CHAPTER 3 Review of Research Skills

CHAPTER III
____________________________________________________

Apply research and presentation skills with

the integration of technology
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 CHAPTER 3 Review of Research Skills

REVIEW OF
RESEARCH SKILLS

This chapter presents the necessary information to review

your knowledge of research and be able to apply it on your
future researches. Note that the discussion may not be as
intensive like the one you have with your research course
because this chapter is just a review.

Lesson 1: Parts of a Research Paper

Lesson 2: Types of Research

Lesson 3: Research Instruments

Lesson 4: Evaluating Sources

Lesson 5: Citing Sources

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 CHAPTER 3 Review of Research Skills

LESSON 1 Parts of Research

ESSENTIALS OF RESEARCH WRITING
Research is essential in the academe, industry, governance or in any organization. One who is
an expert in this area plays a more functional role in a situation in which his/her research
knowledge or experience is applied. A teacher, for example can easily adjust his/her teaching
practices and style to specific student types because of his/her active involvement in relevant
research.

Research writing a may be a struggle at first especially for novices, but readability (i.e. clear
and concise writing) can be taught and learned.

But what is research? Research is a systematic and scientific way of investigating and gathering
information to answer a particular problem, establish facts, and reach conclusions. Conducting a
research can be done in any fields such as arts, humanities, social sciences, natural sciences,
technology, and health sciences. Any research begins with a topic. For most student researches,
clarifying a topic through a question form is especially useful.

So at the end of this lesson you should be able to:

1. Identify the different parts of a research paper; and

2. Recognize the purpose of each part.

INPUT

PARTS OF A RESEARCH PAPER

Generally, a research report includes the following sections: title page, abstract, introduction,
literature review, methodology, results, discussion, conclusion, and references.

1. TITLE PAGE — contains an informative title (i.e., describes the content of the paper),
name of author/s with their addresses or affiliation, and date submitted. Below are
examples of informative titles:
a. Effects of Facebook on the Academic Achievement of First Year Students
b. Development and Validation of a Software for Detecting Plagiarism

There are different types of titles according to Derntl (2014). These are descriptive, declarative,
interrogative, and compound.

Types Descriptions Examples

Descriptive Describes what the paper Investigating the Impact of ASEAN Integration
is about Policy on Higher
Educational Institutions in the Philippines
Declarative States the results of the ASEAN Integration Policy Impacts Higher
research Educational Institutions in the Philippines
Descriptions Poses a question Does ASEAN Integration Policy Impact Higher
Educational Institutions in the Philippines?
Describes Combines two titles and Does ASEAN Integration Policy Impact Higher
what separate them with a Educational Institutions in the Philippines?: An
colon Empirical Study

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 CHAPTER 3 Review of Research Skills

2. ABSTRACT — contains the summary of the findings and Conclusions. It briefly presents the
context of the study, research questions or objectives, methodology, major findings,
conclusions, and sometimes implications. An abstract does not contain any citation and a
great deal of statistical results. Its length ranges from to 250 words.

 Background/Motivation: Why was the research conducted? (30%)

 Aim/Purpose/ProbIem Statement: What is the purpose of your research? (10%)
 Methods: What methods or techniques did you use? (10%)
 Results: What are your most important findings? (40%)
 Conclusion: What are your conclusions? (20%)

Your abstract should not include references, slang words, abbreviations, and non-essential
numbers and
statistics. Ideally, your abstract should not exceed 250 words.

Sample Abstract
 Background (30%)
There is a considerable progress in the development of electronic portfolios (e-Portfolio) via
Facebook (FB) in several universities in America, Europe, and some parts of Asia. As one form
of innovation in classroom practices, e-portfolio is both a reflective medium for learning and a
tool for improving assessment of that learning. In the Philippines, a number of teachers are
now attracted to use e-portfolio as an alternative assessment.
 Purpose (10%)
In this study, the level of impact of e-portfolio via Facebook on the students from the students'
perspective and teacher's perspective was determined as well as the significant difference between the
scores assigned by the teacher and by the students from De La Salle University.

 Method (10%)
Data were collected through a retrospective self-report questionnaire. Descriptive (mean and standard
deviation) and inferential (t-test) statistics were used for data analysis.

 Results (40%)
Results showed there was a high level of impact of e-Portfolio via FB on students based on the
perspectives of teachers and students. However, it can be seen from their various responses that both
groups valued certain items over the others. These items that obtained very high percentages can be
considered as standard values or objectives associated with e-portfolio. On the other hand, the scores
assigned by the students and teachers were not significantly different.

 Conclusion (10%)
These findings suggest that e-portfolio is essential to student learning, and opens an opportunity to
explore the role of other digital platforms in reinventing the image of pedagogy in the Philippines.

3. Introduction — explains the current state of field and identifies research gaps. It also presents your
research
focus in a way that it addresses the identified gaps and puts the research topic in context. Its length
usually ranges from three to five paragraphs.

General
Current State of the Topic

Knowledge Gaps/Problems
relevant to the Topic

Purpose/ProbIem
Statement

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 CHAPTER 3 Review of Research Skills

Sample Introduction

 Current State of the Topic

Education in the Philippines took a dramatic turn when the landmark educational reform known as the K
to 12 Basic Education Program was finally signed into law. Teachers, specifically public school teachers in
basic education, find themselves thrust into what the Department of Education (DepEd) claims as the
"most comprehensive basic education reform initiative" since the beginning of public educational system
in the country. The K to 12 (or K-12), its shorter and popular term, was established as a revolutionary
learning framework that engages learners in the 21st century learning paradigm and promises to propel
them towards international standards.

Contiguous to this definition of the 21st century teacher are different frameworks designed to meet 21 st
century learning demands. Such frameworks include The Teacher Education Model for the 21st Century
designed by the National Institute of Education in Singapore. In language education, specifically, The
National Council for Teachers of English articulates the Definition of 21st Century Literacies as updated in
February this year by its executive committee. Darling-Hammond (2006) identifies three critical
components of the 21st century teacher education program -
coherence and integration among courses, extensive and intensive practical experience, and closer,
proactive relationships with schools.

The Philippines, meanwhile, has adopted the Partnership for 21st Century Skills. 21st century learning is
spelled out as demonstrating "certain core competencies such as collaboration, digital literacy, critical
thinking, and problem-solving that schools need to teach to help students thrive in today's world"
(Hermosa, 2012).

DepEd has not been remiss on the imperative of providing for teachers' upgrading of skills aligned with
21st century demands, In the last two years alone, DepEd endorsed a number of national-level seminar-
workshops, conferences, and courses involving educators and focusing on 21st century assessment,
information and communication technology (ICT),
teaching strategies, and skills and competencies in different parts of the country.

In addition, DepEd also put in place a mechanism to sustain such efforts by creating the Media Literacy
Task Force through DepEd order No. 6 series 2010. Its function, among others, is to formulate the DepEd
National Media Literacy Education Plan or Framework to guide curriculum development/integration in
basic education, including capability-building and policy formulation.

 Knowledge Gaps
Notwithstanding these developments in the curricular reform of the country, particularly the effort
expended by the national government, educational institutions, and partner agencies, there remains a
seeming lack of training among teachers to meet these expectations head on. There is an apparent gap
between what the 21st century learning framework envisions to fulfill and what teachers actually can do
at present or are prepared to do in the classroom to fulfill them.

 Context of the Study/Problem Statement

As suggested by the literature, there occurs a variable match between teachers' consciousness of and
attitudes to 21st century learning and teaching and how they carry out these domains in actual classroom
teaching. This study seeks to determine the state of affairs in the Philippine public basic education
context.

Specifically, this study will involve two phases:

Phase 1: Instrument development and validation, and
Phase 2: Assessment of the 21st century skills of basic education teachers in the Philippines. Second
phase will address the following questions:
1. What is the level of the teachers' 21st century skills?
2. To what extent do teachers integrate 21st century skills in classroom teaching?
3. Is there a relationship between the teachers' 21st century skills and the integration of these skills
in teaching?

4. Literature Review — contains the summary and synthesis of all available sources directly related to
your study. It is divided into two sections: related concepts and related studies. Related concepts
explain some of the fundamental concepts needed by readers to better understand the study. In this
section, some concepts and theories are defined, explained, and elaborated. Unlike related concepts,
related studies are based on previously conducted studies directly related to the paper. Both the

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 CHAPTER 3 Review of Research Skills

related concepts and studies will help the writer explain the phenomena that may arise in the study.
This section ends with a paragraph that synthesizes all of the studies presented and puts the study in
context. Hence, the last paragraph may include the topic and specific research problems. Its length
may range from two to three pages. Note that in some cases, the literature review is integrated into
the introduction section.

5. Methodology — contains how you proceeded with the conduct of your research. This section
contains the context and participants, instruments used, data- gathering procedure, and data
analysis. The context and participants section explains the number and demographic profile of
participants involved as well as the place where the study was conducted. The Instrument section
presents tools used in gathering data. These may include questionnaires, interviews, focus group
discussions, and tests among others. All of the instruments used should be described in detail and on
how they are validated. Finally, the data- gathering section presents the details on how the data
were collected whereas the data analysis section presents how the data were analyzed,
qualitatively (coding scheme) or quantitatively (statistical tools).

6. Results — factually describes the data gathered. It usually contains tables and graphs that
summarize the collected data. Along with the tables and graphs are their respective interpretations.
The flow of the results section should follow the flow of the research questions/ problems/objectives.
It is expected that for each research problem or objective, corresponding results are presented.

7. Discussion — presents the why's of the results. This section provides an explanation of all the
results in relation to the previous studies presented in the literature review. In this section, you need
to restate your research problems or objectives in the first paragraph as well as the major findings.

The succeeding paragraphs should explain whether your study supports or rejects previous findings
and explain the reason for this claim. You should also state the new findings that you have
uncovered. Similar to the flow of the results, this section follows the flow of your research problems
or objectives.

8. Conclusion — contains the restatement of major findings, limitations of the study,

recommendations, and implications. Note that in some cases, the conclusion is integrated into the
discussion section.

9. References — contains the different sources you used in your study. These may be academic
books, journals, and other online sources. Its format depends on the school, teacher, or field of
study.

STEPS IN
WRITING A
RESEARCH
REPORT
1. Preparation
a. Identify the context.
b. Identify the purpose.
c. Identify the audience.
2. Generating and Focusing Ideas
a. Choose a topic. Specify it.
b. Check your library or online
catalog for relevant resources
and/or references.
c. Prepare a preliminary bibliography.

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 CHAPTER 3 Review of Research Skills

3. Outlining and Thesis Statement Writing

a. Construct a tentative thesis statement.
b. Construct a tentative outline.
c. Continue generating ideas through reading and
discussing with colleagues.
d. Finalize the thesis statement.
e. Finalize the outline.

4. Drafting
a. Write the first draft of the body.
b. Write the first draft of the conclusion.
c. Write the first draft of the introduction.
d. Write the first draft of the abstract.
e. Prepare a draft of a reference list.
f. Put together all parts.
g. Continue generating ideas through reading and
discussing with colleagues.

5. Providing Feedback
a. Provide self-feedback.
b. Seek feedback from your peers
(at least two).
c. Seek feedback from your
teacher/s.
6. Revising
Consider your own
feedback and your peers'
and teacher's as well.
7. Editing/Proofreading
Correct the diction or word choice,
run-ons and fragments, subject-verb
agreement, pronoun usage,
prepositions, dangling and misplaced
modifiers, transitions, verb tense,
spelling, punctuation, capitalization,
and other grammatical and
typographical errors.
8. Finalizing
Finalize all parts of the
paper.

9. Publishing
a. Submit the paper to your
teacher.
b. Seek advice from your teacher
on how you can publish your work
online or better still, to a
reputable journal.

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 CHAPTER 3 Review of Research Skills

APPLICATION
Using your research when you were in senior high school or that of your friend or that of
someone you know, fill out and tick the boxes in the table.

Research Title:

Does it contain the following parts?

Title Page Abstract

Introduction Literature Review

Methodology Results

Discussion Conclusion

References

ASSESSMENT
Reflect on the learning that you gained from this lesson by completing the given chart.

What were your misconceptions about the What new or additional learning have you
topic prior to taking up this lesson? gained from this lesson in terms of skills,
content, and attitude?
I thought… I learned that…

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 CHAPTER 3 Review of Research Skills

LESSON 2 Types of Research

If you are researching about the personal information of the persons below, what type
of research are you doing? Tick the blank box below the photos to signify your answer.

FUNDAMENTAL DEVELOPMENTAL
RESEARCH RESEARCH

Research is performing a methodical study in order to prove or disprove a hypothesis,

or answer a specific question. Research can then follow a series of steps and the standard
protocol of experiment, depending on the conventions of that field of science. This time you will
be learning the different types of research according to their categories.

After this lesson you are expected to accomplish the following:

1. Recognize the different types of Research; and
2. Analyze an abstract to identify type of research used in that study.

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 CHAPTER 3 Review of Research Skills

INPUT
TYPES OF RESEARCH

A. According to Purpose

1. Fundamental/Basic
-its purpose is to generate new idea, theory, or knowledge and not to prove anything wrong or right.
2. Applied/Action Research
-its purpose is to solve a particular problem. Action research focuses on specific and smaller scale problem
while Applied research focuses on greater scale problem.
3. Developmental Research
-it is the systematic study of designing, developing, and evaluating instructional programs, processes, and
products that must meet criteria of internal consistency and effectiveness.

B. According to Location

1. Library Research
-this is carried on documentary or content research.
2. Laboratory Research
-is carried “in vivo” where live materials are used and “in vitro” where artificial or non-living materials are
used.
3. Field Research
-deals with creation and collection of actual and authentic information by field of operation in any
organization. The process involves determining what precise data is necessary and from where this
information needs to be obtained.

C. According to Data Used

1. Quantitative Research
-collects and analyzes numerical data. It is the systematic empirical investigation of observable
phenomena via statistical, mathematical, or computational techniques.
2. Qualitative Research
-a scientific method of observation to gather non-numerical data. This type of research "refers to the
meanings, concepts, definitions, characteristics, metaphors, symbols, and description of things" and not to
their "counts or measures".

D. According to Scope

1. Study – a single study

2. Project – two or more studies
3. Program – more broad in coverage

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 CHAPTER 3 Review of Research Skills

E. According to Methodology

1. Historical Research
-studies the meaning of past events in an attempt to interpret the facts and explain the cause of events,
and their effect in the present events.
2. Descriptive Research
-Descriptive research is used to describe characteristics of a population or phenomenon being studied.
3. Experimental Research
-Experimental research is any research conducted with a scientific approach, where a set of variables are
kept constant while the other set of variables are being measured as the subject of experiment.
4. Expost Facto/ Causal Research
-Ex post facto design is a quasi-experimental study examining how an independent variable, present prior
to the study in the participants, affects a dependent variable.
5. Ethnographic Research
-Ethnographic research is a qualitative method where researchers observe and/or interact with
a study's participants in their real-life environment.
6. Phenomenological Research
- is an approach to qualitative research that focuses on the commonality of a lved experience within a
partivular group. the fundamental goal of the study is to arrive at a description of the nature of the
particular phenomenon.
7. Correlation Research
- makes comparisons, looking for trends or tendencies. The purpose is to find relationships between two
or more variable so to better understand the conditions and events that we encounter (what goes with
what); to predict future conditions and events.

Note that when you conduct your research you may actually
have mixed types of research depending on the goals of your
study or the problem of your study. This means that some of
the types of research can be found in one research paper. Your
research adviser will help you choose the right type of research
or methods of research. Always seek help from research
experts when doing your research.

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 CHAPTER 3 Review of Research Skills

APPLICATION
Using the research abstracts below, identify the type of research that was used. Write your
answer on the blanks after each abstract.

Answer : ______________________________________________________________

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 CHAPTER 3 Review of Research Skills

Answer : ______________________________________________________________

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 CHAPTER 3 Review of Research Skills

LESSON 3 Research Instruments

Have you been stalking that guy on

social media, again?
Calm down, Hardin.
It’s not stalking. It’s survey,
for research purposes.

INPUT

Research Instruments
A research instrument is a tool used to gather data on a specific topic of interest. When
conducting a research, you need to prepare and implement the appropriate instrument to
gather the data you need.
Instruments used must have Validity and Reliability.

So after this lesson you are expected to accomplish the following:

1. Recognize the differences between research instruments; and

2. Analyze abstracts by identifying the research instrument they use.

Validity
-Validity refers to the degree to which an instrument accurately measures what it
intends to measure. Content validity indicates the extent to which items adequately measure
or represent the content of the property or trait that the researcher wishes to measure.

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 CHAPTER 3 Review of Research Skills

Reliability
-Reliability refers to the degree to which an instrument yields consistent results.
Common measures of reliability include internal consistency, test-retest, and inter-rater
reliabilities.

What is Data Collection?

Data collection is a methodical process of gathering and analyzing specific information to
proffer solutions to relevant questions and evaluate the results. It focuses on finding out all
there is to a particular subject matter. Data is collected to be further subjected to hypothesis
testing which seeks to explain a phenomenon. Hypothesis testing eliminates assumptions while
making a proposition from the basis of reason.

Primary Data Collection

Primary data collection by definition is the gathering of raw data collected at the source. It
is a process of collecting the original data collected by a researcher for a specific research
purpose. It could be further analyzed into two segments; qualitative research and quantitative
data collection methods.

 Qualitative Research Method

The qualitative research methods of data collection does not involve the collection of data that
involves numbers or a need to be deduced through a mathematical calculation, rather it is
based on the non-quantifiable elements like the feeling or emotion of the researcher. An
example of such a method is an open-ended questionnaire.

 Quantitative Method
Quantitative methods are presented in numbers and require a mathematical calculation to
deduce. An example would be the use of a questionnaire with close-ended questions to arrive
at figures to be calculated Mathematically. Also, methods of correlation and regression, mean,
mode and median.

What is a Data Collection Tool?

Data collection tools refer to the devices/instruments used to collect data, such as a paper
questionnaire or computer-assisted interviewing system. Case Studies, Checklists, Interviews,
Observation sometimes, and Surveys or Questionnaires are all tools used to collect data.

It is important to decide the tools for data collection because research is carried out in different
ways and for different purposes. The objective behind data collection is to capture quality
evidence that allows analysis to lead to the formulation of convincing and credible answers to
the questions that have been posed.

General Guidelines

Before preparing the instrument

1. Do a preliminary research on how to do it
2. Talk to an expert (consider the specialization based on your research needs)
3. Master the guidelines
4. Decide on the number of instrument use
5. Use appropriate format
6. Edit your instrument
7. Pilot test your instrument
8. Finalize instrument using results on pilot test

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 CHAPTER 3 Review of Research Skills

Types of Instruments

1. Survey
-It contains responses directly related to each specific research
question or item. It can either be in the form of interview,
observation or interview.

2. Interview
-Is an instrument that allows the researcher to qualitatively gather
data through questions and answer. This is either done face-to-face,
virtually or with the aid of electronic gadgets.
Stages of interview include:
1. Pre-interview stage -- interview guide is prepared and the
respondents are contacted.
2. Warm-up stage – setting the mood.
3. Main interview stage – questions related to research are asked.
4. Closing stage – respondents are acknowledged and thanked.

3. Questionnaire
-Questionnaire is more quantifiable. It lists written questions to get
specific information.
Parts of Questionnaire:
1. Personal Information section
2. Main Questions section
3. Open-ended questions section

4. Observation
-Usually, this instrument is used to cross-validate the results of other
instruments.
Types of Observation
1. Participant (researcher joins) and Non-Participant
2. Structured (has list of things to be observed) and Unstructured (takes
down whatever is seen at the moment)
3. Covert (participants are not aware) and Overt (aware)

5. Experiment
-It is a procedure undertaken scientifically and systematically to make a
discovery and to test hypothesis.

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 CHAPTER 3 Review of Research Skills

APPLICATION
Using the abstracts below, identify the research instruments used by the study. Write
your answer in the blank.

Answer : ______________________________________________________________

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 CHAPTER 3 Review of Research Skills

Answer : ______________________________________________________________

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 CHAPTER 3 Review of Research Skills

LESSON 4 Evaluating Sources

If you were one of the ladies

who were listening to this
information, would you
believe it or would you
question the reliability of the
source?

INPUT

Evaluating information sources is an important part of the research process. Not all
information is reliable or true, nor will all information be suitable for your paper or project. Print
and Internet sources vary widely in their authority, accuracy, objectivity, currency, and
coverage. Users must be able to critically evaluate the appropriateness of all types of
information sources prior to relying on the information.

So after this lesson you are expected to accomplish the following:

1. Recognize the importance and differences of printed and web sources; and

2. Identify different sources of information.

The Internet, especially the World Wide Web, has surpassed most libraries in the
quantity of information it makes available. However, the Web has not surpassed libraries in the
overall quality of information it makes available. Traditionally, a main component of library
collections has been print (paper) materials. Today, however, many online resources are being
added to supplement collections, replace printed (paper) items, or improve access. Although

19

online sources are accessible via the Internet, many originated in paper form and follow the
same publication criteria. Therefore the quality of print and online information sources is similar
and will be considered the same in this discussion. A look at a few characteristics of print and
Internet sources will identify major quality distinctions between print and Internet information
sources.
Print Sources vs. World Wide Web
Print Sources
 Quality standards of printed materials are
controlled through a system of checks and
balances imposed by peer review, editors,
publishers, and librarians, all of whom manage
and control access to printed information. This
assures that published materials have been
through some form of critical review and
evaluation, preventing informal, poorly
designed, difficult-to-use and otherwise
problematic materials from getting into the
hands of users.
 In academic and other research libraries, most
books and periodicals are a product of the
scholarly communication system. This system
ensures that authors present information in an
orderly and logical manner appropriate to the
topic.
 Printed information in books and periodicals
follows established linear formats for logical
and effective organization.
 Materials in printed form are stable. Once in
print, information remains fixed for all time.
New editions and revisions often are
published, but these are separate and distinct
physical entities that can be placed side by
side with the originals.
CHAPTER 3 Review of Research Skills
World Wide Web
 On the web, anyone can, with no supervision
or review at all, put up a web page.
 On the Web, there is no systematic monitoring
of much of what appears, except, of course,
for articles published in the online forms of
otherwise reputable scholarly journals and
books. Biases, hidden agendas, distorted
perspectives, commercial promotions,
inaccuracies, and so on are not monitored.
 There is no standard format for web sites and
documents. Web pages exhibit fewer clues
regarding their origins and authoritativeness
than print sources. Important information,
such as dates, author(s), and references are
not always easy to locate. While a reader can
easily note this information in a book or
periodical article, the web user must often
search through several pages, if the
information is provided at all.
 Internet sources are also not stable. Web
documents can be changed easily. And once
changed, the original is gone forever unless a
specific effort is made to preserve it. In fact,
many Web documents are intentionally
designed to change as necessary, and with
automatic changes as with manual changes,
the original disappears.
 Web resources use hypertext links and need
not be organized in any linear fashion. One can
easily be led astray and distracted from the
topic at hand. But, of course, one can also be
led to additional information of value.
 The changing nature of the web and web
documents create major problems with the
stability of information and with links between
different units of information. Dead or broken
and links on the Web are common and others
just disappear or are not updated.
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 CHAPTER 3 Review of Research Skills

As you research, you have many sources of information to choose from, such as

newspaper and magazine articles

books

web pages

video and audio clips

experts' inputs

publlished researches

4 Rs of Source Evaluation

Recency
Relevance
A source is recent if it contains the
A source is relevant if it relates to your
latest information about a topic. Even
narrow topic. It provides specific
if you are researching an event from
information that answers your
history, you still need the most current
research question.
information available.

Reliability
Representation
A source is reliable if it includes
A source is representative if it explains
accurate and objective information. To
different viewpoints on a controversial
find accurate information, look for
topic. You never want to present only
well-respected publishers or authors
one side of an argument in your work.
who are experts in their field.

It is the user's responsibility to

evaluate information sources,
in print and on the web, that
they find during the research
process before using it in a
paper or presentation.

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 CHAPTER 3 Review of Research Skills

Web Pages
There are five basic types of Web pages:

1. personal home pages

Anyone can create a personal home page. They are used for many purposes, such as
sharing family pictures or giving information about the author’s favorite charity.
You’ll usually be able to pick out a personal home page by examining the URL (Web
address).
If it contains a tilde (~), a backslash (/), or both, followed by a person’s name, it’s
usually a personal home page.
http://www.noise.org/~JSmith/home.htm

2. advocacy pages
Advocacy Web pages are posted by organizations. They want to give you information
about the organization’s beliefs and activities.
Keep in mind that some of the information on an advocacy page might be biased—it
might represent only one viewpoint.

3. commercial pages
Commercial Web pages are created to sell products.
They use advertising techniques targeted at a specific audience to persuade people to
buy what they are selling.

4. informational pages
Informational Web pages are created to provide information for users.
Many informational sites are published by universities or the government. Look for .edu
or .gov in the URL.

5. news pages
News Web pages are created to provide up-to-the-minute coverage of current events.
They are provided by media sources such as newspapers, magazines,
and television networks.

Compare several opinions by

Primary sources – original or first- scholars in your topic field, which is
hand account of event or another way to verify or evaluate
experience, persons involved, your sources.
documents, records or relics
Secondary sources – an account
that is at least once removed

When searching online always choose

webpages that has a URL ending in .edu
(regulated by educational institution) or
.gov (regulated by government). Such
URLs are ranked higher than other virtual
levels of domain.

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 CHAPTER 3 Review of Research Skills

LESSON 5 Citing Sources

INPUT
Citing Sources
It is giving due credits to the sources which maybe a person or other references for all
borrowed ideas, information, concepts, arguments or any attributes that you have used.

Purpose:
1. To give credit to the original author of a work.
2. To promote scholarly writing.
3. To help your target audience identify your original source.

Forms of Citation

1. In-text citation
-requires the writers to cite the details of the reference or the source in the text or the
body of their work.

Example:
This is parenthetical citation because the
authors name and date of publication is in
the parentheses.

It is important not only to get information from credible sources but also to properly
document all borrowed ideas, information, concepts, arguments, or information and attribute
them to their authors or creators (Sipacio & Barrot, 2016).

This is name citation because the authors

name is outside the parentheses.

Sipacio & Barrot (2016) discussed that it is important not only to get information from
credible sources but also to properly document all borrowed ideas, information, concepts,
arguments, or information and attribute them to their authors or creators.

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 CHAPTER 3 Review of Research Skills

2. Reference citation
-refers to the complete bibliographic entries of all references used by the writer.

Style Guides

APA (The Publication Manual of the American Psychological Association)

Used in the fields: Psychology, education, hotel and restaurant management,

business, economics and other social sciences

MLA (The Modern Language Association Style Guide)

Used in the fields: Literature, arts and humanities

IEEE (Institute of Electrical and Electronic Engineers)

Used in the fields: Engineering

AMA (American Medical Association Manual of Style)

Used in the fields: Medicine, health sciences and other natural sciences

Chicago (The Chicago Manual of Style)

Used when sources are non-academic periodicals (e.g., newspapers,

magazines, among others)

Indirect Quotation

1. With two authors

Example:
Rallying to restore sanity was a revolutionary undertaking (Stewart & Colbert, 2010).

2. Works with three to five authors

 Include all names in the first in-text parenthetical citation, separated by commas and
then an ampersand (&).
 For all subsequent in-text parenthetical citations, include only the first author, followed
by ―et al.‖ and publication year if it is the first citation in a paragraph.

 Example:
Rallying to restore sanity was a revolutionary undertaking (Stewart, Colbert, & Oliver,
2010).

 Include only the last name of the first author, followed by ―et al.‖ and publication year in
all parenthetical citations.

 Example:
The study did not come to any definitive conclusions (Rothschild et al., 2013).

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 CHAPTER 3 Review of Research Skills

3. Citing sources without an author:

 If a work has no author, include the first few words of the bibliography entry (in many
cases, the title) and the year.
 Use double quotations around the titles of articles, chapters and/or websites.

 Example:
Statistics confirm that the trend is rising (―New Data,‖ 2013).

 Italicize the titles of periodicals, books, brochures or reports

 Example:
The report includes some bleak results (Information Illiteracy in Academia, 2009).

Direct Quotation
1. Citing part of a work:
 When citing a specific part of a work, provide the relevant page number or section
identifier, such as chapters, tables or equations. Direct quotes should always have page
numbers.

 Example:
One of the most memorable quotes is when he says, ―You are going to live a good and
long life filled with great and terrible moments that you cannot even imagine yet!‖ to
Augustus (Green, 2012, p. 272).

 If the source does not include page numbers (such as online sources), you can
reference specific parts of the work by referencing the:
Paragraph number (if given) with the abbreviation ―para. xx‖

 Example:
He quickly learned that ―pandas were not considered good pets‖, (Chan, 2011, para. 3).

2. Citing groups or corporate authors:

 Corporations, government agencies and associations can be considered the author of a
source when no specific author is given.
 Write out the full name of the group in all parenthetical citations

 Example:
They emphasized that ―the May 2011 study focused on percentages of tax money that
goes to imprisonment over education funding‖ (National Association for the
Advancement of Colored People, 2011, pp. 2).

 However, you may abbreviate the group name if the group’s name is lengthy and it is a
commonly recognized abbreviation in all subsequent parenthetical citations.

 Example:
The report found that over a half billion of taxpayer dollars went to imprison residents
―from 24 of New York City’s approximately 200 neighborhoods‖ (NAACP, 2011, pp. 2).

3. With 40 words or more

 Start the direct quotation on a new line
 Indent the text roughly half an inch from the left margin
 Remove any quotation marks
 Double-space the text
 Add the parenthetical citation after the final sentence

 Example:

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 CHAPTER 3 Review of Research Skills

He smiled understandingly-much more than understandingly. It was one of those rare

smiles with a quality of eternal reassurance in it that you may come across four or five

times in life. It faced–or seemed to face–the whole eternal world for an instant, and

then concentrated on you with an irresistible prejudice in your favor. (Scheliz, 2005, p.

2)

Note that direct and

indirect quotation rules
are only applicable to In-
text citation.

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 CHAPTER 3 Review of Research Skills

APPLICATION

Identify the sources found in the text. Write them down in the blank by writing the author’s
name, year of publication and indicate whether the citation is parenthetical or name.

Example: 1. Drew (1996) – name citation

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 CHAPTER 3 Review of Research Skills

ASSESSMENT
Choose any current issue we have in the country and write your stand about. Write only
three paragraphs. Support your stand with sources and apply proper citation when using their
ideas. You may encode your answers on a short size bond paper and submit the soft copy. The
criteria of your output will be focused on content and proper use of citation.

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