Approach, Data Collection, Research Independence, Samples
and examples where it is commonly used.

RESEARCH INSTRUMENT
RESEARCH INSTRUMENT
As the previous lesson show, there are various procedures of collecting data. The
main
instruments used in the mixed method researches consist of closed-ended, open-ended
questionnaires, interviews and classroom observations. These different ways of
gathering
information can supplement each other and hence boost the validity and
dependability of the data.
In the main, the quantitative data are obtained through closed-ended questionnaires
and the
qualitative data through open-ended questionnaires, interviews and classroom
observations. The
items of the questionnaires are mainly developed based on the research objectives
and research
questions.
The Instrument Development
How to develop research instruments
Before the researchers can collect any data, they need to design research
instruments,
refers to the tools they will use to collect the data.
If the group is planning to carry out interviews or focus groups, the researchers
will need to
design an interview schedule or topic guide. This is a list of questions or topic
areas that all the
interviewers will use. Asking everyone the same questions means that the data you
collect will be
much more focused and easier to analyze.
If the group wants to carry out a survey, the researchers will need to design a
questionnaire. This can be a pen and paper survey or an actual interview survey.
1. know how to develop research instruments;
2. understand the difference between the measurement scales; and
3. formulate your own research instrument that will be used on your research
paper.

RESEARCH INSTRUMENT
If the group is collecting data from more than one ‘type’ of person (such as young
people
and teachers, for example), it may well need to design more than one interview
schedule or
questionnaire. This should not be too difficult as the young researchers can adapt
additional
schedules or questionnaires from the original.
If the researchers are planning to carry out observations, they will need to agree
what to
look for. You could consider designing an observation form.
The Sources of Data and the Research Instruments
General Guidelines in Reporting and Writing the Sources of Data
1. The section deals with a detailed description of the research instruments used
in the
research such as questionnaire, pre-test, post-test, structured interview,
observation, actual
measurement using tools or equipment and others. Response manner to the
questionnaire or
test should be mentioned.
2. In case of researcher-made instruments, validation process should be discussed
and
figures or results must be presented when statistical measures were used.
3. If the instruments were adopted, the author should be recognized and source
should
be documented.
The Measurement of Scale
The level of measurement refers to the relationship among the values that are
assigned to
the attributes for a variable. What does that mean? Begin with the idea of the
variable “party
affiliation” Let ‟assume in a particular election context the only relevant
attributes are republican,
democrat and independent”. For purpose of analyzing the results of this variable we
arbitrarily
assign the values 1, 2 and 3 to the three attributes.
(http://www.academia.edu/6616569/Research_Proposal_Measurement_Scales)

RESEARCH INSTRUMENT
The Nominal, Ordinal, interval and Ratio Scale
There are four measurement scales (or types of data): nominal, ordinal, interval
and ratio.
These are simply ways to categorize different types of variables. This topic is
usually discussed in the
context of academic teaching and less often in the “real world.” If you are
brushing up on this
concept for a statistics test, thank a psychologist researcher named Stanley
Stevens for coming up
with these terms.
Nominal
Nominal scales are used for labeling variables, without any quantitative value.
“Nominal”
scales could simply be called “labels.” Notice that all of the scales are mutually
exclusive (no
overlap) and none of them has any numerical significance. A good way to remember
all of this is
that “nominal” sounds a lot like “name” and nominal scales are kind of like “names”
or labels.
Ordinal
With ordinal scales, it is the order of the values is what’s important and
significant, but the
differences between each one is not really known. For example, is the difference
between “OK” and
“Unhappy” the same as the difference between “Very Happy” and “Happy?” We can’t
say.
Ordinal scales are typically measures of non-numeric concepts like satisfaction,
happiness,
discomfort, etc.
“Ordinal” is easy to remember because it sounds like “order” and that’s the key to
remember with
“ordinal scales”–it is the order that matters, but that’s all you really get from
these.
Interval
Interval scales are numeric scales in which we know not only the order, but also
the exact
differences between the values. The classic example of an interval scale is Celsius
temperature
because the difference between each value is the same. For example, the difference
between 60
and 50 degrees is a measurable 10 degrees, as is the difference between 80 and 70
degrees. Time is
another good example of an interval scale in which the increments are known,
consistent, and
measurable.

RESEARCH INSTRUMENT
Interval scales are nice because the realm of statistical analysis on these data
sets opens up.
For example, central tendency can be measured by mode, median, or mean; standard
deviation can
also be calculated.
Like the others, you can remember the key points of an “interval scale” pretty
easily.
“Interval” itself means “space in between,” which is the important thing to
remember–interval
scales not only tell us about order, but also about the value between each item.
Ratio
Ratio scales are the ultimate nirvana when it comes to measurement scales because
they
tell us about the order, they tell us the exact value between units, AND they also
have an absolute
zero–which allows for a wide range of both descriptive and inferential statistics
to be applied. At the
risk of repeating myself, everything above about interval data applies to ratio
scales + ratio scales
have a clear definition of zero. Good examples of ratio variables include height
and weight.
Ratio scales provide a wealth of possibilities when it comes to statistical
analysis. These
variables can be meaningfully added, subtracted, multiplied, divided (ratios).
Central tendency can
be measured by mode, median, or mean; measures of dispersion, such as standard
deviation and
coefficient of variation can also be calculated from ratio scales.
(http://www.mymarketresearchmethods.com/types-of-data-nominal-ordinal-interval-
ratio/)
How to collect data
Once the group has designed the research instruments, it can move on to collecting
the
data. Here are some tips to share with the young researchers during this stage of
the project:
1. People are doing you a favor by helping you with your research – thank them for
their time and
tell them that you value their input.
2. Invite more people to take part than you actually want to collect data from, as
some people may
not want to participate. People have the right to refuse to take part in your
research and to
withdraw from the research at any point - you must respect this, as part of
research ethics.

RESEARCH INSTRUMENT
3. Keep an eye on how many people have responded to your survey or agreed to take
part in your
project. You may need to send reminders to some people.
4. It is very easy to introduce your own views but your job is to find out what
other people think and
do. Ask interviewees more probing questions, if you’re not quite sure what they
mean, and reflect
their views back to them to check that you’ve understood them correctly.
5. Be organized and ethical - keep all your data responses in one, secure, place.
Reference/s:
Baraceros, Esther L. (2017), Practical Research 2, Rex Book Store, Inc., First
Edition
Edition
Sarno, Emerlita G. (2010), Tips and Techniques in Writing Research, Rex Book Store,
Inc.
Common purpose - text hypotheses or specific research questions - discover ideas,

used in exploratory research with general research objects
Approach - measure and text - observe and interpret
Data collection approach - structured response categories provided - unstructure,
free-form
Research independence - researcher uninvolved observer, results are objective. -
researcher is intimately involved. Results are subjective
Samples - large samples to produce generalizable results - small samples - often in
natural settings
Most often used - descriptive and casual research designs - exploratory research
design

WAYS ON HOW TO SYSTEMATICALLY COLLECT DATA- Qualitative and Quantitative View
WAYS ON HOW TO SYSTEMATICALLY COLLECT DATA
Qualitative and Quantitative View
Data are the fundamental thing that researchers are searching for. They are subject
for
analysis, statistical procedures, and interpretation so that inferences, principles
and
generalizations are drawn, in which unsatisfactory conditions that needs to be
improved is
revealed. Furthermore the application of newly acquired facts and principles helps
to aid
unsatisfactory conditions for the progress and improvement of the quality of human
life which
is the very main goal of any research (Calderon & Gonzales, 2008).
Data Collection in Qualitative Research
Qualitative Research Design
A research design is like a research framework which serves as a guide in
conducting a
study. Some describe it as the overall strategy that a researcher chooses to
incorporate in their
chosen field of study. It is written in a coherent and logical way to ensure that
the research
problem will effectively be addressed.
Qualitative research designs consist of many components and can be based on basic
design.
Flick (2007) characterizes a good qualitative research design.
 Clear focus on the research questions
 Manageable in resources and time
 Clear in decisions about sampling and particular use of methods
 Well-linked to the theoretical background and based on the research perspective
of the
study
1. choose an appropriate research design;
2. plan the data collection and analysis procedures that should be done in a
research
paper; and
3. successfully gather the needed data from the target respondents.

 Reflective to the aims of generalization and the audiences of the study
 Sensitive, flexible, and adaptive to conditions in the field
 Open to new insights from the start or during the progress of the research.
Five Approaches of Qualitative Research Design according to Creswell (2013)
1. Narrative Research
A narrative research is a method that begins with the expressed lives and stories
of individual.
The procedures for implementing this research consist of focusing on studying one
or two
individuals, gathering data through the collection of their stories, reporting
individual
experiences, and chronologically ordering the meaning of those experiences.
2. Phenomenological Research.
It describes a common meaning for several individuals of their lived experiences of
a concept or
a phenomenon. The researcher then collects data from the persons who have
experienced the
phenomenon (i.e. insomnia, anger, undergoing organ transplant), and develops a
composite
description of the essence of the experience for all the individuals.
3. Grounded Theory Research
Its intention is to move beyond description and to generate or discover a theory, a
“unified
theoretical explanation” (Corbin & Strauss, in Creswell, 2013) for a process or an
action. The
researcher generates a general explanation (a theory) of a process, and action, or
an interaction
shaped by the views of a large number of participants.
4. Ethnographic Research
Ethnography focuses on an entire culture-sharing group. Typically, it involves many
people who
interact over time (such as teachers in an entire school or a community social work
group). “The
researcher describes and interprets the shared and learned patterns of values,
behaviors,
beliefs and language of a culture sharing group (Harris, in Creswell, 2013).”

5. Action Research.
It seeks action to improve human condition and study the effects of the action that
was taken.
Solutions are sought to address problems in a particular setting. In an action
research, the
implementation of solutions occurs as an actual part of the research process, where
the results
are used to give an immediate action to the problem (Nieswiadomy, 2008).
Listed below are the lists of Data Collection Procedure presented by Casela &
Cuevas (2010)
Data Collection Procedure in Qualitative Research Description
1.Observation
Through observation, the researcher records the
events that have been observed. The researcher
focuses on respondents to capture a particular
aspect of their behavior. The respondents may or
may not directly participate in the activities of the
research investigation.
2.Interview
The researcher asks a set of well-constructed
questions and may even make follow up questions to
gather the necessary data. The researcher must
establish rapport in a face-to-face interview to yield
highest response rate.
3.Documentary Analysis
The researcher uses existing or available information
such as health records or reports and other
documents of organization or institution.
4.Focus Group Discussion (FGD)
The researcher obtains in-depth information on
concepts, perceptions, and ideas of a group.
5.Visual Data
They refer to the recording, analysis and
communication of social life through photographs,
films, and videos (Harper, in Boeije, 2010). The
choice of this method is most useful when observing
spaces, places, environment, and objects. The same
applies when photography or video is used to collect
data, for example everyday life of community
members, like video-taping a playground in a school
for the deaf to learn about hearing-impaired culture
(Alexander, in Boeije, 2010).
Data Collection in Quantitative Research
Quantitative data collection is based on random sampling or a structured data
collection
which uses instruments that will fit diverse experiences into predetermined
response
categories. This type of research produces results that are easy to summarize,
compare, and
generalize, as well as testing hypotheses derived from theory.
Quantitative data gathering strategies include:
 Administering surveys with closed ended questions, such as ‐
1. Pen and paper questionnaires
2. face to face interviews ‐
3. telephone interviews
4. mail questionnaires, etc
 Experiments
 Observing and recording well defined events ‐
 Obtaining relevant data from management information systems.
Data Gathering Procedure presented by Leedy and Ormrod (2001)
1. Interview Method
In Quantitative research, interviews are more structured than Qualitative research.
In a
structured interview, the researcher asks a standard set of questions that is
quantifiable,
nothing more nothing less.
a. Telephone interviews
Advantages:
 Less time consuming
 Less expensive
 Researcher has ready access to anyone who has a landline telephone.
 Gets higher response rate than the mail questionnaire.
 Can be fully automated using CATI (Computer Assisted Telephone Interviewing)
saving
data processing time.

Disadvantages:
 The response rate is not as high as the face to face interview. ‐ ‐
 The sample may be biased as only those people who have landline phones are
contacted (excludes people who do not have a phone, or only have cell phones).
b. Face to face interviews ‐ ‐
Advantages:
 Enables the researcher to establish rapport with potential participants and
therefore
gain their cooperation.
 Yields the highest response rate in survey research.
 Allows the researcher to clarify ambiguous answers and when appropriate, seek
follow‐
up information.
Disadvantages:
 Impractical when large samples are involved
 Can be time consuming and expensive.
2. Questionnaires Method
Questionnaires often make use of checklist and rating scales. These devices help
simplify
and quantify people's behaviors and attitudes. A checklist is a list of behaviors,
characteristics,
or other entities the researcher is looking for. Either the researcher or survey
participant simply
checks whether each item on the list is observed, present or true or vice versa. A
rating scale is
more useful when a behavior needs to be evaluated on a continuum. They are also
known as
Likert scales.
a. Mail questionnaires
Advantages:
 Can be sent to a large number of people.
 Saves the researcher time and money compared to interviewing.
 People are more truthful while responding to the questionnaires regarding
controversial
issues in particular due to the fact that their responses are anonymous.
 Allow the respondent to answer at their leisure.

Disadvantages:
 In most cases, the majority of people who receive questionnaires don't return
them.
Therefore: Over sampling may be necessary if doing a one time mail out in order to
get ‐ ‐
enough completed questionnaires to be generalizable to the population which
increased
the time and cost to conduct the study.
b. Web based questionnaires ‐
A new and innovative methodology that maximizes the use of Internet is one of the
commonly used data gathering procedure as of today. This would mean receiving an e
mail on ‐
which you would click on an address that would take you to a secure web site to
fill in the ‐
questionnaire.
Advantages:
 This type of research is often quicker and less detailed.
 Very cost effective.
Disadvantages:
 Excludes people who do not have a computer or are unable to access a computer.
 Need to have access to email addresses.
 Many worksites have screening mechanisms in place blocking access to employee
emails.
 The validity of such surveys may be in question as people might be in a hurry to
complete it and so might not give accurate responses.

1. choose an appropriate research design;
2. plan the data collection and analysis
procedures that should be done in a
research paper; and
3. successfully gather the needed data from
the target respondents.
WAYS ON HOW TO SYSTEMATICALLY COLLECT
DATA : Qualitative and Quantitative View
OBJECTIVES:
Data are the fundamental thing that researchers

are searching for. They are subject for analysis,
statistical procedures, and interpretation so that
inferences, principles and generalizations are drawn,
in which unsatisfactory conditions that needs to be
improved is revealed. Furthermore the application of
newly acquired facts and principles helps to aid
unsatisfactory conditions for the progress and
improvement of the quality of human life which is the
very main goal of any research (Calderon & Gonzales,
2008).
DATA COLLECTION IN QUALITATIVE

RESEARCH
1. Qualitative Research Design
A research design is like a research
framework which serves as a guide in conducting
a study. Some describe it as the overall strategy
that a researcher chooses to incorporate in their
chosen field of study. It is written in a coherent
and logical way to ensure that the research
problem will effectively be addressed.
Qualitative research designs consist of many

components and can be based on basic design. Flick (2007)
characterizes a good qualitative research design.
 Clear focus on the research questions
 Manageable in resources and time
 Clear in decisions about sampling and particular use of
methods
 Well-linked to the theoretical background and based on the
research perspective of the study
 Reflective to the aims of generalization and the audiences of
the study
 Sensitive, flexible, and adaptive to conditions in the field
 Open to new insights from the start or during the progress
of the research.
FIVE APPROACHES OF QUALITATIVE RESEARCH

DESIGN ACCORDING TO CRESWELL (2013)
1. Narrative Research
A narrative research is a method that begins
with the expressed lives and stories of individual.
The procedures for implementing this research
consist of focusing on studying one or two
individuals, gathering data through the collection of
their stories, reporting individual experiences, and
chronologically ordering the meaning of those
experiences.
2. Phenomenological Research.
It describes a common meaning for several
individuals of their lived experiences of a
concept or a phenomenon. The researcher
then collects data from the persons who have
experienced the phenomenon (i.e. insomnia,
anger, undergoing organ transplant), and
develops a composite description of the
essence of the experience for all the
individuals.
3. Grounded Theory Research

Its intention is to move beyond description
and to generate or discover a theory, a “unified
theoretical explanation” (Corbin & Strauss, in
Creswell, 2013) for a process or an action. The
researcher generates a general explanation (a
theory) of a process, and action, or an
interaction shaped by the views of a large
number of participants.
4. Ethnographic Research
Ethnography focuses on an entire culture-
sharing group. Typically, it involves many people
who interact over time (such as teachers in an
entire school or a community social work
group). “The researcher describes and interprets
the shared and learned patterns of values,
behaviors, beliefs and language of a culture
sharing group (Harris, in Creswell, 2013).”
5.Action Research.
It seeks action to improve human
condition and study the effects of the action that
was taken. Solutions are sought to address
problems in a particular setting. In an action
research, the implementation of solutions occurs
as an actual part of the research process, where
the results are used to give an immediate action
to the problem (Nieswiadomy, 2008).
Observation - through observation, the researcher records the events that have been
observed. The researcher focuses on respondents to capture a particular aspect of
their behavior. The respondents mmay or may not directly participate in the
activities of the research investigation
Interview - the researcher asks a set of well-constructed questions nand may even
make follow up questions to gather the necessary data. The researcher must
establish rapport in a face-to-face interview to yield highest response rate
Documentary analysis - the researcher uses existing or available information such
as health records or reports and other documents of organization or institution.
Focus group discussion (fgd) - the researcher obtains in-depth information on
concepts, perceptions, and ideas of a group
Visual data - they refer to the recordings, analysis and communication of social
life through photographs, films, and videos (harper, in boeiji, 2010). The choice
of this method is most useful when observing spaces, places, environment, and
object. The same applies when photography or video is used to collect data, for
example everyday life of community for the deaf to learn about hearing-impaired
culture
(Alexander, in boeiji, 2010)
DATA COLLECTION IN QUANTITATIVE

RESEARCH
Quantitative data collection is based on
random sampling or a structured data collection
which uses instruments that will fit diverse
experiences into predetermined response
categories. This type of research produces
results that are easy to summarize, compare,
and generalize, as well as testing hypotheses
derived from theory.
QUANTITATIVE DATA GATHERING STRATEGIES

INCLUDE:
• Administering surveys with closed ended questions,
such as :
1. Pen and paper questionnaires
2. face to face interviews
3. telephone interviews
4. mail questionnaires, etc
• Experiments
• Observing and recording well defined events
• Obtaining relevant data from management information
systems.
DATA GATHERING PROCEDURE PRESENTED BY

LEEDY AND ORMROD (2001)
1. Interview Method
In Quantitative research, interviews are more structured than
Qualitative research. In a structured interview, the researcher asks a
standard set of questions that is quantifiable, nothing more nothing
less.
a. Telephone interviews Advantages:
 Less time consuming
 Less expensive
 Researcher has ready access to anyone who has a landline
telephone.
 Gets higher response rate than the mail questionnaire.
 Can be fully automated using CATI (Computer Assisted Telephone
Interviewing) saving data processing time.
Disadvantages:
 The response rate is not as high as the face to face interview.
 The sample may be biased as only those people who have landline
phones are contacted (excludes people who do not have a phone,
or only have cell phones).
b. Face to face interviews
Advantages:
 Enables the researcher to establish rapport with potential
participants and therefore gain their cooperation.
 Yields the highest response rate in survey research.
 Allows the researcher to clarify ambiguous answers and when
appropriate, seek follow up information.
Disadvantages:
 Impractical when large samples are involved
 Can be time consuming and expensive.
2. Questionnaires Method
Questionnaires often make use of checklist
and rating scales. These devices help simplify and
quantify people's behaviors and attitudes. A
checklist is a list of behaviors, characteristics, or
other entities the researcher is looking for. Either
the researcher or survey participant simply checks
whether each item on the list is observed, present
or true or vice versa. A rating scale is more useful
when a behavior needs to be evaluated on a
continuum. They are also known as Likert scales.
a. Mail questionnaires
Advantages:
 Can be sent to a large number of people.
 Saves the researcher time and money
compared to interviewing.
 People are more truthful while responding to
the questionnaires regarding controversial
issues in particular due to the fact that their
responses are anonymous.
 Allow the respondent to answer at their leisure.
Disadvantages:
 In most cases, the majority of people who
receive questionnaires don't return them.
Therefore: Over‐sampling may be necessary if
doing a one‐time mail out in order to get
enough completed questionnaires to be
generalized to the population which increased
the time and cost to conduct the study.
b. Web‐based questionnaires
 A new and innovative methodology that
maximizes the use of Internet is one of the
commonly used data gathering procedure as
of today. This would mean receiving an e‐mail
on which you would click on an address that
would take you to a secure web‐site to fill in
the questionnaire.
Advantages:
 This type of research is often quicker and less detailed.
 Very cost effective.
Disadvantages:
 Excludes people who do not have a computer or are
unable to access a computer.
 Need to have access to email addresses.
 Many worksites have screening mechanisms in place
blocking access to employee emails.
 The validity of such surveys may be in question as
people might be in a hurry to complete it and so might
not give accurate responses.

RESEARCH METHODOLOGY
CHAPTER III: RESEARCH METHODOLOGY
Chapter III Research Methodology
Research methods can be defined as “a systematic and scientific procedure of data
collection, compilation, analysis, interpretation, and implication pertaining to
any problem”-
Bajpai (2011). Types of research methods can be classified into several categories
according to
the nature and purpose of the study and other attributes. In methodology chapter of
your
thesis paper, you are expected to specify and discuss the type of your research
according to the
following classifications.
1. Research Method
 Research Method- Refers to the methods or techniques researchers use in
performing
research operations.
 Research Methodology- It may be understood as a science of studying how research
is
done scientifically. In it we Study the various steps that are generally adopted by
researcher in studying his research problem along with the logic behind them.
Types of Research Method
 Historical Research- It deals with the past events and integrates it with the
present
situations.
1. differentiate the difference between research method and research
methodology
2. classify the different types of a research method; and
3. come up with a correct research method and description of the respondents.

 Descriptive Research- Describe things as the market potential of a product,
consumer
demographics and attitudes.
- It deals with what is happening in the present situation, as it exists in the
time of
the study.
- Focuses on the descriptive variables from the present.
Types of Descriptive Research
a. Case Study - Provides an intent study of a person with a vision in the future.
It
employs a detailed study about a person/ unit over a considerate period of time.
- It provides us with an insight into human behavior which may lead us to
discover new findings not discovered before.
b. Survey Research - A survey is used to gather relatively limited data from
relatively
large number of cases.
Purpose: To gather information about prevailing conditions or the variables under
study.
c. Developmental Studies - Intends to get reliable information about a group of
people
over a long period of time.
d. Evaluative/Assessment Studies - Those which refers to the efficiency or
effectiveness
of practices, policies, instruments, programs, projects or other variables that may
be
considered.
e. Correlational Studies - This is designed to determine which different variables
are
related to each other in the population of interest.
f. Follow-up Studies - This is used when you want to follow-up development of a
certain
condition.
Example: Tracer Study

g. Trends and Projection Studies - Popular descriptive study for projects that is
forward-
looking.
Example: Feasibility Study
h. Experimental Research - Future-oriented, here you can identify the result of 2
groups.
Example: Technology vs Traditional
2. Description of the Respondents
In this part the researchers will just simply describe their respondents.
Example:
”A Tracer Study of the Bachelor in Secondary Education Graduates of PUP-Taguig
Batch
2011-2015”
The primary sources of data are the 109 BSED graduates of Polytechnic University of
the Philippines –
Taguig City Branch, from batch 2011 up to 2015. Their general profile, educational
attainment and
employment status are primarily considered in the set of questionnaires provided.

CHAPTER III: RESEARCH METHODOLOGY
SAMPLING TECHNIQUE
3. Sampling Technique
 Population- collection of ALL possible observations
 Total universe which is composed of a group of people.
 Is an element where the data will be collected.
 Sample- a subset or element of a population.
 Sampling Error/Margin of Error- bias or prejudice -> Sample Size
 Defined Target Population- elements identifies as Key Informants.
Example: All Grade 12 SHS {track)
 Why do we use Samples?
1. Cost
2. Time
3. Inaccessibility of the population
4. Accuracy
5. Destruction of the observations
Sampling Technique Formula:
n- Sample size
N- Total Population
e- Estimate Margin of error (0 .05)
1. compute the necessary sample size for their research paper;
2. identify the different sampling methods that can be used in a quantitative
research; and
3. effectively gather the needed data to their corresponding respondents.

Example:
n - ?
N – 1000
e- 0.05
Sampling Methods
 Probability- members in the population has an equal chance of being selected into
the
sample.
 Non-Probability- not everybody has the chance to be elected as sample.
 Probability Sampling Method
a. Simple/Pure Random Sampling- every unit in the population has an equal
probability of being included in the sample size.
Example: Lottery Sampling
b. Stratified Random Sampling- involves the process of selecting randomly samples
from the different strata of the population used in the study.
c. Systematic Random Sampling- an element of the population is selected starting
from a randomly selected first element.
d. Cluster Sampling- also called “Area Sampling” because it used/applied on
geographical basis.
 Non Probability Sampling Method
a. Accidental Sampling- there is no system of sample selection, base only on the
accessibility of the respondents.

b. Convenience or Haphazard Sampling- involves the process of picking out people in
the most common and fastest way to get immediate reactions.
c. Purposive Sampling- involves the determination of the target population.
1. Modal Instance Sampling- samples the most frequent case or the “typical” case.
2. Heterogeneity Sampling- also called “Sampling for Diversity”
3. Quota sampling- selecting people randomly according to some fixed data.
4. Snowball Sampling- identifying someone who meets the criteria for inclusion in
your study.
4. Instrumentation
Instrument is the general term that researchers use for a measurement device
(survey,
test, questionnaire, etc.). To help distinguish between instrument and
instrumentation,
consider that the instrument is the device and instrumentation is the course of
action (the
process of developing, testing, and using the device).
Example:
Batch
2011-2015”
Ways of Measurement
1. Likert Scale- a measure that asks individuals to check their level of agreement
with various
statements about an attitude or object (e.g strongly agree, agree, disagree and
strongly
disagree)
2. Questionnaire- a measure that represents a set of written questions to which all
individuals
in the same respond.
The researchers used a survey questionnaire to gather the necessary data for this
study. The
questionnaire was adapted from the Commission on Higher Education’s (CHED) tracer
study. It is composed of
four main parts: the general profile of the respondents, their educational
background, the post-college programs
they received, and their employment data.

3. Rubric- in performance assessment, this refers to a scale of measuring different
levels of
proficiency demonstrated in students’ portfolio.
5. Data Gathering Procedure
This part is where the researchers state the procedure on how will they gather the
needed information from their respondents.
Example:
Batch
2011-2015”
6. Sources of Data
Describe where the researchers got the necessary information that would help the
researcher to explain further the research paper.
Example:
Batch
2011-2015”
The researchers used social networking sites, specifically Facebook, in order to
reach out to the target
respondents. They also used electronic mail in distributing the questionnaires.
After the survey, the
researchers interpreted and analyzed the gathered data from the BSED graduates
batch 2011-2015.
As an initial part of preparation, the researchers first gathered relevant
information from the
university library from which the researchers were able to cite some examples of
tracer studies, helping them
to have a clearer vision of what to expect in the said study. The researchers also
read about successful tracer
studies from other universities published on the Internet. The BSED graduates,
being the primary source of
the data, received the questionnaires through email and social networking sites and
answered them online.
In addition, the researchers used books, unpublished materials and other reading
sources that contain
information related to the study. The researchers also made use of the Internet as
a source of information.

7. Research Locale
This part is where the researchers will state where the study will take place.
Example:
Batch 2011-
2015”
Reference/s:
Bajpai, N. (2011) “Business Research Methods” Pearson Education India:
https://research-methodology.net/research-methodology/research-types/
Bhat, A. (2019). QuestionPro.com. Retrieved October 02, 2019, from
https://www.questionpro.com/blog/cluster-sampling/
Herrera, J. B., Teus, J. I. & Vicente, M. T. (2014). A Tracer Study of the
Bachelor in Secondary
Education Graduates of PUP-Taguig Batch 2011-2015. Taguig City
The study was conducted at the Polytechnic University of the Philippines – Taguig
City Branch with their respective BSED alumni as the respondents.
8. Statistical Treatment
 Statistics- numerical index describing a
characteristic of a sample.
 Statistical Treatment- a mathematical
treatment used for summarizing or
analyzing numerical data or information.
CHAPTER III: RESEARCH METHODOLOGY MEASURES
OF CENTRAL TENDENCY
1. Measure of Central Tendency

a. Mean- the most common measure of central
tendency. It is simply the sum of the numbers
divided by the number of numbers
Formula in getting the mean: μ = ( ΣX ) / N
Example:
Scores (1, 2, 3, 6, 8)
1+2+3+6+8 = 20/5
Ans. 4 - is the Mean in the given set of scores
OF CENTRAL TENDENCY
b. Median- is the "middle" value in the list of

numbers. To find the median, your numbers
have to be listed in numerical order from
smallest to largest.
Example:
Scores (13, 13, 13, 13, 14, 14, 16, 18, 21)
13, 13, 13, 13, 14, 14, 16, 18, 21
Ans. 14
OF CENTRAL TENDENCY
c. Mode- is the value that occurs most

often. If no number in the list is
repeated, then there is no mode for the
list.
Example:
Scores (13, 13, 13, 13, 14, 14, 16, 18, 21)
Ans. 13
OF CENTRAL TENDENCY
2. Standard Deviation- is a measure of the

dispersion of a set of data from its mean.
3. F-Test and T-Test
• P-value- is the probability of getting results as
extreme as observed values under null
hypothesis. For practical purposes, reject a null
hypothesis if the P-Value is less than alpha
(generally 5% or 0.05)
• T-Test- this is used to find out if the means
between two populations is significantly
different.
OF CENTRAL TENDENCY
Characteristics of the test are the ff:

1) The test statistic follows a t distribution under null
hypothesis.
2) The test can be used to find if the mean of a population
is different from a known mean.
3) The test can be used to find out if the means of two
samples are significantly different. Note that the two
populations need to follow the normal distribution. Also
the variances of the two populations need to be equal if
sample size is less than 30.
4) The test can be used to find out if the difference
between values of a single variable measured at
different times is zero.
OF CENTRAL TENDENCY
5) The test can be used to find out if the regression

line has a slope different from zero.
6) Paired vs un-paired: A test of type 3 is a paired
test. The samples are independent. A test of type
4 is an unpaired test. In many cases of unpaired
data, it is the same variable undergoing repeated
observations. For example: measurements taken
before and after an experiment.
7) The questions that need to be answered before
using the t-test are: is it a single population or
multiple populations, are the sample sizes equal,
are the variances equal, and is it a paired or
unpaired test.
OF CENTRAL TENDENCY
• F-Test- is used to find out if the

variances between two
populations are significantly
different.
OF CENTRAL TENDENCY
Characteristics of an F-test are the ff:

1) The test statistic has an F distribution under null
hypothesis. I.e. the ratio of variances follows an F
distribution.
2) F-test can be used to find out if the means of multiple
populations having same standard deviation differ
significantly from each other. (ANOVA)
3) F-test can be used to find out if the data fits into a
regression model obtained using least square analysis.
Here we compare is the mean square due to error is
significantly different from the mean square due to
regression.
OF CENTRAL TENDENCY
4) The test can be a two tailed test or a one

tailed test.
5) F-test for ANOVA for two variables is
equivalent to performing the t-test. Also the
relation is given by F=t squared.
6) For ANOVA the F test is the measure of ratio
of variance between groups and variance with
the sample groups.
OF CENTRAL TENDENCY
4. Analysis of Variance (ANOVA)

This is a statistical technique that assesses
potential differences in a scale level dependent
variable by a nominal-level variable having 2 or
more categories. For example, an ANOVA can
examine potential differences in IQ scores by
Country (US vs. Canada vs. Italy vs. Spain).
The ANOVA, developed by Ronald Fisher in
1918, extends the and the z-test which have the
problem of only allowing the nominal level variable
to have just two categories. This test is also called
the Fisher analysis of variance.
OF CENTRAL TENDENCY
General Purpose of ANOVA

Researchers and students use ANOVA in
many ways. The use of ANOVA depends on the
research design. Commonly, ANOVAs are used
in three ways:
1. one-way ANOVA,
2. two-way ANOVA
3. and N-way Multivariate ANOVA.
OF CENTRAL TENDENCY
One-Way ANOVA
One-way ANOVA refers to the number of
independent variables--not the number of
categories in each variable. A one-way ANOVA
has just one independent variable.
For example, difference in IQ can be
assessed by Country, and County can have 2,
20, or more different Countries in that
variable.
OF CENTRAL TENDENCY
Two-Way ANOVA
A two-way ANOVA refers to an ANOVA using 2
independent variable. Expanding the example above, a
2way ANOVA can examine differences in IQ scores (the
dependent variable) by Country (independent variable 1)
and Gender (independent variable 2).
Two-way ANOVA’s can be used to examine the
INTERACTION between the two independent variables.
Interactions indicate that differences are not uniform
across all categories of the independent variables. For
example, females may have higher IQ scores overall
compared to males, and are much greater in European
Countries compared to North American Countries.
OF CENTRAL TENDENCY
Two-way ANOVAs are also called factorial

ANOVA. Factorial ANOVAs can be balanced (have
the same number of participants in each group) or
unbalanced (having different number of
participants in each group). Not having equal size
groups can make it appear that there is an effect
when this may not be the case.
5. Chi-Square- this is a nonparametric test of
statistical significance that is used when research
data are in the form of frequency counts for two
or more categories.
OF CENTRAL TENDENCY
"Data analysis is the process of bringing

order, structure and meaning to the mass
of collected data. It is a messy,
ambiguous, time consuming, creative,
and fascinating process. It does not
proceed in a linear fashion; it is not neat.
Data analysis is a search for answers
about relationships among categories of
data."- Marshall and Rossman, 1990:111
CHAPTER IV: PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
PRESENTATION
Is the process of organizing data into
logical, sequential and meaningful categories
and classifications to make them amenable to
study and interpretation. Is the process of
organizing data into logical, sequential and
meaningful categories and classifications to
make them amenable to study and
interpretation.
ANALYSIS
• A separation of a whole into its constituent
parts (Merriam-Webster, 2012)
• The process of breaking up the whole study
into its constituent parts of categories
according to the specific questions under the
statement of the problem. (Calderon, 1993)
INTERPRETATION
• This section answers the question, “So what?”
in relation to the results of the study. What do
the results of the study mean? This part is,
perhaps, the most critical aspect of the
research report.
• It is often the most difficult to write because it
is the least structured.
WAYS OF PRESENTING DATA:

1. Textual - (statements with numerals or numbers that
serve as supplements to tabular presentation)
2. Tabular - (a systematic arrangement of related idea in
which classes of numerical facts or data are given each
row and their subclasses are given each a column in order
to present the relationships of the sets or numerical facts
or data in a definite, compact and understandable form)
3. Graphical – (a chart representing the quantitative
variations or changes of variables in pictorial or
diagrammatic form)
TYPES OF GRAPHS AND CHARTS

1. Bar graphs
2. Linear graphs
3. Pie graphs
4. Pictograms
5. Statistical maps
6. Ratio charts
GENERAL GUIDELINES IN REPORTING AND

WRITINGDATA ANALYSIS AND
INTERPRETATION
1. An introductory paragraph is provided at the start of the chapter
2. Subtitles of sections are based on the questions in the statement of the
problem, stated in declarative form, single space bold.
3. Table and figure numbers and titles are written in capital lower case at
the center, single spaced. Title should come after the number,
arranged in inverted pyramid.
4. Tables and figures should be in continuous numbering. It should be
presented first before discussion. Enclosed tables with double line on
top should be used. Graphs should be colored.
5. Discussion should follow the format, presentation of the table, the
table itself, analysis and interpretation, then implications. Related
literature and studies may be used to support the findings.
KEYWORDS USED IN ANALYZING AND INTERPRETING

DATA
1. Table _____ presents the…
2. Table _____ indicates the…
3. As reflected in the table, there was…
4. As observed, there was indeed…
5. Delving deeper into the figures…
6. The illustrative graph above/below shows that…
7. In explaining this result, it can be stated that…
8. Is found to be determinant of…
9. Has significant relationship with…
10. Is discovered to be a factor of…
11. In relation with the result of __________, it may be constructed that…
12. And in viewing in this sense, it can be stated that…
13. The result establishes the fact that…
14. This finding suggests that…
15. With this result, the researcher developed an impression that…
INTERPRETATION OF DATAEXAMPLE
Chapter 4
Presentation, Analysis and Interpretation of Data
This chapter presents, analyzes and interprets the data used in this study to
determine the
employment status of PUP-T Graduates Batch 2011-2015.
Table 1.a Frequency distribution of the respondents’ gender/sex
Table 1.a shows the frequency distribution of the respondents’ gender. It
illustrates that there are
more female respondents which are 82 or 75.23% than male which are 27 or 24.77%.
SEX FREQUENCY (N=109) PERCENTAGE
MALE 27 24.77%
FEMALE 82 75.23%
TOTAL 109 100.00%
Note:
 The interpretation of the data should always be
written below the table with the same label as the
table title.
 The interpretation and the table should not be
written on a separate sheet.

CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
"Data analysis is the process of bringing order, structure and meaning to the mass
of collected
data. It is a messy, ambiguous, time consuming, creative, and fascinating process.
It does not
proceed in a linear fashion; it is not neat. Data analysis is a search for answers
about
relationships among categories of data."- Marshall and Rossman, 1990:111
Data analysis and interpretation are considered to be one of the important steps in
a
research paper. After administering the questionnaires, data gathered are raw in
nature then it
is arranged in a certain format or order. This raw data takes the form of the
information.
The most critical and essential supporting pillars of the research are the analysis
and the
interpretation of the data. With the help of the interpretation, step one was able
to achieve a
conclusion from the set of the gathered data. Interpretation has two major aspects
namely
establishing continuity in the research through linking the results of a given
study with those of
another and the establishment of some relationship with the collected data.
Interpretation can
be defined as the device through which the factors, which seem to explain what has
been
observed by the researcher in the course of study.
Presentation
 Is the process of organizing data into logical, sequential and meaningful
categories and
classifications to make them amenable to study and interpretation.
1. understand the difference between Presentation, Analysis and
Interpretation in
Chapter 4 of a research paper;
2. effectively present the gathered data through graphs, tables and figures;
and

Analysis
 A separation of a whole into its constituent parts (Merriam-Webster, 2012)
 The process of breaking up the whole study into its constituent parts of
categories
according to the specific questions under the statement of the problem. (Calderon,
1993)
Interpretation
 This section answers the question, “So what?” in relation to the results of the
study.
What do the results of the study mean? This part is, perhaps, the most critical
aspect of
the research report.
 It is often the most difficult to write because it is the least structured.
Ways of presenting data:
1. Textual - (statements with numerals or numbers that serve as supplements to
tabular
presentation)
2. Tabular - (a systematic arrangement of related idea in which classes of
numerical facts or
data are given each row and their subclasses are given each a column in order to
present the
relationships of the sets or numerical facts or data in a definite, compact and
understandable
form)
3. Graphical – (a chart representing the quantitative variations or changes of
variables in
pictorial or diagrammatic form)
Types of Graphs and Charts
1. Bar graphs
2. Linear graphs
3. Pie graphs
4. Pictograms
5. Statistical maps
6. Ratio charts

General Guidelines in Reporting and Writing Data Analysis and Interpretation
1. An introductory paragraph is provided at the start of the chapter
2. Subtitles of sections are based on the questions in the statement of the
problem, stated in
declarative form, single-space bold.
3. Table and figure numbers and titles are written in capital lower case at the
center, single
spaced. Title should come after the number, arranged in inverted pyramid.
4. Tables and figures should be in continuous numbering. It should be presented
first before
discussion. Enclosed tables with double line on top should be used. Graphs should
be colored.
5. Discussion should follow the format, presentation of the table, the table
itself, analysis and
interpretation, then implications. Related literature and studies may be used to
support the
findings.
Keywords used in Analyzing and Interpreting data
1. Table _____ presents the…
2. Table _____ indicates the…
3. As reflected in the table, there was…
4. As observed, there was indeed…
5. Delving deeper into the figures…
6. The illustrative graph above/below shows that…
7. In explaining this result, it can be stated that…
8. Is found to be determinant of…
9. Has significant relationship with…
10. Is discovered to be a factor of…
11. In relation with the result of __________, it may be constructed that…
12. And in viewing in this sense, it can be stated that…
13. The result establishes the fact that…
14. This finding suggests that…
15. With this result, the researcher developed an impression that…

Example:
Chapter 4
Presentation, Analysis and Interpretation of Data
This chapter presents, analyzes and interprets the data used in this study to
determine the employment
status of PUP-T Graduates Batch 2011-2015.
Table 1.a Frequency distribution of the respondents’ gender/sex
SEX FREQUENCY (N=109) PERCENTAGE
Male 27 24.77%
Female 82 75.23%
TOTAL 109 100.00%
Table 1.a shows the frequency distribution of the respondents’ gender. It
illustrates that there are more
female respondents which are 82 or 75.23% than male which are 27 or 24.77%.
Note:
 The interpretation of the data should always be written
below the table with the same label as the table title.
 The interpretation and the table should not be written
on a separate sheet.
This is the last chapter of the thesis

and the most important part because this
where the findings, and the whole thesis
for that matter, are summarized;
generalizations in the form of conclusions
are made; and the recommendations for
the solution of problems discovered in
the study are addressed to those
concerned.
CHAPTER V: SUMMARY, RECOMMENDATION
AND CONCLUSION
The conclusion should clarify concepts defined
within the scope of the study. Moreover, it should
explain the relationship of the variables under study.
Most importantly, it should answer all questions raised
by the researchers. Ethically, the researchers should
give the true findings of study. The researchers are not
supported to fabricate results to achieve the desired
conclusions. Instead, the researchers should prove or
disprove the relationship of the variables based on the
findings of the study (Casela& Cuevas, 2010).
AND CONCLUSION
SUMMARY OF FINDINGS
1.General Guidelines in Writing the Summary of
Findings.
2. Subtitles of the summary of findings should
follow the statement of the problem. Only
averages or means and final values should be
mentioned.
3. There should be e brief statement about the
main purpose of the study, the population or
respondents, the period of the study, method of
research used, the research instrument, and the
sampling design
AND CONCLUSION
4. The findings may be lumped up all together but clarity

demands that each specific question under the
statement of the problem must be written first to be
followed by the findings that would answer it. The
specific questions should follow the order they are
given under the statement of the problem.
5. The findings should be textual generalizations, that is, a
summary of the important data consisting of text and
numbers. Every statement of fact should consist of
words, numbers, or statistical measures woven into a
meaningful statement. No deductions, nor inference,
nor interpretation should be made otherwise it will
only be duplicated in the conclusion.
AND CONCLUSION
Guidelines in Writing the Conclusion (Calderon and

Gonzales, 2008)
1.Conclusions should be logically written presenting the v
alid outgrowths of the findings. Conclusions should have
inferences, deductions, abstractions, implications, interpr
etations, general statements, and/or generalizations base
d on the findings.
2.Conclusions should appropriately answer the specific q
uestions raised at the beginning of the investigation in th
e order they are given under the statements of the probl
em.
AND CONCLUSION
3.Conclusions should point out what were factually learned from

the inquiry. However, no conclusions should be drawn from the im
plied or indirect effects of the findings.
4.Conclusions should be formulated concisely, that is, brief and
short, yet the study as required by the specific questions.
5.Without any strong evidence to the contrary, conclusions should
be stated categorically. They should be worded as if they are 100%
true and correct. They should not give any hint that the researcher
has some doubts about their validity and reliability. The use of
quantifiers such as probably, perhaps, maybe, and the like should
be avoided.
AND CONCLUSION
6.Conclusions should refer only to the

population, area, or subject of the study.
7.Conclusions should not be repetitions of
any statements anywhere in the research
paper. They may be recapitulations if
necessary but they should be worded
differently and they should convey the same
information as the statements recapitulated.
AND CONCLUSION
Guidelines in Writing the Recommendations

(Calderon and Gonzales, 2008)
1.No recommendations should be made for a probl
em, or anything for that matter, that has not bee
n discovered or discussed in the study. Recomm
endations for things not discussed in the study ar
e irrelevant.
2.There may also be recommendations for the cont
inuance of a good practice or system, or even rec
ommendation for its improvement. This is to ens
ure a continuous benefit being accorded to the u
niverse involved.
AND CONCLUSION
3.Recommendations should aim for the ideals but they must

be feasible, practical, and attainable. It is useless to recom
mend the impossible.
4. Recommendations should be logical and valid.
5.Recommendations should be addressed to the persons, ent
ities, agencies, or offices who or which are in a position to i
mplement them.
6.There should be a recommendation for further research on
the same topic in other places to verify, amplify, or negate
the findings of the study. This is necessary so that if the fin
dings are the same, generalizations of wider application ca
n be formulated.
AND CONCLUSION
LISTING REFERENCES
At the end of any research work, a page
must be provided to list down the references
used during the research writing. Researchers
need to acknowledge all the sources with their
complete and correct information and format.
It was mentioned previously, the citation and
references must follow consistent style, whether
they are in MLA, APA or Chicago format.
AND CONCLUSION
References
These
include a complete list of all quoted and paraphrased
works that the researcher actually used in completing t
he study. While bibliography
includes a complete list of all works related to the
study, but are not directly contained in the report. How
ever, citing them is also important to provide a list for
suggested or further reading which other researchers
may use for their own research (Casela& Cuevas, 2010)
.
AND CONCLUSION
PRESENTING THE WRITTEN RESEARCH

REPORT
The final report is the document that
ultimately represents the research. The report is
the record of the research content, process, and
analyses as reported by the researcher. It also
serves as the scientific contribution a researcher
make about what is known about the social
world. It can also act as a catalyst for further
research (Kirby, et.al, 2006).
AND CONCLUSION
The following considerations are important in

presenting the written research report according to
Kirby, et. al.(2006):
• While the content will always be essentially the same for
each audience, the emphasis on specific points and the
way in which they are expressed will be different
depending on the target audience.
• This report need not to be substantially different from
drafts, except where participants have indicated that
change is necessary.
• It should begin with the restatement of the beginnings of
the research project and end with a summary section.
AND CONCLUSION
• The summary section provides a description and

explanation of the new knowledge discovered or
the unique contribution that this research makes.
Not too much detail is needed here – simple
answer the research questions, and draw the
conclusion.
• The final report can suggest some potential
directions for further research and possibly what
kind of policy or individual or group action might
be recommended.
• The readers must be informed why this research
counts and why is it important.
AND CONCLUSION

CHAPTER V: SUMMARY, RECOMMENDATION AND CONCLUSION
This is the last chapter of the thesis and the most important part because this
where the
findings, and the whole thesis for that matter, are summarized; generalizations in
the form of
conclusions are made; and the recommendations for the solution of problems
discovered in the
study are addressed to those concerned
The conclusion should clarify concepts defined within the scope of the study.
Moreover,
it should explain the relationship of the variables under study. Most importantly,
it should
answer all questions raised by the researchers. Ethically, the researchers should
give the true
findings of study. The researchers are not supported to fabricate results to
achieve the desired
conclusions. Instead, the researchers should prove or disprove the relationship of
the variables
based on the findings of the study (Casela & Cuevas, 2010).
Summary of Findings
1. General Guidelines in Writing the Summary of Findings
2. Subtitles of the summary of findings should follow the statement of the problem.
Only
averages or means and final values should be mentioned.
3. There should be e brief statement about the main purpose of the study, the
population
or respondents, the period of the study, method of research used, the research
instrument, and the sampling design
4. The findings may be lumped up all together but clarity demands that each
specific
question under the statement of the problem must be written first to be followed by
the
1. understand the following terms: Summary, Recommendation and
Conclusion;
2. formulate recommendations based on conclusions; and
3. present a furnished copy of the research paper.
findings that would answer it. The specific questions should follow the order they
are
given under the statement of the problem.
5. The findings should be textual generalizations, that is, a summary of the
important data
consisting of text and numbers. Every statement of fact should consist of words,
numbers, or statistical measures woven into a meaningful statement. No deductions,
nor inference, nor interpretation should be made otherwise it will only be
duplicated in
the conclusion.
Guidelines in Writing the Conclusion (Calderon and Gonzales, 2008)
1. Conclusions should be logically written presenting the valid outgrowths of the
findings.
Conclusions should have inferences, deductions, abstractions, implications,
interpretations, general statements, and/or generalizations based on the findings.
2. Conclusions should appropriately answer the specific questions raised at the
beginning
of the investigation in the order they are given under the statements of the
problem.
3. Conclusions should point out what were factually learned from the inquiry.
However, no
conclusions should be drawn from the implied or indirect effects of the findings.
4. Conclusions should be formulated concisely, that is, brief and short, yet the
study as
required by the specific questions.
5. Without any strong evidence to the contrary, conclusions should be stated
categorically.
They should be worded as if they are 100% true and correct. They should not give
any
hint that the researcher has some doubts about their validity and reliability. The
use of
quantifiers such as probably, perhaps, maybe, and the like should be avoided.
6. Conclusions should refer only to the population, area, or subject of the study.
7. Conclusions should not be repetitions of any statements anywhere in the research
paper. They may be recapitulations if necessary but they should be worded
differently
and they should convey the same information as the statements recapitulated.

Guidelines in Writing the Recommendations (Calderon and Gonzales, 2008)
1. No recommendations should be made for a problem, or anything for that matter,
that
has not been discovered or discussed in the study. Recommendations for things not
discussed in the study are irrelevant.
2. There may also be recommendations for the continuance of a good practice or
system,
or even recommendation for its improvement. This is to ensure a continuous benefit
being accorded to the universe involved.
3. Recommendations should aim for the ideals but they must be feasible, practical,
and
attainable. It is useless to recommend the impossible.
4. Recommendations should be logical and valid.
5. Recommendations should be addressed to the persons, entities, agencies, or
offices
who or which are in a position to implement them.
6. There should be a recommendation for further research on the same topic in other
places to verify, amplify, or negate the findings of the study. This is necessary
so that if
the findings are the same, generalizations of wider application can be formulated.
Listing References
At the end of any research work, a page must be provided to list down the
references
used during the research writing. Researchers need to acknowledge all the sources
with their
complete and correct information and format. It was mentioned previously, the
citation and
references must follow consistent style, whether they are in MLA, APA or Chicago
format.
References include a complete list of all quoted and paraphrased works that the
researcher actually used in completing the study. While bibliography includes a
complete list of
all works related to the study, but are not directly contained in the report.
However, citing
them is also important to provide a list for suggested or further reading which
other
researchers may use for their own research (Casela & Cuevas, 2010).

Reference list allows readers to locate and use the sources you have cited.
Reference
information must be complete and accurate by including the following information in
the
reference entry: author’s name, year of publication, title of the work, and the
publication
information (Leedy and Ormrod, in Casela & Cuevas, 2010).
Presenting the Written Research Report
The final report is the document that ultimately represents the research. The
report is
the record of the research content, process, and analyses as reported by the
researcher. It also
serves as the scientific contribution a researcher make about what is known about
the social
world. It can also act as a catalyst for further research (Kirby, et.al, 2006).
The following considerations are important in presenting the written research
report according
to Kirby, et. al.(2006):
 While the content will always be essentially the same for each audience, the
emphasis
on specific points and the way in which they are expressed will be different
depending
on the target audience.
 This report need not to be substantially different from drafts, except where
participants
have indicated that change is necessary.
 It should begin with the restatement of the beginnings of the research project
and end
with a summary section.
 The summary section provides a description and explanation of the new knowledge
discovered or the unique contribution that this research makes. Not too much detail
is
needed here – simple answer the research questions, and draw the conclusion.
 The final report can suggest some potential directions for further research and
possibly
what kind of policy or individual or group action might be recommended.
 The readers must be informed why this research counts and why is it important.

NATURE AND CONCEPT OF RESEARCH PROBLEM
To conduct proper research, one needs to realize that conducting research cannot be
done in a haphazard manner. To organize or focus the search, the process needs to
be keyword
driven; what you retrieve from a search will be dependent upon the keywords you put
on the
search field. Therefore; it is advisable to put your topic in question form first,
and then ask
some basic questions:
1. What is the main idea of my paper?
2. What specific ideas am I trying to describe or prove?
3. What academic discipline does my topic fit into?
4. What specific aspect of the topic do I wish to consider?
FLOW CHART OF THE RESEARCH PROCESS
1st
Problems/
Objectives
2nd
Theoretical/
Conceptual
Framework
3rd
Assumptions
4th
Hypothesis
5th
Review of
the Related
Literature
6th
Research
Design
7th
Data
Collection
8th
Data
Processing
and
Statistical
Treatment
9th
Analysis and
Interpretation
10th
Summary,
Conclusions
and
Recommenda
-tions
1. outline the procedures in a research process
2. explain the nature and concept of a problem; and
3. enumerate the criteria in selecting a research problem
.
What is a Problem?
 a difficulty
 sources of trouble
 unresolved controversy
 something that needs to be solved or addressed
 a struggle
 a question raised for inquiry
 an issue/concern
 hinders an individual to do something
Research Problem is a statement about an area of concern, a condition to be
improved,
a difficulty to be eliminated, or a troubling question that exists in scholarly
literature, in theory,
or in practice that points to the need for meaningful understanding and deliberate
investigation. In some social science disciplines the research problem is typically
posed in the
form of a question.
What are the sources of a Research Problem?
 Environment
 Individual Environment/Interest
 Previous Studies
 Workplace
 Industry- Competent Skills
 Skill requirement
 Politics/economics
 School
 Field of specialization
 ICT
 Transportation and Communication
 Religion
Criteria in Selecting Research Problem
1. Should be existing current/recent issue
2. Availability of data
3. Significant and relevant to the field
The diagram shows the complete and proper process on how to effectively accomplish
a Research Paper

4. Timely
5. No legal/ethical impediments
Reference/s:
Edition
Sarno, Emerlita G. (2010), Tips and Techniques in Writing Research, Rex Book Store,
Inc.
Generally, majority of the researchers find

difficulty in looking for a researchable problem. Once
they have found a researchable problem, they still find
difficulty in stating the specific research problem and
formulating hypothesis.
It is necessary that researchers should know
how to choose researchable problem. If possible, a
research problem should possess the 7M’s
resources: Manpower, Money, Materials, Methods,
Machinery, Moment of Time, and Marketing.
THE RESEARCH PROBLEM
RESEARCH PROBLEM/S
1. The need to communicate what will be
studied in clear, concise, and unambiguous
terms.
2. One or more sentences indicating the
goal, purpose, or overall direction of the
study.
3. General characteristics
Implies the possibility of
empirical investigations.
Identifies a need for a
research.
Provides focus.
Provides a concise overview of
the research.
TWO WAYS OF STATING THE PROBLEM

• Research problems typically a general
overview of the problem with just enough
information about the scope and purpose
of the study to provide an initial
understanding of the research.
• Research statements and/or questions,
more specific, focused statements and
questions that communicate in greater
detail the nature of the study.
EXAMPLES
GENERAL RESEARCH PROBLEM
“The purpose of this study is to investigate the attitude of the
high
school students to the mandated drug testing programs”
STATEMENTS AND QUESTIONS
“The study examines the differences between males and females
attitudes toward the mandated high school drug testing program.”
“What are the differences between freshmen, sophomore, junior
and senior students’ attitudes toward the mandated high school
drug testing program?”
RESEARCHABLE AND NON-RESEARCHABLE

PROBLEM/S
Researchable Problems - imply the possibilities of empirical
investigation.
“What are the achievement and social skill differences
between children attending an academically or socially
oriented pre-school program?”
“What is the relationship between teachers’
knowledge of assessment methods and the use of them?”
Non-Researchable Problems - include explanations of

how to do something, vague propositions, and value
based concerns.
“Is a democracy a good form of government?”
“Should values clarifications be taught in public
schools?”
“Can crime be prevented?”
“Should physical education classes be dropped from
the high school curriculum?”
THE NATURE OF VARIABLES

As it was defined by Sutter (2013), variables are
“changing or characteristics” of persons or things like age,
gender, intelligence, ideas, achievements, confidence, and so
on that are involved in your research study. Made up of the
root or base word “vary” which means undergo changes or
to differ from, variables have different or varying values in
relation to time and situation. For instance, as years go by,
your age or intelligence increases. But placed in a situation
where you are afflicted with a disease or have no means of
reading or no access to any sources of knowledge, your
intelligence tend to decrease.
VARIABLES
• Conceptual- Definition uses words or concepts to define a
variable
1. Achievement- what one has learned from formal
instructions?
2. Aptitude- one’s capability for performing a particular
task or skill.
• Operational Definition- is an indication of (something) the
meaning of a variable through the specification of the
manner by which it is measured, categorized, or
controlled.
1. IQ Score
2. Income levels below and above 50, 000 per year
TYPES OF VARIABLE
1. Independent and Dependent Variable
• Independent Variables are those variables that
the experimenter/researcher purposely
manipulates, thus Dependent Variable is a
response or behavior that is measured. It is
desired that changes in the Dependent Variable
are directly related manipulation of the
Independent Variable.
2. Extraneous and Confounding Variables
• Extraneous Variable are uncontrolled
variables that can cause unintended
changes between groups, while
Confounding Variable are variables of a
situation in which results of an
experiment can be attributed to either
the operation of an Independent Variable
or an extraneous variable.

FORMULATING A RESEARCH PROBLEM
Generally, majority of the researchers find difficulty in looking for a
researchable
problem. Once they have found a researchable problem, they still find difficulty in
stating the
specific research problem and formulating hypothesis.
It is necessary that researchers should know how to choose researchable problem. If
possible, a research problem should possess the 7M’s resources such as Manpower,
Money,
Materials, Methods, Machinery, Moment of Time, and Marketing.
Research Problems
1. The need to communicate what will be studied in clear, concise, and unambiguous
terms.
2. One or more sentences indicating the goal, purpose, or overall direction of the
study.
3. General characteristics
 Implies the possibility of empirical investigations.
 Identifies a need for a research.
 Provides focus.
 Provides a concise overview of the research.
Two ways of stating the problem
1. Research problems typically a general overview of the problem with just enough
information about the scope and purpose of the study to provide an initial
understanding of the research.
1. discuss what is a research problem;
2. identify how to properly state a problem; and
3. know how to identify what is a variable.

2. Research statements and/or questions, more specific, focused statements and
questions
that communicate in greater detail the nature of the study.
Examples:
 General Research Problem- “The purpose of this study is to investigate the
attitude of
the high school students to the mandated drug testing programs”
 Statements and Questions- “The study examines the differences between males and
females attitudes toward the mandated high school drug testing program”
“What are the differences between freshmen, sophomore,
junior and senior students’ attitudes toward the mandated high school drug testing
program?”
Researchable and Non-researchable problem
1. Researchable problems imply the possibilities of empirical investigation.
 “What are the achievement and social skill differences between children
attending an academically or socially oriented pre-school program?”
 “What is the relationship between teachers’ knowledge of assessment
methods and the use of them?”
2. Non-researchable problems include explanations of how to do something, vague
propositions, and value based concerns.
 “Is a democracy a good form of government?”
 “Should values clarifications be taught in public schools?”
 “Can crime be prevented?”
 “Should physical education classes be dropped from the high school
curriculum?”

THE NATURE OF VARIABLES
As it was defined by Sutter (2013), variables are “changing or characteristics” of
persons or
things like age, gender, intelligence, ideas, achievements, confidence, and so on
that are
involved in your research study. Made up of the root or base word “vary” which
means undergo
changes or to differ from, variables have different or varying values in relation
to time and
situation. For instance, as years go by, your age or intelligence increases. But
placed in a
situation where you are afflicted with a disease or have no means of reading or no
access to any
sources of knowledge, your intelligence tend to decrease
 Conceptual- Definition uses words or concepts to define a variable
1. Achievement- what one has learned from formal instructions?
2. Aptitude- one’s capability for performing a particular task or skill.
 Operational Definition- is an indication of (something) the meaning of a variable
through
the specification of the manner by which it is measured, categorized, or
controlled.
1. IQ Score
2. Income levels below and above 50, 000 per year
Types of Variable
1. Independent and Dependent Variable
Independent Variables are those variables that the experimenter/researcher
purposely
manipulates, thus Dependent Variable is a response or behavior that is measured. It
is desired
that changes in the Dependent Variable are directly related manipulation of the
Independent
Variable.
2. Extraneous and Confounding Variables
Extraneous Variable are uncontrolled variables that can cause unintended changes
between groups, while Confounding Variable are variables of a situation in which
results of an
experiment can be attributed to either the operation of an Independent Variable or
an
extraneous variable.
THE 5 CHAPTERS OF A RESEARCH

PAPER
Chapter I- The problem and its Background
Chapter II- Review of the Related Literature and
Studies
Chapter III- Research Methodology
Chapter IV- Presentation, Interpretation, Analysis of
Data
Chapter V- Summary, Findings and Conclusions of the
Study
CHAPTER 1: THE PROBLEM AND IT’S
BACKGROUND
CHAPTER I – THE PROBLEM AND ITS BACKGROUND

The first part of a Research Paper where the following sub-parts
are presented:
1. Introduction
 Overview or the macro-view of what the research will be
about
 The part which includes the Importance of the study.
 Focus of the study
 Purpose of the study
 Presentation of the problem
 Rationale
 Legal, ethical, philosophical and psychosocial framework
basis
BACKGROUND
CONSIDER THESE IDEAS IN CONSTRUCTING

YOUR RESEARCH INTRODUCTION
 Surprising facts
 Humor
 Quotations finding the hook
 Curiosity
 Definition
 End with a good beginning
BACKGROUND
2. Background of the Study

 A discussion on the setting of the problem,
the previous efforts taken to solve related
problems, the rationale underlying the choice
of particular area of investigation.
 The historical account of the development
of the problem
 Observed problems or issues
BACKGROUND
3. Theoretical framework
Theory
• Upon which the study to be based
• Idea or set of ideas tend to explain facts or events
• An idea that is suggested or presented as possibly true but is not
known or proven to true.
• The general principles or ideas that relate to a particular subject
 These are drawn from review of the related literature and
studies. It classifies the relationship between and among the
major variables of the study.
 It includes theories cited by the authorities regarding a topic
and an explanation on how these theories apply to a study.
BACKGROUND
Example:
Theory of the cognitive development by jean plaget
Formal operational
Concrete operational
Pre-operational
Sensory
Theory of learning styles by dunn an dunn

Environmental
Emotional
Sociological
Physiological
Psychological
Note:
In writing the Theoretical Framework, the
researcher should cite theories that would best
explain their chosen field of study. Theories are
best to use in strengthening our research paper
to be valid and reliable because it has
undergone extensive studies and
experimentation.
BACKGROUND
 A tool that the researcher use to guide their
inquiry.
 A concept, illustration or diagram used by
the researcher to present the ideas of the
study and show the relationship of the
variables.
BACKGROUND
TYPES OF CONCEPTUAL FRAMEWORK

1. Relational Framework- relationship, impact,
correlates, effect between and among variables
in the study.
INDEPENDENT
VARIABLE
(CAUSE)
DEPENDENT
VARIABLE
(EFFECT)
Figure 1 Sample diagram of Relational Framework
BACKGROUND
Example:
“The Leadership Style and Emotional Intelligence as correlates to the
Organizational
Commitment of the Senior High School Students of the AMACC.”.
INDEPENDENT VARIABLE
(CAUSE)
1. LEADERSHIP STYLE by PATH GOAL
-Directive
-Supportive
-Participative
-Achievement
2. EMOTIONAL INTELLIGENCE by
GOLEMAN
-Self-awareness
-Self-regulation
-Social Skills
-Empathy
-Motivation
DEPENDENT VARIABLE
(EFFECT)
1. ORGANIZATIONAL COMMITMENT
-Length of service
-Participatory/Dedication
-Task Proficiency
MAYER'S ORGANIZATIONAL
COMMITMENT
-Affective Commitment (Affection to
yourself)
-Continuance Commitment
(Fear of loss)
-Normative Commitment
(Sense of obligation to stay)
Figure 2 The figure above shows the relationship of Leadership Style and Emotional
Intelligence
to the Organizational Commitment of the SHS Students of AMACC
BACKGROUND
2. Evaluative Framework
Analyze
Measure
Study
Assess
 Examine
Strategies
Process
Methods
Policies
Progress
Technique
System
Procedures
BACKGROUND
Figure 3 Sample diagram of an Evaluative Framework
INPUT
-Variables to be
investigated
-Statement of
the Problem
(SOP)
-Theories
PROCESS
Assessment
through:
- questionnaires
- documenting
- interview
- observation
- statistical
treatment
- analysis
OUTPUT
-Possible solution
to the problem
-Recommendations
BACKGROUND
• INPUT- this is where we put the variable/s to be investigated

in the study, the Statement of the Problem, which serves as
the objective of the paper that needs to be answered or
solved, or the Theories related to the topic.
• PROCESS- the part of the diagram that shows the
steps/methods on how to gather the needed data for the
study as well as on how to interpret the data gathered.
• OUTPUT- the possible solution to the problem,
recommendations and alternatives to the problem is found in
this box.
BACKGROUND
Example: “Assessment on the effectiveness of the Online Education / Blended

Learning to the Senior High School Students of AMACC Paranaque”
INPUT
Online Education/
Blended Learning
a. Responsiveness
b. Relevance
c. Efficiency
d. Adequacy
PROCESS
Assessment through:
- questionnaires
- documenting
- interview
- observation
- statistical treatment
- analysis
OUTPUT
-Proposed
Program/Action
Plan
- Program for
Improvements/
Recommendations
Figure 4 (Note: For every table, diagram, figure or illustration always put an
interpretation below without cutting the figure and the text.)
BACKGROUND
5. Statement of the Problem

Contains the need for undertaking the
research project followed by the detailed
set of objectives.
Objectives- address the purpose of the
project/paper.
BACKGROUND
Example:
“The Leadership Style and Emotional Intelligence as Correlates to Organizational
Commitment of the Senior High School Students of AMA Computer College-
Paranaque”
Statement of the Problem
This study will determine the relationship of Emotional
Intelligence and Leadership Style to the Organizational Commitment of
the SHS Students of AMACC Paranaque, specifically it will answer the
following questions:
1. What is the profile of the respondents in terms of the following:
a.Name (optional)
b.Age
c.Gender
d.Grade level
e. Organizational Position
BACKGROUND
2. What is the respondent’s Leadership style?

3. What is the Emotional Intelligence level of the
respondents?
4. How does the Organizational Commitment
level of the respondents is describe? What is
the level of the Organizational of the
respondents?
BACKGROUND
5. Is there a significant relationship between:

a. the respondents Leadership Style level and their
Organizational Commitment level.
b. the respondents emotional Intelligence level and
their Organizational Commitment level.
BACKGROUND
Note:
In formulating the Statement of the Problem, question no. 1
should always be the profile of the respondents and the last
question must be the most important question that needs to be
answered.
6. Hypothesis
Hypothesis are tentative statements about
a given problem which serves as a tentative
answer to one or more of the research question
and are subjected to statistical test.
• Ho- Null- No relationship/difference exist
• Ha – Alternative- There’s a significant
relationship/difference
BACKGROUND
Note:
Hypothesis that is under a research
proposal should always take a Null Hypothesis
not unless the study is done; we can now
change the hypothesis depending on the result
or findings.
BACKGROUND
7. Scope and Delimitations of the study

Scope- it defines the exact boundaries of the
investigation as they relate to the nature of
information necessary for the study and feasibility
of obtaining them.
Limitations- also known as the “bound”. It is the
part that explains where you drew the line on
doing any further research.
BACKGROUND
8. Significance of the Study

This portion indicates the need of the study
and its possible applications and utilizations.
9. Definition of Terms
This part includes conceptual and
operational definition of important terms as used
in the study.
BACKGROUND

CHAPTER I - THE PROBLEM AND IT’S BACKGROUND
CHAPTER I- THE PROBLEM AND ITS BACKGROUND
The 5 Chapters of a Research Paper
Chapter I- The problem and its Background
Chapter II- Review of the Related Literature and Studies
Chapter III- Research Methodology
Chapter IV- Presentation, Interpretation, Analysis of Data
Chapter V- Summary, Findings and Conclusions of the Study
Chapter I
The first part of a Research Paper where the following sub-parts are presented:
1. Introduction
 Overview or the macro-view of what the research will be about
 The part which includes the Importance of the study.
 Focus of the study
 Purpose of the study
 Presentation of the problem
 Rationale
 Legal, ethical, philosophical and psychosocial framework basis
Consider these ideas in constructing your research introduction
 Surprising facts
 Humor
 Quotations finding the hook
 Curiosity
 Definition
 End with a good beginning
1. discuss the different chapters of a research paper and identify the
sub-parts of Chapter 1;
2. diagram examples of conceptual framework and identify theories
used; and
3. formulate correct Hypothesis and Statement of the Problem.

 A discussion on the setting of the problem, the previous efforts taken to solve
related
problems, the rationale underlying the choice of particular area of investigation.
 The historical account of the development of the problem
Theory
- Upon which the study to be based
- Idea or set of ideas tend to explain facts or events
- An idea that is suggested or presented as possibly true but is not known or
proven to true.
- The general principles or ideas that relate to a particular subject
 These are drawn from review of the related literature and studies. It classifies
the relationship
between and among the major variables of the study.
 It includes theories cited by the authorities regarding a topic and an
explanation on how these
theories apply to a study.
Examples:
1. Theory of the Cognitive Development by Jean Piaget 2. Theory of Learning Styles
by Dunn an Dunn
In writing the Theoretical Framework, the researcher should cite theories that
would best explain their
chosen field of study. Theories are best to use in strengthening our research paper
to be valid and reliable
because it has undergone extensive studies and experimentation.
4. Formal Operational
3. Concrete Operational
2. Pre-operational
1. Sensory
1. Environmental
2. Emotional
3. Sociological
4. Physiological
5. Psychological

 A discussion on the setting of the problem, the previous efforts taken to solve
related
problems, the rationale underlying the choice of particular area of investigation.
 The historical account of the development of the problem
Theory
- Upon which the study to be based
- Idea or set of ideas tend to explain facts or events
- An idea that is suggested or presented as possibly true but is not known or
proven to true.
- The general principles or ideas that relate to a particular subject
 These are drawn from review of the related literature and studies. It classifies
the relationship
between and among the major variables of the study.
 It includes theories cited by the authorities regarding a topic and an
explanation on how these
theories apply to a study.
Examples:
1. Theory of the Cognitive Development by Jean Piaget 2. Theory of Learning Styles
by Dunn an Dunn
In writing the Theoretical Framework, the researcher should cite theories that
would best explain their
chosen field of study. Theories are best to use in strengthening our research paper
to be valid and reliable
because it has undergone extensive studies and experimentation.
4. Formal Operational
3. Concrete Operational
2. Pre-operational
1. Sensory
1. Environmental
2. Emotional
3. Sociological
4. Physiological
5. Psychological

 A tool that the researcher use to guide their inquiry.
 A concept, illustration or diagram used by the researcher to present the ideas of
the study and show the relationship of the variables.
Types of Conceptual Framework
 Relational Framework- relationship, impact, correlates, effect between and among
variables in the study.
Figure 1 Sample diagram of Relational Framework
Example:
Organizational
Commitment of the Senior High School Students of the AMACC.”.
(CAUSE)
1. LEADERSHIP STYLE by PATH GOAL
-Directive
-Supportive
-Participative
-Achievement
2. EMOTIONAL INTELLIGENCE by
GOLEMAN
-Self-awareness
-Self-regulation
-Social Skills
-Empathy
-Motivation
DEPENDENT VARIABLE
(EFFECT)
1. ORGANIZATIONAL COMMITMENT
-Length of service
-Participatory/Dedication
-Task Proficiency
MAYER'S ORGANIZATIONAL
COMMITMENT
-Affective Commitment (Affection to
yourself)
-Continuance Commitment
(Fear of loss)
-Normative Commitment
(Sense of obligation to stay)
(CAUSE)
DEPENDENT VARIABLE
(EFFECT)

Figure 2 The figure above shows the relationship of Leadership Style and Emotional
Intelligence
to the Organizational Commitment of the SHS Students of AMACC
 Evaluative Framework
 Analyze
 Measure
 Study
 Assess
 Examine
Figure 3 Sample diagram of an Evaluative Framework
INPUT- this is where we put the variable/s to be investigated in the study, the
Statement of the
Problem, which serves as the objective of the paper that needs to be answered or
solved, or
the Theories related to the topic.
PROCESS- the part of the diagram that shows the steps/methods on how to gather the
needed
data for the study as well as on how to interpret the data gathered.
Strategies
Process
Methods
Policies
Progress
Technique
System
Procedures
INPUT
-Variables to be
investigated
-Statement of the
Problem (SOP)
-Theories
PROCESS
Assessment through:
- questionnaires
- documenting
- interview
- observation
- statistical
treatment
- analysis
OUTPUT
-Possible solution to
the problem
-Recommendations

OUTPUT- the possible solution to the problem, recommendations and alternatives to
the
problem is found in this box.
Example: “Assessment on the effectiveness of the Online Education / Blended
Learning to the
Senior High School Students of AMACC Paranaque”
Figure 4 (Note: For every table, diagram, figure or illustration always put an
interpretation
below without cutting the figure and the text.)
5. Statement of the Problem
 Contains the need for undertaking the research project followed by the detailed
set of objectives.
Objectives- address the purpose of the project/paper.
Example:
INPUT
Online Education/
Blended Learning
a. Responsiveness
b. Relevance
c. Efficiency
d. Adequacy
PROCESS
Assessment through:
- questionnaires
- documenting
- interview
- observation
- statistical treatment
- analysis
OUTPUT
-Proposed
Program/Action
Plan
- Program for
Improvements/
Recommendations
Organizational
Commitment of the Senior High School Students of the AMACC Paranaque.”
Note: In formulating the Statement of the Problem, question no. 1 should always be
the profile
of the respondents and the last question must be the most important question that
needs to be
answered.
6. Hypothesis
 Hypothesis are tentative statements about a given problem which serves as a
tentative answer to one or more of the research question and are subjected to
statistical test.
Ho- Null- No relationship/difference exist
Ha – Alternative- There’s a significant relationship/difference
Note: Hypothesis that is under a research proposal should always take a Null
Hypothesis not
unless the study is done; we can now change the hypothesis depending on the result
or
findings.
This study will determine the relationship of Emotional Intelligence and Leadership
Style to the
Organizational Commitment of the SHS Students of AMACC Paranaque, specifically it
will answer the
a. Name (optional)
b. Age
c. Gender
d. Grade level
2. What is the respondent’s Leadership Style?
3. What is the Emotional Intelligence level of the respondents?
4. How does the Organizational Commitment level of the respondents is describe?
What is the level of
the Organizational of the respondents?
a. the respondents Leadership Style level and their Organizational Commitment
level.
b. the respondents emotional Intelligence level and their Organizational Commitment
level.

Organizational
Commitment of the Senior High School Students of the AMACC Paranaque.”
Note: In formulating the Statement of the Problem, question no. 1 should always be
the profile
of the respondents and the last question must be the most important question that
needs to be
answered.
6. Hypothesis
 Hypothesis are tentative statements about a given problem which serves as a
tentative answer to one or more of the research question and are subjected to
statistical test.
Ho- Null- No relationship/difference exist
Ha – Alternative- There’s a significant relationship/difference
Note: Hypothesis that is under a research proposal should always take a Null
Hypothesis not
unless the study is done; we can now change the hypothesis depending on the result
or
findings.
This study will determine the relationship of Emotional Intelligence and Leadership
Style to the
Organizational Commitment of the SHS Students of AMACC Paranaque, specifically it
will answer the
a. Name (optional)
b. Age
c. Gender
d. Grade level
2. What is the respondent’s Leadership Style?
3. What is the Emotional Intelligence level of the respondents?
4. How does the Organizational Commitment level of the respondents is describe?
What is the level of
the Organizational of the respondents?
a. the respondents Leadership Style level and their Organizational Commitment
level.
b. the respondents emotional Intelligence level and their Organizational Commitment
level.

 Scope- it defines the exact boundaries of the investigation as they relate to the
nature of information necessary for the study and feasibility of obtaining them.
 Limitations- also known as the “bound”. It is the part that explains where you
drew the line on doing any further research.
8. Significance of the Study
 This portion indicates the need of the study and its possible applications and
utilizations.
9. Definition of Terms
 This part includes conceptual and operational definition of important terms as
used in the study.
Reference/s:
Edition
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDY (RRL)
As soon as the research problem has been
chosen and approved by your teacher; you can
now start looking for references to determine
what materials are available on your topic. This
will comprise your working bibliography, a list of
possible sources of data. Aside from the library,
websites are also a rich source of this list of
references. Prepare the list and decide which ones
you will include in your review.
CHAPTER II: REVIEW OF RELATED LITERATURE
CITATION - APA STYLE
Make sure you have enough potential

sources. A good number to start with would be
10 to 15 references.
1.1 The Introductory Paragraph
1.2 Foreign Literature
1.3 Local Literature
1.4 Foreign Studies
1.5 Local Studies
Chapter II: Review of Related Literature and

Study
This chapter includes the review of related
literature and studies which the researchers
have to shed light on the topic under study,
furthermore it is composed of discussions of
facts and principles to which the present study is
related.
EXAMPLE OF THE INTRODUCTORY PARAGRAPH
Reviewing Related Literature and Studies

From your working bibliography and stored copies
of materials, choose which ones are closely related to
your study and read them for your review of related
literature and studies.
A review of related literature and studies is helpful
in knowing the ideas of others interested in the research
question, similar or related, to the study you are
undertaking in order to find out if it is an original work
or merely an extension of work done a long time ago.
This will enable you to narrow down your study to a
specific well-defined manageable problem.
Related Literature
Related literature consists of discussions of
facts and principles to which your study is
related. These materials are usually found in
books, encyclopedias, journals, magazines,
and newspapers from printed or online
sources. If printed in the Philippines, they are
local; if printed outside of the country, they
are foreign regardless of the citizenship of the
author.
Related Studies
Related studies are inquiries,
investigations, researches already conducted
to which your proposed study is related or has
some bearing. They are usually unpublished
materials such as manuscripts, theses, and
dissertations. They are local if the inquiry was
done in the Philippines; foreign, if done
outside of the country.
THREE THINGS MUST BE DONE IN THE REVIEW.

1. It should make a critical evaluation of the
studies and examine the appropriateness of
their research designs to the present study.
2. It should show how the methodology of the
previous study is replicated, modified, or improved
in the present study.
3. It should show how the present study will
contribute to existing literature and studies.
Note:
1. In writing Chapter 2, you need to classify
your presentation first into literature and
studies and sub-classify each into foreign and
local. Foreign literature is first discussed,
followed by local literature, and then foreign
studies followed by local studies.
2. At the end of each section, do not forget

to show how the materials relate to your study,
the differences as well as the similarities
between their work and yours.
3. At the end of the chapter, state how the
materials reviewed contributed to the
preparation of your research. Minimum of 10
and maximum of 15 pages are required in
undergraduate theses and maximum of 20
pages for graduate studies.
SOURCES YOU CAN CONSIDER IN PREPARING THE

RELATED LITERATURE AND STUDIES:
1. Books, encyclopedias, almanacs and other
similar references.
2. Articles published in professional journals,
magazines, periodicals, newspapers and other
publications.
3.Unpublished theses and dissertations.
4.Records of schools, public and private, especially
reports of their activities.
5.Reports from seminars, educational or
otherwise.
YOU CAN LOCATE THOSE SOURCES ON

THE FOLLOWING:
1. Libraries, either government, school,
or other private libraries.
2. Government and private offices.
3. The national library.
How to Organize the Review?

There are numerous ways to organize the material in
a literature review. For example, one might organize the
selected readings by:
1. Different theoretical approaches
2. Specific concepts or issues
3. Different methodologies employed
4. Level of support or otherwise that they lend to
one’s own hypothesis/theory.
Such methods are generally better than organizing
chronologically or by author. The latter often result in a
boring review or one lacking clarity or direction.
SAMPLE CHAPTER II
Batch
2011-2015”
Chapter 2
Review of Related Literature and Studies
Foreign Literature
ILO Thesaurus (2005) defines a tracer study as an impact assessment tool where the
“impact on
the target groups is traced back to specific elements of a project or program so
that effective and ineffective
project components may be identified.” In educational research the tracer study is
sometimes referred to as a
graduate or alumni survey since its target group is former students. They provide
quantitative- structural data
on employment and career, the character of work and related competencies, and
information on the
professional orientation and experiences of their graduates. Biographical data on
“Where are our graduates
now?” may supply information on income, job title, nature of employment, and years
of employment.
Mass Education has been directed, managed and controlled through politically
mandated
policies and procedures for over a century (Cranston, Kimber, Mulford, Reid, &
Keating, 2010).
These mandates relate to such things as the nature and extent of professional
preparation teachers
undertake, the age of compulsory schooling for children, student-teacher ratios in
schools, and the
scope and sequence of year-level-based curricula. Not surprisingly, these broad
educational policies
have a direct impact on early career teachers. For example, recruitment and
deployment policies and
processes determine where graduate teachers are employed (metropolitan, rural,
remote and/or low
SES schools), and under what terms and conditions they are employed (relief, short-
term contract,
long-term contract, permanent employment).Written in an Australian setting,
Johnson, et al. (2014)
wrote that the graduate teachers they were able to interview ranked uncertainties
over continued
employment opportunities as one of the main stresses they face.
They were clear that more respectful, transparent, fairer, and responsive
employment processes
were needed to improve the way they were treated in their early careers. In their
study, some teachers
welcomed reforms in the area by applauding new policies and practices that clearly
support early career
teachers through internships, induction programs and mentor schemes. They also
mentioned early career
teachers with their descriptions of how they felt overwhelmed by teaching,
particularly its emotional demands
and relational dimensions. Teachers' work today is arguably more complex,
challenging and difficult than at
any other time. There are a plethora of policies, guidelines and directives that
contribute to the complexity of
teachers' work. In recent times, education systems have attempted to respond to the
unique difficulties and
needs of early career teachers by putting in place professional learning
opportunities and support systems to
assist them. However, such responses have often focused on the individual early
career teacher and ignored
the broader structures, cultures and practices.
REASONS FOR CITATION

1.Defense against plagiarism
2.To acknowledge indebtedness
3.To establish validity of evidence
4.To provide cross –references
5.To establish an “intellectual network”
6.To establish authority of work
CHAPTER II: REVIEW OF RELATED LITERATURE CITATION- APA STYLE
CITATION- APA STYLE
Chapter II
Review of Related Literature and Study (RRL)
As soon as the research problem has been chosen and approved by your teacher; you
can now start looking for references to determine what materials are available on
your topic.
This will comprise your working bibliography, a list of possible sources of data.
Aside from the
library, websites are also a rich source of this list of references. Prepare the
list and decide
which ones you will include in your review. Make sure you have enough potential
sources. A
good number to start with would be 10 to 15 references.
1.1 The Introductory Paragraph
1.2 Foreign Literature
1.3 Local Literature
1.4 Foreign Studies
1.5 Local Studies
Example of the Introductory Paragraph
This chapter includes the review of related literature and studies which the
researchers
have to shed light on the topic under study, furthermore it is composed of
discussions of facts
and principles to which the present study is related.
1. identify the sub-parts of Chapter II;
2. apply appropriate citation format in research skills; and
3. effectively cite literature and studies that is relevant to the
chosen
field of study.

Reviewing Related Literature and Studies
From your working bibliography and stored copies of materials, choose which ones
are
closely related to your study and read them for your review of related literature
and studies.
A review of related literature and studies is helpful in knowing the ideas of
others
interested in the research question, similar or related, to the study you are
undertaking in order
to find out if it is an original work or merely an extension of work done a long
time ago. This will
enable you to narrow down your study to a specific well-defined manageable problem.
Related Literature
Related literature consists of discussions of facts and principles to which your
study is
related. These materials are usually found in books, encyclopedias, journals,
magazines, and
newspapers from printed or online sources. If printed in the Philippines, they are
local; if
printed outside of the country, they are foreign regardless of the citizenship of
the author.
Related Studies
Related studies are inquiries, investigations, researches already conducted to
which
your proposed study is related or has some bearing. They are usually unpublished
materials
such as manuscripts, theses, and dissertations. They are local if the inquiry was
done in the
Philippines; foreign, if done outside of the country.
Three things must be done in the review.
1. It should make a critical evaluation of the studies and examine the
appropriateness of their
research designs to the present study.
2. It should show how the methodology of the previous study is replicated,
modified, or
improved in the present study.
3. It should show how the present study will contribute to existing literature and
studies.
In writing Chapter 2, you need to classify your presentation first into literature
and
studies and sub-classify each into foreign and local. Foreign literature is first
discussed,
followed by local literature, and then foreign studies followed by local studies.

Note:
At the end of each section, do not forget to show how the materials relate to your
study, the differences as well as the similarities between their work and yours.
At the end of the chapter, state how the materials reviewed contributed to the
preparation of your research. Minimum of 10 and maximum of 15 pages are required in
undergraduate theses and maximum of 20 pages for graduate studies.
Sources you can consider in preparing the Related Literature and Studies:
1. Books, encyclopedias, almanacs and other similar references.
2. Articles published in professional journals, magazines, periodicals, newspapers
and other
publications.
3. Unpublished theses and dissertations.
4. Records of schools, public and private, especially reports of their activities.
5. Reports from seminars, educational or otherwise.
You can locate those sources on the following:
1. Libraries, either government, school, or other private libraries
2. Government and private offices.
3. The national library.
How to Organize the Review?
There are numerous ways to organize the material in a literature review. For
example,
one might organize the selected readings by:
1. Different theoretical approaches
2. Specific concepts or issues
3. Different methodologies employed
4. Level of support or otherwise that they lend to one’s own hypothesis/theory.
Such methods are generally better than organizing chronologically or by author. The
latter often result in a boring review or one lacking clarity or direction.

SAMPLE CHAPTER II
Batch 2011-
2015”
Chapter 2
Review of Related Literature and Studies
Foreign Literature
ILO Thesaurus (2005) defines a tracer study as an impact assessment tool where the
“impact on the
target groups is traced back to specific elements of a project or program so that
effective and ineffective
project components may be identified.” In educational research the tracer study is
sometimes referred to as a
graduate or alumni survey since its target group is former students. They provide
quantitative- structural data
on employment and career, the character of work and related competencies, and
information on the
professional orientation and experiences of their graduates. Biographical data on
“Where are our graduates
now?” may supply information on income, job title, nature of employment, and years
of employment.
Mass Education has been directed, managed and controlled through politically
mandated policies and
procedures for over a century (Cranston, Kimber, Mulford, Reid, & Keating, 2010).
These mandates relate to
such things as the nature and extent of professional preparation teachers
undertake, the age of compulsory
schooling for children, student-teacher ratios in schools, and the scope and
sequence of year-level-based
curricula. Not surprisingly, these broad educational policies have a direct impact
on early career teachers. For
example, recruitment and deployment policies and processes determine where graduate
teachers are
employed (metropolitan, rural, remote and/or low SES schools), and under what terms
and conditions they
are employed (relief, short-term contract, long-term contract, permanent
employment). Written in an
Australian setting, Johnson, et al. (2014) wrote that the graduate teachers they
were able to interview ranked
uncertainties over continued employment opportunities as one of the main stresses
they face.
They were clear that more respectful, transparent, fairer, and responsive
employment processes were
needed to improve the way they were treated in their early careers. In their study,
some teachers welcomed
reforms in the area by applauding new policies and practices that clearly support
early career teachers through
internships, induction programs and mentor schemes. They also mentioned early
career teachers with their
Styles of Citations and Documentations
This module presents the styles of documentation and citation systems,
differentiates
the MLA and APA format, and demonstrates the two most widely used styles on
referencing.
Academic writing especially in the field of research constitutes rules. These rules
require proper
citation. Familiarity of these rules is critically important to safeguard against
plagiarism, also
refers to as an academic offense. It is an act of taking either intentionally or
unintentionally
other’s words as one’s own. On the other hand, proper citation gives integrity to
one’s work.
Documentation provides a list of relevant materials gleaned from other sources in
writing a research paper or other writings done in academic or professional
contexts. The value
of a paper is seen in the documentation. Whether primary or secondary sources, they
should be
cited to reflect accuracy of information.
Reasons for Citation:
1. Defense against plagiarism
2. To acknowledge indebtedness
3. To establish validity of evidence

4. To provide cross –references
5. To establish an “intellectual network”
6. To establish authority of work
Distinguishing Between MLA and APA Format

RESEARCH
FLOW CHART OF THE RESEARCH PROCESS
1st
Problems/
Objectives
2nd
Theoretical/
Conceptual
Framework
3rd
Assumptions
4th
Hypothesis
5th
Review of the
Related
Literature
6th
Research
Design
7th
Data
Collection
8th
Data
Processing and
Statistical
Treatment
9th
Analysis and
Interpretation
10th
Summary,
Conclusions and
Recommenda-
tions
The diagram shows the complete and proper process on how to effectively
accomplish a Research Paper
What is a Problem?
• a difficulty
• sources of trouble
• unresolved controversy
• something that needs to be solved or addressed
• a struggle
• a question raised for inquiry
• an issue/concern
• hinders an individual to do something
RESEARCH
• Research Problem is a statement about an

area of concern, a condition to be improved, a
difficulty to be eliminated, or a troubling
question that exists in scholarly literature, in
theory, or in practice that points to the need
for meaningful understanding and deliberate
investigation. In some social science
disciplines the research problem is typically
posed in the form of a question.
RESEARCH
What are the sources of a Research Problem?

• Environment
• Individual Environment/Interest
• Previous Studies
• Workplace
• Industry- Competent Skills
• Skill requirement
• Politics/economics
• School
• Field of specialization
• ICT
• Transportation and Communication
• Religion
RESEARCH
Criteria in Selecting Research

Problem
• Should be existing current/recent issue
• Availability of data
• Significant and relevant to the field
• Timely
• No legal/ethical impediments
RESEARCH

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K to 12 BASIC EDUCATION CURRICULUM

SENIOR HIGH SCHOOL – APPLIED TRACK SUBJECT

K to 12 BASIC EDUCATION CURRICULUM

Inquiries, Investigations and Immersion

Why research again

Types of research according to purpose

Types of research according to structure as defined and differentiate by defranzo

• Qualitative data collection methods vary

• Quantitative Research uses measurable data to

• The figure shows the important key points on

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Common purpose - text hypotheses or specific research questions - discover ideas,

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

At the end of the topic, you will be able to:

Data are the fundamental thing that researchers

DATA COLLECTION IN QUALITATIVE

Qualitative research designs consist of many

FIVE APPROACHES OF QUALITATIVE RESEARCH

3. Grounded Theory Research

DATA COLLECTION IN QUANTITATIVE

QUANTITATIVE DATA GATHERING STRATEGIES

DATA GATHERING PROCEDURE PRESENTED BY

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

1. Measure of Central Tendency

b. Median- is the "middle" value in the list of

c. Mode- is the value that occurs most

2. Standard Deviation- is a measure of the

Characteristics of the test are the ff:

5) The test can be used to find out if the regression

• F-Test- is used to find out if the

Characteristics of an F-test are the ff:

4) The test can be a two tailed test or a one

4. Analysis of Variance (ANOVA)

General Purpose of ANOVA

Two-way ANOVAs are also called factorial

"Data analysis is the process of bringing

WAYS OF PRESENTING DATA:

TYPES OF GRAPHS AND CHARTS

GENERAL GUIDELINES IN REPORTING AND

KEYWORDS USED IN ANALYZING AND INTERPRETING

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

Inquiries, Investigations and Immersion

This is the last chapter of the thesis