RESEARCH

GENERAL GUIDELINES
1. Never use personal pronouns like: I, me, we, are, us and you
Always use: the researcher(s)
2. Acknowledgement of all sources.
3. Observe confidentiality.
4. Table should be in one page. If impossible, break it into two tables.
5. Number 1-9 (whole word); 10-up in figures.
6. Paging before chapter 1, use the lower case letters. (i, ii, iii, etc.)
7. Foreign words, dialects must be italics.
8. Never use abbreviations or symbols.
9. Page number should be written at the upper right corner of the page.
10. Do not transcribe the page numbers in every start of chapter and on
pages where schematic diagram were transcribed.
11. Define major terms as presented in title and subproblems of the study.
12. Borders should be measured one and one-half inches from left side while
measuring 1 inch from right side, top and bottom.
13. Everything should be in double space except for direct paragraph/long
quotations which is presented in single-space, inset with half tab in both sides.
let’s talk about the qualitative
and quantitave research….
 Qualitative Research
 Qualitative Research is primarily exploratory research. It is used to gain an
understanding of underlying reasons, opinions, and motivations. It provides insights
into the problem or helps to develop ideas or hypotheses for potential quantitative
research. Qualitative Research is also used to uncover trends in thought and
opinions, and dive deeper into the problem. Qualitative data collection methods
vary using unstructured or semi-structured techniques. Some common methods
include focus groups (group discussions), individual interviews, and
participation/observations. The sample size is typically small, and respondents are
selected to fulfil a given quota.
 Qualitative (‘qual’) research is often used for exploring. It helps researchers gain an
understanding of underlying reasons, opinions, and motivations. It provides insights
into the problem or helps to develop ideas or hypotheses for potential quantitative
research.
 Qualitative data collection methods vary using unstructured or semi-structured
techniques. Common methods include focus groups, individual interviews,
observation or immersion, and diary studies. The sample size is typically small, and
respondents are selected to fulfill a given quota.
 Quantitative Research
 Quantitative Research is used to quantify the problem by way
of generating numerical data or data that can be
transformed into usable statistics. It is used to quantify
attitudes, opinions, behaviors, and other defined variables –
and generalize results from a larger sample population.
Quantitative Research uses measurable data to formulate
facts and uncover patterns in research. Quantitative data
collection methods are much more structured than Qualitative
data collection methods. Quantitative data collection
methods include various forms of surveys – online
surveys, paper surveys, mobile surveys and kiosk surveys, face-
to-face interviews, telephone interviews, longitudinal studies,
website interceptors, online polls, and systematic observations.
 Quantitative (‘quant’) research is used to quantify the problem by
way of generating numerical data that can be transformed into
useable statistics. It is used to quantify attitudes, opinions, behaviors,
and other defined variables, and generalize results from a larger
sample population. Quantitative research uses measurable data to
formulate facts and uncover patterns in research.
 Quantitative data collection methods are much more structured;
they include various forms of surveys – online surveys, paper surveys,
mobile surveys and kiosk surveys, face-to-face interviews, telephone
interviews, longitudinal studies, website interceptors, online polls,
and systematic observations.
 Differences in the data
 In terms of the actual data, here are some of the key differences:
 Qualitative data is not countable. It’s chunks of text, photos, videos, and so on.
Quantitative data can be counted as it’s numerical.
 Qualitative data is usually unstructured, which means it’s not ordered or grouped
logically. You can turn qualitative data into structured quantitative data through
analysis methods like coding.
 Most of the time qualitative data will be collected from a smaller sample size than
quantitative data, becuase generally you’re not looking for statistical significance
with qualitative research.
 Qualitative data is quite rich, and can give you directional insights about people’s
thoughts, feelings, emotions, and so on. Quantitative data can help to give you
more confidence about a trend, and allow you to derive numerical facts.
 Imagine you’re looking down on a city from a helicopter at 5,000 feet. From here,
you count all of the vehicles on a particular road, and conclude that 60% of
vehicles are cars, 30% are trucks, and the rest are motorbikes. This would be a
quantitative fact. If you then landed on the ground and interviewed some
motorbike riders about their thoughts on truck drivers, the notes or recording of
those interviews would be qualitative data.
 Examples of Research Title:
 The Effects of Listening Comprehension on English Language
Learners Writing Performance while Taking Notes
 The Importance of Effective Listening Skills: Implications for the
Workplace and Dealing with Difficult People
 DIFFICULTIES AND STRATEGIES IN LISTENING COMPREHENSION
 USE OF SOCIAL NETWORKS AND ITS EFFECTS ON STUDENTS ON
UNIVERSITY OF VOCATIONAL TEACHNOLOGY
 THE ADVANTAGES AND DISADVANTAGES OF TAKING THE BUSINESS
COURSE AS ABM SENIOR HIGH SCHOOL STUDENTS IN UNIVERSITY OF
SAN AUGUSTIN
 How Social Media Can Influence Children Behavior
 Chapter 1
INTRODUCTION
 Rationale
The rationale renders an exposition of the situation that has made the
study necessary. The first paragraph of introduction is the most important part
of the paper. It provides a “narrative hook” to the reader (Creswell, 2007).
The Narrative Hook causes the reader to pay attention and elicits an
emotional or attitudinal response from the reader. It also causes the reader
to continue reading.
The next paragraphs are readings to support the first paragraph.
The rationale main purpose is to present the justification of the study.
The researchers may cite the problematic situation, which prompted the
researchers to conduct the study from the macro to micro levels, that is,
globally, regionally, nationally, and locally, to zero-in on the local settings of
the study.
 Discussions claimed should be with legal basis relevant to the study.
The researchers may present pertinent statistical data could support data
that could support the claims. The presentations should be emphatic and
explosive. It should create an impact on the reader of the research. It
should prod the reader to go on and find out what good is there in
research study.
The last paragraph of the rationale is the purpose statement. It
states the purpose of the researcher in order to address the gap problem
stated in the situationer and cite the reasons for conducting the study.
The rationale should be two to four pages only.
Theoretical and/or Conceptual; Framework
This is the overall conceptual underpinnings of the study, a theoretical
rationale. This begins by stating the existing theory that the study intends to
confirm or to disprove. In a study based on a theory, the framework is
referred to as the theoretical framework; in a study that has its roots in a
specified conceptual model, the framework is often called the conceptual
framework.
This is not the explicit theory or conceptual model, and often the
underlying theoretical rationale for the inquiry is not explained. Rather, the
framework is often implicit, without being formally acknowledged or
described. The theoretical or conceptual framework should be a well-knit
presentation wherein which to hinge the study.
The theory or conceptual basis for the framework with which to
anchor the study should relate to the dependent variable/s or phenomenon.
 In this segment, variables in quantitative studies and phenomenon in
qualitative studies are defined and operationalized. Supporting theories or
concept may be cited. The supporting theories should be related to the
independent variables.
Sometimes researchers fail even to adequately describe key concepts
at the conceptual level. The researchers are interested in defining the
concepts operationally. Researchers should make clear conceptual
definition of their key variables or phenomena, thereby providing information
about the study’s framework.
The researchers are required to present a schematic diagram of the
theoretical framework or conceptual framework. This is a symbolic
representation of a conceptualization. This is a visual representation of some
aspects of reality as
 CULTURE CARE

Theoretical/Conceptual Framework of the Study

 investigated in the study and there is minimal use of words. This will
help express abstract ideas in a concise and readily understandable form.
Schematic diagram, which is common in both quantitative and qualitative
research, represent phenomena graphically. Concepts and the linkages
between them are represented though the use of boxes, arrows, or other
symbols (also referred to as conceptual; map). The schematic diagram is
usually presented in a separate page in-between narration or explanation of
the theoretical framework.
Qualitative studies do not need theoretical background of framework.
Instead, at the end of the study, existing theories are discussed that support
the result of the study or generate a theory.
 THE PROBLEM
Statement of the Problem
The Problem Statement renders a statement of the central problem of
the study. This is a general statement of the problem. A recommended
wording of the Problem Statement is presented below,
The (purpose, aim, intent, objective/s) if the study is to (experimental-
test,
compare or evaluate; comparative- compare; correlational- examine or
assess; simple survey- determine; phenomenology- explore or describe;
ethnography- explore, describe, analyze or conduct an in-depth analysis;
grounded theory- understand, discover, develop, or generate) the
(quantitative – identify the variables of study and its possible relationship;
grounded theory- process, social structures, social interaction;
phenomology- experience, lived experience, lived-in experience, meaning
or essence; ethnography- culture, roles, lifeways or cultural behavior).
The researcher analyzes the central problem by presenting each
segment as subproblem in which broad dimensions are divided into factors.
The researcher should identify the specific subproblems in logical and
sequential order as they appear in the paradigm. The problems must jive with
the paradigm, conceptual framework, hypothesis, and methodology and
research instrument. This should be presented interrogatively. The final
question should be an output question.
The subject of the study, what are to be measured, the time-frame
and location are also being identified.

Example:
The purpose of this study is to analyze the cultured-based health care
practices among well and ill Cebuanos. This study will be conducted in the
Province of Cebu for the year 2008.
Specifically, the study attempts to answer the following questions:
1. How are the lived experiences of Cebuanos in the use of culture- based
health care practiced in the;
1.1. urban area; and
1.2. rural area?
2. How are the cultured-based health care practices provided by the
Talambans in the:
2.1. urban area; and
2.2. rural area?
Null Hypothesis
The Null Hypothesis states the researcher’s conjectures or educated
guess” pertaining to differences or relationships. The hypothesis is stated in
null form requires that hypotheses be expressed as an expected absence of
a relationship. This means that it needs to be subjected statistically. The null
hypothesis represents the formal statement of absence until proven with
significant relationships after doing the appropriate statistical test. Null
hypothesis are not required for plain descriptive quantitative study and
qualitative study.

Example:
Ho1. There is no significant relationship between gender and beauty
Ho2. There is no significant difference between the males and females
job satisfaction.
 Qualitative studies do not have null hypothesis.

Significance of the Study

The segment renders a detailed exposition of the importance of the
study to various sectors such as the management, the workforce, the clients,
suppliers, and the general public. The researchers need to identify those who
are to benefit from the study: people, institutions, and agencies. The
researchers need to cite how they will be benefited form the findings pf the
research. The researchers should not fail to include the other researchers as
beneficiaries and what they are expected to benefit. Presented below is an
example:
 Nurses as rational being, constantly search for answers to satisfy
inquisitiveness. Faced with the challenge of nursing practice in diverse
cultural settings and folk health care differences, nurses learn to appreciate
the importance of conducting studies in addressing problems they
encounter.
The findings of the study are beneficial to the following:
Cebuanos. The Cebuanos will benefit from the culture-based nursing
care plan that will be implemented. The traditional health care practices
and culture of Cebuanos are preserved and maintained, accommodated or
negotiated, and when harmful to heath repatterned or restructured.
 DEFINITION OF TERMS
The first step is to determine the key terms or phrases used in the study.
Significant terms/variables in the title and in the specific problems should be
defined. The researchers need to determine first its conceptual definition
before defining them operationally. Conceptual definitions are taken from
books, encyclopedias, periodicals, magazine and journals. After determining
its conceptual definition, the researchers define the key terms and phrases
operationally. Operational definition is how these key terms or phrases are:
(1) taken to mean in the stud; (2) used in the study; or (3) measure in the
study. Terms to be defined should be arranged alphabetically.

Example:
Cebuanos refer to the individuals who speaks Visayan dialect rooted
from Astro- Malayan language and who performs a specific culture-based
health care practice. This refers to the informants of the study.
 Mathematics achievement is the measure of the students’ learning in
algebra. In this study, mathematic achievement refers to the score of a
student in the thirty-item teacher-made test on polynomials.
Chapter II
 Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

 Provide an introductory statement pf the chapter in this area.

Related Literature
An introductory statement should be made before presenting the related
literature. Conceptual literature cited should be taken from books, news
papers or magazines. The conceptual literature should be logically presented
according to variables or phenomenon. Statements copied verbatim from
original sources should be typed single space inset. It is advised that long
citations should be paraphrased. In this case, the researchers should restate
the author’s thoughts in her or her own words. Citations should be
documented properly following the APA format. The researchers must provide
a critique for every abstracted literature. This should focus on the quality of the
data and not based on personal opinion.
 Read and evaluate the relevance of the literature to your topic. After
selection, organize the literature into a coherent picture of studies and
documents on your topic.
Write a review by developing summaries of the literature
Sort literature and studies into topical areas or “families of studies.” Provide
a topic side heading for each group. Literature can also be presented in
sequence from the oldest to the most recent or vice versa.
To find out the relevance of the literature, the following questions may
guide to find out three relevance of the literature or studies.
Topic relevance: Is the literature in the same topic as your proposed study?
 Individual and site relevance: Does the literature examine the same
individuals and sites you want to study?
Problem relevance: Does the literature examine the same research problem
as you propose in your study?

Related Studies
An introductory statement should be made before presenting the Related
Studies. This should be taken from published or unpublished thesis, journals and
other research study materials. This must be arranged logically by variables or
by phenomenon. The arrangement should be based on the paradigm. There is
a need to cite those studies which are relevant to the study. In presenting the
related studies, the researchers need to cite the methodology, the
participants, the data analysis procedure, and the major findings. There is a
need to use the researchers own words in presenting the review. Citations
should be documented properly following the APA format. The researchers
must provide a critique for every abstracted related study. This should focus on
the quality of the data, quality of the sued methodology and not based on
personal opinion.

Overall Summary of the Review

The researchers need to cite the first similarities of the related literature
and study with the researchers own study. Then, cute the aspects where they
differ. After which, cite the aspects that make the study original or novel.
Similarities and differences should compared even to their minor details.
 Chapter III
RESEARCH METHODOLOGY AND PROCEDURES

Provide an introductory statement of the chapter in this area.

Methods
A research method refers to the design for data collection and data
analysis. The major research approach is quantitative and qualitative study
mixed method. It should be discussed or presented on how the approach
helps in data gathering.
For quantitative study, it could be non- experimental or experimental. For
non- experimental study, it could be descriptive correlational, univariate
descriptive, retrospective, prospective nonexperimental, natural experiment,
path analytic study, or comparative. For experimental study it could be true
experiment (post-test only, pretest- posttest, factorial, randomized block,
crossover, wait-list), quasi-experiment (nonequivalent control group before-
after, time series, time series nonequivalent control group design, time series
With multiple institutions if treatment, time series with intensified treatment, time
series with withdrawn and reinstituted treatment), and pre- experiment
(nonequivalent control group after-only, one group before-after). The specific
design features must be presented (refer to p. 203 of Nursing Research, Polit &
Back, 2008).

Environmental/Locale

If the study is qualitative or non experimental, the research environment should

be presented with its locale. The research environment presents a profile, historical
account, vision- mission, and the feature of the participants being studied. Present
the practices, lifeways, educational statistics, health statistics, as the case my be.
 The research locale only refers to the place or locale of the study. If the study is
experimental, we only present the research locale without the research
environment.

Participants
Subjects/Respondents/Informants. This presents the study participants. Please
us the appropriate terminology, informants for qualitative researchers, respondents
for those who answer the questionnaire, and subjects for those being acted upon
by the study.
This specifies whether the participants comprise the universe or samples.
Describe the respondents by presenting the eligibility criteria (including inclusion
and exclusion criteria). This includes the characteristics and profile of the research
participants and how the researcher is going to identify them.
 This presents a table of participants which depicts the population size, sample
size and percentage of samples in relation to the population.

Sampling Technique. This presents the sampling technique and how the smaples
were selected. For quantitative study, probability sampling designs are
recommended, but ,ay use nonprobability sampling designs. Qualitative study will
only use nonprobability technique.
For quantitative sampling design, please consult a statistician for appropriate
recommendations.
For ethnography, starts with “big-net” approach conveniently, and 25 to 50
informants purposively chosen. From the 25 to 50 informants, 5 key informants are
purposively chosen. Another set of informants may be purposively chosen for
focused group discussions.
 For phenomenology, five to ten informants are chosen utilizing criterion
sampling ,method, a specific type of purposive sampling design. All
participants must have experienced the phenomenon and must be able to
articulate what is like to have lived that experience.
For grounded theory, research is typically done with samples of about 20
to 30 people, using theoretical sampling. The goal is to select informants who
can best contribute to the evolving theory. Sampling, data collection, data
analysis, and theory construction occur concurrently, and so study participants
are selected serially and contingently; contingent on the emerging
conceptualization.
Instruments
The most common research instruments are test, review of documents,
observation checklist or guide, participant observation field notes, interview
schedule or guide, self-made questionnaire, scales, narrative accounts, and
focus group discussion issues. The researchers need to decide on the type of
research instrument that will best to gather the data and information needed
in the study.
Indicate also instructions for accomplishing, checking, scoring and
interpreting the instrument. Make sure the instructions are clear and explicit.
Erroneous instructions will affect the respondent’s responses and likewise the
data.
Justify its characteristics if it possesses a good research instrument. If the
questionnaire is borrowed, please acknowledge the author or from the where
it is adopted. There is also a need to mention the source or author of the
scoring pattern being adopted. Describe the scoring or point system for every
variable. The data quantification should help in the statistical analysis. Explain
also how the date will be interpreted.
 Discuss validation of instrument, its validity and reliability and/or the need
for revalidation. Discuss triangulation strategies. Research instruments, which
have been adopted from the previous studies more often than not, do not
need to be revalidated. When changes or revisions have been made to suit
the needs of the study, there is a need for revalidation.
Instruments used from the published studies that are not culture free needs
validation and item analysis. Instruments used in unpublished studies that are
not rigorously validated and item analyzed need validation and item analysis.
Quantitative researcher-made instruments need to be validated. Discuss
content validation (at least 3 experts) and face validation (pre-testing). There
is also a need to frame item analysis through three reliability tests. Cite the
justification why there is no need for validation.
Data Gathering Procedure

Dry Run Procedures. This segment renders an exposition of the dry run
procedures for establishing the functionality and reliability of the data
collection instruments.
Data Collection. This segment describes and narrates the step-by-step
process, courses of action or sequence of events in the administration of the
instruments and the retrieval of accomplished instruments. This includes what
the researchers actually intend to do and the individuals who will act as
research aid. Take note of unusual events, occurrences, or comments of the
respondents in the course of data gathering. Be extra observant and take
note of whatever happens during data gathering, if triangulation was
employed.
Data Analysis
This segment discusses in detail the treatment of data. This presents the
statistical tests used in the processing of the data. Describe the statistical tools
used and for what purpose it is used. There is no need to include the different
formulas and the legend for the symbols used. Indicate also at what level of
significance the interpretations will be based. If a software was used in the
computation, then indicate the software and its version and license, if any
(SPS, MINITAB, STATA, etc.)
For qualitative research, discuss in details the specific data analysis
procedure. Discuss procedures in transcription, development of category
schemes or themes and coding qualitative data. For ethnography,
phenomenology and grounded theory, please utilize specific analysis
techniques. For ethnography, the researcher needs to use analysis of
ethnographic data. For phenomenology, the researcher needs to use
phenomenological analysis.
For grounded theory, the researcher needs to use specific grounded theory
analysis including Glaser and Strauss’s Grounded Theory Method, or the Strauss
and Corbin’s Approach. For descriptive qualitative studies not based on
specific traditions, utilize qualitative content analysis technique.
Specific data analysis procedures for focus group data and triangulated
data should be discussed in full details.
 Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
Present an introductory statement for this chapter. The chapter is
organized and divided into topics according to the sub-problems. The
researchers present only relevant data.
In reporting qualitative data, present the findings according to themes or
schemes. Since qualitative data is narrative and extensive, one theme should
be presented in one chapter and subthemes are emphasized with a header.
Analyze the basic data and interpret them in the light of the related literature.
If opinions would substantiate the findings then it should be supported with
related literatures.
In reporting quantitative data, summarize the results through tables or
chart presentation or graphs. In the presentation of results, include statistical
tests of significance, computed value of the test, degree of freedom,
probability level, and the direction of the effect.
The analysis of data should be objective and logical. Interpret the results in a
narrative form and after the table Textual presentation should supplement or
expand the contents of tables and chart rather than duplicate them. Present
facts as much as possible. If opinions would substantiate the findings then it
should be supported with related literatures. In interpreting data, point those
that are consistent or inconsistent and based interpretation using implications
or synthesis.
Provide a side heading, then make a short introduction to present the
hypothesis and the table number. Then insert the Table and interpretation and
discussion of the table will follow. An example format is provided below:
Example:
Difference in Student Teachers’ Characteristics by Teacher Education Institutions
It was hypothesized that the learning institution of the students had a bearing on
their characteristics. The ANOVA table (Table 2) shows that the student teachers showed
variations in their attitude towards teaching, core values and interpersonal skills when
classified according to institutions.

Table 2. ANOVA Table of Student Teachers’ Characteristics by TEIs

 Limitations. Limitations are possible shortcomings of influences that either
cannot be controlled or are the result of the restrictions imposed by the
researcher. These are conditions that restrict the scope of the study or may
affect the outcome and cannot be controlled by the researchers. These are
the weaknesses that the researchers need to anticipate. In here, discuss how
the researchers are going to handle them so that they do not become the
bottlenecks of the investigation.
 Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Present and introductory statement for this segment.

SUMMARY
The summary is the recapitulation of the problems and the methodology.
Present briefly on how the research was conducted including the summary of
the problem in declarative form, type of research, methodology employed,
participants and place of study.

FINDINGS
Present in outline form the main findings without giving any interpretation.
The order should follow the sequences of the topics previously based on the
sub-problems.
Conclusions
Conclusion is the formulation of generalizations based on collected data.
This presents broad statements or generalizations based on the findings of the
study with the purpose of answering the main problems. Broad generalizations
not supported by data or findings should be avoided. The statements should
be based from the theory or concepts used.
 RECOMMENDATIONS
Recommendations are suggestions for the improvement of practices,
policies, and implementing strategies relative to the research.
Recommendations are divided into specific and general recommendations.
Specific recommendations are based on the findings and conclusions of the
study itself. The researchers are advised to suggest five related studies related
to the undertaken study. These would serve as research buds. It includes; (1)
replication study for triangulation purposes; (2) more advanced or
sophisticated methodology based from the evidence- based practice
hierarchy; (3) studies that would cover areas uncovered by the present
research; and (4) improved methodology based form the weakness of the
present study.

Output of the Study

 BIBLIOGRAPHY AND
CITATION GUIDE

American Psychological
Association (APA)
by: Dr. Elsie Inocian- YSATAM
Professor
Examples of QUESTIONNAIRE: