Chapter 1: INTRODUCTION

Background of the Study

1st Paragraph
 Begin with the contextual view of the study. (problem)
 Description that makes reader understand the research
questions and appreciate why they are asked.
2nd & Succeeding Paragraph
 Present some studies or evidence from global, national
and local scenarios.
Last paragraph
 Highlights gap in knowledge addresses by the study

Note:
 Limit your introduction from 1 to 2 pages.
 Do not start with a quotation.
 Context is supported by authorities.
 Chapter 1

Statement of the Problem

 Clearly show the problem that you are about to study.
 The problem must come from a certain situation that has a
linked need or unresolved difficulties/gaps.
 The questions can be answered at the end of the study by
supporting data / evidences.
 Identify specific statements in question forms. The
questions should be directly related to the general problem
statement.
 Chapter 1

Significance of the Study

 Identify who would benefit from your study and what
benefits they could get from it.

 Have linked importance and significance the moment you

acquired the results.

 No need to cite students.

Scope and Delimitation of the Study

 Define the boundaries of your study.

 Cites data collection period and school year;

identifies schools involved, number of classes, their
grade/year level, number of teachers involved, and
topics of lessons covered (if applicable).
 Chapter 2: REVIEW OF LITERATURE AND
CONCEPTUAL FRAMEWORK

Related Literature
 Use statement of the problem as guide to structure and
sequence of topics. Make research questions into phrases for sub-
headings.
 Present the general picture of your research topic.
 Avoid “cut and paste” (paraphrase or quote): section is a
coherent whole.
 Choose those that are in line with the purpose of your study.
 Ensure that the discussion should be in a form of critical
analysis.
 Show the relationship of the present study with the previous or
earlier academic works.
 Last part highlights gaps in literature specifically addressed by
your study.
 Use appropriate format for citations and references.

Note:
 Only the last name of the author should be given.
 Subtitle should be upper/lower case bold followed by a period.
 Discussions should be in paragraph form.
 Direct quotes should be indented both sides, italicized, single
space.
 Chapter 2
Conceptual Framework
 Stands as the tentative theoretical explanation of the
phenomenon or problem under investigation.

 Diagram connects variables under study with lines

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

 Variables may have values or sub-variables.

 Congruent with research questions.

 Rule of thumb: number of research questions is at least

equal to the number of lines/arrows in conceptual
framework.

 Starts with text and early cites the diagram.

 Use diagram to explain framework. Justify each

variable/sub-variable and each line/arrow using logic and
synthesized studies (cite authors from the literature review).
 Chapter 2
Research Hypothesis
 Tentative statements of relationships between two or more
variables.

 It is based on existing information and they are tested

experimentally or empirically.

 It should be written in null hypothesis form.

Definition of Terms
 Conceptually or operationally define each of the identified
terms.

 Clear definitions for these variables are necessary.

 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 3: METHODOLOGY
Research Design

 Justify the selection of the research design.

 Discussion should focus on the used of the research design in

relation to the quest in finding answers to the research questions.

 Application of the research design in gathering and treating the

data to answer the research questions must be explained.

Sample
 Description of the subjects, number & grade level (for students),
naming school and its location, unless w/ confidentiality conditions.
Otherwise, only location, type, and size of school are stated.

 Number of classes, class size, and number of teachers are indicated.

 How students and teachers are selected (sampling procedure) is

described.

 After data collection, put actual sample: sample size, distribution of

subjects by sex & average age.

 If applicable, describe relevant characteristics of teacher (s) like sex,

teaching experience, educational attainment, & related training. Use
past tense.
 COMMON KINDS OF QUANTITATIVE RESEARCH

• Involves describing the characteristics of a

Descriptive group by means of such instruments as
interview questions, questionnaires, and
Survey tests

• Involves studying relationships among

variables within a single group and
Relational frequently suggests the possibility of
cause and effect

• Involves manipulating conditions and

Experimental studying effects.

• Involves comparing known groups who

Causal- have had different experiences to
determine possible causes or
Comparative consequences of group membership.
 Chapter 3
Research Instrument
 Enumerate instruments to be used. Indicate if researcher-made, adopted
or modified (give author, year, & reliability coefficient).

 Quickly describe pilot-testing of instruments.

 Indicate how researcher-made instruments will be content-validated.

 Indicate computing reliability coefficient, commonly Cronbach alpha,

for rating scale and tests.

 Add structure/parts and number of items of each instrument.

 Add Table of Specifications for researcher-made tests.

 Add details of content validation: who the experts are without naming
them.

 Add details of pilot-testing (when and who), and describe group

(similar to group to which instruments will be eventually administered).
 Chapter 3
Data Collection Procedure
 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.

 The following questions must be answered:

o How the permit from the proper authorities was
granted?
o How the assessment (testing, retrieval of the
questionnaire, recording) was conducted?
o What data management strategies were used?
 Chapter 3
Data Analysis Procedure
 Describe analysis to be done for each research
question, following sequence in Statement of Problem.

 State if tests of hypotheses will be done and for what

purpose.

 Indicate that tests of hypotheses will be done at . 05

level of significance.

 Level of significance or p value = no. of cases out of 100

cases that results are due to chance alone.

 Add scoring system for instruments.

 Avoid giving formulas or standard procedures for

statistical tools (reader is expected to know these or look
them up in statistics references).
Treating Data Statistically

Why we use statistical

tools in research?
Answer

The results and

inferences are precise
only if proper statistical
tests are used.
Commonly used statistical tools in research

Mean
t-test
Analysis of Variance (ANOVA)
Pearson r
Regression Analysis
Next Activity . . . . . . . . . . . . . .
Installing Excel Data Analysis ToolPak
Procedure
1. Open excel format
2. Open File the click Options
3. Click Add-Ins and highlight Analysis Toolpak-VBA
4. Ensure that Excel Add-Ins is in the manage box then
click Go
5. Check the boxes with analysis toolpak and click ok

congratulations!
Table 2
Significance of the Difference Between the Pre-test
and Post- test Results

Mean SD t-value p-value Decision

Score α=0.05
Pre – test

Post – test

Interpretation
If the p-value is lesser than 0.05 level of significance,
then the null hypothesis is rejected which says that
there is no significant difference between . . . . . . . .
How to interpret results?
If the computed t-value is greater than the tabular
t-value, it is concluded that there is a significant
difference between the pre-test and post-test
scores. The result explains that students perform
better when . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
What is p-value?
When you perform a hypothesis test in statistics, a p-
value helps you determine the significance of your
results. The p-value is a number between 0 and 1 and
interpreted in the following way: A small p-
value (typically ≤ 0.05) indicates strong evidence
against the null hypothesis, so you reject the null
hypothesis.
 Chapter 4: PRESENTATION AND
ANALYSIS OF DATA
 Rewrite Chapters 1-3 before or
after data analysis and before
writing Chapter 4.

 Rewrite Chapters 1-3 in past

tense, wherever applicable, and
make corrections for actual data
collection and data analysis
procedures.

 Label section headings based on

research questions and follow their
sequence
 Chapter 4: PRESENTATION AND
ANALYSIS OF DATA

 Include
o tables, graphs, figures for quantitative
study

o statistical results of hypotheses tested

o possible explanations of unexpected

results

o Implications of results to existing

situation
 Chapter 4: PRESENTATION AND
ANALYSIS OF DATA

Tables and Figures

 Quantitative data are organized &

summarized in tables and figures.

 Information shown in tables and figures

is reiterated in the text.

 Present results of hypothesis test in

tables using statistical format, e.g., t value
and level of significance (p-value).
 Chapter 4: PRESENTATION AND
ANALYSIS OF DATA

 Enrich & support quantitative analysis

w/ qualitative data analysis using
selected quotes/utterances & observed
behavior of subjects.

State 1-2 implications of findings to current

situation

Compare results of present study with

related studies, as follows:
 This result is consistent with or similar to
that of… (related study)
contradicts/opposes that of… (related
study)
 Chapter 5: CONCLUSIONS AND
RECOMMENDATIONS

Conclusions

 State answers to research questions,

following their sequence.

 Answers are general statements of

findings.

 Do not include related literature.

 What is a conclusion?

Conclusion is the final chord of the research

paper.

A research paper must end with a well-

constructed conclusion.

Conclusion section is the outgrowth of the

results section.

The objective of the Conclusion section is to

examine the results, determine whether they
solve the research questions
 Chapter 5: CONCLUSIONS AND
RECOMMENDATIONS
Recommendations
 Write recommendations for beneficiaries
of results of study cited in Significance of
Study.

 Look at limitations of study, in scope,

sample, instruments, intervention
implementation and adequacy, and data
collection.

 Give suggestions on how to improve the

study based on the limitations.

 Include areas for future research and give

at least one example.
Why do referencing?
Acknowledging the contributions of other
researchers in your work.

 Citations are not used simply to avoid

plagiarism, it has its important roles:

• Referencing is also a way to give credit to

the writers from whom you have borrowed
words and ideas. By citing the work of a
particular scholar you acknowledge and
respect the intellectual property rights of
that researcher.
 Referencing Styles
Aspect APA Style MLA System

Writing the author’s Full surname first, then Full name first, followed by
followed by the initials of full first name, and optional
name initial of the middle name
first and middle names

Writing the title of the Italicized title with only Underlined or italicized title
the beginning word with all content words
reading material capitalized
capitalized (exception:
capital for every proper
noun)

Writing the copyright Written after the author’s Written after the publisher’s
name name.
date
APA format
Guidelines in Research-Report Writing
1. Organize the parts of your research report based on
the standard research-report structure that consists of
the sequential components:
2. Title
3. Abstract
4. Introduction
5. Methodology
6. Results or Findings
7. Conclusion
8. Recommendations
9. References
10. Appendices
Guidelines in Research-Report Writing
2. Familiarize yourself with the language of academic writing.
3. Observe the mechanics of research-report writing which are as
follows:
a. Physical Appearance
b. Quotations (block quotation)
c. Footnotes
d. Statistics and Graphs
e. Final Draft
4. Consider the research-report writing styles or format.
APA (American Psychological Association)
MLA (Modern Language Association)
CMS (Chicago Manual of Style)