R&DC

RESEARCH
PROPOSAL
FORMAT
Let’s discuss the parts one by one
 EXAMPLE:
1
(Your proposed title): Students’ Attitude and Apprehensions
towards Research: Exploring the
February 2021-April 2021 Significance of Research in the Senior
High School Curriculum
FOLLOW THE EXAMPLE FORMAT: Make sure the names are alphabetically arranged.

EXAMPLE:
BARRIOGA, Lissandra
CLEMENTE, Anna Victoria
DEL ROSARIO, Romalaine
TULALIAN, Cyril Anne
EXAMPLE (Cellphone EXAMPLE (Email Address):
The details for these three number): barriogalissandra@yahoo.com
information should be 09173878993 clementevictoria@gmail.com
arranged according to the 09983924743 delrosarioelaine@gmail.com
names of the members 09923746356 tulaliananne@yahoo.com
without repeating the names 09883563782
A statement of the problem is used in research work as a claim that outlines the problem
2
addressed by a study.

The statement of the problem briefly addresses the question: What is the problem that the
research will address?

The statement of the problem is the focal point of any research.

How to Write the Statement of the Research Problem?

• According to Saunders, M., Lewis , P. and Thornhill, A. (2009) The word count of the statement of
the problem for thesis or dissertation should be in a range of 150-300 words
• It includes a vision, issue, and method used to solve the problem
• It also shows how the problem should be solved
• Include the rationale for conducting the research.
• Include the “Delimitations and Limitations” of the study.
Some considerations in writing the problem statement
2
1. Use verbs suitable for qualitative research such as: identify, explore, describe, understand,
and explain. (Guest, et. al., 2013)
2. Indicate what the research will do.
e.g.: Discover = grounded theory
Explain or understand = Ethnography
Explore a process = Case study
Describe = Phenomenology/ Case study/ Ethnography
3. Avoid verbs that connote or imply a directional orientation, such as, affect, influence, impact,
determine, cause, and relate. (Creswell, 1994)
Example: Introduction
Research has created opportunities for development in different fields of expertise. With the help of research, all inventions and technological
2
advancements in all these fields have been possible. Humans have been able to find the cure for the flu, polio and many other diseases that have been fatal
in the past. Aside from the field of medicine, research has transformed how technology became an important part of one’s daily life. For example, talking to
long distance relatives is the outcome of research in technology (Gross, 2001). On the other hand, research also deals with a deeper understanding of
culture and humanities for one to understand the world and its characteristics. Humanistic and social scientific research have contributed to the
advancement of society including how one understands and evaluates social norms (Czarniawska, 2004; Soriano & Cao, 2016; Peterson, 2001). These
kinds of scholarly contributions have affected and impacted a range of specializations such as Business, Political Science, Humanities, Literature, and more
particularly, the field of Education.

In Education, much research is notable for contributing to the improvement of the significant aspects of classroom teaching around the world, such as
teaching approaches (e.g. Richards & Rodgers, 2014; Richards & Renandya, 2002), teaching of macro skills (e.g. Calkins, 1986; Badger & White, 2000),
blended learning (Garrison & Kanuka, 2004; Graham, 2006), classroom discourse (Kumaravadivelu, 1999; Hyland, 2011), and student learning (Oxford,
1990; 1994). Correspondingly, research has increasingly become an important element in the field of education, especially with the different curriculum
reforms in both the secondary and tertiary levels. In the academic context, research is the methodical processing of information to increase or expand our
current knowledge about a certain phenomenon (Leedy & Ormrod, 2005). Fishbein and Ajzen (1975) even stated that research gives rewarding learning
experiences for students, producing graduates capable of high personal and professional achievement. Accordingly, educational institutions have a huge
role in defining what research is as schools, colleges, and universities deal with transmission and generation of knowledge. Educational institutions engage
in teaching and research to push the boundaries of knowledge.

The purpose of this study is to describe the attitudes of the SHS students towards research that will possibly lead to a better
understanding of how the curriculum will plan and create ways that will aid the students fully embrace the importance of
research as part of the curriculum.
Example:
Research has created opportunities for development in different fields of expertise. With the help of research, all inventions and technological
2
advancements in all these fields have been possible. Humans have been able to find the cure for the flu, polio and many other diseases that have been fatal
in the past. Aside from the field of medicine, research has transformed how technology became an important part of one’s daily life. For example, talking to
long distance relatives is the outcome of research in technology (Gross, 2001). On the other hand, research also deals with a deeper understanding of
culture and humanities for one to understand the world and its characteristics. Humanistic and social scientific research have contributed to the
advancement of society including how one understands and evaluates social norms (Czarniawska, 2004; Soriano & Cao, 2016; Peterson, 2001). These
kinds of scholarly contributions have affected and impacted a range of specializations such as Business, Political Science, Humanities, Literature, and more
particularly, the field of Education.

In Education, much research is notable for contributing to the improvement of the significant aspects of classroom teaching around the world, such as
teaching approaches (e.g. Richards & Rodgers, 2014; Richards & Renandya, 2002), teaching of macro skills (e.g. Calkins, 1986; Badger & White, 2000),
blended learning (Garrison & Kanuka, 2004; Graham, 2006), classroom discourse (Kumaravadivelu, 1999; Hyland, 2011), and student learning (Oxford,
1990; 1994). Correspondingly, research has increasingly become an important element in the field of education, especially with the different curriculum
reforms in both the secondary and tertiary levels. In the academic context, research is the methodical processing of information to increase or expand our
current knowledge about a certain phenomenon (Leedy & Ormrod, 2005). Fishbein and Ajzen (1975) even stated that research gives rewarding learning
experiences for students, producing graduates capable of high personal and professional achievement. Accordingly, educational institutions have a huge
role in defining what research is as schools, colleges, and universities deal with transmission and generation of knowledge. Educational institutions engage
in teaching and research to push the boundaries of knowledge.

The purpose of this study is to describe the attitudes of the SHS students towards research that will possibly lead to a better
understanding of how the curriculum will plan and create ways that will aid the students fully embrace the importance of
research as part of the curriculum.
Example:
Research has created opportunities for development in different fields of expertise. With the help of research, all inventions and technological
2
advancements in all these fields have been possible. Humans have been able to find the cure for the flu, polio and many other diseases that have been fatal
in the past. Aside from the field of medicine, research has transformed how technology became an important part of one’s daily life. For example, talking to
long distance relatives is the outcome of research in technology (Gross, 2001). On the other hand, research also deals with a deeper understanding of
culture and humanities for one to understand the world and its characteristics. Humanistic and social scientific research have contributed to the
advancement of society including how one understands and evaluates social norms (Czarniawska, 2004; Soriano & Cao, 2016; Peterson, 2001). These
kinds of scholarly contributions have affected and impacted a range of specializations such as Business, Political Science, Humanities, Literature, and more
particularly, the field of Education.

In Education, much research is notable for contributing to the improvement of the significant aspects of classroom teaching around the world, such as
teaching approaches (e.g. Richards & Rodgers, 2014; Richards & Renandya, 2002), teaching of macro skills (e.g. Calkins, 1986; Badger & White, 2000),
blended learning (Garrison & Kanuka, 2004; Graham, 2006), classroom discourse (Kumaravadivelu, 1999; Hyland, 2011), and student learning (Oxford,
1990; 1994). Correspondingly, research has increasingly become an important element in the field of education, especially with the different curriculum
reforms in both the secondary and tertiary levels. In the academic context, research is the methodical processing of information to increase or expand our
current knowledge about a certain phenomenon (Leedy & Ormrod, 2005). Fishbein and Ajzen (1975) even stated that research gives rewarding learning
experiences for students, producing graduates capable of high personal and professional achievement. Accordingly, educational institutions have a huge
role in defining what research is as schools, colleges, and universities deal with transmission and generation of knowledge. Educational institutions engage
in teaching and research to push the boundaries of knowledge.

The purpose of this study is to describe the attitudes of the SHS students towards research that will possibly lead to a better
understanding of how the curriculum will plan and create ways that will aid the students fully embrace the importance of
research as part of the curriculum.
Developing Research Questions for Qualitative Research
3
• The WHAT QUESTIONS focus on individuals and social settings “looking for meanings that exist in,
emerge from, and are consequential for those setting”
• The HOW QUESTIONS typically emphasize the production of meaning. Research orients to the everyday
practices through which the meaningful realities of life are constituted and sustained.

Guidelines in Formulating Research Questions

1. Establish a clear relation between the research questions and the problem or topic.
2. Base your research questions on your RRL.
3. Formulate research questions that can arouse your curiosity and surprise you with your discoveries or
findings.
4. State your research questions in such a way that they include all dependent and independent variables
referred to by the theories, principles, or concepts underlying your research work.
5. Avoid asking research questions that are answerable with “yes” or “no.”
6. Be guided by the acronym SMART (specific, measurable, attainable, realistic, time-bound) in formulating
the research questions.
 3
Sample Research Questions
Title: Exploring Senior High School Students’
Academic Writing Difficulties (Roxas, 2020)
Research Questions: Research Objectives:

1. How do the co-participants describe their
academic writing difficulties?
2. What are the causes of academic writing
difficulties encountered by the co-participants?
3. How do the co-participants address their
difficulties in academic writing?
1. Describe the academic writing difficulties of the
co-participants.
2. Identify the causes of academic writing
difficulties encountered by the co-participants.
3. Enumerate how the co-participants address
their difficulties in academic writing.
 EXAMPLE:
Research Title:
3
Students’ Attitude and Apprehensions towards
Research: Exploring the Significance of Research
in the Senior High School Curriculum
Example Objectives
A. to determine the attitudes of senior high school students towards
research;
B. to identify the apprehensions of senior high school students towards
research;
C. to define the ways in which these attitudes and apprehensions inform
the SHS curriculum
 In this section, write the products that can be produced for your research such as 4
pamphlets, brochures, seminar-workshop, etc.

* 2 to 5 sentences for explaining what is a tangible product that can be produced from the
research you will conduct

Example
The research will shed light to efficient and effective teaching practices. It will serve as a provision
of teaching strategies to empower teachers in their teaching approaches; setting a true and
definitive standard to produce better results, particularly in the subject of Practical Research. The
study is also going to add to the lacking pool of knowledge concerning senior high school
students in the Philippines due to the contemporary nature of the K-12 system.
 5
The Significance of the study provides details to the reader on how the study will contribute such as what the study will
contribute and who will benefit from it. It also includes an explanation of the work's importance as well as its potential
benefits.

Guide Questions in Writing the Significance of the Study

1. What are the possible impact of the proposed study? (Who will benefit from the study?)
institution (e.g. administrators, teachers, etc.)
✓ students
✓Researchers
✓Body of knowledge

2. How will the results of the proposed study solve the established research problem? (What
benefits will people get from the study)
Example
5
The findings of this study will redound to the improvement of techniques in the delivery of lessons useful in helping students increase
memory retention in the online classes, not only in the language courses most especially to the content-based courses. Considerably,
the subject English for Academic and Professional Purposes is a core subject that focuses on the concepts like guidelines and features
of certain types of academic papers that should be methodically discussed. Furthermore, this study could be of importance to the
following:
DEPARTMENT OF EDUCATION and COMMISSION ON HIGHER EDUCATION. This study will further help the Department of
Education to focus on strengthening MELCs (Most Essential Learning Competencies) in the production of learning materials and
activities maximized to assist the cognitive load enough for the students to handle. In the same manner, Commission on Higher
Education will be able to make necessary adjustments on the patterns of instruction that college professors may apply to assist the
individuals moving up from Senior High School level to transition on the possible setup of learning in the higher education.
SCHOOL ADMINISTRATION. School administrators, both private and public schools, will be guided on what should be emphasized by
the teacher in the curriculum considering the MELCs (Most Essential Learning Competencies). In the process of planning for the
courses to be offered by the schools and institutions, they will be able to prioritize the basic competencies aligned to the courses. Also,
proper trainings for faculty members especially in the improvement of total engagement of the system to make remote learning
convenient on the stakeholders will also be regarded.
 5
Example (cont.)
TEACHERS. In regard to the strengthening of the MELCs (Most Essential Learning Competencies) in the school systems,
the teachers who are also instructional materials designers will be able to consider essential information as well as the
appropriate visual materials to be maximized in the delivery of concepts in teaching language and content-based subjects
that will help students retain online information taught in the virtual class. Most importantly, this study will guide teachers in
the use of mind map as a technique for memory retention in the online setting to help students at least ease the burden of
information overload mainly in content course where students have to master the basic technical concepts or technicalities
of the course.

STUDENTS. This study will help the students to use the tool for selecting the most relevant details about the topic being
discussed and learned in the online classroom. Furthermore, they will be able to design mind maps suitable to their style in
note taking. This way they can filter the information that will be contributed to cognitive load, allowing themselves to
prevent pressure in the process of learning.
 Example Research for THEORIES APPROPRIATE TO YOUR STUDY!
7
- How Is It Applicable In Your Study Give Its Principles?

John Sweller’s COGNITIVE LOAD THEORY (2011)

According to John Sweller (2011), Cognitive Load Theory is an instructional theory that takes full advantage
of the human cognitive architecture which is used to plan instructional procedures relevant to the retention of
information. Cognitive load pertains to the amount of information maximized by the working memory to process
information and be part of the long-term memory. Also, CLT specifies three different types of CL such as Intrinsic,
Extraneous and Germane. One of its principles is Element Interactivity which explains the level of complexity of a new
learning material in relation to the learner’s schema and environment. In this paper, the role of the germane cognitive
load in the form of mind maps will be the binding factor to assist the intrinsic cognitive load or the complex new
information (e.g. advanced concept about academic writing) as well as the extraneous cognitive load to be
incorporated to the working memory.
Example (cont.) Research for THEORIES APPROPRIATE TO YOUR STUDY!
7
- How Is It Applicable In Your Study Give Its Principles?

This study is focused on the factors that the researcher will

consider to test effectiveness of using mind maps as a tool for
information retention in the teaching of English for Academic
and Professional Purposes concepts in the online class.
Representing as the Germane Cognitive Load, Mind Mapping
as a strategy to assist students’ Intrinsic Cognitive Load which
is represented by the concepts taught in class as well as the
Extraneous Cognitive Load that can be reflected through the
distracting or inappropriate elements that may be included in the
instructional and learning materials presented to them.
What are “related literature”? 6
A literature review is a comprehensive summary of previous research on a topic. The literature review
surveys scholarly articles, books, and other sources relevant to a particular area of research. The
review should enumerate, describe, summarize, objectively evaluate and clarify this previous research

Hart (1998) defined related literature as:

“Selection of available documents (both published and unpublished) on the topic, which contain information,
ideas, data and evidence written from a particular standpoint to fulfill certain aims or express certain views on
the nature of the topic and how it is investigated, and the effective evaluation of these documents in relation to
research being proposed (1998, 13).
Purpose of the Review of Related Literature
• The review of related literature relates your study to a larger body of literature.
• It sets the context of the study and explains the significance of your research problem
• The review is useful in identifying areas that can be improved.
• It also serves as the foundation for the development of the theoretical and conceptual framework of
the study.
 Elements of Review of Related Literature 6
A literature review should be structured like any other essay: it should have the following parts:
1. Introduction
a) define your topic and provide an appropriate context for reviewing the literature;
b) explain the sequence of the review;
c) state the scope of the review – i.e. what is included and what isn’t included.

2. Body
a) organize the literature according to common themes;
b) provide insight into the relation between your chosen topic and the wider subject area
c) move from a general, wider view of the literature being reviewed to the specific focus of your research.

3. Conclusion
a) summarize the important aspects of the existing body of literature;
b) evaluate the current state of the literature reviewed;
c) identify significant flaws or gaps in existing knowledge;
d) outline areas for future study;
e) link your research to existing knowledge.
 Transitional Devices
Transitional devices are words or phrases that help carry a thought
from one sentence to another, from one idea to another, or from one
paragraph to another. Transitional devices link sentences and
paragraphs together smoothly so that there are no abrupt jumps or
breaks between ideas.

Examples:

also, additionally, again, similarly, a similar opinion, however, conversely, on the other
hand, nevertheless, a contrasting opinion, a different approach, etc.
 Reporting Verbs

• Analyses, argues, assess, assert, assume, claim, compare, contrast,

conclude, criticize, debate, defend, define, demonstrate, discuss,
distinguish, differentiate, evaluate, examine, emphasize, expand, explain,
exhibit, identify, illustrate, imply, indicate, judge, justify, narrate, outline,
persuade, propose, question, relate to, report, review, suggest,
summarize
 Make your RRL
Thematic!
Be sure to give a theme on the set of
related literature that have the similar
concept
 Example 6
(INTRODUCTION)

A number of authors recognized the use of techniques to increase information retention. This
section of the paper will concentrate on three major themes which emerge repeatedly
throughout the literature reviewed. These themes are: use of techniques to increase online
information retention, the effectiveness of using mind maps for information retention, and
employing mind mapping in English subjects. Although the literature presents these themes in
a variety of contexts, this paper will focus on the effectiveness of using mind map as
technique to increase the information retention of technical concepts and aspects of the
English subject.
 Example (BODY)
(1ST THEME OF LITERATURE): TECHNIQUES TO INCREASE ONLINE INFORMATION RETENTION
6
Previous studies have emphasized knowledge construction as one of the most crucial phases that learners undergo to basically proceed to the
acquisition of a particular skill, hence, a number of authors recognized that success in the construction and retention of information play a vital role in
the comprehension of the concepts or ideas in any subject matter.

In the study conducted by Comighud, Futalan and Pillado (2020), the emphasis on the factors that contribute to retain information of concepts learned
in courses such as the classroom activities and pedagogical methods of teachers, materials used for obtaining the learning objectives can greatly
impact the standing and academic achievement of learners were enumerated and elucidated one by one. Due to this idea, various teaching
techniques were crafted to address the difficulties in managing overload of information in different fields or subject matter, one of which is the use of
visual tools in terms of knowledge construction.

Most early studies as well as current works discovered that visual explanations advances the learning process specifically focusing on the increase of
information retention (Bobek & Tversky, 2016) for the reason that pictures or imagers as well as cognitive organizers also known as graphic
organizers are approaches that will enable learners to process information, in the same manner, relate schema or prior knowledge with latest
information encountered by an individual. (Vitulli, Giles & Shaw, 2014). Supporting these claims, Wilson, Copeland-Solas and Gutherie-Dixon
explained that utilizing visual tools for building comprehension and information aids students to create harmonized schema at the same time, integrate
the manner of assimilating and accumulating new set of details or information (2016). Another, a research study entitled The Role of Visual Learning in
Improving Students’ High-Order Thinking Skills by Raiyn (2016) cited Williams (2009) claim that information carrying visuals can better assist the
students given the fact that details with picture elements as distinguished from sound elements more likely retain and map in the human brain (par.1,
p.1) for the reason that 75% of all details or information that the brain is able to process will process is in visual format.
 Example (BODY)
(2ND THEME OF LITERATURE): USE OF MIND MAPPING FOR INFORMATION RETENTION 6
Visual language, as said by Robert E. Horn, an American Political Scientist and a visiting scholar of Stanford University’s Center for Language and
Information, is "When words and visual elements are closely entwined, this is the time we create something new and we augment our communal
intelligence .. hence, visual language has the potential for increasing ‘human bandwidth'—the capacity to take in, comprehend, and more efficiently
synthesize large amounts of new information." (SHIFT Disruptive Learning, 2014). The application of this creative combination of image and text -
visual language - is manifested through different formats such as concept maps, infographics, graphic organizers and concept diagrams which
significantly assist students to remember visually compelling charts, photos as well as other infographic elements rather than a text-based online
content material. This has been an effective ay because it makes them recall and have an instant overview of the topic allowing them not to read
anymore a paragraph long explanation of the information they need to comprehend (Pappas, 2016).

Such method has driven developments of boosting memory. For instance, in the study conducted by Wilson et.al (2016), the Arabic language learners
were reported to experience the beneficial impact of using mind maps as it assisted them “reduce cognitive load” manifested through an increased
interest on creative expression of their mind map, comprised of images and simple English words that paved them to summarize and easily recall the
lessons taught in Environmental science class. In connection, a recent study by Bawaneh (2019) posits that an immediate achievement and retention
of electric energy concepts in Physics had been evident since the maximization of “mental images” made it easy for the tenth grade students to
assimilate and retain information as supported by the research of Al-Otaibi (2016) explaining that mind maps allow them to see the whole picture of
the subject which increases the opportunities to recall the idea in science courses. In another scenario, mind mapping as a technique was utilized in a
study entitled Combining E-Books with Mind Mapping in a Reciprocal Teaching Strategy for a Classical Chinese Course by Wu and Chen (2018)
where the findings emphasized the increased opportunities for students to discuss the information they have learned that paved way not only in
information retention and improved reading comprehension.
 Example (BODY)
(3RD THEME OF LITERATURE): APPLICATION OF MIND MAPS IN ENGLISH CLASSES
The method introduced by Buzan has been advantageous on the learning of English language. Mind mapping technique was employed in the enhancement of
6
different skills in English language particularly writing, grammar and vocabulary. The combination of textual information with visual elements in the form of mind
map stands out as an exceptionally suitable medium for getting certain message across in a comprehensible manner that offers a high level of retention.

Based on the research conducted by Bukhari (2016), English language teachers applied the said method in a writing class of Saudi Arabian learners in the
intermediate level that give rise to the enhancement of students’ ability to write with cohesion and coherence in the aspect of content paragraph structuring. In
relation to writing, mind mapping technique was discovered to help Russian sophomore students to utilize associative thinking that made them strengthen their
recall of the concepts and factors taught in General English. These students who participated were able to decide on the necessary details they need to locate
from a reading text as well as understand new vocabulary (Buran & Filyukov, 2015). Another recent study that applied mind map in learning vocabulary is the
study conducted by Jiang (2020). As stated in the study, teachers utilized mind mapping technique to prevent a boring session in the online class for the reason
that the appearance and elements of mind maps encouraged the online learners to start discussions. The utilization of mind map in this study paved way for
students to maximize different platforms that will help them in generating mind maps online but most significantly, the teachers in this study equipped the
students the enough explanation of the purpose of this technique which is to relate details in the same manner as how their brain functions

Aside from writing and vocabulary, Wang’s study on the application of the mind map in English grammar teaching emphasized the development of memorizing
grammar knowledge among Chinese students (2019, p.990). According to Wang (2019), the application of mind map as a technique helped the Chinese
students to organize their idea and knowledge about the individual details regarding grammar. In connection to these data obtained by Wang, a study
conducted by Suseno and Setyawan (2014) expounded the relevance of practicing the use of mind maps for augmentation of student’s grammar achievement.
In this said research, the findings revealed a positive effect regarding the use of mind mapping technique since it yielded a significant level of 5% which
explains that it the students had an improved performance in grammar as analyzed using SPSS. However, one of their recommendations for future researchers
is to explore on the variation of research subjects who have different levels in English proficiency or could also be on the grammar focus or language skills to be
developed.
 Example (CONCLUSION) 6
Previous studies have emphasized that a typical ‘one-size-fits-all’ approach in teaching inclines to be unfavorable
in the cultivation of learners’ diversity since their differences can greatly impact their progress in improving
academic performance. This section of the paper revealed the three major themes focusing on the techniques
used to increase retention of online information, the utilization of mind map as a technique to increase memory
retention as well as the implementation of mind mapping technique in the English related courses or classes.
Based on the reviewed literature, gaps were discovered from various studies - one of which is the guidelines that
may help educators and instructional materials designers to avoid overuse of visual elements in learning
materials and inappropriate method of delivering visual language in online classes. Lastly, although researches
have illuminated the effectiveness of mind mapping relating to the development of English language skills, the
previous studies only focused on the improvement of the skill writing - exclusively concentrating on sentence
construction, organization of ideas for writing tasks as well as cultivating pertinent vocabulary to be used in their
compositions, therefore another gap that the researcher will fill is on the use of mind mapping technique to help
students retain online information specifically the technical terms, formats, and technical concepts as well as
guidelines and rules that is covered in the course English for Academic and Professional Purposes, mainly
focused on academic papers.
 Draft this part
This section should explain how each specific objective will be achieved in the most rigorous
way possible. The methodology should discuss the following details as appropriate:

WHERE WILL YOU CONDUCT THE STUDY?

WHO WILL BE YOUR PARTICIPANTS? HOW MANY ARE THEY?

WHAT WILL BE YOUR SAMPLING PROCEDURE IN CHOOSING
YOUR PARTICIPANTS?
WHAT IS THE TYPE OF QUALITATIVE RESEARCH THAT YOU WILL
APPLY? HOW WILL YOU COLLECT YOUR DATA? IS IT THROUGH
INTERVIEW, FOCUSED GROUP DISCUSSION, OBSERVATION, ETC.?
WHAT IS YOUR DATA ANALYSIS PROCEDURE? IS IT THEMATIC ANALYSIS? CONTENT
ANALYSIS? OR OTHERS? EXPLAIN.
WHAT KIND OF INSTRUMENT WILL YOU USE? WILL YOU USE INTERVIEW
INSTRUMENT/PROTOCOL? OBSERVATION PROTOCOL? ETC.
Example This section should explain how each specific objective will be achieved in the most rigorous
way possible. The methodology should discuss the following details as appropriate:
The study will be conducted in the University of Perpetual Help-Molino campus. The university is located in
Bacoor, Cavite. Since 2016, the university has been accepting senior high school students from public and private
schools which led the population to increase immensely. Consequently, the diverse characteristics of the students in
terms of socio-economic status, educational and family background will be advantageous in the conduct of the
study.

The population of this study will be eleventh-grade students who will be enrolled in Humanities and Social Sciences (HUMSS) of
the academic strand in University of Perpetual Help – Molino. The subjects of this study are homogeneous in terms of nationality
and educational system. The researcher will choose only 2 classes from this strand. These two classes from Humanities and Social
Sciences strand will be categorized into control and experimental groups.

The researcher will employ purposive sampling technique also called as judgmental sampling in which “characteristics of a
population of interest” will be chosen for the research. Based on the book written by Johnson and Christensen (2014), this sampling
technique is a nonrandom sampling technique which the researcher. In this study, the subjects are students whose training revolves on
the skills in writing, speaking and reading, must belong to Humanities and Social Sciences (HUMSS), an academic strand in the Senior
High School department of University of Perpetual Help – Molino and most importantly they must be enrolled in the course English for
Academic and Professional Purposes.
 Example
The study will employ phenomenological research design. The study
will be focused on how the senior high school students find meaning
out of their experiences. Unstructured Interview will be used to
collect the significant experiences of the participants in research.

Thematic analysis is a method of analyzing qualitative data. It is usually applied to a set of texts,
such as interview transcripts. The researcher closely examines the data to identify common themes
– topics, ideas and patterns of meaning that come up repeatedly. Defining and naming themes. In
this study, the themes will be used to represent answers to the research questions.

The researcher will create an interview questionnaire consisted of 15 open-ended

questions. These questions will extract experiences of the participants necessary for the
identification of the attitudes and apprehensions of SHS students towards research
learning.
 BIBLIOGRAPHY

Follow
6TH EDITION APA STYLE
Note: Check your citations and make sure that
all of them will be included in the references