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COO – FORM 12

SUBJECT TITLE: ACCOUNTING RESEARCH

INSTRUCTOR: PRECIOUS ANN PERUALILA
SUBJECT CODE: RESEARCH1

FINALS MODULE

TOPIC 1: COLLECTING DATA

LEARNING OBJECTIVES:
At the end of the lesson, the students will be able to:
1. Explain the procedure in data collection.
2. Elaborate different methods in collecting quantitative data.
3. Describe importance of analyzing data gathered.

1.1. Data Collection Procedure

Data collection or data gathering is defined as the process of gathering and

measuring information on variables of interest, in an established systematic method
that enables one to answer stated research questions, test hypotheses, and evaluate
outcomes. There are several techniques or strategies for data collection with
corresponding statistical instruments. The kind of analysis that can be performed on a
set of data will be influenced by the goals identified at the outset, and the data actually
gathered.

The quantitative data collection method relies on random sampling and structured
data collection instruments that fit diverse experiences into predetermined response
categories. It produces results that is easy to summarize, compare, and generalize.

If this is not feasible, the researcher may collect data on participant and situational
characteristics in order to statistically control their influence on the dependent, or
outcome variable. If the intent is to generalize from the research participants to a
larger population, the researcher will employ probability sampling to select
participants.

Page 1 of 1
1.2. Quantitative Data Collection Methods

In quantitative research, data collection

methods rely on random sampling and
structured data collection instruments that fit
various experiences into predetermined
response categories that produce results that are
easy to summarize, compare, and generalize.

A. Sources of Data

Data can be collected from two sources namely; primary sources and
secondary sources. Data collected from the primary sources are known as primary
data and data collected from the secondary sources are called secondary data.

Primary data are also known as raw data which can be collected from the
original sources in a controlled or an uncontrolled environment. An example of
controlled environment is an experimental research where certain variables are being
controlled by the researcher. On the other hand, data collected through observation
or questionnaire survey in a natural setting are examples of data obtained in an
uncontrolled environment. Secondary data are data obtained from secondary
sources such as reports, books, journals, documents, magazines, the web and more.

B. Data Collection Methods

There are many methods to collect data, depending on our research design
and the methodologies employed in your research study. The following are the
techniques in gathering data for quantitative research

1. Interviews
Interviewing people is a standard method used for data collection. However,
the interviews conducted to collect quantitative data are more structured,
wherein the researchers ask only a standard set of questionnaires and nothing
more than that.

There are four types of interviews conducted for data collection

• Structured interview. In quantitative research like survey research,

interviews are more structured than in qualitative research. In a
structured interview, the researcher asks a standard set of questions and
nothing more. The interview follows a specific format with the same line
of questioning. The aim of this approach is to ensure that each interview
is presented with exactly the same questions in the same order.
Structured interviews are also known as standardized interviews or

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 researchers-administered survey that must be performed by skilled
researchers.
• Telephone interviews: For years, telephone interviews ruled the charts
of data collection methods. However, nowadays, there is a significant rise
in conducting video interviews using the internet, Skype, or similar online
video calling platforms.
• Face-to-face interviews: It is a proven technique to collect data directly
from the participants. It helps in acquiring quality data as it provides a
scope to ask detailed questions and probing further to collect rich and
informative data. Literacy requirements of the participant are irrelevant
as F2F interviews offer ample opportunities to collect non-verbal data
through observation or to explore complex and unknown issues. Although
it can be an expensive and time-consuming method, the response rates
for F2F interviews are often higher.
• Computer-Assisted Personal Interviewing (CAPI): It is nothing but
a similar setup of the face-to-face interview where the interviewer carries
a desktop or laptop along with him at the time of interview to upload the
data obtained from the interview directly into the database. CAPI saves a
lot of time in updating and processing the data and also makes the entire
process paperless as the interviewer does not carry a bunch of papers and
questionnaires.

2. Survey/Questionnaires
The main purpose of a questionnaire is to help extract data from the
respondents. It serves as a standard guide for the interviewers who need to ask
the questions in exactly the same way. Questionnaires are also an important part
in the data collection methodology. They are the medium in which responses are
recorded to facilitate data analysis.

There are normally five sections in a questionnaire:

a. The respondent’s identification data include respondent’s name,

address, date of the interview and name of the interviewer. The
questionnaire will also be numbered for purposes of entering data into
the computer.
b. An introduction is the interview’s request for help. It is normally
scripted and lays out the credentials of the researchers, the purpose
of the study and any aspects of confidentiality.
c. Instruction refers to the interviewer’s directions on how to move
through the questionnaire such as which questions to skip and where
to move to it certain answers are given.
d. Information is the main body of the document and is made up of
questions and response code.

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 e. Classification data and information that establishes the important
characteristics of the respondent, particularly related to their
demographics which are sometimes at the front of the questionnaire
or sometimes at the end.

• Paper –pencil-questionnaires can be sent to a large number of people and

saves the researcher’s time and money. People are more truthful while
responding to the questionnaires regarding controversial issues in particular
due to the fact that their responses are anonymous.

• Web-based questionnaire: This is one of the ruling and most trusted

methods for internet-based research or online research. In a web-based
questionnaire, the receive an email containing the survey link, clicking on
which takes the respondent to a secure online survey tool from where he/she
can take the survey or fill in the survey questionnaire. Being a cost-efficient,
quicker, and having a wider reach, web-based surveys are more preferred by
the researchers. The primary benefit of a web-based questionnaire is
flexibility; respondents are free to take the survey in their free time using
either a desktop, laptop, tablet, or mobile.

• Mail Questionnaire: In a mail questionnaire, the survey is mailed out to a

host of the sample population, enabling the researcher to connect with a wide
range of audiences. The mail questionnaire typically consists of a packet
containing a cover sheet that introduces the audience about the type of
research and reason why it is being conducted along with a prepaid return to
collect data online. Although the mail questionnaire has a higher churn rate
compared to other quantitative data collection methods, adding certain perks
such as reminders and incentives to complete the survey help in drastically
improving the churn rate. One of the major benefits of the mail questionnaire
is all the responses are anonymous, and respondents are allowed to take as
much time as they want to complete the survey and be completely honest
about the answer without the fear of prejudice.

3. Observation
As the name suggests, it is a pretty simple and straightforward method of
collecting quantitative data. In this method, researchers collect quantitative data
through systematic observations by using techniques like counting the number
of people present at the specific event at a particular time and a particular venue
or number of people attending the event in a designated place. More often, for
quantitative data collection, the researchers have a naturalistic observation
approach that needs keen observation skills and senses for getting the numerical
data about the “what” and not about “why” and ”how.”

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 Naturalistic observation is used to collect both types of data; qualitative and
quantitative. However, structured observation is more used to collect
quantitative rather than qualitative data.

• Structured observation: In this type of observation method, the

researcher has to make careful observations of one or more specific
behaviors in a more comprehensive or structured setting compared to
naturalistic or participant observation. In a structured observation, the
researchers, rather than observing everything, focus only on very
specific behaviors of interest. It allows them to quantify the behaviors
they are observing. When the observations require a judgment on the
part of the observers – it is often described as coding, which requires
a clearly defining a set of target behaviors.

4. Tests
Tests provide information that is measured against a variety of
standards. The most popular test has traditionally been norm-referenced
assessment. Norm-referenced tests provide information on how the target
performs against a reference group or normative population. Other
assessments like criterion-referenced assessments are constructed to
determine whether or not the respondents/subjects have attained mastery of
a skill or knowledge area. These tests provide data on whether or not the
respondents/subjects have attained mastery of a skill or knowledge area.
These tests provide data on whether important skill have been achieved or
not. An alternative on the criterion-referenced approach is the proficiency
testing. Like the criterion-referenced test, the proficiency test provides an
assessment against a level of skill attainment, but include standards for
performance at varying levels of proficiency.

5. Secondary Data
Secondary data is a type of quantitative data that has already been
collected by someone else for a purpose different from yours. These data are
collected by the researchers, government and private agencies, institutions
or organizations or companies that provide important information for
government planning and policy recommendation and theory generation.
There are many sources of data and most people tend to underestimate the
number of sources and the amount of data within each of these sources

a. Paper based sources- these are from books, journals, periodicals,

abstracts, indexes, directories, research reports, conference papers,
market reports, annual reports, internal records of organization.
b. Electronic sources- CD- ROMs, on-line databases, internet, videos and
broadcasts.

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1.3. Quantitative Analysis
It is a systematic approach to investigations during which numerical data are
collected and the researcher transforms what are collected or observed into numerical
data. It often describes a situation or event, answering the research questions or
objectives of the study. It is often concerned with finding evidence to either support or
contradict an idea or hypothesis you might have.

Exercises for Topic 1:

A. Direction: Identify the following terms described in each item using the
answers provided in the bank below.

Structured interview Secondary Data Electronic sources

Primary Data Face-to-face interviews Web-based questionnaire

Computer-Assisted Personal
Interviewing

1. This type of interview follows specific format.

2. Surveys using google forms can be identified as ____________.
3. These are the information that we get from published books.
4. This type of interview has same set-up with face-to-face and the researcher brings
gadgets like a laptop with them.

B. Essay
5. Why is there a need to know the different methods of data collection?

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Topic 2: FINDING RESULTS THROUGH DATA COLLECTED
LEARNING OBJECTIVES:
At the end of the lesson, the students will be able to:
1. Describe the importance of data analysis and interpretation.
2. Explain what data collection procedure is.
3. Illustrate how to prepare a questionnaire.
4. Identify common statistical tools.

NOTES:

2.1. Methods of Data Processing

Data processing is dealing with editing,
coding, classifying, tabulating and presenting
data through chart, diagram or diagram. It is a
series of actions or steps performed on data to
verify, organize, transform, integrate, and
extract data in an appropriate output form for
subsequent use.

According to Calmorin and Calmorin (2007), data processing means

translating information either manually or electronically into qualitative form for use
in research analysis.

2.2. Steps in Data Processing

A. Classification or Categorization
Classification or categorization is the process of grouping the statistical data
under various understandable homogeneous groups for the purpose of
convenient interpretation. A uniformity of attributes is the basic criterion for
classification; and the grouping of data is made according to similarity.
Classification becomes necessary when there is diversity in data collected for
meaningful presentation and analysis.

B. Coding of Raw Data

After the data have been categorized, the next step is to reduce or transform
them to a form that will simplify the task of the researcher to tabulate,
manipulate, analyze, interpret, store and disseminate them. There is a need for
data transformation because the data generated by field activity are in raw form-
marks in interview schedules or questionnaires, transcripts of interviews, census
reports, etc. Raw data are usually transformed to codes which are symbols
representing the data. Codes could either be alphabetical or numerical in form.

C. Tabulation of Data
Tabulation is a process of sorting, counting and organizing statistical
facts in a systematic order in a statistical table. The principle behind this process

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 is to determine the number of cases that belong in the various categories and
facilitate the task of analysis and interpretation of data.

Data may be tabulated by mere counting of the number of times the

various categories in each set occur in the data. For example, counting the
number of males and females and so on. This kind of tabulation which focuses
on mere frequencies involving a single variable or category is known as marginal.
But tabulation may involve two or more variables or categories. The researcher
may want to find out how one variable is related with another or more variables.
If this case, then cross-tabulation is necessary.

D. Data Diagrams
Diagrams are charts and graphs used to present data. These facilitate
getting the attention of the reader. These help presenting data more effectively.
Creative presentation of data possible.

2.3. Scope and Purpose of Data Analysis

Data analysis is the process of developing answers to questions through the
examination and interpretation of data. This part presents the gathered data and the
researcher’s analysis and interpretation of the results of the distributed instruments.
The data were presented in a clear and concise form, most which used graphs, and
tables. The researcher must interpret, give implication and cite related studies to
support the claims. It is essential for understanding results from the instrument used
and other sources.

The data interpretation section presents and summarizes background

information of the respondents and the data collected through literature, survey
questionnaires, interviews and observations (SAmo, 2010). The purpose of
interpreting the data is to reduce it to an intelligible interpretable form so that the
relations of research problems can be studied and tested, and conclusions drawn.
Data anlysis and interpretation is the process of assigning meaning to the collected
information and determining the conclusions, significance, and implications of the
findings (Tania, 2014).

2.4. Key Components of a Data Analysis Plan

A. What is a data analysis plan?

A data analysis plan is a roadmap for how

you’re going to organize and analyze your
survey data—and it should help you achieve
three objectives that relate to the goal you
set before you started your survey:

1. Answer your top research questions

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 2. Use more specific survey questions to understand those answers

3. Segment survey respondents to compare the opinions of different demographic

groups

2.5. Data Interpretation

Research interpretation is defined as an adequate exposition of the true
meaning of the material presented in terms of the purpose of the study (Reyes,
2004). Once data are gathered and tabulated, the next step is to analyze it. The
researcher must plan how to analyze the data. The best time to develop the analysis
plan is when the researcher will be able to identify key evaluation questions and the
method of gathering the needed information. It’s important to match the analysis
strategy to the research problems.

The findings of the study should be written objectively and in a concise and
precise format. In quantitative research, it is common to use graphs, tables, charts
and other non-textual elements to help clarify key points being made.

Results and discussions should be systematic, logical, and comprehensive.

2.6. Stages of Analysis and Interpretation of Findings

A. Steps in Data Analysis
1. Before Data Collection, the researcher should accomplish the following:
2. Determine the method of data analysis
3. Determine how to process the data
4. Consult a statistician
5. Prepare dummy tables

B. After Data Collection:

1. Process the data
2. Prepare tables and graphs
3. Analyze and interpret findings
4. Consult again the statistician
5. Prepare for editing
6. Prepare for presentation

2.7. Basic Statistical Tool

In analytical work, the most important
common operation is the comparison of data, or sets
of data, to quantify accuracy (bias) and precision.
Therefore, statistics are a tool, not an aim. The value
of statistics lies with organizing and simplifying data,

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to permit some objective estimate showing that an analysis is under control or that
a change has occurred.

Statistical tests are a major part of data interpretation. Sarno (2010) stresses
that by statistical testing, a researcher can compare groups of data to determine the
probability that differences between results are based on chance, thus the researcher
can conclude the validity of the hypothesis.

Analysis and interpretation become more plausible by submitting organized

data to statistical treatment (Reyes, 2004). Descriptive statistics implies a simple
quantitative summary of a data set that has been collected.

A. Common Statistical Tools

1. The arithmetic mean, more commonly known as “the average,” is the sum
of a list of numbers divided by the number of items on the list. The mean is
useful in determining the overall trend of a data set or providing a rapid
snapshot of your data. Another advantage of the mean is that it’s very easy
and quick to calculate.

2. Frequency distribution is presented in tables or charts that show how many

of your evaluation participants fall into various categories of interest (Wilder
Research, 2009).

3. The Pie Chart represents the percentage of that category.

4. The Bar Chart is equal to frequency (number of observations) in the

category. Leave space in between the bars to emphasize that there is no
ordering in the classes.

5. The Standard Deviation, often represented with the Greek letter sigma, is
the measure of a spread of data around the mean. A high standard deviation
signifies data is spread more widely from the mean, where a low standard
deviation signals that more data align with the mean.
Standard deviation represents the distribution of the responses around
the mean. It indicates the degree of consistency among the responses. The
standard deviation, in conjunction with the mean, provides a better
understanding of the data (Tania, 2014).

6. T-Tests are used to test if the difference of means is statistically significant.

It tests if the sample is representative of the populations. For example, if the
mean for variable 1 is 40 and the mean for variable 2 is 56, you may say the
means are different. T-Tests may show that they are not significantly
different, however, and the researcher can’t base the conclusion on the

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 means’ difference since the difference in the sample is not representative for
the population.
Also commonly called t testing, hypothesis testing assesses if a certain
premise is actually true for your data set or population. In data analysis and
statistics, you consider the result of a hypothesis test statistically significant
if the results couldn’t have happened by random chance. Hypothesis tests are
used in everything from science and research to business and economic.

Exercises for Topic 2:

Direction: Using the given data (you can add more data related to the topic) create a
diagram that would best present the results. Below the diagram create a short description
about it.

According to Sex

(Do you agree about the idea of eliminating Filipino subject in college Curriculum?)

Number of Response

Sex Respondents
Remarks
Yes Maybe No
% % %
Male 20 20 5 75

Female 30 5 5 90

*Total number of respondents is 50.

** The information given above are purely fictional.

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TOPIC 3: RESULTS AND DISCUSSION

LEARNING OBJECTIVES:
At the end of the lesson, the student is expected to.
1. Explain how to generate a conclusion.
2. Describe how to formulate research recommendations.
3. Elaborate tips and ways in finalizing a research paper.

NOTES:

3.1. Drawing Conclusion

In technical or academic writing, a well-crafted conclusion can provide the
final word on the value of your analysis, research, or paper. You should complete
your conclusion with conviction.

The conclusion show readers the value of your completely developed

argument. It is not a summary of your work, but a listing of major outcomes derived
from the study. Therefore do not state what has been done in your work, instead
bring out the outcome of the results and discussions in terms of statements. Your
conclusion is the answer to the main problem of the study.

A well written conclusion provides you with important opportunities to

demonstrate to the reader your understanding of the research problem. According
to Bunton, (2005). These will include the following:

1. Present the last word on the issues or gaps raised in your paper. Just
as the introduction gives first impression to your reader, the conclusion offers
a chance to leave a lasting impression. You can do this by highlighting key
points in your analysis or results or by noting important or unexpected
implications applied to practice.

2. Summarize your thoughts and convey the larger significance of your

study. The conclusion is an opportunity to concisely answer the “So what?”
question by placing the study within the context of past research about the
topic you’ve investigated.

3. Identify how a gap in the literature has been addressed. The conclusion
can be where you describe how a previously identified gap in the literature
has been filled by your research.

4. Demonstrate the importance of your ideas. The conclusion offers you the
opportunity to elaborate on the impact and significance of your findings.

5. Introduce possible new or expand ways of thinking about the

research problem. This does not refer to introducing new information, but

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 to offer new insights and creative approaches for framing or contextualizing
the research problem based on the results of your study.

In writing the conclusion of your paper, the following general rules are suggested:

• State your conclusion in clearly and in simple language. State how your
findings differ or support those of others and why.
• Do not simply reiterate your results or the discussion of your results.
Provide a synthesis of arguments presented in the paper to show how
these converge to address the research problem and the overall objectives
of your study.
• Indicate opportunities for future research if you haven’t already done so
in the discussion section of your paper. Highlighting the need for further
research provides the reader with evidence that you have an in-depth
awareness of the research problem.

The purpose of your paper’s conclusion is to relate the main argument. It

reminds the reader of the strengths of your main argument(s) and reiterates the
most important evidence supporting those argument(s).

3.2. Formulating the Recommendations of the Study

Remember that in making your recommendations you must show how your
results support them. A recommendation for a preferred alternative should include:

1. Specific statements on what should be done, the steps required to implement

the policy, and the resources needed.
2. Discussion of the benefits to the organization and what problems would be
corrected or avoided.
3. Discussion of the feasibility of the proposed policy.
4. General statement about the nature and timing of an evaluation plan that
would be used to determine the effectiveness of the proposed policy.

For further research, this is now the opportunity to present and discuss the
actions that future researchers should take as a result of your study. Present and
discuss the kind of additional research suggested by your study.

3.3. Finalizing the Research Draft/Report

A research paper presents the results of your investigations on a selected
topic. Based on your thoughts and the facts and ideas you have gathered from a
variety of sources, a research paper is a creation that is uniquely yours. Your
experience of gathering, interpreting, and documenting information, developing and
organizing ideas and conclusions, and communicating them clearly will prove to be
an important and satisfying part of your learning.

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 A. Tips in Finalizing your best paper:

1. Proofreading. It is always better to have someone who is an expert to do

the proofreading for you. That could be a professional proofreader, a teacher,
your research teacher/ adviser, a writer, or someone with a vast experience
in editing or proofreading.

2. Formatting. In finalizing your written research report, following the

formatting requirements is essential. This includes margins, line spacing,
page numbering, and the like.

3. Style. It includes complete references and proper citation with a required

format like APA, abstract and appendices, and making sure that you have not
written in the first person (I, We, Us and etc.). To make the paper more
appealing to the reader and increase its appearance value, organize each
section in paragraphs. Vary the paragraph length to slightly break the
monotony and break up those too long. Compound sentences are fine, as
long as they are straightforward. Style also includes the use of the correct
size and style of font in your paper.

4. Time. In writing your final paper or research design you need ample time for
revisions. Based on your observations, students make the mistakes of their
research paper by writing it to the last minute, which means they are really
short on time to do adequate revisions.

5. Length. Most teachers give a range for the number of words or number of
pages of their research paper to their students to comply. It is the length of
paper that should meet the guidelines in writing your final research output
that the researchers should consider.

3.4. Revising and Editing Draft and Preparing the Final Research
Paper
Editing is the process of improving words and phrases to perfect your research
paper. Like revision, it requires you to write but editing means making small or subtle
changes to improve language and usage, rather than making substantial changes in
the content. It involves finding ways to improve you research paper by stating things
more clearly and descriptively, by deleting irrelevant material, by calling on your
vocabulary and by changing word choices to avoid repetition.

A. Tips in Editing your Paper

1. Check your grammar, spelling, punctuation, and typographical errors.
2. Rewrite unclear statements.

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 3. Avoid using irrelevant words and sentences.
4. Beware of using sexist language.
5. Use appropriate words.

B. Tips in Proofreading your Research Paper

1. Reread your paper a number of times to look for errors, check for content,
check for flow, etc. or ask someone else to read your paper to check for form
and content.
2. Make sure all documentations are correct and present where needed.
3. Make sure you have avoided plagiarism.
4. Make sure you have followed the requirements and guidelines for format.

C. Tips in Preparing the Final Research Paper or Draft

1. Develop a title page according to your required style format.
2. Keep your paper neat and complete.
3. Make sure your pages are in order
4. Meet all your teacher’s requirements in writing your final paper.
5. Save your final draft on your computer for future reference.
6. Keep all of your notes and bibliography.
7. Put aside a copy of your final paper.
8. Submit your paper on time.
9. Congratulate yourself for a job well done!

3.5. Citation Style Guide

This guide contains examples of common citation formats in APA (American
Psychological Association) Style 7th edition (Penn State University Libraries, 2020).

A. Using In-text Citation

Include an in-text citation when you refer to, summarize, paraphrase,

or quote from another source. For every in-text citation in your paper, there must
be a corresponding entry in your reference list.

APA in-text citation style uses the author's last name and the year of
publication, for example: (Field, 2005). For direct quotations, include the page
number as well, for example: (Field, 2005, p. 14). For sources such as
websites and e-books that have no page numbers, use a paragraph
number, for example: (Field, 2005, para. 1). More information on direct
quotation of sources without pagination is given on the APA Style and Grammar
Guidelines web page.

Example paragraph with in-text citation

A few researchers in the linguistics field have developed training programs

designed to improve native speakers' ability to understand accented speech (Derwing et

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al., 2002; Thomas, 2004). Their training techniques are based on the research described
above indicating that comprehension improves with exposure to non-native
speech. Derwing et al. (2002) conducted their training with students preparing to be
social workers, but note that other professionals who work with non-native speakers
could benefit from a similar program.

References

Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to
listen to foreign-accented speech. Journal of Multilingual and Multicultural
Development, 23(4), 245-259.

Thomas, H. K. (2004). Training strategies for improving listeners' comprehension of

foreign-accented speech (Doctoral dissertation). University of Colorado, Boulder.

1. Direct Quotation- Use quotation marks around the quote and include page
numbers if possible.
Samovar and Porter (1997) point out that “language involves attaching
meaning to symbols” (p.188). Alternatively, “Language involves attaching
meaning to symbols” (Samovar & Porter, 1997, p.188)

2. Indirect Quotation/Paraphrasing- no quotation marks

Attaching meaning to symbols is considered to be the origin of written
language (Samovar & Porter, 1997).

3. Citations from a secondary source

As Hall (1977) asserts, “culture also defines boundaries of different groups”,
as cited in Samovar and Porter, 1997, p. 14

B. APA two formatting Patterns

1. Italic Title. Works that can stand alone (Books, Theses, Movies, Webpage,
YouTube, etc.)
Template:
Author, A.A. (Date of Publication). Title of Work. Source Name. URL

2. Italic Source- Works that are part of a greater whole (Journal Articles,
Magazine Articles, Newspaper, Blog Posts, Dictionary, encyclopedia entries,
etc.)
Template:
Author, A.A. (Date of Publication). Title of Work. Source Name. URL

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Exercises for Topic 3:
A. Give your own idea: Share your own insight in the given quote below.

1. Statement 1: The conclusion can be where you describe how a previously identified
gap in the literature has been filled.
Statement 2: To make the paper more appealing to the reader organize each
section in long paragraphs.

A. TRUE, TRUE B. TRUE, FALSE

C. FALSE, TRUE D. FALSE, FALSE

2. Statement 1: Conclusion is a summary of your work

Statement 2: Performing the proofreading alone is also advisable.
A. TRUE, TRUE B. TRUE, FALSE
C. FALSE, TRUE D. FALSE, FALSE

3. Statement 1: The conclusion offers you the opportunity to elaborate on the

impact and significance of your findings.
Statement 2: In a conclusion, provide a synthesis of arguments presented in the
paper.

C. TRUE, TRUE D. TRUE, FALSE

E. FALSE, TRUE F. FALSE, FALSE

4. What is the difference of a conclusion from an abstract of a study? Explain.

5. Is generating recommendations important? Why or why not?

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TOPIC 4: OUTPUT PRESENTATION

LEARNING OBJECTIVES:
At the end of the lesson, the student is expected to:
1. Identify the key components of a research paper
2. Recognize the aspects that should be considered in preparing your research
presentation.
3. Generate ways making an effective PowerPoint presentation.

NOTES:

4.1. Guidelines for Best Oral/Podium Research Presentation

1. Research and Theoretical

framing. The research paper
presents a well-articulated
research inquiry/objective(s)
and/or well formulated research
questions. It has appropriate
and adequate literature review
beyond mere enumeration of
references but with good synthesis and critical analysis that lead to the
establishment of a sound theoretical framework to inform the study. The required
concepts and jargon are introduced sensibly and clearly.

2. Research context, methodology and analysis. There is clear and precise

description of the empirical context like the background information of the
empirical study and sampling of the respondents or subjects. Matching of
research inquiry or theoretical framing and the methodology employed are clearly
and appropriately with a quality of analysis in its entirety.

3. Discussion and Conclusion. An in-depth interpretation and analysis from the

research findings and prior literature are presented. There is provision of novel
insights and expositions that widen, refined or challenged the theoretical
constructs. Continuing and significant research agenda or improved adaptable
and scalable professional practices are promoted. Limitations are well-articulated
in the research study.

4. Presentation. There is an evidence of readability, coherence, effective

organization and presentation of concepts, facts, expositions, figures, tables and
graphs or illustrations. The use of clear, concise and comprehensible language is
also apparent in the writing of the research study.

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4.2. Preparing for the Oral Presentation of the Research Report

Here are some tips to help you bring order to the ideas spinning in your head
when you communicate your research endeavor to an audience.

1. Timing. Find out how long your presentation should be. As you decide the
content to present, keep in mind that a ten-minute presentation you’ll need to
focus on the most vital points. With more time, you’ll still need to focus on those
points, but you’ll be able to present additional supporting details. Time yourself
in giving your talk, and make cuts if you need to. It is fine to end a bit early
rather than overtime because overtime shows your lack of preparation on your
part.

2. Audience. Know the sort of audience who will listen to your presentation.
Experts have different understanding of your presentation compared to the
general audience. You may be able to use certain technical terms without defining
them, but always beware of jargon and acronyms. With a general audience, you
need to ask yourself what they should know about your study. Terms should be
defined if unfamiliar to them, and make an effort to explain the significance of
your research for them to understand.

3. Content. Presenting your research study is a great opportunity to think about

the big picture rather than focusing on details. Identify the most interesting or
compelling things you have learned in your study and the important points you
want to convey to the audience or participants that you want them to remember.

4. Organization. In your presentation, have a beginning, middle and end of your

talk. You need to introduce yourself and present the rationale, research problems
or objectives of the study, theoretical framework (if needed), research
methodology, results/findings with your analysis and implications of the study
and conclusion.

5. Power Point. You should consider Power Point as a useful instrument in

presenting your research study. You can use it to integrate images into your
presentation, to emphasize important points, and to guide your audience in
following your argument.

6. Tone. It is best to approach your oral presentation as a formal occasion. Treat

your audience and your topic with respect. Even if you know everyone in the
room, introduce yourself. Address your audience/ panel appropriately. Dress
neatly with business attire. Most of all, share enthusiasm.

7. Practice. Practice speaking slowly and clearly. If you want to emphasize an

important point, repeat it. Practice speaking slowly and clearly. You do not have

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 to read your research study presentation. In fact you should avoid doing so. But
you should speak in a well-modulated voice and have an eye contact with the
audience. Time yourself and make cuts if you need to then practice again.

4.3. Tips in Making a PowerPoint Presentation

1. Less is better. Keep this in mind throughout all aspects of creating a Power
Point you are presenting. Many designs and animations are available when
creating a Power Point. Overwhelmingly, the research shows that the audience is
easily distracted by flashing and flying lines of texts, bright colors and
unnecessary sound.

2. Use a consistent and simple slide format. Use a design template to ensure
that all slides are consistent in terms of font, color, theme, background, and
style. Changes in the basic slide design within the same presentation are
distracting.

3. Make sure the font is easy to read and consistent throughout. Simple font
with a minimum size of 30 points is a common recommendation for Power Point
presentation.

4. Emphasize keywords through the use of bold face, italicized or underlined words.

5. Minimize text. It is recommended that each slide contain between 3-7 bullet
points with 3-7 words per point. Do not use complete sentences. If the slide
contains too much text, the audience will spend time reading and not listening.
Presenters may also be tempted to simply read the Power Point slide, greatly
reducing the effectiveness of the presentation. The Power Point is meant to be a
guide, with the presenter filling in the majority of the content and the details.

6. Present one bullet point at a time to keep the audience focused.

7. Use consistent slide transition. Flashy transitions do not add educational

value and again, can be distracting.

8. Use relevant images, tables, graphs, charts, and videos in a simple format to
reinforce the concept. Keep text to a minimum or use no text on these slides.
The presenter should provide the information and explanation of these slides.

A. How to make a PowerPoint presentation from a research paper?

Academic presentations could be based on research in progress, unfinished

work or the full drafts of a research paper. An academic presentation is a sort of like

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an advertisement for the paper than an attempt to present all the information in the
paper. You need to focus on what is important, highlighting the bold outcomes and
results is the key here. The below format is a very basic design showing you how to
make a PowerPoint presentation from a research paper:
• Introduction (1 slide)
• Research Questions/Hypotheses (1 slide)
• Literature Review/Theory (1 slide)
• Methods & Data Collection (1 slide)
• Data Presentation/Findings (3-5 slides)
• Conclusion (1 slide)

Obviously, this is just a general guideline. It is however important that you

focus on your findings, future implication of your work and limitation since it is the
potential for future research. During a presentation method and data collection
sections should be kept short. Though, this all depends on the nature of the work.

To create a presentation from a full-length paper or article, you can pull out
the most important parts of the article, based on the above list or based on the
subheadings in your own article.

For the introduction, you can use the same compelling introduction you use
in your paper. In the PowerPoint presentation, it is a good idea to find a picture that
describes the aim of your research. Visuals are considered very effective tools for
keeping the audience interested and for conveying a point.

Your next slide should contain your research questions mentioned in your
introduction as well.

Then, spend no more than a minute contextualizing your research questions

and project within the literature. Don’t make the mistake of spending too much time
reviewing what others have written about your topic. You just want to illustrate the
fact that your work contributes to existing research in the field. People don’t come
to conferences to hear literature reviews, they want new information and mind-
blowing findings. They want to see the real implications of the findings to the global
challenges at hand. The concrete practical solutions.

Think about the questions people might have such as: what data set did you
use? How many interviews did you carry out? How many months of participant
observation did you complete? What is the timeframe for the data? The geographical
observations. Give just enough information to validate your findings for the
methodology section.

You should be able to go through all of the above in the first five minutes so
that you can spend as much of your time as possible sharing the rich detail of your

P a g e 21 | 24
 own data and analyses. If you have ethnographic data, you can tell one story from
the field for each point you want to make. For statistical data, you can present a
table with findings for each finding you wish to highlight. For interview data, you can
use one interview quotes for each theme you plan to highlight.

Once you bold out the significant findings, you can leave a minute or two for
your conclusion. Again make sure you use visuals, story format, case studies, quotes,
even videos to explain your result to make it very appealing to the audience.

As you make each slide, remember to put a few words as possible on each
slide, and place an image on each slide to convey your points visually.

SAMPLE SLIDES

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Exercises for Topic 4:
Direction: Read the following statements carefully. Choose the correct answer.

1. Statement 1: The required concepts and jargon are introduced sensibly and
clearly.
Statement 2: During a presentation method and data collection sections should be
presented in a long time.

A. TRUE, TRUE B. TRUE, FALSE

C. FALSE, TRUE D. FALSE, FALSE

2. Statement 1: It is recommended that each slide contain between 5-9 bullet

points.
Statement 2: Researchers may not introduce themselves in the beginning of the
presentation.

A. TRUE, TRUE B. TRUE, FALSE

C. FALSE, TRUE D. FALSE, FALSE

3. Statement 1: Experts have the same understanding of your presentation compared

to the general audience.
Statement 2: It is a good idea to find a picture that describes the aim of your
research.

A. TRUE, TRUE B. TRUE, FALSE

C. FALSE, TRUE D. FALSE, FALSE

4. Statement 1: In preparing your PowerPoint presentation make sure you use

visuals.
Statement 2: Flashy transitions adds educational value and again, can be
distracting.

A. TRUE, TRUE B. TRUE, FALSE

C. FALSE, TRUE D. FALSE, FALSE

5. Statement 1: An academic presentation is a sort of like an advertisement for the

paper than an attempt to present all the information in the paper.
Statement 2: Spend too much time reviewing what others have written about your
topic.

A. TRUE, TRUE B. TRUE, FALSE

C. FALSE, TRUE D. FALSE, FALSE

END OF FINALS MODULE

P a g e 23 | 24
 References

BOOKS

Boholano, H. et.al, (2016). Practical Research 2: Quantitative Research for SHS. Lorimar
Publishing, Inc.

Carey, T. et.al, (2017). Practical Research 1: Qualitative. Lorimar Publishing, Inc.

INTERNET SOURCES

Acavent. (2018, June 12).How to make a PowerPoint presentation from a research paper? Retrieved
from: https://www.acavent.com/2018/06/12/powerpoint-presentation-from-research-paper/

Penn State University Libraries. (2020, November 10). APA Quick Citation Guide.

Retrieved from: https://guides.libraries.psu.edu/apaquickguide

QuestionPro Survey Software. (2020). https://www.questionpro.com/blog/non-

probability-sampling/

Smart Student. (2020, May 12). How to format your paper in APA style in 2020. YouTube.

Retrieved from: https://www.youtube.com/watch?v=VEqRqSsNDjc&t=545s

https://academicguides.waldenu.edu/library/theory
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