PRACTICAL RESEARCH 1

(QUALITATIVE RESEARCH)

Sir
EDUARD KING S.
SERRA
LECTURER
PRACTICAL RESEARCH 1
(QUALITATIVE RESEARCH)

Sir
EDUARD KING S.
SERRA
LECTURER
 THE RANGE OF RESEARCH TOPICS IN THE AREA OF INQUIRY

LEARNING OUTCOMES:
 · Designs a research project related to daily
life
 · Writes a research title These are
objectives. Do
Not Answer
JUMPSTART
Read any article of your choice and write one paragraph insight. Don’t
forget to mention your source or reference.
RESEARCH TITLE
The title summarizes the main idea or ideas of
your study. A good title contains the fewest possible
words that adequately describe the contents and/or
purpose of your research paper.

“OBSTACLES OF , GRADE-11 STUDENTS TVL-ICT, GRADE-11 STUDENTS

OF INFORMATIC COMPUTER INSTITUTE OF AGUSAN DEL SUR IN
SPEAKING THE ENGLISH LANGUAGE”
 “OBSTACLES OF , GRADE-11 STUDENTS TVL-ICT, GRADE-11 STUDENTS OF INFORMATIC COMPUTER INSTITUTE OF AGUSAN DEL SUR IN SPEAKING THE
ENGLISH LANGUAGE”

TIPS IN MAKING TITLE

1. Indicate accurately the subject and scope of the study.
2. Avoid using abbreviations.
3. Use words that create a positive impression and stimulate reader’s interest.
4. Is limited to 10 to 15 substantive words.
5. Do not include "study of," "analysis of" or similar constructions.

“THE STUDY OF “OBSTACLES OF , GRADE-11 STUDENTS TVL-ICT, GRADE-11 STUDENTS OF

INFORMATIC COMPUTER INSTITUTE OF AGUSAN DEL SUR IN SPEAKING THE ENGLISH
LANGUAGE”

6. Titles are usually in the form of a phrase, but can also be in the form of a question.
7. Use correct grammar and capitalization with all first words and last words capitalized, including the
first word of a subtitle. All nouns, pronouns, verbs, adjectives, and adverbs that appear between the
first and last words of the title are also capitalized.
 SUBTITLE
Subtitles are quite common in social science research papers:
1.Explains or provides additional context
"Linguistic Ethnography and the Study of Welfare Institutions as a Flow of
Social Practices: The Case of Residential Child Care Institutions as Paradoxical
Institutions.“
2.Adds substance to a literary, provocative, or imaginative title
"Listen to What I Say, Not How I Vote: Congressional Support for the President
in Washington and at Home.“
3.Qualifies the geographic scope of the research
"The Geopolitics of the Eastern Border of the European Union: The Case of
Romania-Moldova-Ukraine."
4.Qualifies the temporal scope of the research
"A Comparison of the Progressive Era and the Depression Years: Societal
Influences on Predictions of the Future of the Library, 1895-1940.“
5.Focuses on investigating the ideas, theories, or work of a particular individual
"A Deliberative Conception of Politics: How Francesco Saverio Merlino
Related Anarchy and Democracy.”
 EXAMPLES OF QUALITATIVE RESEARCH TITLE

1.Exploring unfair child labor in the workplace.

2.The significance of ethics to business and how to control bad behavior.
3.Terrorism and how it affects businesses.
4.Causes of data rape and how to prevent it.
5.The significance of search engine optimization on businesses today.
6.The effects of alcohol, tobacco, and marijuana on a human body.
7.The most controversial issues of birth control.
8.Alzheimer’s: ways of prevention.
9.Euthanasia – An assisted suicide?
10.How do fats positively affect the human body and the mind?
11.Anorexia and obesity – Two sides to one story.
12.No government support vs. fairness to parents who pay twice for education
13.School’s responsibility vs. parental responsibility for school violence
14.No government support vs. fairness to parents who pay twice for education
15.Examine how congenital heart disease may be treated, and how it differs from
other forms of heart disease.
ACTIVITY 1:

Construct your own research title based

on your desired topic.
CRITERIA:
Originality-----------------------------------10
Clarity of Topic-----------------------------10
Time management-----------------------—5
25
 THE VALUE OF RESEARCH IN THE AREA OF
INTEREST

Research has found that interest is related

to attention, deeper processing, the use of
effortful strategies, feelings of enjoyment, and
learning. However, some strategies for creating
interest in text materials may interfere with the
learning of important information.
 WRITING A STATEMENT OF THE PROBLEM

We will examine the steps and then look

at how you could write a research question.
* Specify your specific concern or issue

*Decide what you want to know about the

specific concern or issue
*Turn what you want to know and the
specific concern into a question
* Ensure that the question is answerable
* Checkto make sure the question is not too
broad or too narrow
 GOAL OF A STATEMENT OF THE PROBLEM

 Construct three question about your topic.

 The ultimate goal of a problem statement Is to
transform a generalized problem (something
that bothers you; a perceived lack) into a
targeted, well-defined problem-one that can be
resolved through focused research and careful
decision-making.
HOW TO FORMULATE YOUR PROBLEM STATEMENT

 State the problem clearly and briefly.

 Explain why you intend to address the problem.
 Back up your assertions or specific claims from
the data of previous study or related project.
 When you’ve explained what the problem is and
why it’s so important, proceed to explain how
you propose the deal with it.
 Explain the benefits of the solution or costs.
 Example statement of the problem

1. Why is it important for the problem to be

fixed?
2. Would this research revise existing
knowledge or practices? If so, how?
3. How many people are affected by this
problem?
 Example statement of the problem
“OBSTACLES OF BACHELOR OF SECONDARY EDUCATION-I STUDENTS OF ST. FRANCIS
XAVIER COLLEGE IN SPEAKING THE ENGLISH LANGUAGE”

The study seeks to answer the following questions:

1. What are the obstacles of BSED-1 Students of Saint Francis Xavier College in

Speaking English language?

1.1 What are the language preference of BSED-I students of SFXC in speaking?

1.2 What activities they like/dislike most in performing English language

speaking? ( Survey Questionnaire)

1.3 What area in English study that they are having difficulties with, specifically in

speaking?
ACTIVITY
2

Write three questions for your

statement of the problem.
Make sure it connects to your
Research title from Activity 1.
 THE SPECIFICITY AND FEASIBILITY OF THE
PROBLEM POSED

 (BACKGROUND OF THE STUDY)

 What is the specific problem?
This is also an important moment to pause and dig through the literature to ensure that you
can identify support for the existence of this problem as a gap in the literature with other
(recent) research studies.
 What theory can I use to explore this study?
Whether you choose to do a qualitative or quantitative study, you will need a theory to
ground it.
 What methodological approach can I use?
Is there an instrument out there that is valid and reliable that you can use to assess your
variables? If not, and you are studying perceptions or lived experiences, you may have a
qualitative study on your hands.
 Who is going to participate in this study?
Once you are in a place where you can confidently and completely answer each of these
questions, you have a solid, defendable dissertation topic.
 “OBSTACLES OF BACHELOR OF SECONDARY EDUCATION-I STUDENTS OF ST. FRANCIS
XAVIER COLLEGE IN SPEAKING THE ENGLISH LANGUAGE”

 CHAPTER I
 INTRODUCTION

 The Obstacles of BSED-I Students of Saint Francis Xavier College in Speaking English
Language is our focus in this research. They are one of the most in the school who
practice English language speaking. Learning English as a second language is even less
easy, particularly if you are learning English outside of an English-speaking country. We
understand the language and know a lot about its grammar and lexicon, but when
speaking, it seems to be at a loss for words. This is a problem that other people have
noticed as well. For example, according to Tatham and Morton (2006: 273) many people
report that they can understand a language but they cannot speak it. There are also
other countries where people experience the same phenomenon, for example in the
Japanese context it seems that many people have difficulties in speaking English. This is
clearly a problem, because the aim of English language education is to provide learners
with the capabilities to understand the language and the ability to speak it. If BSED-1
students of SFXC are not able to speak English, this problem has not been fully
resolved. Thus, it is necessary to study this issue in order to discover the difficulties or
obstacles of BSED-I students of SFXC with speaking. Of course, not all BSED-I students
of SFXC struggle with speaking. However, since there are some students who do have
problems with speaking, there is good reason to do research on the matter.
 Theoretical Framework
 This study is anchored on theories of learning that are
significant on this part.
 Sociocultural theory grew from the work of Lev Vygotsky,
who believed that learning has its basis in interacting with
other people. Once this has occurred, the information is
then integrated. Understanding teacher cognition from
different perspectives could be enriching because, in
accordance with the sociocultural tradition (Vygotsky
1978), learners need to negotiate or mediate the
information they process for learning to take place using
language. This states also that through interaction, you
will be influenced with ideas, language use, feedbacks and
experiences that might be helpful, wherein it does not
only focus on how adults and peers influence individual
learning but also on how culture, beliefs, attitudes, and
how instruction takes place.
 CHAPTER III
METHODOLOGY
Research Design
The purpose of this study was to investigate obstacles of BSED-I
Students of St. Francis Xavier College in Speaking the English
Language.
The quantitative and qualitative, both, research approaches are going
to be used in this study by the researcher. The quantitative data has
been collected through a questionnaire. For the collection of
qualitative data and its analysis, interviews have been conducted to
BSED-1 students of St. Francis Xavier College.

Research Setting and Participants

The participants who participated in this study typically BSED-1
Students enrolled at St. Francis Xavier College. St. Francis Xavier
College is Located at Barangay 5, San Francisco, Agusan del Sur. The
researcher will distribute survey questionnaires in a whole section and
select 10 students for an interview. It is approximately 40 meters away
from the national highway.
 SCOPE AND DELIMITATION

 SCOPE
 Explains the extent to which the study will be explored in the
work and specifies the limits within which the study will be
operating. The scope contains the explanation of the subject is
being analyzed. Research usually limited in scope by sample size,
time and location.

 DELIMITATION
 Delimitation parameters or characteristics that limit the scope
and outline the boundaries of the study. These parameters
include sample size, time, and geographic area.
 EXAMPLES OF SCOPE AND DELIMITATION

 The focus of this study is to determine the difference of the role

performance in school and in home of the students in public compared to
private high schools in Albay. The aspects looked into were the causes of
bullying, the roles of the parent/guidance.

It delimits that the study may not be generalizable to other populations

or youth who no longer attend school.

 This study is limited only to the students of St. Scholastic’s Academy

of Marikina, attending a secondary education, school year 2010-2011, who are
engaged or interested in business. Their ages range from 13 to 17years old.

The study will examine the students who use social networks sites, like
Facebook, Twitter, and multiply in promoting their goods and services.
 “OBSTACLES OF BACHELOR OF SECONDARY EDUCATION-I
STUDENTS OF ST. FRANCIS XAVIER COLLEGE IN SPEAKING THE
ENGLISH LANGUAGE”

Scope and Limitations


The study will focus on the Obstacles of BSED-I Students in

Speaking English language in Saint Francis Xavier College in the

academic year 2018 at a duration of one month.

ACTIVITY 3:
Write a scope and delimitation based on
your own constructed title in Activity 1.
 THE BENEFITS AND BENEFICIARIES OF RESEARCH

 It may help to begin this idea: research is

a valuable skill.
 The more you research, the more your
interest on the topic grows stronger.
 It enables you to find out as much as you
can, anything about the topic and
uncover novel and vast fields and
process of knowledge.
 SIGNIFICANCE OF THE STUDY

is written as part of the introduction

section of a thesis. It also includes an
explanation of the work's importance as well
as its potential benefits.
 EXAMPLE
 TEACHERS. Language teachers will become more aware of
Task-Based Language Teaching and they would realize that
tasks could be used as pedagogical tools, as well as
methodological procedure.
 LANGUAGE LEARNERS. Students, the language learners would
be made aware of the usefulness of the English Language.
 ADMINISTRATION. The administration may be encouraged to
include in the long term development plan, a faculty could
develop their teaching competence.
 TEXTBOOK WRITERS. Aware of the TBLT as a language
teaching methodology, textbook writers would approach
the preparation of learning materials based on this
pedagogical framework.
 OBSTACLES OF BACHELOR OF SECONDARY EDUCATION-I STUDENTS OF ST. FRANCIS XAVIER COLLEGE IN SPEAKING THE ENGLISH
LANGUAGE”

 Significance of the Study

By knowing the Obstacles of BSED-I Students of SFXC in Speaking English language, it is

beneficial not only for BSED-I students but also for SFXC Instructors, other higher year levels of
College of Teacher Education, and researchers.

First, through this study, researchers are able to identify and remove the obstacles faced
by the BSED-I Students of SFXC in speaking English language and they are encourage to
participate in every activity involving and enhancing English language communication skills.

Second, if the instructors know the interest of the students regarding with activities, it is
easy for them to meet the lesson objectives especially in developing speaking proficiency in
English language as well as implementing the planned lesson.

Third, as the research study is shared to higher year levels of College of Teacher
Education, they will know what are the ways in teaching that promote English language
speaking skills.

Lastly, researchers are the witnesses during the study and surely know what are the
adjustments, activities to implement and strategies in Teaching field.
ACTIVITY 4

Write a significance of the study following the

example to whom you’re going to address your
output. Make sure it connects to your own
constructed title.
 THE CRITERIA IN SELECTING, CITING, and
SYNTHESIZING RELATED LITERATURE

 Þ Selects relevant literature

 Þ Cites related literature using standard styles
 Þ Synthesizes information from relevant literature
 Þ Writes coherent review of literature
 Þ Follows ethical standards inn writing related
literature
 Þ Presents written review of literature
 JUMPSTART!
Look for 5 words related to qualitative
research in the table and circle your answer.

D D E L I M I T S

E A G H J K O P U

S O P C E F H K R

C E X P L A I N V

R A D F G N K L E

I B S R J U F H Y

B O P F H S V D P

E S O P I B T E R

R E V I E W L E P
 REVIEW OF RELATED LITERATURE

Is an account of what has been published on a

topic by accredited scholars and researchers.

INFORMATION SEEKING
The ability to scan the literature efficiently, using manual or
computerized methods, to identify a set of useful articles and books.

CRITICAL APPRAISAL
The ability to apply principles of analysis to identify unbiased and valid
studies.
 FOR A LITERATURE REVIEW TO BE USEFUL AND
RELEVANT, IT MUST BE ABLE TO DO THESE THINGS:

> Be organized around and related directly to the thesis or

research question you are developing.

> Synthesize results into a summary of what is and is not known.

> Identify areas of controversy in the literature.

> Formulate questions that need further research.

 Nonverbal Communication

 To many, nonverbal communication may take a back seat to verbal
communication. It is often overlooked and may be deemed unimportant.
However, this aspect of communication speaks volumes. Nonverbal
communication may consist of looking , smiling , frowning , touching, or
expressions of surprise as seen in Weisfield and Stack’s research study
(2002). Women have been found to exhibit these forms of communication
more often than men. Weisfield and Stacks studied nonverbal behavior
related to the closeness of a couple and found that women looked at their
partners for a significantly longer amount of time as compared to men. The
average look was 7.5 seconds while the husband’s was 4.5 seconds.
However, express less emotion and nonverbal communication , this may not
necessary mean that they are not listening when their wives speaks to them.
For instance, Weisfield and Stack theorized that men may show less emotion
because they have been taught to dampen emotions such as anger,. When a
husband and wife have a disagreement, the situation can escalate quickly if
the husband fully expresses his emotions by becoming violent . Therefore , it
was suggested that may men fall to show emotion in general.

  CHAPTER II
 REVIEW OF RELATED LITERATURE

Speaking English language for second language users is not an easy
task but this is widely used especially in school. There are difficulties or
obstacles in speaking English as second language for some students.
Obstacle means a concept with objective and subjective validity. It is
defined as a task that requires effort or labor to solve. Such obstacles and
problems in language learning arise when there is no organism between
available data and grammar. Through this problem, researchers were able
to investigate the questions according to the concerns. It has been
generally well known that most people faced some problem in learning
English as a second language or foreign language in non-English speaking
countries, for example in Lao People Democratic Republic. This article
explores students weakness towards English language learning as a
foreign language of Continuing Summer Program for Bachelor degree of
Teacher Education in English at the Faculty of Education(FOE), the
National University in Lao.
 VARIOUS WAYS OF DOING RELEVANT LITERATURE REVIEW

 A good literature review is not a summary of books you

have read. It is rather a building on your arguments or
providing your point.
 Tie a field together , a specific knowledge of an area , trends ,
theories, schools of thoughts, or gaps in order to form a
cohesive whole.

 It is taking on a critical assessment of books that prove or

disprove your point.
HERE ARE SOME PITFALLS TO WATCH OUT:

1. Don’t over quote. Use quote to emphasize a point if the author’s

point is difficult to recapture and not to show how lazy we can
sometimes be, in examining profoundly material.

2. Don’t neglect practitioner-oriented literature (Punch 2016). That’s

a big mistake.

3. Don’t rely too much on secondary sources. It’s a sizable cut on

your work but it’s not going to help you critically examine the
richness of your topic.
 CITING RELATED LITERATURE

1. Quote directly from a source.

2. Summarize or paraphrase another writer’s

ideas, concepts or opinions.

3. Anywhere you find data, facts and information

used in your paper.
 When Not to Cite a Source

 You do not have to cite your source if the information

you use is common knowledge.

For example,
The first African American President of the U.S. is
Barack Obama; however, if you aren’t sure if it is
common knowledge or not, go ahead and cite it, just to
be safe.
 THE MAIN TYPES OF SOURCES

 THE MAIN TYPES OF SOURCES

 There are three main types of sources: primary,

secondary and peer-reviewed.
 Primary
 Secondary
 Peer Reviewed
 Primary
 Primary sources may be in their original form or
digitized, or reprinted or reproduced in some form.
They are first-hand accounts of an event or period in
history, or original documents. Primary sources include:
 · Texts – Novels, letters, diaries, government reports,
newspaper articles and autobiographies. Images –
Paintings, photographs and advertisements.
 · Artifacts – Sculptures, buildings and clothing.
 · Audio-Visual – Oral history like interviews, songs, films
and photos.
 Secondary
 Secondary sources are written about primary sources
and are one or more steps away from the original
source. They include discussions, comments and
interpretations regarding the primary source or original
material. Examples of secondary source materials are as
follows:
 · Articles from magazines, journals and newspapers.
 · Textbooks, histories and encyclopedias.
 · Book, play, concert and movie reviews, criticisms and
commentaries.
 · Articles from scholarly journals that assess or discuss
the original research of others.

 Peer Reviewed
 Usually published as an article in a medical or professional
publication, such as a journal, a peer-reviewed source undergoes
multiple critiques by top scholars in a particular field. Peer-
reviewed articles offer authoritative information of the highest
quality that scholarly disciplines can provide. Peer-reviewed and
scholarly articles have these characteristics:

 · List the journal of publication and author credentials.

 · Are an abstract from a larger publication.
 · Include a large amount of in-text citations, references, endnotes,
footnotes and cited works, as well as a bibliography and
appendix.
 · Contain sections like methodology, conclusion and results.
 · Have numerous in-text tables, charts and graphs.
 · Use complex wording specific to the field.
 RESEARCHERS AND WRITERS SHOULD UNDERSTAND SOME OF THE
FOLLOWING STYLES:

 APA ( American Psychology Association )– Use this style for

education, psychology, sociology and other social sciences.
Example of APA style for a book with one author:
Doe, J. (1999). Causes of the Civil War. Ohio: Smith Books.

 MLA (Modern Language Association) – Use this style for arts,

literature and the humanities.
Example of MLA style for a book with one author:
Doe, John: “Causes of the Civil War.” Smith.
SYNTHESIZING RELATED LITERATURE

 PUTTING THE PIECES TOGETHER

 Each paper collected should be critically evaluated and weighed for “adequacy,
appropriateness, and thoroughness” (Garrard, 2017) before inclusion in your
own review.
 CREATING A SUMMARY TABLE
1. Specific details of the article or research that are especially relevant to your
study

2. Key terms and definitions

3. Statistics
4. Strengths or weaknesses in research design
5. Relationships to other studies
 Some rules:

Web page references should include the author's name, title

and address of the website and date on which you viewed it.

Page numbers are not required for books but must be

included for journal articles or for articles in edited books.

Titles of books and journals should be underlined or

italicized.
 If you include more than one article by the same author, place
these articles in chronological order with the earliest article
listed first.
 EXAMPLES:
 Book:
Guyton, A.C. 1981. Textbook of medical physiology. W.B. Saunders Co.,
Philadelphia

 Journal article:
Weathers, W.W. 1976. Influence of temperature on the optimum
hematocrit of the bullfrog (Rana catesbeiana). J. Comp. Physiol. 105: 173-
184

 Chapter in an edited book:

Elsner, R.E. and S Ashwell-Erickson. Cardiovascular adjustments to
diving. In The Biology of marine mammals, Edited by H.T. Andersen,
Academic Press, New York, pp 117-145.
 GUIDELINES IN RELATED LITERATURE

 Rule 1: Define a Topic and Audience

 Rule 2: Search and Re-search the Literature
 Rule 3: Take Notes While Reading
 Rule 4: Choose the Type of Review You Wish to Write
 Rule 5: Keep the Review Focused, but Make It of Broad Interest
 Rule 6: Be Critical and Consistent
 Rule 7: Find a Logical Structure
 Rule 8: Make Use of Feedback
 Rule 9: Include Your Own Relevant Research, but Be Objective
 Rule 10: Be Up-to-Date, but Do Not Forget Older Studies
 GUIDELINES IN RELATED LITERATURE
Rule 1: Define a Topic and Audience
The topic must at least be:
Þ interesting to you (ideally, you should have come across a series of recent papers
related to your line of work that call for a critical summary),
Þ an important aspect of the field (so that many readers will be interested in the
review and there will be enough material to write it), and
Þ a well-defined issue (otherwise you could potentially include thousands of
publications, which would make the review unhelpful).
Rule 2: Search and Re-search the Literature
After having chosen your topic and audience, start by checking the literature and
downloading relevant papers. Five pieces of advice here:
Þ keep track of the search items you use (so that your search can be replicated.
Þ keep a list of papers whose pdfs you cannot access immediately (so as to retrieve
them later with alternative strategies),
Þ use a paper management system (e.g., Mendeley, Papers, Qiqqa, Sente),
Þ define early in the process some criteria for exclusion of irrelevant papers (these
criteria can then be described in the review to help define its scope), and
Þ do not just look for research papers in the area you wish to review, but also seek
previous reviews.
 Rule 3: Take Notes While Reading
 Be careful when taking notes to use quotation marks if you are
provisionally copying verbatim from the literature. It is advisable then
to reformulate such quotes with your own words in the final draft. It is
important to be careful in noting the references already at this stage, so
as to avoid misattributions.
 Rule 4: Choose the Type of Review You Wish to Write
 This is probably a good time to decide whether to go for a mini-
or a full review. Some journals are now favoring the publication of
rather short reviews focusing on the last few years, with a limit on the
number of words and citations.
 Rule 5: Keep the Review Focused, but Make It of Broad Interest
 The need to keep a review focused can be problematic for
interdisciplinary reviews, where the aim is to bridge the gap between
fields. Focus is an important feature of a successful review, this
requirement has to be balanced with the need to make the review
relevant to a broad audience.

Rule 6: Be Critical and Consistent
A good review does not just sum. After having read a review of the
literature, a reader should have a rough idea of:
Þ the major achievements in the reviewed field,
Þ the main areas of debate, and
Þ the outstanding research questions.
Rule 7: Find a Logical Structure
It is generally helpful to draw a conceptual scheme of the
review, e.g., with mind-mapping techniques. Such diagrams can help
recognize a logical way to order and link the various sections of a
review.
Rule 8: Make Use of Feedback
Feedback is vital to writing a good review, and should be sought
from a variety of colleagues, so as to obtain a diversity of views on the
draft. This may lead in some cases to conflicting views on the merits of
the paper, and on how to improve it, but such a situation is better than
the absence of feedback.
 Rule 9: Include Your Own Relevant Research, but Be
Objective
If a reviewer is up to the job of producing a well-organized and
methodical review, which flows well and provides a service to
the readership, then it should be possible to be objective in
reviewing one's own relevant findings. In reviews written by
multiple authors, this may be achieved by assigning the review
of the results of a coauthor to different coauthors.
 Rule 10: Be Up-to-Date, but Do Not Forget Older Studies
A full search for newly appeared literature at the revision
stage may be worthwhile. Assessing the contribution of
papers that have just appeared is particularly challenging,
because there is little perspective with which to gauge their
significance and impact on further research and society.
ETHICAL STANDARDS IN WRITING
RELATED LITERATURE

 ETHICS IN WRITING
 An ethical writer always
acknowledge the contributions of
others and the source of his/ her
idea.
ETHICAL CONSIDERATION
CONFIDENTIALITY
OBSTACLES OF BACHELOR OF SECONDARY EDUCATION-I STUDENTS OF ST. FRANCIS

XAVIER COLLEGE IN SPEAKING THE ENGLISH LANGUAGE”

Ethical Consideration

Once participants were identified, the researcher gave them a recruitment

letter informing them of the purpose of the study, asking them to complete a survey,

and advising them that they could skip over any of the questions or choose not to

participate. Participants were also assured that any information they provided

during this study would be used only for the purpose of the study.

All who took part in the study signed an Informed Consent letter according to

the Institutional Review Board (IRB) procedures and policy. Following guidelines of

the IRB, participant confidentiality was maintained at all times throughout the

study.
 ACTIVITY 1:
Write your explanation about the ethical and unethical
pictures below

1. 2.

3. 4
THANK YOU !