NATIONAL TRAINING-WORKSHOP ON RESEARCH DESIGNS AND METHODS 2.

0
QUALITATIVE, QUANTITATIVE AND MIXED METHOD APPROACHES

Topic 4
PACKAGING RESEARCH ARTICLES FOR
JOURNAL PUBLICATION
June 23-25, 2023
La Carmela De Boracay Hotel
Station 2, Balabag, Boracay Island, Malay, Aklan, Philippines

Prof. GILBERT C. MAGULOD JR. PhD

University Director for
Knowledge and Technology Management/
Cagayan State University, Philippines
gilbertmagulod_rdecsulasam46@yahoo.com
09352688883
Learning Outcomes for
Today…
a) To orient on the packaging of
completed research outputs into
scholarly research article as a form
of science communication
b) To get updates on the trends and
pathways of Web of Science (WoS)
and SCOPUS publications
c) To submit journal articles to WoS
and SCOPUS-Indexed Journals
Research & Innovation in the Academia

TRANSMIT KNOWLEDGE

CREATE KNOWLEDGE

PUBLIC KNOWLEDGE RESOURCE

NATIONAL TRAINING-WORKSHOP ON RESEARCH DESIGNS AND METHODS 2.0
QUALITATIVE, QUANTITATIVE AND MIXED METHOD APPROACHES

PACKAGING THE
INTRODUCTION SECTION

GILBERT C. MAGULOD JR.

University Director for
Knowledge and Technology Management/
Cagayan State University, Philippines
gilbertmagulod_rdecsulasam46@yahoo.com
09352688883
Introduction
Methods/
Materials
Results
And
Discussion
Structure

Structural Component of a publishable

Research Article
(Swales, 1990; Zaiger; 2000)
Elements of the Introduction

Explicitly state the major

Remember: a study is
gaps that the article will
targeted to answer an “area
address and explain why
of darkness”
addressing this is important.

Discuss the main Motivate the importance of

contribution of the paper. the study
 Eight (8) Elements Needed in
Structuring the Introduction Section
I. Present the General Problem to be explored (Global/
Continental)
II. Present the Issue/ circumstance (national/ regional)
III. Theory underpins the study
IV. Present the Literature Gap in Research
V. Contribution Statement of the research (why
important/ who will benefit/ what industry)
VI. Present the Local environment of the study (Gap
Analysis/ Need Analysis)
VII. Present your personal intention (Authority in the field)
VIII. The aim of your study which is anchored with your
main argument
 Inverted Pyramid Model:
Eight (8) Elements Needed in
Structuring the Introduction Section
Present the General Problem to be explored (Global/ Continental)

Present the Issue/ circumstance (national/ regional)

Theory underpins the study

The Literature Gap

Contribution Statement of the research

✓ Should be Backed up with statistics Present the Local environment of the

✓ Should have Logical progression of study (Gap Analysis/
information
✓ Should have Conceptual definitions of Present your personal intention
variables (Authority in the field)

Aim of the Study

 Eight (8) Elements Needed in
Structuring the Introduction Section

Present the General Problem to be explored (Global/ Continental)

Present the Issue/ circumstance (national/ regional)
Theory underpins the study
The Literature Gap
Contribution Statement of the research
Present the Local environment of the
study (Gap Analysis/
Present your personal intention
(Authority in the field)
The unmitigated changes in the earth’s
conditions have consistently brought about serious
concerns in various proportions. The persistent
unpredictability of weather conditions makes both the
physical and social environment more and more
vulnerable to climate change. The impacts of the drastic
changes in weather conditions are now being manifested
through destructive calamities. In a United Nations
Enviroment Programme (UNEP) Report by
Hagelberg (2020), extreme flooding brought about by
the climate crisis will continuously persist as the
global climate continues to change rapidly.

Aim of the Study

Present the General Problem to be explored (Global/ Continental)
 Eight (8) Elements Needed in
Structuring the Introduction Section
Present the General Problem to be explored
(Global)
Present the Issue/ circumstance
(continental/ national/ regional)
Theory underpins the study
The Literature Gap
Contribution Statement of the research
Present the Local environment of the
study (Gap Analysis/
Present your personal intention
(Authority in the field)
Aim of the Study
The impacts of the drastic changes in weather conditions
are now being manifested through destructive calamities. Countries,
such as Japan, Vietnam, Thailand, and the Philippines are among
those frequently hit by natural disasters. In Vietnam, the recurring
events of flooding has forced the community members to learn to
live with such conditions (Danh and Mustaq 2011). Despite their
vulnerable conditions, the community relied on their abilities to craft
adaptive measures that help lessen possible damages in their homes.
The community have formed strategies that would even make such
events beneficial for them.
In the past decades, the Philippines experienced several
natural disasters that claimed the lives of thousands of people. To
date, Typhoon Yolanda (international name: Haiyan) has been the
worst and most devastating typhoon that caused massive
destruction in the southern provinces in 2013. This catastrophic
event placed the country under the state of national calamity
(NDRRMC 2014).
Present the Issue/ circumstance
(continental/ national/ regional)
 Eight (8) Elements Needed in
Structuring the Introduction Section
Present the General Problem to be explored (Global/
Continental)
Present the Issue/ circumstance (national/ regional)
Theory underpins the study
The Literature Gap/ Practical Problem
Contribution Statement of the research
Present the Local environment of the
study (Gap Analysis/
Present your personal intention
(Authority in the field)
Aim of the Study
In the context of the challenges posed by impacts of climate
change, social capital may be considered as a vital resource that could determine
the adaptive capacity of communities to disasters. Social relationships based on
reciprocity, trust and cooperation that form the core of social capital may be
decisive in building more sustainable and resilient communities. The capacity
for adaptation varies among different regions, countries, and socio-economic
groups over time. Regions and communities that are highly exposed to climate
change hazards and have limited adaptive capacity are considered most
vulnerable.
The term social capital was first conceptualized by Pierre
Bourdieu, a French sociologist. Bourdieu reformulated the
conceptualization of social relations by identifying various sources of capital
that make up the social structure. As defined by Bourdieu (1989), social
capital is seen as an “aggregate of the actual or potential resources which
are linked to possession of a durable network of more or less
institutionalized relationships of mutual acquaintance or recognition.”
These generally refer to the benefits that individuals accumulate as a
consequence of their participation in groups or associations. Through social
capital, individuals may access economic resources in various forms such as
loans or access to institutions.
Theory Underpins the Study
 Eight (8) Elements Needed in
Structuring the Introduction Section
Present the General Problem to be explored (Global/
Continental)
Present the Issue/ circumstance (national/ regional)
Theory underpins the study
The Gap in Literature
Contribution Statement of the research
Present the Local environment of the
study (Gap Analysis/
Present your personal intention
(Authority in the field)
Aim of the Study
As various communities had to live with different forms of environmental
issues in varying degrees, the concept of adaptive capacity has become fundamentally
significant in assessing the ability to cope with environmental changes and minimize
their impacts on people’s everyday lives. According to Asian Development Bank (ADB
2021), the communities that bear the brunt of climate change are sectors who are most
vulnerable – farmers, fisherfolk, and those living in flood-prone areas. Strengthening
the adaptive capacity of vulnerable sectors will build up their natural capacity to cope.
Vallury et al. (2022) demonstrated that assessments of adaptive capacity at higher
societal levels are increasing in frequency, yet vary widely in approach, framing, and
results. This research differentiates itself from other studies, such as those of
Hudson, Hagedoorn and Bubeck (2020) and Danh and Mustaq (2011), whose both
studies focused on the flooding incidents in Vietnam.
Societies have inherent capacities to adapt to the effects of climate change.
According to Adger (2003), these capacities are bound up in their ability to act
collectively. The effectiveness of adaptation also depends on the compounding factors
of economic globalization and other trends (O’Brien and Leichenko 2000). It is clear
that individuals and societies have adapted to climate change over the course of
human history and will continue to do so - climate being part of the wider
environmental landscapes of human habitation (de Menocal 2001).
Gap in Literature
 Eight (8) Elements Needed in
Structuring the Introduction Section
Present the General Problem to be explored (Global/
Continental)
Present the Issue/ circumstance (national/ regional)
Theory underpins the study
The Literature/ Practical Problem
Contribution Statement of the research
Present the Local environment of the
study (Gap Analysis/
Present your personal intention
(Authority in the field)
Aim of the Study
Heavy monsoon rains and strong typhoons also inundate
the farmlands while the expanding urban areas are flooded due to
improper waste management. Through the years, flooding in most of
the towns of the province has destroyed property, impaired sources of
livelihood, and affected the lives of residents.
One study analyzed and compared the degree of risk to
flooding in 10 low-lying barangays in the municipality of Bay,
Laguna (Calzeta et al. 2014). The study used an integrated approach
in assessing the elements of risk, such as hazard, exposure,
vulnerability, and adaptive capacity as indicators for flood risk. The
study generated index maps to show social and ecological indicators
and quantify the levels of risk in each of the 10 barangays. Most of the
areas in Bay are frequently flooded. Brgy. Tagumpay is the most
flood-prone with a hazard index of 0.92. Brgy. San Agustin is the
most exposed to risk because of its high population density while
Brgy. Maitim has the highest vulnerability index. However, nine out
of the 10 sample barangays have high levels of resilience or
adaptive capacity to flood (Calzeta et al. 2014).
Practical Problem
 Eight (8) Elements Needed in
Structuring the Introduction Section
Present the General Problem to be explored (Global/ The Province of Laguna, Philippines, located 30
Continental) km south of Manila, is exposed to a multitude of hazards,
with flooding as the main problem. Water overflowing from
Present the Issue/ circumstance (national/ regional) Laguna de Bay and the inland rivers alter the province’s
landscape creating vast bodies of water due to heavy downpours
Theory underpins the study (Lim, Jr. et al. 2015). Laguna de Bay is also the largest lake in
the country with 21 tributaries, 17 of which are in Laguna.
However, it has only one outlet, the Napindan Channel, to the
The Literature Gap Pasig River and to Manila Bay. Hence, any overflow of water
from the lake will severely affect its tributary waters and
Contribution Statement of the research consequently the surrounding coastal and lowland areas. Heavy
monsoon rains and strong typhoons also inundate the farmlands
Present the Local environment of the while the expanding urban areas are flooded due to improper
study (Gap Analysis/ Need Analysis) waste management. Through the years, flooding in most of
the towns of the province has destroyed property, impaired
Present your personal intention sources of livelihood, and affected the lives of residents.
(Authority in the field)

Aim of the Study

Present the Local environment of the study
(Gap Analysis/ Need Analysis)
 Eight (8) Elements Needed in
Structuring the Introduction Section
Present the General Problem to be explored (Global/
Continental)
Present the Issue/ circumstance (national/ regional)
Theory underpins the study
The Literature Gap
Contribution Statement of the research
Present the Local environment of the
study (Gap Analysis/
Present your personal intention
(Authority in the field)
Even though some members of the communities have learned how to
cope with flooding, the whole community still ends up in a very vulnerable
condition. This study aims to answer key questions that will help to
understand the interconnection between adaptability and the utilization of
social capital and how the impact of flooding affects the relationships of
various social groups and their capacity to adapt to flooding events. Some key
questions to be answered are: how does the community respond to flooding as
individual households and as a group? How are the socio-demographic
conditions related to the kind of specific social capital resources available
during flooding events? What forms of social capital are best used as flood-
mitigation measures? To what extent does social capital help strengthen the
adaptive capacity of the selected households of coastal communities in
Barangay San Antonio and Tagumpay in Bay, Laguna?
Specifically, this research aims to determine the socio-
demographic characteristics of the households; measure the relationship
between the socio-demographic characteristics of the participants and the
different forms of social capital of the households; and analyze the
participants’ adaptive capacity to floods in relation with social capital.

Aim of the Study

Aim of the Study
 Inverted Pyramid Model:
Eight (8) Elements Needed in
Structuring the Introduction Section
Present the General Problem to be explored (Global/ Continental)

Present the Issue/ circumstance (national/ regional)

Theory underpins the study

The Literature Gap

Contribution Statement of the research

✓ Should be Backed up with statistics Present the Local environment of the

✓ Should have Logical progression of study (Gap Analysis)
information
✓ Should have Conceptual definitions of Present your personal intention
variables (Authority in the field)

Aim of the Study

 • Using PRISMA can also help researchers to identify potential sources of bias
in the review process, and to identify areas where more research may be
needed.
• Ultimately, the use of PRISMA can improve the rigor and reproducibility of
systematic reviews and meta-analyses, which can help to advance the field
of evidence-based practice.

http://prisma-statement.org/?AspxAutoDetectCookieSupport=1
Introduction and the Literature Review
• Refers to the following:
a) related researches that have been conducted, state-of-the-art or current
technologies from which the project will take off;
b) scientific/technical merit;
c) results of related research conducted by the same Project Leader, if any;
d) Prior Art Search, and;
e) other relevant materials.
 •What is your
research problem?

•What is your
research gap?
 Research Gap is found in the
Introduction Section

Evidence Gap new Knowledge gap is a Practical-Knowledge Gap Methodological gap is

research finding common gap in the prior tends to be a discrepancy the type of gap that deals
contradicts widely research. that can motivate new with the conflict that
accepted conclusions. research in this direction. occurs due to the
influence of methodology
on research results.

Empirical gap often Theoretical gap is the Population Gap This gap
addresses conflicts that type of gap that deals is the type of research
no study to date has with the gaps in theory regarding the population
directly attempted to with the prior research that is not adequately
Miles, D. (2017), A Taxonomy of Research Gaps: evaluate a subject or represented or under-
Identifying and Defining the Seven Research Gaps topic from an empirical researched in the
approach. evidence base or prior
research
https://www.phrasebank.manchester.ac.uk/
 Methodological Approach to Problem
Diagnosis and Problem Sensing
• Gap Analysis- assessment Essential Questions
1. What is the prescribed standards or
of current practice/ performance behaviors?
2. What is the current/ actual behavior or
situation?
What Should What is Actual? What is the Gap 3. What is the difference between the
Be? standard/ current and the actual
60 pupils must be Only 45 pupils are 15 pupils are non- performance or situations?
readers readers readers
Writing Process
All pupils must have 58 pupils must have 2 pupils have good
1. Narrate how the gap analysis was
god eyesight good eyesight eyesight
conducted.
All 60 pupils must Only 50 pupils cope 10 pupils are poor in 2. Cite pieces of evidence
have 75% proficiency with Mathematics numeracy skills
in numerical skills

Reference: Bondoc, V et al (2014). Action Research Made Easy (A Practical Guided on the Preparation of Action Research in Education), Lorimar Academix
 PROBLEM TREE
679 pupils from Grades III to VI who are
still non-readers

Poor Reading Traditional Reading

Weak Home Background
Comprehension Teachers

Use of old
Inability to sustain Poor word Dearth of reding Absence of remedial
strategies in
Absence of reading
focus or recognition and reading program
culture at home materials at home teaching reading
concentration vocabulary

Lack of commitment in
Illiterate/ busy Limited knowledge of
Lack of Word Poverty
remedial reading strategies adopting innovative
Poor nutrition parents/ and materials teaching strategies
Attack skills
guardian

Reference: Bondoc, V et al (2014). Action Research Made Easy (A Practical Guided on the Preparation of Action Research in Education), Lorimar Academix
 Opportunity Tree
679 pupils from Grades III to VI who are
still
goodnon-readers
readers

Good Reading
Poor Reading Traditional
Innovative Reading
Weak Home Background
Strong Background
Comprehension Teachers

Implementation of UseUse
of of
Modern
old
Inability to sustain Good/ satisfactory
Poor word Appropriate Absence of remedial
Solid focus Presenceofofreading
Absence reading Dearth of reding Remedial Reading Strategies
strategies in
focus or or word recognition
recognition and cultureat
culture athome
home materials at home
reading program
Program Teaching
teaching Reading
reading
concentration
concentration and vocabulary
vocabulary

LackCommitment
of commitment in in
Good knowledge Illiterate/ busy
Literate/ Adequate
Limited knowledge
knowledgeofof
Lack of Word Sustainable job of remedial
remedial reading
reading strategies
strategies adopting innovative
adopting innovative
Proper nutrition
Poor nutrition of Word Attack parents/
concerned Poverty and
and materials
materials strategies in teaching
teaching strategies
Attack skills parents
skills supportive
guardianparents

Reference: Bondoc, V et al (2014). Action Research Made Easy (A Practical Guided on the Preparation of Action Research in Education), Lorimar Academix
 Problem
Sensing/
Identificati
on

Statement
of the
Problem

Reference: Bondoc, V et al (2014). Action Research Made Easy (A Practical Guided on the Preparation of Action Research in Education), Lorimar Academix
 Purposes of the Research
(Statement of the Problem)

✓Major goal of the study

✓Specific objectives/problem
 Better presented in a bulleted list and
phrased in the form of:

(To determine, To investigate, To

Purposes of evaluate, To compare…”)

the • Listed in order of importance or from the most

general to the most specific.
• It is a set of “promises” of the author to its readers.
Research • One objective, one single issue. Refrain from using:
and, or, as well as
• Objectives should logically flow from the problem
statement or core research problem
• Do not confuse research objectives with
methodology.
Gaps
Identification
 Purposes of the Research
Better presented in a bulleted list and phrased in the form of:

(To determine, To investigate, To evaluate, To compare…”)

• Listed in order of importance or from the most general to the most specific.
• It is a set of “promises” of the author to its readers.
• One objective, one single issue. Refrain from using: and, or, as well as
• Objectives should logically flow from the problem statement or core research
problem
• Do not confuse research objectives with methodology.
https://scholar.google.com/
❑One review article analyses more than
250 paper articles.
❑Basic two outputs in Research articles…
❑Review articles synthesize what already
discovered in the field.
❑It also defines what has not been
discovered in the field or simply the GAP
in the literature.
Questions ask when
selecting references
Is the source appropriate
to your study? (avoid
opinion piece)

What do the reviewers say

about this source?

Make sure that your

reference are up to date
(2015- present)
Questions ask • Is the source appropriate to your
when study? (avoid opinion piece)
selecting • What do the reviewers say about
references this source?
• Make sure that your reference are
up to date (2014- present)
 Managing Bibliography

❑Online technology tools that help scholars to

create and manage their lists of references for
research projects.

❑Most tools are designed to organize citations into

specific formats for the preparation of
manuscripts and biblogprahies
 Smart Citations: Scite
Scite is a Brooklyn-based startup that helps researchers better discover and evaluate scientific articles through Smart Citations–citations that display the context of the citation and describe
whether the article provides supporting or contrasting evidence. scite is used by researchers from dozens of countries and is funded in part by the National Science Foundation and the
National Institute on Drug Abuse of the National Institutes of Health.

https://scite.ai/
Supporting Claims
https://scite.ai/home
https://www.base-search.net/
https://www.ilovephd.com/chatgpt-write-scientific-research-paper/?fbclid=IwAR0Yl-FgGPygAj5N-
135ntGGnJkUjjk5JFmdX8IiXsfdTY2RKz7guuzzQ1w
Google Scholar through Citation Tracing
Crossref
NATIONAL TRAINING-WORKSHOP ON RESEARCH DESIGNS AND METHODS 2.0
QUALITATIVE, QUANTITATIVE AND MIXED METHOD APPROACHES

PACKAGING THE
METHOD SECTION

Prof. GILBERT C. MAGULOD JR. PhD

University Director for
Knowledge and Technology Management/
Cagayan State University, Philippines
gilbertmagulod_rdecsulasam46@yahoo.com
09352688883
Learning Activation
1. What makes a research paper scientifically sound?
2. Where do we usually find the gap of research?
3. What do you think are the best research methods to use?
4. Do you read about what is new in your research methods?
Introduction
Methods/
Materials
Results
And
Discussion
Structure

Structural Component of a publishable

Research Article
(Swales, 1990; Zaiger; 2000)
Structure of the Materials and Method

Respondents and
Research Design Instrumentation
Sampling Technique

Data Gathering Statistical Tools and

Ethical Protocols
Procedure Data Analysis

References
Structural Component of the Method Section
Methodological approaches
Begin by introducing your overall approach to the research.
• What research problem or question did you investigate?
• What kind of data did you need to answer it?
Quantitative Methods Qualitative Methods Mixed methods
(e.g. surveys) are best for (e.g. interviews) are best allow for a
measuring, ranking, for describing, interpreting, combination of
categorizing, identifying contextualizing, and numerical
patterns and making gaining in-depth insight measurement and in-
generalizations into specific concepts or depth exploration
phenomena
The need for
scientifically Faulty research methodology
sound method

Lack of necessary details for readers to fully

understand and repeat the method.

Inappropriate methodology for answering your

statement of the problem

Using old methodology that has been surpassed

by newer, more powerful methods that provide
more robust results
Method Section
This portion of slide was taken from the Capacity-Building Workshop for Journal Editors, Researchers and Faculty Conducted by CHED OPKRM, UP and JESAM, October 22-24, 2019, Paragon Hotel, Baguio
City , given as Training Material
Sampling
Tools
• Sample size- size is too small

• Before study begins, perform

power calculation to determine
sample size needed to detect a
statistically significant effect
Statistical tools online

https://jasp-stats.org/
Statistical tools online

https://www.jamovi.org/
Method Section
 Research Instruments
• Validity and Reliability
• What is your research tool?
• Is it adapted from previous studies?
• How will you support the construct
validity of the instrument?

Reliability Tests- Cronbach's Alpha

and Composite Reliability

Validity Test- Discriminant Validity and

Convergent Validity
Discuss obstacles
• If you encountered difficulties in collecting or
analyzing data,
• explain how you dealt with them.

• Show how you minimized the

impact of any unexpected
obstacles.

• Pre-empt any major critiques of your

approach and demonstrate that you made
the research as rigorous as possible.
https://methodology.cochrane.org/
https://libgen.is/
 Semantic Scholar

https://www.doaj.org/
Checklist for Method Section
Before you finish your manuscript, ask yourself the following
questions.
1. Is there sufficient detail so that the experiments can be
reproduced?
2. Is there excess information that could be removed without
affecting the interpretation of the results?
3. Are all the appropriate controls mentioned?
4. Are all appropriate citations included?
5. Is the source of each reagent/ instrument listed?
NATIONAL TRAINING-WORKSHOP ON RESEARCH DESIGNS AND METHODS 2.0
QUALITATIVE, QUANTITATIVE AND MIXED METHOD APPROACHES

PACKAGING THE
RESULTS AND DISCUSSION
SECTION

Prof. GILBERT C. MAGULOD JR., PhD

University Director for
Knowledge and Technology Management/
Cagayan State University, Philippines
gilbertmagulod_rdecsulasam46@yahoo.com
09352688883
Sources of Research Results

Experiment Interview survey

FGD

Documentary
Analysis
Mixed methods Observation
Functions of
Discussion of Results
Section (DRS)
1. To summarize and
discuss the result
2. To make link between
the results and the
literature
3. To discuss the
implications of the
results
4. To crosscheck the results
Results and
Discussion
• Results - This is where you indicate
what you found in your research.
You give the results of your research,
but do not interpret them.
• Discussion - This is where you
discuss the relevance of your results
and how your findings fit with other
research in the area. It will relate
back to your literature review and
your introductory thesis statement.
 What is included in the Results?
• The Results section should include the findings of your study and
ONLY your research findings. The findings include:
1.Data presented in tables, charts, graphs, and other figures
(maybe placed among research text or on a separate page)
2.A contextual analysis of this data explaining its meaning in
sentence form
3.Report on data collection, recruitment, and participants
4.Data that corresponds to the central research question(s)
5.Secondary findings (secondary outcomes, subgroup analyses,
etc.)
Matthew Peacock (2002). Communicative moves in the discussion section of research articles. , 30(4), 0–
497. doi:10.1016/s0346-251x(02)00050-7
 Communicative Moves in Discussion Section
‘‘Discussion sections have a three-part framework involving a The three-part framework
series of move cycles combining two or more of these nine and move cycle series are
moves”
1. information move (background about theory/research aims/methodology) I. Introduction
2. statement of result (either a numerical value or reference to a graph or table) (moves 1, or 1+5, or 2/3)
3. finding (same as statement of result, but without a reference to a graph or
table) II. Evaluation
(the ‘‘key move cycles’’ here
4. (un)expected outcome (a comment on whether the result is expected or not)
are 2/3+5, 7+5, or 5+7)
5. reference to previous research
6. explanation (reasons for unexpected results) III. Conclusion
7. claim (a generalization arising from the results: contribution to research) (moves 3+7, or 9).
8. limitation
9. recommendation (suggestions for future research).

Matthew Peacock (2002). Communicative moves in the discussion section of research articles. , 30(4), 0–
497. doi:10.1016/s0346-251x(02)00050-7
 What is included in the Discussion?
• The discussion section is where you delve into the meaning,
importance and relevance of your results.

• It should focus on explaining and evaluating what you found,

showing how it relates to your literature review and research
questions, and making an argument in support of your overall
conclusion.
• Interpretations: what do the results mean?
• Implications: why do the results matter?
• Limitations: what can’t the results tell us?
• Recommendations: what practical actions or scientific studies should
follow?
Matthew Peacock (2002). Communicative moves in the discussion section of research articles. , 30(4), 0–
497. doi:10.1016/s0346-251x(02)00050-7
What is included in the Discussion?
• Interpretations: what do Fact-finding and Meaning making process from the
the results mean? trends of data based on the objectives of the study.

• Implications: why do the Inferencing, insights and implications of findings to

practice, policies or theories, and gaps
results matter?
• Limitations: what can’t Scope of Inquiry/ research area/ weaknesses
the results tell us?
• Recommendations: what
practical actions or Theoretical/ Practical Recommendations/
scientific studies should Future Research Directions

follow?
 Sample Results and Discussion No. 1
Sample Result
In Table 8, the results indicate that cognitive engagement mediated the
association between self-awareness and study habits (β = 0.061, p < 0.05); therefore,
hypothesis H4.1 is accepted. Cognitive engagement mediated the relationship between
self-motivation and study habits (β = 0.049, p < 0.05), and approves hypothesis H4.2.
Cognitive engagement mediated the connection between regulation of emotion and
study habits (β = 0.122, p < 0.05), and approves hypothesis H4.3. Lastly, cognitive
engagement mediated the connection between social skills and study habits (β = 0.093, p
< 0.05). Thus, hypothesis H4.4 is approved. The results indicate that all the hypotheses
listed in Table 8 are approved
Source: Iqbal, J., Asghar, M. Z., Ashraf, M. A., & Yi, X. (2022). The Impacts of Emotional Intelligence on Students’ Study Habits in
Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19. Behavioral Sciences, 12(1), 14.
Sample Discussion
This study explored the connections between emotional intelligence and
study habits through cognitive engagement among students in blended learning
environments during COVID-19. Similar studies have been conducted on the same
issue in advanced countries (Boyatziz et al, 2017, Rabia et al, 2017, Iqbal et al, 2021
, and only limited studies have been performed in emerging countries such as China
(Zhoc, 2020). Furthermore, the studies that have been conducted in emerging
countries reveal results only in pre-COVID-19 situations. As such, the authors claim
that the present study is the first to examine the influence of emotional intelligence
on the study habits of students studying in blended learning environments in Chinese
universities, specifically as it focuses on cognitive engagement as a mediator
variable.
The study measured the association between emotional intelligence and study
habits. The results indicate that self-awareness and self-management positively and
significantly influence study habits, which approves hypotheses. Prior studies also
confirmed that self-awareness and self-motivation have a positive connection with
study habits (Magulod, 2018, Parker et al, 2006). The relationship between
emotional intelligence and study habits has been discussed in previous studies, and
their results confirmed that emotional intelligence promotes a positive relationship
with study habits (Thomas et al, 2017, Zeidner et al, 2005, Magulod, 2018).
However, in the research, the associations of emotional intelligence dimensions,
regulation of emotion, and social skills were found to be positive and insignificant
with regard to study habits. A plausible reason for these results could be that
universities did not fully prepare their students to develop emotional intelligence in
the area of regulation of emotion and social skills. There could be other reasons for
these results, such as the students’ weak social skills and poor regulation of emotion
owing to fewer face-to-face interactions in blended learning environments during the
COVID-19 pandemic.
Sample Results and Discussion (IPRC Structure)
Discussion
This study explored the connections between emotional
intelligence and study habits through cognitive engagement among students in
blended learning environments during COVID-19. Similar studies have been
Introductory Statement
conducted on the same issue in advanced countries (Boyatziz et al, 2017, Rabia
et al, 2017, Iqbal et al, 2021 , and only limited studies have been performed in
emerging countries such as China (Zhoc, 2020). Furthermore, the studies that have
been conducted in emerging countries reveal results only in pre-COVID-19
situations. As such, the authors claim that the present study is the first to examine the
Presentation of the
influence of emotional intelligence on the study habits of students studying in Gap being Addressed
blended learning environments in Chinese universities, specifically as it focuses on
cognitive engagement as a mediator variable.
The results indicate that self-awareness and self-management
positively and significantly influence study habits, which approves hypotheses. Result of the Present Study
Prior studies also confirmed that self-awareness and self-motivation have a positive
connection with study habits (Magulod, 2018, Parker et al, 2006). The relationship
between emotional intelligence and study habits has been discussed in previous
studies, and their results confirmed that emotional intelligence promotes a positive Comparison of the findings
relationship with study habits (Thomas et al, 2017, Zeidner et al, 2005, Magulod,
2018). However, in the research, the associations of emotional intelligence
with the Previous Literature
dimensions, regulation of emotion, and social skills were found to be positive and
insignificant with regard to study habits.
A plausible reason for these results could be that universities did
not fully prepare their students to develop emotional intelligence in the area of
regulation of emotion and social skills. There could be other reasons for these Practical Implications
results, such as the students’ weak social skills and poor regulation of emotion owing
to fewer face-to-face interactions in blended learning environments during the
COVID-19 pandemic.
https://www.connectedpapers.com/
https://libgen.li/
https://libgen.li/
https://www.semanticscholar.org/
 Publish or Perish (Harzing.com)

• Publish or Perish is
designed to
empower individual
academics to
present their case
for research impact
to its best
advantage.

https://harzing.com/resource
s/publish-or-perish
 Citable Journal Articles

1. Review articles Reasons:

2. Methodological a. Provides the researcher strong grounding
of knowledge on the research topic.
articles b. Generates the research gap in the study.
3. Research articles c. Updates the researcher what is “new” in
the method to use.

Anderson, L. M., Petticrew, M., Chandler, J., Grimshaw, J., Tugwell, P., O’Neill, J., ... &
Shemilt, I. (2013). Introducing a series of methodological articles on considering
complexity in systematic reviews of interventions. Journal of clinical
epidemiology, 66(11), 1205-1208.
 Sample Results and Discussion No. 2
Sample Result
Relationship between teachers' pedagogical orientations in integrating technology in the
online classroom and its effect on students' motivation and engagement
Table 4 shows that there is a significant relationship between the teachers’ pedagogical
orientations in integrating technology in the online classroom to students’ motivation and
engagement. Hence, the study's null hypothesis stating no significant relationship between
pedagogical orientation and student motivation, is rejected. It can be seen in that table that
student-centered belief (r value= 0.778, pvalue = 0.043), teacher preparation for computer
utilization (r-value = 0.698, p value= 0.012), integration of computer in the classroom (r value=
0.723, p value= 0.011), and attitude towards computer utilization) r value= 0.863, p value=
0.023) are positively related to the student's level of engagement. This suggests that the teachers'
belief in utilizing student-centered teaching to integrate technology in the language classroom,
the higher the students are motivated and engaged in learning. In like manner, it was also
revealed that teacher-centered belief (r value= -0.531, p value= 0.032) is negatively correlated to
students motivation and engagement in online language learning, which signifies that teacher-
directed learning such as the use of one-way directed learning is found not appealing to the
motivating characteristics of the language students.
Sample Discussion
This study explored the relationship between teachers' pedagogical orientations in
integrating technology in the online classroom and its effect on students' motivation and
engagement. Results of the present study found out that teachers' pedagogical orientations in
integrating technology in the online classroom is significantly correlated on students'
motivation and engagement. This means that the higher the teacher adhered to teacher-
centered beliefs, the lower the students’ felts motivated and engaged. The reasons behind this
finding are when students are empowered to explore and learn language lessons with the use
of student-centered teaching strategies in online learning. The higher students manifest
motivation and engagement.
For emphasis, the teachers' beliefs on technology integration significantly influenced
students learning motivation. It can be explained that when teachers have a positive attitude
towards the use of technology in the classroom, the better they manifest a student-centered
teaching approach which eventually influences students learning behavior. This study
suggests the need for language teachers to adhere to student-centered language learning
approaches and strategies to allow students to appreciate language learning tasks and lessen
student's language learning anxiety.
The result of this study confirms previous investigations that teachers’ pedagogical
beliefs in technology integration influence student’s motivation (Chamorro & Rey, 2013,
Cheng et al., 2020, Cullen & Greene, B2011, Fryer & Bovee, H2016, Ottenbreit-Leftwich, et
al., 2020). These studies affirmed that the importance of immersive technologies for learning
is noteworthy because it promotes student engagement. Basing a pedagogical understanding
of what is essential in understanding student learning and teaching, it is necessary to know
teachers' diverse philosophies of learning and teaching concerning technology.
Further studies need to confirm this result so as they arrive at conclusive findings.
Hence, this correlation regarding beliefs relating to technology among language teachers on
online learning has been investigated on their self-perception and ideas only, limiting this
present study.
Sample Results and Discussion No. 2 (IRICL Structure)
Sample Discussion
This study explored the relationship between teachers' pedagogical orientations in
integrating technology in the online classroom and its effect on students' motivation and
engagement. Results of the present study found out that teachers' pedagogical orientations in
Introductory Statement
integrating technology in the online classroom is significantly correlated on students'
motivation and engagement. This means that the higher the teacher adhered to teacher-
centered beliefs, the lower the students’ felts motivated and engaged. The reasons behind this
finding are when students are empowered to explore and learn language lessons with the use
Result of the Present Study
of student-centered teaching strategies in online learning. The higher students manifest
motivation and engagement.
For emphasis, the teachers' beliefs on technology integration significantly influenced
students learning motivation. It can be explained that when teachers have a positive attitude
towards the use of technology in the classroom, the better they manifest a student-centered
Interpretation of the Present result of the study
teaching approach which eventually influences students learning behavior. This study
suggests the need for language teachers to adhere to student-centered language learning
approaches and strategies to allow students to appreciate language learning tasks and lessen
student's language learning anxiety.
The result of this study confirms previous investigations that teachers’ pedagogical
beliefs in technology integration influence student’s motivation (Chamorro & Rey, 2013,
Cheng et al., 2020, Cullen & Greene, B2011, Fryer & Bovee, H2016, Ottenbreit-Leftwich, et
Comparison with the Previous Literature
al., 2020). These studies affirmed that the importance of immersive technologies for learning
is noteworthy because it promotes student engagement. Basing a pedagogical understanding
of what is essential in understanding student learning and teaching, it is necessary to know
teachers' diverse philosophies of learning and teaching concerning technology.
Further studies need to confirm this result so as they arrive at conclusive findings.
Hence, this correlation regarding beliefs relating to technology among language teachers on
Limitations and Recommendations for future
online learning has been investigated on their self-perception and ideas only, limiting this
present study.
studies

De Souza, R., Parveen, R., Chupradit, S., Velasco, L. G., Arcinas, M., Tabuena, A. C., ... & Ventayen, R. J. M. (2021). Language teachers’
pedagogical orientations in integrating technology in the online classroom: Its effect on students motivation and engagement. Turkish
Journal of Computer and Mathematics Education, 12.
 Sample Results and Discussion No. 3
Sample Result
Test of difference in the Students’ level of online language learning
engagement and motivation when Grouped According to Sex
Table 4 presents the test if differences of the students’ level of
online language learning engagement and motivation when grouped
according to sex as profile variable, it shows that no significant difference
in the level of engagement of the students. It shows that the gender of the
students is not a factor of difference in the online language learning
engagement and motivation among the students. Hence, the null hypothesis
of the study is accepted. This simply shows that both male and female
students have high intrinsic and extrinsic language learning engagement and
motivation.
Sample Discussion
The portion of this study presents the Test of difference in the
Students’ level of online language learning engagement and motivation when
Grouped According to Sex. It shows that the gender of the students is not a
factor of difference in the online language learning engagement and
motivation.It can be inferred that in the context of this study, both groups of
students manifested a favorable attitude towards online language learning.
This study confirms Abu-Radia (1997) finding out no significant
difference in the language learning attitude of male and female students in the
Canadian context. Hence, this likewise contradicts further studies that female
students favor language learning motivation and engagement since they are
naturally linguistically-inclined than the males (Yashima, Nishida, Mizumoto,
2017, Torres & Alieto, 2019, Al-Dosari, 2016). Previous studies noted that
gender was a significant factor in second language motivation (Baker &
MacIntyre, 2000, Chaffee et al., 2020, Halimi, Daniel, C& AlShammari, 2020,
Namaziandost & Çakmak, 2020, Turner, Li, & Wei, 2021) where they
emphasized that females were more motivated than males in language
learning.
This study's present result showed that gender is not a factor in
language learning motivation since both male and female respondents are
capable of appreciating the role of online learning in their language learning.
This result of the study manifested that intrinsic and extrinsic motivation to
learn language through online mode is closely related to the appreciation of the
male and female students to learn the language as part of their career
preparation.
Sample Results and Discussion No. 3 (IRCIP Structure)
Sample Discussion
The portion of this study presents the Test of difference in the
Students’ level of online language learning engagement and motivation when
Grouped According to Sex. It shows that the gender of the students is not a
Introductory Statement
factor of difference in the online language learning engagement and
motivation.It can be inferred that in the context of this study, both groups of
students manifested a favorable attitude towards online language learning. Result of the Present Study
This study confirms Abu-Radia (1997) finding out no significant
difference in the language learning attitude of male and female students in the
Canadian context. Hence, this likewise contradicts further studies that female
students favor language learning motivation and engagement since they are
naturally linguistically-inclined than the males (Yashima, Nishida, Mizumoto,
Comparison with the Previous Literature
2017, Torres & Alieto, 2019, Al-Dosari, 2016). Previous studies noted that
gender was a significant factor in second language motivation (Baker &
MacIntyre, 2000, Chaffee et al., 2020, Halimi, Daniel, C& AlShammari, 2020,
Namaziandost & Çakmak, 2020, Turner, Li, & Wei, 2021) where they
emphasized that females were more motivated than males in language Interpretation of the Result Presented
learning.
This study's present result showed that gender is not a factor in
language learning motivation since both male and female respondents are
capable of appreciating the role of online learning in their language learning.
This result of the study manifested that intrinsic and extrinsic motivation to
learn language through online mode is closely related to the appreciation of the
Practical Implications of the Result
male and female students to learn the language as part of their career
preparation.
De Souza, R., Parveen, R., Chupradit, S., Velasco, L. G., Arcinas, M., Tabuena, A. C., ... & Ventayen, R. J. M. (2021). Language teachers’ pedagogical orientations in integrating
technology in the online classroom: Its effect on students motivation and engagement. Turkish Journal of Computer and Mathematics Education, 12.
Sample Article

https://ovcre.uplb.edu.ph/journals-
uplb/index.php/JESAM/article/view/86/67
 NATIONAL TRAINING-WORKSHOP ON RESEARCH DESIGNS AND METHODS 2.0
QUALITATIVE, QUANTITATIVE AND MIXED METHOD APPROACHES

PACKAGING THE
CONCLUSION, RECOMMENDATIONS,
IMPLICATIONS AND ABSTRACT

Prof. GILBERT C. MAGULOD JR.,PhD,

Professor IV/ University Director for
Knowledge and Technology Management/
Cagayan State University, Philippines
gilbertmagulod_rdecsulasam46@yahoo.com
09352688883
Conclusion
• Conclusions should, rather than just repeating results, state
well-articulated outcomes of the study and briefly suggest
future lines of research in the area based on findings reported in
the paper.
Please structure the
conclusion as:
❑1st paragraph: Restate the main
objective of the study and the
importance of the findings in
filling in important gaps in
literature

❑2nd-4th paragraph: Please

provide the summary of finding
and discuss the practical/
theoretical implications. Provide
also insights of the study and
concluding statement
 Recommendations
❑Please present this
section in paragraph
format and highlight:

✓The major weaknesses

or limitation of the
study and suggest
future research that
may address these
weaknesses.
✓Future research
direction.
Abstract
Please present this section in
this sequence:
✓Introductory statement
✓Major objective
✓Method of research design,
participants and sampling
data collection and analysis
✓Major Findings
✓Conclusion and
Recommendations

Magulod Jr, G. C. (2019). Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction. JOTSE: Journal of
Technology and Science Education, 9(2), 184-198. https://www.jotse.org/index.php/jotse/article/view/504/391
Moves in Writing the Abstract
Moves Moves
Move 1. Situating the Research Setting the scene for the current research
(topic generalization)
Move 2. Presenting the Research Stating the purpose of the study, research
questions and/or hypotheses
Move 3. Describing the Describing the materials, subjects, variables,
Methodology procedures
Move 4. Summarizing the Findings Reporting the main findings of the study
Move 5. Discussing the Research Interpreting the results/findings and/or
giving recommendations,
implications/applications of study
Santos, M.B.D. (1996). The textual organization of research paper abstracts in Applied Linguistics. Text, 16, 481-499
Moves in Writing the Abstract
Moves
Move 1. Situating the Research
Move 2. Presenting the Research
Move 3. Describing the
Methodology
Move 4. Summarizing the
Findings
Move 5. Discussing the Research
Santos, M.B.D. (1996). The textual organization of research paper abstracts in Applied Linguistics. Text, 16, 481-499
Moves
Nutrition, Health, and Education are fundamental pillars of human resource development index. University
students are the future nation-builders hence investment in their health and education will actually lead to a strong
and developed nation.
The study generally investigated the interplay of anthropometric status, academic performance and eating
behavior of university students. It specifically investigated the students' anthropometric status, their academic
performance and their eating behavior on healthy eating habits, emotional and personal eating styles, and
consciousness in food safety.
The descriptive correlational research design was utilized in the study with sixty randomly sampled
participants.
Results revealed that majority of the respondents were in normal weight, have good academic standing, and have
neutral eating behavior. Test of difference showed that males have higher weight than females, students with
higher weekly allowance, and whose parents have higher level of educational attainment and family income have
higher BMI. Likewise, in terms of eating behaviors, those who have high academic performance, mothers are
professionals, and from teacher education department have the highest assessment on their healthy eating habits
while no significant difference was found on the academic performance of the respondents. Test of relationship
revealed that academic achievement is correlated to the students’ healthy eating habits. Moreover, regression
analysis showed that nutritional status and healthy eating habits predict the academic performance of the
university students at 16.5 percent strength of association.
Results of the study will serve as a basis for educational health intervention and promotion.
 WRITING THE ABSTRACT
❖ An Abstract is a mini-version of the paper (Day 1988). The American National Standards
Institute says ‘‘A well prepared abstract enables readers to identify the basic content of a
document quickly and accurately, to determine its relevance to their interests, and thus to decide
whether they need to read the document in its entirety’’ (ANSI 1979). Therefore, it is extremely
important that the Abstract be written clearly.

❖ The Abstract should not contain:

❖ 1. Abbreviations or acronyms unless they are standard or explained
❖ 2. References to tables or figures in the paper
❖ 3. Literature citations
❖ 4. Any information or conclusion not in the paper itself
❖ 5. General statements
❖ 6. Complex, winding, verbose sentences

❖ Furthermore, to facilitate smooth reading, excessive quantitative data with statistical details
and long strings of plant names should be avoided in the Abstract.
WRITING THE ABSTRACT
❖ Follow instruction of Journal
❖Abstract should reflect content of paper
❖ Brief introduction-two sentences max
❖ Present result clearly and explicitly, and quantitatively.
❖Give reference for any literature/software cited (follow
instruction of journal)
❖ “Results will be presented’ is not acceptable
❖ Add important keywords
Writing the Recommendations
• They should use a “SMART” format (Specific, Measurable,
Attainable, Realistic, Timely). Each recommendation should be
followed by a few sentences of explanatory text.
Writing the Recommendations
1. Recommendations in the research paper should be the objective of the
research.
2. Recommendations in the research paper should come from your review and
analysis
3. Recommendations in the research paper should also come from the data you
have analysed.
4. Recommendations in the research paper should be written in the order of
priority.
5. The inclusion of an action plan along with recommendation adds more
weightage to your recommendation.
6. Recommendations should be clear and conscience and written using actionable
words.
7. Recommendations should display a solution-oriented approach and in some
cases should highlight the scope for further research.
Drawing out the general the Implications
1. Practical implication is the reality that would occur if certain
conditions are fulfilled.
2. Theoretical implication on the other hand, is a newly found
addition(s) to existing theories or building materials for new
theories.
3. To what extent does my findings align with those of other scholars,
in what precise ways, and if not why not?
4. If certain findings suggest a need for further research, what might
this consist of and how might such research extend or improve the
current state of knowledge in my field?
5. Are there any practical implications (e.g. policy implications) that I
need to specifically address?
Drawing out the Research Limitations
1. Describe each limitation in detailed but concise terms;
2. Explain why each limitation exists;
3. Provide the reasons why each limitation could not be overcome
using the method(s) chosen to gather the data [cite to other studies
that had similar problems when possible];
4. Assess the impact of each limitation in relation to the overall
findings and conclusions of your study; and,
5. If appropriate, describe how these limitations could point to the
need for further research.
NATIONAL TRAINING-WORKSHOP ON RESEARCH DESIGNS AND METHODS 2.0
QUALITATIVE, QUANTITATIVE AND MIXED METHOD APPROACHES

PACKAGING THE
TITLE

Prof. GILBERT C. MAGULOD JR.,PhD,

Professor IV/ University Director for
Knowledge and Technology Management/
Cagayan State University, Philippines
gilbertmagulod_rdecsulasam46@yahoo.com
09352688883
Title
• A good title of a research paper should:

▪ Contain as few words as possible: many journals limit titles to 12 words

▪ Be easy to understand
▪ Describe the contents of the paper accurately and specifically
▪ Avoid abbreviations, formulas, and jargon
▪ Not include any verb
▪ Not contain low-impact words such as ‘‘Some notes on …,’’ ‘‘Observations
on …,’’ ‘‘Investigations on …,’’ ‘‘Study of …,’’ and ‘‘Effect of …’’ • Not be
flashy as in newspapers (e.g., avoid statements like ‘‘Agroforestry can stop
deforestation’’)
▪ Report the subject of the research rather than the results
▪ Follow the style preference of the target journal.
Title
✓ Informs the reader accurately about the contents of the
article.

✓ It is simple, direct, clear, brief, and attractive.

✓ It does not contain abbreviations or jargon

✓ Does not contain numerical values of the parameters

✓ It is in line with the tenor of the paper

• Examples of catchy or "sexy" titles of research according to Alicay (2014). The first
part will be the sexy part (short, snappy, easy to say), and the second part is the technical
Sample Sexy Titles
part (serious and informative).

• Bato. Bato, Fish! A Review of Philippine Freshwater Fish Assemblages in Relation to

Tectonics and their Implications on Paleobiogeography
• Lucel Cui et al. of the University of the Philippines
• Anak, Gigimik Pa Ako: A Narrative Case Analysis on the Motherhood and Maternal
Practices of three Former Prostituted Women
• Danielle Alaisa P. Vitriolo, University of the Philippines Diliman
• "Girl, Bi, Bakla, Tomboy": The Intersectionality of Sexuality, Gender, and Class in
Urban Poor Contexts
• Ceperiano, A. M., Santos Jr, E. C., Alonzo, D. C. P., & Ofreneo, M. A. P. (2016). Philippine
Journal of Psychology, 49(2), 5-34.
• “Spill the Tea:” The Current Conditions and External Factors Affecting
EnTEAprenuers Impetus for Sustainable Rural Development Framework (Client William
M. Malinao), 2nd UBIAN Conference 2023, University of Batangas
 NATIONAL TRAINING-WORKSHOP ON RESEARCH DESIGNS AND METHODS 2.0
QUALITATIVE, QUANTITATIVE AND MIXED METHOD APPROACHES

Journal Standards, Article

Formatting and Submission

Prof. GILBERT C. MAGULOD JR.,PhD,

Professor IV/ University Director for
Knowledge and Technology Management/
Cagayan State University, Philippines
gilbertmagulod_rdecsulasam46@yahoo.com
09352688883
Levels/ Impacts of Research
"ʟᴇᴀᴠɪɴɢ ʙᴏʀᴀᴄᴀʏ ɪꜱʟᴀɴᴅ ᴡɪᴛʜ ᴄʜᴇʀɪꜱʜᴇᴅ ꜰʀɪᴇɴᴅꜱ,
ᴜɴꜰᴏʀɢᴇᴛᴛᴀʙʟᴇ ᴇxᴘᴇʀɪᴇɴᴄᴇꜱ, ᴀɴᴅ ʙᴇᴀᴜᴛɪꜰᴜʟ ᴍᴇᴍᴏʀɪᴇꜱ.
ɢᴏᴅ ʙʟᴇꜱꜱ ʏᴏᴜ ᴀʟʟ."