PRACTICAL RESEARCH 2

(Quantitative Research)
Management of Learning (MOL)
Team Leader
Scribe/Documenter

Reporter

Material Facilitator

DEPARTMENT OF EDUCATION-BUREAU OF CURRICULUM DEVELOPMENT

Department of Education
 SESSION OBJECTIVES

At the end of the 4 hour session,

the participants are expected to:
1. Describe quantitative research
2. Name variables and its kinds
3. Explain the four common kinds of quantitative research
4. Discuss comprehensively the parts of every chapter of a
quantitative research
5. Formulate a research proposal

DEPARTMENT OF EDUCATION
 INTRODUCTION TO RESEARCH
is defined as a systematic controlled,
empirical and critical evaluation of a
hypothetical preposition about the
presumed relations among natural
phenomenon and objective creation
of knowledge (Kerlinger, 1973)
is a formal, systematic, application of
scholarship, disciplined inquiry, and
utmost often the scientific method to
study a problem ( Fraenkel and
Wallen, 2003)

DEPARTMENT OF EDUCATION
 Purposes of Research

1. To discover new facts about known

phenomena.
Ex: Alcohol is a known phenomenon and research
may turn it into a kind of fuel equal in quality to
gasoline.
2. To find answers to problems which are only
partially solved by existing methods and
information.
Ex: Cancer is a serious disease which is only
partially cured by present methods but due to
intensive and continuous research, the disease
may be eradicated later on.
DEPARTMENT OF EDUCATION
 Purposes of Research

3. To discover previously unrecognized

substances or elements.
Ex: Previously we had only 92 elements but due
to research we now have more than 100.

4. Discover pathways of action of known

substances and elements.
Ex: Due to research we come to know the
dangers from the abusive use of unprescribed
drugs and some poisonous substances

DEPARTMENT OF EDUCATION
 IMPORTANCE OF PRACTICAL RESEARCH

Helps solve recurring, long-term real-life

problems, not emergencies.
Provides data for better understanding of
real-life concerns and issues, individual or
group (community, national, international)
Makes recommendations to improve
existing situations or realities
DEPARTMENT OF EDUCATION
 INTRODUCTION TO RESEARCH

NEW SKILLS
NEW
/PRACTICES/
KNOWLEDGE
BEHAVIORS
IMPROVED
RESEARCH CONDITION/
WELFARE

NEW TOOLS
NEW /DEVICES/
TECHNOLOGY APPROACES
Connection between research and improvement of man’s life

DEPARTMENT OF EDUCATION
 INTRODUCTION TO RESEARCH
Characteristic of Research ( Best and Kahn, 1998)
Is directed toward the solution of a problem
Emphasizes the development of
generalizations, principles or theories that
will be helpful in predicting future events

Is based on observable experiences or

empirical evidence
Demands accurate observation and
description
DEPARTMENT OF EDUCATION
 INTRODUCTION TO RESEARCH

Quantitative
Qualitative
Research uses
quantities and vs Research
describes events and
numbers. Examples: persons scientifically
scores, ratings, without the use of
frequencies, numerical data
percentages, prices

DEPARTMENT OF EDUCATION
 INTRODUCTION TO RESEARCH
2 Broad Categories of Research ( Best and Kahn, 1978)
Quantitative Research Qualitative Research
1. Consist of research in which 1. Describes events and persons
the data can be analyzed scientifically without the use
2. The experimenter carefully numerical data.
plans the study including the 2. It is also planned carefully yet
tests or data collection leave open the possibility of
instruments change, of asking different
3. Each subject is identically questions, and of going in the
studies , and there is little direction that the observation
room for human bias to create can lead the experimenter
problems with the data 3. It is more open and responsive
to its subject.

DEPARTMENT OF EDUCATION
 STRENGTH AND WEAKNESSES OF
QUANTITATIVE RESEARCH

STRENGTH WEAKNESSES

 Inadequacy of numbers
 Precision of numbers
for total picture and
 Level of significance
depth of analysis
(statistical) can be
 Less than 100%
determined-that results
accuracy in sampling,
are not due to chance
instrument construction
 Sample is less prone to
and administration
sampling bias
 Assumptions in
statistical methods

DEPARTMENT OF EDUCATION
 HOW DO WE ADDRESS THE WEAKNESS OF
QUANTITATIVE RESEARCH?

Rigor in doing quantitative research

procedures

Addition of qualitative analysis using quotes

of subjects (persons from whom data are
collected) to support statistical results.

DEPARTMENT OF EDUCATION
 VARIABLES

A concept that stands for a variation within a

class of objects or persons ( Fraenkel and Wallen, 1996)

A characteristic or property that can take

different values or attributes (Schutt, 1999)

Basic elements which are measured in a

study(David, xxxx)

DEPARTMENT OF EDUCATION
 VARIABLES

Examples

age sex marital status

Income mortality rate pH level

DEPARTMENT OF EDUCATION
Identify the variables in the following
sample of Research Studies

1. Bullying Experiences and Academic

Performance of Grade 12 Students
2. Critical Thinking and Problem Solving
Skills as Related to Science
Performance Among Grade 12 STEM
Students
3. Differences in Stress Levels Between
Grade 7 and Grade 12 Students

DEPARTMENT OF EDUCATION
 VARIABLES

Are these variables?

chair, shape of table, tweet, shirt
style, type of work, fertilizer,
language spoken, revenue,
location of business

DEPARTMENT OF EDUCATION
 KINDS OF VARIABLES
Independent- “the assumed cause” of the problem.
The assumed reason for any change in dependent
variable

Dependent – “ the assumed effect” of another

variable. It is the change that occurs when one or
factors are changed or when intervention is
introduced

DEPARTMENT OF EDUCATION
 KINDS OF VARIABLES
Intervening - helps explain the relationship between
independent and dependent variable. It can weaken
or strengthen the effect of independent variable on
the dependent variable
Antecedent Variable – factor or characteristics that is
found before the independent variable. It is expected
to influence the independent variable and is usually
irreversible

DEPARTMENT OF EDUCATION
 KINDS OF VARIABLES
The Relation Between Exposure to Social Media and
Students’ Study Habits

Effect of Peer Counseling on the Students’ Academic

Performance
Effect of Senior High School Guidance Program on
Grade 10 Completers’ Choice of SHS Tracks

Effect of Stress on the Mental State of Senior High

School Teachers in Region VI
DEPARTMENT OF EDUCATION
 KINDS OF VARIABLES
Extra- Curricular Activities and Perceived Academic
Self-Efficacy of Senior High School Students

Facebook Usage and Output Completion Time

Teachers’ Ancillary Services and Their teaching

Performance

Mass Media Exposure and Dating Attitudes of Grade

11 Students
DEPARTMENT OF EDUCATION
 KINDS OF VARIABLES
The Relation Between Exposure to Social Media and
Students’ Study Habits

Exposure to
Study Habits
Social Media

Independent Dependent

DEPARTMENT OF EDUCATION
 KINDS OF VARIABLES

Effect of Senior High School Guidance Program on

Grade 10 Completers’ Choice of SHS Tracks

SH Guidance Choice SH
Program Track

Independent Dependent

DEPARTMENT OF EDUCATION
 KINDS OF VARIABLES

Effect of Peer Counseling on the Students’ Academic

Performance

Peer Academic
Counseling Performance
Intervening variable
Exposure to
Peer Academic
Peer
Counseling Performance
Counseling
 KINDS OF VARIABLES
Effect of Stress on the Mental State of Senior High
School Teachers in Region VI

Stress Mental State

Age, Sex,
Stress Mental State
Position, Status

Antecedent

DEPARTMENT OF EDUCATION
KINDS OF QUANTITATIVE RESEARCH

•Survey/Descriptive
•Experimental
•Causal Comparative
•Correlational

DEPARTMENT OF EDUCATION
 KINDS OF QUANTITATIVE RESEARCH

DESCRIPTIVE Non
experimental:
involves does not
collecting data to manipulate
test hypotheses variables,
or to answer describes
questions about patterns of data
the opinions of in percentages,
people about mean, median,
some topics or and mode
issues
DEPARTMENT OF EDUCATION
 Examples of Descriptive Research

Korean Drama Popular Among Senior High

School Students in the Division of Iloilo
Tardiness and Absenteeism Among Grade
11 Students
The Insecticidal Properties of Pepper
( Menta pepperita )
DEPARTMENT OF EDUCATION
KINDS OF QUANTITATIVE RESEARCH

Involves collecting data

to determine and to
what degree a
relationship exists
between two or more
variables(positive or
negative; high,
moderate, or low
relationship)

DEPARTMENT OF EDUCATION
 EXAMPLE OF CORRELATIONAL RESEARCH

The Relationship Between Exposure to

Social Media and Students’ Study Habits

Factors Associated with the Extent of

Involvement Among Barangay officials in
Iloilo City
The Relationship of Mathematical Ability to
Science Achievement of SHS Students
DEPARTMENT OF EDUCATION
 EXAMPLE OF EXPERIMENTAL RESEARCH

Involves manipulation of at least one

independent variable, controls other relevant
variables and observes the effect on one or
more dependent variables.
EXPERIMENTAL
When conducted well, experimental research
produces the soundest evidence concerning
the hypothesized caused-effect relationships.
DEPARTMENT OF EDUCATION
 EXAMPLES OF EXPERIMENTAL RESEARCH

Effect of 7Es Instructional Model on the

Performance in Science of Grade 10
Learners in xxxxxxx
Advertising: Its Effects on Sales and Profit
of Real Estate Business in Iloilo City
Effect of Different Levels of Applied
Nitrogen on the Growth and Yield of xxxx
DEPARTMENT OF EDUCATION
 KINDS OF QUANTITATIVE RESEARCH
CAUSAL
Attempts to determine the
COMPARATIVE
OR EX POST cause or reason for existing
FACTO differences in the behavior or
status of groups

Determines causation,
dependence of variable on one or
more variables, stronger
relationship than correlation
DEPARTMENT OF EDUCATION
 KINDS OF QUANTITATIVE RESEARCH
CAUSAL An important difference between
COMPARATIVE causal-comparative and
OR EX POST correlational research is that causal
FACTO comparative studies involve two or
more variables and one group.

The major difference between

experimental research and causal
comparative is that in experimental the
independent variable, the alleged cause is
manipulated and in causal comparative it is
not because it has already occurred.
DEPARTMENT OF EDUCATION
 EXAMPLE OF CAUSAL-COMPARATIVE
RESEARCH
Relationship of Years of Experience to Job
Satisfaction Among faculty and Staff of
Masaya National High School
Effect of Pre-school Attendance to Social
Maturity of Grade 1 Learners

Classroom Behavior of Good and Poor

Readers
DEPARTMENT OF EDUCATION
 Sources of Research Problem

> Theories to be validated,

extended, modified

>Other studies, particularly

their research
recommendations
DEPARTMENT OF EDUCATION
 Sources of Research Problem

>National/international trends or
situations to be described or
improved

>Real-life problems,
issues, experiences, or
situations of Grade 12
students
DEPARTMENT OF EDUCATION
WHAT ARE THE CONCERNS, SITUATIONS,
ISSUES, OR PROBLEMS FACED BY OUR GRADE
12 STUDENTS
> Other studies, particularly their
research recommendations
DEPARTMENT OF EDUCATION
ISSUES and PROBLEMS

DEPARTMENT OF EDUCATION
ISSUES and PROBLEMS

DEPARTMENT OF EDUCATION
 ISSUES and PROBLEMS

a. Government War on Drugs and

Crimes
b. Bashing and Fake News in Social
Media
c. Mining Issue
d. Demolition of Buildings Obstructing
Cultural Heritage (Art)
e. Contested Islands in Philippine Sea
f. Marawi City Siege

DEPARTMENT OF EDUCATION
 ACTIVITY 2

KINDS OF
Quantitative Research

DEPARTMENT OF EDUCATION
Give one example of research under
each of the four quantitative
research methods
Identify the dependent, independent,
antecedent and intervening
variables( if, any) for each of the
sample research.
Choose one from individual outputs
for presentation
DEPARTMENT OF EDUCATION
LET’S CHECK!

DEPARTMENT OF EDUCATION
 ACTIVITY 3

What’s my study!

With your group, decide on a

research title that you can
develop.
DEPARTMENT OF EDUCATION
TIPS IN WRITING RESEARCH TITLE
•Lists key variables,
scientific/technical style, 12
words maximum (concise-omit
unnecessary words like “the”),
non-repetitive words
•Reflects social science,
humanities, art in Grade 12
context
Ex: Attitude of Millennials on Social Media Bashing

DEPARTMENT OF EDUCATION
 Sample Research Titles
•1. Factors of Bullying and Academic Performance
of Grade 11 students
• Effects of Social-Media Bullying on Academic
performance of Grade 11 Students
•Bullying Experience and Academic Performance of
Grade 11 Students
•Bullying Incidence and Student Attendance in
Grade 11

DEPARTMENT OF EDUCATION
It’s your
Time to
Shine!

5 minutes

DEPARTMENT OF EDUCATION
 Parts of Research

CHAPTER 1- INTRODUCTION

CHAPTER 2- REVIEW OF RELATED LITERATURE

AND CONCEPTUAL FRAMEWORK

CHAPTER 3- METHODOLOGY

CHAPTER 4- PRESENTATION AND

ANALYSIS
CHAPTER 5 –
CONCLUSIONS AND
RECOMMENDATIONS
DEPARTMENT OF EDUCATION
 CHAPTER 1-INTRODUCTION
Background of the study (1-2
paragraphs)
Statement of the problem

Significance of the Study

Scope and delimitation

CHAPTER 1- BACKGROUND OF THE STUDY
• Description that makes reader
understand the research questions and
appreciate why they are asked.

• Cites most important study/literature -

includes most important condition
justifying variables under study -
briefly introduces new variables under
study
CHAPTER 1- BACKGROUND OF THE STUDY

Reasons or rationale for choosing the

study
 Refer to your experience
 Based on observation
 Current statistics about the problem
CHAPTER 1- BACKGROUND OF THE STUDY

 Describes conditions justifying

variables under study
 Cites most important studies/literature
 Introduces/briefly defines new
variables under study
 Last paragraph highlights gap in
knowledge addressed by the study
CHAPTER 1- BACKGROUND OF THE STUDY
Internet access in the 21st Century gave rise to social
media like Facebook, Tweeter, and Instagram. In
recent years, use of social media has become
increasingly popular (Reyes, 2016*).
The mass media noted the rise of bashing or use of
hurtful, impolite, and false statements about
celebrities and political leaders (Philippine Daily
Inquirer, March 12, 2016, p. A5)* To the knowledge of
the research team, no study has been done on
attitude of millennials on social media bashing.
*fictitious
CHAPTER 1- STATEMENT OF THE PROBLEM
Format: “This study (or research) aims
to…” (make congruent with title). New
paragraph: “Specifically, this research (or
study) seeks to answer the following
questions:” - Phrase questions with the
data to be collected in mind. Answer the
questions and rephrase question, if your
intended answer does not match the
question.
CHAPTER 1- STATEMENT OF THE PROBLEM
Example
Expected Answer: The mean rating of female
millennials towards social media bashing is
lower than that of male millennials.
Research Question: Is the mean rating of
female millennials in attitude towards social
media bashing lower than that of the male
millennials?
NOTE THAT RESEARCH QUESTION IS
UNIDIRECTIONAL & ANSWERABLE BY YES OR NO.
 CHAPTER 1- SIGNIFANCE OF THE STUDY
 In paragraph form, cite beneficiaries (e.g.,
teachers, teacher trainers, educators; curriculum
developers, textbook writers; officials of school,
division, region, central office; policy makers) of
results of study.
 For each beneficiary group, specifically describe
how it will benefit from the findings.
 No need to cite students: understood to benefit
from research; not in a position to implement
recommendations
 CHAPTER 1- SCOPE AND DELIMITATION

Cites data collection period and school

year; identifies schools involved, number
of classes, their grade/year level, number
of teachers involved, and topics of
lessons covered (if applicable).
 WORKSHOP 2

DRAW YOUR PROBLEM

Based on the selected problem follow the
guidelines in writing the parts of Chapter 1

Present your output to the class

DEPARTMENT OF EDUCATION
 CHAPTER 2

Related Literature

Conceptual Framework

Research Hypotheses

Definition of Terms
 CHAPTER 2- RELATED LITERATURE
 Use Statement of Problem as guide (make
research questions into phrases for
subheadings) to structure and sequence of
topics.
 Avoid ‘cut and paste’ (paraphrase or quote)
 Main topics are the variables
 Include both conceptual and research
literature
 Conceptual (from books, journals);
research 9 from scientific papers)
 CHAPTER 2- RELATED LITERATURE
 Conceptual literature – no time limit
 Research literature – 5 years hence
 Last part highlights gaps in literature
specifically addressed by your study.
 Use appropriate format for citations and
references
 Cited references (primary sources) should
be congruent to Bibliography entries.
 Have Internet sources
 Include common and competing views
CHAPTER 2- CONCEPTUAL FRAMEWORK

 EFFECTS OF SOCIAL MEDIA BASHING

ON MILLENIALS’ ATTITUDE

SOCIAL MEDIA MILLENNIAL’S

BASHING ATTITUDE
• FACEBOOK • FEMALE
• TWEETER • MALE
• INSTAGRAM • LBGT
 CHAPTER 2- CONCEPTUAL FRAMEWORK

 Diagram connects variables under study

with lines (correlations) or arrows (cause
effect relationships)
 Variables may have values or sub-variables
 Congruent with research questions (most
important)
 Rule of thumb: number of research
questions is at least equal to the number of
lines/arrows in conceptual framework
 CHAPTER 2- CONCEPTUAL FRAMEWORK

Use diagram to explain framework.

Justify each variable/sub-variable and
each line/arrow using logic and
synthesized studies (cite authors from the
literature review).
 CHAPTER 2- RESEARCH HYPOTHESES
Format: The research hypotheses of the study
are:
 Stated with expected direction
(unidirectional or two-directional) Example
(Compare with expected answer to research
question): The mean rating of female
millennials in attitude to social media
bashing is significantly lower than that of
the males. significant or significantly =
results are not due to chance alone
 CHAPTER 2- RESEARCH HYPOTHESES

 No hypotheses if not testable statistically

Other Examples:
 Variable X is significantly and positively
related with Variable Y. • Variable X is a
significant positive predictor of Variable Y.
 CHAPTER 2- DEFINITION OF TERMS
Format: The following terms are defined as
used in the study: (followed by list of terms w/
conceptual and operational definitions, if
appropriate)
 Conceptual definition – original author’s
qualitative definition
 Often defined operationally are variables
with an instrument, e.g., test or rating
scale.
 CHAPTER 2- DEFINITION OF TERMS
Format: The following terms are defined as
used in the study: (followed by list of terms w/
conceptual and operational definitions, if
appropriate)
 Conceptual definition – original author’s
qualitative definition
 Often defined operationally are variables
with an instrument, e.g., test or rating
scale.
WORKSHOP 3
“Draw Your Problem and More”
Again with your group write the following for your identified problem:
a. Relevant Readings for Related Literature (APA format)
b. Diagram & explanatory text (1-2 paragraphs) of
Conceptual Framework
c. Research Hypotheses, if any
d. Definition of Terms (variables and sub-variables in
Conceptual Framework)
Be ready to present your output to the class

DEPARTMENT OF EDUCATION
 CHAPTER 3- METHODOLOGY

PARTICIPANTS ( SAMPLE)

DATA GATHERING INSTRUMENTS

DATA GATHERING PROCEDURE

DATA ANALYSIS PROCEDURE

 CHAPTER 3- PARTICIPANTS
 Who are the participants
 What are their characteristics
 How are they selected ( sampling
techniques)
 Description of the subjects, number &
grade level (for students), naming school
and its location, unless w/ confidentiality
conditions. Otherwise, only location, type,
and size of school are stated.
 CHAPTER 3- DATA GATHERING
INSTRUMENTS

 Enumerate instruments to be used. Indicate if

researcher-made, adopted or modified (give
author, year, & reliability coefficient).
 Quickly describe pilot-testing of instruments.
 Indicate how researcher-made instruments
will be content-validated.
 Indicate computing reliability coefficient,
commonly Cronbach alpha, for rating scale
and tests
 CHAPTER 3- DATA GATHERING
INSTRUMENTS
 Add structure/parts and number of items of
each instrument.
 Add Table of Specifications for researcher-
made tests.
 Add details of content validation: who the
experts are without naming them.
 Add details of pilot-testing (when and who),
and describe group (similar to group to which
instruments will be eventually administered).
CHAPTER 3- DATA GATHERING
INSTRUMENTS
CHAPTER 3- DATA GATHERING
INSTRUMENTS
CHAPTER 3- DATA GATHERING
INSTRUMENTS
CHAPTER 3- DATA GATHERING
INSTRUMENTS
CHAPTER 3- DATA GATHERING
INSTRUMENTS
CHAPTER 3- DATA GATHERING
INSTRUMENTS
 CHAPTER 3- DATA GATHERING
PROCEDURE

 Quickly describe whose permission will be

sought and arrangements to make to
administer instruments.
 Describe when instruments will be
administered and who will administer
them.
 Add details on arrangements and
administration of instruments, if needed.
 CHAPTER 3- DATA ANALYSIS PROCEDURE

 Add scoring system for instruments.

 Avoid giving formulas or standard
procedures for statistical tools (reader is
expected to know these or look them up in
statistics references).
 WORKSHOP 4
Construct Tools and Gather Data
Again with your group write the
following for the problem you have
identified :
a. Suggest an appropriate instrument
to collect needed data
b. Construct items for selected
instrument & present to the big
group for evaluation & decision
making.
c. Recommend ways of collecting
data using the instrument.
Be ready to present your output to the
class
DEPARTMENT OF EDUCATION
CHAPTER 4- PRESENTATION AND ANALYSIS
OF DATA

Tables and Figures

Results of test hypotheses and related

studies

Possible explanations
 CHAPTER 4- TABLES AND FIGURES

Tables and Figures

Quantitative data are organized &
summarized in tables and figures. Information
shown in tables and figures is reiterated in the
text.
Label the tables and figures
 Table - label is written above
 Figure- written below
CHAPTER 4- Presentation and Analysis of
Data

Results of Tests of Hypotheses

Enrich & support quantitative analysis w/
qualitative data analysis using selected
quotes/utterances & observed behavior
of subjects.
CHAPTER 4- Presentation and Analysis of
Data

Compare results of present study with

related studies, as follows: This result is
consistent with or similar to that of…
(related study) contradicts/opposes that
of… (related study)
CHAPTER 4- Presentation and Analysis of
Data
Possible Explanations
Are much needed especially when results
are not those expected by researcher.
Cite all things that happened that may
have affected findings. Look at limitations
of the study, e.g., in sampling,
instrumentation, intervention, and data
collection
CHAPTER 4- Presentation and Analysis of
Data

Implications
State 1-2 implications of findings
to current situation
CHAPTER 4- Presentation and Analysis of
Data
Tips on how to draw conclusion;
 Interpret and summarize the findings
 Relate conclusions to research questions
 Limit conclusion to data presented
 Be objective
 Avoid exaggerating and manipulating data
to prove your point
 CHAPTER 5 – CONCLUSIONS AND
RECOMMENDATIONS
CONCLUSIONS
 State answers to research
questions, following their
sequence.
Answers are general
statements of findings.
 Do not include related
literature.

DEPARTMENT OF EDUCATION
 CHAPTER 5 – CONCLUSIONS AND
RECOMMENDATIONS

Do not include numerical

data in conclusion, only in
findings

DEPARTMENT OF EDUCATION
 CHAPTER 5 – CONCLUSIONS AND
RECOMMENDATIONS

 Write recommendations for beneficiaries of

results of study cited in Significance of Study
Look at limitations of study, in scope,
sample, instruments, intervention
implementation and adequacy, and data
collection.

DEPARTMENT OF EDUCATION
 CHAPTER 5 – CONCLUSIONS AND
RECOMMENDATIONS
Give suggestions on how to improve the
study based on the limitations.
Include areas for future research and
give at least one example.

DEPARTMENT OF EDUCATION
 WORKSHOP 5
WORKSHOP 5
Make Sense of Data
Again with your group, write the
following for the problem you have
identified :

Findings, Conclusions and

Recommendations

Be ready to present your output to the

class

DEPARTMENT OF EDUCATION
 REFERENCING

Why is referencing important?

1. Allows you to acknowledge the
contribution of other writers and
researcher in your work

2. It is a way to give credit to the writers

3. Respect the intellectual property rights

of that researcher

DEPARTMENT OF EDUCATION
Format for Text Citation and Bibliography

a. American Psychology Association (APA)

b. b. Modern Language Association (MLA)
c. c. Chicago Manual of Style

DEPARTMENT OF EDUCATION
Format for Bibliography

a. American Psychology Association (APA)

b. b. Modern Language Association (MLA)
c. c. Chicago Manual of Style

DEPARTMENT OF EDUCATION
• A book entitled “ Talking past each other: problem of
cross-cultural communication” written by Joan Metge
and Patricia Kinloch. It was published by Victoria
University Press in Wellington in 1984.
• A webpage accessed on September 1, 2017 on the NZ
Ministry of Health site. The page is titled “ Annual
Report on Drinking –water Quality 2011-2012” and was
last updated in June 20, 2017. This page can be found at
www.helath.govt.nz/publication/annual-teport-drinking-
water-quality-2012-2013

DEPARTMENT OF EDUCATION
WORKSHOP 6
“Format Me”

Given the following reference

information write the APA, MLA
and Chicago Manual of Style

DEPARTMENT OF EDUCATION
RMTOSHST- Practical Research 2