RESEARCH TITLE IN BOLD, UPPERCASE LETTERS

FOLLOWING AN INVERTED PYRAMID FORM

NOT EXCEEDING 12 WORDS

A Qualitative Research Proposal

presented to the Faculty of Science, Technology, Engineering & Mathematics
STO. TOMAS NATIONAL HIGH SCHOOL
Patac, Santo Tomas, La Union

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 1

Lastname, Firstname MI
Lastname, Firstname MI
Lastname, Firstname MI
Lastname, Firstname MI
Lastname, Firstname MI

Grade 11-STEM
 Firstname MI Lastname
Research Adviser

Date of Completion
APPROVAL SHEET

This thesis entitled, Gender Difference in Giving Corrective Feedback in

the Written Compositions of ESL Students, prepared and submitted by Juan

Dela Cruz, in partial fulfillment of the requirements for the subject Practical

Research 2 was examined and passed on March 30, 2016 by the Research

Committee composed of:

MICHAEL STEPHEN R. GRACIAS, MA MELDA M. UYCHOCO, MA

Adviser Member

NESTOR ULPINDO, MA EMMANUEL J. SONGCUAN, Ph. D.

Member Expert Evaluator

FE M. TANGALIN, Ph. D.
Chairman

Accepted and approved in partial fulfillment of the requirements for

the Senior High School Program – General Academic Track.

IMELDA L. BUTARDO
Master Teacher II
OIC – Office of the Assistant Principal
 Date Signed

PEDRO A. ARONGAT, Ph. D.

Head Teacher III
OIC – Office of the School Principal

Date Signed

ACKNOWLEDGMENT

This part contains a short acknowledgement to thank all the people and

organizations that helped the author/s in his or her research.

The researcher wishes to express his heartfelt gratitude and sincere appreciation to the

following persons who have helped him, in one way or another, finish this study:

Dr. Emmanuel J. Songcuan, the Dean of College of Graduate Studies, for his

encouragement, support, and for selflessly sharing his priceless ideas for the improvement of

the paper;

Dr. Fe M. Tangalin, the curriculum adviser of MALT Program and at the same time

the chair of this study’s OREC, for encouraging all CGS MALT students to finish their

studies the soonest possible time;

The members of the Oral Examination Committee, for their expertise, constructive

criticisms, invaluable comments, and suggestions for the improvement of this paper;

Dr. Milagros R. Baldemor, for giving and providing all the statistical information

needed in this study;

 Dr. Maricon C. Viduya, his thesis adviser for the immeasurable assistance, intellectual

suggestions, encouragement, and invaluable time she has extended to the researcher in

completing this study;

Dr. Racquel D. Quiambao, the Dean of CAS for her willingness to help with the

statistical part of this research;

Dr. Antonio V. Calicdan, the chairman of BSE department in the College of

Education, for his encouragement, support and endorsements;

The MALTeasers, friends, and relatives of the researcher for their support and

guidance. This paper would have never been possible if not for their love and encouragement;

The Bail National High School (BNHS) faculty and staff, for their inspiration, and

unfading support to the researcher;

The researcher’s family for clothing the researcher with love, strength, and courage

not only in the completion of this work but also in his everyday activities; and

Above all, the Almighty God for whom the highest glory is given for his faithfulness,

love, grace and mercy.

Juan Dela Cruz

<end of page>
 To
God
be the highest
 Glory
The Researcher

TABLE OF CONTENTS
Page

TITLE PAGE …………………………………………………………………….... i

APPROVAL SHEET …………………………………………………………….... ii

ACKNOWLEDGMENTS ………………………………………………………… iii

DEDICATION …………………………………………………………………...... v

LIST OF FIGURES...……………………………………………………………… viii

LIST OF TABLES.. ……………………………………………………………...... ix

LIST OF PLATES.. ……………………………………………………………...... xiii

ABSTRACT ……………………………………………………………………..... xviii

CHAPTER
1 INTRODUCTION

Situation Analysis ………………………………………………............ 1

Framework of the Study ……………………………………………….. 6

Statement of the Problem ………………………………………………. 13

Definition of Terms ……………………………………………….…. 14

2 REVIEW OF RELATED LITERATURE

2 METHODOLOGY

Research Design ………………………………………………….......... 15

Sources of Data …………………………………………………............ 15

Instrumentation and Data Collection …………………………............... 16

Analysis of Data ………………………………………………….......... 16

3 RESULTS AND DISCUSSION

 Types of Errors Commonly Corrected
by the Respondents………………………………................................... 19

Correction Strategies Commonly Used

by the Respondents………...………..….................................................. 43

Comments Commonly Made …………………………………………... 48

Where/How Comments are Written……………………………………. 63

Types of Assessment Used………………...……..…………………….. 68

Significant Difference Between Male

and Female Respondents ………............................................................. 74

4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary ………………………………………………………….......... 77

Conclusions ………………………………………………………......... 80

Recommendations …………………………………………………........ 81

LITERATURE CITED……………………………………………………………. 83

APPENDICES

A Statistical Outputs..…………………………………………….... 94

B Codes and Color Codes Used in Analyzing

Errors……………………………………………………………..
95
 CURRICULUM VITAE…………………………………………………………… 96

<end of page>

LIST OF TABLES
<This page shows a list of all the tables and figures in the research paper. Tables contain
statistical data, while figures are charts, drawings, graphs, photos, and other related visual
representations of data. The tables and figures in the list should be numbered in sequential
order. The page number for each table and figure should also be identified in the list. >
 ABSTRACT

Title:

Researcher/s:

Teacher for Practical Research:

Teacher for Inquiries, Investigations and Immersion:

School:

Year:
 GUIDELINE: This section is limited to 100-150 words (approximately 12-15

lines), singly spaced and must include at least four (4) keywords. An abstract,

also known as the executive summary of research, is a short summary or

synopsis of the content of the research paper. It provides readers with a quick

review or survey of the contents of the research paper.

Provide a short introduction of the topic and the research problem,

research design and methodology used, research analysis method and

major research findings and conclusion.

Keywords: aaa, bb, c

<end of page>

Chapter I
 INTRODUCTION

Background of the Study

This is the description that leads the reader to understanding the

research questions and appreciate why they are asked (Creswell, 2013).

This chapter must be clear and logical in describing succinctly the

trends in the field that render the chosen topic problematic. This chapter

must end with the delineation of the research barriers or limitations of the

study, (if possible, substantial, ethical, methodological, and practical) that

the candidate may come across in the conduct of the study. The last two

paragraphs must be devoted to research impediments (barriers) and

limitations of the study.

The first paragraph of the paper begins with the first line of the paragraph

indented one-half inch (5-7 spaces). There are no additional lines added

between paragraphs—just the regular double space that should be

maintained throughout the paper and the References page, if there is one.

Do not use block paragraphing (extra lines between paragraphs, with new

paragraphs beginning flush left without indentation) for academic papers;

such format is increasingly used these days for business letters, but not for

academic or scholarly papers.

The PAGE NUMBER of the first page of EACH CHAPTER must not appear (and

in this template, was blocked with an opaque square). The succeeding

pages MUST show proper page numbers.

This part of the research paper explains the (A) background of the study, (B)

Statement of the problem, (C) objectives of the study, (D) hypothesis of the

study <if applicable>, (E) significance of the study, (F) scope and limitation,

(G) definitions of terms, and (H) Conceptual or Theoretical Framework.

Theoretical or Conceptual Framework

This is a diagram that connects variables of the study with lines

(correlations) or arrows (cause-effect relationships).

Paradigm of the Study

A paradigm is a set of assumptions and perceptual orientations shared

by members of a research community. Paradigms determine how members

of research communities view both the phenomena their particular

community studies and the research methods that should be employed to

study those phenomena

Statement of the Problem

This section contains the purpose statement and the research

question(s).
Significance of the Study

Determines the audience who will benefit from a study of the problem

and explains how exactly will the results be significant to them.

Scope and Delimitation

This presents the coverage of the research in terms of location, time,

respondents, etc., and the potential weaknesses or problems with the study

identified by the researcher.

Research Hypothesis(es)

A hypothesis is a prediction of the possible outcomes of a study

(Fraenkel & Wallen, 2009).

Hypotheses are statements in quantitative research in which the

investigator makes a prediction or a conjecture about the outcome of a

relationship among attributes or characteristics (Creswell, 2012)

Definition of Terms

Variables and sub-variables or values in conceptual framework are

defined, except very common variables like grade level, gender, school type

where the values are indicated in the framework itself.

 Chapter 2

REVIEW OF THE RELATED LITERATURE

This chapter of the paper presents the review of related literature, the

conceptual framework, the research hypotheses, and the definition of terms.

This chapter includes all types of materials reviewed, conceptual literature

which came from books. Related studies both local and foreign consisting

mainly of peer reviewed journals. Your aim is to show how the present study

relates to the existing knowledge and previous studies in terms of both

similarities and differences. The formal sub-sections for this chapter are;

Be more judicious in making Section headings that are unnecessary and

inappropriate. If it necessitates headings, or you are writing a long paper in

which headings are needed by convention or to help your reader, follow

APA format requirements as explained in the American Psychological

Association [APA] (2001) Publication Manual.

Conservative scholarly standards in most disciplines require strict third-person

usage in reports of experiments and studies. APA rules allow for the use of the

first person when appropriate, to avoid the awkwardness of exclusive third-

person usage. A detailed discussion of this issue, maybe found on section

3.09 (Precision and Clarity, APA (2010) Publication Manual, p.68, 6th edition).

The subsection on “Attribution,” list examples of undesirable attribution in

third-person usage when describing steps taken in the Methodology section.

2.1 Review of the Literature

Must be comprehensive in the light of the chosen variables with a view to

surfacing the research blankspots (unexplored area) and blindspots

(conflicting areas in the literature).

Related Literature

This is a written summary of journal articles, books, and other

documents that describes the past and current state of information on the

topic of your research study.

 Chapter 3

METHODOLOGY

This chapter includes the research design, the sample, the instruments,

the intervention (if research is experimental), the data collection procedure,

and the plan for data analysis.

 This chapter must include details of your experimental methodology.

Points to highlight includes;  Description of the following; (1) research

design, (2) study site, (3) selection of samples, (4) data/outcome measures ,

data collection procedure, (5) ethical consideration and (6) data/mode of

analysis; and  Must be strongly supported by the appendices that contain

the instruments or corpus of data to be used. There are two formal sub-

sections (3.1 and 3.2) which are;

Research Design

Research designs are the specific procedures involved in the research

process: sampling, data collection, and data analysis.

Sources of Data

The first step leading to the process of collecting quantitative data is to

identify the people and places you plan to study. This involves determining

which group of people will you study, who, specifically, these people are,

and how many of them you will need to involve

Instrumentation and Data Collection

 This refers to the questionnaire or data gathering tool to be

constructed, validated and administered (Creswell, 2012).

Quickly describe whose permission will be sought and arrangements to make

to administer instruments. Describe when instruments will be administered and

who will administer them. Add details on arrangements and administration of

instruments, if needed.

Intervention

Clearly and completely describe how the intervention will be

implemented, such that the reader can replicate the intervention. Describe

what happens in comparison group.

Plan for Data Analysis

This section indicates how the data will be analyzed and reported; it

should specify the qualitative and/or quantitative methods that will be used

in analyzing the data gathered for the research.

<end of page>
 Chapter 4

PRESENTATION AND ANALYSIS OF DATA

In reporting the results, the researcher stays close to the statistical

findings without drawing broader implications or meaning from them. Further,

this section includes summaries of the data rather than the raw data (e.g.,

the actual scores for individuals). A results section include tables, figures, and

detailed explanations about the statistical results

(Based on First Question in the SOP)

Includes results and discussion relevant to the first question of the

research or the first variable of the study.

(Based on Second Question in the SOP)

Includes results and discussion relevant to the second question of the

research or the second variable of the study.

Re-conceptualized Framework

If some or all findings are different from expected, have a section on

re-conceptualized framework at end of Chapter 4 and make diagram of re-

conceptualized framework. Starting with text, cite figure (diagram) of re-

conceptualized framework. Explain changes vis-à-vis Conceptual Framework

of the Study.

<end of page>

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations of the

study.

Conclusions

The portion that gives meaning to your research and your results. The

objective of the Conclusion section is to examine the results, determine

whether they solve the research question, compare them within themselves

and to other results (from literature), explain and interpret them, and then

draw conclusions or derive generalizations, and make recommendations for

applying the results or for further research.

Recommendations

Write recommendations for beneficiaries of results of study cited in

Significance of Study.
 <end of page>

LITERATURE CITED

Follow the APA, 6th Edition style for referencing.

<end of page>
 APPENDICES

APPENDIX A

Letter to the Respondents

 CURRICULUM VITAE

JUAN G. DELA CRUZ

Permanent Address :
Date of Birth :

Place of Birth :

Parents/Guardian/Spouse :

Children (if applicable) :

Civil Status :

Institutional Affiliation :

School Address :

Contact Number :

E-mail Address :

Other Personal Information :

EDUCATIONAL BACKGROUND

Inclusive Year Secondary Degree

Institution

Address

Awards (if any)

Inclusive Year Elementary Degree

Institution

Address
 Awards (if any)

AWARDS/HONORS RECEIVED

Inclusive Dates Award 1

Place

Awarding Organization

Inclusive Dates Award 2

Place

Awarding Organization

Inclusive Dates Award 3

Place

Awarding Organization

TRAININGS/SEMINARS ATTENDED

Inclusive Dates Training/Seminar 1

Place

Sponsoring Organization

Inclusive Dates Training/Seminar 2

Place

Sponsoring Organization

Inclusive Dates Training/Seminar 3

Place

Sponsoring Organization
 Inclusive Dates Training/Seminar 4

Place

Sponsoring Organization

SPECIAL SKILLS/TALENTS

Special Skill 1

Special Skill 2

Special Skill 3

OTHER VITAL INFORMATION

Information 1

Information 2

Information 3

_________________________________

Signature over printed name

NOTE: For chronological information, start from the most recent information