F Z O A O L O

C E K B C H O
 F A C E B O O K
F Z O A O L O
C E K B C H O
H R T U O H E
T O B H D G S
T O O T H B R U S H
H R T U O H E
T O B H D G S
 THE
RESEARCH
PAPER
CHAPTER I
INTRODUCTION
 A.
BACKGROUN
D OF THE
STUDY
A. BACKGROUND OF THE
STUDY
•Gives the readers
important information
about the research being
conducted
FEATURE
S of
BOTS
 1. It cites the
reason why the
researcher chooses
the study a
particular topic.
 2. It describes the
setting or the place
where the research
will take place.
3. It presents bases
that may support
or negate the
claims of the
researcher.
 4. It gives
justification for
the need for the
research study.
B S A X A E I
L A I T B K L
B A S K E T B A L L
B S A X A E I
L A I T B K L
 B.
STATEMENT
OF THE
PROBLEM
 B. STATEMENT OF
THE PROBLEM
•Where the general and
specific problems or
objectives are
presented
 GENERAL
PROBLEM
•Introductory statement
•Based from the research
title
 SPECIFIC
PROBLEMS
•Will be thoroughly
studied in the
course of the
research
EXAMPLE
 RESEARCH TITLE:
RELATIONSHIP OF SKILLS IN NOTING
DETAILS AND ACADEMIC PERFORMANCE
IN ENGLISH I: STUDY AND THINKING SKILLS
OF THE FUTURE ENGLISH OLYMPIAN
MENTORS ALLIANCE (FEOMA) MEMBERS OF
THE NUEVA VIZCAYA STATE
UNIVERSITY- BAMBANG CAMPUS
GENERAL PROBLEM:
This study was designed to
determine the correlation between
skills in noting details of FEOMA
members with their academic
performance in English I.
SPECIFIC PROBLEMS:
QUESTION 1: What is the profile of the respondents in
terms of year level, gender, and age?
QUESTION 2: What is the respondents’ level in noting
details?
QUESTION 3: What is the academic performance of the
respondents in English I: Study and Thinking Skills?
QUESTION 4: Is there a significant relationship between
the respondents’ level in noting details and their
academic performance in English I?
 C.
HYPOTHESI
S
 C.
HYPOTHESIS
•Temporary
answer to a
research problem
STATISTICAL
•Presents the standard
hypothesis for the
statistical procedure to
be employed in the study
 TYPES OF
STATISTICAL
HYPOTHESIS
 A. NULL
•Suggests
NEGATIVE relation
between variables
 A. NULL
There is NO significant
relationship between noting
detail skills and English
Grade of the respondents.
 B.
ALTERNATIVE
•Suggests
POSITIVE relation
between variables
 B.
ALTERNATIVE
• There is a significant
relationship between the
noting detail skills and
English grade of the
respondents.
E O S Y E M I
R R X L U Z E
 S M I L E Y
E O S Y E M I
R R X L U Z E
 D.
THEORETICAL
AND
CONCEPTUAL
FRAMEWORK
 FRAMEWORK
•Logical structure of
meaning that guides
the development of
the study
 THEORETICAL AND
CONCEPTUAL
FRAMEWORK
•Discusses the
different principles
from where the study
is anchored on
 THEORETICAL
FRAMEWORK
•Contains the
functional
relationships of the
variables involved
 CONCEPTUAL
FRAMEWORK
• Used when the concepts
from different theories are
borrowed to provide bases
for a research study
 RESEARCH
PARADIGM
•Graphical
representation of
concepts
 Relationship Of Skills In Noting Details And Academic
Performance In English I: Study And Thinking Skills Of The
Future English Olympian Mentors Alliance (Feoma) Members Of
The Nueva Vizcaya State University- Bambang Campus
INDEPENDENT DEPENDENT

Noting English 1:
Study and
Detail Thinking Skills
Skills Grade
Variables Affecting the Instructional Effectiveness
of Technology and Home Economics Teachers in
the Division of Quirino
INDEPENDENT DEPENDENT
(VARIABLES)
INSTRUCTIONAL
• Highest Educational Attainment
EFFECTIVENESS in terms
• Salary
of:
• Length of Service
• Specialization • Mastery
• Trainings Attended
• I.Q. Level
• Strategies
• Civil Status • Teaching styles
• Available Instructional Facilities
Academic and Non-Academic Factors Related to
the Student Teaching Performance of the
Teacher Education Students at the NVSU
INDEPENDENT
ACADEMIC FACTORS
DEPENDENT
• Specialization
• Academic rank/grade STUDENT
TEACHING
NON-ACADEMIC FACTORS PERFORMANCE
• Available instructional facilities
• Skills/Talents
O C I N X Z N
S M B M N H O
 I N B O X
O C I N X Z N
S M B M N H O
 E.
SIGNIFICANC
E OF THE
STUDY
 SIGNIFICANCE OF
THE STUDY
•Explains how the study
will be beneficial to the
different stakeholders of
the society
 SIGNIFICANCE OF
THE STUDY
•Can be written
DEDUCTIVELY (g-s)
or INDUCTIVELY (s-g)
F. SCOPE AND
LIMITATIONS
 SCOPE AND
LIMITATIONS
•Presents the variables or
subjects of the study
which the researcher
will only cover
 SCOPE
•Explains as to what
extent the researcher
would want to
explore
 LIMITATIONS OR
DELIMITATIONS
•Justification as to
the ‘limits’ or
boundaries of the
research
LIMITATION
S
•Conditions beyond
the control of the
researcher
DELIMITATIO
NS
•Conditions that the
researcher
purposely
controlled
 G.
DEFINITIO
N OF
TERMS
 DEFINITION OF
TERMS
•Key terms used
in the study
 CONCEPTUAL
DEFINITION
•Meaning from
the dictionary
 OPERATIONAL
DEFINITION
•How the
researcher used it
in his/her study
A I L O B N J
C O E B N R P
 B R A I N
A I L O B N J
C O E B N R P
 SAINT GABRIEL
Samuel Franklin Russel Jaspher Isagani Alyssa A. Arnelie
Irish Dimple Liezel Regina Mysiadel Lady Aira

Noriedel Khate Leahlex Cleah Glenny Zyrene Frances

Princess Norby Daryl Kirstel Mitz Diana Aprile

Beverly Allyza M Brent Camile Jessica Arlyn Deniz

Danica Gillian
 SAINT MICHAEL
novelyn sherry zyle christa Justine e. jeruzel
kainu arman wilson gjon kyle keith
kalvin goerge angelo jonathan christian dwane
kingrey plaridel elmer paul herbert hanz
lawrence junar jasper aldenber isaiah clyde
russel jaylord sancho john2x Aldrix jerwin
loisa ariza connor Richard Kelvin Darius
dale
 SAINT NATHANIEL
clarence elpidio sander rolando aslee harold oscar
juneil david kenneth crisjet gab janmar irex
lyka khyle paul janrik jesner dave bea
shariela yazle jocel myka precious alyzah ashley
carol loraine kharyle xyrheen rio cathleen Rea g
mau allen aila krisha kyra Rhea s March
alvin
 SAINT RAPHAEL
Joey M.John Don Jared Reymar Jezreel Alec
Ian Ryan Redden Cedric Gene Ashley Jayson
M.Lester Dave Lloyd Jm Jezriel Amor Darwin
Ivan Jamie J.Lester Bianca Jian Lovely Jemima
Frances Ishee Joe Edmar Allen Alelie Christina
Hanna Thala Leovel Faith Althea Alexa Michael
?????
Research Paradigm
 DO THE FOLLOWING:

•Make a research paradigm for

each research scenario.
•You are only given strictly 20
minutes to finish the task!
EXAMPLE
A study about the relationship of skills in noting details
and academic performance in English I: Study And
Thinking Skills.
INDEPENDENT DEPENDENT

Noting English 1:
Study and
Detail Thinking Skills
Skills Grade
 2. Factors that affecting the instructional
effectiveness of Senior High School Teachers.

INDEPENDENT DEPENDENT
(VARIABLES)
INSTRUCTIONAL
• Highest Educational Attainment
EFFECTIVENESS in terms
• Salary
of:
• Length of Service
• Specialization • Mastery
• Trainings Attended
• I.Q. Level
• Strategies
• Civil Status • Teaching styles
• Available Instructional Facilities
3. The influence of academic and non-academic
factors to the student teaching performance.
INDEPENDENT
ACADEMIC FACTORS
DEPENDENT
• Specialization
• Academic rank/grade STUDENT
TEACHING
NON-ACADEMIC FACTORS PERFORMANCE
• Available instructional facilities
• Skills/Talents
?????
Research Paradigm
1.A study shows that managerial effectiveness
is influenced by the manager’s level of
training, experience, and mental ability.
2.Managerial effectiveness is said to be
influenced by the manager’s mental anility
and his stress-coping mechanism. However,
it is likewise stated that stress-coping
mechanism is a function of the mental ability
of the manager.
3.A study suggests the theory that the level of
interaction among administrators and faculty
members is affected by personal variables.
A study shows that managerial effectiveness is
influenced by the manager’s level of training,
experience, and mental ability.

INDEPENDENT DEPENDENT
• Level of
training Managerial
• Experience effectiveness
• Mental ability
 Managerial effectiveness is said to be influenced by the manager’s
mental anility and his stress-coping mechanism. However, it is likewise
stated that stress-coping mechanism is a function of the mental ability
of the manager.
INDEPENDENT DEPENDENT
Mental
Ability Managerial
Effectiveness
Stress-coping
Mechanism
 A study suggests the theory that the level of
interaction among administrators and faculty
members is affected by personal variables.

INDEPENDENT DEPENDENT
PERSONAL VARIABLES
• Gender
• Age
• Position Interaction
• Salary Grade
• Length of Service
• Religion
 ?????
Writing and Testing Hypothesis
EGG-DROP
PROJECT
Writing and Testing Hypothesis
 OBJECTIVE
• Construct hypothesis for the given activity;
• Perform the egg-drop project experiment,
and;
• Present or validate their constructed
hypothesis.
BRING THE FOLLOWING MATERIALS
NEXT MEETING:
• Fresh chicken egg
• Drinking straw (maximum of 30)
• Tape
• Old newspaper
• Documentation equipment*** (1 per group)
 ?????
Writing and Testing Hypothesis
 DO THE FOLLOWING:

•TSSBTER Template
(Use a draft first for the tasks to be
written on a one whole sheet of
paper – 2 copies.)
 ?????
Writing and Testing Hypothesis
 RUBRIC
SUCCESS 40
WRITTEN REPORT (TSSBTE, Project Form, Content) 35
AESTHETIC (Finished Product, Submitted Report) 15
DISCIPLINE 10
TOTAL 100
SAMPLE
 REMINDERS
For doing the activity:
1. Drop-area will be near the Male CR.
2. Make sure to have a drop-mat (newspaper) before dropping the egg.
3. Each group is responsible in cleaning their own mess.
4. Be disciplined in the course of the activity.
5. One document equipment per group to be surrendered before the
flag ceremony.
6. ONE-TAKE activity.
 REMINDERS
• For the documentation – one page/category
1. While Making
2. Finished Product
3. During the Fall
4. After the Fall
 REMINDERS
For the written report
• 8.5 x 13’
• Times New Roman 12
• Sliding folder (one color/class)
• 1’ margin
 REMINDERS
For the content
• Title Page
• Project Form
• Documentation
• Detailed Written Report
• TSSBTER Template
 DO THE FOLLOWING:
• TSSBTER Template
• Complete the PROJECT FORM – until P-O.

………..
Once done, you may start with your project. ☺
Use your time wisely. ☺☺☺
 DO THE FOLLOWING:

• Make your egg-drop project.

• Construct your hypothesis.
• Perform the egg-drop project.
• Complete the Project Form.