Methods of Research Notes

Southwestern University
Cebu City
Graduate School of
Health Science, Management and Pedagogy
A. What is Research?
The term research comes from the French word recerche which means to
travel through or to survey. Webster defines it as the systematic, patient study
and investigation in some fields of knowledge, undertaken to discover and to
establish facts and principles.
According to Bowling (2004), research is a systematic and rigorous
process of enquiry that aims to describe process and develop explanatory
concepts and theories, in order to contribute to a scientific body of knowledge.
It always proceeds from the known to the unknown. Its main purpose is the
discovery of truth.
On the basis of structure, the word research or re-search implies that the
person has to search again, to take another careful look, to find out more
(Selltiz and Other, 1976). This may be done because what one already knows
may not be enough, misleading or totally wrong. Kerlinger (1986), a social
behaviorist, defines research as a systematic, controlled, empirical and critical
investigation of natural phenomena guided by theory and hypothesis about the
presumed relations among such phenomena.
A more basic and all-inclusive definition of research is:
Research is a systematic, objective and comprehensive investigation of
certain phenomenon which involves accurate gathering, recording, and critical
analyzing and interpreting of all facts about the phenomenon.
Generally, the purpose of research may be expressed in a capsule as:
To discover is to find truth about a subject which was not yet part of the
stream of knowledge.
To verify is to find whether what was found to be true fifty years ago is still
true today.

jor Types of Research

1. The pure or theoretical type of research is conducted for the sake of
knowing. Its main objective is to test or arrive at a theory with the ultimate
goal of establishing general principles (Fox, 1969). Whatever knowledge it gains
is not intended for any practical purposes such as improving the life of the poor
or solving a social problem. The knowledge is gained so as to improve on what

man already knows and thus to expand the frontier of human understanding. It
is, therefore, in search of knowledge for knowledges sake.

2.
Applied or practical research is done to obtain knowledge for useful
ends. In this kind of research, the intention is not just to obtain knowledge but
to use that knowledge for useful ends and to solve certain difficulties or
discomfort, or to improve the prevailing condition which, in its present state,
may be satisfactory but which has still room or possibility for
improvements. According to Gay (1976), its purpose is to apply, test and
evaluate the usefulness of a theory or knowledge arrived at in solving
problems.

3. Action research is undertaken by participants in social situations to

improve their way of life. This is designed to study societies with the aim of
changing their practices. It is a community-based method which employ a
wide range of settings from hospitals and health clinics to clubs, factories
and schools (Bowling, 2004).
C. Approaches in Research
1. Quantitative Research usually starts with a theory or a general statement
proposing a general relationship between variables. This is typically
concentrates on measuring or counting and involves collecting and analyzing
numerical data and applying statistical tests.
2. Qualitative Research investigator views the phenomena to be investigated as
more personal and softer. Qualitative research uses methods such as personal
accounts, unstructured interviews and participant observation to gain an
understanding of the underlying reasons and motivations for peoples attitudes
preferences or behaviors. Generating hypotheses from the data collection rather
than testing a hypothesis is the emphasis of qualitative research.
D. Characteristics of Good Research Questions
Good research questions have the four essential characteristics. The
researcher should formulate research questions
1. Feasibility. It can be studied without an undue amount of time, energy,
or money.
2. Clarity. Most people would agree as to what are the key words in the
question mean.

3. Significance. It is worth researching because it will provide new

knowledge about the world and the human condition.
4. Ethical. It does not involve physical or psychological harm or damage to
human beings, to animals or to any natural or social environment.
E. SWU RESEARCH PROPOSAL (CHAPTER 1) FORMAT
CHAPTER I THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study
Theoretical Background
THE PROBLEM
Statement of the Problem
Statement of Hypotheses
Significance of the Study
RESEARCH METHODOLOGY
Research Design
Research Environment
Research Respondents
Research Instruments
Research Procedures
Gathering of Data
Treatment of Data
DEFINITION OF TERMS
BIBLIOGRAPHY
APPENDICES
A. Transmittal Letter
B. Research Instrument
CURRICULUM VITAE

PARTS OF RESEARCH PROPOSAL

I. The Rationale of the Study
This section in a research paper provides ideas and background that caused
the researcher to undergo the study. It may be composed of 3 to 5 paragraphs
or a total of 2-3 pages.
1. The first paragraph presents an opening statement or a general idea or
information about the main variable/s. It will expound the statement
justifying the study.

2. The second paragraph (may be composed of two) should revolve around

the scope and coverage of the study. It presents the prevailing scenario
or current situation of the environment or the elements being studied by
presenting statistics or data as situationaires.
3. Third paragraph usually challenges the readers to become interested in
the findings of the study. This will bridge the whole rationale to the
problem statement.
4. A maximum of three sentences may form part of the last paragraph
discussing the competence of the researcher/s to conduct the study.

II. The Theoretical Background

This portion presents the anchor/main theory which is the cornerstone of the
research or springboard of the study. Supporting theories should also be
included and discussed. The authorities who formulated the theories and ideas
cited in the study should be properly cited. Supporting the theories under the
theoretical background are reviews of related literature and studies. A good
review of related literature is exhaustive comprehensive and selective. Findings
of previous studies should be incorporated in relation or support to a theory or
literature. Local and international sources or studies will make a good review of
related literature. Theories, literatures and studies should be logically arranged
according to its relevance and/or relatedness to each other. A theory may be
supported by an international literatures and studies then followed by local
resources.
Documentation in Research Paper, Thesis and Dissertation
Documentation is important in writing a research paper, thesis, and
dissertation to determine if the researcher has consulted several research works
as references. A research paper, thesis and dissertation are valueless without
documentation. It can be gleaned that whether statements are quoted directly
or indirectly, primary or secondary sources, they must be cited to provide an
accurate information of the materials and the exact source. A researcher who
fails to cite documentation on his research paper, thesis or dissertation of ideas
taken from other sources resorts to plagiarism. This is an act wherein the
writer uses the passages, ideas, writings, and statements of others without
giving due credit.

Generally Accepted Documentation:

Parenthetical Reference Citations in Text and Bibliography
erican Psychological Association)
Author cited in text
If you mention the authors name in your text, cite only the date of
publication in parenthesis, immediately after the authors name.

Ornstein (1992) believes that good moral character requires a clear set of
values.
Author not cited in text
If you do not mention the authors name in your text, his name and the date
of publication appear in parenthesis at the end of your sentence.
Good moral character requires a clear set of values. The values a person
holds depend on many factors, including environment, education and
personality (Ornstein 1992)
Author and date cited in text
If you use both the name of the author and the date in the text,
parenthetical reference is not necessary.
In a 1984 article, Sternberg explained the relevance of educational
leadership in teaching intelligence.
Author cited is from a secondary source
If you mention the authors name in text, use the following format:
Rogers (1953), as cited by Ornstein (1992), concluded that the essence of
creativity is novelty, and, hence we have no standard by which to judge it.
Or
According to Rogers (1953) as cited by Ornstein (1992), concluded that the
essence of creativity is novelty, and, hence we have no standard by which to
judge it.
If you do not mention the authors name in your text, use the following
format:
Wisdom is more clearly associated with intelligence than is creativity, but
differs in emphasis upon mature judgement and use of experience with difficult
situations (Sternberg, 1986 as cited by Ornstein 1992)
Work by two authors
If you mention the authors name in the text, use the following format:
According to Dudley and Faricy (1997) all people have created art, at all
times, in all countries, and it lives because it is liked and enjoyed.

According to Curwin and Mendter (1988) as cited by Ornstein (1992) some

educators are quick to package programs that are discussed in the professional
literature or advertised as reform or a quick fix.
Work by more than two authors
For a work by three or more authors, give only the last name of the first
author and use the following format:
As Sanchez, et. al. (198) put it, advanced science and technology have
overwhelmed many aspects of our lives, and even our possibilities of survival
are affected.
According to Sanchez, et. al. (1998) as cited by Cruz (2001), advanced
science and technology have overwhelmed many aspects of our lives, and even
our possibilities of survival are affected.
Works by two or more authors with the same last name
When you cite works by two or more authors with the same last name, use
initials to identify the authors in the text even if their dates of publications
differ.
Rita Dunn (1989) has confirmed the findings of Kenneth Dunn (1987).
Work identified by title
When a work is listed in the reference list by title alone, a shortened version
of the title is used in the text to identify the work. The title of a book is
underlined; the title of an article appears within quotation marks.
The National Endowment for the Humanities supports theoretical and critical
studies of the arts but not work in the creative or performing arts (Guidelines,
1998)
The changes in the Medical College Admissions Test should encourage more
students to pursue studies in the social sciences, humanities, and natural
sciences (New Exam,1989).
Corporate Author
When you cite a work by a corporate author, use the name of the
organization as the author.
Retired administrators will retain access to all of the universitys
educational and recreational facilities (University of South Carolina, 1987)

III. Conceptual Framework

Is a schematic presentation of the entire research process. Presented by a
diagram INPUT-PTOCESS-OUTPUT.

IV. The Research Problem

The problem statement sets the direction of the study. It is the verbalization
of the question which the study proposes to answer. This is divided into the
main problem and the subsidiary problems. These can be stated in declarative
(infinitive) or interrogative (question) form.
The main problem is the whole focus of the study. This is reflected in the title
of the study. The sub problems are the break down of the main variables into
their components. When the answers to the sub-problems are put together,
they answer the main question.
Techniques to facilitate problem identification

Visit the library and browse books and other reading materials
Consult your heads about the research thrusts of the school
Observe needs and concerns in your workplace, community or school
Search related topics from journals and other scholarly materials
Analyze the possible causes of the present problems or current issues and
their possible solutions
Read recommendations from unpublished materials (theses and
dissertations)

Hypothesis
Hypothesis is a scientific guess pertaining to the relationship or difference of
variables being investigated. It is optional. However, it must be used whenever
there is a basis for prediction.
Independent and Dependent Variables

An independent variable is a variable that stands alone and isn't changed

by the other variables you are trying to measure. A dependent variable is
something that depends on other factors. (Independent variable) causes a
change in (Dependent Variable) and it isn't possible that (Dependent Variable)
could cause a change in (Independent Variable).
For example: (Time Spent Studying) causes a change in (Test Score)
and it isn't possible that (Test Score) could cause a change in (Time Spent
Studying).

We see that "Time Spent Studying" must be the independent variable and
"Test Score" must be the dependent variable because the sentence doesn't
make sense the other way around.
The Title
These are the characteristics of the title.
1. Generally, the title is formulated before the start of the research work.
2. The title must contain the subject matter of the study, the locale of the study
and the population involved.
3. The title indicates what is expected to be found inside the research report by
stating the aspects of the subject matter to be studied. It must be as brief
and concise as possible.

4.
Avoid using the terms An Analysis of, A Study of, An Investigation
of, and the like. All these things are understood to have been done or to be
done when a research is conducted.
5. If the title has more than one line, it must be written like an inverted
pyramid and all words should be capitalized.

Example
LEARNING STYLES AND BRAIN DOMINANCE OF FRESHMEN
HIGHSCHOOL STUDENTS IN SOUTHWESTERN UNIVERSITY
(SWU), CEU CITY
V. Significance of the Study
Significance of the study in a research manuscript lists the benefits of the
study either to a body of scientific knowledge, to practitioners in the area of the
research or to any other group which will benefit from the results. In short, this
will answer the question: Why is it important for the study to be conducted?
Who will benefit from it? What benefits could be derived from the study?
VI. The Research Designs
Research Design is a systematic plan of a research. It usually includes
formulating a strategy to answer a research question(s). It also provides details
about methods for collecting, recording, processing, and analyzing the
recovered data from the research environment. It is a plan for collecting and
utilizing data so that desired and sufficient information are obtained and the
hypotheses are tested properly.

According to Calmorin and Calmorin (2007), there are four kinds of

research designs. These are historical, descriptive, experimental, and case
study.
Historical design is a systematic and critical inquiry about the past
events using the critical method in understanding and interpreting of facts
which are applicable to current issues.
Data can be taken from primary and secondary source. Documents, relics
and oral testimony are example of primary sources. Secondary sources are
second hand information.
According to Good and Scates (1972) there are three major steps or
processes of historical research. These states are as follows:
1. Collection of data, with consideration of documents and remains or relics
of primary and secondary sources, of bibliographical procedure, and
organization of materials;
2. Criticism of the data collected, including the processes of external
criticism and internal criticism; and
3. Presentation of the facts in readable form involving problems of
organization, composition, exposition and interpretation.
Descriptive Design. Descriptive research focuses on the present
condition. The purpose is to find new truth that may have different forms such
as increased quantity of knowledge, an increased insight into factors which are
operating, the discovery of a new causal relationship, and more accurate
formulation of the problem.
Descriptive studies provide essential knowledge about the nature of objects
and persons. Descriptive studies play a large part in the in the development of
instruments for the measurement of many things. Test papers, questionnaires,
interview, schedules, observation schedules, check lists, score cards, and rating
scales are some of the tools used in descriptive studies.
Descriptive Researches
Descriptive-survey is appropriate wherever the object of any class vary
among themselves and one is interested in knowing the extent to which
different conditions obtain among these objects (Good and Scates,
1972). Survey Research involves researchers asking a large group of people
questions about a particular topic or issue.
Descriptive-normative survey is used to ascertain the normal or typical
condition (or practice), or to compare local test results with a state or national
norm. (Good and Scates, 1972).

Descriptive-analysis determines or describes the nature of an object by

separating it into its parts. Its purpose is to discover the nature of things.
Descriptive-classification is employed in natural sciences subjects such as
Botany, Zoology, Biology, Ichthyology, Conchology, and the like. The specimens
collected are classified from Phylum to species.
Descriptive-evaluative is a design which is to appraise carefully the
worthiness of the current study. For instance, the researcher wishes to conduct
a study on the evaluation of an implementation of the work-oriented curriculum
at the fishery schools in the province of Sulu.
Descriptive-comparative considers at least two entities (not manipulated)
and establishes a formal procedure for obtaining criterion data on the basis of
which he can compare and conclude which of the two is better (De Jesus et al.,
1984).
Casual comparative research attempts to determine the cause or
consequence of differences that already exist between or among groups of
individuals. As a result, it is sometimes viewed, along with correlational
research, as a form of associational research, since both describe conditions
that already exist.
Correlational survey determines the relationship of two variables (X and
Y) whether the relationship is perfect, very high, high, marked or moderate,
slight, or negligible. Perfect positive correlation with a value of 1.0 is seldom
happened. This denotes that all the individual performances in X and Y have
the same positions. If he/she tops in Test X, he/she is also likely low in Test Y.
Longitudinal survey involves much time allotted for investigation of the same
subjects at two or more points in time. It collects information at different points
in time in order to study changes over time. Three longitudinal designs are
commonly employed in survey research: trend studies, cohort studies, and
panel studies.
Experimental Design. Experimental design is a problem-solving study
that describes the future. This design is most useful in the natural sciences such
as Botany, Zoology, Biology, Psychology, Ichthyology, Chemistry, Physics, and
many others. Experimental Design has distinct limitations when used in the
fields of education, psychology, and sociology.
If the experiment is conducted in the field, laboratory or classroom, revealing
cause and effect relationships, is also expected. The problem is to determine

the conditions under which an event occurs and to observe the whole
transaction closely so that one can be reasonably sure causation is present.
Types of Experimental Design
There are types of experimental designs applicable in natural science and
education.
1. Single-group design involves a single treatment with two or more levels.

2.
Two-group design involves two comparable groups which are employed as
experimental and control groups.

3.
Two-pair group design is an elaboration of the two-group design wherein
there are two experimental groups and two control groups.

4.
Parallel-group design is a design in which two or more groups are used at
the same time with only one single variable (control group) manipulated or
changed. The experimental group varies while the parallel group serves as
control for comparative purposes.

5.
Pretest-Posttest group involves the experimental group and the control
group which are carefully selected through randomization procedures. Both
groups are given pretest at the beginning of the semester and posttest at the
end of the semester. The control group is isolated from all experimental
influences.

6.
Counterbalanced or Latin square design is also called rotation design. It
involves an exchange of two or more treatments taken by the subjects during
the experiment. The arrangement employed in this design is Latin square in
which each variable is a form of square occurring once in each row or column.
This is also called quasi-experimental design.

7.
Complete randomized design is a design in which a group of test plants or
animals studies only once but subsequent treatment is applied to determine the
cause of change. There is no control in this design but the subjects will undergo
randomization procedures.

8.
Randomized complete block design (RCBD) uses a group of test plants
and animals as subjects of the study which are studies once but subsequent
treatments applied are replicated to determine the cause of change. There is
control in this design and the subjects will undergo randomization process.

9.
Correlational design is used to determine the relationship of two
dependent variables (X and Y) on how they are manipulated by the independent
variable.
Case Study Design. A case study design utilizes problem solving
technique. It describes the past, present, and future. Others categorize this
method under descriptive. But it is more distinct if this technique is placed in
another design which is independent from the other. It is an intensive
investigation of a particular individual, institution, community, or any group
considered as a unit which includes the developmental, adjustment, remedial,
or corrective procedures that suitable follow diagnosis of the causes of
maladjustment or of favorable development.
VII. The Research Environment
The research environment is the place where the study is conducted. Other
authors call this as the research locale. This portion in the research report
proposal provides necessary information about the place or the environment
where the researcher conducts his/her study. It will include a brief description
about the place, geographical location, population and other important
information about the place. For example, studies conducted in schools should
include the physical plant and facilities, teaching force and student population.
Studies conducted in hospitals should include the hospital location, type of
hospital, bed capacity, occupancy and medical and support personnel.
VIII. The Research Respondents / Subjects
This section in a research report describes the population or samples of the
study. This will indicate the characteristics of the elements from which the
samples will be taken. This elaborates how the samples will be chosen. The

sample size and the population frame from which the samples will be taken are
also included in this section.
Research Subjects are the elements being studied. For example in
determining the teaching performance, the subjects are the teachers.
Research Respondents are the elements or group who will provide the
data. In the same example, the data on teaching performance can be taken
from the students evaluation or principals observation. The group who will
answer the questionnaire or research instrument are considered research
respondents.
Research participants refer to the elements involved in the study.
Research subjects who are also respondents in the study are considered
participants. Other units involved in data collection and experimentation are
also considered participants.
Sampling Strategies for Qualitative and Quantitative Research
Qualitative Research
Convenience sample: Participants who
are readily available and represent the
phenomenon of interest are included in
the sample.
Snowball sample: Participants who are
known to and recommended by current
participants are identified and included,
building the sample from a few
participants to as many as are needed.
Purposive sample: Participants who are
intentionally selected because they have
certain characteristics that are related to
the purpose of the research are included
in the sample.

Quantitative Research
Convenience sample: Members of
the population who are easily
identified and readily available are
included
in
the
sample;
a
nonprobability sample.
Quota sample: one or more criteria
are used to ensure that a previously
established number of subjects who
fit those criteria are included in the
sample; a nonprobability sample.
Purposive sample: Subjects in the
sample are limited to those who
have certain characteristics that are
related to the purpose of the
research; a nonprobability sample.
Simple random sample: Subjects
are
selected
by
enumerating
all members of the population, and
a completely random process is used
to identify who will be included; a
probability sample.
Stratified
random
sample:
Members of the population are
grouped
by
one
or
more
characteristics, and subjects are
selected from each group using a

From Macnee (2004)

completely
random process;
a
probability sample.
Cluster sample: Groups of the
population are enumerated and
selected by a completely random
process, then individual subjects
from within these groups are
randomly selected; a probability
sample.
Systematic sample: The members
of a population are enumerated and
every member at a fixed interval is
selected as a subject; a probability
sample.

IX. The Research Instruments

This part of the research report describes the tools for data collection.
Tools refer to the questionnaire or data gathering instrument to be constructed,
validated and administered. Tools can also be interview guide and/ or checklist.
If the instrument is prepared by the researcher, it should be tested for validity
and reliability. However, if the instrument is standardized, the student should
indicate its description as to its items, scoring and qualification. The researcher
must explain its parts, and how the instrument will be validated. The instrument
to be used should be appended (except for standardized). For scientific and
experimental researches the materials and equipment to be used in the
experiment must be specified.
The qualities of a good research instrument are (1) validity, (2) reliability,
and (3) usability.
Validity
Validity means the degree to which an instrument measures what it intends
to measure. The validity of a measuring instrument refers to has to do with its
soundness, what the test or questionnaire measures its effectiveness, how it
could be applied.
Types of Validity
Content validity means the extent to which the content or topic of the test
is truly representative of the content of the course. It involves, essentially, the
systematic examination of the research instrument content to determine
whether it covers a representative sample of the behavior domain to be
measured. It is commonly used in evaluation achievement test.

Concurrent validity is the degree to which the test agrees or correlates

with a criterion set up as an acceptable measure. The criterion is always
available at the time of testing. Its is applicable to tests employed for the
diagnosis of existing status rather than for the prediction of future outcome.
Predictive validity, as described by Aquino and Garcia (1974), is
determined by showing how well predictions made from the test are confirmed
by evidence gathered at some subsequent time. The criterion measure against
this type of validity is important because the outcome of the subjects is
predicted.
The construct validity of a test is the extent to which the test measures a
theoretical construct or trait. This involves such tests as those of
understanding, appreciation and interpretation of data.
Examples are
intelligence and mechanical aptitude tests.
Reliability
Reliability means the extent to which a test is dependable, self-consistent
and stable (Merriam, 1975). In other words, the test agrees with itself. It is
concerned with the consistency of responses from moment to moment. Even if
a person a takes the same test twice, the test yields the same
results. However, a reliable test may not always be valid.
Practicality
Practicality also known as usability means the degree to which the research
instrument can be satisfactorily used by teachers, researchers, supervisors and
school managers without undue expenditure of time, money and effort. In other
words, usability means practicability.
X. The Research Procedure
Research procedure is a step by step presentation of the different stages of
the research. Particularly in the administration and retrieval of research
instrument. It can also be in the form of observation through observation
technique, key informant interviews, focused-group discussion. Research
procedure also traces the data collection data, data processing, analysis and
interpretation.
Gathering of Data Collection/Data Collection
This describes in detail the data to be collected, how, from whom and where.
Statistical Treatment/Statistical Design

When the study involves statistical data, the researcher must explain in this
section how the data will be analyzed. For instance, hypotheses to be tested or
relationship to be determined. Specify the hypothesis test that will be used or
the correlation analysis to be used for each hypothesis. Dummy tables may be
included if desired. Percentage formulas are unnecessary. Statistical tools
should be listed. They should be individually explained on what data will be
treated by each tool.
XI. Definition of Terms
Emphasis must be given to operational definition of terms. Operational
definition refers to the meaning of the words as used in the study. It is
necessary to orient the readers in order to attain logical presentation of the
study. The terms must NOT be numbered. The numbers of words to be defined
depend on the variables, words and phrases used in the title, statement of the
problem and research tool.
XII. BIBLIOGRAPHY
Bibliography is composed of all the works consulted for the purpose of the
study. This includes books, unpublished theses/dissertations, journals,
periodicals and public documents including internet services. The APA (American
Psychological Association) style is used in parenthetical reference citations and
in bibliographical entries
The bibliography includes all works cited. The first line of the entry begins
flush left; the second and successive lines are indented three to five spaces
(one tab) from the left. Entries appear in alphabetical order according to the
authors last name; two or more works by the same author appear in
chronological order; two or more works by the same author and with same
publication date appear in alphabetical order by title. When you have two or
more books or articles by the same author, repeat the name of the author in
each entry.
Sample Bibliography (APA Style)
Books
Andales, Venancio B. (1992). Basic Concepts and Methods in Research. Quezon City:
Great Books Trading.
Calderon, Jose F. and Expectacion C. Gonzales (1984). Measurement and Evaluation.
Manila: National Bookstore.

Calderon, Jose F. and Expectacion C. Gonzales (1993). Methods of Research and

Thesis Writing. Mandaluyong City: National Book Store.
Calmorin, Laurentina P. (1983). Educational Measurement and Evaluation. Manila:
National Bookstore.
Calmorin, Laurentina P. (1994). Educational Research Measurement and Evaluation.
Second Edition Manila: National Bookstore.
Periodicals
Berenbaum, Howard and Frank Fujita (1995). Consistency, Specifity, and Correlates
of Negative Emotions, Journal Personality and Social Psychology, Vol. 68, No.
2, 342-352.
Booth, Richard F., Michael S. Mc. Nelly and Newell H. Berry (1997, January).
Individual and Environmental Factors Associated with Job Satisfaction and
Retention of Navy Hospital Corpsmen Serving with the US Marine Corps,
Psychological Abstracts, Vol. 57, No. 1, 257.
Carruth, Ronald J. (1997, November) High School Principal Burnout: A Study Relating
Perceived Levels of Professional Burnout to Principals Reliance on Social Basis
of Power, Dissertation Abstracts International, Vol. 58, No. 5, 1510 A.
Unpublished Dissertations and Theses
Callao, Rotsenia J. (2000). The Effectiveness of Indirect and Direct Approaches in
Developing Thinking Skills in English I Secondary Level. Southwestern
University, Unpublished Master of Arts in Education thesis, Southwestern
University, Cebu City, Philippines.
Garcia, Dennis Dindo L. (2000). The Level of Burnout of UnivERSITY OF Southern
Philippines Arts and Sciences Faculty and its Relationship with Emotions Profile
and Selected Personal and professional Factors, Unpublished Master of Arts in
Psychology thesis. University of San Carlos, Cebu City, Philippines.
Other Sources
Patricio, Catalino C. (2007, July 18) Personal Interview.
Castillo, Lilibeth T. (2007, March 6) Letter to the author.

Lazaro, Cheche (Producer) (2008, December 12) Red November, The Probe Team,
GMA, Quezon City.
Redford, Robert (Director) (1980). Ordinary People [Film], Paramount.
Socash, Ethel G. (2000, July 22) Opiates as Reinforces, Paper delivered at the 9
Regional Convention of the Psychological Association of the Philippines,
Cebu City.

th

http:// www.docpotter.com/Beajob_aml_bo.html retrieved 4 January 2000

www.projectappleseed.org/assessment retrieved 5 January 2006

XIII. APPENDICES
They are supporting attachments: Transmittal Letters, Questionnaires, Interview Guides,
Sample Tests, Rubrics, Unit of Measures and Curriculum Vitae of the Researchers

REFERENCES
A. BOOKS
Ariola, Mariano. Principles & Methods of Research. Quezon City: Rex
Bookstore, 2006.
Calmorin, Laurentina. Methods of Research and Thesis Writing. Manila:
Rex Bookstore Inc., 2000.
Manlapaz, Zapanta Edna and Ma. Eloisa Francisco. The New Anvil Guide to
Research Paper Writing. Anvil Publishing, Inc., 2005.
B. JOURNALS
Ariola, Mariano M.Portpolio Assessment: A Highly Valuable Tool for
Classroom Instruction and Measurement Research VISTAS,1999-2000
Vol., Graduate School Journal, Luzon Colleges, Dagupan City.
Note
1. Cover Page Title (inverted pyramid) followed by the name of department
and researches

2. All text should be Verdana style with 12 font size

3. All should be in double space with justified alignment