1

Republic of the Philippines

Bulacan State University
City of Malolos

LEARNING
MODULES
IN
TECHNOLOGY
RESEARCH 1

Butch Stephen C. Duay, MAE

Jovita E. Villanueva, Ed.D.
Authors
 2

TABLE OF CONTENTS

MODULE 1: RESEARCH AND THE RESEARCHER 3

Unit One: Technology and Research: It’s Importance 3
Unit Two: Quantitative Vs. Qualitative 12
MODULE 2: THE RESEARCH PROBLEM 18
Unit One: Steps in Identifying Research Problem 18
MODULE 3: THE RESEARCH FORMATS 24
Unit One: IMRAD Format 24
Unit Two: APA Format 29
MODULE 4: RESEARCH VARIABLES 38
Unit One: Continuous and Discrete Variables 38
Unit Two: Independent, Dependent and Moderating Variables 42
MODULE 5: DEVELOPING A RESEARCH INSTRUMENT 47
Unit One: Instrumentation 47
Unit Two: Validity and Reliability 51
Unit Three: Developing or Choosing an Appropriate Instrument 57
MODULE 6: RESEARCH ETHICS 62
Unit One: Research ethics 62
MODULE 7: CONSTRUCTING A RESEARCH PROPOSAL 67
Unit One: Constructing the Problem and Its Background 67
Unit Two: Constructing the Theoretical Framework 73
Unit Three: Constructing the Research Methodology 79
REFERENCES 84
APPENDIX A: Course Syllabus 88
APPENDIX B: Research Proposal Template 100
APPENDIX C: Rubrics 103
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MODULE 1: RESEARCH AND THE RESEARCHER

This part covers the discussion of the definition of technology

and research. Further discourse on the characteristics of
research as well as the features a good researcher must
possess. The importance of research is as well explained in this
module.

Technology and Research: It’s

UNIT
Importance
ONE

3 HOURS

At the end of the unit, the students will be able to:

A. Define technology and research.
B. Draw a Venn diagram, relating technology and research.
C. Realize the importance of research and technology to
their future career as a teacher.
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Name: Score:

Program/Year/Section: Date:

ACTIVITY ON RESEARCH AND TECHCNOLOGY: IT’S IMPORTANCE

Directions: Write on the Venn diagram your prior knowledge of research and technology
and the commonality of the two concepts. (See Rubrics, Appendix C.1)

RESEARCH TECHNOLOGY
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What is technology?
Technology, the application of scientific knowledge to human life's practical aims
or, as it is sometimes phrased, changes and manipulates the human environment.
Another definition of technology is applying scientific knowledge to find answers
and fix problems. It is the utility of science and scientific knowledge for practical
purposes.
Now, what is research?
Meanwhile, research is the systematic study of trends or events that involve the
careful collection, presentation, analysis, and interpretation of quantitative data or facts
which relate man’s thinking with reality.
The University of Hampshire defined research as a systematic inquiry process
that entails collecting data, documentation of critical information, and analyzing and
interpreting that data/information, following suitable methodologies set by specific
professional fields and academic disciplines.
Research is employed to evaluate the validity of a hypothesis or an interpretive
framework. Moreover it is utilized to construct a body of substantive knowledge and
findings. Furthermore for sharing them in appropriate manners, and to generate
questions for further inquiries.
Characteristics of research
1. Empirical – this feature of research is evidenced on direct experience or
observation by the researcher.
2. Logical – this feature of research is based on valid procedures and principles.
3. Cyclical – one of the characteristics of research is that it starts with a problem
and ends with a problem.
4. Analytical – the employment of proven analytical procedures in gathering data,
whether historical, descriptive, experimental, and case study is one best feature of a
good research.
5. Critical – research as well exhibits careful and precise judgment.
6. Methodical – research is conducted methodically without bias using systematic
methods and processes.
7. Replicability – research design and procedures can be repeated to enable the
researcher to arrive at valid and conclusive results.
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Types of Research
A. According to Purpose
1. Predictive or Prognostic Research- has the purpose of determining the future
operation of the variables under study to control such variables.
2. Directive Research- tells what should be done based on the findings. The purpose
is to remedy an unsatisfactory condition is that there is any.
3. Illuminative Research- concerned with the interaction of the components of the
variables being investigated. Example: interaction of educational components and to
show the connection among students’ characteristics, organizational patterns,
policies, and educational consequences.

B. According to Goal
1. Basic or Pure Research- it is sometimes called fundamental research. It is done
for the development of theories or principles. It is conducted for the intellectual
pleasure of learning.
Example:
“Studying the effects of smoke-belching cars to pedestrians.”
“Studying the effects of antibiotics to person’s health.”
2. Applied Research- it is the application of the results of pure research. This is
testing the efficiency of theories and principles. Its purpose is improving product or
process- testing theoretical concepts in actual problem situations.
Examples:
1. “Studying the factors that would enhance college students' participation in the co-
curricular activities..”
2. “Studying the cause of poor students’ achievements in Mathematics.”
3. Action Research- It focuses on immediate application, not on the development of
theory or general application.

C. According to type of analysis

1. Analytic Research- researcher attempts to identify and isolate the components of
the research situation.
2. Hellenistic Research- the researcher begins with the total situation, focusing
attention on the system first and then on its internal relationships.
D. According to Choice of Answers to Problem
1. Evaluation Research- the researcher will find all possible courses of action, specify
and identify them, and tries to find the most beneficial solution to answer.
2. Developmental Research- the researcher’s focus is on developing a more suitable
instrument or process, or materials than has been available.
 7

Examples:
1. Construction of instructional materials.
2. Preparation of a worktext
3. Development of an action program
E. According to Area or Field of Study
1. Sociological research- is the organized study of people, institutions, or social
phenomena using measurement tools and techniques such as surveys, interviews,
focus groups, ethnography, or comprehensive analysis of texts. This may also include
the analysis of data collected by government agencies or other sources.
2. Social research - used by social scientists and researchers to learn about people
and societies to design products/services that cater to the people's various needs.
Different socioeconomic groups belonging to different parts of a county think
differently.
3. Psychological research- Psychological research attempts to understand why
people and animals behave as they do. Psychologists usually define behaviour as
overt activities, such as eating, recalling stories, and so on.
4. Anthropological research-deals primarily with qualitative aspects and focuses on
the creation and transmission of meaning. Meaning is mediated through language and
action and the best way of understanding this is through observation and engagement
that is difficult through more 'traditional' research methods.
5. Physical research- commonly referred to researches on physical sciences that
brings satisfaction or convenience to human. For instance, an ergonomic chair and
ergonomic keyboard were both output of physical research.
6. Chemical research- a type of research that focuses on chemicals or elements more
particularly its composition, reaction and other processes that an element goes
through.
7. Business research is a process of acquiring detailed information of all the business
areas and using such information to maximize the business's sales and profit.
8. Industrial research means the planned research or critical investigation aimed at
acquiring new knowledge and skills to develop new products, processes, or services
or bring about a significant improvement in existing products, processes, or services.
9. Economics research- studies the impact of consumption, savings, investment and
production on economic growth. It examines households, businesses, governments,
financial institutions' behavior and interaction, and their economic growth decisions.
Health and Sanitation research is a type of research that is concerned with proper
ways to keep humans and their environment safe from harmful microorganisms.
Researches that focus on good hygiene, food safety, balance nutrition are examples
of health and sanitation research.
Nursing and medical field research- this research focuses on disease identification,
prevention and treatment.
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Importance of Research
1. Research Improves quality of life – one of the significance of research is that it
has led man to search for ways to develop processes and means that man loves and
find interesting.
2. Research improves instruction – Modern teachers introduce innovations and
integrate the 3Rs (rational thinking, right conduct, and research) in all subject areas.
3. Research improves students’ achievement – Learners may improve their
performance if the modern teacher keeps himself updated on issues and trends about
modern methods and teaching strategies.
4. Research improves teachers’ competence – research-oriented teachers always
research to improve their competence and produce graduates who respond to the
country's socio-economic development and compete with other graduates of the
world.
5. Research satisfies man’s needs – highly sophisticated technology that satisfy
man’s needs are all products of research.
6. Research reduces the burden of work
7. Research has deep-seated psychological aspects – research also impose
challenges man. It is an open the door to a better tomorrow and guides him to obtain
good results that contribute to his satisfaction and self-fulfillment.
8. Research improves the exportation of food products – in case of the
Philippines, international research agencies provide financial support for research to
improve its products and be globally competitive.
9. Research responds to the country's economic recovery and austerity
measures – Research outputs are converted to income-generating projects to train
students to earn while they learn.
10. Research trains graduates to become responsive to global competitiveness
and the nation's economic development.

Characteristics of a Good Researcher

Qualities of a good researcher
1. An analytical mind - this means that a resaercher must possess the ability to
gather and analyze information to solve problems and in order to make decisions.
2. A people person - being a people persons mean that you can get along with people
of all walks of life. This is an important quality of a good researcher since administering
surveys and interviews entails meeting with different people.
3. The ability to stay calm - a researcher needs to be calm and focused on the study.
There will be times that they encounter problems regrarding the data set, but being
calm and mindful will surely help them.
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4. Intelligence - critical analysis and common sense is essential when someone does
a research.
5. Curiosity - there has been studies that the more curious an individual is the faster
he learns. In research, curiosity drives the urge of the researcher to learn more about
what he is probing into.
6. Quick thinker - being a quick thinker able the researcher to gain new ideas
promptly and process it quickly. This quality also enables researcher to solve problems
and decide faster.
7. Commitment - being committed means that you focus your mind and body towards
achieving your goal. Researchers need to commit themselves on searching for the
answer to the problem.
8. Excellent written and verbal communication skills - researchers need to be
excellent both oral and written communication skills to have a comprehensive and
accurate delivery of information.
9. Sympathetic - “Having a sympathetic ear when listening to some respondents’
moans and groans is always a good skill to have!” (Liz Brierley)
10. Systematic - “Check, check and check again. It sounds simple but I’ve definitely
learnt that building in a proper amount of time for checking your work always pays
dividends. This can be applied to all parts of the research process” (Bethan Turner)

“Attention to detail – the ability to ensure that data is accurately presented and
reported” (Anthony Shephard)

Source: (https://www.mustard-research.com/blog/general/top-10-qualities-required-
be-good-researcher/)
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QUIZ 1: RESEARCH AND TECHNOLOGY

IDENTIFICATION
Directions: Identify the following statement about what characteristics of good
research it describes.
____________1. Pharmaceutical companies try out a specific drug on controlled
groups or random groups to study their effect and cause. This way, they prove
certain theories they had proposed for the specific drug.
____________2. A researcher utilizes a helical process.
____________3. An independent group of researchers can copy the same process
and arrive at the same results as the original study.
____________4. There is a critical analysis of all data used so that there is no error
in their interpretation.
____________5. Researchers do things carefully, thoroughly, and in order.
____________6. The research is guided by rules of reasoning and the process of
induction and deduction.
____________7. The research paper gives readers enough detailed information that
the research can be repeated.
____________8. Research involves the process of testing a hypothesis using
evidence.
____________9. Researchers are able to recognize flaws in other’s arguments may
enable them to critique the validity of claims.
____________10. Research typically begins with identifying the problem or issue of
the study. It then consists of reviewing the literature, specifying a purpose for the
study, and forming an interpretation of the information. This process culminates in a
report disseminated to the audience that is evaluated and used in the educational
community.

1. MODIFIED IDENTIFICATION
Directions: Identify the following statement, whether it’s a good quality of a
researcher or not. Write check (/) if it’s good quality and (x) if otherwise.
______1. On a daily basis, researchers must be able to take a step back and
analyze the situation presented to them.
______2. He should conceive or pre-conceive notion.
______3. The researcher should be a keen observer of the phenomena and should
not be complacent with approximates.
 11

______4. He should use the terms uniformly and appropriately.

______5. The success of the researcher is independent of his honest collection of
data.
______6. As the problem becomes clear, he formulates conclusions promptly.
______7. A researcher must be resourceful and inventive in order to transform his or
her scientific queries and hypotheses into a realizable protocol.
______8. It is not necessary that a researcher have a desire for knowledge.
______9. A researcher must know his subject thoroughly.
______10. The researcher must be prejudiced, having preconceptions towards the
subject under study.

1. ESSAY:
Directions: Answer the question objectively. (See Rubrics, Appendix C.1)
1. As a future educator, how do you perceive the importance of studying the
course on research writing?

1. As a future educator, how do you perceive the critical role of research in

teaching and learning?
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QUANTITATIVE VS.
UNIT
QUALITATIVE
TWO

3 HOURS

At the end of the unit, the students will be able to:

A. Differentiate a quantitative research to a qualitative
research.
B. Construct a graphic organizer that will feature their prior
knowledge about quantitative and qualitative research.
C. Cite examples of quantitative and qualitative
researches.
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Name: Score:

Program/Year/Section: Date:

ACTIVITY ON THE QUANTITATIVE AND QUALITATIVE RESEARCH

Directions: Using a graphic organizer, compare and contrast quantitative research
from qualitative research. (See Rubrics, Appendix C.1)
 14

Methods of Research
Methods of Research- refers to how the research is to be carried out. It is an
operational framework within which facts are placed so that their meanings may be
seen more clearly (Leedy, 1993). Other institutions call it research design. Research
design is the plan, structure, and strategy of investigation conceived in order to obtain
answers to research problems and also to control variance. Methods of Research are
classified into two: quantitative and qualitative (non- quantitative).
A. QUANTITATIVE METHODS OF RESEARCH -this method use statistics to analyze
and interpret the data. The quantitative methods of research are descriptive and
experimental.
Descriptive research is the most popular approach used in the research project. The
word descriptive is derived from the Latin word de, meaning from scribe meaning to
write.
Assessment is a fact-finding activity that describes a condition that exists at a
particular time. No hypothesis is tested, no variable relationship is examined, and no
recommendations for action are suggested.
Evaluation is concerned with the application of its findings and some judgment of the
effectiveness, social utility, or desirability of a program, a product, or a process. It may
involve recommendations for action but is concerned with the generalization that may
be extended to another setting.
In other words, descriptive research may be defined as a purposive process of
gathering, analyzing, classifying, and tabulating data/information with or without the
aid of statistical methods.
Descriptive Methods are:
1. Descriptive Survey Method- survey comes from the Latin sur or super, which
means "above" or "view" and vey, which means "to look" or "to see"; thus, the word
survey means "to look over or beyond."
2. Descriptive Normative Method- this type/classification of descriptive research
describes the status of events and people or subjects as they exist.
3. The descriptive Correlational Method- is used to determine whether or not there
is a relationship that exists between two or more quantifiable variables, and if there is,
to what extent or degree the relationship is. In other words, when a relationship is
determined, the researcher must identify whether such a relationship is positive (+) or
negative (-) and the degree or extent (strength) of the relationship.
A positive or direct relationship indicates that as the value of one variable increases,
the value of another variable also increases. On the other hand, a negative or inverse
relationship indicates that as the value of one variable increases, the value of other
variable decreases.
4. Descriptive Evaluative Method- this study judges the goodness of an existing
program. It is directed to whether or not a particular program achieved its goal or not.
5. Descriptive Assessment Method- this is a fact-finding activity that describes
conditions that exist at a particular time, such as practices and beliefs. No hypotheses
 15

are proposed or tested. No variable relationships are examined, and no

recommendations for actions are suggested. There is no element of value judgment.
6. Descriptive Comparative Method- this method provides an explanation about the
extent of the relationship between two or more variables. The researcher examines
the relationships, including similarities or differences among several variables. The
variable studied might represent characteristics of the same group of respondents or
those of separate groups.
Example:
A researcher might compare the spelling performance of the same group
of college students or those of a separate group of college students in another
department.
The comparative statistical data can be used to make predictions; that is, when two
variables are strongly related, the researcher can use one variable to predict the
occurrence of the other variable. However, the researcher cannot use relationship data
to show that one variable is the cause of a change in another.
7. Descriptive Continuity Method- the researcher is knowledgeable about the
operation of natural or social forces, which may be obtained by watching them
analytically at stated intervals in their development over a long period of time as seen
desirable and possible. This is also called the genetic method.
8. Descriptive Trend Method- this descriptive research is based upon a longitudinal
consideration of recorded data, indicating what has been happening in the past, what
the present situation reveals, and on the basis of these data, it projects what is likely
to happen in the future.
A cohort study samples a particular or specific population whose members do not
change over a period of time, while a trend study samples a population whose
members change over time. In a panel study, the researcher selects a sample right at
the beginning of the study and survey the same individuals at different times during
the course of the survey.
9. Descriptive Narrative Method- narrative studies are those that tell about the
results of the study. There is no comparative nor correlational analysis made.
10. Descriptive Case Study- is an intensive and descriptive analysis of a single
subject. It examines a social unit as a whole, and the unit may be a single typical
individual, a family, a social group, a social institution, or a community. (Ariola, M.
Principles and Methods of Research, Quezon City: Rex Publishing 2006)

B. QUALITATIVE METHODS OR RESEARCH – According to Pathak, Jenna & Kalra

(2013), qualitative research focuses on understanding a research query as a
humanistic or idealistic approach. It is a method used to understand people's beliefs,
experiences, attitudes, behavior, and interactions. However, it is important to note that
it generates non-numerical data.
TYPES OF QUALITATIVE RESEARCH
1. Grounded Theory - In a grounded theory methodology, the researcher aims
to generate theory (GT) from data grounded in a substantive area about a
 16

general pattern of behavior of a group of participants. Moreover, the aim of a

grounded theory designed study is to describe relationships between the
concepts and categories realized through constant comparison and coinciding
collection of data, analysis, and coding, which are all integrated into an
emergent theory (Glaser, 1998). Additionally, grounded theory (GT)
methodology affords a systematic approach to generate a theory that
illuminates human behavior as a social process among actors in their
interactional context (Aldiabat & Le Navenec, 2011).
2. Ethnographic method – This is a method that utilizes direct observation of
users in their natural environment rather than in a lab. Gaining insights into how
users interact with things in their natural environment is the main purpose of
this type of qualitative research.
3. Narrative Research - this is all about collecting and then telling a story in full
detail. This type is usually employed in exploring the meaning of human actions
and phenomena.
4. Historical research - is a qualitative technique that 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.
5. Case Study – This is a research strategy and an empirical inquiry that
investigates a phenomenon within its real-life context. This kind of study is
based on an in-depth investigation of a single individual, group, or event to
explore the causes of underlying principles.
6. Phenomenology Research – Another approach to qualitative research that
focuses on the commonality of a lived experience within a particular group. The
fundamental goal of the approach is to arrive at a description of the nature of
the particular phenomenon (Creswell, 2013)
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QUIZ 2: QUANTITATIVE VS. QUALITATIVE

Directions: From the given titles of researches, classify whether it employed a

quantitative or qualitative method of research. As well as identify what type of
quantitative or qualitative method used.
TITLE OF RESEARCH QUANTITATIVE TYPE OF
/ QUALITATIVE QUANTITATIVE /
QUALITATIVE
1. The Qualification of Employed
Professionals in Bustos, Bulacan
2. The Life of an HIV Carrier
3. Synchronous Vs. Asynchronous
4. Difficulties and Coping
Mechanisms of Science Teacher
Education Students: A Grounded
Theory
5. The Relationship Between
Adversity Quotient and Intelligence
Quotient of BTVTEd Students
6. A Phenomenological Study of the
Lived Experiences of Elementary
Principals Involved in Dual-Career
Relationships with Children
7. Evaluation of the Implementation of
Bayanihan Act
8. The Experiences of Social Media
Support in Higher Education: A
Narrative Report
9. The Relationship Between Job
Satisfaction with Job Performance
10. Struggles of a CoViD Patient: A
Case Study
 18

MODULE 2: THE RESEARCH PROBLEM

This module uncovers the steps on how to identify research

problems and the considerations in ascertaining one.

Steps in Identifying Research

UNIT
Problem
ONE

3 HOURS

At the end of the unit, the students will be able to:

A. Identify appropriate research problem.
B. Enumerate the research field, area of interest, topic and
problem of their choice.
C. Recognize the critical role of knowing the research field,
area of interest, topic and problem in doing a research.
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Name: Score:

Program/Year/Section: Date:

ACTIVITY ON IDENTIFYING RESEARCH PROBLEM

Directions: In your specialization, identify the research field, your area of interest, a topic,
and an identified problem. Write it on the matrix below:

Research Field Area of Interest

Topics Problem
 20

Research Field
A research field is broader than that of an area of interest. This refers to the
whole areas of research undertaken in a specific scientific discipline. For example, the
research field in Technical and Vocational Teaching scopes the whole studies carried
out in Bachelor of Technical and Vocational Teacher Education.

Area of Interest
An area of interest is a specific part of or section of a research field. It may
cover many topics that researcher can study in the context of a scientific discipline.
For example if your research field is Education, your area of interest can be in special
education, facilitating learning, principles of teaching or theories and practice in
Education.

Research Topic
A research topic is the subject or issue that the researcher is interested to
study in a research. The chosen research area of interest encompasses the many
research topics. For example the research area of interest you choose is in facilitating
learning, your topic of study may be in behaviorist theory of learning.
According to Pardede (2018), that there are three steps for you to easily choose
your research topic. First, is that you need to broaden your understanding about the
research area in your research field. This can be done through reading literature
review, research articles, handbooks and encyclopedias related to the research area.
Second, make a list of possible topics to study based on the research area. Third,
choose the best topic by putting the eleven points below into consideration.
1. Can it be enthusiastically pursued?
2. Can interest be sustained by it?
3. Is the problem solvable?
4. Is it manageable in size?
5. Will it lead to other research problems?
6. Is it worth doing?
7. What is the potential for making an original contribution to the literature in the
field?
8. If the problem is solved, will the results be reviewed well by scholars in your field?
9. Are you, or will you become, competent to solve it?
10. By solving it, will you have demonstrated independent skills in your discipline?
11. Will the necessary research prepare you in an area of demand or promise for the
future?

Research Problem
 21

A research problem is a statement about an area of concern, a condition to be

improved, a difficulty to be eliminated, or a troubling question that exists in scholarly
literature, in theory, or in practice that points to the need for meaningful understanding
and deliberate investigation. In some social science disciplines the research problem
is typically posed in the form of a question. A research problem does not state how to
do something, offer a vague or broad proposition, or present a value question.

The purpose of a problem statement is to:

1. Introduce the reader to the importance of the topic being studied. The reader
is oriented to the significance of the study and the research questions or hypotheses
to follow.

2. Places the problem into a particular context that defines the parameters of
what is to be investigated.

3. Provides the framework for reporting the results and indicates what is
probably necessary to conduct the study

How to identify research problem?

There are several ways to identify a research problem. Below is a picture

showing various ways on how to identify research problem.

A researcher may use these as bases for identifying research problem. These
include brainstorming, intuition, folklores, exposure to field situations, consultation to
experts, personal experience, practical experience, critical appraisal of literature,
previous research, exising theories and social issues.

Once a research problem has been identified the next thing that a researcher
should do is to identify the research method to use.
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QUIZ 3: IDENTIFYING A RESEARCH PROBLEM

Directions: Answer the following questions to process the information you have
written in the matrix in the activity part, as suggested by UR Office of Arizona University
(2018) to map your research interest. (See Rubrics, Appendix C.1)

1. What subjects covered in my field of study interest me the most?

2. Which class or classes have been the most interesting, what specifically made
them interesting, and what questions did I still have after the class finished?

3. What questions or problems am I most interested in exploring and/or solving?

4. What other topics, areas, or fields am I interested outside of my major?

 23

5. What research topics relate to that field or sector I want to end up in and/or
what interests me in that field?

6. What research topics relate to my hobbies, personal interests, or extracurricular

activities?

7. What skills am I interested in developing which aren’t addressed by my major?

 24

MODULE 3: THE RESEARCH FORMATS

This module covers the discussion of two common formats of a

research, which are IMRAD and APA formats.

UNIT IMRAD Format

ONE

3 HOURS

At the end of the unit, the students will be able to:

A. Cite and categorize the parts of an IMRAD Format.
B. Summarize an IMRAD outline of a published research
article.
C. Recognize the significance of the employment of
IMRAD format to journal publishing.
 25

Name: Score:

Program/Year/Section: Date:

ACTIVITY ON IMRAD FORMAT

Directions: Choose one journal article, read it and summarize it thru the IMRAD
outline below.
1. Article Title:
______________________________________________________
2. Author:________________________________________________________
__
3. Journal:_______________________________________________________
___
4. Volume/Series:__________________________________________________
__
5. Year
Published:____________________________________________________

Introduction

Methods

Results

Discussion
 26

IMRAD FORMAT
IMRAD is an acronym that means Introduction, Methods, Results And
Discussion. This format is dominant for research papers in a majority of leading
scientific journals. According to conductscience.com, the following are the advantages
of using IMRAD format:
1. The IMRaD structure allows authors to present research ideas and findings in a
modular and heuristic way and contribute to the existing scientific knowledge in
their field of work.

2. The IMRaD format facilitates reading and knowledge acquisition. Because

readers do not usually read in a linear manner, the IMRaD structure improves
both skimming and scanning used to locate specific information without reading
the entire article.

3. With a concise internal organization, editors and reviewers can evaluate

manuscripts easily and validate research findings. As explained above, medical
advances rely on scientific publishing.

4. IMRaD provides a clear framework and facilitates the audit. It also allows a
study to be replicated and reproduced. We should note that replication is one
of the fundaments in medical research.

IMRAD CONTENT
PART CONTENTS
Introduction  Describes the research problem of interest
(Why)  Provides relevant background information
 Describes the purpose of the study
 Includes current cite reviews of conflicting results
(literature review and relevant studies)
 Increase research value
 Include a few sentences about the study procedure.
Method  Describes the study procedure and methodologies
(How)  Sample and sampling procedure
 Instrument
 Data processing and statistical treatment
Results  Includes study results and statistical importance (including
(What) p values)
 Visuals and display items (tables, charts, etc)
Discussion  Explain the meaning of study results
(So What?)  State that their findings are consistent with existing
research or contrasting with previous studies.
 Inconclusive results and limitations are also essential in
objective science as they highlight the need for additional
experiments and future research.
 27

 Discuss how their study expands on previous findings and

contributes to existing scientific knowledge.
 Includes conclusion and recommendation
 28

QUIZ 4: IMRAD FORMAT

I. Directions: Write the essential contents of the following part of an IMRAD

format research.

PART CONTENT
Introduction

Methods

Results

Discussion

I. ESSAY: Answer the question objectively. (See Rubrics, Appendix C.1)

1. Explain the advantages and importance of writing a research on IMRAD Format.
 29

UNIT APA Format

TWO

3 HOURS

At the end of the unit, the students will be able to:

A. Apply the guidelines in employing the APA format.
B. Make a dummy manuscript that employs APA format in
making a title page, abstract, body and references.
C. Recognize the significance of the employment of APA
format in writing a research paper.
 30

Name: Score:

Program/Year/Section: Date:

ACTIVITY ON APA FORMAT

Directions: Search a journal article online and read it. Critique whether the author/s
followed the APA format in writing, organizing, citing and referencing. (See Rubrics,
Appendix C.1)

1. Article Title:
______________________________________________________
2. Author:________________________________________________________
__
3. Journal:_______________________________________________________
___
4. Volume/Series:__________________________________________________
__
5. Year
Published:____________________________________________________
Critique:
 31

APA FORMAT
APA stands for the American Psychological Association. This is a format in writing
and organizing your research paper according to a widely accepted standard. The
following are the guidelines and pointers in conceptualizing, outlining and formatting
your paper. It also includes guidelines in citing sources.

The most important APA format guidelines in the 6th edition are:

 Use 12 pt Times New Roman

 Set 1 inch page margins
 Apply double line spacing
 Insert a running head on every page
 Indent every new paragraph ½ inch

TITLE PAGE

1. Insert the page numbers in the upper right page.

2. Flushed left, the words “Running head” should only appear on the title page.
After a colon, put in a short version of your paper’s title in caps.
3. The short version of your paper’s title should appear on all subsequent pages.
4. Use 12-pt Times New Roman Font
5. Center and Double Space the full title of your paper, your name, University
name and course.
 32

ABSTRACT

1. Center the word abstract.

2. One paragraph summary of your paper.
3. Do not exceed 250 words.
4. Do not indent the first line.
5. At the end of the abstract, keywords relevant to the research are included.
6. Indent the line with keywords and start with the italicized word “Keyword:”.
7. Followed by the keywords.

MIDDLE PAGES

1. Insert the page numbers on the upper right corner.

2. Use 12-pt Times New Roman
3. Double space between all lines of the paper
4. Indent the first line of every paragraph ½ inch
 33

REFERENCES
1. The reference page should be started on a new page and the word
‘References’ should appear centered on the top of the page.
2. All reference entries should be double-spaced and use a ‘hanging-indent’
format, which means that the first line of each reference is left-aligned while
subsequent lines are indented ½ inch.
3. References are listed alphabetically by author; if there is no author use the
title of the reference.

APA REFERENCING
From Western Sydney University Library – APA Referencing Style Guide
In-text Citation – referencing sources within the text.
1. Narrative in-text citation – using the name of the author in the writing.
 34

Rule: Place the year of publication of the work in parentheses after the
author’s surname.
Example: According to Kempa (1999), a learning difficulty may exist in any
situation where a student fails to grasp a concept or idea.

2. Parenthetical in-text citation – refer to a work in the text but not directly
using the name of the author.
Rule: Place the author's last name and the year of publication of the work in
parentheses within or at the end of the sentence.
Example: Science and technology can be perceived as abstract and
theoretical which require intellectual efforts and hard works, that is why
leaners may see it as difficult and untrendy ( Sjøberg, 2001).

Note: Employ et al. if there are three or more authors or editors.

Example: However, PCK to be effective must be subject-specific and unique to a
particular context (Bradbury et al., 2017; Chan & Yung, 2015).
Other Rules:
1. If you directly quote fewer than 40 words, enclose the quotation using double
quotation marks within the text. The year of publication of the work along with
the page number(s)* of the quote should be provided in parentheses.

Example: Mullane (2006) referred to this correlation as a “statistical anomaly”

(p. 118), contributing . . .

2. If the quotation is greater than 40 words it should be displayed in a double-

spaced indented block (1.27 cm) without quotation marks.
Example:
Mullane (2006) stated that:
If any similar qualitative research is to be undertaken in the future, then
stringent controls should be put in place to ensure such statistical anomalies do
not occur through lack of methodological rigor, particularly through corruption
of data inadequately stored and processed. (p. 66)
3. If you use more than one source to write a statement in your paper, the citation
can be presented using semi-colons between works as follows:

Example: However, PCK to be effective must be subject-specific and unique

to a particular context (Bradbury et al, 2017; Chan & Yung, 2015).

HOW TO WRITE APA REFERENCES as suggested in

https://www.mendeley.com/guides/apa-citation-guide
Author rules:
 35

1. Initials are separated and ended by a period.

2. Multiple authors are separated by commas and an ampersand.
3. Multiple authors with the same surname and initial, add their names in square
brackets. eg. Duay, B. [Butch]
Date rules:
1. The date is the date of publishing
2. If the date is unknown, use n.d instead
Title rules:
1. The format of the title changes depending on what is referenced.
Publisher rules:
1. If in the US, the city and two letter state code must be stated
2. If nit in the US: the city and the country must be stated

HOW TO CITE A BOOK?

HOW TO CITE AN EDITED BOOK?

HOW TO CITE A CHAPTER IN AN EDITED BOOK?

 36

HOW TO CITE AN E-BOOK?

Author surname, initial(s) (Ed(s).*). (Year). Title (ed.*). Retrieved from URL
HOW TO CITE AN E-BOOK CHAPTER?
Last name of the chapter author, initial(s). (Year). Chapter title. In editor initial(s),
surname (Ed.). Title (ed., pp.chapter page range). Retrieved from URL
HOW TO CITE A JOURNAL ARTICLE IN PRINT OR ONLINE?

HOW TO CITE NEWSPAPER ARTICLES IN PRINT OR ONLINE?

Author surname, initial(s). (Year, Month Day). Title. Title of

Newspaper, column/section, p. or pp. Retrieved from URL*

**Only include if the article is online.

Note: the date includes the year, month and date.

HOW TO CITE MAGAZINE ARTICLES IN PRINT OR ONLINE?

Author surname, initial(s). (Year, month day). Title. Title of the Magazine, pp.

HOW TO CITE A WEBSITE?

Author surname, initial(s). (Year, month day). Title. Retrieved from URL
 37

QUIZ 5: APA FORMAT

Directions: Write an article about Vocational education. Using the rules in

APA in-text citation and referencing, make your article very objective. (See
Rubrics, Appendix C.1)
 38

MODULE 4: RESEARCH VARIABLES

This module covers the discussion of research variables such

as continuous and discrete variables. Moreover, it also covers
dependent, independent and moderating variables.

CONTINUOUS AND DISCRETE

UNIT
VARIABLES
ONE

3 HOURS

At the end of the unit, the students will be able to:

A. Categorize variables as continuous and discrete.
B. Identify example variables as interval, ratio, nominal or
ordinal.
C. Appreciate the vital part variables play in conducting a
research.
 39

Name: Score:

Program/Year/Section: Date:

ACTIVITY ON CONTINUOUS AND DISCRETE VARIABLES

Directions: Complete the graphic organizer below:

VARIABLES

CONTINUOUS DISCRETE
 40

VARIABLES
The etymology of the term variable is the Latin term variabilis which means
capable of changing. Hence, in research, a variable pertains to measurable
characteristic that changes in value. Variables are fundamental and central concept in
research. It may vary from one group to another group, one person to another or even
with the same person over time. Variables also assume varied numerical or categorical
values. Some common examples of variables used in research are sex,
socioeconomic status and educational attainment.

TYPES OF VARIABLES
1. Continuous Variables - a variable that has infinite number of possible values,
wherein any value is possible. Examples are income, temperature, height,
weight and distance. The two kinds of continuous variables are interval
variable and ratio variable.

1.1. Interval Variable – one in which the difference of two values is

meaningful. However, it does not have a clear definition of zero.
Examples of interval variables are temperature, I.Q. score, SAT score
and pH.
1.2. Ratio Variable – also possess properties of interval variable but has a
clear definition of zero, which indicates that there is none of that variable.
Examples are height, weight, distance, age, income earned and years
of education.

2. Discrete Variables – this is also known as categorical or classificatory

variables in which it has limited number of distinct values. Moreover, this values
cannot be divided into fractions. Examples of discrete variables are sex, blood
groups and number of children. The two kinds of discrete variables are nominal
variable and ordinal variable.

2.1. Nominal Variable – it is a variable with no quantitative value. It can have

two or more categories but it does not imply ordering of cases. Examples
are eye color, business type or religion. An example of dichotomous
variable or two categories is male or female.
2.2. Ordinal Variable – an ordinal variable has two or more categories which
can be ranked. We just rank them but not describe the distance between
attributes. Examples of this are educational attainment, satisfaction,
Latin honors and top students.
 41

QUIZ 6: CONTINUOUS AND DISCRETE VARIABLES

Directions: Classify whether the given example of variable in each item is a

continuous or discrete variable. Moreover, classify it as interval, ratio, nominal or
ordinal as well.

Given Continuous or Discrete Interval, Ratio, Nominal

or Ordinal
1. Cellphone brand
2. Satisfaction level
3. 80oC
4. 70 kg
5. Year level in school
6. Birthplace
7. Score in a quiz
8. Academic rank
9. Water level in
Bustos River
10. Measurement of
Sea level
11. Marital Status
12. Level of Job
Performance
13. Grade in Science
14. -40 oF
15. Favorite color
 42

INDEPENDENT, DEPENDENT
UNIT
AND MODERATING VARIABLES
TWO

3 HOURS

At the end of the unit, the students will be able to:

A. Categorize variables as independent, dependent and
moderating.
B. Identify example variables as independent, dependent
or moderating.
C. Appreciate the vital part variables play in conducting a
research.
 43

Name: Score:

Program/Year/Section: Date:

ACTIVITY ON INDEPENDENT, DEPENDENT AND MODERATING VARIABLES

Directions: Search for five (5) titles of a research and identify the independent and
dependent variables in it.

Title of Research Independent Variable Dependent Variable

 44

Independent Variables
In experimental research, the researcher manipulates one variable and gauge
the effect of that manipulation on another variable. This variable that the researcher
manipulates is what we call the independent variable. The independent variables are
also known as the cause variable because it is responsible for the conditions that act
on something else, in short it is a variable that bring about changes.

Dependent Variables
In experimental studies, where the researcher manipulates the independent
variable, the dependent variable is the variable that is held to be changed or
influenced by the independent variable. This variable is sometimes known as the
outcome variable or the result brought by the effect of the independent variable.

Examples of Independent and Dependent Variables

TITLE Independent Variable Dependent Variable
THE EFFECTS OF Family Relationship Incidence of teenage
FAMILY RELATIONSHIP pregnancy
ON THE INCIDENCE OF
TEENAGE PREGNANCY
FACTORS ASSOCIATED Factors Taxpayer’s attitude
WITH THE ATTITUDES Gender towards taxes
OF TAXPAYERS Socioeconomic Status
TOWARDS TAXES IN Civil Status
BULACAN Age

THE EFFECTS OF Healthcare program Health-related quality of

HEALTHCARE life
PROGRAM TO THE
HEALTH-RELATED
QUALITY OF LIFE OF
SENIOR CITIZENS IN
THE
MUNICIPALITY OF
BUSTOS
ACADEMIC Student Factor Academic Performance
PERFORMANCE OF and Socioeconomic of Grade 10 Students
GRADE 10 STUDENTS Factor
OF BUSTOS DISTRICT
AS INFLUENCED BY
STUDENT FACTOR AND
SOCIOECONOMIC
FACTOR
 45

Moderating Variables
A moderating variable, also called a moderator variable or simply M,
changes the strength or direction of an effect between two variables, the
independent and the dependent variables.

IiI.V. D.V.

Hours of Study Exam Score

M.V.

I.Q.
 46

QUIZ 7: INDEPENDENT, DEPENDENT AND MODERATING

VARIABLES

Directions: From the given research topics or titles, identify the independent and
dependent variables.
Topic / Title Independent Variable Dependent Variable
A scientists studies the
impact of a drug on a
certain type of cancer
Test the theory that
sleeping 8 hours a day
could extend a person’s
life expectancy.
The effects of tomatoes
on risk of prostate cancer
The effectiveness of
contextual approach in
learning chemistry.
The intake of salt and
blood pressure
The consumption of
calcium and bone density
Muscle mass and weight
training
Self-esteem and
encouragement
Digitization and customer
satisfaction
The effect of long-term
treatment to physiological
responses
 47

MODULE 5: DEVELOPING A RESEARCH INSTRUMENT

This module covers the discussion of research instrumentation,

its validity and reliability.

UNIT INSTRUMENTATION
ONE

3 HOURS

At the end of the unit, the students will be able to:

A. Categorize research instruments as researcher-
completed instruments or subject completed
instruments.
B. Construct a simple questionnaire.
C. Realize the vital role of the research instrument play in
a study.
 48

Name: Score:

Program/Year/Section: Date:

ACTIVITY ON INSTRUMENTATION
Directions: Answer the following questions objectively. (See Rubrics, Appendix C.1)

1. What is the vital role of a research instrument in a study?

2. Compare and contrast a researcher-completed instrument and subject-

completed instrument.

3. Cite at least 2 examples of a researcher-completed instrument and discuss in

what kind of study it is usually employed?

4. Cite at least 2 examples of a subject-completed instrument and discuss in

what kind of study it is usually employed?
 49

Research Instrument
Research instruments are tools used for measurement that are purposely
made to collect and analyze data on a topic of interest from research subjects.
Examples of these are tests, surveys, scales, questionnaires and checklist. On the
other hand, the word instrumentation refers to the process of developing, testing and
using the device.
Category of Instrument
1. Researcher-completed instruments – the researcher is the primary research
data collector.
Examples:
a. Performance checklist
b. Rating scales
c. Tally sheets
d. Time-and-motion logs
e. Observation form

2. Subject-completed instruments – it is completed by the subject of the study.

Examples:
a. Questionnaires
b. Self-checklist
c. Attitude scale
d. Personality inventory
e. Aptitude test

https://image3.slideserve.com/6114810/action-research-for-the-efl-teacher-data-collection-sample-research-instruments-l.jpg
 50

QUIZ 8: INSTRUMENTATION

Directions: Construct one simple researcher-completed instrument and one simple

subject-completed research instrument.
 51

UNIT VALIDITY AND RELIABILITY

TWO

3 HOURS

At the end of the unit, the students will be able to:

A. Differentiate validity from reliability
B. Investigate an instrument used by one research article.
C. Decipher the need to validate and test the reliability of
an instrument.
 52

Name: Score:

Program/Year/Section: Date:

ACTIVITY ON VALIDITY AND RELIABILITY

Directions: Read something about validity and reliability. Furthermore synthesize

the one you’ve read and parallel to it write your own thoughts about what you have
read. I. (See Rubrics, Appendix C.1)

What I read… What I thought…

VALIDITY

What I read… What I thought…

RELIABILITY
 53

Validity
Validity refers to the degree to which an instrument accurately measures what
it intends to measure. This will also identify the extent of how the instrument performs
as it is designed to perform. The process of validation involves a rigorous process of
collecting and analyzing data to assess the accuracy of the instrument. A pilot tests is
generic to determine the validity of an instrument. Researchers and evaluators
consider three common types of validity and these are content validity, construct
validity and criterion validity.
A. Content Validity
In content validity, the main question of the researcher and evaluator would
be, “Is the instrument fully representative of what it really aims to measure?” This
shows that the appropriateness of the content of the instrument is important.
Moreover, content validity as well ensures the instrument represents the universe of
the content of the concept being measured. Commonly content validity is measured
through the help of experts with the construct being measured. If all dimensions are
not well represented then the content validity will be low, because some aspects will
be missing. One subset of content validity is face validity. Face validity covers the
suitability of the content of an instrument seems to be on the surface. Face validity is
more informal and subjective than content validity.

B. Construct Validity
In construct validity, the main question of the researcher and evaluator would
be, “Does the instrument measure the concept that it is intended to measure?”. This
type of validity ensures that the researcher can draw inferences about the score that
is related to the concept being studied. Moreover, it validates that the instrument
produces an observation that is distinct from which is produced by a measure of
another construct. Factor analysis, correlation tests, and item response theory model
are common methods to assess construct validity.

C. Criterion Validity
In criterion validity, the main question of the researcher and evaluator would
be, “Do the results correspond to a different test of the same thing?”. It means that it
measures or evaluate how closely the results of your test correspond to the results of
a different test. A criterion is any other instrument that measures the same variable.
In order for a researcher or evaluator to determine the extent to which different
instruments measure the same variable, correlations can be conducted. There are
three ways to measure criterion validity, these are convergent, divergent and
predictive validity.

1. Convergent Validity – it refers to how closely the new scale is related to

other variables and other measures of the same construct. For example, in
 54

order to test the convergent validity of a measure of self-esteem, a

researcher may want to show that measures of similar constructs, such as
self-worth, confidence, social skills, and self-appraisal are also related to
self-esteem.

2. Divergent Validity – it refers that the construct is different from other

constructs that is present in your study. It shows how poorly correlated the
construct of your instrument to instruments that measure different variables.
For example, it shows poor correlation between the instrument used to
measure motivation and the one that measures depression.

3. Predictive Validity - it refers to the extent to which a score on a scale

predicts scores on some criterion measures. Moreover, in predictive validity,
the scores on a scale applied earlier are meant to predict scores on some
later measure. For example, health related quality of life scale can predict
mortality risk.

Reliability
Reliability means consistency of a measure. In research instruments, this
means that when an informant completing an instrument meant to measure a concept
should have approximately the same response each time the instrument is completed.
There are four types of reliability, these are, test-retest reliability, parallel forms
reliability, inter-rater reliability, and internal consistency reliability.

1. Test-retest Reliability - this refers to the measure of reliability obtained by

administering the same test twice over a period of time to a group of
individuals. To examine the reliability of the test, the scores from Time 1 and
Time 2 are correlated. The calculated correlation scores will specify the stability
of the scores over time.
2. Parallel Forms Reliability – this is a measure of reliability that can be obtained
by administering different versions of an instrument to the same group of
respondents. However, both instruments must contain items that examines the
same construct. The correlation between the two different versions is obtained
to evaluate the consistency of results across alternate versions.
3. Inter-rater Reliability – this refers to the degree of agreement among raters.
This type of reliability measures the homogeneity of the ratings. Inter-rater
reliability is useful because human observers will not necessarily interpret
answers the same way; raters may disagree as to how well certain responses
or material demonstrate knowledge of the construct or skill being assessed.
4. Internal Consistency Reliability – this gauges the extent to which items
within an instrument measure various aspects of the same characteristic or
construct. There are three ways to check internal consistency, these are split-
half correlation, average inter-item correlation and average item-total
correlation.
4.1 Split-half Correlation – is done when a tool for examining a single area
of knowledge is split into two parts. The entire test, both two sets, are
 55

administered to same group of individuals. Correlation between the scores

of the two sets is used to describe the internal consistency of the test.

4.2 Average Inter-item Correlation - this is one analysis of internal

consistency reliability that measures individual item on a test if it gives
consistent and appropriate result. It means that different items which are
intended to measure the same general construct or idea are examined to
see if they give similar scores. The ideal range of average inter-item
correlation is 0.15 – 0.50.

4.3 Average Item-Total Correlation – is a tool for improving a multi-item

scale that measures its reliability. This can be obtained through examining
the correlation of between an individual item and the total score without
that item.
 56

QUIZ 9: INSTRUMENTATION

Directions: Choose and read one research article that describes the validity and
reliability of the instrument used. Summarize the description and write you’re
learning insights as well, relating to our previous topic.

TITLE AND AUTHOR ABSTRACT

VALIDITY

RELIABILITY

Description of Validity Learning Insights

or Reliability
 57

DEVELOPING OR CHOOSING AN
UNIT
THREE APPROPRIATE INSTRUMENT

3 HOURS

At the end of the unit, the students will be able to:

D. Follow the procedure on how to develop or to choose a
research instrument.
E. Choose an appropriate instrument for a topic.
F. Uncover the significance of systematically developing
or choosing an instrument.
 58

Name: Score:

Program/Year/Section: Date:

ACTIVITY ON DEVELOPING AND CHOOSING AN INSTRUMENT

Directions: Search on the tips or steps on how to develop or choose an appropriate

research instrument.
DEVELOPING CHOOSING
 59

Developing an Appropriate Instrument

Phase 1: Review of Literature
The review of literature will provide the researcher with evidence on the
components or construct of the topic to be used in the study. This phase will make
your developed instrument objective and empirical. Moreover, through review of
literature the researcher can as well operationally define the constructs he identified
to be used in the research instrument. Thus the review of literature will help
researchers in constructing a valid instrument.
Phase 2: Development of Items
The development of the items depend on the type of instrument the researcher
opt to employ. You can actually adapt some items from existing instruments that are
available in the literature. Moreover, items can be developed based on the operational
definition of the construct.
Phase 3: Field Testing for Validity and Reliability
The developed items will be sent to senior researchers or experts of the chosen
research topic for content and construct validation. Make sure that the judges will work
on it individually. If there were consensus among the judge on the placement of the
item with the defined construct then it will be selected, otherwise it will be dropped.
Then after checking the validity of the items it will be pilot tested to probe its reliability.
Phase 4: Preparation of the Final Draft
This phase involves item analysis, employing the output of the analysis on inter-
correlations between the items and its constructs. Some items may be deleted
because of the low coefficient. The final draft will be subjected to another pilot test to
probe again the reliability of the items.
Phase 5: Pilot Study
If the reliabilities of the construct is sufficiently high, the instrument is ready for
use.

Audit Questions in Developing an Instrument:

1. Is the construct of the instrument clearly defined?
2. Was the type of the measurement instrument correctly chosen?
3. Has a pilot study been conducted?
4. Was the measurement instrument validated?
 60

Choosing an Appropriate Instrument Available

in the Literature
1. Conduct a very broad and literature search.
2. From the literature search, retrieve the instruments that assess the
phenomenon in the research question.
3. Identify all available instruments to measure the phenomenon of interest.
4. If some are unpublished, contact the researchers working in the area to ask
them about the existence of unpublished measuring instruments (gray
literature).
5. Based on the elements, reassess the course of development of each identified
instrument, seeking to distinguish those with established results, good
indicators of validity and reliability and in particular, those extensively used by
the scientific community.
6. Select an instrument that meets the goals of your study, considering ethical,
budgetary and time constraints, among others.
7. Ask permission to the copyright holder to use the instrument and save a copy
of the correspondence and agreement.
 61

QUIZ 10: Developing and Choosing an Appropriate Research

Instrument

Directions: Answer the following questions objectively. I. (See Rubrics, Appendix

C.1)

1. Why is it important to choose an appropriate instrument for your study?

2. In what instance are you allowed to develop your own research instrument?

3. What role do validity and reliability play in developing an instrument?

4. What is the significance of doing a literature review both in developing and

choosing an instrument?
 62

MODULE 6: RESEARCH ETHICS

This module covers the discussion on research ethics.

UNIT RESEARCH ETHICS

ONE

3 HOURS

At the end of the unit, the students will be able to:

A. Cite ethical principles in conducting a research.
B. Analyze ethical issues in conducting a research.
C. Recognize the importance of following research ethics.
 63

Name: Score:

Program/Year/Section: Date:

ACTIVITY ON RESEARCH ETHICS

Directions: Research on common research ethical issues and suggests how should
it be addressed or prevented. I. (See Rubrics, Appendix C.1)
 64

What is Research Ethics?

From City University of Hong Kong
Research ethics provides guidelines for the responsible conduct of research. In
addition, it educates and monitors scientists conducting research to ensure a high
ethical standard. The following is a general summary of some ethical principles:
Honesty:
Honestly report data, results, methods and procedures, and publication status. Do not
fabricate, falsify, or misrepresent data.
Objectivity:
Strive to avoid bias in experimental design, data analysis, data interpretation, peer
review, personnel decisions, grant writing, expert testimony, and other aspects of
research.
Integrity:
Keep your promises and agreements; act with sincerity; strive for consistency of
thought and action.
Carefulness:
Avoid careless errors and negligence; carefully and critically examine your own work
and the work of your peers. Keep good records of research activities.
Openness:
Share data, results, ideas, tools, resources. Be open to criticism and new ideas.
Respect for Intellectual Property:
Honor patents, copyrights, and other forms of intellectual property. Do not use
unpublished data, methods, or results without permission. Give credit where credit is
due. Never plagiarize.
Confidentiality:
Protect confidential communications, such as papers or grants submitted for
publication, personnel records, trade or military secrets, and patient records.
Responsible Publication:
Publish in order to advance research and scholarship, not to advance just your own
career. Avoid wasteful and duplicative publication.
Responsible Mentoring:
Help to educate, mentor, and advise students. Promote their welfare and allow them
to make their own decisions.
 65

Respect for Colleagues:

Respect your colleagues and treat them fairly.
Social Responsibility:
Strive to promote social good and prevent or mitigate social harms through research,
public education, and advocacy.
Non-Discrimination:
Avoid discrimination against colleagues or students on the basis of sex, race, ethnicity,
or other factors that are not related to their scientific competence and integrity.
Competence:
Maintain and improve your own professional competence and expertise through
lifelong education and learning; take steps to promote competence in science as a
whole.
Legality:
Know and obey relevant laws and institutional and governmental policies.
Animal Care:
Show proper respect and care for animals when using them in research. Do not
conduct unnecessary or poorly designed animal experiments.
Human Subjects Protection:
When conducting research on human subjects, minimize harms and risks and
maximize benefits; respect human dignity, privacy, and autonomy.
 66

QUIZ 11: Research Ethics

Directions: Using the bubble map below, cite at least six (6) principles of research
ethics and discuss its significance in conducting a research.

RESEARCH
ETHICS
 67

MODULE 7: CONSTRUCTING A RESEARCH PROPOSAL

This module covers the discussion on developing the problem

and its background, theoretical framework and research
methodology.

CONSTRUCTING THE PROBLEM

UNIT AND ITS BACKGROUND
ONE

6 HOURS

At the end of the unit, the students will be able to:

A. Establish the problem and background of their study.
B. Write an introduction, statement of the problem,
significance of the study, scope and limitation of the
study.
C. Recognize the meaning of establishing the problem and
its background in a study.
 68

Name: Score:

Program/Year/Section: Date:

ACTIVITY ON PROBLEM AND ITS BACKGROUND

Directions: Search and read sample introduction, statement of the problem,

significance of the study, and scope and limitation of the study in the internet. Based
on what you have read, write your observations or learning insights how the authors
wrote the different parts of their research.

Content Observation or learning insight

Introduction

Statement of
the problem

Significance of
the study

Scope and
limitations
 69

Chapter 1: The Problem and Its Background

Introduction
The introduction is one of the first part the readers will read, hence it is
imperative to begin with a strong and substantive introduction. In this section, you will
be giving your audience the reason why your paper is worth reading. The first thing
that you need to do is to start with broad research area and then narrow it down into
a specific focus. The following are some pointers on how one must write their
introduction:
1. State the objectives and significance of the study.
2. Cite your research question or hypothesis.
3. Focus on the importance and validity of the problem.
4. Brief rationale of the problem
5. Present state of knowledge regarding the problem.
6. State what facets of the problem are known.
7. State what needs further inquiry.
8. Cite the antecedents of the study.
9. Discussion of the problem in general and specific situations as observed and
experienced by the researcher (macro to micro approach)
10. Concepts and ideas related to the problem including clarification of important
terminologies.
11. Discussion of the existing or present conditions and what is aimed to be the
future or the gap to be filled – in by the research.
12. Include a brief literature review.
13. Outline the structure of your paper.
In writing the introduction you may cite thoroughly the most recent and relevant
literature but not excessively, because you are not writing your literature review yet.
You must also keep your introduction short (at least 500 – 1000 words).

Statement of the Problem

The statement of the problem outlines the problem the study will have to
address. In the statement of the problem, it is important to cite a generalized problem
and then narrowing it down to a specific and well-defined problem. The statement of
the problem will also help you manage your end results.
Sample of a Statement of the Problem:
Generally, this scholarly work aims to investigate the relationship between
intelligence quotient and adversity quotient.
Specifically, it will seek to answer the following questions:
1. How may the I.Q. test scores of the respondents be described?
2. How may the A.Q. test scores of the respondents be described?
3. Is there a significant relationship between I.Q. and A.Q.?
Significance of the Study
 70

This part of the research paper, the researcher will outline the beneficiaries of
the output or findings of the study. Commonly the beneficiaries of the study are the
experts concerned about the problem, future researchers, administrators, etc. This
part can also be used to justify why there is a need to further the study and it is because
many will; benefit on it.
In writing the significance of the study, the researcher must consider first the
general contribution of the research then to individual beneficiaries.
Sample Significance of the Study
This research was deemed significantly important for the development of the
self-paced e-learning course for the improvement of engineering students’
performance in Calculus. This research will be highly beneficial especially to the
following:

Administrators. This research will be beneficial for the school officials and
administrators to provide information about academic competencies of the STEM and
non-STEM graduates taking up engineering course. By knowing the problem, they can
provide assistance to the instructors/professors to address the issues and concerns in
teaching their students who are having difficulties in their chosen course.

Engineering Instructors. Findings of the study may help instructors think of

teaching strategies, techniques in dealing with students who have difficulties in
Calculus subject. Instructors may be more effective and challenged to teach their
students because of their idea about the students’ struggle. This research may also
serve as their guide motivating and encouraging students to become active
participants in day to day activities

Engineering Students. The students are the main concern of educative

process. Results of the study may make them aware of their responsibilities as
learners. Also, the findings of the study may encourage them to be more interactive
students to cope up with their difficulties in Calculus.

Future Researchers. This study will be useful reference for the researchers
who would plan to make any related study. The result of the stud may give benefits to
future researchers to have knowledge and information about this topic. They can also
use this for them to formulate new concept for the further improvement/enrichment of
the curriculum.

Scope and Delimitation of the Study

The scope identifies the coverage of the study in terms of population and
sample of the study, objectives, location or setting, time frame, topic of investigation
and the methodology to be employed in the research. Moreover, to delimit, is to cite
the boundary in terms of population and sample of the study, objectives, location or
setting, time frame, topic of investigation and the methodology to be employed in the
research.
 71

Sample Scope and Delimitation of the Study

This study is concerned with the development of CalcDali, a self-paced e-
learning tutorial that will help the engineering students in their difficulties in Calculus
subject. CalcDali focused on select topics in Differential Calculus taken by second
year industrial and computer engineering students in Bulacan State University-Bustos
Campus in Bustos, Bulacan. The self-paced e-learning tutorial is constructed and
prepared using the existing Differential Calculus textbooks and teacher’s manual.

The respondents of this study are 89 engineering students wherein 39 are

STEM graduates and 50 are non-STEM graduates in the second semester of
Academic Year 2019-2020. Also, a Calculus instructor was interviewed. The result of
the need analysis of the instructor validates the result of the difficulties encountered
by the students.

This study is delimited only for the second year industrial and computer
engineering students because it may be difficult to generalize the study’s findings. This
study will not cover problems that are not considered related to their academic
experiences in college.
 72

QUIZ 12: The Problem and Its Background

Directions: Based on your own research topic, construct an introduction, statement

of the problem, significance of the study and scope and delimitation. (See rubrics,
Appendix C.2)
 73

CONSTRUCTING THE
UNIT
THEORETICAL FRAMEWORK
TWO

6 HOURS

At the end of the unit, the students will be able to:

A. Establish the theoretical framework of their study.
B. Write the review of related theory, related literature,
related studies, hypotheses, conceptual framework and
definition of terms.
C. Recognize the meaning of establishing the theoretical
framework in a research.
 74

Name: Score:

Program/Year/Section: Date:

ACTIVITY ON THEORETICAL FRAMEWORK

Directions: Search and read sample related literature, related theories, related
studies and conceptual framework in the internet. Based on what you have read, write
your observations or learning insights how the authors wrote the different parts of their
research.

Content Observation or learning insight

Related Theory

Related
Studies

Related
Literature

Conceptual
framework
 75

Chapter 2: Theoretical Framework

Review of Related Theory
The review of related theory will aid to establish what theories already exist.
Another aim of this review is to probe the relationships between these theories and to
develop new hypothesis to be tested. More often this part is used to establish the lack
of appropriate theories or inadequate tom explain an emerging research problem. The
analysis part is used to construct a framework.
Review of Related Literature
This is a detailed review of existing literature of a research topic. You will
discuss here the knowledge and findings from standing literature. And if in case you
find gaps or conflicts in these literature you can also include a discussion about it and
you may as well cite methods to address the gap or conflict through your study.
Moreover, the review of related literature will serve as a basis that will be employed to
support the findings of your study.
In writing the review, start with the background and objective or purpose of the
review in your paper. Then write a literature review for each variable identified in your
study. Moreover, the purpose of this part is to review literature and not only to cite or
summarize thus synthesis of these literature is essential. One important principle in
writing a review of related literature is coherence.
Review of Related Studies
The review of related studies involves a thorough analysis of studies or
researches that has been undertaken or published, both local and foreign, that is
related to your current research. Moreover, this should be a review and not merely a
summary of the studies. You should compare or contrast the findings of the reviewed
studies and relate it to your current research. Synthesis of these reviewed studies is
also included in this part.
Conceptual Framework
The conceptual framework is founded on the theoretical framework that
embodies the specific direction by which your research will have to be done. This
framework also describes the relationship between specific variables identified in the
study. More often this is also known as the research paradigm. In the framework you
need indicators for the proposition in order to generate measurement. In short, the
nature of a conceptual proposition should be testable. According to McGaghie et al
(2001), that the conceptual framework “sets the stage” for the presentation of a
particular research question that drives the investigation being reported based on the
problem statement.
These are the suggested step by step guide in making the conceptual
framework:
1. Choose your research topic.
2. Do a literature review.
3. Isolate the important variables.
4. Generate the conceptual framework
 76

a. Build your conceptual framework using your mix of variables from the
literature you have reviewed.
b. You can use the statement of the problem as a reference
5. Discuss the framework and the relationships among the variables.

Samples of Conceptual Framework (but not limited to the following)

1. Title: The Academic Performance of Grade 12 Students of BulSU-Laboratory
High School as Influenced by Student Factor and Socioeconomic Factor.

Independent Dependent
Variable Variable

Students’ Personal
Attributes
Study Habit
Age

Socioeconomic Academic
Status Performance of
Educational
Grade 12 Students
attainment of
parents
Income of the
family
Number of
children in the
family

2. Title: Relationship between Intelligence Quotient and Adversity Quotient.

I.Q. Test Score A.Q. Test Score

 77

3. Title: LET’s Go Physical Science: A Review Material for Physical Science

Specialization on the LET

INPUT

Results of Prior Study Selection of the Results of Prior

topics to be included Study
Performance in the
in the material
mock-LET of Physical Performance in the
Science major Design, development mock-LET of
students and evaluation of the Physical Science
review material major students
PRC TOS
(specialization) Administration of the PRC TOS
instruments (specialization)
Related literature,
studies and theories Related literature,
related to studies and
development of theories related to
review materials development of
review materials
Books and online
references for Books and online
specialization references for
specialization
Research Instruments
Research
Instruments

Definition of Terms
The definition of terms is important to have a clear definition of important terms.
In this part you may include the conceptual definition and the operational definition of
the term. Conceptual definition refers to the universal meaning of the term and
understood by many people. On the other hand, the operational definition refers to
the meaning of the concept as used in your study. By convention, in your paper cite
the conceptual definition first followed by the operational definition.
 78

QUIZ 13: Theoretical Framework

Directions: Based on your own research topic, construct your review of related
literature, relevant theories, related studies, conceptual framework and definition of
terms. (See Rubrics, Appendix C.3)
 79

UNIT
CONSTRUCTING RESEARCH
THREE METHODOLOGY

6 HOURS

At the end of the unit, the students will be able to:

A. Establish the research methodology of their study.
B. Write the methods of their study, population and sample
of the study, research instrument, and statistical
treatment.
C. Recognize the meaning of establishing the research
methodology in a research.
 80

Name: Score:

Program/Year/Section: Date:

ACTIVITY ON THEORETICAL FRAMEWORK

Directions: Search and read sample research method; population and sample of the
study; data gathering procedure; and data analysis and statistical treatment in the
internet. Based on what you have read, write your observations or learning insights
how the authors wrote the different parts of their research.

Content Observation or learning insight

Research
Method

Population and
sample of
study

Data gathering
procedure

Data Analysis
and Statistical
Treatment
 81

Chapter 3: Research Methodology

Research Method
In this part you will have to discuss what methodological approach you will employ
in your research. Moreover, you should as well include the research question that will
be investigated and the data that is sufficient to answer the question. Explain further
why you chose that method and is it appropriate to your research. If there are ethical
considerations, you may also cite it here.
Sample Methods
1. Quantitative Methods
2. Qualitative Method
3. Mixed Method

Population and Sample of the Study

In this section you need to describe your respondents or informants as well cite
their population size and sample size. It is as well imperative to cite the sampling
techniques that you will employ in the study. A population is the collection of the
elements which has some or the other characteristics in common while population
size refers to the number of elements in the population. On the other hand, a sample
is the subset of the population and the number of elements in the sample is the sample
size. Moreover, the process of selecting the sample is known as sampling.
Two Categories of Sampling Technique
1. Probability Sampling
a. Simple Radom Sampling
b. Stratified Sampling
c. Cluster Sampling
d. Single Stage Cluster Sampling
e. Two Stage Cluster Sampling
f. Systematic Clustering
g. Multi-stage Sampling

2. Non-probability Sampling
a. Convenience Sampling
b. Purposive Sampling
c. Quota Sampling
d. Referral or Snowball Sampling

Research Instrument
In this part you will need to describe the research instrument to be used in the
study. You need to cite whether it is a researcher-completed or subject-completed
research. Furthermore, state what type of instrument you will use. If you are the one
who developed the instrument, please include the validity and reliability procedure that
you have made. On the other hand, if you will adapt or choose an appropriate
 82

instrument, cite the author of the instrument and justify why did you choose it. You will
also describe in this part how will the subjects answer and to how long will it take them
to answer. If there are scales and corresponding descriptions it must as well be
included here.
Data Gathering Procedure
A detailed data gathering procedure is imperative so that other researchers can
replicate your method. In this section you will have to discuss in part, stepwise, the
way you administered the instrument and how did you collect the data relative to your
study. Besides, you will also need to discuss the type of data that you will have to
collect. As well include the methods and procedures you will employ to collect, store,
and process the data.
Data Analysis and Statistical Treatment
In this section, you will have to discuss the statistical treatment to be used to
process the data collected. Statistical treatment should also include description of the
data. In the data analysis part, you will have to explain in the paper how you will
interpret the results after subjecting the data in statistical procedures.
Common Statistical Treatments
1. Measures of Central Tendency
2. Standard Deviation
3. Percentage or Frequency Distribution
4. T-test
5. Pearson Correlation
6. Chi-square
7. Analysis of Variance
8. Regression
 83

QUIZ 14: Research Methodology

Directions: Based on your own research topic, discuss the methods of research you
will employ, the population and sample of the study, the research instrument, data
gathering procedure, data analysis and statistical treatment. (See rubrics, Appendix
C.4)
 84

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Alfonso, J., Andan, M., Apilan, R.P., Bosquillos, D.R., Clarin, E.M., Kasan, M.F., &
Santos, M.A. (2020), LET’S GO! PHYSICAL SCIENCE: A REVIEW MATERIAL
FOR PHYSICAL SCIENCE SPECIALIZATION ON THE LET. Bulacan State
University

Alcantara, J., Isip, J., Sison, G., Yutoc, A., Duay, B., & Umoquit, R. (2020).
PERCEIVED RELEVANCE OF GRADE 9 MATHEMATICS TOPICS TO
EVERYDAY LIFE: INPUTS TO CONTEXT-BASED ENRICHMENT ACTIVITIES.
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Ariola, M. (2006). Principles and Methods of Research. Manila: Rex Bookstore.

Creswell, J.W. (2013). Qualitative Inquiry & Research Design: Choosing Among
the Five Approaches. Thousand Oaks, CA: SAGE Publications, Inc. (pp.
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Cronbach, L. J., & Meehl, P. E. (1955). Construct validity for psychological

tests. Psychological Bulletin, 52, 281–302.

Glaser, B. (1998). Doing Grounded Theory: Issues and Discussions. Mill Valley,
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Meeran, Subhan & Osman, Kamisah & Zakaria, Effandi & Ikhsan, Zanaton &
Krish, Pramela & Koh, Denise & Mahmod, Diyana. (2012). Developing an
Instrument to Measure Research Skills. Procedia - Social and Behavioral
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Paul F.M. Krabbe, in The Measurement of Health and Health Status, 2017

Santos, V. et al. (2020). CalcDali: A Self-paced E-learning Tutorial for Improving the
Performance in Differential Calculus. Bulacan State University

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Aldiabat, K. M, & Le Navenec, C-L. (2011). Philosophical roots of classical grounded

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Bastos, J., Duquia, R., González-Chica, D., Mesa, J., & Bonamigo, R. (2014). Field
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How to Conduct a Literature Review: Start Here. (n.d.). Retrieved September 20,
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www.britannica.com

www.brainly.com
www.hampshire.edu
 87

www.everydaysociologyblog.com
www.questionpro.com/blog/social-research
www.egyankosh.ac.in/bitstream/123456789/23397/1/Unit-1.pdf
www.changingminds.org/explanations/research/design/anthropological_research.ht
m
www.innoviscop.com
www.ssrn.com/index.cfm/en/ern
https://www.mustard-research.com/blog/general/top-10-qualities-required-be-good-
researcher/
 88

APPENDIX A
COURSE SYLLABUS

COURSE SYLLABUS
TECHNOLOGY RESEARCH 1
1st Semester, AY 2020-2021

COLLEGE: EDUCATION
DEPARTMENT: BTVTEd
COURSE CODE: EDUC 305
COURSE TITLE: Technology Research 1 (Methods of Research)
CREDIT UNITS: 3 Lecture Units
PRE-REQUISITE:None
FACULTY: BUTCH STEPHEN C. DUAY, MAE
JOVITA E. VILLANUEVA, Ed.D.
CONSULTATION HOURS:

COURSE DESCRIPTION:
The course provides with important concepts of the methods of research
covering the design, data collection, statistical application and development of
research instrument. This also requires the students to prepare a research proposal
which includes the introduction, significance of the research, methodology and timeline
of the study. The proposal will serve a basis for Technology Research 2. (CMO 79,
s.2017)

University Vision
Bulacan State University is a progressive knowledge-generating institution,
globally-recognized for excellent instruction, pioneering research, and responsive
community engagements.

University Mission
Bulacan State University exists to produce highly competent, ethical and
service-oriented professionals that contribute to the sustainable socio-economic
growth and development of the nation
 89

Core Values: SOAR BulSU!

Service to God and Community

Order and Peace
Assurance of Quality and Accountability
Respect and Responsibility
The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity as:
a. highly and globally competent;
b. ethical and service-oriented citizen;
c. analytical and critical thinker; and
d. reflective life-long learner.

Program Educational Objectives (PEO)

Program Educational Objectives (PEO) University Mission

AIG-a AIG-b AIG-c AIG-d
To Provide General Education for them to
appreciate human ideas and values, develop in
/ / /
them critical thinking, research capability, creativity
and good work habits.
To provide professional education to develop
students’ skills in applying methods and techniques
/ /
in teaching vital for effective and efficient delivery of
instruction.
To promote co-curricular activities for the
development of personal discipline, leadership and / /
responsible membership in society.

Program Outcomes (PO)

On completion of the course, the student is expected to be able to do the following:

Program Educational Objectives

PROGRAM OUTCOMES PEO1 PEO2 PEO3
(PO can be found at your
respective course/program CMO
or PSG)
Demonstrate higher level literacy,
communication, numeracy, critical thinking, / / /
learning skills needed for higher learning.
Apply a wide range of teaching process skills
(including curriculum development, lesson
planning, materials development, / / /
educational assessment, and teaching
approaches)
Reflect on the relationships among the
teaching process skills, the learning / / /
processing in the students, the nature of the
 90

content/subject matter, and other factors

affecting educational processes in ordern to
constantly improve their teaching knowledge,
skills and practices.

Course Outcomes and Relationship to Program Outcomes

Course Outcomes Program Outcomes

After completing this course the student must be able to: a b C
LO1 Demonstrate the ability to choose appropriate methods
D D D
to research aims and objectives through a research proposal
LO2 Cite the limitations of a particular research methods in E
the research methodology part of their proposal.
LO3 Execute different statistical techniques used in research. E
LO4 Critically review theories, studies and literature related E E E
to their proposed research topic.
LO5 Develop or choose appropriate research instruments. E
LO6 Articulate ethics process I
LO7 Identify sample respondents from a population I
LO8 State the problem and the purpose of a research I
Note: (I) Introductory Course to an Outcome (E) Enabling Course to an Outcome (D) Demonstrative
Course to an Outcome

LEARNING EPISODES:

Learning
TOPIC Week Learning Activities
Outcomes
Technology and
LO8 Research: It’s 1 Venn Diagram, essay
Importance
Quantitative Vs.
LO1 2 Graphic organizer
Qualitative
Steps in
Identifying
LO8 3 Concept mapping, Title Defense
Research
Problem
LO1 IMRAD Format 4 Article review
LO1 APA Format 5 Article review
Continuous and
LO3, LO8, LO5 Discrete 6 Concept mapping
Variables
Independent,
Dependent and
LO3, LO8, LO5 7 Concept mapping
Moderating
Variables
 91

LO5 Instrumentation 8 Essay

Validity and
LO5 9 Synthesis, concept mapping
Reliability
Developing or
Choosing an
LO5 10 Concept Mapping
Appropriate
Instrument
Research
LO6 11 Article review
ethics
Constructing
the Problem
LO8 12-13 Construction of Chapter 1
and Its
Background
Constructing
LO4 the Theoretical 14-15 Construction of Chapter 2, article review
Framework
Constructing
LO1, LO2 the Research 16-18 Construction of Chapter 3
Methodology

FINAL COURSE OUTPUT:

RESEARCH PROPOSAL (PAPER AND DEFENSE)

RUBRIC FOR ASSESSMENT:

A. ORAL DEFENSE
Category Exceeds Meets Nearly Meets Does Not Meet
Standard Standard Standard Standard
(5)
(20) (15) (10)
Language o Effectively o Maintains o Some eye o Uses eye
Use and uses eye eye contact contact, but contact
Delivery contact o Speaks not ineffectively
(The student o Speaks clearly and maintained o Fails to
communicat clearly, uses o Speaks speak clearly
es ideas effectively suitable clearly and and uses
effectively) and volume and unclearly in unsuitable
confidently pace different pace
using o Dresses portions o Dresses
suitable appropriatel o Dresses inappropriate
volume and y inappropriate ly
pace o Selects ly o Select words
o Dresses words o Selects inappropriate
appropriatel appropriate words for context;
y for context inappropriate uses
o Selects rich and uses for context; incorrect
and varied uses grammar
 92

words for correct incorrect

context and grammar grammar
uses
correct
grammar
Organization o Introduces o Introduces o Introduces o Does not
and the topic the topic the topic clearly
Preparation clearly and clearly o Somewhat introduce the
(The student effectively o Maintains maintain topic
exhibits o Maintains focus on the focus on the o Does not
logical clear focus topic topic establish or
organization. on the topic o Include o Includes maintain
) o Effectively transitions to some focus on the
includes key points transitions to topic
smooth connect key o Uses
transitions points ineffective
to connect transitions
key points that rarely
connect
points.
Content o Clearly o Clearly o Defines the o Does not
(The student defines the defines the topic or clearly
explains the topic or topic or thesis define the
process and thesis and thesis o Presents topic or
topic of the its o Presents evidence of thesis
project) significance evidence of research o Presents
o Provides valid with little or no
evidence of research sources evidence of
extensive with multiple valid
and valid sources research
research
with multiple
and valid
sources

Questions o Demonstrat o Demonstrat o Demonstrat o Demonstrate

and Answers es extensive es es some s incomplete
knowledge knowledge knowledge knowledge
of the topic of the topic of the topic of the topic
by by by by
responding responding responding responding
confidently, accurately accurately inaccurately
precisely, and and and
and appropriatel appropriatel inappropriat
appropriatel y to y to ely to
y to all questions questions questions
audience and and and
questions feedback feedback feedback.
and
feedback.
TOTAL o o o o

B. RESEARCH PROPOSAL
www.ecarleton.ca › mod_folder › content › Samples
Grade Component Does not meet Approaching Meets Exceeds
expectations expectations expectations Expectations
Abstract (4pts) 1 2 3 4
 93

 An abstract is An abstract is An abstract is  An abstract is

not present or it present, but it present, and present, and
is unrelated to is missing key includes most includes all key
the topic of the elements (e.g., of the key elements
proposal an elements that
introductory are expected
statement,
hypotheses, a
description of
the methods,
highlights of
implications)
Literature Review (16 4 8 12 16
pts)
The literature  The The literature  The
review lacks literature review is literature
comprehensive review is relatively review is very
coverage of relatively comprehensive comprehensive
relevant material comprehensive and describes and describes
 The purpose of and describes most relevant relevant
the study is not some relevant material, material  The
clearly described material  The although purpose of the
 There is no purpose of the significant gaps study is clearly
connection study is still exist  The described 
between the described, but purpose of the There is an
material not as clearly study is excellent
reviewed and as it might be  adequately connection
the purpose of There is some described  between the
the study attempt to There is a good material
connect the attempt to reviewed and
material connect the the purpose of
reviewed with material the study
the purpose of reviewed with
the study the purpose of
the study

Hypotheses/Research 1 2 3 4
Questions (4 pts)
No hypotheses Some  Hypotheses Specific
or research hypotheses or or research hypotheses or
questions are research questions are research
included in the questions are included in the questions are
proposal included in the proposal, and included in the
proposal, but their proposal and
they are connection to they are
unconnected the material directly
to the material reviewed in connected to
reviewed in the the material
the introduction is reviewed in
introduction good the
introduction
Methods (16 pts) 4 8 12 16
No methods A methods  A methods A methods
section is section is section is section is
included in the present, but present, and present, it is
 94

proposal or numerous only a few written clearly,

many key elements of elements of and the
elements of the the methods the methods section is
methods are are absent or are absent or missing none
absent (e.g., described described of the key
participants/data insufficiently insufficiently elements of
described, the methods
conditions,
comprehensive
list of material
provided,
procedure
clearly
described,
method(s) of
analysis
discussed,
ethical issues
considered)
Implication (4 pts) 1 2 3 4
 No potential Some  Some A broad range
implications of implications important of implications
the proposed are discussed, implications are discussed
study are but they are are discussed, that connect
discussed not strongly which are directly to the
connected to connected to proposed
the proposed the proposed study  Both
study  study  A good theoretical and
Important attempt is practical
implications, made to implications
either discuss both are described
theoretical or theoretical and
practical, practical
aren’t implications
mentioned
References (4pts) 1 2 3 4
Major problems An attempt A good  Referencing
exist with has been made attempt has is excellent 
references  to deal with been made to There are no
Many citations in references in deal with issues with
the body of the the proposal  references in citations in the
proposal are Some citations the proposal  body of the
missing  are missing in There are very proposal 
Reference list is the body of few problems There are no
either absent or the proposal  with the issues with the
seriously Some citations in the reference list
problematic references are body of the
missing in the proposal 
reference list There are very
or the few problems
reference list is with the
slightly reference list
problematic
Organization (16 pts) 4 8 12 16
 95

The proposal is The proposal is The proposal is  The

very somewhat relatively organization of
disorganized  disorganized  organized  All the proposal is
Certain sections All sections of sections of the excellent  All
of the proposal the proposal proposal are sections of the
are missing or in are present present (see proposal are
the wrong order (see list in list in previous present (see
(e.g., abstract, previous column) and list in previous
introduction, column), they are column)  The
hypotheses, although there presented in flow of the
methods, are small the right order writing is
implications, problems with  The writing excellent
references)  organization of flows relatively across sections
The writing does the sections  well across and within
not flow logically The writing sections and sections
either across does not flow within sections
sections or logically either
within sections across sections
or within
sections
Accuracy, Clarity and 6 12 18 24
Conciseness in
Writing (24 pts)
 Many factual Most facts Almost all facts All facts
errors exist presented in presented in presented in
within the the proposal the proposal the proposal
proposal and/or are accurate are accurate are accurate
research related and research and research and research
to citations is related to related to related to
discussed in an citations is citations is citations is also
inaccurate discussed in a generally discussed in an
fashion  The reasonably discussed in an accurate
proposal is not accurate accurate fashion  The
clearly written in fashion, but fashion  The proposal is
that it is difficult some issues proposal is clearly written
to understand still remain  written with and very easy
much of it  The The proposal reasonable to understand
writing is not has problems clarity  The proposal
concise (overly with clarity in although there is
convoluted and that there are are still small appropriately
wordy) and portions of the portions of the concise and
much of the proposal that proposal that always
proposal is are difficult to are difficult to relevant (to
irrelevant (to the understand  understand  the topic being
topic being The writing is The writing is covered)
covered) reasonably generally
concise and concise and
relevant (to relevant (to
the topic being the topic being
covered), covered)
although
information
could
sometimes
have been
 96

presented in a
less
convoluted
way
Importance and 1 2 3 4
Innovation (4 pts)
The proposed The proposed The proposed  The
study does not study is study is proposed
tackle an relatively important and study is very
important issue important and there is a good important and
and there is no there is an attempt to nicely builds
attempt to build attempt to build on on existing
on previous build on existing research  The
research  There existing research  proposed
are no research  There are a study is
innovative There are only number of extremely
elements in the a small innovative innovative
proposed study number of elements in
innovative the proposed
elements in study
the proposed
study
Grammar, 1 2 3 4
punctuation and
spelling (4 pts)
There are a lot of There are  Grammar, No grammar,
grammar, some punctuation, punctuation,
punctuation, and grammar, and spelling is or spelling
spelling errors  punctuation, mostly correct errors 
The errors and spelling  Evidence of Proposal was
seriously errors  proofreading clearly
interfere with Proposal present proofread
the readability of appears not to
the proposal have been
proofread
APA Formatting (4 1 2 3 4
pts)
Little or no Some effort The proposal is The proposal is
attempt was was put into formatted perfectly
made to format formatting the reasonably formatted
the proposal proposal well according according to
according to APA according to to APA APA
formatting APA formatting formatting
guidelines formatting guidelines  guidelines
guidelines  The proposal
Some of the contains very
formatting few formatting
elements are errors
present,
although a
number of
elements are
missing or
problematic
TOTAL 100
 97

OTHER REQUIREMENTS AND ASSESSMENTS:

Aside from the research, the student will be assessed to other times during the term
by the following: Title defense, literature review, activities, and assignments.

GRADING SYSTEM:
Term Examinations 20%
Quizzes/Activities 20%
Research Proposal 40%
Participation/Recitation 10%
Attendance/ Promptness 10%
TOTAL 100%
Final Grade = Midterm Grade + Tentative Final Grade Period
2

Range Grade
97-100 1.00
94 – 96 1.25
91 – 93 1.50
88 – 90 1.75
85 – 87 2.00
82 – 84 2.25
79 – 81 2.50
76 – 78 2.75
75 3.00
74 and below 5.00

References:

Ariola, M. (2006). Principles and Methods of Research. Manila: Rex Bookstore.

Creswell, J.W. (2013). Qualitative Inquiry & Research Design: Choosing Among the
Five Approaches. Thousand Oaks, CA: SAGE Publications, Inc. (pp. 77-83)

Cronbach, L. J., & Meehl, P. E. (1955). Construct validity for psychological

tests. Psychological Bulletin, 52, 281–302.

Glaser, B. (1998). Doing Grounded Theory: Issues and Discussions. Mill Valley, CA:
Sociology Press.

Meeran, Subhan & Osman, Kamisah & Zakaria, Effandi & Ikhsan, Zanaton & Krish,
Pramela & Koh, Denise & Mahmod, Diyana. (2012). Developing an Instrument
to Measure Research Skills. Procedia - Social and Behavioral Sciences. 60.
630–636. 10.1016/j.sbspro.2012.09.434.

Paul F.M. Krabbe, in The Measurement of Health and Health Status, 2017
 98

Online Resources:

www.britannica.com

www.brainly.com

www.hampshire.edu

www.everydaysociologyblog.com

www.questionpro.com/blog/social-research

www.egyankosh.ac.in/bitstream/123456789/23397/1/Unit-1.pdf

www.changingminds.org/explanations/research/design/anthropological_research.ht
m

www.innoviscop.com

www.ssrn.com/index.cfm/en/ern

https://www.mustard-research.com/blog/general/top-10-qualities-required-be-good-
researcher/

Required Readings

Class Policies:

1. Tardiness of 45 minutes is equivalent to one 3 hours absent

2. Attendance will be checked every meeting. Three unexcused absences will
lead to dropping the subject.
3. No special examinations will be administered to absentees unless an excuse
letter from parent/guardian or medical certificate noted by the guidance
counselor and class adviser is presented.
4. Activites/ Assignments/Projects are to be submitted on time. Failure to submit
is equivalent to a grade of 5.0.

Ethics for Video Call and Recording

1. Dress Appropriately
2. Practice good etiquette – Mute your microphone if you are not talking
3. Check settings before you call
4. Treat each other well
5. Avoid pointless video calls
6. Remain attentive during sessions
7. Disable notifications of other apps in your gadget during online session
 99

8. Interact patiently and respectfully with your instructor and fellow students
9. Provide feedback to instructors about your experiences and any relevant
suggestions
10. Students MUST NOT record each other’s online interactions or the video
lessons.
11. Students MUST NOT share recorded lessons publicly.
12. Make sure you end the session as soon as the instructor tells you to do so.

Prepared by:

BUTCH STEPHEN C. DUAY, MAE JOVITA E. VILLANUEVA, Ed.D.

Assistant Professor IV Professor V
 100

Declaration
I have read and understood the above syllabus in full and in participating in this course I agree to
the above rules. I have a clear understanding of the policies and my responsibilities, and I have
discussed everything unclear to me with the instructor.
I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher
with due respect.
I understand that this syllabus can be modified or overruled by announcements of the instructor
in class or on any social media site at any time
______________________________________ ____________________ _______________
Student’s Printed name Signature Date

______________________________________ ____________________ _______________

Parent’s Printed name Signature Date

Student’s Copy

-------------------------------------------------------Cut here----------------------------------------------------------

Declaration
I have read and understood the above syllabus in full and in participating in this course I agree to
the above rules. I have a clear understanding of the policies and my responsibilities, and I have
discussed everything unclear to me with the instructor.
I will adhere to the academic integrity and policy and I will treat my fellow students and my teacher
with due respect.

I understand that this syllabus can be modified or overruled by announcements of the instructor
in class or on any social media site at any time
______________________________________ ____________________ _______________
Student’s Printed name Signature Date

______________________________________ ____________________ _______________

Parent’s Printed name Signature Date
Instructor's Copy
 101

APPENDIX B
RESEARCH PROPOSAL TEMPLATE
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
- this part contains discussion about the background of the topic/ subject of
the study. An overview of the nature/ concepts of the study. This are usually taken
from printed materials but also with insights from the researcher/s.
Statement of the Problem
- this part of the research discusses the general problem of the study and the
specific problems of the study.
Significance of the Study
This part of the research paper, the researcher will outline the beneficiaries of
the output or findings of the study. Commonly the beneficiaries of the study are the
experts concerned about the problem, future researchers, administrators, etc. This
part can also be used to justify why there is a need to further the study and it is because
many will; benefit on it.
Scope and Limitation of the Study
- This part of chapter is concerned with determining the target respondents of the
study. The parameters to be considered in the study. The time when the research
will be done.
Notes in Chapter I
- contains list of resources whether printed or from the internet, such
resources were used in developing the research.
 102

CHAPTER II
THEORETICAL FRAMEWORK

Review of Relevant/ Related Theories

- a theory/ies that will support or justify your study. Theories propounded by experts
or specialist in the field of study. These theories will be the bases of the hypotheses.
Review of Related Literature
- discussion from the different authors regarding your study or focus of
research.
Review of Related Studies
- a researcher should give a brief summary of the related studies which have
already been done, he/ she should indicate the relationship of the research whether
positive or negative relationship.
Hypothesis/ses of the Study
- it is known as an educated guess or inference that is formulated and
provisionally adopted to explain observed facts or conditions and to guide the further
investigation.
Conceptual Framework
Shows the interplay between variables. Serves as guide in the course of the study.
Definition of Terms
All the terms used in the research/ study should be defined for the benefit of
the readers of research.
Basically all the terms included in the conceptual paradigm should be included
in the definition of terms.
Notes in Chapter II
- contains listings of all materials like books, journals, webpages that were
used as references in developing chapter II.
 103

CHAPTER III
METHODS OF RESEARCH
Methods and Technique of the study/ Research Design
- This subpart of chapter III discusses the type of research method to be used in
data gathering.
Population of the Study
-this part tells the population of the study. Who were the persons that served
as the respondents of the study.
Research Instrument
- this part of research discusses what instrument will be used to gather the
needed data.
Instruments may vary according to study:
- questionnaire usually in form of survey, interview (structured and
unstructured), Rating Scale, Checklist, Social Scaling, Document or Content
Analysis, Score cards, Teacher made test, opinionnaire, tape recording, observation,
psychological test, standard tests.
Data Analysis and Statistical Treatment
- this part of research tells what statistical tool will be used in treating the data that
were gathered in the questionnaire. Usually frequency and percentage is used in
profiling, t- test for finding significance level and Pearson R in finding the relationship
of variables.
Notes in Chapter III
- Contains listing of all materials, resources used in developing chapter III.
 104

APPENDIX C
RUBRICS FOR DIFFERENT ACTIVITIES AND ASSESSMENT

C.1.
Criteria Points
CONTENT 10
ORGANIZATION 5
CREATIVITY 5
TOTAL 20

C.2. Writing an Introduction Rubric

http://teach.ufl.edu/wp-content/uploads/2016/07/Science-Rubrics.pdf

Category Exceeds Meets Nearly Does Not No Scor

Standard Standard Meets Meet Evidence e
(25) Standard Standard
(20) (15) (10)
(5)
Thesis Clearly and Clearly States the Incomplete Absent /
Statement concisely states the paper’s and/or No
states the paper’s purpose in unfocused. Evidenc
paper’s purpose in a single e
purpose in a a single sentence.
single sentence.
sentence,
which is
engaging,
and thought
provoking.
Introduction The The The There is no Absent /
introduction introduction introduction clear No
is engaging, states the states the introduction Evidenc
states the main topic main topic or main e
main topic and but does topic and
and previews not the
previews the the adequately structure of
structure of structure of preview the the paper is
the paper. the paper. structure of missing.
the paper.

Organizatio Writer Paragraph Logical No N/A

n-Structural demonstrate developme organizatio evidence of
Developmen s logical and nt present n; structure or
t of the Idea subtle but not organizatio organizatio
sequencing perfected. n of ideas n.
of ideas not fully
through developed.
well-
developed
paragraphs;
transitions
 105

are used to
enhance
organization
.
Grammar There is 1 or There are 2 There are 3 There are 4
less grammatica grammatica or more
grammatical l errors. l errors. grammatica
error. l errors.

C.3. Writing Literature Review Rubric

Literature Review Rubricwww.uky.edu › EPE619 › Rubrics › LitReview
RATING
4 3 2 1 SCORE
ASSIGNMENT Information is Information is Information Information
gathered gathered is gathered is gathered
BASICS from multiple, from multiple from a from a single
Articles research- sources. limited source.
based number of
sources. sources.
SUMMARY
Theme Well Well Weakly No
organized, organized, organized organization,
demonstrates but with no sequencing,
logical demonstrates logical or structure.
sequencing illogical sequencing
and sequencing or structure.
structure. or structure.
Background/ Detailed Conclusions There is No
conclusions are reached some conclusions
Foundation are reached from the indication of are made
from the evidence conclusions from the
evidence offered. from the evidence
offered. evidence offered.
offered.
Reference Sheet Information is Information is Information Information
cited properly cited is cited, but is not cited or
and in APA properly. has errors. is cited
format. incorrectly.
PRESENTATION
Length Adheres to 5 – Exceed or Exceed or Exceed or
10 page does not meet does not does not meet
criteria. 5 – 10 page meet 5 – 10 5 – 10 page
criteria by ½ page criteria criteria by
page or less. by ½ to 1 more than 1
page. page.
Format Font, spacing, Font and Font, Font, spacing,
and APA spacing, font spacing, or and APA
format are and APA, or APA format is format are
correct. spacing and correct. incorrect.
APA are
correct.
Grammar There is 1 or There are 2 There are 3 There are 4 or
less grammatical grammatical more
grammatical errors. errors. grammatical
error. errors.
TOTAL POINTS

C.4 Writing Research Methods

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=CX6C2AA&
 106

RATING
4 3 2 1 SCOR
E
Choice of Excellent Good Fair Needs
Methodolo Improvement
Clear explanation A good Some
gy
of the choice of explanation of explanation Little if any
methodology and the choice of provided for explanation
its links to the methodology the choice of provided for the
inquiry / and its links methodology choice of
research to the inquiry and its links methodology and
question; clearly / research to the inquiry few links made to
supports question is / research the inquiry /
theoretical provided; question; research
framework; three good some question; little if
updated connection to connection any connection
references clearly theoretical made to made to
support the framework; theoretical theoretical
choice of two updated framework; framework; no
methodology and references lacking some references cited
design. clearly of three to support choice
support the updated of methodology
choice of references and design.
methodology supporting the
and design. choice of
methodology
and design.
Sampling Excellent Good Fair Needs
Improvement
Full description A good Some
and explanation description description Little if any
of participants and and description and
(i.e. population, explanation of explanation of explanation of
site, sample, and participants participants participants (i.e.
sample size) is (i.e. (i.e. population, site,
provided with the population, population, sample, and
appropriate site, sample, site, sample, sample size) is
detail; excellent and sample and sample provided and
explanation size) is size) is missing details;
provided of provided with provided with little if any
permission the some detail; explanation
needed to appropriate some provided of
conduct study; detail; a good explanation permission
clear explanation explanation provided of needed to
of recruitment of provided of permission conduct study;
participants permission needed to little if any
provided (how needed to conduct explanation of
and why). conduct study; some recruitment of
study; a good explanation of participants
explanation of recruitment of provided (how
recruitment of participants and why).
participants provided (how
provided (how and why).
and why).
Data Excellent Good Fair Needs
Collection Improvement
Type of Type of Type of
Method
measurement is measurement measurement Little if any
clearly identified; is identified; is somewhat information on
quality approach quality identified; Type of
is clearly approach is some measurement is
explained as it explained as it explanation identified; little if
relates to relates to on the quality any mention of a
qualitative qualitative approach is quality approach
research research explained as it is explained as it
(triangulation); (triangulation) relates to relates to
 107

process used to ; process used qualitative qualitative

develop to develop research research
instrument is instrument is (triangulation) (triangulation);
clearly shared , shared , and ; some little of the
and any potential any potential information on process used to
issues are issues are the process develop
addressed with addressed used to instrument is
appropriate with develop shared , and any
details; minimum appropriate instrument is potential issues
of two references details; shared , and are not
are included to minimum of some addressed; no
justify the two potential references are
instrument used references are issues are included to
for the data included to addressed justify the
collection. justify the with some instrument used
instrument details; for the data
used for the missing collection.
data references to
collection. justify the
instrument
used for the
data
collection.
Data Excellent Good Fair Needs
Managem Improvement
Excellent Good Some
ent
explanations are explanations explanations Little if any
Strategies provided on the are provided are provided explanations are
managing of the on the on the provided on the
information managing of managing of managing of the
collected the the information
(recording; note information information collected
taking; any collected collected (recording; note
additional data (recording; (recording; taking; any
collected); note taking; note taking; additional data
interview guide any additional any additional collected);
clearly data data interview guide
demonstrates collected); collected); demonstrates
question interview interview little if any
technique and guide guide information on
respect of demonstrates demonstrates question
participant; good question some technique and
security of data technique and understanding respect of
is clearly respect of of question participant;
addressed. participant; technique and security of data
security of respect of is not addressed.
data is participant;
addressed. some
components
of security of
data is
addressed.
Data Excellent Good Fair Needs
Analysis Improvement
Strategies Information on Good Some
data analysis information on information on Information on
process is clearly data analysis data analysis data analysis
communicated; process is process is process is clearly
chosen strategies communicated communicated communicated;
listed clearly ; chosen ; some of the chosen strategies
correspond with strategies chosen listed clearly
theoretical listed strategies correspond with
framework; correspond listed theoretical
excellent use of with correspond framework;
lit theoretical with excellent use of
review/theoretica framework; theoretical lit
l framework to good use of lit framework;
 108

help establish review/theore some use of review/theoretica

emerging tical lit l framework to
themes. framework to review/theore help establish
help establish tical emerging
emerging framework to themes.
themes. help establish
emerging
themes.
Anticipate Excellent Good Fair Needs
d Improvement
Challenge Potential There is a There is some
challenges/limitat good outline attempt at Little if any
s/ ions are clearly of potential outlining potential
Limitation discussed in challenges / potential challenges/limitat
relation to future limitations in challenges / ions are
findings (i.e. relation to limitations in discussed in
sample future findings relation to relation to future
availability; (i.e. sample future findings findings (i.e.
sites; research availability; (i.e. sample sample
design; and data sites; availability; availability;
collection research sites; sites; research
instrument). design; and research design; and data
data collection design; and collection
instrument). data collection instrument).
instrument).
Ethics Excellent Good Fair Needs
Improvement
Excellent Good Some
articulation of articulation of articulation of Little if any
ethics process; ethics ethics articulation of
level of risk to process; level process; level ethics process;
participant is of risk to of risk to level of risk to
clearly explained; participant is participant is participant is not
explained; somewhat explained;
explained;
Conclusio Excellent Good Fair Needs
n Improvement
Excellent brief Good brief Some attempt
recap of inquiry recap of made at Little if any
question, inquiry providing brief attempt made at
theoretical question, recap of providing brief
framework and theoretical inquiry recap of inquiry
research framework question, question,
methodology and research theoretical theoretical
provided; methodology framework framework and
potential provided; and research research
implications of potential methodology; methodology
study clearly implications of potential provided;
outlined. study implications of potential
outlined. study not implications of
clearly study missing.
outlined.
Writing Excellent Good Fair Needs
Mechanic Improvement
s Excellent writing Good writing Some
of paper; of paper; evidence of Little if any
organization of organization good writing evidence of good
paper; use of of paper; use of paper; writing of paper;
concise, clear of concise, organization organization of
language; paper clear of paper; use paper; use of
is within the language; of concise, concise, clear
page paper is clear language; paper
limitation(6-8 within the language; is not within the
pages); APA page paper is not page
format is limitation(6-8 within the limitation(6-8
followed with pages); APA page pages); APA
 109

proper in text format is limitation(6-8 format is not

citation and mostly pages); APA followed on a
reference list; followed with format is not regular basis;
use of proper in text followed on a lack of use of
professional citation and regular basis; professional
language is reference list; use of language.
evident. use of professional
professional language is
language is intermittent.
evident.
Grammar There is 1 or There are 2 There are 3 There are 4 or
less grammatical grammatical more
grammatical errors. errors. grammatical
error. errors.
TOTAL

C.5. Rubrics for Oral Defense

http://teach.ufl.edu/wp-content/uploads/2016/07/Science-Rubrics.pdf

Category Exceeds Meets Nearly Meets Does Not Meet Scor

Standard Standard Standard Standard e
(5)
(20) (15) (10)
Language o Effectively o Maintains o Some eye o Uses eye
Use and uses eye eye contact, but contact
Delivery contact contact not ineffectivel
(The o Speaks o Speaks maintained y
student clearly, clearly and o Speaks o Fails to
communica effectively uses clearly and speak
tes ideas and suitable unclearly in clearly and
effectively) confidentl volume different uses
y using and pace portions unsuitable
suitable o Dresses o Dresses pace
volume appropriat inappropriat o Dresses
and pace ely ely inappropria
o Dresses o Selects o Selects tely
appropriat words words o Select
ely appropriat inappropriat words
o Selects e for e for inappropria
rich and context context; te for
varied and uses uses context;
words for correct incorrect uses
context grammar grammar incorrect
and uses grammar
correct
grammar
Organizatio o Introduces o Introduces o Introduces o Does not
n and the topic the topic the topic clearly
Preparation clearly and clearly o Somewhat introduce
(The effectively o Maintains maintain the topic
student o Maintains focus on focus on o Does not
exhibits clear focus the topic the topic establish or
logical on the o Include o Includes maintain
organizatio topic transitions some focus on
n.) o Effectively to key transitions the topic
includes points
 110

smooth to connect o Uses

transitions key points ineffective
to connect transitions
key points that rarely
connect
points.
Content o Clearly o Clearly o Defines o Does not
(The defines the defines the topic clearly
student topic or the topic or thesis define the
explains the thesis and or thesis o Presents topic or
process its o Presents evidence thesis
and topic of significanc evidence of o Presents
the project) e of valid research little or no
o Provides research with evidence of
evidence with sources valid
of multiple research
extensive sources
and valid
research
with
multiple
and valid
sources
Questions o Demonstra o Demonstr o Demonstr o Demonstra
and tes ates ates some tes
Answers extensive knowledge knowledg incomplete
knowledge of the e of the knowledge
of the topic topic by topic by of the topic
by respondin respondin by
respondin g g responding
g accurately accurately inaccuratel
confidently and and y and
, precisely, appropriat appropriat inappropria
and ely to ely to tely to
appropriat questions questions questions
ely to all and and and
audience feedback feedback feedback.
questions
and
feedback.
TOTAL o o o o

C.6. RESEARCH PROPOSAL RUBRICS

www.ecarleton.ca › mod_folder › content › Samples
Grade Component Does not meet Approaching Meets Exceeds
expectations expectations expectations Expectations
Abstract (4pts) 1 2 3 4
 An abstract is An abstract is An abstract is  An abstract is
not present or it present, but it present, and present, and
is unrelated to is missing key includes most includes all key
the topic of the elements (e.g., of the key elements
proposal an elements that
introductory are expected
statement,
hypotheses, a
 111

description of
the methods,
highlights of
implications)
Literature Review (16 4 8 12 16
pts)
The literature  The The literature  The
review lacks literature review is literature
comprehensive review is relatively review is very
coverage of relatively comprehensive comprehensive
relevant material comprehensive and describes and describes
 The purpose of and describes most relevant relevant
the study is not some relevant material, material  The
clearly described material  The although purpose of the
 There is no purpose of the significant gaps study is clearly
connection study is still exist  The described 
between the described, but purpose of the There is an
material not as clearly study is excellent
reviewed and as it might be  adequately connection
the purpose of There is some described  between the
the study attempt to There is a good material
connect the attempt to reviewed and
material connect the the purpose of
reviewed with material the study
the purpose of reviewed with
the study the purpose of
the study

Hypotheses/Research 1 2 3 4
Questions (4 pts)
No hypotheses Some  Hypotheses Specific
or research hypotheses or or research hypotheses or
questions are research questions are research
included in the questions are included in the questions are
proposal included in the proposal, and included in the
proposal, but their proposal and
they are connection to they are
unconnected the material directly
to the material reviewed in connected to
reviewed in the the material
the introduction is reviewed in
introduction good the
introduction
Methods (16 pts) 4 8 12 16
No methods A methods  A methods A methods
section is section is section is section is
included in the present, but present, and present, it is
proposal or numerous only a few written clearly,
many key elements of elements of and the
elements of the the methods the methods section is
methods are are absent or are absent or missing none
absent (e.g., described described of the key
participants/data insufficiently insufficiently elements of
described, the methods
conditions,
 112

comprehensive
list of material
provided,
procedure
clearly
described,
method(s) of
analysis
discussed,
ethical issues
considered)
Implication (4 pts) 1 2 3 4
 No potential Some  Some A broad range
implications of implications important of implications
the proposed are discussed, implications are discussed
study are but they are are discussed, that connect
discussed not strongly which are directly to the
connected to connected to proposed
the proposed the proposed study  Both
study  study  A good theoretical and
Important attempt is practical
implications, made to implications
either discuss both are described
theoretical or theoretical and
practical, practical
aren’t implications
mentioned
References (4pts) 1 2 3 4
Major problems An attempt A good  Referencing
exist with has been made attempt has is excellent 
references  to deal with been made to There are no
Many citations in references in deal with issues with
the body of the the proposal  references in citations in the
proposal are Some citations the proposal  body of the
missing  are missing in There are very proposal 
Reference list is the body of few problems There are no
either absent or the proposal  with the issues with the
seriously Some citations in the reference list
problematic references are body of the
missing in the proposal 
reference list There are very
or the few problems
reference list is with the
slightly reference list
problematic
Organization (16 pts) 4 8 12 16
The proposal is The proposal is The proposal is  The
very somewhat relatively organization of
disorganized  disorganized  organized  All the proposal is
Certain sections All sections of sections of the excellent  All
of the proposal the proposal proposal are sections of the
are missing or in are present present (see proposal are
the wrong order (see list in list in previous present (see
(e.g., abstract, previous column) and list in previous
 113

introduction, column), they are column)  The

hypotheses, although there presented in flow of the
methods, are small the right order writing is
implications, problems with  The writing excellent
references)  organization of flows relatively across sections
The writing does the sections  well across and within
not flow logically The writing sections and sections
either across does not flow within sections
sections or logically either
within sections across sections
or within
sections
Accuracy, Clarity and 6 12 18 24
Conciseness in
Writing (24 pts)
 Many factual Most facts Almost all facts All facts
errors exist presented in presented in presented in
within the the proposal the proposal the proposal
proposal and/or are accurate are accurate are accurate
research related and research and research and research
to citations is related to related to related to
discussed in an citations is citations is citations is also
inaccurate discussed in a generally discussed in an
fashion  The reasonably discussed in an accurate
proposal is not accurate accurate fashion  The
clearly written in fashion, but fashion  The proposal is
that it is difficult some issues proposal is clearly written
to understand still remain  written with and very easy
much of it  The The proposal reasonable to understand
writing is not has problems clarity  The proposal
concise (overly with clarity in although there is
convoluted and that there are are still small appropriately
wordy) and portions of the portions of the concise and
much of the proposal that proposal that always
proposal is are difficult to are difficult to relevant (to
irrelevant (to the understand  understand  the topic being
topic being The writing is The writing is covered)
covered) reasonably generally
concise and concise and
relevant (to relevant (to
the topic being the topic being
covered), covered)
although
information
could
sometimes
have been
presented in a
less
convoluted
way
Importance and 1 2 3 4
Innovation (4 pts)
The proposed The proposed The proposed  The
study does not study is study is proposed
 114

tackle an relatively important and study is very

important issue important and there is a good important and
and there is no there is an attempt to nicely builds
attempt to build attempt to build on on existing
on previous build on existing research  The
research  There existing research  proposed
are no research  There are a study is
innovative There are only number of extremely
elements in the a small innovative innovative
proposed study number of elements in
innovative the proposed
elements in study
the proposed
study
Grammar, 1 2 3 4
punctuation and
spelling (4 pts)
There are a lot of There are  Grammar, No grammar,
grammar, some punctuation, punctuation,
punctuation, and grammar, and spelling is or spelling
spelling errors  punctuation, mostly correct errors 
The errors and spelling  Evidence of Proposal was
seriously errors  proofreading clearly
interfere with Proposal present proofread
the readability of appears not to
the proposal have been
proofread
APA Formatting (4 1 2 3 4
pts)
Little or no Some effort The proposal is The proposal is
attempt was was put into formatted perfectly
made to format formatting the reasonably formatted
the proposal proposal well according according to
according to APA according to to APA APA
formatting APA formatting formatting
guidelines formatting guidelines  guidelines
guidelines  The proposal
Some of the contains very
formatting few formatting
elements are errors
present,
although a
number of
elements are
missing or
problematic
TOTAL 100