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RESEARCH
REPORT
LOLO MO RESEARCH REPORT
Research is a systematic
explanation of possible
solutions to an existing
problem.
RIVERA (2007)
Regardless whether it is published or
not, it is imperative that findings be
disseminated through a research
report.
THE FOLLOWING IS THE SUGGESTED
FORMAT:
• Title page • Materials and • Literature Cited
• Abstract Methods
• Introduction • Results
• Discussion
TITLE PAGE

•Select an informative title.

Include the name(s) of
authors and the date
submitted.
EXAMPLE:
Heroic Moments: A Study of
Comic Book Superheroes
in Real-World Society

In partial fulfillment of the requirements in

Practical Research 1I

Midoriya, Izuku
Todoroki, Shouto
Katsuki, Bakugo

June 28, 2021

ABSTRACT
Summarizes:
• Intent of the research
• Significant findings
• Conclusion
• Recommendations
- Usually does not exceed 300 words.
- It should not refer to any part of the report
- Written in past tense
Comic book characters are a pop culture phenomenon. Many
characters have been in publication for more than half a century and
now star in annual blockbuster fi lms. Many of these characters have
enduring popularity, but why? Marvel Comics and DC comics have
told Captain America and Batman stories since 1940 and 1937,
respectively,. These two characters have only become more popular
with the release of Batman’s Dark Knight Trilogy fi lms and Captain
America: The First Avenger and Marvel’s The Avengers; These
characters were not always this mainstream, however. In the late
1990s and early 2000s, the comic book speculation market, wherein
comic book were bought by collectors and resellers because of their
perceived value, had just collapsed, leaving comic book publishers,
vendors, and collectors looking to reformat their business practices.
Yet Batman and Captain America stories were still published each
INTRODUCTION
• Contains the rationale for conducting the
research.
• Justifies the importance of the research
• Describes how it contributes to the existing
knowledge of the discipline.
• Includes literature that reveals gaps or
affirmations
Rationale includes:
- The overall question and its relevance to
science
- Suitability of the model to the overall question
- Experimental design and specific hypothesis or
objective
- Significance of the anticipated results to the
overall question
Society expects teachers to be concerned with students’ learning
and to induce learning in others. However, less emphasis is given
to teachers’ learning and how they learned practical knowledge in
the practice of their profession. Tickle (1987) expressed the need to
look into the value of practical knowledge because it leads to
competence and beyond competence to professional excellence.
Practical knowledge is stressed by Ryan (1998) as workplace
learning. The workplace is a learning organization and teaching is a
workplace learning experience. To be effective, the teacher must
gain insights into their own teaching and learn from the
experiences in the workplace. However, the imperatives to address
the workplace-learning component of teacher educators are not
often articulated (Smyth, Dow, Hattam, Reid, & Shacklock, 2000).
METHODS AND MATERIALS
• Documents all your procedures (for reproduction)
• It is usually written in past tense even if it is awkward
• Under experimental methods, everything done in the laboratory must be
reported

It contains:
• the research design,
• respondents,
• sampling techniques and
• the description of the procedures.
The study was a qualitative-quantitative research which
employed checklists, story frames, and interview schedule
to delve deeper into the areas, sources of learning and
learning processes of teachers.
Six workplaces from higher education institutions in the
Philippines were selected for the purpose of the study. The
selection of multiple school sites was done because of the
desire to investigate the dynamics of different school types
and location as workplaces of teachers. The researcher
believed that no single school site would have accurate
information of the diversity of teachers’ learnings.
 RESULTS
• Raw data are never included which means data is either narrative or
presented in a graph or table.
• Always describe each data as part of the overall study, to observe
continuity
Example:
In order to test the null hypothesis that dust particles are responsible
for the blue color of the sky, we observed the results of filtering air
through materials of decreasing pore size. Table 1 lists the spectrum
of transmitted light at right angles to the light path through air filtered
through different pore sizes.
DISCUSSION
Includes:
• Interpretation of data
• Whether each hypothesis is supported, rejected, or undecided
• Do not dismiss as inconclusive, make the conclusions that you
can and suggest for modifications to properly test the
hypothesis
• Still written in past tense
• Decide where to go next by asking questions that remain.
LITERATURE CITED
• List all literature cited in your report:
• In alphabetical order
Example:
Calderhead, James. (1988). Teachers’ professional learning. London:
Falmer Press.
Cross, Patricia. (1981). Adults as learners. San Francisco: Jossey Bass,
Inc.
Edwards, R., Nicoll, K., Solomon, N., & Usher, R. (2004). Rhetoric
and educational discourse: Persuasive texts. London: Routledge
Falmer.