COLEGIO DE SAN ANTONIO DE PADUA

De La Salle Supervise School

Ramon M. Durano Foundation Compound
Guinsay, Danao City

MODULE IV
IN
LANGUAGE
EDUCATION
RESEARCH
This course develops skills in applying principles and
approaches in research to find answers to questions in
language learning and teaching.

ANA MARIE LEONES-MONTE

 Table of Contents

Module Page Date

No.

Module IV – DOCUMENTATION OF A RESEARCH

Lesson 1 – Parts of a Research Report

Learning Experience/Content 1 Nov.25-30,2020

Learning Activities 14 Dec.1-3, 2020

Self-Assessment 15 Dec. 4,2020

ORAL DEFENSE Dec. 7- 23,

2020
 MODULEI IV: DOCUMENTATION OF A RESEARCH
The final and most important module since this is where the parts of research is discussed
thoroughly.

 Lesson 1: Parts of a Research Report

 enumerate and explain the parts of research

 apply the importance of the skills in research writing and documentation
 make their own research report

Learning Content

 CHAPTER 1- The Problem and Its Scope

 Describes the problem and its setting and is subdivided into following headings”

a. Introduction. This provides general information about the topic chosen, its role or
importance in society and discusses the reason why the researcher became interested in the
study. For example, if the study pertains to Social and Cultural Implications of Name-Calling in
the Philippines, it must include a background of the name-calling practices of Filipinos where,
when and how they originated, and why was the writer interested in the phenomenon.

b. Setting of the Study. It specifically gives information regarding the location of the
study, which may include the country, the province, the city or the institution where the study
was conducted.

c. Theoretical/ Conceptual Framework. It presents the theoretical basis of the study

which may be an established learning principle or theory. The conceptual framework shows the
process followed in the conduct of the research. Conceptual Framework (One of the most
commonly used paradigms to illustrate the process followed in the conduct of a study is the
IPO(Input-Process- Output) Model for program designing (Lewis & Smith, 1994)

The IPO Model comprises of three basic elements: (1) recognition that all organizations
operate in an environment that can influence the success or failure of the organization, (2) an
identified organization mission, and (3) a transforming process that involves output into the
organization from the external environment, throughout or the actual techniques and outputs
represented to the members of the external environment.

d. Statement of the Problem. It is usually stated in one broad statement followed by

specific questions that relate to the problem. Answers to the questions when put together provide
answer to the general problem. The following are general guidelines followed in formulating the
statement of the problem:

 Begin with a broad statement expressing the general concern of the study.
 Ask a series of three or more questions related to the general problem.
 Arrange questions in logical order
 Avoid yes/ no questions

e. Assumptions of the Study. Some extraneous factors in the study are beyond the
control of the researcher. He/she can only assume that his/her study was conducted under
required conditions. For example, he/she has to assume that the questionnaires were answered
honestly and that the records provided by certain sources are true an accurate.

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 f. Hypotheses. These are statements drawn regarding the outcome of the study before the
conclusion is reached. For example, the researcher might state that there is no significant
difference in the perceptions of respondents regarding the social and cultural implications of
their name-calling practices. The statement is usually given in the null of negative form.

g. Significance of the Study. The researcher must justify his/her choice of problem by
showing its practical importance especially to the intended readers of the study. What benefit for
example, will society derive from a study on name-calling practices in the Philippines?

h. Scope/Delimitation and Limitations of the Study. Scope delimitation states what the
study covers and fix its boundaries. Limitations specify certain constraints in the study which are
essential, but which the researcher has no control of. For example, the researcher may state that
his/her study is concerned only with the name-calling practices among Filipinos (scope) in a
rural community (delimitation). It will not include Filipinos in an urban community (limitation).

i. Definition of Terms. It is necessary to clarify terms used in the study by defining them
contextually or operationally. It may also include newly invented or coined words, technical
terms, or terms with special meaning.

The following guidelines help in making the definition of terms clear:

 Arrange words in alphabetical order.

 Underline words followed by period.
 State definition in a complete sentence.
 Document the sources of definitions in the endnotes.

 CHAPTER 2- Review of Related Literature and Studies

This chapter is divided into the following sub-sections:
a. Local Literature. This includes books, magazines, newspapers and journal
articles written by local authors.
b. Foreign Literature. This includes the same type of materials in the local
literature but written by foreign authors.
c. Local Studies. These are studies that refer to graduate and undergraduate
theses or dissertations. Those written by local authors are classified as local literature;
those by foreign authors are foreign studies.
d. Foreign Studies. These are the same as local studies except that they are done
by foreign researchers.

 CHAPTER 3 -Research Methodology

Explains the methods and procedure which contain the following:
a. Method of Research. This specifies the research methodology of the study,
explains how the method will be used and how it will be applied in the study. Most
language researches use descriptive, experimental or correlational method. A description
of a language proficiency of a particular group is descriptive; testing the effectiveness of
a teaching strategy in language is experimental; showing the relationship of academic
grades in English with board examination ratings is correlational.
b.Subjects of the Study. The subjects of the study refer to persons about whom
the research is conducted. In some cases, the subjects are at the time the respondent. For
instance, a study on the reading proficiency of Grade 1 pupils may include their mothers

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 who will be asked regarding the reading habits of their children. Here, the subjects are the
Grad 1 pupils, but the mothers serve as the respondents of the study.
c. Sampling Technique. This is important when the total population is big and
the researcher decided to use only a representative group for practical reasons. The
common types of sampling techniques are random, purposive and stratified. Using odd
numbers in the list of students to choose the respondents is a random sampling technique.
Setting specific criteria such as academic, grades, age, nationality, etc. for selecting the
respondents is purposive. Getting a proportional number to represent specific groups like
year level, regional classifications, etc. is stratified sampling.
Some studies include the total population, in which case no sampling is necessary.
Deciding on the size of the sample is commonly reached through the use of Solving
Formula. When big numbers are involved, it is best to consult a statistician for help.
d. Procedure of Data Gathering. This explains the sources of data. If different
instruments were used in collecting data, the study should describe how they were
utilized. For instance, a survey study using a questionnaire should state whether it is an
adapted or an original instrument. Either way, the researcher should describe how it was
adapted or constructed and validated.
e. Statistical Treatment of Data. This enumerates the formulas used for
interpreting the data and explains why they are necessary. It also includes the scale and
verbal interpretation of scores. If professional help was sought in statistical processing of
data, the name of the office or agency or person taking charge of it should be mentioned.

 CHAPTER 4 - Presentation, Analysis and Interpretation of Data

This chapter presents, analyzes and interprets the data arranged in the same order as the
specific questions in the statement of the problem in Chapter 1. This is the part of the
study where tables are often constructed to help clarify or simplify the presentation
especially if the data consist of a large number of statistical and numerical items. A table
includes a title, a number, a heading, a body, and if necessary, notes. The following are
helpful guides to table construction.
 How to Phrase a Table Heading
a. A table heading is generally expressed in phrase or clause form. It
should be short and simple.
Examples:
Table 1: Percentage and Frequency Distribution of Students by School/College
(Redundant)
Table 1: Classification of Students by School/ College (preferable)
b. Table headings should follow a logical order. Demographic tables are
presented first, followed by non-demographic items in the questionnaire.
c. Heading should be expressed in parallel forms. Parallelism is the
deliberate use of similar grammatical elements in similar constructions to ensure
consistency of expression.
Examples: (parallel)
Table 3: Students’ Attitude towards the English Subject as Perceived by their
Teachers
Table 4: Students’ Attitude towards the English Language Perceived by their
Teachers.

(Non-parallel)
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 Table 3: Students’ Reading Proficiency based on their English Proficiency Test
Table 4: The Students’ Proficiency in Grammar According to their English
Proficiency Test

 How to Phrase a Body Entry

The same rules that apply to phrasing a table heading also apply to body
entries, except that in the body, items may be expressed in complete sentences.
Entries in the body should also follow a logical order and should be expressed in
parallel form.

 How to Format Tables

a. Spacing. Tables placed within the text should be spaced 3 spaces above
the last line of the paragraph and 2 spaces before the next line. Table numbers
should be separated from titles with a double space. Titles should be separated
from the first line of the table also with a double space. Titles of two or more lines
should be single-spaced.
b. Capitalization. Titles of tables should capitalize all important words.
Unimportant words such as articles, coordinate conjunctions, prepositions such
as and, in, and to, in an infinitive should NOT be capitalized. Headings and body
entries should capitalize only the first word. Proper nouns or adjectives should
also be capitalized.
c. Format. Three formats may be followed in the numbers and titles of the
tables: inverted pyramid, paragraph and block style.

 CHAPTER 5- Summary, Conclusions and Recommendations

a. Summary of Findings. Findings of the study are summarized according to the
questions asked in the Statement of the Problem. The findings may be headed by the
same questions asked in the Statement or topics pertinent to the findings. Where figures
are given, only the highest or lowest figures and their implications are repeated in the
summary. Findings are stated using the past tense.
b. Conclusions. These should evolve from the findings of the study. They state in general
terms what are true about certain phenomena investigated in the study. For instance, a
study on comparing the reading proficiencies of Grade 1 pupils in public and private
schools showed that subjects enrolled in public schools manifested lower reading
proficiency than those in private schools. From this finding, the researcher may conclude
that pupils in public schools have lower reading proficiency than those in private schools.
c. Recommendations. The researcher should make recommendations based on the
conclusions drawn. In the above conclusions, the researcher may recommend to the
Department of Education some measures to improve the reading proficiency of Grade 1
pupils in public school such as a summer reading program prior to Grade 1. A last
recommendation is often directed future researchers suggesting other topics related to the
study for research.

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LESSON 1: Activity 1
Name: ________________________________________
Course &Yr: __________________ Score: __________
 LESSON 1: *SELF- ASSESSMENT*

Name: _____________________________
Course & Yr: ________________
Score: ________
A. List down at least three research topic which are related to language or education.
Explain why these topics interest you.

B. Make a research title proposal for the topics selected and write the SOP with objectives
for each research proposal. Then identify the research proposal and methodology
appropriate for each study.

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Rearrange the jumbled letters given and use these words to answer what part/section of the
research paper is described by the following. Write the letter of your answer.

A. dtaaoiclnelotctnmuresnti E. nionitifedfoermts

B. spaismtsoun F. het fodystuiltet

C. ehtomperblfonemtatest G. yduts of htesnoitatimil

D. of udtsy het ecnacifingis H. temtatesnfoiseshtopyh

1. For the school administrators, results of this study will give them information and data on the
teaching competence of their teachers for them to enhance their faculty development program.

___________

2. That the interviewee answered the interview questions accurately. ___________

3. That the respondents rated some situations truthfully. ___________

4. That the perceptions can be quantified and therefore be measured. ___________

5. A phase or aspect of the investigation which may affect the result adversely but over which
you have no control. ___________

6. This section is done for the purpose of knowing their meanings and for you tocommunicate
the meanings of terms to your readers. ___________

7. This refers to the definition found in dictionaries, the academic or universal meaninggiven to a
word or group of words or to the specific way of the meaning used in your study.

___________

8. If you will use an instrument to measure interest then through this, will depend on what the

test will measure and will provide your reader ideas or concepts that operate or function

in the books or dictionaries or related sources. ___________

9. The _____ of your study defines where and when the study is conducted and who the subjects
are. ___________

10. The Building Blocks of Language: Approaches to Grammatical Consistency ___________

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II. Decide a topic that you like to study and give a proposed title for that topic. Identify the
key terms of your research title then write an outline based on your research title. (Please
see the sample outline from previous lesson.) Lastly, write a draft of your research
introduction.