FAR EASTERN UNIVERSITY

INSTITUTE OF ARTS AND SCIENCE

DEPARTMENT OF PSYCHOLOGY
UNDERGRADUATE STUDIES

COURSE INFORMATION BOOKLET

FIRST SEMESTER
S.Y. 2023-2024

PSY1203: EXPERIMENTAL PSYCHOLOGY

Table of Contents
Lecturer ------------------------------------------------------------------------------------------------------------- 2
Course Synopsis ---------------------------------------------------------------------------------------------------- 2
Course Status ------------------------------------------------------------------------------------------------------- 2
Course Purposes and Goals --------------------------------------------------------------------------------------- 2
Course Expected Learning Outcomes (CELO) ------------------------------------------------------------------- 2
FEU’s Core Competencies (FCC) ---------------------------------------------------------------------------------- 3
The FEU Student-Centered Teaching and Learning Culture --------------------------------------------------- 3
The FEU General Education Curriculum Principle--------------------------------------------------------------- 4
Delivery Methods -------------------------------------------------------------------------------------------------- 4
Assessment Methods ---------------------------------------------------------------------------------------------- 5
Policy on Plagiarism ------------------------------------------------------------------------------------------------ 8
Policy on Late Submission ----------------------------------------------------------------------------------------- 8
Assessment Mapping ---------------------------------------------------------------------------------------------- 9
Reading List ------------------------------------------------------------------------------------------------------- 10
Course Outline ---------------------------------------------------------------------------------------------------- 10
Rubrics------------------------------------------------------------------------------------------------------------- 12
 Experimental Psychology – Course Information Booklet

Lecturer
Instructor : Richardson D. Orines, MA
Office : IAS Faculty Room, 3rd Floor, Arts Building
E-mail : [email protected]

Course Synopsis
It is a 5-unit course that introduces psychology student to laboratory research, methodology, and
its applicability to problems related to various psychological processes. It explains clearly the key principles
of research, particularly experimental design, in the context of scientific method. Students will also be
exposed to the dynamics of experimental research in psychology, thereby encouraging them to design and
float their own experiment and eventually write a research paper utilizing experimental approach guided
by the inquisitiveness on the basic tools of observation, measurement, experimentation, good thinking and
replication.

Course Status
Credits : 5 units
Total Learning Time : 162 hours (18 weeks)
Course Status : Professional Major Course
Pre-requisite : Psychological Statistics (PSY 1102)
Introduction to Psychology (PSY 1101)

Course Purposes and Goals

At the end of this lesson, the students will be able to:
1. Understand the roles of APA and PAP guidelines in the ethical conduct of research using human
participants.
2. Learn about techniques for studying behavior and give distinction between nonexperimental and
experimental research.
3. Differentiate between and within subject’s design and the possible effects of multiple groups and
independent groups.
4. Scrutinize problems caused by extraneous and confounding variables.
5. Learn to select the appropriate statistical tests that varies from one design to the other and its
level of measurement.
6. Earn how hypotheses are tested in experiments and carefully come up with the sound judgment
and know the importance of the odds of making significance.
7. Acquire knowledge how to make valid conclusions based on an experiment’s internal validity and
eventually assess the experiment based on the errors committed and how to improve it by coming
up with a feasible recommendation and eventually acquire techniques for increasing internal
validity.

Course Expected Learning Outcomes (CELO)

Upon completion of the course, students should be able to:
1. Exhibit a strategic, critical and inquisitive attitude towards psychological phenomena; and
demonstrate skills in conceptualizing, conducting and analyzing laboratory experiments.
2. Objectively analyze scholarly the results of the scientific data and honestly report the unusual
deviation with the results with veracity.
3. Indicate the possible problems / difficulties arising from the experiment which requires supporting
details for the improvement of future study.

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 Experimental Psychology – Course Information Booklet

4. Adherence to the highest ethical standards involving human and non-human subjects steered by
the ethical framework and protocols of different organizations such as CIOMS, WHO and National
Ethical Guidelines.
5. Know the importance of test construction, its validity and reliability to come up with a sound
experiment.
6. Prepare a well-written report based on empirical data and laboratory experimentation; design,
conduct, write and evaluate experimental research and carefully assess the results with precision
and accuracy.

FEU’s Core Competencies (FCC)

In addition to the Course Learning Outcomes, students are also expected to demonstrate and develop the
following skills:

FCC 1: Cognitive Knowledge

1.1 Critical Thinking
COGNITIVE
1.2 Creative Thinking
KNOWLEDGE 1.3 Problem Solving Skills
1.4 Life-long Learning

FCC 2: Soft Skills

2.1 Digital Literacy
2.2 Communication Skills
SOFT SKILLS
2.3 Inter and Intrapersonal skills
2.4 Work ethics
2.5 Values and leadership

FCC 3: Hard Skills

3.1 Office Suites Skills (Word Processing, Spreadsheets,
HARD SKILLS Presentation tools)
3.2 Data Analysis Skills
3.3 Assessment and Counselling Skills

DISCIPLINE FCC 4: Discipline Specific Knowledge

SPECIFIC 4.1 Scholarship in the specific discipline
KNOWLEDGE 4.2 Research-based knowledge development

The FEU Student-Centered Teaching and Learning Culture

FEU practices, advances, and advocates for a learning culture that is student-centered. FEU affirms
the ability of students to produce valuable reactions to, reflections and questions on, and understandings
and appreciations of topics and issues in classroom. As such, the FEU classroom is set-up in a manner that
will best solicit student input and the FEU teacher’s responsibility is to ensure that the students participate
in the generation of ideas rather than be passive recipients of ideas. FEU and FEU teachers firmly believe
that the atmosphere in which learning and development happen best in an atmosphere where students

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 Experimental Psychology – Course Information Booklet

are co-authors of ideas. The FEU teachers’ role, therefore in the classroom is to coach and facilitate
creation.

The characteristics of a culture of student-centered learning are that it is constructive. Teachers

within a culture of student-centered learning provide opportunities for students to construct knowledge
and guide students in the creation of new knowledge; they see assessment as an opportunity for learning
and formation. It is also relevant and responsive in that ensures that students are provided activities drawn
from authentic and real-life situations that will encourage students to connect learning with real-life
situations. Its atmosphere is one that is democratic in its insistence on the recognition and respect of the
diversity of opinions and ideas and on its emphasis on an understanding and appreciation of the context
upon which these diverse ideas are born. Student-centered learning values and encourages critical thinking
and active learning by engaging students to ask essential questions and by synthesizing and contextualizing
viewpoints. Students, in this learning environment reflect and ask questions, seek relevance and engage in
scholarly discourse that leads to inferences, insights, and sound positions.

In FEU, student-centered learning is undertaken in a technology-enabled learning environment

that promotes digital literacy. It utilizes technology for more relevant and meaningful learning. The FEU
student, in turn, sees technology as a tool for learning and use it responsibly.

The student-centered classroom is interdisciplinary, integrative, and interactive. Its teachers

challenge students to interconnect disciplines and relevant issues and to find interconnections and
patterns. The objective of student-centered learning is the development of lifelong learners and creative
thinkers and the cultivation of attitudes and habit that ensure continuous self-enhancement and
knowledge generation. As products of the FEU student-centered experience, FEU students are models of
competent and effective learners and of the continuous quest for knowledge making.

The FEU General Education Curriculum Principle

The FEU General Education Curriculum, besides being interdisciplinary and outcomes-based, is
grounded on Student-Centered Teaching and Learning grounded on a number of principles directed
towards increasing students’ achievement of key learning outcomes by giving them opportunities to take
an active role in the construction of knowledge. Such will be achieved by allowing them to actively
participate in discussion-based sessions undertaken in technology-enabled learning environment,
intended to develop their ability to appreciate, reflect on and react to issues at hand. The goal is to
empower them to develop attitudes and habits that will bring them academic and life success.

Delivery Methods
Total Contact Hours : 18 weeks
Face-to-Face : 18 weeks
CANVAS : As per agreement based on the class consensus

In reference to the FEU’s Teaching and Learning Philosophy, the following are the acceptable
instructional methods which can be adapted for this course:

The DLECCT Framework

A conceptual understanding on how teaching, assessment, and classroom dynamics must be
approached in FEU. It banks on the University’s aspiration for adaptive excellence: digital literacy, effective

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 Experimental Psychology – Course Information Booklet

communication, and critical thinking. These are the core competencies that every FEU student must
manifest after completing their academics in the University.

Outcomes-based Learning
This allows the students to be owners and constructors of their own learning by creating artifacts
that solve pressing problems in their respective communities and disciplines.
Project and Problem-based Learning

Inquiry and Collaborative Learning

To instill the value of scholastic independence, cooperative, and cooperative learning must be part
of the class dynamics. Tasks done inside and outside the classroom promote collaboration and
collaboration.

Authentic Assessment and Learning

FEU prioritizes non-traditional assessment approaches such as alternative assessment,
performance-based, and authentic assessment in observing and monitoring students’ performance. With
non-traditional assessment, the FEU students also participate in monitoring their learning progress.

Blended Learning
This allows every class to utilize traditional and non-traditional learning spaces including
classroom, on-line, communities, and industries.

Assessment Methods
Classroom assessment in FEU is a joint process that involves both teachers and learners. It is an integral
part of teaching and learning which holistically measures learners’ current and developing abilities. FEU
encourages authentic assessment which promotes real-life learning. Adhering to this paradigm, below are
the guidelines in classroom assessment in the university.

1. Grading periods will be limited into two: Preliminary and Final periods. The 18 weeks will be divided
equally. Each of the grading periods will be nine (9) weeks each.
2. Assessments in the university are classified into Formative and Summative. Below are the samples
of each type.

Formative Assessment (FA) Summative Assessment (SA)

▪ Objective Assessment per Topic
▪ Journal Critique ▪ SA1: Midterm Examination (Objective)
▪ Laboratory Experiments ▪ SA2: Research Paper (IMRAD Format)
▪ Research Paper (IMRAD FORMAT)

3. Each grading period, the minimum requirement for faculty to accomplish are the following:
a. Formative Assessment (FA) – four (4) for the midterm & four (4) for the final
b. Summative Assessment (SA) – one (1) for the midterm & one (1) for the final

4. The calculation for the grades will be based from the formula below:
a. Midterm Grade (MG) = 50%
b. Final Grade (FG) = 50%
i. Total Final Grade (TFG) = 100 %

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 Experimental Psychology – Course Information Booklet

*FA and SA are calculated through averaging.

*The new Grade Point Average (GPA) system will still be used.
*The weight between FA and SA can be changed based on the recommendation of the
committee. However, SA should not exceed 50%.

5. The general passing standard is 50%.

6. Grade Points will be based from the standards below:

Written Quality Numerical
Grade Description
Grade Point Equivalent

Provides evidence of:

1. Complete and comprehensive mastery of the
concepts and principles of the course;
2. Outstanding proficiency in analytical, critical and
creative thinking, and problem-solving skills; and
A 4.00 92–100 3. Excellent fluency in oral written and symbolic
communication.

Exhibits an exemplary level of independent and self-

regulatory learning skills. Adheres to the University policy
on academic integrity.

Provides evidence of:

1. Full mastery of the concepts and principles of the
course;
2. High proficiency in analytical, critical and creative,
and problem-solving skills; and
B+ 3.50 85–91 3. Very good fluency in oral, written and symbolic
communication.

Exhibits a high level of independent and self-regulatory

learning skills. Adheres to the University policy on
academic integrity.

Provides evidence of:

1. Considerable mastery of the concepts and principles
of the course;
2. Significant proficiency in analytical, critical and
creative, and problem-solving skills; and
B 3.00 78-84 3. Good fluency in oral, written and symbolic
communication.

Exhibits an above average level of independent and self-

regulatory learning skills. Adheres to the University policy
on academic integrity.

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 Experimental Psychology – Course Information Booklet

Provides evidence of:

1. Intermediate mastery of the concepts and principles
of the course;
2. Adequate proficiency in analytical, critical and
creative, and problem-solving skills; and
C+ 2.50 71–77 3. Average fluency in oral, written and symbolic
communication.

Exhibits an ample level of independent and self-regulatory

learning skills. Adheres to the University policy on
academic integrity.
Provides evidence of:
1. Satisfactory mastery of the concepts and principles of
the course;
2. Satisfactory proficiency in analytical, critical and
creative, and problem-solving skills; and
C 2.00 64–70 3. Acceptable fluency in oral, written and symbolic
communication.

Exhibits a sufficient level of independent and self-

regulatory learning skills. Adheres to the University policy
on academic integrity.

Provides evidence of:

1. Elementary mastery of the concepts and principles of
the course;
2. A certain proficiency in analytical, critical and
creative, and problem-solving skills; and
D+ 1.50 57–63 3. Some fluency in oral, written and symbolic
communication.

Exhibits a somewhat low level of independent and self-

regulatory learning skills. Adheres to the University policy
on academic integrity.

Provides evidence of:

1. Minimal mastery of the concepts and principles of the
course;
2. Minimal proficiency in analytical, critical and creative,
and problem-solving skills; and
D 1.00 50–56 3. Basic fluency in oral, written and symbolic
communication.

Exhibits a low level of independent and self-regulatory

learning skills. Adheres to the University policy on
academic integrity.

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 Experimental Psychology – Course Information Booklet

Provides evidence of:

1. No mastery of the concepts and principles of the
course;
2. No proficiency in analytical, critical and creative, and
problem-solving skills; and
F 0.00 Below 50 3. No fluency in oral, written and symbolic
communication.

Does not exhibit independent and self-regulatory learning

skills. Does not adhere to the University policy on
academic integrity.

Policy on Plagiarism
Anchored on the core values of Fortitude, Excellence and Uprightness, Far Eastern University (FEU)
believes that its students, administration, faculty and staff should demonstrate academic integrity at all
times. Academic integrity means that the members of the entire academic community adhere to the
fundamental values of honesty, hard work, originality, respect and responsibility. FEU students are
expected to always adhere to the highest standards of academic excellence.

FEU students are expected to demonstrate beliefs, attitudes and behaviors associated with
academic honesty. Thus, all acts of academic dishonesty in FEU are not tolerated. Academic dishonesty
comes largely in two forms: cheating and plagiarism. It is considered a major offense subject to disciplinary
actions if students cheat or plagiarize their work.

Cheating is broadly defined as getting unauthorized help on an assignment, quiz or examination.

The following are considered as acts of cheating:
▪ Copying from another student during a test or examination, with or without his/her knowledge;
▪ Allowing another student to copy his/her work;
▪ Using unpermitted notes during a test or examination;
▪ Having in one’s possession written notes or electronic devices during a test or examination;
▪ Getting questions or answers from someone else who has already taken a test or examination;
▪ Turning in work done by someone else;
▪ Taking a test or examination for another student;
▪ Writing or providing an assignment for another student.
▪ Repeating someone else’s words verbatim without acknowledgement;
▪ Presenting someone else’s ideas without acknowledgement;
▪ Paraphrasing, translating, or summarizing someone else’s ideas without acknowledgement;
▪ Improperly acknowledging of sources, as with incomplete/imprecise documentation;
▪ Having one’s work done by someone else or having one’s work substantially revised by someone
else.

Policy on Late Submission

Assignment deadlines must be strictly adhered to as time management is a highly valued
professional skill. Assignments should be passed, and assessments should be taken during the class
schedule.

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 Experimental Psychology – Course Information Booklet

**If ever there is an untoward incident or acceptable excuse, they should provide evidence certified
by an expert or professional e.g., medical certificate approved by the UHS, students without certification
will not be excused or allowed for late submission.

Assignments which are submitted late will be penalized as follows:

Submitted one (1) day after deadline - deduct 5% from marks awarded
Submitted two (2) days after deadline - deduct 10% from marks awarded
Submitted three (3) days after deadline - deduct 15% from marks awarded
Submitted four (4) days after deadline - deduct 20% from marks awarded
Submitted five (5) days after deadline - deduct 50% from marks awarded
Submitted six (6) days after deadline - ZERO (0) marks for the assessment

For the purpose of assignment submission, Saturday and Sunday are also counted as working days.

Assessment Mapping
Weightage (%) Course
Total Learning FCCs
Assessment Non-
Practical Weight Objectives Developed
practical Assessed
FCC 1.1
FA 1 & 2: Quiz 100 100 CELO 1
FCC 1.4
FCC 1.1
CELO 1
FCC 2.1
CELO 2
FA 3: Intro to Method FCC 3.1
100 100 CELO 3
Research Paper FCC 4.1
CELO 4
FCC 4.2
CELO 5
FCC 2.4
FCC 1.1
CELO 1 FCC 1.2
CELO 2 FCC 1.3
FA 4: Laboratory 100
100 CELO 3 FCC 2.4
Experiments
CELO 4 FCC 3.2
CELO 6 FCC 4.1
FCC 4.2
FCC 1.1
SA 1: Midterm Exam 100 100 CELO 1
FCC 1.4
FCC 1.1
FA 5: Quiz 100 100 CELO 1
FCC 1.4
FCC 1.1
FCC 2.1
FA 6: Journal Critique 100 100 CELO 2
FCC 3.1
FCC 4.2

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 Experimental Psychology – Course Information Booklet

FCC 1.1
FA 7: Paper CELO 2 FCC 1.3
Presentation or 100 100 CELO 3 FCC 2.2
Defense CELO 6 FCC 3.1
FCC 3.2
FCC 2.3
100
FA 8: Peer Evaluation 100 CELO 1 FCC 2.4
FCC 2.5
FCC 1.1
FCC 1.2
CELO 1 FCC 1.3
CELO 2 FCC 2.1
SA 2: Research Paper CELO 3 FCC 2.4
100 100
(IMRAD Format) CELO 4 FCC 2.5
CELO 5 FCC 3.1
CELO 6 FCC 3.2
FCC 4.1
FCC 4.2

Reading List
Required Reading (Textbook)
▪ Myers, A., Hansen, C. (2012). Experimental Psychology. Australia; Wadsworth Cengage Learning.

Suggested Readings and References

▪ Coolican, Hugh (2014). Research methods and statistics in psychology. East Sussex: Routledge.
▪ Haig, Brian D.(2014). Investigating the psychological world: scientific method in the behavioral
sciences. Cambridge, Massachusetts: a Bradford book, The MIT Press.
▪ Maclin, M. & Solso, K (2008). Experimental Psychology: A case approach.
▪ McBride, Dawn M. (2013) Lab manual for psychological research.
▪ Thousand Oaks, Calif.: SAGE Publications. o Ritter, Frank E. (2013). Running behavioral studies with
human participants: a practical guide. Los Angeles: SAGE.
▪ Shaughnessy, John J. (2015). Research methods in psychology. New York, NY: McGraw-Hill
Education.

Course Outline
WEEK DATE ACTIVITY ASSESSMENT

Course Orientation
▪ Course outline discussion
1 Aug. 14 – 19 ▪ Presentation of Reading Materials
▪ Levelling of Expectations
▪ Negotiating classroom policies

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 Experimental Psychology – Course Information Booklet

Aug. 21 – 26 Chapter 1: Experimental Psychology and the Scientific

2 *Ninoy Aquino Day Method
Aug 21 Chapter 2: Research Ethics
Chapter 3: Alternatives to Experimentation: Non-
Aug. 28 – Sept. 2 Experimental Designs
3 *National Heroes Day FA1
– Aug. 28
Chapter 4: Alternatives to Experimentation: Surveys
and Interviews

Chapter 5: Alternatives to Experimentation:

4 Sept. 4 – 9 FA2
Correlational and Quasi-Experimental Designs

Chapter 6: Formulating Hypothesis

5 Sept. 11 – 16 *Research Format Discussion
Chapter 7: The Basic of Experimentation

Chapter 8: Solving Problems: Controlling Extraneous

6 Sept. 18 – 23 FA4
Variables
Chapter 9: Basic Between-Subject Designs
7 Sept. 25 – 30 FA3
Chapter 10: Between-Subjects Factorial Designs

8 Oct. 2 – 7 Midterm Examination Week SA1

9 Oct. 9 – 14 Midterm Grade Consultation

Chapter 11: Within-Subject Designs

10 Oct. 16 – 21
Chapter 12: Within-Subjects Designs: Small N

Chapter 13: Why we need statistics.

11 Oct. 23 – 28 FA5
Chapter 14: Analyzing Results

Oct. 30 – Nov 4 Chapter 15: Drawing Conclusions

12 FA6
*All Saints Day Nov. 1 Chapter 16: Writing Research Report
▪ Data Gathering and Analysis
13 Nov. 6 – 11 ▪ Research Writing
▪ Research Consultation

▪ Research Writing
14 Nov. 13 – 18
▪ Research Consultation

▪ Research Writing
15 Nov. 20 – 25
▪ Research Consultation

Nov. 27 – Dec. 2 ▪ Research Writing

FA7
16 *Bonifacio Day ▪ Research Consultation
FA8
– Nov. 30 ▪ Research Presentation

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 Experimental Psychology – Course Information Booklet

17 Dec. 4 – 9 ▪ Final Submission of Paper (IMRAD FORMAT) SA2

18 Dec. 11 – 16 Final Grade Assessment

Rubrics
JOURNAL CRITQUE or LABORATORY EXPERIMENT
POOR FAIR GOOD VERY GOOD
CRITERIA
(0.00 – 1.50) (2.00 – 2.50) (3.00 – 3.50) (4.00)

Provided few correct Provided some correct Provided several correct

Did not provide any
salient findings from the salient findings from the salient findings from the
SUMMARY correct salient findings
reading with noticeable reading with a few gaps in reading with excellent
from the reading.
gaps in the discussion. the discussion. discussion.

Discussed little to no Discussed some personal Discussed excellent and

Discussed few personal
personal and and professional insights impressive personal and
and professional insights
INSIGHT professional insights on the reading with some professional insights on
on the reading, but lacks
and analysis of the level of depth and the reading with great
depth.
reading. meaning. depth and meaning.
The strengths and The strengths and
The strengths and
weaknesses of the weaknesses that are
Strengths and weaknesses that include
peripheral aspects of the central to the article are
weaknesses of all both the central and
CRITIQUE study are the only ones the only ones addressed,
aspects of the study are peripheral aspects of the
addressed, but the central but the peripheral aspects
not at all addressed. article were perfectly
issue of concern was not of the study were not
scrutinized.
scrutinized. scrutinized.

Thoughts and ideas were Thoughts and ideas were

Thoughts and ideas Thoughts and ideas were
coherent and organized perfectly coherent and
were greatly incoherent somehow incoherent and
but can still be improved. organized. There is
and disorganized. The disorganized. The
ORGANIZATION There is satisfactory sufficient and outstanding
discussion did not focus discussion focused only
OF THOUGHTS discussion on discussion on
on psychological on very few psychological
psychological concepts/ psychological concepts/
concepts/ issues concepts/ issues relevant
issues relevant to the issues relevant to the
relevant to the article. to the article.
article. article.

The ideas presented with

The critique has and without grammatical The critique has minimal
The critique is free from
substantial grammatical and typographical errors grammatical and
any grammatical and
and typographical are the same in number/ typographical errors that
typographical errors that
errors that render the frequency that rarely detract the analysis
detract the analysis of the
submission occasionally detract the of the reading.
MECHANICS reading.
incomprehensible. analysis of the reading. Followed APA 7th ed.
Followed APA 7th ed.
Did not follow APA 7th Followed APA 7th ed. guidelines in in-text
guidelines in in-text
ed. guidelines in in-text guidelines in in-text citations and references
citations and references
citations and references citations and references section with minimal
section with no errors.
section. section with noticeable errors.
errors.

TOTAL Score/5 = Quality Points Grade

TOTAL Score/20*100 = Percentage Grade

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 Experimental Psychology – Course Information Booklet

Research Presentation (INDIVIDUAL)

Exceptional Good Average Poor
CRITERIA
(4.00) (3.50 – 3.00) (2.50 – 2.00) (1.50 – 0.00)

Well-developed ideas, Poorly developed

Developing ideas and Does not enter
Development introduces new ideas ideas which do
sometimes simulates discussion; non
of Ideas and simulates not add to the
discussion. participatory.
discussion. discussion.

Beginning of critical
thinking; discussion is
Clear evidence of related to the
critical thinking purpose of
Evidence of Poorly developed Does not enter the
application, analysis, presentation,
Critical Thinking critical thinking. discussion.
synthesis and generally accurate
evaluation. but can be improved
with more analysis
and creative thought.

Point is
Point is well Point is not
understandable but Point is difficult to
Clarity articulated and understandable, not
some thought is clarify.
understandable. present.
required.

Interacts clearly and Answers are

Cannot answer the
Response answers the question somehow clear but Vague answer.
question.
clearly. can be improved.

Contains some or Contains few or

Contains visual aids
somehow adequate inadequate visual
that help audience
visual aids or visual aids or visual aids
understand work; Contains no visual
Technical or aids have a neat and have a bit neat
visuals have a neat aids or visual aids are
Visual professional and professional
and professional look, so poorly constructed
Presentation appearance, but appearance, but
easily understood; as to be worthless.
partially poorly
used well to
used in making used in making
make points.
points. points.

TOTAL Score/5 = Quality Points Grade

TOTAL Score/20*100 = Percentage Grade

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 Experimental Psychology – Course Information Booklet

Research Paper (IMRAD Format)

Exceptional Good Average Poor
CRITERIA
(4.00) (3.50 – 3.00) (2.50 – 2.00) (1.50 – 0.00)

Well-written, correct Clearly written, few

Vague, poor grammar
spelling and misspelled words, Research is
Manuscript did not follow
grammar; follows few format disorganized.
required format.
required format. problems.

Provides rationale or
backgrounder of the Rationale of the Inconsistency of the No rationale or
Theoretical and
appropriateness of appropriateness of theoretical/conceptual backgrounder of the
Conceptual
the framework and the framework is not framework with the appropriateness of
Framework
the connection of the well developed. research problem. the framework.
variables.

Design of the study is Design of the study is

clearly stated. clearly stated. Design of the study,
Clearly stated
Sampling procedure Sampling selection sampling
sampling, procedure
and measurement procedure and selection,
Method measurement
tools were clearly measurement measurement tools
tools are clearly
identified, tools are stated but and procedures
identified.
procedures are difficult to were vague.
clearly stated. understand.

The experiment was

The experiment was
conducted properly,
The experiment was not conducted
the independent The experiment was
Experiment conducted properly and the
variable was conducted with few
Procedure with a lot of independent
manipulated, and extraneous variables.
extraneous variables. variables was not
free form all
manipulated.
extraneous variables.

Clear and consistent The results are not

The results were
with the aim. The The results were appropriate and
Results and presented
results were vague and not consistent with the
Discussion but not discussed
appropriate and discussed thoroughly. respondent’s
thoroughly.
discussed thoroughly. answer.

TOTAL Score/5 = Quality Points Grade

TOTAL Score/20*100 = Percentage Grade

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 Experimental Psychology – Course Information Booklet

GROUP MEMBER EVALUATION

Kindly read every statement carefully, then rate your groupmate/s on the following scale.
4 being the highest, and 1 being the lowest
Kindly put (x) the corresponding number that best suit their over-all contribution to the group.

1 2 3 4
1. Devote much time in planning and consultation
2. Contributes to conducting research and gathering materials
3. Does the assigned topic or parts of the manuscript
4. Shares, contributes insight for the betterment of the manuscript
5. Attends, monitors the details of the experiment before and the experiment
proper
6. Carefully manages all the requests with proper channeling and adheres to
ethical standards
7. Monitors and carefully deliberates the gathered data upholding uprightness
8. Exert effort for the validation of the instrument/s
9. Supportive of alternative courses of actions if plans are not viable
10. Regularly attend ds meetings without restrictions and Inhibitions
11. Knows how to accept/delegate tasks and does not complain
12. Does not only insists on his/her ideas and always come up with a solution
13. Does not only rely on his groupmate/s
14. Consider each member as part of the group
15. Deliberates the result in a scholarly work
TOTAL

NAME OF THE EVALUATED MEMBER:

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