Chapter 7: Citations and Referencing

One of the most important things to remember when doing research is to cite sources and
references and to do correct referencing. This is to prevent plagiarism. Thus, when looking for
information about a research topic and making an introduction, you are supposed to rephrase
and/or paraphrase the statements or paragraph coming from your sources or references since
the idea came from the respective authors of your source or reference. There is also a format to
be followed when doing citations and referencing, and that format is the American Psychological
Association (APA) format. The APA format contains the rules that should be followed when citing
and referencing from different sources such as books, encyclopedia, websites, journals, and the
like. The APA format is widely used not only in research but even in other fields. For example, in
order for works of textbook authors not to be considered plagiarized, they always cite their
references. Without correct and proper citation, the textbook authors will be charged of plagiarism.

It is very important to follow the correct and proper in-text citation and referencing style.
To know more how to do the correct in-text citation and referencing style, the rules in in-text
citation and referencing are given below. The rules in in-text citation and referencing is from the
APA format 7th edition directly lifted from Purdue University (2020) which is found on their website.

APA CITATION
(directly lifted from the website of Purdue University, 2020)

7.a. BASICS OF CITATION

When using APA format, follow the author-date method of in-text citation. This means that
the author's last name and the year of publication for the source should appear in the text, like,
for example, (Jones, 1998). One complete reference for each source should appear in the
reference list at the end of the paper.

If you are referring to an idea from another work but NOT directly quoting the material, or
referring to an entire book, article or other work, you only have to refer to the author and year of
publication and not the page number in your in-text reference.

On the other hand, if you are directly quoting or borrowing from another work, you should
include the page number at the end of the parenthetical citation. Use the abbreviation “p.” (for
one page) or “pp.” (for multiple pages) before listing the page number(s). Use a dash for page
ranges. For example, you might write (Jones, 1998, p. 199) or (Jones, 1998, pp. 199–201). This
information is reiterated below.

Regardless of how they are referenced, all sources that are cited in the text must appear
in the reference list at the end of the paper.

7.a.1. In-text citation capitalization, quotes, and italics/underlining

• Always capitalize proper nouns, including author names and initials: D. Jones.
• If you refer to the title of a source within your paper, capitalize all words that are
four letters long or greater within the title of a source: Permanence and Change.
Exceptions apply to short words that are verbs, nouns, pronouns, adjectives, and
adverbs: Writing New Media, There Is Nothing Left to Lose.

(Note: in your References list, only the first word of a title will be capitalized: Writing new
media.)
• When capitalizing titles, capitalize both words in a hyphenated compound word:
Natural-Born Cyborgs.
• Capitalize the first word after a dash or colon: "Defining Film Rhetoric: The Case
of Hitchcock's Vertigo."
• If the title of the work is italicized in your reference list, italicize it and use title case
capitalization in the text: The Closing of the American Mind; The Wizard of Oz;
Friends.
• If the title of the work is not italicized in your reference list, use double quotation
marks and title case capitalization (even though the reference list uses sentence
case): "Multimedia Narration: Constructing Possible Worlds;" "The One Where
Chandler Can't Cry."

7.a.2. Short quotations

 If you are directly quoting from a work, you will need to include the author, year of
publication, and page number for the reference (preceded by "p." for a single page and
“pp.” for a span of multiple pages, with the page numbers separated by a dash).

You can introduce the quotation with a signal phrase that includes the author's
last name followed by the date of publication in parentheses.

• According to Jones (1998), "students often had difficulty using APA style,
especially when it was their first time" (p. 199).
• Jones (1998) found "students often had difficulty using APA style" (p. 199);
what implications does this have for teachers?

If you do not include the author’s name in the text of the sentence, place the
author's last name, the year of publication, and the page number in parentheses after the
quotation.

• She stated, "Students often had difficulty using APA style" (Jones, 1998, p.
199), but she did not offer an explanation as to why.

7.a.3. Long quotations

Place direct quotations that are 40 words or longer in a free-standing block of
typewritten lines and omit quotation marks. Start the quotation on a new line, indented 1/2
inch from the left margin, i.e., in the same place you would begin a new paragraph. Type
the entire quotation on the new margin, and indent the first line of any subsequent
paragraph within the quotation 1/2 inch from the new margin. Maintain double-spacing
throughout, but do not add an extra blank line before or after it. The parenthetical citation
should come after the closing punctuation mark.

7.b. APA CITATION OF AUTHOR/S

7.b.1. A Work by Two Authors

Name both authors in the signal phrase or in parentheses each time you cite the
work. Use the word "and" between the authors' names within the text and use the
ampersand (&) in parentheses.
• Research by Wegener and Petty (1994) supports...
• (Wegener & Petty, 1994)

7.b.2. A Work by Three or More Authors

List only the first author’s name followed by “et al.” in every citation, even the first,
unless doing so would create ambiguity between different sources.
• (Kernis et al., 1993)
• Kernis et al. (1993) suggest...

In et al., et should not be followed by a period. Only "al" should be followed by a period.

If you’re citing multiple works with similar groups of authors, and the shortened “et al”
citation form of each source would be the same, you’ll need to avoid ambiguity by writing out
more names. If you cited works with these authors:

• Jones, Smith, Liu, Huang, and Kim (2020)

• Jones, Smith, Ruiz, Wang, and Stanton (2020)
• They would be cited in-text as follows to avoid ambiguity:
• (Jones, Smith, Liu, et al., 2020)
• (Jones, Smith, Ruiz, et al., 2020)

Since et al. is plural, it should always be a substitute for more than one name. In
the case that et al. would stand in for just one author, write the author’s name instead.

7.b.3. Unknown Author

If the work does not have an author, cite the source by its title in the signal phrase
or use the first word or two in the parentheses. Titles of books and reports are italicized;
titles of articles, chapters, and web pages are in quotation marks. APA style calls for
capitalizing important words in titles when they are written in the text (but not when they
are written in reference lists).
 A similar study was done by students learning to format research papers ("Using
Citations," 2001).

Note: In the rare case that "Anonymous" is used for the author, treat it as the author's
name (Anonymous, 2001). In the reference list, use the name Anonymous as the author.

7.b.4. Organization as an Author

If the author is an organization or a government agency, mention the organization
in the signal phrase or in the parenthetical citation the first time you cite the source, just
as you would an individual person.
• According to the American Psychological Association (2000),...

If the organization has a well-known abbreviation, you may include the

abbreviation in brackets the first time the source is cited and then use only the abbreviation
in later citations. However, if you cite work from multiple organizations whose
abbreviations are the same, do not use abbreviations (to avoid ambiguity).
• First citation: (Mothers Against Drunk Driving [MADD], 2000)
• Second citation: (MADD, 2000)

7.b.5. Two or More Works in the Same Parentheses

When your parenthetical citation includes two or more works, order them the same
way they appear in the reference list (viz., alphabetically), separated by a semi-colon.
• (Berndt, 2002; Harlow, 1983)

If you cite multiple works by the same author in the same parenthetical citation,
give the author’s name only once and follow with dates. No date citations go first, then
years, then in-press citations.
• (Smith, n.d., 1995, 2002, in press)

7.b.6. Authors with the Same Last Name

To prevent confusion, use first initials with the last names.
• (E. Johnson, 2001; L. Johnson, 1998)

7.b.7. Two or More Works by the Same Author in the Same Year
If you have two sources by the same author in the same year, use lower-case
letters (a, b, c) with the year to order the entries in the reference list. Use the lower-case
letters with the year in the in-text citation.
• Research by Berndt (1981a) revealed strong correlations. However, a parallel
study (Berndt, 1981b) resulted in inconclusive findings.

7.b.8. Introductions, Prefaces, Forewords, And Afterwords

When citing an Introduction, Preface, Foreword, or Afterword in-text, cite the
appropriate author and year as usual.
• (Funk & Kolln, 1992)

7.b.9. Personal Communication

For interviews, letters, e-mails, and other person-to-person communication, cite
the communicator's name, the fact that it was personal communication, and the date of
the communication. Do not include personal communication in the reference list.
• (E. Robbins, personal communication, January 4, 2001).

If using a footnote to reference personal communication, handle citations the same

way.
• 1. P. Smith also claimed that many of her students had difficulties with APA
style (personal communication, November 3, 2002).

7.b.10. Traditional Knowledge of Indigenous Peoples

When citing information, you learned from a conversation with an Indigenous
person who was not your research participant, use a variation of the personal
communication citation above. Include the person’s full name, nation or Indigenous group,
location, and any other relevant details before the “personal communication, date” part of
the citation.
 • (Caroline Jennings, Cherokee Nation, lives in Tulsa, Oklahoma, personal
communication, October 2019)

7.b.11. Citing Indirect Sources

Generally, writers should endeavor to read primary sources (original sources) and
cite those rather than secondary sources (works that report on original sources).
Sometimes, however, this is impossible. If you use a source that was cited in another
source, name the original source in your signal phrase. List the secondary source in your
reference list and include the secondary source in the parentheses. If you know the year
of the original source, include it in the citation.
• Johnson argued that... (as cited in Smith, 2003, p. 102).
• (Johnson, 1985, as cited in Smith, 2003, p. 102).

7.b.12. Electronic Sources

If possible, cite an electronic document the same as any other document by using
the author-date style.
• Kenneth (2000) explained...

7.b.13. Unknown Author and Unknown Date

If no author or date is given, use the title in your signal phrase or the first word or
two of the title in the parentheses and use the abbreviation "n.d." (for "no date").
• Another study of students and research decisions discovered that students
succeeded with tutoring ("Tutoring and APA," n.d.).

7.b.14. Sources Without Page Numbers

When an electronic source lacks page numbers, you should try to include
information that will help readers find the passage being cited. Use the heading or section
name, an abbreviated heading or section name, a paragraph number (para. 1), or a
combination of these.
• According to Smith (1997), ... (Mind Over Matter section, para. 6).

Note: Never use the page numbers of webpages you print out; different computers print
webpages with different pagination. Do not use Kindle location numbers; instead, use the
page number (available in many Kindle books) or the method above.

7.c. REFERENCE LIST- BASIC RULES

7.c.1. Formatting a Reference List

Your reference list should appear at the end of your paper. It provides the
information necessary for a reader to locate and retrieve any source you cite in the body
of the paper. Each source you cite in the paper must appear in your reference list; likewise,
each entry in the reference list must be cited in your text.

Your references should begin on a new page separate from the text of the essay;
label this page "References" in bold, centered at the top of the page (do NOT underline
or use quotation marks for the title). All text should be double-spaced just like the rest of
your essay.

7.c.2. Basic Rules for Most Sources

• All lines after the first line of each entry in your reference list should be indented
one-half inch from the left margin. This is called hanging indentation.
• All authors' names should be inverted (i.e., last names should be provided first).
• Authors' first and middle names should be written as initials.
o For example, the reference entry for a source written by Jane Marie Smith
would begin with "Smith, J. M."
o If a middle name isn't available, just initialize the author's first name: "Smith,
J."
• Give the last name and first/middle initials for all authors of a particular work up to
and including 20 authors (this is a new rule, as APA 6 only required the first six
authors). Separate each author’s initials from the next author in the list with a
comma. Use an ampersand (&) before the last author’s name. If there are 21 or
more authors, use an ellipsis (but no ampersand) after the 19th author, and then
add the final author’s name.
 • Reference list entries should be alphabetized by the last name of the first author
of each work.
• For multiple articles by the same author, or authors listed in the same order, list
the entries in chronological order, from earliest to most recent.
• When referring to the titles of books, chapters, articles, reports, webpages, or
other sources, capitalize only the first letter of the first word of the title and subtitle,
the first word after a colon or a dash in the title, and proper nouns.
o Note again that the titles of academic journals are subject to special
rules. See section below.
• Italicize titles of longer works (e.g., books, edited collections, names of
newspapers, and so on).
• Do not italicize, underline, or put quotes around the titles of shorter works such as
chapters in books or essays in edited collections.

7.c.3. Basic Rules for Articles in Academic Journals

• Present journal titles in full.
• Italicize journal titles.
• Maintain any nonstandard punctuation and capitalization that is used by the journal
in its title.
o For example, you should use PhiloSOPHIA instead of Philosophia, or Past
& Present instead of Past and Present.
• Capitalize all major words in the titles of journals. Note that this differs from the
rule for titling other common sources (like books, reports, webpages, and so on)
described above.
o This distinction is based on the type of source being cited.
Academic journal titles have all major words capitalized, while
other sources' titles do not.
• Capitalize the first word of the titles and subtitles of journal articles, as well
as the first word after a colon or a dash in the title, and any proper nouns.
• Do not italicize or underline the article title.
• Do not enclose the article title in quotes.
 So, for example, if you need to cite an article titled "Deep Blue: The
Mysteries of the Marianas Trench" that was published in the journal
Oceanographic Study: A Peer-Reviewed Publication, you would
write the article title as follows:
 Deep blue: The mysteries of the Marianas Trench.
...but you would write the journal title as follows:
• Oceanographic Study: A Peer-Reviewed Publication

7.d. REFERENCE LIST- AUTHOR/S

7.d.1. Single Author

Last name first, followed by author initials.
• Brown, E. (2013). Comedy and the feminine middlebrow novel. Pickering &
Chatto.

7.d.2. Two Authors

List by their last names and initials. Separate author names with a comma. Use
the ampersand instead of "and."
• Soto, C. J., & John, O. P. (2017). The next big five inventory (BFI-2):
Developing and assessing a hierarchical model with 15 facets to enhance
bandwidth, fidelity, and predictive power. Journal of Personality and
Social Psychology, 113(1), 117-143.
http://dx.doi.org/10.1037/pspp0000096

7.d.3. Three to Twenty Authors

List by last names and initials; commas separate author names, while the last
author name is preceded again by ampersand. This is a departure from APA 6, which only
required listing the first six authors before an ellipsis and the final author's name.
• Nguyen, T., Carnevale, J. J., Scholer, A. A., Miele, D. B., & Fujita, K. (2019).
Metamotivational knowledge of the role of high-level and low-level construal
in goal-relevant task performance. Journal of Personality and Social
Psychology, 117(5), 879899. http://dx.doi.org/10.1037/pspa0000166
7.d.4. More Than Twenty Authors
List by last names and initials; commas separate author names. After the first 19
authors’ names, use an ellipsis in place of the remaining author names. Then, end with
the final author's name (do not place an ampersand before it). There should be no more
than twenty names in the citation in total.
• Pegion, K., Kirtman, B. P., Becker, E., Collins, D. C., LaJoie, E., Burgman, R.,
Bell, R., DelSole, R., Min, D., Zhu, Y., Li, W., Sinsky, E., Guan, H., Gottschalck,
J., Metzger, E. J., Barton, N. P., Achuthavarier, D., Marshak, J., Koster, R., . . .
Kim, H. (2019). The subseasonal experiment (SubX): A multimodel
subseasonal prediction experiment. Bulletin of the American Meteorological
Society, 100(10), 2043-2061. https://doi.org/10.1175/BAMS-D-18-
0270.1

7.d.5. Group Author

Group authors can include corporations, government agencies, organizations, etc;
and a group may publish in coordination with individuals. Here, you simply treat the
publishing organization the same way you'd treat the author's name and format the rest
of the citation as normal. Be sure to give the full name of the group author in your reference
list, although abbreviations may be used in your text.

Entries in reference works (e.g. dictionaries, thesauruses, and encyclopedias)

without credited authors are also considered works with group authors.
• Merriam-Webster. (2008). Braggadocio. In Merriam-Webster’s Advanced
Learner’s English Dictionary. Merriam-Webster.

When a work has multiple layers of group authorship (e.g. The Office of the
Historian, which is a part of the Department of State, publishes something), list the most
specific agency as the author and the parent agency as the publisher.
• Bureau of International Organization Affairs. (2018). U.S. contributions to
international organizations, 2017 [Annual report]. U.S. Department of State.
https://www.state.gov/u-scontributions-to-international-
organizations/

7.d.6. Unknown Author

When the work does not have an author move the title of the work to the beginning
of the references and follow it with the date of publication. Only use “Anonymous” if the
work is signed “Anonymous.” This is a new addition to APA 7.
• Merriam-Webster's collegiate dictionary (11th ed.). (2003). Merriam-
Webster.

NOTE: When your essay includes parenthetical citations of sources with no author
named, use a shortened version of the source's title instead of an author's name. Use
quotation marks and italics as appropriate. For example, parenthetical citations of the
source above would appear as follows: (Merriam-Webster's, 2003).

7.d.7. Two or More Works by the Same Author

Use the author's name for all entries and list the entries by the year (earliest comes
first). List references with no dates before references with dates.
• Urcuioli, P. J. (n.d.).
• Urcuioli, P. J. (2011).
• Urcuioli, P. J. (2015).

When an author appears both as a sole author and, in another citation, as the first
author of a group, list the one-author entries first.
• Agnew, C. R. (Ed.). (2014). Social influences on romantic relationships:
Beyond the dyad. Cambridge University Press.
• Agnew, C. R., & South, S. C. (Eds.). (2014). Interpersonal relationships and
health: Social and clinical psychological mechanisms. Oxford University
Press.

References that have the same first author and different second and/or third
authors are arranged alphabetically by the last name of the second author, or the last
name of the third if the first and second authors are the same.
 • Arriaga, X. B., Capezza, N. M., Reed, J. T., Wesselman, E. D., & Williams, K. D.
(2014). With partners like you, who needs strangers?: Ostracism involving a
romantic partner. Personal Relationships, 21(4), 557-569.
• Arriaga, X. B., Kumashiro, M., Finkel, E. J., VanderDrift, L. E., & Luchies, L. B.
(2014). Filling the void: Bolstering attachment security in committed
relationships. Social Psychological and Personality Science, 5(4), 398-405.

7.d.8. Two or More Works by the Same Author in the Same Year
If you are using more than one reference by the same author—or the same group
of authors listed in the same order—published in the same year, first check to see if they
have more specific dates (this recommendation is new to APA 7). Works with only a year
should be listed before those with a more specific date. List specific dates chronologically.
If two works have the same publication date, organize them in the reference list
alphabetically by the title of the article or chapter. If references with the same date are
identified as parts of a series (e.g. Part 1 and Part 2), list them in order of their place in
the series. Then assign letter suffixes to the year. Refer to these sources in your essay as
they appear in your reference list, e.g.: "Berndt (2004a) makes similar claims..."
• Berndt, T. J. (2004a). Children’s friendships: Shifts over a half-century in
perspectives on their development and their effects. Merrill Palmer Quarterly,
50(3), 206-223.
• Berndt, T. J. (2004b). Friendship and three A’s (aggression, adjustment, and
attachment). Journal of Experimental Child Psychology, 88(1), 1-4.

7.d.9. Introductions, Prefaces, Forewords, and Afterwords

Cite the publishing information about a book as usual, but cite Introduction, Preface,
Foreword, or Afterword (whatever title is applicable) as the chapter of the book.
• Lang, J. M. (2018). Introduction. In Dujardin, G., Lang, J. M., & Staunton, J. A.
(Eds.), Teaching the literature survey course (pp. 1-8). West Virginia University
Press.
Summary of doing Citations
Narrative Citation Parenthetical Citation

One author Sendak (2015) contended that Clearly, “imagination is crucial”

“imagination is crucial” (p. 2). (Sendak, 2015, p. 2).

Two authors According to Sendak and Wise It is true that “imagination is crucial”
(2010), “Imagination is crucial” (Sendak & Wise, 2010, pp. 112-113).
(pp. 112-113).

Three+ “Imagination is crucial,” Sendak et “Imagination,” however, “is crucial,”

authors al. (2001) reflected (para. 5). (Sendak et al., 2001, para. 5).

Group author, The American Library Association Perhaps “imagination is crucial”

first reference (ALA; 2005) has insisted that (American Library Association [ALA],
“imagination is crucial” (para. 2). 2005, para. 2).

Group author, The ALA (2005) has insisted that Perhaps “imagination is crucial” (ALA,
late reference “imagination is crucial” (para. 2). 2005, para. 2).

Author The author of “Feeding Young One article (2010) claimed that
unknown Minds” (2010) noted that “imagination is crucial” (“Feeding,”
“imagination is crucial” (p. 5). 2015, p. 5).

One author Sendak (2015) argued that Children must develop imagination
children must develop (Sendak, 2015).
imagination.

Two authors Sendak and Wise (2015) believed Children must develop imagination
that children must develop (Sendak & Wise, 2015).
imagination.

Three+ Children must develop Children must develop imagination

authors imagination, observed Sendak et (Sendak et al., 2015).
al. (2015).

Group author, Children must develop Children must develop imagination

first reference imagination, the American Library
 Association (ALA, 2015) has (American Library Association [ALA],
explained. 2015).

Author In “Feeding Young Minds” (2015), Children must develop imagination

unknown the author suggested that children (“Feeding,” 2015).
must develop imagination.

7.e. REFERENCE LIST- ARTICLES IN PERIODICALS

7.e.1. Basic Form

APA style dictates that authors are named with their last name followed by their
initials; publication year goes between parentheses, followed by a period. The title of the
article is in sentence-case, meaning only the first word and proper nouns in the title are
capitalized. The periodical title is run in title case, and is followed by the volume number
which, with the title, is also italicized. If a DOI has been assigned to the article that you
are using, you should include this after the page numbers for the article. If no DOI has
been assigned and you are accessing the periodical online, use the URL of the website
from which you are retrieving the periodical.
o Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of
Periodical, volume number(issue number), pages.
https://doi.org/xx.xxx/yyyy

7.e.1. Article in Print Journal

o Scruton, R. (1996). The eclipse of listening. The New Criterion, 15(3), 5–
13.

Note: APA 7 advises writers to include a DOI- Digital Object Identifier (if available), even
when using the print source. The example above assumes no DOI is available.

7.e.2. Article in Electronic Journal

As noted above, when citing an article in an electronic journal, include a DOI if one
is associated with the article.
o Baniya, S., & Weech, S. (2019). Data and experience design: Negotiating
community-oriented digital research with service-learning. Purdue
Journal of Service-Learning and International Engagement, 6(1), 11–16.
https://doi.org/10.5703/1288284316979

DOIs may not always be available. In these cases, use a URL. Many academic
journals provide stable URLs that function similarly to DOIs. These are preferable to
ordinary URLs copied and pasted from the browser's address bar.
o Denny, H., Nordlof, J., & Salem, L. (2018). "Tell me exactly what it was that
I was doing that was so bad": Understanding the needs and expectations of
working-class students in writing centers. Writing Center Journal, 37(1),
67–98. https://www.jstor.org/stable/26537363

Note that, in the example above, there is a quotation in the title of the article.
Ordinary titles lack quotation marks.

7.e.3. Article in a Magazine

o Peterzell, J. (1990, April). Better late than never. Time, 135(17), 20–21.

7.e.4. Article in a Newspaper

o Schultz, S. (2005, December). Calls made to strengthen state energy
policies. The Country Today, 1A, 2A.
7.e.5. Review
• Baumeister, R. F. (1993). Exposing the self-knowledge myth [Review of the book
The self-knower: A hero under control, by R. A. Wicklund & M. Eckert].
Contemporary Psychology, 38(5), 466–467.

7.f. REFERENCE LIST- ELECTRONIC SOURCES

7.f.1. Webpage or Piece of Online Content

If the page names an individual author, cite their name first:
• Lastname, F. M. (Year, Month Date). Title of page. Site name. URL
 o Price, D. (2018, March 23). Laziness does not exist.
Medium. https://humanparts.medium.com/laziness-does-not-
exist-3af27e312d01

If the resource was written by a group or organization, use the name of the
group/organization as the author. Additionally, if the author and site name are the same,
omit the site name from the citation.
o Group name. (Year, Month Date). Title of page. Site name. URL
▪ American Society for the Prevention of Cruelty to Animals. (2019,
November 21). Justice served: Case closed for over 40 dogfighting
victims. https://www.aspca.org/news/justice-served-
caseclosed-over-40-dogfighting-victims

If the page's author is not listed, start with the title instead. Additionally, include a
retrieval date when the page's content is likely to change over time (like, for instance, if
you're citing a wiki that is publicly edited).
o Title of page. (Year, Month Date). Site name. Retrieved Month Date, Year,
from URL
▪ Tuscan white bean pasta. (2018, February 25). Budgetbytes.
Retrieved March 18, 2020, from
https://www.budgetbytes.com/tuscan-white-bean-pasta/

If the date of publication is not listed, use the abbreviation (n.d.).

o Author or Group name. (n.d.). Title of page. Site name (if applicable). URL
▪ National Alliance on Mental Illness. (n.d.). Mental health
conditions. https://www.nami.org/LearnMore/Mental-
Health-Conditions

7.f.2. Wikipedia Article

APA 7 treats Wikipedia articles as special instances of entries in reference works.
Thus, there are a few differences between reference entries for pages on Wikipedia and
those for generic webpages.
• Title of article. (Year, Month Date). In Wikipedia. URL of archived version of page
o Quantum mechanics. (2019, November 19).
In Wikipedia.
https://en.wikipedia.org/w/index.php?title=Quantum_
mechanics&oldid=94 8476810

Wikipedia articles often update frequently. For this reason, the date refers to the
date that the cited version of the page was published. Note also that the manual
recommends linking to the archived version of the page, rather than the current version
of the page on the site, since the latter can change over time. Access the archived version
by clicking "View History," then clicking the date/timestamp of the version you'd like to
cite.

7.f.3. Online Scholarly Journal Article: Citing DOIs

Please note: Because online materials can potentially change URLs, APA
recommends providing a Digital Object Identifier (DOI), when it is available, as opposed
to the URL. DOIs are an attempt to provide stable, long-lasting links for online articles.
They are unique to their documents and consist of a long alphanumeric code. Many—but
not all—publishers will provide an article's DOI on the first page of the document.

Note also that some online bibliographies provide an article's DOI but may "hide"
the code under a button which may read "Article" or may be an abbreviation of a vendor's
name like "CrossRef" or "PubMed." This button will usually lead the user to the full article
which will include the DOI. Find DOIs from print publications or ones that go to dead links
with doi.org's "Resolve a DOI" function, available on the site's home page. APA 7 also
advises writers to include a DOI (if available), even when using the print source.

7.f.4. Article from an Online Periodical with DOI Assigned

• Lastname, F. M., & Lastname, F. M. (Year). Title of article. Title of Periodical,
Vol.(Issue), page numbers. DOI
o Drollinger, T., Comer, L. B., & Warrington, P. T. (2006). Development and
validation of the active empathetic listening scale. Psychology
 & Marketing, 23(2), 161-180.
https://doi.org/10.1002/mar.20105

7.f.5. Article from an Online Periodical with no DOI Assigned

If an online scholarly journal article has no DOI and is published on a website,
include the URL. If an online scholarly article has no DOI and is published on a database,
do not include a URL or any database information. The only exception is for databases
that publish articles that are in limited circulation (like ERIC) or that are only available on
that particular database (like UpToDate). You should also include the date that you
accessed the article.
• Perreault, L. (2019). Obesity in adults: Role of physical activity and exercise.
UpToDate. Retrieved January 12, 2020, from
https://www.uptodate.com/contents/obesity-in-adults-role-
ofphysical-activity-and-exercise

7.f.6. Abstract
APA 7th edition does not provide guidance on how to cite abstracts. However, if
you only use information from the abstract but the full text of the article is also available,
we advise you to add "[Abstract]" after the article or source name. If the full text is not
available, you may use an abstract that is available through an abstracts database as a
secondary source.

7.f.7. Online News Article

Note: The format for this type of source depends on whether your source comes
from a site with an associated newspaper.
If the source does come from a site with an associated newspaper, leave
the title of the article unformatted, but italicize the title of the newspaper.
o Lastname, F. M. (Year, Month Date). Title of article. Title of Publication.
URL
▪ Richards, C. (2019, December 9). Best music of 2019: Lana Del Rey
sings lullabies about the end of America. Washington Post.
https://www.washingtonpost.com/entertainment/music
/bestmusic-of-2019-lana-del-rey-sings-lullabies-about-
the-end-ofamerica/2019/12/06/6e82c5ec-15d8-11ea-
a659-7d69641c6ff7_story.html

On the other hand, if the source doesn't come from a site with an associated
newspaper, italicize the title of the article, but leave the name of the site unformatted.
o Lastname, F. M. (Year, Month Date). Title of article. Name of publishing
website. URL
▪ Jones, J. (2020, May 10). Why flats dominate
Spain's housing market. BBC.
https://www.bbc.com/worklife/article/20200506-why-
do-flats-dominate-spainshousing-market

7.f.8. Electronic or Kindle Books

It is not necessary to note that you have used an eBook or audiobook when the
content is the same as a physical book. However, you should distinguish between the
eBook or audiobook and the print version if the content is different or abridged, or if you
would like to cite the narrator of an audiobook.
o Lastname, F. M. (Year). Title of book. Publisher. URL
o Lastname, F. M. (Year). Title of book [eBook edition]. Publisher. URL
o Lastname, F. M. (Year). Title of book (N. Narrator, Narr.) [Audiobook].
Publisher. URL (if applicable)

7.f.9. Dissertation/Thesis from a Database

• Lastname, F. M. (Year). Title of dissertation or thesis (Publication No.)
[Doctoral dissertation or master’s thesis, Name of Institution Awarding
Degree]. Database Name.
o Duis, J. M. (2008). Acid/base chemistry and related organic
chemistry conceptions of undergraduate organic chemistry students.
(Publication No. 3348786) [Doctoral dissertation, University of
Northern Colorado]. ProQuest Dissertations and Theses Global.
7.f.10. Entry in an Online Dictionary, Thesaurus, or Encyclopedia with a Group
Author
Note: An online dictionary, thesaurus, or encyclopedia may be continuously
updated and therefore not include a publication date (like in the example below).
If that’s the case, use “n.d.” for the date and include the retrieval date in the citation.
o Institution or organization name. (Year). Title of entry. In Title of
reference work. URL
▪ Merriam-Webster. (n.d.). Braggadocio. In Merriam-
Webster.com dictionary. Retrieved January 13, 2020, from
https://www.merriam-
webster.com/dictionary/braggadocio

7.f.11. Entry in an Online Dictionary, Thesaurus, or Encyclopedia with an Individual

Author
o Lastname, F. M. (Year). Title of entry. In F. M. Lastname (ed.), Title of
reference work (edition). Publisher. URL or DOI
▪ Martin, M. (2018). Animals. In L. A. Schintler & C. L. McNeely
(Eds), Encyclopedia of big data. SpringerLink.
https://doi.org/10.1007/978-3-319-32001-4_7-1

Note: If the dictionary, thesaurus, or encyclopedia does not include an edition,

simply skip that step.

7.f.12. Data Sets

o Lastname, F. M. or Name of Group (Year). Title of dataset (Version
No.) [Data set]. Publisher. DOI or URL
▪ Grantmakers in the Arts. (2019). Arts funding trends, United
States, 1994-present (ICPSR 37337) [Data set]. National
Archive of Data on Arts & Culture.
https://www.icpsr.umich.edu/icpsrweb/NADAC/stud
ies/37337

7.f.13.Graphic Data (e.g. Interactive Maps, Infographics, and Other Graphic

Representations of Data)
Give the name of the organization or individual followed by the date and the title.
If there is no title, in brackets, you should provide a brief explanation of what type of data
is there and in what form it appears. Include the URL and the retrieval date if there is no
publication date.
o HatchMed. (2017). 8 ways to improve patient
satisfaction [Infographic]. HatchMed.com.
https://www.hatchmed.com/blog/2017/1/30/8-ways-to-
improve-patientsatisfaction
o Google. (n.d.). [Google Map of Purdue University]. Retrieved January
12, 2020, from https://www.google.com/maps/@40.4237095,-
86.9233886,17z

7.f.14. Qualitative Data and Online Interviews

If an interview is not retrievable in audio or print form, cite the interview only in the
text (not in the reference list) and provide the month, day, and year in the text. If the
interview transcript is published in an online periodical, like a magazine, cite the interview
the same way you would cite the medium where it is published, as shown below:
• Schulman, M. (2019, December 8). Peter Dinklage is still punk rock. The New
Yorker. https://www.newyorker.com/culture/the-new-yorker-
interview/peter-dinklageis-still-punk-rock

If it is an audio file or transcript published in a database, credit the interviewee as

the author and use the following model:
• Paynter, W. (1970, September 17). Interview with Will Paynter [Interview].
Studs Terkel Radio Archive;
• The Chicago History Museum.
https://studsterkel.wfmt.com/programs/interview-willpaynter

7.f.15. Online Lecture Notes and Presentation Slides

When citing online lecture notes, be sure to provide the file format in brackets after
the lecture title (e.g. PowerPoint slides, Word document).
 • Lastname, F. M. (Year, Month Date). Title of presentation [Lecture notes,
PowerPoint slides, etc]. Publisher. URL
o Smith, C. (2017, October 13). AI and machine learning demystified
[PowerPoint slides]. SlideShare.
https://www.slideshare.net/carologic/ai-and-machine-
learning-demystifiedby-carol-smith-at-midwest-ux-2017

7.f.16. Computer Software/Downloaded Software

Do not cite standard office software (e.g. Word, Excel) or programming languages.
Provide references only for specialized software.
• Lastname, F. M. or Name of Group. (Year). Title of software (Version No.).
Publisher. URL
▪ Maplesoft. (2019). Maple companion (Version 2.1.0).
Cybernet Systems Co.
https://www.maplesoft.com/products/MapleCompan
ion/

7.f.17. Email
E-mails are not included in the list of references, though you should parenthetically
cite them in your main text:
• (E. Robbins, personal communication, January 4, 2001).

7.f.18. Online Forum or Discussion Posting

• Lastname, F. M. or Name of Group [username]. (Year, Month Date). Title of
post [Online forum post]. Publisher. URL
▪ Stine, R. L. [RL__Stine]. (2013, October 23). I’m R.L. Stine and
it’s my job to terrify kids. Ask me anything! [Online forum
post]. Reddit.
https://www.reddit.com/r/IAmA/comments/1p32dl/
Tweet

Note: If the tweet includes images, videos, or links to other sources, indicate that
information in brackets after the content description. Also attempt to replicate
emojis if possible
o Lastname, F. M. or Name of Group [@username]. (Year, Month Date).
Content of the post up to the first 20 words[Tweet]. Site Name. URL
▪ National Geographic [@NatGeo]. (2020, January 12).
Scientists knew African grays are clever, but now they’ve been
documented assisting other members of their species—even
strangers [Tweet; thumbnail link to article]. Twitter.
https://twitter.com/NatGeo/status/121634635206353
7154

7.f.19. Twitter Profile

• Lastname, F. M. or Name of Group [@username]. (n.d.). Tweets [Twitter
profile]. Retrieved Month Date, Year, from URL
▪ MLA Style [@mlastyle]. (n.d.). Tweets [Twitter
profile]. Retrieved January 12, 2020, from
https://twitter.com/mlastyle

7.f.20. Facebook Post

• Lastname, F. M. or Name of Group. (Year, Month Date). Content of the post
up to the first 20 words [Type of post]. Site Name. URL

Note: If the Facebook post includes images, videos, or links to other sources,
indicate that information in brackets after the content description. Also attempt to
replicate emojis if possible.

• U.S. Department of the Interior. (2020, January 10). Like frosting on a cake,
snow coats and clings to the hoodoos at Bryce Canyon National Park in
Utah [Image attached] [Status update]. Facebook.
https://www.facebook.com/USInterior/photos/a.15516305453738
4 /258647545 1406120/?type=3&theater
 7.f.21. Facebook Page
• Lastname, F. M. or Name of Group. (n.d.). Home [Facebook page]. Site name.
Retrieved Month Date, Year, from URL
o Little River Canyon National Preserve (n.d.). Home [Facebook page].
Facebook. Retrieved January 12, 2020 from
https://www.facebook.com/lirinps/

7.f.22. Instagram Photo or Video

• Lastname, F. M. or Name of Group [@username]. (Year, Month Date). Content
of the post up to the first 20 words [Type of post]. Site Name. URL
o BBC [@bbc]. (2020, January 12). Skywatchers have been treated to
the first full moon of 2020-known as a “wolf moon”-at the same time
as a [Photograph]. Instagram.
https://www.instagram.com/p/B7OkWqbBwcf/

7.f.23. Blog Post

• Lastname, F. M. (Year, Month Date). Title of post. Publisher. URL
o Axelrod, A. (2019, August 11). A century later: The Treaty of Versailles
and its rejection of racial equality. Code Switch, NPR.
https://www.npr.org/sections/codeswitch/2019/08/11/7422
93305/a-century-laterthe-treaty-of-versailles-and-its-
rejection-of-racial-equality

7.f.24. YouTube or another Streaming Video

• Last Name, F. M. [Username]. (Year, Month Date). Title of video [Video].
Streaming Service. URL
o Lushi, K. [Korab Lushi]. (2016, July 3). Albatross culture 1 [Video].
YouTube.
https://www.youtube.com/watch?v=_AMrJRQDPjk&t=148s

Note: The person or group who uploaded the video is considered the author. If the
author’s name is the same as the username, you can omit the [Username].

7.f.25. Ted Talk

• Author, A. A. (Year, Month Date). Title of talk [Video]. TED. URL
o Al-Mutawa, N. (2010, July). Superheroes inspired
by Islam [Video]. TED.
https://www.ted.com/talks/naif_al_mutawa_superheroes_
inspired_by_islam#t4909

Or (if on YouTube)
• Username. (Year, Month Date). Title of talk [Video]. YouTube. URL
o Tedx Talks. (2011, Nov. 15). TEDxHampshireCollege - Jay Smooth -
How I learned to stop worrying and love discussing race [Video].
YouTube https://www.youtube.com/watch?v=MbdxeFcQtaU

7.f.26. Podcast Episode

• Host, A. A. (Host). (Year, Month Date). Title of episode (No. if provided) [Audio
podcast episode]. In Name of podcast. Publisher. URL
o Prime, K. (Host). (2019, March 29). For whom the cowbell tolls [Audio
podcast episode]. In Radiolab. WNYC Studios.
https://www.wnycstudios.org/story/whom-cowbell-tolls

Chapter 8: The Proposal Paper

The proposal paper is what you will accomplish for the first semester. It is composed of
the first two major chapters of a research paper- the Introduction and the Methodology. The
following are the parts of the proposal paper. This format is what you will follow in your research
proposal.

8.a. PARTS OF THE PROPOSAL PAPER

A. Title Page
B. Introduction
1. Background of the Study
 2. Research Problem
3. Research Objectives
4. Research Questions/or hypothesis (for experimental research)
5. Research Framework
6. Significance of the Study
C. Methodology
- for qualitative and mixed method
1. Research Design
2. Population and Locale of the Study
3. Data Gathering Tools
4. Data Gathering Procedure
5. Treatment of Data

- for Experimental Research

1. Research Design
2. Research Instruments
3. Data Gathering Procedure
4. Place and Time of Experiment
5. Treatment of Data
D. References
E. Survey questionnaire and Interview Guide Questions (if applicable)

8.b. ELEMENTS OF THE PROPOSAL PAPER

Background of the Study
The proposal starts with background information on the topic in order to set the
larger context of the study. It is here where the discussion of relevant literature mostly
figures in. for a guide, the following can be answered: What is known about this subject
or topic? What have prior studies looked into and found out? What are the points of
agreement? Are there controversies? Gray areas? Areas not yet known or that needs
to be explored? This section should not just enumerate and describe related studies
but, rather, critically engage them. It assesses both their contributions and limitations,
and, in so doing, clears the space for the distinctive contribution of the proposed study.
In the end, the background of the study should logically lead to the research problem.

Before searching for relevant articles about your topic, you must create a list of
keywords related to your research question. Use the keywords to begin searching for
sources. Here are some useful databases to search for journals and research articles
related to your topic.
• Google Scholar- https://scholar.google.com/
• JSTOR- https://www.jstor.org/
• EBSCO- https://www.ebsco.com/products/research-databases
• Project Muse (humanities and social sciences)- https://muse.jhu.edu/
• Medline (life sciences and biomedicine)- https://www.nlm.nih.gov/
• EconLit (economics)- https://www.aeaweb.org/econlit/
• Inspec (physics, engineering, and computer science)- https://www.theiet.org/
• ERIC database (education)- https://eric.ed.gov/
• Philippine Journal of Science- https://philjournalsci.dost.gov.ph/
• Philippine E- journals- The Philippine E-Journals (PEJ) is an online collection of
academic publications of different higher education institutions and professional
organizations. Its sophisticated database allows users to easily locate abstracts,
full journal articles, and links to related research materials. There website is at:
https://ejournals.ph/
Make sure to read the abstract to find out whether an article is relevant to your
question. When you find a useful book or article, you can check the references page
to find other relevant sources.
Research Problem
The research problem is borne out of an assessment that something is wrong,
amiss, or imperfect in the current state of knowledge or methods (e.g., a gap in the
literature, conflicting findings/claims, inadequate methods or results, etc.) or practice
(e.g., a program that falls short of its goals, a system that can be further improved,
etc.). The problem usually comes as a single statement but is supported by paragraphs
or sentences elaborating on this.

Research Objectives
Having identified the problem, state clearly what you want to accomplish in order
to address, answer or illuminate the problem. What does your research intend to do
 and how is this going to contribute towards the resolution of the problem? In other
words, this is the purpose of your study.

Research question/s (and/or hypothesis/es)

What specific questions are you going to pose and answer in order to achieve your
objective/s? The research questions may also be stated declaratively, i.e., in terms of
hypothesis/es for an experimental research.

Research Framework
Here, you can describe in more details the theoretical and methodological
underpinnings to your study. Discuss the theories, concepts, methodological
approaches, and variables that are important in your study. This section generally
presents the connection of approaches and variables to be used in the study using a
figure.

Significance of the Study

This is the ‘So what?’ section. Why is this study important? What is its relevance
or contribution – in terms of theory? Method? Practical application? Show how this will
respond to the gap of knowledge, issues of theory or method, and social action or
policy-making.

Methodology
This section varies according to the nature of your research. Basically, this section
describes the research process, which includes the following: research design,
activities and procedures, materials, methods, research participants, population,
sampling plan, instrumentation, statistical tools, and treatment/analysis of data. This
section also varies greatly upon the research approach adopted or adapted. This part
must be in future tense.

References
Follow the APA 7th Edition format. Arrange your references in alphabetical order.
As a general rule, each group member must search for 10 articles related to group’s
topic. These articles will be compiled by the group leader and will serve as the
reference of the group for their research. If the group has 4 members, the minimum
number of references should be 40.

8.c. GENERAL FORMAT FOR THE PROPOSAL PAPER

✓ Paper size: Letter size (8.5 x 11 inches)

✓ Margin: 1.5 inches on the left (except on the title page, it should be 1 inch) and 1
inch on the other sides
✓ Justify text for even distribution between margins.
✓ Headings and subheadings must be in bold.
✓ There must be a space after each headings and subheadings and in between
paragraphs.
✓ Use Times New Roman as font and 12 as font size.
✓ Use 10 as font size for the references page.
✓ The body of the manuscript must be double- spaced.
✓ Headings and body must be consistent throughout document
✓ Headings or subheadings for a new section should not be on the last line of a
page

8.d. DOST PRIORITY AREAS IN BASIC RESEARCH (FOR SCIENCE AND TECHNOLOGY
STRAND)

Since you are in the Science and Technology (S&T) strand, your research topic must also
fall under S&T. Though, experimental research is highly favored for you conduct, you can also
choose S&T topics that you want to research all about. Before your topic defense, you must have
at least two research topics to present and to choose from. Below are the DOST priority areas in
basic research. Take note that these are broad topics and it’s up to your group to choose specific
topics under it.
 Information &
Environment Human Communications Others
Epidemics Technology
- Watershed management - Dengue - Internet, network and - GM crops
- Disaster and Hazard management - Malaria wireless technologies - Farming
- Global and climate change - Influenza - Digital content methods
- Ecotourism and biodiversity - Measles development - School- based
- Pollution and waste management - Emerging problems
- Land technologies - Herbal
- Water - Small satellites medicine
- Coastal resources management

8.e. QUESTIONS TO ANSWER WHEN YOU HAVE CHOSEN A TOPIC

Note: Your answer to these questions is what you will present during your topic defense. You
must give specific and direct answers to the questions.

✓ Why did you choose this topic?

✓ What problem/s pushed you to conduct a study on this topic?
✓ What will the research be all about?
✓ What questions/ problems do you want to address or answer?

Once that your topic is approved, you already need to start writing your proposal paper.

8.f. THE SCIENTIFIC METHOD

The scientific method is not only applicable in Science but is very much used in research
as well. This method is very much synonymous as to how you’re going to write your research
paper. The scientific method is the process of objectively establishing facts through testing and
experimentation. The basic process involves seeing, forming a hypothesis, making a prediction,
conducting an experiment and finally analyzing the results. The principals of the scientific method
can be applied in many areas, including scientific research, business and technology (Wright,
2022).

8.g. PROPOSAL PAPER RUBRIC*

Points
Grading Criteria
Obtained
1. Completeness and clarity
1.1. Are the problem and objectives of the study clear? /5
1.2. Is the background of the study sufficiently elaborated? /5
1.3. Are the research design and methods appropriate and adequate? /5
2. Thoroughness of literature review and cross references
 2.1. Are the problem and objective/s of the study emanating from a
/5
thorough consideration of previous studies?
2.2. Does the proposed study make connections with, build on, or
/5
comment on concerns raised by the other researchers?
2.3. Is the proposal well referenced, with all or most of its literature
/5
coming from research journals?
3. Scholarly significance
3.1. Do the study’s objective/s and problem/s address significant/current
/5
concerns in the discipline/field?
3.2. Does it contribute to the stock of knowledge in the field – e.g., raise
new questions and hypothesis; apply a novel design/method or a
new combination thereof; call attention to new variables or posit
/10
new relationships between/among existing variables; bring about
new data or interpretation; or question, negate, affirm, augment and
revise an existing theory, concept, conclusion, or design/method?
4. Others
4.1. Is the proposal well-written and free from writing errors? /5
Note: Only those proposals with scores of 37 and above will be allowed to proceed
to the next stage of conducting the research. If not, then it should be deliberated /50
during the proposal defense.

8.h. EVALUATIVE CRITERIA FOR THE RESEARCH PROPOSAL DEFENSE (FOR EACH
STUDENT)*

Note: Each component is equivalent to 20 points. Multiply the score to the corresponding
percentage in each component to get the raw scores. Add all the component score to get the
total.

1. Clarity and Comprehensiveness in the presentation of the research proposal (30%)

Component Grade: _____ x 0.30 = _______
2. Mastery of the research contents and subject area (30%)
Component Grade: _____ x 0.30 = _______
3. Ability to comprehend and respond to the questions (20%)
Component Grade: _____ x 0.20 = _______
4. Ability to keep the discussion on the main issue (10%)
Component Grade: _____ x 0.10 = _______
5. Ability to demonstrate a professional attitude towards research (10%)
Component Grade: _____ x 0.10 = _______

*Reference: Graduate Program, School of Teacher Education. (2017). Research proposal guidelines and
criteria. Saint Louis University, Baguio City

Chapter 9: Writing the Methodology

In the previous chapter, you were already introduced with the different parts of the
proposal paper including the methodology. In Chapter 5, you already learned about research
designs which is the first part of your methodology. Keep in mind that depending on the nature of
your research, the research design will also follow. Further discussion about the methodology is
taken from Sheppard (n.d.).

The objective of this section of the research proposal is to convince the reader that your
overall research design and methods of analysis will enable you to solve the research problem
you have identified and also enable you to accurately and effectively interpret the results of your
research. Consequently, it is critical that the research design and methods section is well-written,
clear, and logically organized. This demonstrates to your reader that you know what you are going
to do and how you are going to do it. Overall, you want to leave your reader feeling confident that
you have what it takes to get this research study completed in a timely fashion.

Essentially, this section of the research proposal should be clearly tied to the specific
objectives of your study; however, it is also important to draw upon and include examples from
the literature review that relate to your design and intended methods. In other words, you must
clearly demonstrate how your study utilizes and builds upon past studies, as it relates to the
research design and intended methods. For example, what methods have been used by other
researchers in similar studies?

While it is important to consider the methods that other researchers have employed, it is
equally, if not more, important to consider what methods have not been but could be employed.
Remember, the methods section is not simply a list of tasks to be undertaken. It is also an
argument as to why and how the tasks you have outlined will help you investigate the research
problem and answer your research question(s).

9.a. DATA GATHERING TOOLS/ DATA GATHERING INSTRUMENTS

The data gathering tools or instruments are basically the things that you need in order to
gather your data or information from your respondents. In the case of an experimental research,
these are the things that you need for you to conduct and record your experiment. Below are the
most common data gathering tools for a basic research (for qualitative, quantitative, and mixed-
method) by Simister (2017).

9.a.1. Common Types of Data Gathering Tools

1. Interview
An interview is a face-to-face or virtual conversation between two individuals
with the sole purpose of collecting relevant information to satisfy a research purpose.
Interviews are of different types namely; Structured, Semi-
structured, and unstructured with each having a slight variation from the other.

• Structured Interviews - Simply put, it is a verbally administered

questionnaire. In terms of depth, it is surface level and is usually completed
within a short period. For speed and efficiency, it is highly recommendable,
but it lacks depth.
• Semi-structured Interviews - In this method, there subsist several key
questions which cover the scope of the areas to be explored. It allows a
little more leeway for the researcher to explore the subject matter.
• Unstructured Interviews - It is an in-depth interview that allows the
researcher to collect a wide range of information with a purpose. An
advantage of this method is the freedom it gives a researcher to combine
structure with flexibility even though it is more time-consuming.

For collecting data through interviews, here are a few tools you can use to
easily collect data.
• Audio Recorder
An audio recorder is used for recording sound on disc, tape, or
film. Audio information can meet the needs of a wide range of people, as
well as provide alternatives to print data collection tools.
• Digital Camera
An advantage of a digital camera is that it can be used for
transmitting those images to a monitor screen when the need arises.
• Camcorder
A camcorder is used for collecting data through interviews. It
provides a combination of both an audio recorder and a video camera. The
data provided is qualitative in nature and allows the respondents to answer
questions asked exhaustively. If you need to collect sensitive information
during an interview, a camcorder might not work for you as you would need
to maintain your subject’s privacy.

2. Focus Groups Discussions

Focus group discussions (FGDs) are facilitated discussions, held with a small
group of people who have specialist knowledge or interest in a particular topic.
They are used to find out the perceptions and attitudes of a defined group of
people. FGDs are typically carried out with around 6-12 people, and are based
around a short list of guiding questions, designed to probe for in-depth information.
 FGDs are often used to solicit the views of those who would not be willing or able
to speak up at larger group meetings. They may also be used to access the views
of minority or disadvantaged groups, such as women, children, or people with
special needs.

3. Surveys and Questionnaires

These are designed to collect and record information from many people,
groups or organizations in a consistent way. A questionnaire is a form containing
questions. It may be a printed form or one designed to be filled in online.
Questionnaires may be administered in many different ways. A survey, by contrast,
is normally a large, formal exercise. It typically consists of three different aspects:
an approved sampling method designed to ensure the survey is representative of
a wider population; a standard questionnaire that ensures information is collected
and recorded consistently; and a set of analysis methods that allow results and
findings to be generated.

9.a.2. COMMON TYPES OF QUESTIONNAIRES IN RESEARCH

a. Demographic Questions
Demographic questions are used to gather information about a
respondent’s background such as income level, age, gender, occupation, grade
level etc. When properly used, these types of questions will allow you to gain better
insights on your target population. Demographic questions are powerful tools to
segment your audience based on who they are and what they do, allowing you to
take even deeper dive in your data.

Example of Demographic questions:

b. Quiz- type Questions

This type of questionnaire is used to assess the respondent’s level of
knowledge, understanding, skills, etc., on certain topics. This questionnaire has
correct answers and data will rely on scores or mean score.

c. Likert Scale Questions

Likert scale questions are the “do you agree or disagree” questions you
often see in surveys, and are used to gauge respondents’ opinions and feelings. It
needs to have a numerical rating scale or choice with an interpretation of the value.
However, in most cases, Likert scales must have an even number of scales to
avoid neutral responses. (See attachment for the Examples of Likert Scaled
Responses Used in Data-Gathering on page 58)

9.a.3. Researcher- made, Adopted, and Adapted Questionnaires

a. Researcher- made Questionnaire
Researcher- made questionnaire means that the researchers will be
making their own questionnaires based on what data they want to gather and
based on what their objectives are. The research adviser will have to work closely
 with the group in making the questions to properly guide the group. Researcher-
made questionnaires are subjected to validity and reliability tests.

b. Adopted and Adapted Questionnaires

If you find a pre- existing tool that will be useful to measure a key variable
in your study, there are two ways that the tool can be used in your study. The first
is to take the instrument nearly verbatim, which is called adopting the tool. On the
other hand, you can significantly alter the tool, which is called adapting (Korb,
2012). Adopted and adapted questionnaire are NOT the same. To further
differentiate the two, refer to the table below.

Adopted Questionnaire Adapted Questionnaire

- Can still have a few modifications/ changes. - In adapting a research instrument,
- Modifications/ Changes are limited only to the researcher follows the general
the reference of the question and not on the design of another instrument but adds
substance of the questions. items, removes items, and or
- Adopted questionnaire does not need to substantially changes the content of
undergo content validity and reliability test. each item.
- In this case, the adapted
Example: (Question was taken from Intrinsic questionnaire needs to undergo
Motivational Social Studies) content validity and reliability test.

Original: I enjoyed doing this activity very

much.

Modified: I enjoyed the math computer

program very much. (modified to fit the topic of
the study).

9.a.4. Interview Guide Questions

As mentioned in list of common data gathering tools, interview is used to collect
qualitative data which sometimes is used to support the quantitative data in the case of a
mixed method research. The questions to be used can also be researcher- made,
adopted, or adopted. Researcher- made and adapted guide questions are subjected to
content validity test.

9.a.5. Conditions for Adopted and Adapted Questionnaires and Interview Guide
Questions
• Send an email to the author/s or developers of the questionnaires and ask
their permission to use their questionnaire for your study. Simply state your
institutional affiliation, the purpose of your study, and ask their permission
for you to use their questionnaire in your study.
• You must mention in the data gathering tools section that you have
adopted/ adapted the questionnaire (include the author/s and the title of the
study). Additional information as to what change/s were made to the
adapted/ adopted instrument and why shall be included as well.

9.a.6. Content Validity and Reliability tests

a. Content Validity Test

Validity refers to how accurately a method measures what it is intended to
measure. If research has high validity, that means it produces results that
correspond to real properties, characteristics, and variations in the physical or
social world. Specifically, content validity is the extent to which the measurement
covers all aspects of the concept being measured (Middleton, 2022). Content
validity involves evaluation of a new survey instrument in order to ensure that it
includes all the items that are essential and eliminates undesirable items to a
particular construct domain (Lewis, et al., 1995, Boudreau, eta al., 2001). In this
case, content validity is needed for researcher- made and adapted questionnaires
and interview guide questions. Your panel members and research adviser are
tasked to do the content validity test of your questionnaire and interview guide
questions.

Below is the form used in content validity test.

Saint Louis School, Inc.
High School Department
Baguio City
 Research in Daily Life 1 & 2 (Grade and Section)
Evaluation Sheet for Content Validity of QUESTIONNAIRE

“Research Title”

Research Objectives:

1. ______________________________________________________________________________
2. ______________________________________________________________________________

Group Members: ______________________________________________________________________

Directions: Kindly evaluate each of the following items as to their relevance to the proposed study by
putting a check (√) mark on the corresponding cell.

Items 4 3 2 1 Remarks
Q1

Q2

Q3

Q4

Q5

Scale: Very Relevant = 4; Quite Relevant = 3; Somewhat Relevant = 2; Not Relevant = 1

Note: For the Content Validity computation, proportion agreement using Likert Scale will be used. The
computed average for each item will be interpreted based on the mean rating and description shown
below.
Mean Rating Description
3.25-4.00 Very relevant
2.50-3.24 Quite Relevant
1.75-2.49 Somewhat Relevant
1.00-1.74 Not Relevant

Only items with a mean rating of 2.50 to 4 (Quite Relevant and Very Relevant descriptors) will be used in
the research questionnaire.
Note: Remedies for invalid item/s
1. Paraphrase the invalid item/s
2. Omit the invalid item/s
3. Increase the number of items and/or raters

Evaluator: ____________ Signature: ____________ Date of Evaluation: _________

b. Reliability Test
Reliability refers to how consistently a method measure something. If the same
result can be consistently achieved by using the same methods under the same
circumstances, the measurement is considered reliable (Middleton, 2022). Different types
of reliability can be estimated through various statistical methods. There are two common
types of reliability test done in research. Refer to the table below by Middleton (2022).

Types of
reliability What does it assess? Example
The consistency of a measure across A group of participants complete
Test-retest time: do you get the same results when a questionnaire designed to measure
you repeat the measurement? personality traits. If they repeat the
questionnaire days, weeks or months apart
and give the same answers, this indicates
high test-retest reliability.
 Types of
reliability What does it assess? Example
The consistency of the measurement You design a questionnaire to measure
Internal itself: do you get the same results from self-esteem. If you randomly split the
consistency different parts of a test that are results into two halves, there should be
designed to measure the same thing? a strong correlation between the two sets
of results. If the two results are very
different, this indicates low internal
consistency.

In doing the reliability test, if your target respondents are the junior high school students
(grades 7-10), you need to choose one section where you’re going administer your questionnaire.
Example, you have chosen section 10-A as your respondents for the reliability test, 10-A will
answer your questionnaire and from their responses, you’re going to do the reliability test. If your
questionnaire passed the reliability test, you are now ready to administer your questionnaire to
the junior high school students however, section 10-A will not anymore be included. In case that
your reliability test failed, you need to make changes in your questionnaire and choose another
section where you’re going to administer your reliability test.

Split-Half Reliability Test (Korb, n.d.)

This method will tell you how consistently your measure assesses the construct of interest.
If your measure assesses multiple constructs, split-half reliability will be considerably lower.
Therefore, separate the constructs that you are measuring into different parts of the questionnaire
and calculate the reliability separately for each construct. Likewise, if you get a low reliability
coefficient, then your measure is probably measuring more constructs than it is designed to
measure. Revise your measure to focus more directly on the construct of interest. If you have
dichotomous item (right-wrong answers) as you would with multiple choice exams, the Kuder-
Richardson formula 20 (KR20) is the best accepted statistic. If you have Liker scale or other types
of items, use the Spearman Brown formula.

1. Kuder-Richardson Formula 20 (KR-20)

Take note that KR-20 is only used for quiz-type researcher- made and
adapted questionnaires. Do not use with a Likert scale.

Formula:

– rKR20 is the Kuder-Richardson formula 20

– k is the total number of test items
– Σ indicates to sum
– p is the proportion of the test takers who pass an item
– q is the proportion of test takers who fail an item
– σ2 is the variation of the entire test

Example: Your group administered a 10-item spelling test to 15 students. To calculate

the KR-20, you need to enter the data in an Excel spreadsheet. Follow the slide
presentation for the calculation.
Note: Values of KR-20 generally range from 0.0 to 1.0, with higher values
representing a more internally consistent instrument. In very rare cases, typically with
very small samples, values less than 0.0 can occur, which indicates an extremely
unreliable measurement. A rule-of-thumb commonly applied in practice is that 0.7 is
an acceptable value or 0.8 for longer tests of 50 items or more (Salkind, 2010). In the
example above, the KR-20 value means reliable.

2. Likert Tests
If you administer a Likert Scale or have another measure that does not have one
correct answer, the preferable statistic to calculate the split-half reliability is coefficient
alpha (otherwise known as Cronbach’s alpha). However, coefficient alpha is difficult to
calculate by hand. If you have access to SPSS, use coefficient alpha to calculate the
reliability. If you must calculate the reliability by hand, use the Spearman-Brown formula.
Spearman-Brown formula is not as accurate, but is much easier to calculate.
 To demonstrate calculating the Spearman-Brown formula, we will be using the PANAS
questionnaire which has two constructs via Likert scale: The Positive and Negative Effect. It
means to say that the questionnaire measure both the positive and negative effect of something.
When we calculate reliability, we have to calculate it for each separate construct that we measure.
The purpose of reliability is to determine how much error is present in the test score. If we included
questions for multiple constructs together, the reliability formula would assume that the difference
in constructs is error, which would give us a very low reliability estimate. Therefore, we first had
to separate the items on the questionnaire into essentially two separate tests: one for positive
affect and one for negative affect. The following calculations will only focus on the reliability
estimate for positive affect. We would have to do the same process separately for negative affect.
Interpretation:

• 0.9 and greater: excellent reliability

• Between 0.9 and 0.8: good reliability
• Between 0.8 and 0.7: acceptable reliability
• Between 0.7 and 0.6: questionable reliability
• Between 0.6 and 0.5: poor reliability
Chapter 10: Writing the Results and Discussions, Conclusion,
and Recommendations

10.a. RESULTS AND DISCUSSIONS

• NOTE: BEEFORE WRITING THE RESULTS AND DISCUSSIONS,
MAKE SURE THAT YOUR METHODOLOGY IS ALREADY IN THE
PAST TENSE!
• Present describe, narrate, interpret, and explain what you observed and
found.
o Presents data in tables or figures.
o Report and discuss results by explaining trends, relationships and
implications of data.
• In theory, is the easiest part to write.
o cut and dried
o a straightforward commentary of what was exactly observed and
found
• In reality, it can be a little tricky.
o may have too much information and bury the important findings

What to include in the Results and Discussions:

• Determine which are relevant to the objectives presented in the
Introduction irrespective of whether or not the results support the
hypothesis(es).
• Should not include every result you obtained (This is not a diary!
• Side issues should not be included.

Organization of the Results and Discussions:

• Organize the data and discussion in chronological or logical order.
✓ according to objectives or the methods.
✓ from most to least important.
✓ from simple to complex.
• Organize tables, figures and graphs chronologically.

Presentation of the results and Discussions:

• Do not present raw data. Raw data must be placed in the
appendix part.
• Determine whether the data are best presented in the form of
text, figures, graphs, or tables.
• Tables, figures and graphs should be clearly labeled and
appropriately scaled.
• Do the numbers add up?
• Tables, figures, and graphs must stand alone.
 Text of Discussion
• Do not repeat information that is already shown in the table/ figure! Remember
that the tables and figures are stand alone.
• For each major result:
o describe patterns, principles, relationships, and meanings.
o explain how the results relate to expectations and to pieces of literature;
do they agree, contradict, or are they exceptions to the rule?
o explain plausibly any agreements, contradictions, or exceptions.
o emphasize what is new, different, or important about the results.

Other tips:
• Move from specific to general: your finding(s) --> literature, theory, practice.
• Refer/Cite figures and tables.
• Report negative results; they are important and not necessarily ‘bad data’.
• Tell a ‘story.’
• Be clear, brief, concise and specific.
• Use past tense to discuss about results.
• Use present tense to mention facts.

10.b. CONCLUSION

• Include here the general objective with no elaborations.

• Cite main findings highlighting important data, facts, or statistical measures
without inference or interpretation.
• Draw out sound conclusions from main important findings stated in the RD.
o We do not explain or elaborate anymore.
o We do not include any new data not presented before.

10.c. RECOMMENDATIONS

The recommendations that you introduce in your research paper are essential to
the plans you have to move your field of study forward. Recommendations are the added
suggestions that you want people to follow when performing future studies. These are
based off of what you have found or what you might be interested in doing at some point
in the future. If one of your objectives is to give a recommendation based on the result of
your study, then write your recommendation on this section.

10.d. FINAL PAPER RUBRIC

Grading Criteria
A. Mechanics of the Text (10%)
1. General appearance (including typing)
2. Spelling, grammar, and syntax
3. Critical apparatus (referencing, bibliography, endnotes, appendices)
B. Organization of the Research (30%)
1. Coherence and consistency (unity of ideas)
2. Clarity of expression and propriety of emphases
3. Unity of structure (from presentation to interpretation and conclusion)
4. Logic of presentation
C. Quality of the Research (60)
1. Originality and evidence of personal work
2. Soundness and depth of interpretation of findings
3. Comprehensiveness
4. Relevance of conclusions and recommendations
5. Appropriateness of statistical treatment, if applicable

Chapter 11: The Final Paper Format

GUIDELINES IN RESEARCH PROJECT OR THESIS FORMATTING
 SLSI-HS LIBRARY
1. FINAL MANUSCRIPT PREPARATION

Paper size.
Use ANSI A Standard Letter (short bond paper)- 8.5 inches by 11 inches.

Font
The font size for the body of the thesis/research must be 11-point; the font of table and figure
titles, their captions and legends, and all notes should be no smaller than 8-point. Font must be
legible. Font to be used must be Times New Roman.

Margins
All pages (including the title and preliminary pages and pages containing tables or figures) must
have 1.5-inch (3.175cm) on the left and 1-inch (2.5 cm) margins on top, bottom and right side.
Only page numbers may encroach on the margins.

Justification
Text must be justified against the left margin and each paragraph should be indented.

Spacing
Single-space all text in the body of the research project or thesis. In the Table of Contents
double-space between headings except subheadings. The list of references should be single-
spaced. There should be one space after each bibliography/reference.

Pagination
Page numbers are located at the top-right corner of the pages. A single sequence of consecutive
Arabic numerals (1, 2, 3, etc.) is required to paginate the text. Lower-case Roman numerals (i,
ii, iii, etc.) are to paginate the preliminary pages; these numerals must be located at the top-right
corner of the preliminary pages. The title page is not counted or numbered.

Color
Text, with the exception of web links, must be in black ink. Both black and white and color
illustrations/figures are acceptable.

Preliminary Pages
Preliminary pages are numbered with lower-case Roman numerals. The headings on the
preliminary pages (e.g., Acknowledgements, Table of Contents, etc.) must be formatted the
same as main headings.

Approval Sheet
This page must contain the signed document of the committee on Oral Examination and the
approval committee (subject teacher, academic coordinator, and school principal).

Dedication Page
Single-space the text on this page. The title “Dedication” must appear at the top center of the
page. The dedication may be as long or short as desired, and the project may be dedicated to
whomever the author chooses. If it is just a short phrase, center on page, and then the title
“Dedication” is optional.

Acknowledgement Page
Single-space the text on this page. The title “Acknowledgement” (or
“Acknowledgements”) must appear at the top center of the page. The acknowledgement(s) may
be as long or short as desired. Personnel or anyone else who contributed to the work may be
recognized.

Table of Contents
The words “Table of Contents” must appear at the top center of the page. The Table of Contents
includes the List of Tables (if applicable), the List of Figures (if applicable) headings, and
subheadings, any appendices, the List of References, and the Curriculum Vitae. The associated
page numbers are displayed at the right margin. The headings must match the headings that
appear in the text. If lengthy, headings may be condensed. Subsequent lines of headings should
be aligned after a tab space under heading title.

List of Tables
This list is required if one or more tables appear in the text. The List of Tables precedes the List
of Figures and directly follows the Table of Contents. The title “List of Tables” must be placed
at the top center of the page. Single-space each table title (when the title extends beyond one
line) and double-space between each complete title. (Every table must have a title beyond, e.g.,
“Table 4.”) Table titles in the List of Tables are to be identical in content to the titles as they
appear in the text; however, a lengthy, individual title may be condensed in the List of Tables.
Entries within the List of Tables must be consistent in their format. Should there be just one
table, it is numbered.

List of Figures
This list is required if one or more figures appear in the text. The List of Figures page follows
the List of Tables page. The title “List of Figures” must be placed at the top center of the page.
Each figure must have a caption, which is its title. Single-space each figure caption (when the
caption extends beyond one line); double-space between each complete caption. The content of
a figure caption in the List should be identical to the caption beneath the actual figure within
the text; however, a lengthy caption in the text may be appropriately paraphrased in condensed
form within the List. (Every figure must have a caption beyond, e.g., “Figure 3.”) Entries within
the List of Figures must be consistent in their format. Should there be just one figure, it is
numbered.

Abstract
The abstract is to contain a maximum of 250 words. It provides a brief summary of the content
of the research project or thesis to enable the reader to decide whether or not to study the entire
document. The abstract should include relevant words and phrases upon which electronic
searches may be initiated. The abstract must not contain subscripts, superscripts, or special
letters. References are to be excluded.

Body of the Research Project or Thesis

Items in capital letters (refer in the Table of Contents) always begin on a new page.

List of References
This section follows after the Recommendation/ Action Plan. The title selected must appear at
the top center of the first page of this section. Each and every source that is referenced within
the text must be contained in the List of References section; similarly, no entry may be listed
that is not referenced within the text. The forms and order of bibliographic entries should be in
the most recent APA (American Psychological Association) format.

Appendices
An appendix is a body of supplemental text that if included directly in the research project or
thesis would compromise continuity of the narrative. A single appendix is assigned no
number/letter/code; it is simply the “Appendix.” Should there be several appendices,
distinguish among them by letter (A, B, etc.) and appendix title. The appendix/appendices
immediately follow the body of the text.

Curriculum Vitae (REQUIRED)

The title “Curriculum Vitae” must appear at the top center of the page. This is a
personal/professional biography that may include the following: Personal Data (name and email
address); Educational background; signed character reference certification. It is the last item to
appear in the Table of Contents.

Signed agreement of work deposit (not included in the Table of Contents)

This is the authors’ consent for the digitalization and inclusion of their unpublished work for
educational purposes in Saint Louis School, Inc. library. This shall be on the last part of your
research project or thesis.
 2. BINDING

Type
It should be hardbound.

Color
The front and back cover must be in navy blue (HUMSS and STEM) or yellow (ABM) with
transparent plastic cover.

Front Label
The front cover should be with embossed foil label, following the title page format. Navy blue
(gold foil label). Yellow cover (silver foil label).

Spine
Label with SLSI, title and year using foil label.
1 inch STEM or HUMSS 1 inch

Two lines right Navy blue

and left edges
Gold Foil Label
1line inside
borders

SLSI Title of the Research YEAR

1 inch

1 inch ABM

Two lines right Yellow cover

and left edges
Silver foil label
1line inside
borders

SLSI Title of the Research YEAR

General Guidelines

✓ Paper Letter size (8.5 by 11 inches)

✓ 1.5inch left and 1inch other sides
✓ Justify text for even distribution between margins.
✓ Use Times New Roman font and 11 font size.
✓ Headings and body consistent throughout document
✓ Headings or subheadings for a new section should not be on the last line of a page
Title Page
✓ Follow the example title page in this guideline.
Preliminary pages
✓ Preliminary pages have lower-case Roman numerals on the upper right side
✓ Headings (e.g. ACKNOWLEDGEMENTS, DEDICATION, TABLE OF
CONTENTS, LIST OF TABLES, etc.) are formatted using the same style
Table of Contents
✓ Single-space between subheadings within main headings and double-space between
headings and their equivalents (LIST OF TABLES, LIST OF FIGURES, APPENDICES,
etc.).
✓ Page numbers in the Table of Contents are right justified.
✓ Main headings and subheadings in the Table of Contents exactly match what is used in the
text unless titles and headings are over one line in length, in which case a shortened heading
can be used.
List of Tables (needed only if there are tables in text or appendices)
✓ Follows the Table of Contents.
✓ Page numbers following the titles are right justified.
✓ Table names in the List of Tables exactly match what is used in the text, unless table titles
are longer than one line in length, in which case shortened titles can be used.
✓ If tables are included in an appendix, they are titled and numbered and included in the List
of Tables.
✓ Table titles are single-spaced; double space between each table title.
✓ Notes accompanying the tables are not included in the List of Tables.

List of Figures (needed only if there are figures in text or appendices)

✓ Follows either the Table of Contents or the List of Tables.
✓ Page numbers following the titles are right justified.
✓ Figure titles in the List of Figures exactly match the title used in the text, unless figure
titles are longer than one line in length, in which case shortened figure titles can be used.
✓ If figures are included in an appendix, they are numbered and titles are included in the List
of Figures.
✓ Figure titles are single-spaced; double space between each figure title.
✓ Notes accompanying the figures are not included in the List of Figures.
Main Body of Dissertation, Project, Thesis
✓ Text is single-spaced.
✓ Only block quotations, footnotes, endnotes, table titles and figure captions/ legends, and
notes accompanying tables and figures are single-spaced.
✓ Any source mentioned in text is listed in the List of References Cited.
✓ Headings are ranked correctly and are consistent among and within chapters.
✓ All tables, figures, and appendices are referred to in the text in sequential order.
✓ Tables and figures are correctly formatted following the APA guidelines.
Appendix/Appendices
✓ If only one appendix, it is called just Appendix, not Appendix A.
✓ Each appendix has a name, describing the contents of the appendix.
✓ All pages are numbered.
List of References
✓ Format used follows the most current edition of the APA (American Psychological Association)
style.
✓ Font size of text for references is 10-point.
✓ There should be one space after each reference listed.

Abstract
✓ Create a separate abstract (250 words or less, no references).
Signed agreement of work deposit
✓ Author’s signatures are complete in the consent
✓ The PDF file of the manuscript to be uploaded to the Agreement of Authors to Deposit their
Work in Saint Louis School, Inc. Library Forms link: https://forms.office.com/r/tEeGPhd5wg
and the hardbound copy will be given to your adviser. The adviser shall submit the hardbound
copy in the library.
 TITLE PAGE TEMPLATE
YOUR THESIS/PROJECT/DISSERTATION TITLE APPEARS HERE ALL IN
CAPITAL LETTERS, DOUBLE-SPACED, BOLD

A Research Paper Presented to the Faculty

of Saint Louis School, Inc.– High School Department, Baguio City

In Partial Fulfillment
of the Requirements for the Subject
Research in Daily Life 1 and 2

Submitted by: Note:

Group leader’s name is on top.
Surname, First name, Middle Initial
Surname, First name, Middle Initial
Surname, First name, Middle Initial
Surname, First name, Middle Initial

Year
 APPROVAL SHEET TEMPLATE

APPROVAL SHEET

Approved by the committee on Oral Examination as PASSED on date of final defense.

PANEL MEMBER 1 PANEL MEMBER 2

Member Member

Accepted and approved in partial fulfilment of the requirements for the subjects Research in Daily
Life 1 & 2 and Research Project.

NAME OF RESEARCH ADVISER

Research Adviser
Saint Louis School, Inc.
High School Department
Quirino Highway, Baguio City

RIAN I. DELA TRINIDAD, LPT

Academic Coordinator – Senior High School
Saint Louis School, Inc. (Center)
High School Department
Quirino Highway, Baguio City

LILY D. FERRER, LPT, MA ESL

Principal
Saint Louis School, Inc. (Center)
High School Department
Quirino Highway, Baguio City

TABLE OF CONTENTS FORMAT

 TABLE OF CONTENTS

TITLE PAGE………………………………………………….………...…………………….i
APPROVAL SHEET……………………………………………………………………...ii
CERTIFICATE OF EDITING……………………………………….…………………...iii
DEDICATION…………………………………………………………...…...………….iv
ACKNOWLEDGEMENT…………………………………………………….……….…..v
TABLE OF CONTENTS…………………………………………….…………...….…....vi
LIST OF TABLES…………..……………………………………………………….......viii
LIST OF FIGURES…………………….…………………….……………………………ix
ABSTRACT…………………………………………………….…………………….…...1
INTRODUCTION…………………………………….……….……………………….…2
Background of the Study……………..……….………………………………….…....3
Research Problem…………………………..….……………………………………....4
Research Objectives………………………………...……………………………….....4
Research Questions……………………………...…………………………………......5
Research Framework………………………………………………………………..….5
Significance of the Study……………………...…………………………………….....6
METHODOLOGY………………………………………………………………….....….7
Research Design………………………………..……………………………………...7
Population of the Study………………………..……………………………….…...…7
Data Gathering Tool…………………………...……………………………………....7
Data Gathering Procedure………………….……..………………………………...….7
Treatment of Data…………………………………………………………….………...8
RESULTS AND DISCUSSION…………………………………………...……………...9
ACTION PLAN…………………………………………………………….……………18
(To be provided depending on the objectives of the research)

CONCLUSION…………..………………………………………………………………19
RECOMMENDATIONS…………….…………………………………………………..20
REFERENCES………………………………...…..……….……………………...…….27
APPENDIX………………………………………………………………………………29
(for mixed- method)
Appendix A: Letter/s of Permission to Conduct Study………………………….29
Appendix B: Survey Questionnaire……………………………………………..30
Appendix C: Validity Test for the Survey Questionnaire……………………….32
Appendix D: Validity Test Summary for the Survey Questionnaire……………35
Appendix E: Reliability Test for the Survey Questionnaire…………………….36
Appendix F: Interview Guide Questions………………………………………..38
Appendix G: Validity Test for the Interview Guide Question………………….39
Appendix H: Validity Test Summary for the Interview Guide Question……….41
Appendix I: Statistical Analysis of Quantitative Data…………………………..42
Appendix J: Interview Transcript……………………………………………….90
Appendix K. Thematic Analysis…………….………………………………….115
Appendix L: PowerPoint Presentation………………………………………....118

CURRICULUM VITAE………………...……………………………………………….….129

(for experimental research)

APPENDIX………………………………………………………………………………29
Appendix A: Research Instruments…………………….……………………….29
 Appendix B: Preparations……………………..………………………………..30
Appendix I: Statistical Analysis of Quantitative Data…………………………..42
Appendix I: Liquidation of Expenses………………..…………………………..42
Appendix L: PowerPoint Presentation………………………………………....118
Note: depending on the procedure, the number of appendices for the preparations and
photo documentation may vary.

LIST OF TABLES This will have its own page.

Table 1. Title of the table………………………………………………………………….9

Table 2. Title of the table………………..……………………………….………………16

LIST OF FIGURES This will have its own page.

Figure 1. Title of the figure………………………..…………………………………...….5
Figure 2. Title of the figure.………….……..…..…………………………….…….....…18
Figure 3. Title of the figure...………………………………………………….…………20

Examples of Likert Scaled Responses Used in Data-Gathering

A variety of methods are available to assist evaluators in gathering data. One of those methods
involves the use of a scale. One of the most common scale types is the Likert scale. A Likert scale
is commonly used to measure attitudes, knowledge, perceptions, values, and behavioral changes.
A Likert-type scale involves a series of statements that respondents may choose from in order to
rate their responses to evaluative questions (Vogt, 1999).

Citation:

Vagias, Wade M. (2006). Likert-type scale response anchors. Clemson International Institute for
Tourism & Research Development, Department of Parks, Recreation, and Tourism Management.
Clemson University

Level of Acceptability 4 – Neutral

1 – Totally unacceptable 5 – Somewhat true of what I believe
2 – Unacceptable 6 – True of what I believe
3 – Slightly unacceptable 7 – Very true of what I believe
4 – Neutral
5 – Slightly acceptable Priority – 7-point scale:
6 – Acceptable 1 – Not a priority
7 – Perfectly Acceptable 2 – Low priority
3 – Somewhat priority
Level of Appropriateness 4 – Neutral
1 – Absolutely inappropriate 5 – Moderate Priority
2 – Inappropriate 6 – High priority
3 – Slightly inappropriate 7 – Essential priority
4 – Neutral
5 – Slightly appropriate Priority – 5-point scale
6 – Appropriate 1 – Not a priority
7 – Absolutely appropriate 2 – Low priority
3 – Medium priority
Level of Importance 4 – High priority
1 – Not at all important 5 – Essential
2 – Low importance
3 – Slightly important Level of Concern
4 – Neutral 1 – not at all concerned
5 – Moderately important 2 – Slightly concerned
6 – Very important 3 – Somewhat concerned
7 – Extremely important 4 – Moderately concerned
5 – Extremely concerned
Level of Agreement
1 – Strongly disagree Level of Problem
2 – Disagree 1 – Not at all a problem
3 – Somewhat disagree 2 – Minor problem
4 – Neither agree or disagree 3 – Moderate problem
5 – Somewhat agree 4 – Serious problem
6 – Agree
7 – Strongly agree Effect on X
1 – No affect
Knowledge of Action 2 – Minor affect
1 – Never true 3 – Neutral
2 – Rarely true 4 – Moderate affect
3 – Sometimes but infrequently true 5 – Major affect
4 – Neutral
5 – Sometimes true Level of Consideration
6 – Usually true 1 – Would not consider
7 – Always true 2 – Might or might not consider
3 – Definitely consider
Reflect Me?
1 – Very untrue of me
2 – Untrue of me
3 – Somewhat untrue of me Level of Support/Opposition
4 – Neutral 1 – Strongly oppose
5 – Somewhat true of me 2 – Somewhat oppose
6 – True of me 3 – neutral
7 – Very true of me 4 – Somewhat favor
My beliefs 5 – Strongly favor
1 – Very untrue of what I believe
2 – Untrue of what I believe Level of Probability
3 – Somewhat untrue of what I believe 1 – Not probable
 2 – Somewhat improbable 5 – Extremely aware
3 – Neutral
4 – Somewhat probable Level of Difficulty
5 – Very probable 1 – Very difficult
2 – Difficult
Level of Agreement 3 – Neutral
1 – Strongly disagree 4 – Easy
2 – Disagree 5 – Very easy
3 – Neither agree or disagree
4 – Agree Likelihood
5 – Strongly agree 1 – Extremely unlikely
2 – unlikely
Level of Desirability 3 – Neutral
1 – Very undesirable 4 – likely
2 – Undesirable 5 – Extremely likely
3 – neutral
4 – Desirable Level of Detraction
5 – Very desirable 1 – detracted very little
2 – 3 – Neutral
Level of Participation 4–
1 – No, and not considered 5 – Detracted very much
2 – No, but considered
3 – Yes Good / Bad
1 – Very negative
Frequency – 5 point 2 – 3 – Neutral
1 – Never 4 – 5 – Very positive
2 – Rarely
3 – Sometimes Barriers
4 – Often 1 – Not a barrier
5 – Always 2 – Somewhat of a barrier
3 – Moderate barrier
Frequency 4 – Extreme barrier
1 – Never
2 – Rarely Level of Satisfaction – 5 point
3 – Occasionally 1 – Very dissatisfied
4 – A moderate amount 2 – dissatisfied
5 – A great deal 3 – unsure
4 – satisfied
Frequency of Use 5 – Very satisfied
1 – Never
2 – Almost never Level of Satisfaction – 5 point
3 – Occasionally/Sometimes 1 – Not at all satisfied
4 – Almost every time 2 – slightly satisfied
5 – Every time 3 – moderately satisfied
4 – Very satisfied
Amount of Use 5 – Extremely satisfied
1 – Never use
2 – Almost never Level of Satisfaction – 7 point
3 – Occasionally/Sometimes 1 – Completely dissatisfied
4 – Almost every time 2 – Mostly dissatisfied
5 – Frequently use 3 – Somewhat dissatisfied
4 – neither satisfied or dissatisfied
Level of Familiarity 5 – Somewhat satisfied
1 – not at all familiar 6 – Mostly satisfied
2 – Slightly familiar 7 – Completely satisfied
3 – Somewhat familiar
4 – Moderately familiar Level of Quality – 5 point
5 – Extremely familiar 1 – Poor
2 – Fair
Level of Awareness 3 – Good
1 – not at all aware 4 – Very good
2 – Slightly aware 5 – Excellent
3 – Somewhat aware
4 – Moderately aware
Comparison of Two Products
1 – much worse
2 – somewhat worse
3 – about the same
4 – somewhat better
5 – much better
Level of Responsibility
1 – Not at all responsible
2 – somewhat responsible
3 – mostly responsible
4 – completely responsible

Level of Influence
1 – not at all influential
2 – slightly influential
3 – somewhat influential
4 – very influential
5 – extremely influential

Citation: Sorrel Brown ANR Program Evaluation Iowa State University Extension Dec 2010

FREQUENCY

• Very Frequently • Always • Always • Always

• Frequently • Very Frequently • Usually • Very Often
• Occasionally • Occasionally • About Half the • Sometimes
• Rarely • Rarely Time • Rarely
• Very Rarely • Very Rarely • Seldom • Never
• Never • Never • Never

• A Great Deal • Often • Almost Always

• Much • Sometimes • To a Considerable Degree
• Somewhat • Seldom • Occasionally
• Little • Never • Seldom
• Never

IMPORTANCE
• Very Important 0 = Not Important At All
• Important 1 = Of Little Importance
• Moderately Important • Very Important 2 = Of Average Importance
• Slightly Important • Moderately Important 3 = Very Important
• Not Important • Not Important 4 = Absolutely Essential

QUALITY
• Very Good
• Good
• Acceptable • Very Poor • Good
• Poor • Below Average • Fair
• Very Poor • Average • Poor
• Above Average
• Excellent

LIKELIHOOD

• Like Me • To a Great Extent • True

• Not Like Me • Somewhat • False
• Very Little
• Not at All
• Definitely • Almost Always True • Not likely
• Very Probably • Usually True • Somewhat likely
• Probably • Often True • Very likely
• Possibly • Occasionally True
• Probably Not • Rarely True
• Definitely Not • Usually Not True
• Almost Never True

Dichotomous Scales

Fair Agree True Yes

Unfair Disagree False No

Three-Point Scales:

More than I would like Too Harsh Too Strict

About right About right About right

Less than I would like Too Lenient Too Lenient

Too heavy Too much Extremely

About Right About right Moderately

Too light Too little
Not at all

Four-Point Scales:

Most of the time Strongly Agree Definitely won’t

Some of the time Agree Probably won’t

Seldom Disagree Probably will

Never
Strongly Disagree Definitely will

Five-Point Scales:

Much better Strongly Agree Very High

Somewhat better
Stayed the same Agree Above Average

Somewhat worse Undecided Average

Much worse Disagree Below Average

Strongly Disagree Very Low

 Excellent Very good Much higher

Above Average Good Higher

Average Fair About the same

Below Average Poor Lower

Very Poor Very poor Much lower

Almost always Extremely Very satisfied

Often Very Satisfied

Sometimes Moderately Neither

Seldom Slightly Dissatisfied

Never
Not at all Very dissatisfied

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