QCC Basic
QCC Basic
QCC Basic
Research Title: For research for archiving, check the “General public disclosure” box only if the
completed research has received ALL “FE” marks and does not fall under the
Funding Year: category of research for limited public disclosure; check the “Limited Public
Disclosure” box otherwise.
Region:
COMMENTS:
(Name/Position/Office) (Name/Position/Office
Directions: Put a check (🗹) mark in the box under the appropriate column (NE = “not evident”; PE = “partially evident”; and FE = “fully evident”) if the conditions indicated in
each criterion below were satisfied by the completed basic research report. Consult the Instruction Guide for Evaluators for additional guidance in evaluating each
criterion. (IMPORTANT: The completed basic research must receive all FE marks to be eligible for acceptance.)
A. Credible
The completed basic research…
B. Contributory
The completed basic research…
C. Communicable
The completed basic research…
D. Conforming
The completed basic research…
This instruction guide is provided to ensure that evaluators are properly guided in evaluating
completed basic research reports based on the identified criteria namely: Credible, Contributory,
Communicable, and Conforming. These four (4) criteria were derived from the framework of
Martensson et al. (2015) on what constitutes quality research.
Each criterion and its sub-characteristics have been defined accordingly. Evaluators shall
examine holistically; they should use the criteria to evaluate every research in its entirety rather
than breaking it up into individual parts.
Evaluators shall note that sections of non-BERF research may be structured differently (e.g.
different section names from what are indicated in the DepEd RMG)
The evaluator shall be guided with the following instructions in determining the scale for each
statement in the given criterion:
(a) Put a check (🗹) mark in the box under the column NE (Not Evident) if the research, or all
relevant sections, does not evidently reflect the statements for each given criterion
(b) Put a check (🗹) mark in the box under the column PE (Partially Evident) if the research,
or one (1) or more relevant sections does not evidently show the given criterion
(c) Put a check (🗹) mark in the box under the column FE (Fully Evident) if the research or all
relevant sections evidently show the given criterion
Note that the completed basic research must receive all FE marks to be eligible for acceptance.
Research is CREDIBLE when it is rigorous, transparent, and consistent, that is: (a) Rigorous –
research that is context-responsive, internally valid, and reliable; (b) Transparent – research
whose methods can be examined or replicated based on the researcher/s’ truthful
documentation; and (c) Consistent – research whose components are logically aligned and make
a coherent set of arguments.
Item 2 – The completed basic research utilizes a research design that is correct and
appropriate for the research questions and context. Here, “research design” refers to the
overall strategy that the researcher/s has/have chosen to answer their research questions,
especially in gathering, measuring, and analyzing data. Research designs must strike a
satisfactory balance between requirements of the research problem (i.e. correctness) and any
constraints faced by the researcher (i.e. appropriateness). Researcher/s should demonstrate that
their design choices are based on a sufficient understanding of the related literature and a
truthful assessment of personal limitations based on their context and available resources.
Item 3 – The completed basic research describes the chosen research design and
resulting research processes in a manner that is understandable to other researchers
conducting similar work. Research is credible when its processes are shown to be consistently
replicable or repeatable (Hubbard, 2016). If findings are shown to be consistent across multiple
studies, the more likely they are to be accepted as true. Replication protects against false or
misleading findings caused by Type 1 errors (false positives), Type 2 errors (false negatives), and
fraud, among others. Item 3 requires that the researcher/s include a description of the chosen
research design and all steps in the research process that are written in the plainest possible
language.
FOR LIMITED USE AND CIRCULATION
Annex 1 – Quality Control Checklist for Completed Basic Research
Item 4 – The completed basic research is written in a way that is indicative of coherent
research planning. Item 4 requires that a quality research report ensures that the research
title, rationale/significance, research questions, and research design are logically aligned.
Item 6 – The basic research presents its findings in a manner that is accurate and in
line with the results of its data analysis and is situated with the reviewed and cited
literature and studies. The researcher/s’ discussion of their research findings must primarily
be based on observations that they have previously stated in their report. The researcher/s
should also be able to interpret these findings in a way that relates to previously conducted
research (which they should have cited in their literature review and other parts of their report.
Research is CONTRIBUTORY when it is relevant, original, and generalizable, that is: (a) Relevant
– research that is interesting, applicable, and current; (b) Original – research that has an original
idea, uses an original procedure, and produces an original result; and (c) Generalizable –
research that is externally valid.
Item 7 – The completed basic research addresses issues and challenges that are
interesting, novel, and current to the group being studied. Quality research should serve
the interests of the group it seeks to study. The completed basic research must sufficiently argue
that the research problem directly arises out of issues and challenges faced by the group being
studied. Moreover, the completed basic research must show that the research process
contributes to or at least not adversely affected any progress in addressing such issues (that is,
“do no harm”).
Item 8 – The completed basic research reports results that can be utilized by at least one
of the following groups: decisionmakers, practitioners, and members of the group being
studied. The completed basic research must report results that other practitioners or member of
the target group can use; that is, they can exercise their own power to act on the findings.
Evaluators may also check if the findings obtained can contribute to decision-making by people
in authority, in either a local or national context.
Item 9– The completed basic research reports new results, knowledge, and/or
conclusions that are falsifiable. Evaluators must be able to assess not only if the results,
knowledge, and/or conclusions presented are new, but also if these are falsifiable. “New”
research includes original theoretical and practical contributions as well as
verifications/falsifications of already existing theories and practices. Falsifiability, as a
characteristic of a research finding, posits that an assumption, conclusion or hypothesis is
inherently disprovable before it can be accepted as true. To ensure that a statement is falsifiable,
check if it is written in a manner that leaves it open to being disproved in the future, using
available methods of observation. (For example, a researcher whose hypothesis is “All swans are
black” has provided a falsifiable statement, because “All swans are black” may be disproven once
the researcher spots a white swan.)
Item 10 – The completed basic research reports results or findings that are applicable to
a broader population, and/or useful in contexts other than the one studied. Generally,
quality research produces findings that are externally valid; externally valid findings are not only
applicable to the study’s context, but also to other contexts or populations. Encouraging
researchers to come up with externally valid findings helps maximize its potential impact and
makes it more worthwhile to support.
Item 11 – The completed basic research contributes to theory and/or the knowledge base
for enhancing future practice. Quality research should contribute to the formulation and
refinement of theories that help us understand the social world’s inner workings and inform
future practices. The researcher/s’ contribution to theoretical and/or practical discussion may
include the following: formulation of a new theory, verifying or falsifying an existing theory, and
expansion of existing theory to cover new cases, among others. If the research satisfies Item 10,
FOR LIMITED USE AND CIRCULATION
Annex 1 – Quality Control Checklist for Completed Basic Research
then it is also likely to satisfy this criterion.
Research is COMMUNICABLE when it is consumable and accessible, that is: (a) Consumable –
research that is structured, understandable, and readable to the group who is supposed to use
it; and (b) Accessible – research whose results are easily available to the group being studied.
Item 12 (The completed basic research documents the research process and results in
accordance with the prescribed rules.) & 13 (The completed basic research utilizes
language that is appropriate and understandable to the group being studied). The
documentation of the research process AND results must comply with all government-wide and
departmental regulations that are relevant to the conduct of that report, depending on the fund
source, research participants, and other considerations. At the minimum, the completed
research must comply with the provisions of the Data Privacy Act of 2012 (RA 10173), the DepEd
Child Protection Policy (DO 40 s. 2012), and the National Indigenous Peoples’ Education Policy
Framework (DO 62, s. 2011). These regulations ensure that the research is reported in a manner
that respects its stakeholders’ rights.
Research is CONFORMING when it is aligned with regulations, is ethical, and sustainable, that
is: (a) Aligned with Regulations – research that is compliant with current applicable regulations
(e.g. plagiarism, data integrity); (b) Ethical – research that is morally justifiable, open, and
supports equal opportunities; and (c) Sustainable – research that promotes further scientific
inquiry and sound policy/program recommendations.
Item 14 – The completed basic research cites and acknowledges sources in conformity
with one style guide, whether required by another authority or chosen by the researcher,
throughout the research paper. Quality research should be written according to rules of style
that are consistent and legible to others. This includes spelling, grammar, syntax, and the
formatting of citation, footnotes (if the chosen style guide allows it), endnotes, and bibliographic
entries. The blending or simultaneous use of two or more style guides is strongly discouraged.
Note that this criterion does not refer to the formatting style utilized in the research report (e.g.
font style, font size, etc.).
Item 15 – The completed basic research secures the free, prior, and informed
assent/consent of research participants (and their parents/legal guardians if the
participants are children). The researcher/s must have obtained the free and prior informed
consent of adult participants and report how this was done. “Free and prior informed consent”
means that participants have freely agreed to participate in the research before it has begun in a
manner free of coercion or deception. In the case of children below 18 years of age who cannot
legally consent to participating in research, the researcher/s must obtain assent from minor
participants and consent from their parents and/or legal guardians. Ideally, participants should
provide consent or assent by signing a written consent form. Oral consent or assent, recorded or
unrecorded, may also be allowed to respect cultural sensitivities or protect vulnerable groups.
Item 16 – The completed basic research includes a clear and feasible advocacy plan, a
discussion of recommendations for future research, and a set of policy and/or program
recommendations. The completed basic research must provide an advocacy plan which states
the steps to be taken by the researcher/s to ensure their results are disseminated and utilized
following the publication of the report. If the research tackles policy/program-related issues, the
researchers must also provide policy and/or program recommendations for specific offices. As
much as practicable, these recommendations should provide important details regarding how
they may be implemented (timeframe, resources, risks, and safeguards). The potential benefits of
adopting these recommendations must also be explained.
Bloomberg, L.D., & Volpe, M. (2008). Completing Your Qualitative Dissertation: A Roadmap from
Beginning to End. Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781452226613
Creswell, J. W. (2014). Educational research: planning, conducting, and evaluating quantitative and
qualitative research (Pearson New International edition, 4th edition). Pearson.